editorial anne m. galler this is the first refereed issue of education libraries, with two interesting contributions from education librarians who have either used an unusual method to select items for their collection, or who have succeded in salvaging a collection that was on the verge of disappearing. your attention is drawn to the newly constituted editorial board, which consists of judy lindley and charles missar, two past presidents of the education division, who have graciously consented to help with the selection and editing of articles for the journal. both have been heavily involved in the activities of the journal and bring many years of experience in the education field to this new task. in addition to the editorial board, the following members of the education division have volunteered their services to be called upon as referees: pauline m. rothstein, lillian m.rider, and catherine m. have agreed to help with general articles and hope tillman with technical ones. it is hoped that more referees will join the group that has volunteered so far. in this new format, education libraries will continue to serve a double purpose: provide a forum for new and challenging ideas in the education field to be presented in a scholarly fashion, and to review new and forthcoming publications of interest to the profession. the h. w. wilson company has accepted education libraries for indexing in library literature. indexing will commence with the first issue of 1993. seditorial anne m. galler i am pleased to present a series of articles dealing with various aspects of education for librarianship in the last decade of the 20th century, and preparing library and information professionals for the 21st century. the first, by jamshid beheshti, associate professor at the graduate school of library and information studies at mcgill university, montreal, deals exclusively with the new technologies, and their introduction into the library/information studies curriculum. he emphasizes the fact that the knowledge of both hardware and software is indispensable, although each continuum is different and requires different levels of competency. dr. beheshti's publications appear in the journal of american society for information science, information processing and management, cd-rom professional, and information technology and libraries and he has presented papers at many conferences. for the past three years he has been conducting a research project on creating a new interface for online catalogues, referred to as the public access catalogue extension (pj\ce). adele fasick, our second contributor, has written a thoughtful and incisive article on "the future of education for the information professions." she talks about the changes brought about by technology and the need for education for changing times, as well as the maintaining of the high level of service the library/information profession has always provided. dr. fasick is a longtime member of the faculty of information studies at the university of toronto and was dean from 1990-1995. she has written many articles for professional journals and her most recently published book is managing children's services in public libraries (libraries unlimited, 1991). she is currently the editor of a database of research abstracts on library services for young people being prepared by the children's section of ifla. several more articles on various aspects of library education are planned for future issues of education libraries. as on previous occasions, the "selections from eric" are in line with the topic of the articles featured in this issue. there are also "new and forthcoming reference" books selected by gladys i. dratch and deborah garson, and a variety of books reviewed in depth, and a video review. education ubrariea • vol 1 9, no. 2 3 editorial anne m. galler in this issue the presentation of research done by librarians continues as dr. catherine e. wilkins presents an article entitled the changing library environment which is based on her recent doctoral thesis. dr. wilkins is the director of the j.a. turner professional library at the peel board of education, mississauga, ontario, canada, and her thesis explores the possibilities of the virtual library. the series on library and infonnation studies education continues with the publication of the article by dr. rashelle s. karp, professor of library science, at clarion university of pennsylvania. her assistant, tonya allen, is a recent graduate of the msls program offered by the department of library science at clarion university. dr. karp refers to her article as a bibliographic essay; a survey of the literature from 1988-1995, with comments and analysis. as i was asked recently about the mission of education libraries, i offer herewith the most current one, as published in the sla directory: education libraries is the refereed journal of the education division of the special libraries association. it provides a forum for new and challenging ideas in the education field as well as in the field of library and infonnation science education. it also deals with the new technologies as they affect the library profession and their changing role in the library and infonnation curriculum. these are presented in scholarly fashion to the subscribers, who are members of the education division of sla as well as practising library professionals and library educators. in addition to articles on topics of current interest, the journal features the following columns: + new and forthcoming at reference publications of interest to the profession. + selections from erica bibliography appropriate to the theme of the issue + news from ericof interest to the profession + book reviews of publications of interest to the subscribers. education libraries has an editorial committee as well as a number of eminent referees who receive "blind" copies of the articles to be considered. only the editor knows the identity of the writers. education librariea • vol 1 9, no. 1 3 v i d e o the office of the status of women. inequity in the classroom i en toute egalite. montreal, quebec: concordia university, 1 992, $80.00, isbn 0·88947·042·1 . inequity in the classroom/en toute egalite consists of a videotape and training manual designed to help professors and adult educators recognize and deal with subtle, inadvertent forms of discrimination in the classroom. the unique feature of this audio-visual package is that it concentrates primarily on "the chilly climate" for women in higher education. since sexism is so intertwined with our notions of sexuality, it is one of the most difficult discriminatory practices to address. to its credit, inequity in the classroom responds to the question, how does differential treatment of men and women adversely affect s tudent learning? the videotape (vhs) (english version: 26 min. 41 sec.; french version: 26 min. 48 sec.) can be used separately or in combination with the manual . it features student testimonials, dramatizations of sexist classroom interactions, and thought­ provoking analysis of equity issues by university professors and renowned north american scholars. although the focus is primarily on classroom interactions, issues such as curriculum, grading, academic freedom, and the dynamics of power and knowledge are also addressed. the manual (english version: 131 pages; french version: 135 pages) complements but is different from the videotape. it consists of a training manual for a one-day workshop together with supportive materials that define and highlight the conse­ quences of, and alternatives to inequity in the classroom. accom­ panying "fact sheets" provide written information on sexism, enthocultural discrimination, racism, heterosexism, sterotypes, non-verbal behaviour, language, and other forms of discrimina­ tion in the curriculum and in the classroom. in addition, an annotated bibliography and a selected bibliography provide further information on each topic. because most professors were themselves educated in an androcentric and eurocentric tradition, the need for inclusive teaching strategies is at the forefront of educational reform. to this end, inequity in the classroom is a particularly valuable resource. designed to inform rather than to provoke controversy, it provides a non-threatening, research-based forum for con­ sciousness raising. importantly, both the videotape and the manual provide teachers with concrete strategies for making their classroom environment more inclusive. it should be noted, 30 however, that while the video tackles the complex issue of sexism in an objective and thorough manner, other forms of discrimina­ tion are not examined. to discuss issues such as racism, ageism, and homophobia, for example, one needs to make use of the manual and its fact sheets. in may 1993, inequity in the classroom received official recognition for its excellence in content and presentation when it was awaraded the adate prize for the video and special mention for the manual by l' association pour ia developpement et l' application de ia technologie en education in quebec city. the need for and timeliness of this topic are also reflected in the demand for this audiovisual package. more than 850 copies have already been purchased by college and university libraries around the world. clearly, inequity in the classroom is a valuable yet affordable ($ 80 for both the videotape and the manual) resource for both secondary and postsecondary institutions. marjorie mackinnon is an educational consultant and the assist­ ant director of the learning development office at concordia university, montreal, quebec. educlltlon llbrarl• vol 17, no.3 microsoft word steam makers book review.docx education libraries, 40:1 (2017) © education division, special library association book review maslyk, jacie. steam makers: fostering creativity and innovation in the elementary classroom. thousand oaks, ca: corwin, 2016. isbn 978-1-5063-1124-1 reviewed by: celeste moore, ma, mls, cas st. andrew hall library, syracuse, ny steam makers: fostering creativity and innovation in the elementary classroom explores this popular topic while offering fresh ways to inspire young students. some of the ideas and activities presented could also be integrated into higher grade classrooms or even in public library settings. this book covers several subjects ranging from the history of stem and its change into steam, the importance of failure, connections between steam and making, the concept of building, creating a network of steam makers and tools for anyone starting their steam making journey. topics are reviewed in depth and reveal the author’s mastery of the subject area. educators looking for a resource that can help them incorporate steam and makerspaces into their programs will be grateful for this resource. dr. jacie maslyk, edd, has worked as an educator for almost two decades. her experience includes teaching in urban and suburban public schools. during this time, she has worked as a teacher, reading specialist, and in several leadership roles at the district level. in addition to her work as an educator, she has become a popular speaker who promotes steam instruction locally, regionally and nationally. she has served as an editorial advisor and writer for principal magazine. maslyk also served as a member of the advisory board for the mobile makeshop® at the pittsburgh children’s museum and the advisory committee for the sprout fund. maslyk states “steam making is experimental and playful at times, but it connects critical academic content as well.” this book is filled with ideas to help educators and their students become successful steam makers. the author has written seven well-defined chapters covering the subject of steam making. the information is practical, and chapters include worksheets, tables, photographs, slides and qr codes that connect readers to additional online resources. though many important topics are covered in depth throughout the book, “chapter 6: network” is particularly important. in this chapter, maslyk states “the connection between schools and communities are critical to the success of the steam making initiative.” networking within the community can inspire youth to be more curious and creative. building networks of support within the community can help learning engagement and expand opportunities for elementary students. this chapter will help teachers to explore ways to find local steam experts, resources and funding for steam maker instruction. teachers who build strong relationships with fellow steam makers in their community will be more effective. the book is easy to read and is loaded with examples on how to infuse classroom learning with steam making activities. educators looking for ways to enrich classroom learning can search the many ideas covered in this book. readers will gain a better understanding of the history of steam making and learn resourceful ways to incorporate more active learning styles into their instruction. education libraries, 40:1 (2017) © education division, special library association steam makers: fostering creativity and innovation in the elementary classroom is an essential text for teachers that want to prepare their students for real success. maslyk has used her experience to create a book that will empower teachers to establish forward-thinking steam making initiatives that will drive student achievement and future success. n re n and the internet : a select e ric bibliography submitted by nancy r. preston, eric/ir, for education libraries arms, caroline r. (1990, september). using the national networks : bitnet and the internet. online, 14(5), 24-29. (available umi). provides guidelines on using two national networks, bitnet and the internet. the discussion covers electronic mail, bulletin boards, collections of public files, downloading files, logging into remote systems over the internet, online catalogs and local databases on the internet, and future applications. birchfield, marilee. (1990). casting a new net: searching library catalogs via the internet. paper presented at the illinois library association/college and research libraries forum fall conference (urbana, il, november 8-9, 1990). ed 329 295. 6pp. this paper highlights some of the reasons why a researcher would wish to search library catalogs through the internet and problems that may be encountered. also discusses the efforts of the northwestern university library's reference department to provide internet-related services to faculty. brownrigg, edwin b. (1991, spring). the internet as an external economy: the emergence of the invisible hand. likrary administration & management, 5(2), 95-cj?. (available umi). discusses the internet, an interconnected array of scientific research networks. the role of libraries in the internet is discussed; the coalition for networked information (cni) and advanced network services (ans) are described; and eco­ nomic issues of the internet are raised, including external economy and public good. flanders, bruce. (1991, june). nren: the big issues aren't technical. american libraries, 22(6), 572, 574. (available umi). discusses issues involved in the creation of the national research and education network (nren). telecommunica­ tions technology is described; support from industry and librar­ ies is discussed; and problems with nren are raised, including equal access to computerized information, privacy issues, and protection of first amendment rights. hall, stephen c. (1991, spring). the four stages ofnational research and education network growth. educom review, 26(1), 18-25 . discusses the national research and education network (nren) and explains its role in the information infrastructures of higher education and research. stages in the growth of nren from 1970 to 2015 are described, finances are discussed, pros­ pects for management and users are considered, and suggestions for future growth, finances, and public policy regulation are offered. johnson, dell. (1991, may). the future of electronic educational networks: someethicallssues. ed 332 689. 15pp. holds that security, privacy, and equality of access are major issues to be considered as institutions of higher education make use of educational networks such as the internet to enhance research and learning. discusses ethical issues in computer access and the risks involved in inadequate computer security. kahin, brian. (1991, sept.-oct.). information policy and the internet. government publications review, 18(5), 451-72. the development of an infrastructure of computer net­ works based on the present internet is creating a new environ­ ment for dissemination of public information, and government information will be an integral force in the expansion of computer networks. these factors will blur the distinction between infor­ mation dissemination and access to information under the free­ dom of information act. kalin, sally w., & tennant, roy. (1991, august). beyond opacs . . . the wealth of information resources on the internet. database, 14(4), 28-33. (available umi). describes the internet, a collection of telecommunications networks that links government agencies, educational institu­ tions, and other research organizations so that users can share access to databases and files. topics discussed include problems in identifying what is available; access concerns; ethical behavior; support and training issues for libraries; and the librarian's role. king, tim. (1991, summer). critical issues for providers of network-accessible information. educom review, 26(2), 2933. presents a publisher's perspectives on providing informa­ tion via the national research and education network (nren). highlights include an overview of the publishing industry; four pilot projects that created various electronic information delivery systems; benefits over printed materials; and three sidebars that offer other perspectives on publishers and nren. mcclure, charles r. (1991, fall-winter). planning and evaluation for the networked environment. educom review, 26(3-4), 34-37. discusses the accessibility of networked information serv­ ices, i.e., national research and education network (nren), and suggests a focus on research in two particular areas to identify and meet the information needs of network users: (1) a concep­ tual description of the academic networked environment, par­ ticularly from a user perspective; and (2) the development of performance measures. 23 mitchell, maurice, & saunders, laverna m. (1991, april). the virtual library: an agenda for the 1990s. computers in libraries, 11(4), 8, 10-11. (available umi). discusses issues related to the idea of a virtual library, or electronic library, in an academic setting. topics discussed include access to academic libraries via personal computers; online catalogs; wide area networks, such as internet, and their impact on library and computer center seivices; administrative issues; human and technological issues; and technological ad­ vances. nickerson, gord. (1991, sept.). networked resources: the internet. computers in libraries, 11(8), 25-29. (available umi). this new column describes the internet and provides a guide to its resources for new users. the hierarchical organization of internet is explained; library applications including cataloging, bibliographic instruction, government documents, interlibrary loan, reference, and serials are described; access to internet is explained; common problems are explored; and topics of future rolumns are announced. weingarten, fred. (1991, spring). five steps to nren enlightenment. educom review, 26(1), 26-30. this discussion ofthe nren focuses on balancing the needs of a wider user constituency with those of the more technical scientific community. the flow of information technology is discussed, including the roles of schools, universities, and lib.rar­ ies; and issues of government intervention and questions of funding are addressed. how to obtain materials cited in this bibliography: citations with ed numbers are documents from resources in education. they can be read at a library with an eric microfiche collection or ordered, in paper or microfiche copy, from the eric document reproduction seivice, 7420 fullerton road, suite 1 10, springfield, va 22153-2852. phone: 1-800443-eric or 703-440-1400. citations with ej numbers are journal articles from current index to journals in education. they can be obtained from a college, university, orpubliclibrary, borrowed through interlibrary loan, or, if so indicated, ordered from: umi article clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-5210600. prepared by nancy r. preston, eric clearinghouse on informa­ tion resources, 030 huntington hall, syracuse university, syracuse, ny 13244-2340. phone: 3 15-443-3640. bitnet: npreston@suvm internet: npreston@suvm.acs.syr.edu. 24 microsoft word kingsland_bookreview.docx education libraries, 39:1 (2016) © education division, special library association book review penny, l. t., nicholas, j., & bondy, r. (eds.). (2015). feminist pedagogy in higher education: critical theory and practice. waterloo, on: wilfrid laurier university press. isbn 9781771121149 reviewed by: emily kingsland1 mcgill university, montreal, qc one of the hottest topics in pedagogical discourse in higher education is incorporating feminist philosophy into the classroom. while the concept of feminist pedagogy isn’t anything new, over the past few years, feminism has truly entered the mainstream. one of the most visually impactful cultural touchstones of 2014 was the sight of beyoncé standing onstage at the video music awards in front of the word ‘feminist’ displayed in bright shining lights behind her, while an excerpt from nigerian novelist chimamanda ngozi adichie’s “we should all be feminists” tedx talk played in the background. in the subsequent two years, we continued to see the proliferation of the word ‘feminist’ making it to the front pages of mass-market magazines aimed at teenage girls, such as ym and rookie. collections of personal essays, such as roxane gay’s “bad feminist” and lena dunham’s “not that kind of girl,” made it to the new york times bestseller list. it is therefore quite timely to have an academic collection of essays written by feminist scholars and educators with backgrounds ranging from gender, sexuality, and women’s studies, to philosophy and law, which addresses not only the critical theory behind feminist pedagogy, but also how to incorporate it into one’s practice in the classroom. editors renée bondy, jane nicholas, and tracy penny light – all of whom have backgrounds teaching women’s and gender studies in canadian universities – bring together scholars from across canada and the united states, as well as two from the united kingdom and australia, to examine why inequities as they intersect with race, class, and gender remain in higher education, and what can be done to address these issues. through the thoughtfully-curated collection of essays, the various authors aim to answer several crucial questions: how do we define feminist pedagogy in the twenty-first century? what constitutes the feminist classroom and feminist teaching strategies? what do feminists bring to teaching? the classroom should be a space that allows students from different backgrounds to interact and relate. feminist pedagogy empowers students to challenge ideas and people, while reinforcing that all opinions are valued, and that everyone – women in particular – should be able to express them without fear. while the benefits of feminist pedagogy – encouraging critical thinking and imagination, promoting intersectional awareness, reconnecting students with the humanities, and preparing students for meaningful lives – are clear to some, a recurring theme throughout many essays in this collection is the resistance felt by feminist educators from both university administration and students alike. the works offer tools and feminist teaching strategies, such as practicing community service learning, incorporating images of transgressive texts into the curriculum, focusing on experiential learning in the classroom, and moving outside the classroom by building small tutorial sessions to act as feminist book clubs. if there are any oversights in these works, the editors themselves are the first to acknowledge them: there is an absence of scholars in the stem disciplines, as well as a western bias. while this collection was published in 2015, most of the works cited in the essays predate 2012. there has arguably been a sea change in how younger students have come to perceive feminism in the last four years, and an 1 emily kingsland is a liaison librarian at mcgill university. she was previously the feminist and gender studies librarian at the university of ottawa. email: emily.kingsland@mcgill.ca education libraries, 39:1 (2016) © education division, special library association openness in having informed, scholarly feminist debates, both on social media and in the classroom. a follow-up collection from these same editors a few years down the road would be most welcome, in order to see how the state of feminist pedagogy has evolved and examine new trends in feminist scholarship. d e p a rt m e n ts new and fort h c om i ng at r e f erenc e comp i l ed by g l ady s i . dra t ch and deborah s . garson access to early childhood programs for children at risk� sandra l. hoffert11 et al. washington, d.c. : u.s . dept. of education, office of educational research and improvement, national center for education statistics: supt. of docs., u.s . g.p.o., 1994. 1 12p. isbn 01604-3 19-48. oclc#30577538. $7.00. ll1is report examines the center-based early childhood program enrollments of preschool children who are education­ ally disadvantaged. ll1e first part of the report focuses on access to center-based programs. ll1e second part addresses t11e iss.ue of tl1e quality of t11e programs in which children are enrolled or t11e extent to which t11eir average group sizes and child/staff ratios in 199 1 met both t11eir state and professional standards. includes references, appendixes of technical notes and methodology, tables, and measurement of t11e quality of early chi ldhood pro­ grams based on information from parent <uld provider reports. black american colleges & universities. detroit, mi: gale research , i nc . , 1994. 796p . i s b n 0-8 103-9 166-x . oclc#30659686. $55 .00. a guide to 1 18 historically and/or predominantly black colleges <uld universities. compiled between september 1993 and february 1994, it is intended as a research tool for the prospective student. arrm1ged by state, each chapter begins with a state map showing t11e schools' locations. school profi les were compiled from asurvey, wit11additional infonnation from catalogs or brochures. includes notable alumni chart, bibliography, school profiles index, and a master index. burgess, william e. the oryx guide to distance learning. · phoenix, arizona, oryx press, 1994. 423p. isbn 0-89774-8239. oclc#30030268. $98.50. infonnation on 298 institutions offering over 1500 me­ dia-assisted courses for which academic credit can be eamed. includes only those media-assisted courses for which academic credit is awarded by fully accredited postsecondary institutions. institutions in this guide are arr;mged geographically by state and, within state, alphabetical ly by nmne of institution. gener­ ally, institutions are colleges or universi ties. includes a subject education libraries • vol 1 8, no. 3 index, delivery system index, and institution name index. callison, william l. dropout prevention handbook: appren­ ticeships and other solutions. lancaster, pa. : technomic pub. co., 1994.406p. isbn 1 -56676-0631 . oclc#30 1 14347. $29.00. provides general information and specific strategies geared for teachers and administrators responsible for implementing programs to assist at-risk students. covers student identification, prognun development, matching programs to particular students, computerized data methods, in-service training of staff, and program evaluation. apprenticeships, model programs, and pro­ posal writing are featured. first in a series to include volumes on substm1ce abuse and gang prevention. cassel, jeris f. and robert j. congleton. critical thinking: an annotated bibliography. metuchen, n.j.: ll1e scarecrow press, 1993. isbn 0-8 1 08-2635-6. oclc#26976858. 403p. $47.50. an annotated bibliography of 930 selected periodical articles, monographs, essays, conference papers, and chapters from ant110logies. designed for teachers, administrators, and researchers in elementary, secondary, and higher education. the bibliography covers selected representative literature from 1980 tltrough 199 1 . eight chapters wit11 an autllor and subject index. chapter entries include references to related articles. coley, richard j. what americans study revisited. princeton, n.j . : ets policy information center, educational testing serv­ ice, 1994. 72p. oclc#30657993 . $9.50. ll1is report documents high school course-taking patterns over u1e decade, updating and expanding upon t11e 1989 policy infonnation report, what americans study� the first section describes u1e data for each curriculum area. with text and accom­ panying charts . ti1e second section focuses on data for college­ bound seniors, including advanced placement information and instructional emphasis in mat11ematics. the information also covers gender differences in course-taking, racialletlmic back­ grounds, academic and vocational enrollment, and students in public and nonpublic schools. appendix includes data tables wiu1 standard errors. 2 1 education career directory. bradley j. morgan and joseph m. palmisano, eds. 1st ed. detroit, mi: gale research inc., 1 994. 337p. oclc#29665895. isbn0-8 103-9 158-9. issn 1074-2867 . $29.95. organized as a guide for gelling a job in the field of education. four sections include advice from individuals work­ ing in the field of education, the job search process, a job opportunities databank with entry-level job and internship list­ ings, and career resources. the job opportunities databank has listings from more than 210 public school districts, universities and colleges. a master index provides an alphabetical listing of all subjects, organizations, publications and services. encyclopedia of english studies and language a rts. alan c. purves, ed. new york: scholastic, 1 994. isbn 0-5904-9268-3. oclc#28966670. 2v. ( 1 338p.) $ 150.00. arranged alphabetically by topic, each entry provides a definition and description, and is placed historically in the field of english studies and english language. entries include refer­ ences and cross-references. festritzer, c. emily. report card on american education: a state-by-state analysis, 1972-1973 to 19921993. foreword by samuel a. brunelli. washington, d.c. : national center for education information/ american legislative council, 1993. 69p. oclc#28838 1 88 . $46.00. analyzes dataforpublicelementary<md secondary schools based on 23 indicators for the years 1 9721 973, 1 9821983, and 1 992-1 993 . five sections cover student perfomumce, spending, student enrollments, staffing, rmd struclure. s tudent perfonn­ ance is analyzed for naep grade 8 math, sat and act scores for college-bound seniors, and high school graduation rates. the section on structure analyzes local level education, showing numbers of school agencies and schools in each state. includes 38 tables plus a large folded wall chart comparing states, witj1 source of data information. geography framework for the 1994 national a ssessment of educational progress: naep geography consensus project. developed under contract number rn9 1 07300l by the council of chief state school officers for the national assessment governing board. washington, d.c. : ti1e board, 1 994. 60p. oclc#29929376. provides preliminary descriptions of achievement levels in grades 4, 8, and 1 2 in preparation for the geography assessment in 1 994. chapters review the nature of geography education and curriculum, an overview and the specifics of the naep assess­ ment framework. handbookfor screening adolescents at psychosocial risk. mark i. singer et al. , eds. new york: lexington books; toronto: maxwell macmillan canada; new york: maxwell macmillan in ternational , 1 99 3 . 437p . i s b n 0-669-24827-4 . oclc#27 187788. $45.00. twelve chapters written by twenty-three autlwrs cover such topics as eating disorders, sexual <md physical abuse, 22 depressive disorders, suicide, psychoses, attention deficit hyper­ activity disorder, and youth gangs. lengtl1y references follow each chapter. includes index. handbook of alternative education. jerry mintz et al ., eds. new york: macmillan reference, 1 994. 43 1 p. isbn 0-02-897303-8 . oclc#30356382. $75 .00. lists about 7 500 schools, programs, or homeschool groups based on questionnaires, information from state education de­ parunents, and various altemative education organizations. en­ tries for tl1e directory of educational alternatives are arranged alphabetically by state and by zip code within state and include number of teachers, and students, age range, entrance require­ ments, affiliations, teacher qualifications, and special features. contains canadian and international alternatives. sections on alternative education viewpoints, vignettes of alternative schools, appendixes t.11at include organizations and boarding schools, and a comprehensive index. handbook of cooperative learning methods. shlomo sbaran, ed. westport, conn. : greenwood press, 1 994. 374p. isbn 03 1 3-28352-4. oclc#280 1 6 1 53. $75.00. thirty-five autl10rs contributed to chapters which de­ scribe cooperative learning methods, their applications for vari­ ous subject areas, and the implementation of these met.110ds in the schools. each chapter contains references. includes selected bibliography, figures and tables, and author, subject indexes. handbook of schooling in urban america. stanley william rot.11stein, ed. westport, conn. : greenwood press, 1 993. 421p. isbn 0-3 1 3-284 1 21 . oclc#274325 17 . $75 .00. a guide to critical issues of schooling in urban areas. the handbook is organized into seven sections with individually authored chapters. the first section gives an historical view of the development of urban education. the second · section examines political and organizational perspectives and their effects on urban schooling. the third section provides a look at minority perspectives on urban education. the fourth section considers teacher-pupil relations in the urban educational experience. the ot.11er sections cover social problems, pedagogical problems, and proposed solutions to urban schooling problems. each chapter has a reference list for furt.11er information. includes a bibliogra­ phy. hempelman, katl1leen a. teen legal rights: a guide for the '90 's. westport, conn.: greenwood press, 1 994. 236p. isbn 03 1 3-28760-0. oclc#28965744. $39.95. covers the legal rights ofteenagers to include the rights of "minors," young people under the age of 1 8. in a question-and­ answer format this guide focuses on such teen issues as automo­ bile use, school, home, job, appearance, parental divorce, sexual life, m<utiage and children, alcohol and drugs, crime, and age, race, and sex discrimination. chapters contain references. glos­ sary and index included. education libraries • vol 1 8, no. 3 international foundation directory 1 994. detroit, mich . : gale research co. ; london: europa publications limited, 1 994. 6th ed. isbn 1-85743-00 1 -8 . oclc#30965 1 20 $ 1 50.00. ti1e object of the directory is to present a picture of foundations as an international phenomenon and any included institution operates internationally in some way. entry infonna­ tion for each foundation gives activities, publications, address, and telephone number. an index of main activities includes categories of education, economic affairs, and science and tech­ nology. small foundations have been omitted. includes a select bibliography and an index of foundations. international handbook of child care policies and programs. moncreiff cochran, ed. westport, conn.: greenwood press, 1 993. 688p. isbn 0-3 1 3-26866-5 . oclc#26263852. $ 1 1 5.00. provides overviews of child care policies and programs in twenty-nine countries. current policies and programs are dis­ cussed in the context of the individual country's cultural , histori­ cal, political, economic, and social background. chapters contain references. the final chapter, authored by the edi tor, focuses on the themes of public child care that crosscut all countries. appendixes cover maternal and parental leave policies and comparative demographic data. outstanding practices in the arts, 1989-90 and 1 990-91 . wash­ ington, d.c. : u.s. dept. of education, office of educational research and improvement, prognuns for the improvement of practice: for sale by the u.s . g.p.o., supt. of docs., i 994� 60p. oclc#305674 i 0. profiles of forty-two schools w1d their progrwns which have been recognized by the 13lue ribbon schools prognun. this school recognition and improvement progrmn of the office of educational research and improvement of the u.s . department of education is eleven years old. it identifies and gives national recognition to a diverse group of public and private elementary and secondary schools ti1at are unusually effective in meeting local, state, and national goals. the blue ribbon schools pro­ grwn designated art as an area for special emphasis during i 98990 and i 990-9 1 . two sections list elementary and secondary school profiles. wiu1in each section schools are alphabetically l isted by state. school profile infonnation incl udes instructional practices, achievements, and a contact person . ravid, ruti1 . practical statistics for educators. umhwn, md. : university press of america, 1 994. 349p. isbn 0-8 1 9 i -9498-0. oclc#299 1 0499. $48 .50. provides examples which pertain specifically to tile field of education. chapters cover sampling procedures, descriptive statistics, tile nonnal curve w1d standard scores, measuring relationships, inferential statistics, and reliability and validity. statistical tables, glossary of symbols and of fonnulas are in­ cluded in the appendixes. rosenberg, michael s . and irene edmond-rosenberg. the spe­ cial education sourcebook: a teacher's guide to programs, materials, andinformation sources. 325p. rockville, md. : wood­ bine house, 1 994. isbn 0-933 1 49-52-2. oclc#30623438 . education libraries • vol 1 8, n o . 3 $2 1 .95. contains six major sections, a brief introductory narrative section and five broad content-based sections including under­ standing specific disabilities, promoting academic, social and functional competence, and partnerships for lifelong success. witl1in sections resource materials are organized by type and are provided in a nonevaluative format. resources include books, periodicals, multimedia, organizations, and technology. an ap­ pendix lists the addresses and phone numbers of the companies that produce or distribute the materials listed. sherrill , jan-mitchell and craig a. hardesty. the gay, lesbian, . and bisexual students ' guide to colleges, universities, and graduate schools. new york: new york university press, 1994. 279p. isbn 0-8 1 47-7984-0. oclc#28800232. $45.00. ti1e 1 79 institutions profiled are based on a survey of student groups registered with the national gay and lesbian task force. ti1e climate for gay, lesbian, and bisexual students is described, witi1 information about housing, hate crimes, avail­ ability of courses on issues of sexual orientation, and statistical infonnation regarding respondents. ti1e appendix summarizes statistics on student profiles for demographic information, vic­ timization, health issues, and various other factors. index lists schools alphabetical ly. steel, lauri and roger levine. educational innovation in mul­ tiracial contexts: the growth of magnet schools in american education. prepared for tile u.s. dept. of education under contract by american institutes for research, palo alto, califor­ nia. washington, d.c. : ti1e dept., 1 994. 1 v. (various pagings). oclc#30740899 . describes and documents the growth of magnet school programs, ti1eir implementation, and the federal support for such programs. covers nonmagnet specialty schools and programs of choice. summarizes study findings and directions for further research. ti1e appendixes contain study samples and data, de­ tailed t:tbles, and the survey forms. numerous tables and graphs illustrate tile text. who got in ? college bound's 1 994 survey of college admis­ sions trends. evru1ston, il: college bound, 1 994. annual. 8 fu ed. 122p. oclc#27764 1 07. $ 1 4.95. based on a yearly survey of public and private college admissions officers, this publication reports on fue admissions for 1 9931 994. colleges and universities, numbering 183, par­ ticipated in the survey, covering such topics as fue number of applicwhs and admissions, graduation rate, minority group and intemational representation, test scores, and financial aid. u. s. history framework for the national assessment of educa­ tional progress: naep u.s. history consensus project. devel­ oped under con tract number rn9 1 07200 1 by the council of chief state school officers with ti1e american historical asso­ ciation, the american institutes for research, the national coun­ cil for history education, and ti1e national council for the social studies for ti1e national assessment governing board. wash­ ington, d.c. : national assessment governing board, 1994. 80p. 23 oclc#29967054. describes the process and the background for the assessment of grades 4, 8, and 1 2 in 1 994. chapters cover u.s . history in elementary, middle and high schools, the frmnework for the assessment, desired attributes of the assessment, and illustrative examples of student activities for the defined t11emes ::md histori­ cal periods. women educators in the united states, 1820-1993: a rio­ biographical sourcebook. maxine schwartz seller, ed. westport, conn . : greenwood press, 1 994 . is b n 0-3 1 3-27937-3 . oclc#28548437. 603p. $99.50. this reference work profiles sixty-six women who made significant contributions to american education from the early 24 nineteent11 century to t11e late twentieth century. biographical entries are arranged alphabetically by the last name of u1e subject. each biography has an introductory paragraph and two selective bibl iographies of "works by . . " and "works about..". includes a general bibljography about women and education in t11e u.s. and an appendix which lists u1e subjects chronologically in order of their birtl1. gladys i. dratch is collection developmentlibrarian and deborah s . garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. education libraries • vol 1 8, no. 3 b o o k reviews wright, k.c. computer-related technologies in library operations. brookfield, vt: gower, 1 995. 202p. isbn: 0-566-07632-2 (pbk). the ever-changing field of library automation has recently seen a new addition to the market. this latest book, computer­ related technologies in library operations, is by kieth c. wright, a professor of library and information studies at the university of north carolina. at first glance, this reviewer, who also teaches library automation, was disappointed by the book as it was hoped that it could be used as a new introductory text. however, such is not the case. although this book is geared to the non-technocrat or those with little experience in the field of computer-related technologies, it is a very basic guide. it is too basic for the student as it does not provide nearly enough detail on many irnp6rtant concepts and terms associated with the field. in addition, the lack of photographs, illustrations, and graphics does not result in an effective teaching/learning resource. also, in order to break up the text, wright provides small textual boxes of highlighted points. the majority of these boxes are too abbreviated to be of any use to the reader and they are actually more of a distraction than anything else. however, it soon became clear that this book is not geared towards introductory students, but rather towards library professionals who are thinking about automating various functions within their libraries. in fact, for those who need a basic resource on specific applications of computer-related technologies, this is a very practical and useful guide. it includes chapters on: beginning the process of automation; circulation and catalogue systems; automating acquisitions and serials control; automating reference and information services; management information s ys tems; finding additional information and selecting a vendor; site and organizational preparation for automated systems; and the future: where do the libraries go from here? each chapter concludes with a list of references, further readings, and useful evaluative checklists which provide criteria for selection of software. education libraries • vol 1 9, no. 3 the first couple of chapters provide an overview on needs assessment, and the basic functions of the core modules of an integrated library system: circulation, cataloguing, acquisitions and serials. enough information is provided within these chapters so that the reader will have a basic understanding of how automation can be applied to each of these functions. much of this has been written before, however, wright does provide an up-to-date account (complete with addresses and costs) of the various systems available. the chapter on reference service is a worthwhile addition as so often books on automated library systems focus only on the technical services department. the most interesting chapter, however, is the one on management information systems as it provides a breakdown of how specific types of management information (generated from an automated system) could be utilized for m aking decisions related to collection development, acquisitions, circulation, reference services, technical services and scheduling information. wright notes that not all data can come from any automated system; however, library staff should certainly be aware of the report capabilities prior to purchasing any new system. the final three chapters detail sources of further information and guidance on selecting a vendor, formulating a request for proposal, and preparing the physical site for automation. the book concludes with a look at the problems and opportunities facing libraries in a technological society. overall, this is a good resource for those who wish to implement an automation project within their library and do not know where to begin. anne wade is assistant professor of libra ry studies, and manager of the i nformation resource centre, centre for the study of classroom processes, education dept., a1 concordia u n ivers ity, montrea l . 33 teacher education in industrialized nations: issues in changing social contexts. vol. 30, reference books in international education. edited by nobuo k., shimahara and ivan z. holowinsky. new york: garland, 1 995, 327p. isbn 0-8 1 53-1 458-2 i recently ran across a box full of articles and excerpts on teacher education, assembled many years ago for some research i was doing on the subject. every one of them was criticism of one form or another. many predicted a dire or despairing future so, when i was asked to review this volume, i was interested to see bow much brighter a future was anticipated. teacher education in industrialized nations: is the product of the 1 993 rutgers invitational symposium on education, reproducing papers presented there by contributors from various faculties of education in north america, britain and the netherlands. included are chapters on the united states, canada, japan, ukraine, a collective europe and england or britain it is unclear which. this is the seventh volume in a series of symposia through which educators have aired their research. previous volumes have addressed such topics as the shortage of teachers, the teaching of mathematics, and literacy. for the conscientious educator, or others with an interest in not only public education but the effects of globalization on all forms of education and, therefore, democracy and the social order, this is an interesting wotk. its format makes it an excellent reference text. the contributors appropriately only tell it as it is and wisely avoid offering blueprints for change. one thing which would be beneficial to any future editions, however, is a general index in addition to the name index included in this first one. the recent writings of john ralston saul, 1995 presenter of the massey lectures (saul, the unconscious civilization, 1995), warn us to beware of the group jargon of "manipulating technocrats" who use language designed to prevent non­ specialists access to their professional territory. this book sometimes suffers from such a flaw as well as from the prolixity so often found in w orks on education. examples are "narratology," "symbolic encapsulation" and sentences such as " ... how the deinstitutionalization of teacher education and the creation of special symbolic spaces of professional development schools are integral opposites of the changing spacialization of teacher education in the postmodern age." (p. 17) in most of the nations examined, the situation is not found to be encouraging. teacher education in the ukraine is struggling with learning about democracy and preoccupied with de­ russification. as globalization hurtles forward, pulling down national boundaries, so go the laws within them which formerly protected the weak. ironically, as the ukraine tries to formalize democracy, western nations are seeing it recede to become a mere shadow of aspirations past. japan suffers from an excess 34 of governmental control; europe is wrestling with the "internationalizing" of its teacher education programmes to conform with a "european" model, with predictable resistance from the member nations of the european community. ivor goodson's chapter on canada is entitled a nation at rest, which may sound reassuring but is not. of the two chapters on the u.s . , one is a justification, via a history lesson, albeit an interesting one, oftbe normal schools and why teacher education lacks public and self-esteem. teacher education in 1980-90 england is seen as " . . . rapid, contradictory, messy, and often incomplete . . . de-theorizing teacher education . . . de-skilling teachers." the chapter on "england" is just that. it is not on britain or the united kingdom; but the editors use these terms interchangeably with an explanatory note that the irish, the welsh and, definitely, the scots will find especially offensive. a decade ago, western nations were anxious to see their own education systems become competitive with japan and their western rivals. today, the concern is to meet the needs of globalization. little happened to improve teacher education as a result of the first concern. as regards the second, one can concl�de that the ineffectiveness of teacher education as well as education at large is already a globalized fact, an unfortunate common denominator with which to approach this new phenomenon. readers concerned that there is some sort of crisis in both education and teacher education and wanting some material to reinforce that concern and widen understanding of the issues will find teacher education in industrialized nations: worthy of their attention. however, they will find little solace or reassurance that the next decade, century or millennium will see any more change in teacher education than happened in the last ones. questions which may arise from reading it are as perennial as those asked in 1960. the papers in my box need only to have the dates changed and they would be current. donald s. ba rnes is the former principal of hudson high school, h udson, quebec, canada. editor's note: the biography of educator donald batnes, a gentleman and a scholar by s h a re n m c donald, shoreline, 1 996, i s b n 1-896754-02-3 wil l be reviewed in a forthcoming issue. education libraries • vol 1 9, no. 3 nilsen, aileen pace and donelson, kenneth l., literature for today's young adults, fo u rt h e d i t i o n . n v: h a rp e r co l l i n s c o l l e g e p u b l i s h e rs , 1 99 3 . isbn 0-673-46652-3 "the raison d'etre for adolescent literature," according to nilsen and donelson, "is to tell a story about making the passage from childhood to adulthood." they go on to define young adult literature as "any book freely chosen . . . by someone in [the 1220 year] age group." any educator or librarian, who has ever been responsible for choosing a literature text for young adults and who finds the following, albeit fictional, anecdote striking a chord, should consider this reference. "how did you decide to use the scarlet letter this year, mr. jones?" "well, there are only eight novels with class sets available to the juniors and everything had already been checked out except the scarlet letter and giants in the earth and i'd never had any success with that." (p.447) the authors have resisted the temptation to produce a list, and yet they have rounded up an incredible array o f recommendations. this is a thorough, academic, though necessarily personal, examination of the literature available to young adults. librarians and educators may not be faffiiliar with many of the selections; they certainly will not agree with all of them, bu� they will start to re-examine some of the choices they make every day. the reader is asked to review the stages of literary appreciation through the eyes of a younger reader and to look at the works available with insight. what are the problems facing the young today? which books attempt to deal with these issues in a sensitive and interesting way? how are some writers taking the easy way out and letting their young readers down? using a thematic approach, nilsen and donelson, take their readers through the popular genres and look at the value of each. first under the microscope are rom ance s , quests for accomplishment . adventure and mystery novels offer exciting vicarious experience, while sports stories often have messages for youngsters regarding the glory of fame and its price. the gripping stories covered in the categories of the supernatural, fantasy and science fiction may require the reader to judge, to think about the consequences of an action. in the chapter on historical writing, the educator or librarian is reminded of the obligation to separate history from historical fiction, to make young people aware of the manipulative powers of writers and filmmakers. autobiography and biography, popular with young adults looking to take comfort or inspiration from the experiences of others, may address the difficult subjects education libraries • vol 1 9, no. 3 of death and illness, disappointments and the reality behind superficial glamour or give an insight into risk-taking and successful ventures. poetry, too, has its place. in recognition of the lack of background information that young readers bring to a text, modem authors are recommended as a suitable starting point to their explorations. a full chapter is devoted to short stories, drama and humour and some useful evaluation tools are offered along with further recommendations. the format of this book is lively with several sections devoted to specific interest topics. one of these, the people behind the books, gives the reader an opportunity to hear what the writers of young adult literature feel about the world they are serving. nilsen and donelson feel strongly that youngsters should be able to feel the common thread with the storytellers. an innovation for this edition is the chapter entitled literature in the english class: a few words about teaching. here the authors make no bones about the responsibilities the english teacher should bear: familiarity with texts, enthusiasm for them and empathy for the stages of reading and development of the students are vital .. they go on to name seven characteristics that should be evident in good young adult literature. in these, as in the directions given throughout the book, the reader sees the tremendous moral responsibility with which the writers have chosen to burden themselves. clearly their goal is not simply to present a list of recommended literature but to raise the consciousness of their readers, educators or librarians, regarding their responsibilities. nonetheless the lists are there : each chapter ends with a list of other titles mentioned in the text and 54 focus boxes offer selections as diverse as some handy dandy books about film, ya mysteries, across generations, dying is easy surviving is hard and in orbit with solid science fiction writers. this is a well-indexed text that invites, even obliges, the reader to start at the beginning and work to the end. after a thorough reading it could be used purely as a reference text and a really useful one. no-one should be tempted to use it simply to look for titles without first settling down to a dialogue with the authors. caring professionals will enjoy the support they give. jeannie hazel is presently teaching eng lish as a second language and adult basic education in montreal for the commission des ecoles catholiques de montrea l . 36 haricombe, lorraine j. and f.w. lancaster, out in the cold: academic boycotts and the isolation of south africa, arlington, va : information resources press, 1 995. xii, 1 58p. (includes bibliographical references and i ndex) isbn 0-878 1 5-067-6 (hardcover) out in the cold: grew out of haricombe 's doctoral research but it has not made an easy transition into a book. all the elements of a fascinating non-fiction narrative are present: censorship; academic freedom; human rights; and higher education set in the context of apartheid south africa. the book deals primarily with the academic boycott against south africa and its effects on scholarship there. the boycott is placed in its recent, bisto�cal context. "its purpose was to isolate academics in south africa associated with universities that supported the racist policy of the former south african government." (p. 30) it was part of a wider arsenal of sanctions, and at first "in the 60s it did not distinguish between those who openly opposed and those who supported the apartheid policies . .. . " (p. 35) what steps were taken? how successful were they? of particular interest to librarians are the roles played by ifla and ala, and the us book boycott (anti-apartheid act, 1986) which had as its specific goal the isolation of south african academics by denying them information (as did umi wheg it ceased to supply dissertations). indeed, after the mid 80s due to a variety of international actions, south african universities did become more isolated from the international academic community. 38 the first half of the book reflects extensive research of the literature and has resulted in a well-documented, scholarly, but uneven, work. the second half describes the authors ' empirical study carried out to determine the effects of the academic boycott on south african scholarship questionnaires were sent to a sample of 900 academics and 28 libraries. the survey methods and results are presented in detail and are augmented by extensive exhibits (i.e. tables) and appendices. this makes for interesting and informative reading. there is here a clarity and unity that is lacking in the first half. the reference list is substantial and there is an index. appendix 7 reproduces a selective bibliography on sanctions that was posted with the questionnaire. the book covers a wide range of topics in general and the south african experience in particular. it would be an informative and important addition especially to a college or university library. marika asimakopulos is a reference librarian at the physical sciences & engineering library, mcgi l l university, montreal, canada. education libraries • vol 1 9, no. 3 departmen ts n ew an d f o rt h c o ming at r e f e r e n c e compiled by gladys i. dratch and deborah s. garson the american curriculum: a documentary history. george willis, ed. westport, conn.: greenwood press, 1993. 425p. isbn 0-313-26730-8. oclc#26504814. $61.75. brings together a sampling of primary source materials from the history of american curriculum. documents are re­ ports, statements of principles, and specific curricula or courses of study. each entry has a short introduction as to historical context, contents, and significance of the document. selected bibliography and index. andres, yvonne marie. cerfn 'safari. san diego, ca: cerfnet, 1992. (p.o. box 85608, san diego, ca 92186-9784) 36p. $10.00. offers information and lesson plan strategies for k-12 teachers beginning to explore the possibilities of utilizing the internet in the classroom. cerf'net (california education and research federation network), available in california and na­ tionally, is one of the many network providers educators may contract to use if their facilities do not already have "free" internet access. access instructions are based on a cerfnet account. books for you: a booklist for senior high students. shirley wurth, ed. and the committee on the senior high school booklist of the national council of teachers of english. 1 1th ed. urbana, il: the council, 1992. 259p. isbn 0-8141 -0365-0. oclc#26363754. $21.95. provides plot summaries of about 800 books published between 1988 and 1991, supplementing earlier editions of this title. chapters are arranged by 32 subject areas, such as adven­ ture and survival; dating and sexual awareness; drugs and alco­ hol; science and the environment. contains a directory of pub­ lishers, and author, title, and subject indexes. bradby, denise. language characteristics and academic achievement: a look at asian and hispanic eighth graders in nels:88. washington, d.c.: national center for education statistics, u.s. dept. of education, office of educational re­ search and improvement; for sale by u.s. g.p.o., supt. of education llbrarl• vol 17, no. 2 docs., 1992. 184p. isbn 0-1603-6115-x. oclc#25615018. $1 1 .00. based on the national education longitudinal study of 1988, reports on the demographics, l�nguage characteristics, educational aspirations of asian and hispanic eighth graders with explanatory text, charts, and graphs. relates information to math and reading abilities. students from non-english language homes are a focus. appendix contains technical notes and method­ ology. brown, muriel and rita schock foudray .newberyandcaldecott medalists and honor book winners: bibliographies and re­ source material through 1991. jim roginski, ed. 2nd ed. new york: neai-schuman publishers, 1992. 511p. isbn 1-555701 18-3. qclc#25747062. $59.95. updates the 1982 edition with bibliographies, list of awards, and background reading for 327 individual authors and illustrators covering the period 1922 through 1991. contains information for researching the art and manuscript collections of the authors. background reading includes books, newspapers, articles, and selected media productions. buckleitner, warren. high/scope buyer's guide to children 's software 1992: annual survey of computer programs for chil­ dren aged3 to 7. ypsilanti, mich.: high/scope press, 1992. 8th ed. 260p. i s b n 0-9298 16-37-4. issn 1 060-9504. oclc#26010759 and #25171456. $19.95. reviews 501 available titles of which 77 are new to this edition. entries contain brief software descriptions and a screen graphic; ratings for user friendliness, educational value, and instructional design; age level; price; computer versions. sec­ tions on software purchasing tips and 1992 award winners. appendixes of software producers and listings by topic and computer brand. directory of operating grants. loxahatchee, fl: research grant guides, 1992-.lst ed. isbn 0-945078-05-6. oclc #26991249 and #2706303 1 . $46.50. 21 profiles foundations which award operating funds to non­ profit organizations. four chapters provide explanations and tips on cultivating donors and writing proposals. foundations ar­ ranged by state; appendixes contain bibliography of local and state directories and a listing of foundation centers. some chap­ ters and listings reprinted from other sources. education and training in canada: a research report. pre­ pared by keith newton et al. ottawa: canada communication group, 1992. 144p. isbn 0-660-14681-9. oclc#26808722. assesses the current state of canadian education and includes international comparisons. numerous charts, graphs, statistical tables covering a range of educational indicators. includes references and policy recommendations. final report of the dissolved economic council of canada. companion to a lot to learn: a statement on education, published by the economic council (1992). encyclopedia of learning and memory. larry r. squire, ed. new york: macmillan; toronto: maxwell macmillan canada; new york: maxwel l macmillan international, 1992. 678p. isbn 0-0289-7408-5. oclc#25833615. $95.00. 189 articles contributed by scholars in the fields of neuroscience and psychology focus on human memory under­ standing, but also cover significant work with animals. alpha­ betically arranged entries, which include 26 biographies, contain cross references and bibliographies of additional readings. lists of articles, contributors, and an index of names and subjects. handbook of research on mathematics teaching andlearning. douglas a. grouws, ed. new york: macmillan; toronto: maxwell macmillan canada; new york: maxwell macmillan interna­ tional, 1992. 771p. isbn 0-0292-2381-4. oclc #24627631. $65.00. forty authors contributed to this project of the national council of teachers of mathematics. four initial chapters provide an overview of the history of research in mathematics methods, learning and teaching. the remaining chapters focus on mathematics teaching; instruction; critical issues; and per­ spectives, both international and general. chapters conclude with lengthy references. name and subject indexes. hoffman, andrea c. aqd ann m. glannon. kits, games, and manipulatives for the elementary school classroom: a source book. new york: garland, 1993. 605p. isbn 0-8240-5342-7. oclc#26396474. $94.00. describes 1400 items geared for classroom use and currently available from over 100 producers or distributors primarily in the united states. materials are arranged by subject areas and entries contain publisher catalog descriptions and grade levels. title, descriptor, author indexes, and source directory. international handbook of educational reform. peter w. cookson, jr. et al., eds. new york: greenwood press, 1992. 617p. isbn 0-3132-7277-8. oclc#24503881. $95.00. 22 case studies o f 27 countries review international reform in the 1980's. chapters cover the same themes, such as historical background of the reform, literacy movements, achievement levels, curriculum reform, minority groups and women, effective school programs. includes statistical information and references. authors are scholars within the chosen countries or international experts. knapp, sara d. the co,uemporary thesaurus of social science terms and synonyms: a guide for nat ural language computer searching. phoenix, ariz. : oryx press, 1993. 400p. isbn 08977-4595-7. oclc#26620826. $95.00. intended to help find words for natural language compu­ ter searching of bibliographic and textual databases. a thesaurus of words and phrases from social, cultural, psychological, politi­ cal and current affairs literature. each entry consists of a concept title plus terms and phrases that are synonymous or closely related. includes cross-references, see also notes, an introduction to "basics of computer searching" and a section on "natural language searching." kroe, elaine. basic student charges at postsecondary institu­ tions: academic year 1991-92: tuition and required fees and room and board charges at 4-year, 2-year, and public less­ than-2-year institutions. washington, d.c.: u.s. dept. of edu­ cation, office of educational research and improvement, na­ tional center for education statistics: for sale by the u.s. g.p.o., supt. of docs., 1992. 153p. isbn 0-1603-8237-8. oclc#27337434. $10.00. covers about 4,900 institutions in the united states and outlying areas which responded to the nces survey of typical charges for full-year full-time graduate and undergraduate stu­ dents. miller-lachmann, lyn. our family, our friends, our world· an annotated guide to significant multicultural boo� for children and teenagers. new providence, n.j.: r.r. bowker, 1992. 710p. isbn 0-8352-3025-2. oclc#24173518. $50.00. a critical annotated bibliography for multi-cultural fic­ tion and nonfiction for children. contains approximately 1,000 titles published between 1970 and 1990. chapters are organized by major ethnic groups and include an overview of the group or region. books are listed alphabetically by author, editor or compiler and grouped by grade level. includes author, title/series and subject indexes. appendixes contain a directory of publish­ ers. native americans information directory. detroit: gale re­ search inc., 1993-. 371p. biennial. 1st ed. isbn 0-8103-8854-5. issn 1063-9632. oclc#27311045 and #26183203. $75.00. provides separate descriptive listings of up to 15 catego­ ries of information sources for american indians, alaska na­ tives, aboriginal canadians, native hawaiians. categories include tribal communities; national organizations; regional, state, local organizations and agencies; research centers; educa­ tion programs and services; print and broadcast media; publish­ ers; videos. eduo.tlon llbrarim • vo1 17, no. 2 naep 1992 mathemalics report card for the nation and the states: data from then ational and trial stale assessments. ina v.s. mullis, et al. ; prepared by educational testing service under contract with the national center for eduction statistics, office of educational research and improvement, u.s. depart­ ment of education. washington, d.c.: the office, 1993. 368p. isbn 0-8868-5 141-6. oclc#27960170. naep's 1992 mathematics assessment included nearly 250,000 4th, 8th and 12th-grade students attending approxi­ mately 10,000 schools. tables containing national data present results for public and private school students combined. state data presented is for public school students only. robertson, debra. portraying persons with disabilities: an annotated bibliography of fiction for children and teenagers. new providence, n.j.: r.r. bowker, 1992. 3rd. ed. 482p. isbn 0-8352-3023-6. oclc#2479651 . $39.95. continues the coverage of juvenile fiction portraying the handicapped in previous bowker titles: notes from a different drummer (basken and harris, 1977) for the period 19401975 and more notes from a different drummer (basken and harris, 1984) through 1981. this book, coveringjuvenile fiction through 1991, provides plot summaries and analyses in individual chap­ ters on physical problems, sensory problems, cognitive and behavior problems, multiple/severe disabilities. author, subject, title indexes. companion volume from bowker covers nonfic­ tion (friedberg, 1992). sharkey, paulette bochnig. newbery and caldecott medal and honor books in other media. jim roginski, ed. new york: neal­ schuman publis hers, 1992. 1 42p. isbn 1 -5557-01 19-1. oclc#25747050. $29.95. a comprehensive list of commercial and public print and nonprint media from the medal and honor books. entries are chronologically arranged by award year beginning with the newbery in 1922 and the caldecott in 1938. indexes include winning authors, illustrators, and books by short title. appen­ dixes include list of titles by formats such as software, television, and read-along. smallwood, carol. free resource builder for librarians and teachers. 2nd ed. jefferson, n.c.: mcfarland & co., 1992. 313p. isbn 0-89950-685-2. oclc#25200546. $24.95. an updated and expanded second edition with new sec­ tions on women, people with disabilities, and education. com­ piles free material available for classroom and library use from government and nonprofit organizations. grouped by broad topics with detailed subject index. sorrow, barbara. cd-rom for librarians and educators: a resource guide to over 300 instructional programs. jefferson, n . c . : mcfarland, 1003. 1 5 5 p . isbn 0-89950-800-6. oclc#27641397. $30.00. an annotated collection ofcd-rom resources for educa­ tors covering kindergarten through college. contains evaluative criteria and lesson plans for instructors. each entry has title, producer, format, subject, price, grade level, and description. education llbr•rles • vol 1 7, no. 2 includes glossary of terms, suggested readings, and bibliogra­ phy. statisticalhandbookon theamericanf amily. bruce a. chadwick and tim b. heaton, eds. phoenix, ariz.: oryx press, 1992. 295p. isbn 0-8977-4687-2. oclc#25051 100. $59.50. a handbook designed for obtaining information about the afderican family. information compiled is from resources such as government documents, gallup polls, journals, and research monographs . detailed tabulations are based on various public domain national data bases . subjects include marriage, divorce, family violence, and working women. subject collections: a guide to special book collections and subject emphases as reported by university, college, public, and special libraries and museums in the .united states and canada. compiled by lee ash and william g. miller. 7th ed. new providence: bowker, 1993. 2v. isbn 0-8352-3141-0. oclc#27931846. $275.00. grouped by library of congress subject headings, entries are arranged alphabetically by state name. within each geo­ graphic division further subdivision is by city and then alphabeti­ cal! y by the name ofthe library. entries are based upon responses to a questionnaire and in some cases information from the sixth edition. transforming american education: a directory of research and practice to help the nalion achieve the six national education goals. washington, d.c.: office of policy and planning, u.s. dept. of education, 1992. 257p. oclc#27367580. six chapters cover the topics of early childhood educa­ tion, dropout prevention, adult literacy, vocational training, and drug abuse prevention. each chapter reviews the current thinking in the area and provides annotated reading lists of important research, descriptions of innovative and promising projects, and sources for further information. who got in?: college bound's national survey of college admissions trends. evanston, ii: college bound, 1993-. 7th annual ed. l14p. isbn 1-8827-9493-l . oclc#27764107. $17.95. results from college bound's 7th annual national admis­ sions trends survey. the survey gathers latest statistics and information from 155 public and private college and university admissions officers. colleges are listed alphabetically with a profile which includes the survey responses. the young adult reader's adviser. myra immell, ed. new providence, nj: bowker, 1992. 2v. isbn 0-8352-3068-6. oclc#25202652. $79.95(set). designed for reference use and patron browsing. consists of bibliographies arranged by subject matter or by author. each broad description has a brief introduction, followed by general reading lists and profiles of individuals. includes profile, author, and title indexes. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. 23 departments n ew a n d f o rt h co m i n g at r e f e r e n ce compiled by gladys i. dratch and deborah s. garson arts education in public elementary and secondary schools. nancy carey et al. washington, dc: u.s. dept. of education, office of educational rese arch and improvement: for sale by the u.s. g.p.o., supt. of docs., 1995. 77p. isbn 01 6-048387-5. oclc#34059899. $5.50. the report is based on a survey conducted in 1994 for the national center for education statistics concerning arts instruction in public elementary and secondary schools. questionnaires sent to principals addressed how and what subjects are taught in public schools; how schools and districts support arts education; how the arts programs compare to 5 years ago. findings are presented separately by school level and by school enrollment, geographic region, and metropolitan status. numerous tables and figures. appendixes contain survey methodology and data reliability; tables of standard errors; survey forms. brock, stephen et al. preparing for crises in the schools: a manual for building school crisis response teams. brandon, vt.: clinical psychology pub. co., 1996. 304p. isbn 0-88422156-3. oclc#32781 170. $24.95. lntended as a practical guide, this resource is an effort to assist school districts in a proactive rather than reactive approach to crises. topics cover developing and implementing a crisis intervention policy, components of a crisis preparedness plan and a crisis intervention response, triage and referral procedures, crisis counselling, and guidelines for working with media during times of crisis. contains references and appendixes which offer tips for teachers and parents. carey, nancy and elizabeth farris. racia l and ethnic classifications used by public schools. washington, d.c.: u.s. dept. of education, office of educational research and improvement, national center for education statistics, 1996. 42p. oclc#34883939. 28 commissioned by the national center for education statistics (nces) and the office for civil rights (ocr), the survey was to determine by what methods schools classify students ' race and ethnicity, what categories they use, and how they report this information to the federal government. during the spring of 1 995, three-page questionnaires were sent to a nationally representative sample of public elementary and secondary schools. survey findings are presented for all public schools, and by the school characteristics of school enrollment, metropolitan status, geographic region, and percent minority enrollment. a copy of the questionnaire is included in appendix c. corrigan, dan. the internet university: college courses by computer. 1st ed. harwich, ma: cape software, 1996. 488p. isbn 0-9648 1 12-0-0. oclc#34003885. $26.95 describes internet access (hardware, tools, providers), institutions offering accredited online courses, internet study resources to assist students, as well as non-credit educational opportunities. includes five guest articles and various lists of web and other internet sites. the educational software preview guide. developed by the educational software preview guide consortium at the annual software evaluation forum. eugene oregon: international society for technology in education, 1996. annual. 13 1p. issn 0898-2694. oclc#l27 12181 $ 14.95. provides educators with favorably reviewed commercially produced microcomputer software to preview for instructional use in preschool through grade 12. arranged by curriculum area and by title. entries include instructional mode, grade level, hardware/ operating systems, and publisher. lists publisher addresses. education libreriea • vol 20, no. 1/2 educational telecommunications: the state-by-state analysis, 1996-1997. a report by hezel associates. syracuse, n.y. : hezel associates, 1 996. 248p. oclc#35117350. $ 195.00. this is the sixth edition of reports on statewide activities in telecommunications and distance learning. updates the 1994 report and contains an executive summary, an overview, and a state-by-state analysis. state descriptions focus on recent developments, the statewide and local planning efforts of organizations and committees related to legislation and policy, statewide and local networks of educational institutions, higher education and k-12 programs, and funding. information was obtained through web searching and via telephone, e-mail, and mail survey with nearly 500 individuals. educator's world wide web tourguide: a graphical tour of over 200 educational treasures on the world wide web. staff of classroom connect. lancaster, pa: wentworth worldwide media, 1 995. 1 9lp. isbn 0-932577-16-4. oclc #32778289. $39.00. divided into 11 chapters by subject matter. the sites in each chapter are listed at the beginning of the chapter. each page has information about one web site with the name of the site, its url address, a look at a page from the site, a description of the site's value to educators, and related sites. each page includes one or two ideas for how the site can be used with students. includes an appendix, questions and answers about the world wide web. subject index. examining the examinations: an international comparison of science and mathematics examinations for college-bound students. edward d. britton and senta a. raizen, eds. boston: kluwer academic, 1996. 278p. isbn 0-7923-96928. oclc#33949080. $32.95. a scholarly appraisal of the required advanced science (biology, chemistry, and physics) and mathematics examinations taken by college-bound students in seven countries. focuses on topics covered, types of questions used and performances expected from students. part i discusses the principal research focus: internal characteristics of examinations. part ii presents understanding the examination systems with chapters on comparing examinations and examination systems in seven countries. i ncludes references and an index of sample examination questions. girard, kathryn l. conflict resolution in the schools: a manual for educators. 1st ed. san francisco, calif.: jossey-bass inc., 1996. 187p. isbn 0-7879-0235-7. oclc #34517605. $35.00. education libreriea • vol 20, no. 1/2 a manual designed to support the incotporation of conflict resolution skills in the professional preparation of educators at the college, secondary, and elementary levels. organized into four curriculum modules. each module is organized to serve as a resource in the development of instructional sequences. modules include a background essay and exercises aimed at building understanding and skills. appendixes includes supporting materials: a glossary, recommended readings, outlines for including conflict resolution in course work and workshops. hackbarth, steven. the educational technology handbook: a comprehensive guide: process and products for learning. englewood cliffs, n.j. : edu cational technology publications, 1 996. 351p. isbn 0-87778-292-x. oclc#33864807. $37.95. targeted to pre-service and in-service k-12 teachers, this guide aims to assist in their selection for students the appropriate instructional strategies and media to meet state credential requirements for av methods, computer literacy, and educational technology. chapters include survey and evaluation of educational technology products with guidelines for selection, production, and use. contains extensive notes, sources, study items, and suggested activities. handbook of education and human development: new models of learning, teaching, and schooling. david r. olsen and nancy torrence, eds. cambridge, ma: blackwell publishers, 1996. 804p. isbn 1-55786-460-8. oclc#34597797. $95.00. contributions to this volume are directed to rethinking the relations between the study of human development and the nature and improvement of the school. divided into three sections: how theories of human development relate to education, biological and cultural foundations of pedagogy, and schooling minds. includes index. hanson, sandra l. lost talent: women in the sciences. philadelphia: temple university press, 1996. 220p. isbn 1-56639-446-5. oclc # 34149827. $39.95. focuses on the loss of talented young women from science education and science occupations. considerations for this study of women in science include gender, family resources, school resources, and individual resources. utilizes three nationally representative longitudinal data sets to measure multiple science experiences and resources: high school and beyond (hsb), national educational longitudinal study (nels), and longitudinal study of american youth (lsay). includes tables and figures, references, index and appendix of measures and analysis design. 29 indicators of science and mathematics education, 1995. larry e. suter, ed. arlington, va: national science foundation, 1996. 211p. nsf 96-52. oclc#34700557. mandated by the senate 1991 appropriations bill (hr 5158), this biennial report evaluates science and mathematics education. report is intended to update policy makers, educators, and the general public. focuses on changes in science and mathematics education in the united states in relation to excellence and equity. data is presented in three chapters, with a concluding chapter: chapter 2 is an update on the achievement of students, chapter 3 considers the characteristics of the elementary and secondary educational system, chapter 4 examines postsecondary education, and the final chapter looks at policy issues and suggests critical themes. appendix tables and index. internet roadmap for educators. arlington, va.: educational research service, 1996. 91p. oclc#3503121 6. $10.00 (subscriber); $20.00 (nonsubscriber). geared for teachers, administrators, and students who have basic computer experience, this publication updates in one volume both the internethandbookfor school users and the internet manual for classroom use. eight sections include educational resources, sample collaborative classroom projects, access to the internet with questions to ask potential providers, internet tools, and advanced material on working with internt!t files. contains an acceptable use policy with a school system example. kinnear, karen l. violent children: a reference handbook. santa barbara, calif. : abc-cuo, 1995. 251p. isbn 087436-786-7. oclc#32132878. $39.50. provides a survey of the available literature and other resources on the topic of violent children. seven chapters cover introduction, chronology of significant events, biographical sketches of individuals who have played or are currently playing key roles in the area of child violence, facts and statistics, organizations, selected print resources, and selected nonprint resources. includes index. mi4dle level education: an annotated bibliography. samuel tottenet al. westport, conn.: greenwood press, 1996. 428p. isbn 0-3 13-29002-4. oclc#34244500. $79.50. an annotated bibliography focused on practical aspects of middle level education and on research related to adolescence and middle level practices. developed to serve as a comprehensive up-to-date reference tool for teachers, administrators, researchers, parents, and others interested in middle level education. majority of the annotations are works that have appeared since the 1980s. includes articles, essays, 30 newsletters, monographs, bibliographies, reports, dissertations, and videotapes. sections cover topics of integrated curriculum, educational technology, social issues, community service and service learning, and special needs. author and subject index. morris, libby. multiculturalism in academe: a source book. new york: garland press, 1996. 187p. isbn 0-8153-17980. oclc#33668381 . $29.00. a bibliography of works descriptive of multiculturalism's impact on college and university curricula during the 1980s and early 1990s. covers writings that address changes in both the traditional disciplines and the emerging fields such as women's studies. works described in the chapters are organized alphabetically by author. chapters include institutional case studies, rationale, political correctness, and a guide to resources. author index. newmann, fred m. and gary g. wehlage. successful school restructuring: a report to the public and educators by the center on organization and restructuring of schools. madison, wi: the center; washington, dc: american federation of teachers; alexandria, va: association for supervision and curriculum; national association of elementary school principals; reston, va: national association of secondary school principals, 1995. 64p. oclc#33901 883. $9.95. this progress report synthesizes the research findings carried out by the center from 1990 through 1995. the conclusions are based mainly on four studies: school restructuring study; national educational longitudinal study of 1988; study of chicago school reform; longitudinal study of school restructuring. how school restructuring improves learning is discussed in four chapters on student learning, authentic pedagogy, school organizational capacity, and external support. includes notes and references. a final report is expected in 1996. place, ron et al. educator's internet yellow pages. upper saddle, nj: prentice hall ptr, 1996. 386p. isbn 0-13-232356-7. oclc #33900106. $26.95. four sections cover internet basics, general education resources, curriculum areas for k-12, and examples of lnternet reso:urces which enhance lesson plans. curriculum entries are organized by type of internet application or tool. appendixes include educational resource materials, subscriptions, and educational conference e-mail contact list. index. provenzo, eugene f. the educator's brief guide to computers in the schools. princeton, nj: eye on education, 1996. 23p. isbn 1-883001-22-6. oclc#34243617. $39.95. education libreriea • vol 20, no. 1 /2 provides a general overview of educational computing issues and needs. 1\velve chapters cover topics such as educational software, multimedia and hypermedia, computers and inclusion, and finding funding for your school. appendixes include directory of hardware and software sources , computer conferences, associations and organizations, model survey for determining faculty computer skills and needs, and a bibliography. sexual harassment and sexual abuse: a handbook for teachers and administrators. audrey cohen et al. thousand oaks, calif. : corwin press, 1 996. 99p. isbn 0-80396-441 2. oclc #34244080. $38.00. intended to guide educators in resolving issues of sexual harassment and sexual abuse when petpetrated by adult staff members. includes defining sexual harassment and sexual abuse in the schools, procedures on how to handle a complaint, and preventing sexual harassment and abuse. resource listings for videotapes, other media, organizations, and references and suggested readings. shaw, donna gail and claudia s. dybdabl. integrating science and language arts: a sourcebook/or k-6 teachers. boston: allyn and b acon, 1 996. 269p. isbn 0-205 1 6072-7. oclc#32821 957. $34.95. provides science and language arts activities within chapters based on the general topics of earth, life, and physical sciences. each chapter presents the scientific background for the teacher, a chart of objectives for science concepts, thinking skills, and language arts, follo.wed by various types of activities, resources, a glossary and bibliography. statistical handbook on adolescents in america. bruce a. chadwick, tun b. heaton, eds. 323p. phoenix, ariz. : oryx press, 1996. isbn0-8977492-27. oclc#34320052. $54.50. information presented for educators, political and civic leaders, parents, and others either concerned about or interested in american adolescents. analysis focuses on young people from age 12 to the late teens and early twenties. topics include family context, sexual behavior, economics, health, education, quality of life, deviance, and parent-child relationships. sources used include 1 990 u.s. census, 1 976 national survey of children, 1985 national family violence survey, and 1 987-1988 national survey offamilies and households and 1 990 survey of parents and children. tables, charts, and index. thomas, stephen b. and charles j. russo. special education law: issues & implications for the '90s. topeka, kan.: national organization on legal problems of education, 1995. 238p. isbn 1 -56534-088-1.0clc#331 15606. $37.95. education ubrariee • vol 20, no. 1/2 provides a background history and analysis of special education law, such as the individuals with disabilities act. chapters discuss the requirements and issues of the laws pertaining to free appropriate public education, disease, student records, discipline, minimum competency testing, sport participation, and child abuse. a chapter on related services covers such matters as transportation, medical, health, and psychological services and assistive technology devices. includes case and subject indexes. weinstein, miriam. making a difference college guide: outstanding colleges to help you make a better world. rev. and expanded 4th ed. san rafael, calif. : sage works press, 1995. 295p. isbn 0-9634618-3-4. oclc#33944276. $16.00. features 87 colleges which offer innovative programs focusing on social and environmental concerns. covers such practical programs as forestry, applied environmental technology, environmental engineering, natural resource management, community health, and social work. entries provide a description of the institution and its philosophy, a listing of "making a difference" studies, student body information, costs, application deadline, and mailing address. includes a section of essays by students and directors of selected programs. west, elliott. growing up in twentieth-century america: a history and reference guide. westport, conn. : greenwood press, 1996. 378p. isbn 0-313-28801-1. oclc#33078759. $49.95. four chronological chapters divide the twentieth century into time periods. each chapter gives a brief introduction and includes six sections. section topics cover home, play, work, school, health, and children and the law. each chapter includes a bibliographical essay. includes a general bibliography and index. zirkel, perry alan. the law of teacher evaluation: a self­ assessment handbook. bloomington, in: phi delta kappa educational foundation, 1996. 45p. isbn 0-873674-88-x. oclc#34647855. $ 1 1 .00. a concise publication intended as a starting point for legal boundaries of teacher evaluation. includes a self-assessment instrument with answers and detailed explanation of each item. extensive footnotes cite pertinent court decisions and a summary chart gives relevant state statutes, regulations, and guidelines. gladys i . dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. 3 1 the status of education libraries i n botani cal gardens throughout the worl d . (a su rvey) by pamela pirlo, co-ordinator, stupp teacher resource center background and history the stupp teacher resource center where this research originated exists to provide teachers with information, resource materials, and training, and to serve the missouri botanical garden staff and volunteers. established in 1982, the stupp center is young when compared to the rest of the garden, which was established by immigrant englishman hengy shaw, in 1859. the garden is the oldest in the united states, a major cultural institution, a designated historical landmark, and a center for horticulture, research and education. for the past twenty years, the missouri botanical garden has been led by noted scientist, dr. peter h. raven. it is committed mainly to research on tropical ecosystems and their conservation. in a national geographic article, editor boyd gibbons wrote. "called to the front lines in the war to save the tropical rain forests, the missouri botanical garden has grown beyond its four wall to become one of the world's leading research institutions of its kind. (august 1990,p.125) the missouri botanical garden responded to an initati e suggested nearly eleven years ago at a meeting of the american association of botanical gardens and arboreta, when future directions were discussed. one presentor, roy l. taylor, called for botanical gardens to "define and distinguish" their research and education roles. he cited that botanical gardens need to lead in the establishment of programs for overall ecosystem manage­ ment. he saw them holding a unique position to assume responsibility for public education, for public school programs, for horticultural training, and for professional upgrading. the stupp teacher resource center, as part of the education divi­ sion, identified _its role in this mandate and prepared to support programs for public education and for schools, by assisting classroom teachers and providing materials for horticultural training and for professional upgrading. as time went by, the stupp center came to be recognized as the provider of services to educators. more and more teachers sought the materials and services offered by this library and more and more visitors to the garden sought help intending to establish similar facilites. the stupp center recognized that it represented a level of growth perhaps not yet experienced at other institutions and that it met succesfully the needs of community teachers. the question arose as to whether this experience could represent a trend. webster's new twentieth century dictionary defines a trend as "the general tendency or course, as of events." the stupp center could identify a series of events in its own devel­ opment as well as a discemable course of development. 1 4 they are: 1. botanical gardens establish libraries to support their re­ search. 2. botanical gardens provide education programs at either degree or non-degree levels, which require materials ex­ pressly used for education and teaching. a special collection · for education develops. 3. the education function grows to the extent that it requires new, specifically designed and designated facilities. when the education arm of the botanical garden moves to those facilities, the education special collection moves too, form­ ing the core collection of a new education special library. 4. the education collection progresses through various stages. at first, it is likely to be small, operated on a part-time basis by volunteer or education staff. 5. if it connects with a group of users who recognize its ability to enhance classroom instruction by providing information and materials, demand will necessitate full-time hours and the skills of a professional librarian. 6. if the collection and services of the library fit with an increasing environmental need, the success of the library is guaranteed. these observations formed the basis of the research which was conducted by the stupp center between january 15 and february 15, 1991. a review of the literature revealed that no previous research had been conducted in this area. the biological imperative faced by the world and by botani­ cal gardens provided impetus to conduct this research. i i t the hypothesis formed for this study was that a specific education library, the stupp teacher resource center, is not unique. it represents a current trend found amongst the botanical gardens and arboreta throughout the world. therefore, the inten­ tion was to measure the presence of education libraries in botanical gardens on the national and international scene. it also compares the data collected with the standards set by the stupp center. attempting a measurement on a global scale may seem ambitious to any one not familiar with botanical gardens. however, botany is one of the most "global" of the sciences. a botanist is customarily associated with a given institution, but conducts most of his or her work in the field, at locations distant from the given institution. the missouri botanical gar­ den presents an outstanding example. it employs a large staff of curators [ 43] who are specialists in a number of plant families. some of them reside full-time in st. louis, but many of them reside in countries where the work is centered, returning to st. louis for as little as a month or two, or as much as six months to a year, travelling to and fro on a routine basis. additionally there are research associates who live in vari­ ous parts ofthe world, but who collaborate with this institution on projects which are mutually beneficial. the associates live and/ or work in such places as trinidad, france, chile, the sarengeti, australia, costa rica, argentina, madagascar, india, china, zaire, honduras and south africa. currently the missouri botanical garden sponsors research projects in africa at gabon, zaire, central african republic, the congo, ghana, zimbabwe, the ivory coast, malawi, madagas­ car, tanzania, and zaire. research centers in north america and in missouri, and in latin america at costa rica, nicaragua, panama, argentina, bolviia, chile, colombia, ecuador, para­ guay, peru, venezula. further afield there is research in taiwan and china. plants are collected in the field, where their respective plant farriilies are known to grow. specimens are transported to the garden, where they are mounted and classified and stored with the 5.8 million specimens in the herbarium. the survey the survey packet was sent to directors of botanical gardens. it included a four-page survey form, which consisted of four sections, with a total of eighteen questions; two letters, one from the stupp teacher resource center and one from the unviersity of missouri-columbia; a stupp center brochure; and a self­ addressed envelope. the survey promised to be anonymous and to share results with participants. names of participants were selected randomly from the international directory of botanical gardens iv, 4th ed. this is a voluntary list and contains only names submitted by individual gardens. it is rieither exhaustive nor comprehensive, and having been published in 1969, somewhat out of date. it was decided to select one garden from each state in the united states and its territories, and one garden from each of the other countries listed. of the one hundred and thirty names obtained, fifty-three were associated with the united states and eighty-seven from all six continents. missouri was not surveyed for obvious reasons. as noted previously, the survey packet was posted on january 16, 1991. five were returned the next day due to problems with addresses. starting on january 24, 1991, actual responses began to arrive. the first came from within the united states. on february 4, 1991, the international responses began to arrive. some came from europe and asia first, with those from australia, africa, south america and the middle east, taking longer. two island nations at opposite ends of the globe, iceland and mauritius, responded. the last of the surveys arrived in april 1991. what, then, was learned from this survey? nearly fifty per cent of the institutions were interested enough in the topic to return the survey form. furthermore, since answers came from all six continents and from two island nations, it can be concluded that respondents recognized the global issues at stake and were interested in education or both. the very first question, in section one, asked respondents to state their names and addresses. the first question in section two asked if botanical gardens had education departments. response to question one section two yes no neither yes nor no 35 19 4 the second question in section two sought to determine how these education departments were staffed. response to question two section two full time staff only part-time staff only both full-time and part-time 0 11 14 the third question attempted to establish the priorities which the education departments set for their programs. response to question three section two programs ranked in order of importance most important 1 2 3 4 5 6 7 8 9 least doctoral 3 1 1 1 5 master's 2 2 1 2 5 bachelor's 1 1 3 1 4 secondary 5 4 5 4 6 1 1 primary 12 5 1 3 2 adult 7 8 2 3 1 family 3 2 4 4 2 2 1 1 this third question established that while these education departments engage in programs at different levels, the greatest number regarded education for primary school children as their top priority, with programs for adults rating second. programs for secondary students came third, followed by programs for 1 5teacher training. programs for the doctral level and programs for the family tied. those of the master's level came next, followed by the bachelors degree. two respondents reported "diploma courses" and "three year courses" which are options found more commonly outside the united states. section three, which was the core of the questionnaire, posed queries to measure the education library in terms of its existence, its age, its staff, its formats, its equipment, its promo­ tions, its funding, its budget, its circulation and its number of users. it is important, at this juncture, to make a distinction which many of the · respondents made. they reported libraries which served the purpose of education, but which were not special education libraries with the specific role of serving mainly educators. response to question one section three does the education department have a library? yes 29 no 8 no response 1 1 twenty-nine responded that they had education libraries, while eight responded that they did not have education libraries. eleven offered no response whatsoever. the nine responses which offered variations, included comments such as "part of arboretum library," "has education section," "not separate," "museum central library," or "part of main library." the second question attempted to measure the age of these libraries. response to question two section three one year 1 two years 0 three to five years 9 five to ten years 2 ten + years 29 no reponse 1 1 since twenty-nine reported their libraries were more than ten years old, it seems likely that education libraries are not a new phenomenon, and probably were established at a time when funding was more readily available. the appearance of newer libraries indicate that facilities of this nature are still being established. one response stated that the institution had no education library, but did have an education department. the next question asked about the groups of people to whom materials circulate. response to question three section three botanical garden staff 30 botanical garden education staff 29 botanical garden volunteers 17 students 7 anyone other 9 16 the largest number ofmaterials circulate to garden staffs, to garden education staff members, and to volunteers. several repondents reported limiting use of materials to reference only. none of the reporting groups parallels exactly the stupp teacher resource center, which circulates materials to employed com­ munity teachers, to garden staff, and to volunteers. it welcomes people of all ages to use its materials for reference, by appoint­ ment. inter-library loan is not available to stupp users, but one­ time borrowing privileges are offered through the infopass program by virtue of the stupp center's membership in the st. louis regional library network. some of the variations of circulation policies included lending to outsiders working on projects at a specific garden, filling requests received through municipal library systems, inter-library loan, circulation to members but allowing "refer­ ence only" for outsiders, lending to botanical and horticultural researchers, lending to archivists, to research students, to profes­ sional teachers, to university research centers, and to the ministry of agriculture. the next question measured the presence and amount of various formats in these education libraries. respondents were asked to describe their formats according to the quantative words, "ample," "moderate," "scarce," and "none". webster's new twentieth century dictionary defines ample as "large or ex­ tended," as "fully sufficient," and as "adequate or enough." all three of these elements in the definition are meant to specify the amounts of audio-visual materials present in some education libraries. response to question four section three moderate scarce none audiocassette 0 2 12 13 books 28 5 1 0 botanical models 0 1 5 18 curricula 2 7 10 4 films 6 10 4 filmstrips 1 1 8 15 hands-on kits 2 2 5 17 journals 18 10 4 2 sound recordings 0 2 5 19 archival material 1 catalogues 1 photographs 1 slides 1 videocassetttes 2 4 1 most ofthe libraries reported that their collections contained mostly books and journals. twenty-eight reported books as ample, 18 reported journals as ample. two reported hands-on kits present in ample quanti ties and 2 reported ample amounts of filmstrips. the formats which were present in scarce numbers, or not at all, were audiocassettts, curricula, films, filmstrips, handson kits, slides, sound recordings, and botanical models. as expected, books and journals form the basis of education library collections, with other formats present, but not in proportions equal to books and journals. the next query determined the type of equipment to be found in these libraries. response to question five section three apple family computers 4 ibm/clone computers 13 film projector 13 filmstrip projector 10 micrographics equipment 10 photocopy machine 23 television set 4 videocassette recorder 13 cd-rom work station 1 slide projector 7 audiocassette player 1 screen 1 overhead projector 1 microfiche 1 slides 1 the responses to this query reflect the presence of the usual equipment associated with teaching and instruction, all of which are predictable. whilst 13 reported ibm/clone computers and one reported a cd-rom work station, the data does not seem to support a high presence of automation in education libraries. it is interesting that more libraries had photocopy machines than computers. question six sought to determine methods used by education libraries to promote themselves. responses to question six section three brochures 12 circulars 6 in-house publications newspaper advertisements promotional visits word-of-mouth recommendations visitor's requests plant societies tours state library system public libraries colleges circulars to staff 8 1 4 16 1 1 1 1 1 1 1 these data suggest that education libraries rely upon word­ of-mouth recommendations, ostensibly from satisfied patrons, to promote themselves. they further suggest that brochures, in­ house publications, and circulars are three of the most commonly used methods of promotion. the next two questions, seven and eight, asked for details about funding and budgets. both were optional questions. responses to question six section three funded from operating budget 27 funded from external grant money 4 government funds 1 school department 1 donated books 1 national agency 1 members' budget 1 support group budget 1 friends' budget 1 while the greatest number of education libraries are funded from their institution's budgets, some are funded by grant money. the stupp teacher resource center has been funded almost entirely by grant money, since its inception in 1982, and is, therefore, a departure from what is shown here. none reported charging for services. responses to question eight section three nnual budget less than $1000 per annum 11 annual budget less than $5000 per annum 9 annual budget less than $10,000 per annum 5 annual budget less than $20,000 per annum 1 annual budget less than $30,000 per annum 3 the overall impression from these responses is that educa­ tion libraries are poorly funded and must function on a very low budget. the next question sought to determine the qualification of the persons running education libraries. responses to question nine section three number of professional librarians 25 number of non-professional librarians 14 number of clerical staff 10 number of volunteers 96 education staff 3 even though a large number of education libraries operate on a low budget, many of them reported that their libraries were run by professional librarians. thirty respondents reported 25 pro­ fessionals in their education libraries, although five of those professionals were volunteers or worked in half-time positions. twelve respondents reported 14 non-professional librarians. "non-professional" librarians are those persons who work in libraries and who are preceived by the public to be librarians, although they lack professional qualifications. two of the non­ professionals reported were actually horticultural staff. eighteen respondents listed 96 volunteers working in their respective libraries. other workers could be education staff members or the education co-ordinator. 17the picture emerges of education libraries being staffed by professionally qualified librarians, but also relying, to a great extent, upon the services of volunteers. again, this is a reflection of a limited operating budget. most of those surveyed do not circulate materials at all. this was the information sought in question ten. responses to question ten section three no items circulated 100 or less items circulated 500 or less items circulated 1000 or less items circulated 5000 or less items circulated over 5000 items circulated 20 5 3 2 1 1 while a handful of education libraries [ 4] circulate more than a thousand books per year, the vast majority of those responding to the survey [28] reported circulation under 500 items per year, or none at all. section four consisted of three open-ended questions which asked respondents to comment further upon the work at their respective gardens, comment upon the education libraries "past, present or future," and to simply comment upon anything what­ soever. responses to question one section four question one answered question two answered question three answered 35 26 19 many described more specifically how their education li­ braries fit into the work of their respective gardens. many discussed the work of their gardens and expressed desire to channel their work into improving their environment. some explained their relationships with unversities. some requested assistance. one expressed dismay over the reluctance of the host institution to organize educational programs at all. one shared the opinion that.botanical gardens are the most poorly understood of the living museums and that they need to take a more aggres­ sive public relations position. "we are, as a group, far too passive," one opined. answers to this first question were forth­ coming and informative. another responded enthusiastically "glad to see research into the practice of education in botanical gardens." several others took the opportunity to point out that their libraries did not coincide with the stupp teacher resource center model. they offered details to show how they differed. for example, among the respondents they were well-established university and research libraries which serve botanical gardens, rather than specialized education libraries. while only nineteen people responded to the final question, number three, they did provide worthwhile information, similar to that in the preceeding question. some mentioned plans for the future, some provided additional information about their current situations, and some took the opportunity to clarify how their 1 a libraries served education. one pertinent comment, which par­ allelled the missouri botanical garden experience, was the one which stated, "our library initially began as a collection of personal books of the first director and was added to over the . years by other donations and acquisitions of books and journals." another shared the opinion that, "many gardens need to see themselves more as educators and less as collection managers." it was reassuring to learn that so many respondents' answers did parallel the various stages of development of an education library, already experienced by the stupp teacher resource center, and that so many botanical gardens from all over the world were willing to share that information with the surveyor. this willingness enhances the widespread interest in education as a function of botanical gardens, and supports the notion that education departments need education libraries to support their work. the survey acted as a catalyst in motivating botanical museum staff to consider the current and the future status of these libraries in their respective institutions. however, education libraries need strong support from management. they need adequate finance. they need encouragement. the education library is directly responsible for influencing change of attitude and behavior. when it provides teachers with materials and information to be used in the classroom, it is influencing the voters of tomorrow. when teachers and other users can depend upon this type of library to provide them with readily available information, they become avid supporters of the funding institu­ tion. vali d i ty an d t h e s ch o last i c a p t i t u d e t est� r ec e n t s e l e ct i o n s f r o m e r i c submihedby nancy r. preston journal articles baker, harold. (1992, jan.). soundoff: the sat should be revised. mathematics teacher, 85(1), 14-15. (available umi). suggested are ways to improve the sat and its face validity. suggestions include greater emphasis on more­ realistic problems, inclusion of realistic percent problems, modification of the multiple-choice format, and the use of the national council of mathematics "curriculum and evaluation standards" as a guide to construct the test. braswell, james s. (1992, jan.). changes in the sat in 1994. mathematics teacher, 85(1), 16-21. (available umi). described are important changes that will be introduced in the mathematics sections of the new scholastic aptitude test (sat). the three main changes are (1) permission to use calculators; (2) inclusion of open-ended questions; and (3) content revisions consistent with the national council of teachers of mathematics "curriculum and evaluation standards." jacobs, walter r., jr. (1991, spring). the traditional role of the sat in the 1990s. journal of college admission, 131, 21-26. draws on 20 years of experience as college board staff member to discuss the traditional role of the scholastic aptitude test (sat), test bias, a new and emerging role for the sat, and the sat's interaction with other testing methods. kubota, mel, & connell, anne. (1992, winter). on diversity and the sat. college board review, 162, 6-1. (available umi). the processes used in developing the scholastic aptitude test (sat) to eliminate cultural bias while still measuring skills related to academic success are described, including test item writing, pretesting, and validation. test items from 1908, 1927, 1947, and 1980 tests illustrate the evolu­ tion of the examinations. 20 mandula, barbara. (1990, jan.-feb.). is the sat unfair to women? awls newsletter, 19(1), 8-10. (journal availabil­ ity: a wis national office, 2401 virginia ave., n. w., suite 303, washington, dc 20037.) · reviewed is the research of dr. phyllis rosser and the comments made by several speakers at a hearing on gender bias in testing held in october 1989. discussed are historical perspectives, the gender gap in testing, and possible expla­ nations for this gap. sample test items are provided. the new sat: debating its implications. (1991, winter). college board review, 15, 22-27. (available umi). a group of eight educators and one law student discusses the most recent changes in the scholastic aptitude test content and format, which will include a reasoning test and a battery of subject tests. comments focus on general reactions, specific additions and deletions, test bias, implications for admissions, and coaching. stricker, lawrencej. (1991, summer). current validity of 1975 and 1985 sats: implications for validity trends since the mid-1970s. journal of educational measurement, 28(2), 93-98. to study whether different forms of the scholastic aptitude test (sat) used since the mid-1970s varied in their correlations with academic performance criteria, 1975 and 1985 forms were administered to 1,554 and 1,753 high school juniors, respectively. the 1975 form did not have greater validity than the 1985 form. wainer, howard, & steinberg, linda s. (1992, fall). sex differences in perforrp.ance on the mathematics section of the scholastic aptitude test: a bidirectional validity study. harvard educational review, 62(3), 323-36. (available umi). matching almost 47,000 men and women on type of math course taken and grade received, women scored about 33 points lower on the scholastic aptitude test-mathematics than men who had taken the same course and received the same grade. sex differences call into question the validity of the sat as a predictor of college math performance. education llbr•••• vol 1 7, no.3 eric documents jenkins, neil j. ( 1 992, july). the scholastic aptiiude test as a predictor of academic success: a literature review. l lpp. (available from edrs as ed 354 243; microfiche or paper copy.) although used by a large number of american colleges, the sat and similar tests are not widely used for either evalu­ ation of potential success or admissions screening by postsecondary institutions in canada. this review of nine studies considers the predictive validity of the sat for canadian postsecondary institutions and confirms that at best the sat can be used as a supplement to high school gpa. mcmanus, barbara luger. (1992). the revised sat's and the act' s-are they really different? 12pp. (available from edrs as ed 352 368; microfiche or paper copy.) this paper discusses whether or not revisions of the scholas­ tic aptitude test (sa1) and the american college test (acf) have created such significant differences between the two tests that a student could conceivably score signifi­ cantly higher on one than the other. a review of the characteristics of both tests suggests that a student who is a divergent thinker, an underachiever, a member of a minority group, from a mediocre highschool, or good in mathem!ltics could do better on the sat. a student with a good educa­ tional background, good grades in high school, or a weak­ ness in mathematics might choose to take the act or both tests. valley, john r. (1992). the sat: four major modifications of the 1970-85 era. new york, ny: college entrance exami­ nation board. 35pp. ed 350 335; 35pp. (available from edrs as ed 350 335; microfiche copy only. also available from college board publications, box 886, new york, ny 10101-0886, $12.) this report describes major modifications made to the sat from 1970 to 1985 caused by: (1) the addition of the test of standard written english (tswe) to the college board's admissions testing program ( atp); (2) the passage of test disclosure legislation; (3) the institution of test sensitivity reviews; and ( 4) the use of item response theory equating in sat scores. the relationship of these modifications to the sat's content, format, development procedures, psycho­ metric characteristics, and statistical procedures are dis­ cussed. how to obtain materials cited in this bibliography: journal articles citations are from current index to journals in education. the articles may be obtained from a college, univer­ sity, or large public library, borrowed through interlibrary loan, eduolltlon llbrarl• vol 1 7, no. 3 or, if so indicated, ordered from: umi article clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1800-5210600. eric documents are announced in resources in education. they can be read in full text at any library holding an eric microfiche collection. they can also be ordered, in paper or microfiche copy, from the eric document reproduction serv­ ice (edrs), 7420 fullerton road, suite 1 10, springfield, va 22153-2852. phone : 1-800-443-eric or 703-440-1400. call for prices and delivery options. nancy r. preston is assistant director, eric clearinghouse on infor­ mation & technology, 4-1 94 center for science and technology, syracuse university, syracuse, ny 1 3244-41 00; (31 5) 443-3640; 800464-9107; nprestor@ericir.syr.edu. 21 selections from eric journal articles fj493414 courtois, martin p. ( 1994, nov dec). how to find information using internet gophers. online; v 1 8 n6 p 1 41 6 , 1 820,22,24-25. (available umi) suggests strategies for finding information in gophers that will increase access to internet information resources for library users. highlights include search strategies; veronica searches; jughead searches; keyword lists; boolean operations; gophers with subject menus; subject guides; listservs; and world-wide web. (contains eight references) fj493284 truett, carol. ( 1994, nov.). the internet: what's in it for me? computing teacher; v22 n3 p66-68. discusses school librarians' use of telecommunications to provide access to electronic resources and information databases outside the school library. examples are given of services provided through the internet, including electronic mail, file transfer protocol, gopher, wide area information server, and world wide web. (contains five references) fj491499 morgan, eric lease. ( 1 994 ). the world-wide web and mosaic: an overview for librarians. public access computer systems review; v5 n6 p5-26. to retrieve this article, send the following e-mail message to: listserv@uhupvm 1 . u h.edu: get morgan prv5n6 f=mail provides an overview of the internet's world-wide web (web), a hypertext system. highlights include the client/server model; uniform resource locator; examples of software; web servers versus gopher servers; hyper'thxt markup language (html); converting files; common gateway interface; organizing web information; and the role of librarians in developing web information resources. (contains 26 references.) fj491428 descy, don e. ( 1 994, sep.). world wide web : adding multimedia to cyberspace. techtrends; v39 n4 p15-16. (available umi) education ubrariea • vol 1 9. no. 1 describes the world-wide web (www), a network information resource based on hypertext. how to access www browsers through remote login (telnet) or though free browser software, such as mosaic, is provided. eight information sources that can be accessed through the www are listed. the address of a listserv reporting on internet developments is given. fj489814 december, john. (1994, sep.). electronic publishing on the internet: new traditions, new choices. educational technology; v34 n7 p32-36. (available umi) discusses the use of the internet for electronic publishing. topics addressed include electronic mail; telenet; file transfer protocol and archie; gopher; world wide web; listservs; and usenet. four case studies are presented that illustrate how people can use the internet to make information available to large numbers of people. (contains 15 references.) fj486773 price wilkin, john. (1994). using the world-wide web to deliver complex electronic documents: implications for libraries. public access computer systems review; v5 n3 p5-21. to retrieve this article, send the following e-mail message to l istserv@uhupvm 1 . u h .edu: get pricewil prv5n3 f=mail explores the benefits and limitations of the world wide web in the context of projects taking place at the u diversity of virginia library and the university's institute for advanced technology in the humanities. a gateway between the web and pat, a text retrieval program based on sgml (standard genera�ized markup language), is described. (contains four references.) fj486751 gabbard, ralph. (1994). recent literature shows accelerated growth in hypermedia tools: an annotated bibliography. rsr: reference services review; v22 n2 p3 1-40. (available umi) presents an annotated bibliography of materials on hypertext/hypermedia. information available on the world wide web is described; journals that cover hypermedia are listed; and the main bibliography is divided into 3 sections on general hypertext applications (17 titles), dos/wmdows applications (17 titles), and hypercard applications (18 titles). 23 fj479817 machovec, george s. ( 1993, jan.). world wide web: accessing the internet. online libraries and microcomputers; v l l n1 p1-4. describes the world wide web (www), a navigational tool to organize information on the internet into a set of hypertext documents. hypertext is explained; relationships between www, gopher, and wide area information servers (wais) are discussed; and future possibilities are considered. (contains three references.) fj478029 powell, james. (1994, feb.). adventures with the world wide web: creating a hypertext library information system. database; v17 n1 p59-60,62-66. (available umi) describes world wide web (www), a client/server system for use with electronic information. topics discussed include hypertext markup language; wide area information servers (wais); gopher; uniform resource locator; creating a hypertext version of an electronic journal; and developing a library information system. (contains six references.) fj446183 berners lee, tim; and others. (1992, spr.) world-wide web: the information universe.electronic networking: research,­ applications and policy; v2 n1 p52-58. describes the world-wide web (w3) project, which is designed to create a global information universe using techniques of hypertext, information retrieval, and wide area networking. discussion covers the w3 data model, w3 architecture, the document naming scheme, protocols, document formats, comparison with other systems, experience with the w3 pilot project, and plan how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-52 1-0600. this col u m n was prepared by the staff of t he e r ic clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244-41 00; (31 5) 4433640; (800) 464-91 07; eric@ericir.syr.edu news from eric the database • • • still the heart of eric "this group of abstracts will complete our database goals for this year," announced denise g. masters, who has been eric/ it's database coordinator since january, 1 995 . "using a teamwork approach, eric/it processed 2,000 current index to journals in education (cije) and 950 resources in education (rie) in 1994-95. five part-time document analysts, two editors and two secretaries contributed to this effort." her education, experience, skill, and high energy level contribute to masters' perfect match for this position. "i have a master's in education and i'm almost finished with my master 's in library science. i taught high school english and worked in a high school library and in an academic law library," she explained. "one of the most interesting things i find about this job is the exposure to the latest literature about innovations in the fields of educational technology and library science." masters' challenge is to coordinate the acquisition and selection of the best information in eric/it's scope, and then to present that information in the most accurate way possible 24. through careful abstracting and indexing. "it is important for people to understand what is important about an article or document, and also to be able to locate the abstract when they search the database." she believes that some people may not realize the great volume and the variety of information contained in the eric database. there are all kinds of documents, ranging from highly technical research reports to project descriptions and practical outlines for teaching. association and government publications keep the country informed about issues influencing education. research reports, and analyses of surveys are also part of the information presented in the database. technology has significantly affected the database. "one of the best things that has happened to the database is the ability to search it via cd rom or the internet. now one can search a range of years maybe ten years at a time. that is not possible with the print indexes. everything happens more quickly now, from submitting the clearinghouse shipment to the eric facility electronically, to the faster way of searching and using the stored information." education libraries • vol 1 9, no. 1 • masters is always looking for new papers to include in the eric database. "i would like to tell people if you have a paper you've written that relates to educational technology or library and information science, please let us see it. i receive calls from many people who ask if i would look at their docwnents. i always tell them 'yes. ' i've had people e-mail drafts of their document asking for feedback and that is one way we can determine whether the document is suitable for the database." when the final version of the docwnent is completed, authors submit two clean, manuscript copies, and are encouraged to include an abstract of the work in their own words. the benefits of becoming an eric author are m any. documents accepted by eric are announced to some 2,000 organizations receiving the abstract journal, rib. documents accepted by eric are reproduced on microfiche and distributed (at no cost to the contributor) to the more than 900 current subscribers to the eric microfiche collection. organizations wishing to sell their own docwnents in original form can have this availability announced at no cost in rib. after the docwnent is sold out at the original source, it will always be "in print" through the eric docwnent reproduction service (if permission to reproduce has been granted to eric). the bibliographic descriptions developed by eric are retrievable by the thousands of subscribers to online database retrieval services such as brs, knight-ridder information (fonnerly dialog) and oclc and at the thousands oflocations offering computer searches of eric on cd-rom or local retrieval systems. the following types of documents are suitable for incluston in the eric database: o descriptions of model programs and innovative practices. o teacher and curriculwn guides. o research and technical reports. o state-of-the-art papers and reviews. o conference proceedings and papers. o syntheses, intetpretations, and summaries. o tests and instruments for measurement and evaluation. o surveys and statistical reports. o bibliographies, discographies, and filmographies. o position or opinion papers. please call, e-mail, or write to request a reproduction release, or for more infonnation about submitting docwnents to the eric database. syracuse university, eric clearinghouse on inform ation & technology, 41 94 center for science & technology, syracuse, new york 13244-4100; 800-464-9107; dgmaster@ericir.syr.edu an interview with an askeric "virtual librarian" sometimes it is difficult to explain what an askeric network infonnation specialist does. askeric coordinator, mary beth mckee unlocked some mysteries when she wrote the article, "a day in the life of a virtual librarian," for school library journal's april 1995 issue. education ubrariea • vol 1 9, no. 1 the article is in the form of a daily log, and includes some of the questions received by askeric's electronic reference service that day, as well as mckee 's answers. e-mail messages range from questions about outcome-based education, the internet, parental guidance, and pen pals, to requests for help with science and math. "askeric tries to provide some information to anyone who submits a question, but our scope really focuses on performing eric searches and pointing to internet resources that educators are interested in. the askeri c service always tries to provide something to users. we point to information on the internet-(we are) virtual librarians." "publishing an article in a professional journal represents a certain legitimacy for some people," says mckee. "you 've moved on to another step." new users, who were unsure about what types of questions to ask, now write to askeric@ericir.syr.edu and say, "i read the article in school library journal. it sounds like a great service, here 's my question." or "i've been using askeric for a year. i read your article. now i get it." recently, mckee participated as a co­ leader in a workshop where some participants questioned the legitimacy of the virtual librarian in comparison with the traditional librarian. "are you really librarians, or are you just a bunch of techos?" "i tell librarians we are not trying to replace them. we just provide information in a different form. we also encourage people to use the local libraries. there is still a lot of useful information not available electronically." mckee began her career in education as a third grade teacher. "i thought it was just one of the best things you could do," she says. while in graduate school studying instructional systems technology, she was sutprised to hear some negative comments regarding teacher attitudes and computer literacy issues. mckee says, "the comments mostly came from people who never spent any time in the classroom. i have always been pro-technology. when i told them i had an elementary education background, people were sutprised. i don't agree with the philosophy that technology is impersonal or discourages people from interacting. i have always maintained nothing draws people closer together than a printer problem or a computer that is down. teachers love to get their hands on more new technology. getting equipment and getting connected is the real issue, not teachers ' negative attitudes towards technology. most teachers see the information age changing the world and expect the classroom to change as well." mckee views the virtual librarian's role as one that provides a measure of convenience that wasn't possible before. "with the internet, travelling to other sites for information is comparatively easy. we may not have resources on a particular subject, but we can refer people to the university of michigan, for example. the internet allows people to browse various collections without leaving their home or office." mckee admits her life has not changed significantly since writing the article, but feels perhaps she has helped some users overcome communication barriers as well as dissipate some stereotypes. she added, as an example, that her mother read and praised the article and now professes to have an understanding of mckee 's work. 26 recent eric publications an educator's guide to electronic networking: creating virtual communities barbara l. kursban and marcia a. harrington, edited and revised by peter g. milbury offers netwoxk novices an introduction to the benefits of netwoxk resources, a comparison of28 commercial and non-commercial service providers, and an extensive glossary of more than 200 common networking terms. this guide assists teachers and administrators to make informed decisions prior to implementing netwoxk technologies in their schools. ir-96; 110 p.; $10.00 information literacy in an information society: a concept for the information age christina s. doyle recognizes the change in american society from an industrial based economy to an economy based on services and information. this monograph encourages educators to prepare students for success in the new working environment by teaching them to access, evaluate, and use information from a variety of sources. an annotated bibliography is included. ir-97; 80 p.; $8.00 28 technology making a difference: the peakview elementary school study brent g. wilson, roger hamilton, james l. teslow, and thomas a. cyr focuses on the effects of implementing new technology at the elementary school level. the results include increases in student motivation and achievement. authors document candid comments from teachers and students about the transition from traditional teaching methods to integrating new technology in the classroom. ir-98; 230 p.; $15.00 educational media and technology yearbook (emty) donald p. ely, ed. and barbara minor, ed. offers organized access to current information on the trends, professional developments, research, and resources in the field of educational technology. twentieth anniversary issue. em-94; 360 p.; $60.00 th is col u m n was prepared by the staff of the e r ic clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244-41 00; (3 1 5) 443-3640; (800) 464-91 07; eric@ericir.syr.edu educetion librerie• • vol 1 9, no. 1 .. articles the internet as a medium for education and educational research by marcos silva and glenn f. cartwright abstract 1bis paper examines the advent of the internet and its impact on k-12 education and librarianship. it discusses the use of the internet as a resource for teaching and research and as a virtual classroom and laboratory. in addition, the reasons justifying investment in national supernetworks such as the american national research and education network (nren) and the canadian network for the advancement of research, industry, and education (canarie) are outlined. finally, the implications for education and li brarianship concerning the establishment of these supernetworks are explored. the advent of the internet, a vast worldwide network of computer networks, has had a significant impact on educational research and librarianship. indeed, the myriad of available services, resources, and information on the internet in support of k-university research is impressive. but the internet may be also viewed as a virtual classroom and laboratory: it can serve and function as a viable medium for educational research as well as a conduit for education. at present, there exists a wealth of descriptive works detail­ ing the resources available on the internet (kehoe, 1993; krol, 1992; tennant, 1992; giguere, 1992). there are also many catalogs, most retrievable via the internet, available to educators indicating the location of electronic resources (barron, 1992; drew, 1992; eric clearinghouse on information resources 1992; suranet 1993). research has also centered on the creation of electronic resource discovery tools to help users of the internet locate items of interest. deutsch (1992) succinctly outlined many of the issues concerning the problem of identifying and locating re­ sources in a distributed environment. the research in this area is of particular importance given the internet's size of over 20 million users and its growth of approximately 10% a month (lottor, 1992). the evolution and future of the internet has also attracted attention. hart, robert, and bar (1992) have written one of the best introductions to the history and evolution of the internet. their inclusion of issues that directly pertain to education and educational psychology makes the work invaluable to educators. education llbrarl• vol t7, no.2 research, however, that explicitly examines the impact of the internet on education is lacking. again, most studies on the internet and education have been ofthe descriptive variety (silva & cartwright, in press; howse, 1991). paulsen's (1991) excel­ lent annotated bibliography on education and computer medi­ ated communication does offer sorrie direction to the researcher. still, few studies are available that offer formal analyses of the interaction and evolution of the internet and education. the purpose of this paper is to examine some of the issues concerning educators which arise from the advent of the internet. it will describe how the internet is being used to support research and education and how it can be utilized as a virtual classroom for provision of education. also discussed are projects such as the national research and education network and the canadian network for the advancement of research, industry and educa­ tion. the internet as a resource in support of educational research online library catalogues and databases at present, the internet offers a wealth of resources in support of educational research. perhaps the most utilized of these resources is the ability to search remote, online library catalogues and databases from a local computer via the internet protocol "telnet." researchers are able to access some of the most extensive library collections in the world such as harvard university, oxford, and the university of california. in this manner, it is possible to keep abreast of new publications, verify 7 obscure materials, and discover which sites have materials of particular interest. using tel net, educators can also search databases that hold materials which are pertinent to education. eric, for instance, possibly the world's most extensive database on education, can be accessed without restriction throughout a number of sites in north america: auburn university offers the complete holdings of the database (1966-to date) while the university of north carolina offers a searchable, full-text file of eric digests. some research sites have databases that index local or unique collections. dartmouth university allows free access to the project cork collection whose holdings include materials on alcoholism and substance abuse. princeton university gives access to early american imprints, a database containing over 36,000bibliographic records of materials published before 1800 in what is now the united states. these resources may be of value to researchers and students and merit evaluation by librar­ ians. electronic publishing another development of interest to educators and librarians is the advent of electronic publishing, a phenomenon whose growth has closely paralleled the growth of the internet. at this writing there are 36 electronic journals in publication of which 27 are peer reviewed (strangelove, 1993). this figure does not include electronic newsletters and newspapers. moreover, this represents a 33% increase in the total number of existing e ec­ tronic journals during the first two months of 1993 (stange love, 1993). what makes this phenomenon of particular value to re­ searchers is that these journals, once located, can be retrieved in full text. the most common way to retrieve a particular article is through the use of an internet protocol called ffp (file transfer protocol). basically, ffp allows a user to send or retrieve binary or text files from a remote computer to a host computer. however, a far easier method is through the use of discovery resource tools such as gophers, archie, wide area information servers (w ais), and world wide web. simply put, these tools index resources found on the internet and give the user a gateway to the needed item. locating and. retrieving materials in a distributed environment such as the internet becomes more intuitive and less complicated. of these resource discovery tools, gophers have become one of the most commonly used. a gopher is a system that allows a user to browse or search a hierarchy of information in a distributed environment such as the internet. this concept is based on three separate parts: clients, servers and a communication protocol. the client can be thought of as the user interface and the server as the software that does the indexing and retrieval of information. clients and servers function independently from one another. the commu­ nication protocol is the software which allows for seamless communication between separate clients and servers. for example, although articles from the "educom re­ view" are available via ftp, educom has created a gopher system that gives the researcher access to the full text of the -8 journal. once the needed ·article is found, the text can be read online or retrieved and printed. again, the use of a gopher system, or any other resource discovery tool, requires far less computer and telecommunications knowledge than normally required when navigating the internet directly via an operating system. franks (1993), in an excellent summary of what constitutes an electronic journal, summarizes the advantages of a gopher system: "a simpler, easy-to-use user interface, on-line browsing of abstracts or full-text, keyword searching of abstracts or full text, immediate downloading of desired articles." in summary, the reasons to publish a journal in electronic format include: increased readership, research is published expe­ ditiously, increased accessibility, multi-media possibilities, and immediate or prompt feedback concerning research. electronic books the advent of internet-accessible books has also shown exceptional growth. project gutenberg, under the direction of michael s. hart; has the stated goal of giving away one trillion "etexts" by december 31, 2001. other resources include virtual libraries accessible via the internet. dartmouth's shakespeare project, for example, has loaded the full text of all of shake­ speare's sonnets and thirty-three of his plays. shakespearean students and scholars with access to the internet, therefore, have access to a powerful and easy-to-lise electronic concordance. the impact of electronic books has been the emergence of new research methodologies and disciplines. large scale textual analysis was virtually non-existent a few years ago. electronic concordance generation along with electronic etymological stud­ ies are also a new scholarly activities. a student interested in melville's use of color in "moby dick" can search effortlessly the entire novel for instances of the adjective white in a matter of seconds. electronic discussion groups the ability to communicate with anyone on the internet is perhaps one of the services most widely exploited. the dissemi­ nation of information using electronic mail is rapid, seamless and transparent. however, the fragmentation of knowledge, as a result of the exponential growth of information arising from electronic dissemination, remains a very real possibility. to meet this challenge, use of moderated electronic discussion groups as a means to better organize and optimize the flow of information among the scholarly and educational community has become commonplace. for instance, a recent message posted on the public-access computer systems forum electronic discussion list (p acs­ l@uhupvm1) announced that the library of congress infor­ mation system (locis) is accessible via the internet (stork, 1993). given that thousands of individuals subscribe to pacs-l, the impact of this non-traditional method of information sharing should not be underestimated. eduolltlon llbr•••• vol 17, no.2 electronic discussion groups exist for almost any discipline and the choices available to educators and librarians are many. a quick search of kovac's directory of scholarly electronic conferences retrieved over 30 libraryrelated discussion groups and over 40 education related discussion groups. this does not include many other groups which happen to discuss library or education related issues. an example is the interpersonal and computing technology list which is devoted to examining issues like computer mediated communication, human-machine interaction, etc. at present, the list has carried a fascinating discussion on whether or not writing skills are improved by the use of computers. an example of the use of electronic mail is the service offered by eric clearinghouse on information resources called askeric. essentially, askeric provides via electronic mail, a question-answering, help, and referral service for k-12 educa­ tors, researchers, and school librarians and administrators. any questions concerning any aspect of k-12 education can be sent to askeric; a reply is usually received with 24 to 48 hours. what makes this resource so specially attractive is that it is absolutely free; the user incurs no charges. the challenge for educators and librarians is to effectively incorporate this resource in their respective professions. it could be argued that subscription to a discussion group is rapidly becoming an essential part of a professional's administrative, educational, and academic responsibility. it could be further argued that librarians and educators now have the additional responsibility of introducing and recommending electronic dis­ cussion groups to students and colleagues. issues for educators and librarians gregorian, hawkins, and taylor ( 1992), participants in the higher education information resources alliance, a coopera­ tive project among educom, cause and the association of research libraries, claim that "the greatest challenge facing modern society and civilization is how to cope with information and transform it into knowledge" (p. 5). given the "accelerating electronic torrent from thousands of databases around the world" (p. 5), educators and librarians must confront the "disruption and stresses of information as they are found on our own campuses" (p. 5). without argument, this challenge is also faced by k-12 educators and librarians. the task for educators, therefore, becomes how to exploit these new learning opportunities and integrate them with tradi­ tional teaching activities. educational researchers must remain alert to the implications that electronic resources have for education and learning. librarians must offer guidance and support to those educators, researchers, and students who are attempting to navigate through the internet. they must be able to filter, distill, organize, and rank information so that it may be effectively transformed into knowledge. eduoatlon llbrarl• vol ft, no.2 the internet as a medium for education studies concerning the use of the internet as a medium for education and research have been recent. educom has been a leader in the promotion of the internet as a virtual classroom and has consistently offered a forum for researchers wishing to share their work. still, most of the published work is of a descriptive nature; rigorous formal studies are lacking. the lack of formal studies has not, however, impeded the mie of the internet as a virtual classroom or laboratory. indeed, the number of ongoing research and education projects is large. surprisingly, use of the internet for virtual studies has not been limited to universities; k-12 educators, librarians, and students are active participants (clements, 1992a, 1992b). the internet as a virtual classroom one of the more innovative uses of the internet occurred this fall with the creation of"navigating the internet: an interactive workshop," created by richard j. smith at the university of southwestern louisiana in collaboration with jim gerland of the university of buffalo. the workshop was a first attempt to teach librarians and others internet protocols. over 12,000 registered participants "attended" the workshop which lasted for more than seven weeks. of note is that the workshop was conducted entirely over the internet. in his synthesis and evaluation of the workshop, smith ( 1993) notes that many participants commented that the work­ shop seemed more akin to a full credit course. smith is investi­ gating the possibility of offering the seminar as part of the curriculum in a school of library science. in addition, many requests for another session have been received. finally, plans for a k-12 workshop are under way. some interesting k-12 projects exploiting the internet as a virtual classroom include north dakota's send it, a bbs-type networking that gives students and educators a gateway to the internet. by late december 1992, the project participants in­ cluded 769 teachers, 1,521 students, and 84 administrators (sackman, 1993). applications of the project include: e-mail, electronic dis­ cussion groups, a forum on new legislative bills for government and history classes, and inter-library loans. perhaps the most innovative application of send it is the electronic classroom where "sendit users are able to access the cnn newsroom guide, newsweek guide/quiz, discussion groups, and historical documents" (sackman, 1993, p.8). another fascinating k-12 project is kidslink, an elec­ tronic forum where children communicate via the internet. origi­ nally conceived by odd de presno, author and educator, kidslink now links many thousands of children among 46 different countries. kidslink in tum is composed of several other forums. kids-93, a grassroots project, attempts to join children worldwide in a dialog of views on the desired future of the planet. in contrast, kidscafe allows children to "talk" about whatever they like. other kidslink forums have essen­ tially the same objective: to give children a means to reach out across their cultures and boundaries. 9 the internet as a virtual classroom has also engendered a number ofprojects stressing kuniversity cooperation. the aim is to give k12 educators and students access to information and resources normally unavailable (clements, 1992a) to their community. clements ( 1992a) sees this evolving partnership as a means of optimizing scarce resources and thereby contribut­ ing to the revitalization of the public school system. · examples include virginia polytechnic institute and state university's efforts to give k12 schools in virginia access to the internet. the el paso community college has organized a program where k12 educators learn how to utilize resources found on the internet. perhaps the most extensive project promoting greater resource sharing between academic centres and k12 schools is the texas education network (tenet), which as of apri1 1992, had over 9,000 participants. tenet is growing at the phenomenal rate of 1,000 new participants a month (clements, 1992b). and finally, the california mu­ seum of photography at the university of california, riverside is establishing the development of virtual art exhibitions di­ rected at k12 schools. the project aims to place over 5000 photographs,at screenresolution, on the internet (cisler, 1993). the internet as a virtual laboratory the internet must be understood as both a resource in support of research, and as a virtual laboratory for research. a number of projects requiring close collaboration and commu­ nication among researchers have been implemented on the internet. again, formal rigorous studies examining the resui ts of these projects are rare. koch, in her study of the impact of networks upon scien­ tific research, concluded that "electronic networks are improv­ ing scientists' productivity by making their communication more efficient" ( 1991, p. 79). nevertheless, she notes that several problems remain: information overload, quality con­ trol, and lack of a categorization of resources. still, as is often the case, the lack of research has not impeded evolution of the phenomenon. note, for instance, the invitation to join an ongoing research project on the use of electronic mail discussion lists placed on the internet (rafaeli & sud weeks, 1993). this international project depends on the internet for communication, exchange of data and findings, and data analysis. interest concerning use of the internet as a virtual labora­ tory is growing. for example, the innovative research trends in the human sciences conference, university of alberta, november 27-28, 1992, emphasized the use of new communi­ cations technologies. the 1992 meeting of the computers and multimedia group of the american political science associa­ tion devoted a substantial time to discussing the implications of telecommunications on research and education. and finally, the international conference on teleteaching '93, which is normally concerned with uses of telecommunications for teach­ ing, will hold its preconference through electronic mail via the internet! 1 0 future issues the national research and education network (nren) plans to invest in the expansion of existing national networks have been implemented in several countries. in the united states the project was signed into law by president george bush on december 9, 1991. the act, called the high-performance com­ puting act of 1991, gives the impetus for the establishment of a supernetwork linking research centres, universities, and industry and government. this effort has been named the national re­ search and education network. indeed, the nren is perceived as being essential to the united states' economic wellbeing and crucial to future re­ search. it is for this reason that the stated purpose of the act is to "help ensure the continued leadership of the united states in high-performance computing and its applications ... " (u.s. con­ gress, senate, high-performance computing act of 199 1, 102nd cong., 1st sess., s. 272, sec. 3). however, of special interest to k-university educators and librarians is the call in the act to "invest in basic research and education, and promote the inclusion of high-performance com­ puting into educational institutions at all levels" (u.s. congress, senate, high-performance computingactof 199 1, 102nd cong., 1st sess., s. 272, sec. 3, ( 1), (h)). in fact, the act stipulates that the national science foundation shall have the responsibility of linking colleges, universities, arid libraries that cannot connect to the network with the assistance of the private sector (sec 201, (2)). efforts not to exclude k12 educators and libraries from the new network are under way. vice president gore, while a senator, also sponsored thelnformationlnfrastructure and tech­ nology act of 1992 (gore, 1992). although the bill died with the adjournment of congress, gore has stated his intent to work with congress to introduce a similar bill. essentially, the bill attempted to ensure that the technology developed by and available on the nren would be accessible by k-12 educators and students, public libraries, health care, and small businesses. indicative of the realization that k12 schools and libraries must partake in the benefits of the nren is the decision of the department of education to target the nation's public libraries as access points to its network, smartline ttjnited states. office of science and technology policy, 1992, p. 25). the canadiannetworkfor the advancement of research, indus­ try and education in canada, a similar project is called the canadian network for the advancement of research, industry, and education (canarie). similar to nren, canarie policy makers see libraries and schools as one of its primary beneficiaries. indeed, the canadian educational community from all constituencies is explicitly recognized being an integral part ofits user community (canarie marketing plan working group, p.9). in addition, all sectors of the information and library community are expected educiitlon llbrarl• vol 1 7, no.2 to participate and share in the resources of canarie. the reasons for the establishment of canarie are identical to those of the nren: "to support canada's economic growth and enhance its international competitiveness through the promotion, development, and use of high-speed communications network products and services" (canarie marketing plan working group, p. 8). and similar to the nren, one of the major benefits of canarie will be "the linkage of the educational community from public school through college to university for purposes of education and information exchange" (canarie business plan working group, p. 7). conclusion the internet must be understood as comprising more than a mere information network: it is a virtual classroom, library, and laboratory, whose potential user and student population is almost without limits. in addition, the nren and canarie and other similar projects will bring new technologies like video conferencing and virtual reality to the reach of the most rural schools or libraries. the implications for k-12 education and librarianship are significant. first arid foremost, educators must take a leadership role concerning the integration of the internet with traditional class­ room teaching and activities. this will ensure that children have the opportunity to exploit the myriad resources on the network while linking k-12 educators to a very real community of other researchers and scholars. ! second, the advent of the internet requires the planning of new curricula and activities. it is not surprising, therefore, to find a blossoming of cooperative projects between k-12 educators and universities. k-12 educators need access to the resources and expertise found in the university community, while scholars see an opportunity to participate in the revitalization of the nation's schools and curricula. librarians, in tum, must adjust to this new paradigm by offering the educational community support concerning catego­ rization and use of resources on the internet. in this sense, librarians become far more active in the teaching and instruction role; they must guide and instruct users, both students and teachers, in the navigation of the internet. this implies a radical shift in librarianship: the librarian as an analyzer as well as an accesser of data. this shift is caused by the lack of information filters available on the internet; the amount of information is enormous. in addition, the librarian will take a more active teaching role, possibly in cooperation with a teacher. this evolving partnership among universities, k-12schools, and libraries offers the teaching and library profession the oppor­ tunity for renewal and innovation. our professions have been given the tools, it is up to us to make the most productive use of them. lduolltlon llbrarl• vol 17, no.2 references barron, b. 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(1992). the whole internet: user's guide & catalog. sebastopol, ca: o'reilly & associates. lottor, m. (1992). internet growth (1981-1991) (rfc 1296). menlo park, ca: sri international. [computer file, available via ftp, nis.nsf.nef, /documents/rfc/rfc1296.txt]. paulsen, m. f. (1991). computer-mediated communication and dis­ tance education around the world. deosnews, 1 (10). [electronic journal]. rafaeli, s., & sudweeks, f. (1993). invitation to join research project. electronic message posted to public-access computer systems forum discussion list. pacs-l@uhupvml.bitnet, j a n u ­ ary 19, 1993. 1 1 sackman, g. (1993). north dakota k-12 students and educators net­ work with sendit. internet world, 4(4), 8-9. silva, m., & cartwright, g. f. (in press). the design and implementa­ tion of internet seminars for library users and staff at mcgill university. educajionfor infonnation. smith, r. (1993). report on navigating the internet. electronic mes­ sage posted to public-access computer systems forum discus­ sion list. p acs-l@uhupvml.bitnet, january 12, 1993. stork, judy l. (1993). lc files now on internet. electronic message posted to public-access computer systems forum discussion list. pacs-l@uhupvml.bitnet, may 5, 1993. strangelove, m. (1993). reflections on developments draft rfc. fjectronic message posted to publishing e-journals: publishing, archiving, and access discussion list. vpiej-l@vtml.bitnet, february 15, 1993. tennant, r. (1992). internet basics (eric digest edo-ir-92-7). syracuse, ny: eric clearinghouse on information resources. united states. office of science and technology policy. (1992). the national research andeducajion networkprogram: a report to congress. [washington, dc: gpo]. united states. congress. senate. high-performance computing act of 1991. 102nd congress, 1st session, s. 272. [computer file, available via ftp, nic.merit.edu, nren/hpca.1991/nrenbill.txt] 12 lduolltlon llbrarl" • vol 17, no. 2 articles search and rescue: rebuilding a test collection by peggy s. cooper and j. stephanie weiner abstract evaluation instruments are a frequent adjunct to the fields of education and psychology. this paper recounts the salvaging of a moribund test collection how the authors went about rebuilding the western oregon state college library test collection. generating faculty involvement in the enterprise, creating a database to provide bibliographic control and efficient collection maintenance, and distributing responsibility for the collection between two library departments were key elements of the procedure. appointment of a separate line-item in the library budget for test acquisitions, rapid completion of the project (less than six months), and development of a test database were the most notable results of this project. background western oregon state college is a small liberal arts college with an average annual enrollment of 4000 students. like many institutions that evolved from state teacher's colleges and normal schools, it maintained a curriculum library as an integral part of the teaching resources. responsibility for the curriculum library had often shuttled between the education department and the library. although the curriculum library at western remains a re­ sponsibility of the education department, the test collection came under the aegis of the library in the fall of 1987. the collection of341 standardized tests (unique titles, not including duplicates), was transferred to the library when the learning activities resource center (larc) moved from the education building to its current location in the instructional technology center. the main body of the collection included tests that were received in a random fashion as gifts from education faculty, as well as aminuscule number purchased upon faculty request. no additional tests were added to the collection between 1987 and 1990, and no· manuals or policy statements existed to provide guidance for either circulation procedures or for collection de­ velopment. the test collection was moved to the library for several reasons, including space and budgetary limitations. not only had the collection never been evaluated or inventoried, but many of the tests were either duplicated, outdated, or incomplete. the on! y bibliographic control of the collection was a list kept at the reference desk arranged by title, author, call number and acronym. dewey decimal numbers had been assigned to the tests by staff in the learning activities resource center (larc); however, these recordss were never integrated into the library's card catalog. introduction in may of 1990, the authors -as collection development librarians for education and psychology-were charged with evaluating and upgrading the western oregon state college library's test collection. the library director agreed �o reserve a sum of $5000 from the l ibrary�s annual materials budget for this purpose. the potential for interdisciplinarity of the collec­ tion was explored, courses that might involve the use of tests were identified, and appropriate faculty contacted. with faculty assistance, outdated tests were weeded and,new and/or revised tests were .acquired. policies and procedures for test acquisition, processing, and maintenance were developed, and a test database was constructed to assist with processing and reporting informa­ tion. the time frame -less than six months-of the rebuilding process was extreme! y important in providing continuing faculty support by displaying tangible results in a timely manner. unlike 7many other institutions, where the test collection is underfunded, this collection was given a generous materials allocation for the initial rebuilding process and assurance of an annual line item for test materials (ginn & o'brien, 1984/85). the library was fortunate in having a good collection of test evaluation and review source. thus the initial funds could be used to jump-start this reclamation project rather than for the purchase of support­ ive material for the collection. the annual line item in the budget ensured permanent support for the collection (which had not previously enjoyed continuous funding), providing greater fiscal control, and freeing any one discipline from being unduly bur­ dened financially. this approach blended well with the reorgani­ zation of budget allocations based on discipline rather than format, which was already under way. methodology a review of the literature on test collections in academic libraries provided little guidance for planning or implementing this project. with some notable exceptions, e.g. robert m. simmons, rolland h. mcgiverin, alice s. clark, david ginn and nancy o'brien, it was found that relatively few articles or monographs have been written on test collections and their maintenance. therefore, the authors decided to begin by a review of the existing collection. a list ofthe tests in the collection was compiled, including information on incomplete sets and dupli­ cate sets of instruments. key faculty in education were then identified and contacted to advise on retention or discard of item in the existing collection. due to space limitations, the decision was made not to retain multiple copies, previous editions, or little-used items. exploration of the possible expansion of the education/ psychology focus of the collection to include instruments whose use was taught by faculty in other departments was the next step of the rebuilding process. by reviewing the college catalog (simmons, 1979), twenty faculty members were identified who might be interested in teaching about tests in the areas of education, psychology, physical education, criminal justice, sociology, business, english as a second language, special education, clinical child & youth work, teaching research, and student development. those faculty members were subse­ quently sent (1) a photocopy of the current test holdings list for suggestions for removal or retention, (2) a photocopy of test titles from the subject index of the latest volume (vii) of test critiques (keyser & sweetland, 1988), (3) a needs assessment survey (ala, 1985) to elicit their specific needs for test mate­ rials (see appendix 1), and ( 4) a bibliography of library holdings on the topic of tests and testing. while waiting for faculty members to respond to t_he needs assessment survey (approximately 90% did complete and return surveys), a bibliography was compiled of all books held by the library relating to tests. this list was distributed to the participat­ ing faculty. the twenty faculty who planned to use the test collection and expressed interest in it were invited to attend a meeting held to discuss new acquisitions, collecting levels, and collection access (ala, 1985). approximately one half of the invited faculty members either attended the meeting themselves -· or sent department representatives. one of the critical outcomes of this meeting was the decision to order specimen sets when available (simmons, 1979 and mcgiverin, 1990), which en­ hanced the buying power of the allotted funds. one example is the cattells' cultural fair lntelligerice tests which costs $38.25 for the introductory kit and $7.75 for the specimen set, a savings of $30.50. following the meeting, faculty responses to the survey and their recommendations for retention or deletion that were noted on copies of the current holdings jist were reviewed. based on faculty recommendations, approximately 85% of the tests which were either dated, irrelevant, or incomplete, were discarded from the collection. a list of items to be purchased was then compiled, including both new titles and later editions of items already in the collect­ ion. test publishers were identified through use of tests (sweetland & keyser, 1986) and current catalogs with price and availability information were requested, as simmons (1979) recommends. these catalogs were retained for future use. prices were added to the list of items requested for purchase, and the list was then evaluated, establishing criteria for purchase and prior­ ity of items to be ordered (mcgiverin (1990). criteria for purchase were as follows: 1) items requested by more than one faculty member in two or more departments; 2) items requested by more than one faculty member in the same department; and 3) items costing less than $100. results ordering an initial set of 95 tests were ordered. a separate budget code was established for the test collection in order to facilitate fund accounting. orders were generated through the library book vendor's automated ordering system. many publishers required authorization forms from both teaching faculty and the library (simmons, 1979) guaranteeing that tests would be used in compliance with the publishers' regulations. receiving and processing after initial receipt in technical services, items were deleted from the vendor database. the order slip and item were then routed to one of the authors for verification of receipt of com­ plete order and invoice approval. since the tests were not cataloged, it was necessary to provide bibliographic control of the collection. a test collection database, using a dbase iii program, was created. the test database contains the following fields: field name type width title character 58 edition character 58 acronym character 10 price numeric 52 author character 30 publisher character 30 publication date character 8 requesting faculty character 30 accession number character 6 items in packet numeric 2 the database allows the following functions to be per­ formed: 1) add new tests; 2) update, edit, scan, and find tests currently in the database; 3) generate labels to be placed on each test envelope or case, labels contain all of the information from the entry fields except price, requesting faculty, and copy number (ginn & o'brien, 1985); and 4) generate alphabetical holdings lists of the test collec­ tion by author, title, and/or acronym. (see appendix ii for the test menu and entry options.) from this database, current lists of tests in the library's collection were generated, and arranged alphabetically by au­ thor, title, and acronym. these lists were placed in looseleaf binders along with the following collateral material: 1) a copy of the test collection circulation policies and procedures; 2) a memo to faculty informing them of procedures they are required to follow to enable their students to utilize the test collection (appendix ill); 3) a faculty approval form (distributed to all-relevant faculty) (see appendix iv); 4) a bibliography of the library's monographic holdings related to tests; and 5) a test purchase request form (see appendix v). binders are located at the reference desk and the circulation desk in the library. in addition, binders were sent to all departments utilizing the test collection for ease of access by faculty. · processing of a large quantity of new materials required assignment of additional personnel to this task. for three months, as the items were received, a student worker was assigned to this project. additional supplies were purchased, costing approximate! y $250, and consisting of: two sizes of file folders (1 plain, 1 accordion style), property stamp, and labels for file folders, and test materials. processing included the following tasks: 1) entering the test into the database; 2) generating labels for the folders from the database; 3) counting the number of items in each test packet (to ensure return of all materials when item circulated), and affixing a label with a sequential number to each test item. the total number of items is entered into the database, and displayed on the label generated for the test folder; 4) affixing pockets for circulation cards to each folder; 5) typing test title on each circulation card; 6) inserting a copy of the circulation policies and proce­ dures in each folder (simmons, 1979 and mcgiverin, 1990); 7) affixing a label stating copyright restrictions (mcgiverin, 1990); 8) filing folders of tests alphabetically by test title (simmons, 1979 and ala, 1985); and 9) placing dummies in the test file for oversize items shelved separately (simmons, 1979). circulation policies and procedures due to the sensitive nature of test materials, it was essential to develop a circulation policy that would enable the materials to be used without jeopardizing the agreements made with the publishers. the following policies were established for test collection usage at wosc library: 1) faculty members will supply the circulation unit of the library with class lists for each course that requires use of the test collection (ala, 1985). for special or individual studies, the supervising faculty member must provide written approval for the individual(s) using test materials. 2) only those students whose names appear on the class lists will be allowed to use tests and test materials. 3) current student i. d. is required to check out materials from the collection. 4) tests are kept on reserve at the circulation desk and are for use in the library only. they may be checked out for two hours with one two-hour renewal if no one else is waiting for the item (clark, 1982). 5) the contents of the test container must be reviewed with a library staff member when it is returned to the reserve desk. the patron is responsible for the replace­ ment cost of damaged or missing elements. the mini­ mum charge is $10.00; the maximum charge is the full replacement cost of the test, which ranges from $10$500 (simmons, 1981). at the wosc library, tests are not cataloged, are not a part of either the circulating collection or the reserve collection, and have special circulation requirements. therefore, separate check­ out procedures were established. these procedures emphasize the elements oftestsecurity and patron accountability (simmons, 1981 and ala, 1985) (see appendix vi). ·location the test collection is housed in two 4-drawer legal size file cabinets located in the staff work area and accessible to the circulation area (simmons, 1979 and mcgiverin, 1990). over­ sized material is housed on shelves near the circulation area (ala, 1985). dummies placed within the test file drawers enable rapid retrieval of these materials. the circulation personnel are responsible for retrieving and refiling the tests, and this is made easier by having the test files arranged alphabetically by title. conclusions six features emerged that seem atypical according to the supporting literature on test collections: 1) two bibliographers were equally responsible for all elements of the test collection enterprise. 2) the elapsed time from start to conclusion was comparatively short, unlike many library projects. the total time period was seven months. 3) an in-house database was developed. plans have been made to modify the database to increase access point to the materials, and to generate administrative reports. 4) the scope of the collection and the faculty involved were unusually multi-disciplinary, drawing on more than the usual education/psychology combination, and including disciplines less commonly represented in test collections, such as physical education, crimi­ nal justice, and sociology. 5) the literature indicates that this may be the only academic library with a line-item for tests in its budget. funds for test purchases ai:e normally taken from money reserved for subject specific purchases as in the area of education. this provided the added and unan­ ticipated benefit of insuring continuous financial sup­ port (mcgiverin, 1990). 6) faculty enthusiasm was so great that several members donated items from their personal collections (simmons, 1979). the existential approach to rebuilding the test collection had some advantages as well as some disadvantages. the two disadvantages to this free-form method of collection develop­ ment were 1) a lack of clearly defined procedures for some portions of the acquisition process and 2) fewer access points in the database than might be desired. on the positive side, by not following the traditional education/psychology patter,n, the potential clientele was ex­ panded to include additional academic disciplines and depart­ ments. the lack of a rigid, preconceived collection develop­ ment philosophy allowed for an open-ended dialogue with faculty, and resulted in a high level of faculty input and their resultant "ownership" in the collection. this same degree of flexibility allowed for completion of the project in a relatively brief period of time. guidelines were written that met the needs -10 of the collection, rather than developing a collection that met the pre-established guidelines. recommendations the recommendations that follow are based on experience gained during this project as well as two common denominators naivete and hindsight aild have been incorporated in the procedures for the test collection at western oregon state col­ lege. 1) establish a line item in the budget for the test collection; this ensures continuing financial support .. 2) establish written documentation of acquisition and receipt procedures specific to tests with all relevant departments within the library, and complete this step prior to ordering test materials (ala, 1985). 3) file tests alphabetically by title rather than by subject to minimize training time and filing errors. 4) share responsibility for the test collection; this distrib­ utes the workload more evenly, increases the knowl­ edge base, and adds to the number of personnel avail­ able to assist in maintenance (see the earlier comments on staffing patterns). 5) review materials in the collection annually and involve both faculty and librarians in the process to ensure a relevant and well-rounded collection. 6) involve faculty in the selection of materials and provide them with information on the collection, such as lists of holdings and use of statistics. 7) initiate a test collection database which will aid in processing materials and provide greater bibliographic control. references clark, a. s. (1982). managing curriculum materials in the academic library. metuchen, nj: scarecrow. ginn, d., & o'brien, n. (1984/1985). selected test collections in the united states: a survey of organization. behavioral & social science librarian, 4(2/3), 9-20. american library association. (1985). guide for the develop­ ment and management of test collections with special em­ phasis on academic settings. chicago: author. keyser, d. j., & sweetland, r. c. (eds.). (1988). test critiques (vol. 7). kansas city, mo: test corporation of america. mcgiverin, r. h. (1990). educational and psychological tests in the academic library. behavioral & social sciences librar­ ian, 8(3/4), 1-85. simmons, r. m. (1979). organizing andservicing a collection of standardized tests: a manual for librarians. arlington, va: educational resources information center. (eric docu­ ment reproduction service no. ed 180 434) simmons, r. m. (1981). standardized test collection manage­ ment. education libraries, 6(3), 67-70. sweetland, r. c., & keyser, d. j. (eds.). (1986). tests: a comprehensive reference for assessment in psychology, education, and business. (2nd ed.). austin, tx: pro-ed. peggy cooper collins, collection development/circulation serv­ ices librarian, western oregon state college library. j. stephanie weiner, serials/microforms librarian, western or­ egon state college library. 11articles understanding cultural differences and school learning by .john u. ogbu an invited address, 83rd annual meeting, special library association, san francisco, ca., june 9, 1992 abstract paper presented to the special libraries association, 83rd annual conference, san francisco, ca., on june 9 1992. focuses on understanding cultural differences and school learning in minority groups from a comparative perspective. looks at conventional explanations as to why some groups adapt better than others. defines and emphasizes the need to recognize the different types of minorities, i.e. autonomous, immigrant or voluntary minorities and non-immigrant or involuntary minorities. explores primary cultural differences existing before immigrants arrived in united states and secondary cultural differences arising after a group has become a minority. concludes that, generally, immigrant minorit�es tend to be more successful in school than involuntary minorities but that both types of minorities can benefit from additional help in school to manage their different cultural problems. recognizing these differences is the key to better school adjustment and performance. introduction for more than two decades i have studied the education of minority groups in contemporary urban industrial societies, such as the united states, britain, japan and new zealand. one of the intriguing things about this issue is that some minority groups continue to experience difficulties in both school adjustment and academic performance in spite of intervention programs on their behalf. for some other minority groups the adjustment and academic .difficulties appear to be more or less temporary. more specifically, for some minorities the cultural and language prob­ lems they encounter in school learning appear to be enduring, whereas for others they are transitional. because of the differ­ ences among minority groups i have found it useful to approach my research from a comparative perspective. some conventional explanations there are several explanations of the difficulties experi­ enced by minority children at school . some researchers attribute the problem to lack of sufficient and appropriate "intelligence." others suggest that minority children experience difficulties in school because of poor home environments which do not provide them with the socialization experience of white middle-class children. still other researchers argue that the cause of poor school adjustment and performance lies in the low socioeco­ nomic status of the minority groups. generally, anthropologists and minority-group scholars believe that minority children expe­ rience difficulties in school because of cultural conflicts. each of the explanations has led to suggestions about how to solve the school-learning problems of the minorities. unfortunately, the intervention programs have not usually produced expected results, although they have helped some children. it is probably true that some of the factors suggested above contribute to the difficulties experienced by minority children or the variability in their school performance. but they do not adequately account for the situation. take for example, the suggestion that the lower school performance of some minorities is due to their low socioeconomic status. this explanation cannot account for the fact that black children from families with median annual income of $50,000 or more who took the sat in 1980-81 season scored in the math section at the level of white children from homes with median annual income of$6,000 (slade 1982). the cultural/language difference and conflict explanation is not supported by many instances in which minority groups who differ from the dominant group in language and culture do well in school; and, in fact, in some places such minorities do better than other minorities who are less different from the dominant group in language and culture (ito 1967; ogbu 1988). the differences in school adjustment and academic performance 7among minority groups are not limited to those in the united states. they are fourid in britain (tomlinson 1982; ogbu 1978), australia (bullivant 1987) and elsewhere. one reason researchers have a problem explaining why some minorities have persistent problems in school is that by and large they tend to focus their studies on what goes on within the school, within the classroom or within the family. in the light of my own comparative research, i believe that some factors outside school and family are important. one such factor is the adaptation of a minority group as a minority group to minority status in society. therefore, the assumption of this essay is that in order to understand the disproportion and persistence of adjustment and academic performance difficulties of some minority groups it is necessary to study more than the events and situations in the school, classroom and the home. such research must examine the historical and structural contexts of the education of the minorities, including the historically developed adaptations of the minorities which influence their perceptions of and responses to schooling. historically, the adaptations of minority groups are shaped (a) by their initial terms of incorporation, (i.e., whether they came as voluntary immigrants or whether they were forcibly incorpo­ rated through slavery, conquest or colonization;(b) by the sub­ sequent treatment of the minorities by white americans and (c) by the minority groups' own responses to these events. different minority groups have different collective interpretations of and responses to the discriminatory treatment by white americans, depending on their history of incorporation. i think that we ),will gain a better understanding of the school-learning problems of minority children if we know more about the patterns of adapta­ tion the minorities have made to their status as minorities in the united states. although immigrant and non-immigrant minori­ ties often face language and cultural barriers in society at large and at school, these barriers appear to have different conse­ quences for the two types of minorities. why? some prerequisites for understanding cultural differences and learning among tile minorities one prerequisite for understanding why different minorities differ in their ability to overcome cultural differences or to cross cultural and language boundaries in school is to recognize that there are different types of minorities. for this purpose i have classified minority groups into autonomous, immigrant or voluntary and non-immigrant or involuntary minorities. autonomous minorities, such as jews and mormons in the united states, are minorities primarily in a numerical sense. they may be victims of prejudice and pillory, but not of stratification. they usually have a cultural frame of reference which demonstrates and encourages academic success. there are no non-white autonomous minorities in the united states. this essay is not about autonomous minorities. immigrant or voluntary minorities are people who have moved more or less voluntarily to the united states or to any -a other society because they believe that this would result in improved economic well-being, better overall opportunities, and/or greater political freedom. the way the immigrants per­ ceive and respond to their treatment by white americans and the institutions controlled by the whites, such as schools, is influ­ enced by the expectations they brought to the united states. the immigrants usually experience initial problems of adjustment in school, but they are not characterized by persistent problems of adjustment and low academic performance. the chinese in stockton, california (ogbu 1974) and punjabi indians in valleyside, california (gibson 1988) are examples of immigrant minorities. the third type, non-immigrant or involuntary minorities are people who did not initially choose to become members of the united states society. rather, they were brought into the u.s. society against their will through slavery, conquest and coloni­ zation. american indians, black americans, mexican-ameri­ cans in the southwestern united states, and native hawaiians are examples of involuntary minorities. involuntary minorities exist in japan, namely the burakumin and japanese koreans and in new zealand, namely, the maoris. it is important to bear in mind that involuntary minorities did not become a part of the united states,· japan and new zealand because they expected a better future like the immigrants. thus, whereas the immigrants may regard the hardships they encounter, including discrimina­ tion, as unavoidable the pursuit of their goals of coming to america or their host society, the non-immigrant minorities usually resent the loss of their former freedom and tend to interpret social, political and economic barriers against them as undeserved oppression. for them the future is grim without a · struggle (shack 1970). this perspective influences the way involuntary minorities respond to white americans and the societal institutions controlled by the whites. in general, it is involuntary or non-immigrant minorities who experience per­ sistent problems in school adjustment and academic perform­ ance. the initial terms of incorporation of a minority group into american society or any other society togetherwi th the treatment by white americans affect minority group members' understand­ ing of their universe, i.e., their understanding of their "social reality" in america. this understanding or their cultural model is a part of their ideological adaptation or belief system which affects other aspects of their general adaptation and behavior adaptations-instrumental, expressive or symbolic and relational­ including their perceptions of and responses to schooling. another prerequisite for understanding minority school adjustment and performance is to recognize that the cultural differences which characterize different minorities are not of the same order. that is, minorities make different types of cultural adaptation. more specifically, the important differences in cul­ tural adaptation lie in the type of relationship which develops between the cultures of involuntary minorities and white american mainstream culture, on the one hand, and on the other, in the type of relationship which develops between the culture of voluntary minorities and the mainstream culture of white americans. for example, the cultural and language differences of black americans (an involuntary minority group) vis-a-vis white american mainstream culture are of a different order than the cultural differences of west indian immigrants or chinese immigrants vis-a-vis white american mainstream cul­ ture. i have called the cultural differences of the immigrants minorities primary cultural differences; and called those of the non-immigrant minorities secondary cultural differences. primary cultural differences are differences that existed before the immigrants came to the united states, such as before immigrants from china, india, latin america or the caribbean arrived in the united states. for example, before the punjabi indians in valleyside, california, came to the u.s., they spoke punjabi, practiced sikh, hindu or moslem religion, had arranged marriages, and the males wore turbans. the way they raised their children was different from the way white middle-class ameri­ cans raise their children. thus, the punj abis prefer to teach their children to make decisions by having them observe how their parents make decisions for them. white middle-class ameri­ cans, on the other hand, let their children make their own decisions and thereby learn how to make decisions. the punjabis continue to some extent their pre-emigration cultural beliefs and practices in america. but they also recognize the need to learn english and other aspects of american mainstream culture which they think will help them achieve the goals of their emigration. their adaptation encourages them to interpret the cultural/language differences they encounter in school and work place as barriers to be overcome in order to achieve their goals. i would suggest that the immigrants' perceptions and inter­ pretations of their behavior in the area of cultural and language learning are similar to the perceptions and interpretations of spanish lessons that americans take while preparing for a vacation in mexico. an american who is planning a vacation to mexico, but who has not yet learned spanish, realizes that in order !o enjoy the vacation, he or she would have to study spanish. the prospective tourist usually embarks on learning spanish, and in the course of doing so, does not interpret the learning of the language as a threat to his or her cultural or language identity. the learner believes himself or herself to be merely acquiring a second language, spanish to achieve a spe­ cific goal to enjoy a forthcoming vacation in mexico. likewise, the immigrant arrives in the united states from india, peru, the caribbean or nigeria, with previously learned cultural values and previously acquired cultural behaviors and commu­ nication, i .e., he or she arrives with a different cultural frame of reference. because the immigrant interprets not knowing ameri­ can cultural ways of behaving and not knowing how to speak english as barriers to be overcome, he or she recognizes the need to learn aspects of the mainstream american culture and how to speak englishinorderto participate inthe neworhostsociety.the necessity to participate in the cultural frame of reference of white americans is perceived as important and not as a threat to his or her own minority culture. it is with this kind of attitude that the immigrant endeavors to cross cultural boundaries, although not without the difficulties faced by anyone who tries to learn a foreign language or cultural behaviors. secondary cultural differences which characterize nonimmigrant minorities are of a different order. the secondary cultural differences usually arise after a group has become a minority, such as after blacks were brought to america as slaves, or after native american tribes were conquered and placed in "reservation." this type of cultural differences is thus the prod­ uct of an unpleasant contact situation, one that involves the . subordination and exploitation of one group by a more powerful one. at the beginning of the contact and subordination the dominant group and the minorities might be characterized by primary cultural differences. but subsequently the minorities usually develop new cultural features and might reinterpret old ones in a manner that would enable them to cope with their subordination or oppression. blacks, for instance, spoke numer­ ous african languages and practiced a variety of primary african cultural beliefs and behaviors at the time of their arrival as chattels of whites in america. however, due to their subordina­ tion and exploitation under slavery and after, they eventually reinterpreted, modified, lost and replaced with new forms the indigenous languages and cultural beliefs and practices. these new cultural beliefs and practices came to be invested with new and secondary meanings vis-a-vis white cultural beliefs and practices. the minorities thus developed a new cultural frame of reference or new ideal ways guiding behaviors, one that is oppositional. as a result, the minorities came to differentiate between the "white way" and their own "minority way." thus, for the non-immigrant black americans there is "a white way of talking" and "a black way of talking;" "a white way of thinking" and "a black way of thinking" (kochman 1983; luster 1992; stanback 1992). moreover, the minorities feel strongly that their way of talking, walking, thinking, feeling, etc. is an expression of their group or collective social identity. the point to stress, however, is that unlike the primary cultural differences of the immigrants, the contents of the secondary cultural adaptation of the non-immigrants need not be different from the contents of white mainstream american culture, but their expression and meanng are different. what is at issue is the relationship between the cultures of minorities and mainstream white american culture: the relationship between the secondary cultures of non-immigrant minorities and white american culture is more or less oppositional, whereas the relationship between the cultures ofthe immigrants and white american mainstream culture is different, not oppositional. the two types of minorities have different cultural adaptation. because of their secondary cultural adaptation, non-immi­ grant minorities do not interpret the cultural differences between them and white americans as barriers to be overcome. rather, these minorities interpret the cultural differences as markers or symbols of their group identity to be maintained. the cultural differences have come to be invested with secondary meanings, as noted above, and have become a part of the means of maintaining boundaries between the minorities and white ameri­ cans. unlike the immigrants, non-immigrant minorities may, per­ haps unconsciously, perceive learning or speaking standard english and practicing other aspects of white middle class culture as threatening to their own minority culture, language and identity. consequently, those who try to cross cultural boundaries may experience social or psychological pressures not to do so. ·researchers find this oppositional cultural frame of refer­ ence not only among students or adolescents (fordham and ogbu 1986) but also among adults in the community. for exam�le, in a recent study of black women attending school to obtam the ged, the researcher concluded from interviews and observa­ tions that "just as the study community generally distrusts and is suspicious of whites, it is also suspicious and condemning of blacks perceived as deviating from what they consider black ways of behaving and speaking" (luster 1992:147). one woman described her attitude about "acting white" this way: but certain people do like to walk like the white people do, like to talk like them and boy, that makes me sick. just be yourself. well, it makes me sick. when they be on 1v they be talking white. you know, trying to talk so proper until they be getting their words all confused and you know they don't even come out right. (luster 1992:148). a third prerequisite for understanding why certain minori­ ties adjust and perform as they do in school is to recognize that immigrant minorities and non-immigrant minorities interpret and respond differently to instrumental barriers (e.g.,employment and other economic barriers). the immigrants do not like the discrimination against them; however, they are not particularly discouraged by it because they tend to compare their situation in the u.s. with that of their former selves or with that of their peers "back home," and they often conclude that there are more apd better opportunities in the u.s. for themselves or for their children; moreover, they see their hardships are temporary prob­ lems that they will and can overcome with education and hardwork. the non-immigrants, such as native americans and black americans do not have " homeland" situations or peers to compare with the situation in the u.s.'. consequently, they do not interpret their menial jobs and low wages as "better" or as a temporary problem. educational consequences the differences between immigrant and non-immigrant minorities described above affect their school experiences. al­ though each aspect of t heir adaptations-cui tural and linguistic, relational, instrumental, etc.contributes in particular ways to shaping minority school experience, i will focus on the role of cultural adaptation. i will not discuss the ways in which ameri­ can society at large, the schools and white people who control the schools influence minority school experience because i have done so elsewhere (ogbu 1974, 1978). among the immigrants the cultural adaptation tends to promote school striving and success because their social identity and cultural frame of reference are interpreted by them as different and are not necessarily ambivalent or oppositional to white american social identity and cultural frame of reference. this perception and interpretation facilitate the immigrants' ability to cross cultural boundaries in the school context. more specifically, because the immigrants interpret the cultural differ-10 ences as barriers to be overcome, they try to distinguish between what they have to learn (e.g. the english language and the expected school behaviors and attitudes), in order to achieve the goals of their immigration, from other cultural learning that would threaten their own minority culture, language and identity. since the immigrants perceive and interpret their lack of compe­ tence in english language and white american mainstream cultural features necessary for school success as barriers to be overcome in order to achieve their long-range goals they do not go to school expecting the schools to teach them in their native languages and cultures. instead, they go to school expecting and willing to learn the english language and the standard school behaviors and attitudes. i am not suggesting that immigrant minority children do not experience difficulties learning the school language and cultural difficulties. my point is that the children, their parents, and their communities perceive the dif­ ficulties or conflicts encountered in school as problems they have to overcome through their own effort and perseverance as well as through appropriate help from the schools. the cultural adaptation of non-immigrant minorities, in contrast, does not seem to encourage crossing cultural bounda­ ries and thus striving for school success. as noted before, these minorities appear to interpret the cultural differences they en­ counter as markers of group identity to be maintained, not as barriers to be overcome. they do not clearly differentiate, as the immigrants do, between what they have to learn in order to succeed in school from other kinds of cultural learning that may threaten their own minority culture, language and identity. they appear to think that learning certain aspects of white american · mainstream culture or behaving according to a white american mainstream cultural frame of reference even in school context is detrimental to their own minority cui ture, language, and identity. sometimes even educators from the non-immigrant minority groups complain that the school curriculum and language of instruction are "white." this equation of school cultural frame of reference with white american mainstream cultural frame of reference and their rejection of the latter must be considered in the historical context to avoid blaming the victim. this consideration includes the understanding that the responses of the minorities were caused by the social aversion and cultural and linguistic denigration which whites historically accorded to the minorities. the aver­ sion and denigration led the minorities to develop a cultural frame of reference that is more or less in opposition to the white cultural frame of reference in order for the minorities to maintain their sense of security and self-worth. but in so doing, the minorities also, perhaps unwittingly, came to interpret the school english, curriculum, and rules of behavior for achievement as tools of assimilation or linear acculturation and thus threatening to their own language, culture and identity. this leads to conscious or unconscious opposition, or to ambivalence toward learning and using these essential tools for school success. some involuntary minority students who adopt the attitudes and behaviors conducive to school success, such as those who speak standard english and behave according to standard rules of school conduct and practices, are often accused by their peers of "acting white" or, in the case of black students, of being "uncle toms" (fordham and ogbu 1986; petroni 1970). they are often accused of disloyalty to the black cause and risk isolation from their peers. even in the absence of peer pressures, some non­ immigrant minority students may avoid serious academic atti­ tudes and persevering efforts in their school work partly because they have usually internalized their groups' belief that such attitudes and behaviors are "white". conclusion i suggested above that immigrant minorities are relatively more successful in school than involuntary minorities because the cultural and language adaptation of the former facilitates their ability to cross cultural and language boundaries.this does not mean that all immigrant minority students succeed in school and all non-immigrant minority students do not. what i have described are the dominant patterns of academic orientations and strategies of the two types of minorities. within each type there are several culturally available strategies that enhance school success; there are also strategies which do not enhance school success. individuals who adopt the strategies that enhance success do succeed among the immigrants and among the non­ immigrants. but the two types of minorities differ in the degree of support, especially peer support, for individuals utilizing the strategies that enhance school success. the two types of minorities need help in school.however, their cultural problems are different and of a different order. the recognition of the differences in the kinds of cultural problems faced by these minorities should guide the design of intervention programs to help them adjust better and perform better in school. references bullivant, b.m. (1987). the ethnic encounter in the secondary ethnocultural reproduction and resistance: theory and case studies. london: falmer press. fordham, s. & ogbu, j.u. (1986). "black school success: coping with the burden of 'acting white"'. the urban review, vol. 18(3): 176-208. gibson, m.a. (1988). accommodation without assimilation: sikh immigrants in an american high school. ithaca: cornell university press. ito, h. (1967). "japan's outcasts in the united states .. " in g.a. devos and h. wagatsuma (eds.). japan's invisible race (pp.200-221). berkeley, university of california press. luster, l. (1992). schooling, survival. and struggle: black women and the ged. unp. doctoral dissertation, school of education, stanford university. ogbu, j.u. (1974). the next generation: an ethnography of education in an urban neiqhborhood. new york: aca­ demic press. ogbu, j. u. (1978). minority education and caste: theamerican system in cross-cultural perspective. new york: aca­ demic press. ogbu, j.u. (1988). "diversity and equity in public education: community forces and minority school adjustment and performance." in r. haskins and d. mcrae ( eds. ), policies for america's public schools: teachers, equity andlndica­ tors (pp. 127-170). norwood, j.j.: ablex publ. corp. ogbu, j.u. (1989). "the individual in collective adaptation." in l. weis, farr, m. and petrie, h. g.(eds.), dropouts from schools: issues. dilemmas and solutions. buffalo: suny press. petroni, f.a. (1970). "uncle toms: white stereotypes in the black movement." human organization, 29:260-266. shack, w .a. (1970). onblackamerican values in whiteamerica: some perspectives on the cultural aspects of learninq behavior and compensatory education. paper prepared for the social science research council, sub-committee on values and compensatory education, 1970-71. unp. ms. slade, m. (1982). "aptitude, intelligence or what?" the new york times, october 24, 1982. stanback, a. m. (1992). the testing of a new integrative model of cognition within the context of a continually existinq education problem. unp. doctoral dissertation, biola university. tomlinson, s. (1982). sociology of special education. london: routledge and kegan paul. 11publications by john u. ogbu books minority education and caste: the american system in cross­ cultural perspective. new york: academic press, 1978, reprinted 1985. the next generation: a n ethnography of education in an urban neighbourhood. new york: academic press, 1974. opportunity, constraint and change: essays in honor of eliza­ beth colson. edited with jack glazier et al., 1984. special issue: kroeber anthropological papers, nos. 63, 64. refereed .journals 1988 "human intelligence testing: a cultural-ecological perspec­ tive." national forum: a journal of the phi kappa phi 66(1): 23-29. 1987 "variability in minority school performance: a problem in search of an explanation." anthropology and educa­ tion quarterly 18(3): 312-334. 1986 "black students' school success: coping with the burden of 'acting white."' with signithia fordham. the urban review 18(3): 176-206. 1985 "cultural-ecological influences on mlnorityeducation." lan­ guage arts 62(8): 860-869. "minoritatengruppen in der schule: rahmenbegingungen fiir erfolg und versagen" unterrichtswissenchaft 1985 (4): 377-390. 1983 "marriage payment: a riddle for anthropologists." american anthropolo gist 85(2): 341-345. "minority status and schooling in plural societies." compara­ tive education review 27(2): 168-190. "schooling in the inner-city." society 21(1): 75-79. 1982 "cultural discontinuities and schooling." anthropology and education quarterly 13(4): 290-307. 1981 "racial stratification and i.q." partnership (winter 1981):6-7. "the caste and class controversy: a review." harvard educational review 51(1) (february 1981): 205-209. -12 "school ethnography: a multilevel approach." anthropology and education quarterly 12(1) (spring 1981): 3-10. "origins of human competence: a cultural-ecological per­ spective." child development 51 (summer 1981):413429. 1979 "desegregation in racially stratified communitiesa problem of congruence." anthropology and education quar­ terly 9(4): 290-92. "social stratification and socialization of competence." an­ thropology and education quarterly 9(1): 3-20. 1978 "mrican bridewealth and women's status." american ethnolo­ gist 5(2): 241-262. "economic transition among the poka of northern malawi: 1977 from subsistence to cash cropping." journal of afri­ can studies 5(2): 151-172. "racial stratification and education: the case of stockton, california." ircd bulletin 12(1): 1-26. "comments" on "family, fertility, and economics," by w. penn handwerker, current anthropology 18(2): 271-. 1973 "seasonal hunger in tropical mrica as a cultural phenomenon: the onicha ibo of nigeria and chakaka poka of ma­ lawi examples." africa 43(4): 317-332. reports and miscellaneous publications 1986 cross-culturalstudyofminority education: contributions from stockton research. 23rd annual j. william harris lecture, school of education, university ofthe pacific. bureau of educational research and field service, stockton, ca. 1981 schooling in the ghetto: an ecological perspective on commu­ nity and home influences. eric.ed 252 270, 78 pp. 1979 "cross-cultural resource center institute on parent participa­ tion: an evaluation report, bilingual education train­ ing series." eric, 14(2), dec 1979. ed 174736.iii; +34 pp. "minority education and caste." crisis 86(1): 17-21. ... in press "cultural boundaries and youth orientation toward work." in adolescence and work: influences of social structure, labor markets, and culture, d. stem and d. eichorn, eds. hillsdale, nj.: lawrence erlbaum associates. accepted august 6 1986. "transition to adulthood: the minority youth." in the i nterac­ tionoffamily, communityandworkin thesocialization of youths. washington, dc: the william t. grant foundation commission on youth and america's fu­ ture. "cultural models, identity, and literacy." in cultural psychol­ ogy: the chicago symposia, r.a. sweder et al. eds. new york: cambridge university press, accepted july 12 1988. "cultural diversity and human development." in black chil­ dren and poverty, d. slaughter, ed. new directions in child development. san francisco, ca: jossey-bass, accepted july 28 1988. "the individual in collective adaptation." in dropouts from schools: issues, dilemmas and solutions. l. weis, ed. buffalo, n.y.: suny press, accepted may 1988. 13con f e re n ce reviews a b rief review of the fifth off-campus library services conference, held in albuq uerq ue , new m exico, 1 9 92 submitted by carol .jacob now availablefiffh off-campu s s ervices conference proc eedings. the forty papers that make up the fifth off-campus library services conference proceedings were presented at the off­ campus library services conference sponsored by the central michigan university libraries and the extended degree pro­ grams of central michigan university. the conference was held october 30 november 1, 1992 in albuquerque, new mexico. the papers included in this volume reflect the primary object of the conference: to provide a forum where practitioners involved with off-campus constituents could gather to exchange relevant ideas, concerns and perspectives. topics include internal and external relationships, program administration, program start­ up, needs assessments, bibliographic instruction, service in ur­ ban settings, promoting services, services in specialized settings, program measurement and evaluation, technology, and research conducted in off-campus library services. it should also be noted that where applicable copies of survey instruments have been included. the authors contributing to this volume represent a variety of institutions and off campus library delivery systems. for example, thomas abbott and susan lowe (university of maine, augusta) discuss bibliographic instruction using interactive tel­ evision in the community college of maine system. ellen waite (loyola university of chicago) described what it is like to provide off campus library services to a branch library in rome, italy. rob morrison (utah state university) discussed the impact of cd-rom technology in providing services in rural utah and steven smith and sharon west (university of alaska) related similar challenges in alaska. the role of librarians in faculty development activities were discussed by julia daniels and robert trullinger (central michigan university). also included in this volume are papers on the uses of technology by: herbert white (indiana university), pamela grudzien (central michigan university); on interinstitutional planning and cooperation by: nancy finney, kathie lewis and connie fly (california state university), lynn labrake (uni­ versity of central florida), sharon stewart (university of ala­ bama), ruth britton (university of southern california) and david combe (ventura county), donald wing and kul gauri (macomb community college); on bibliographic instruction by susan cleyle (university of regina), linda fritz (university of saskatchewan), monica hines collier (central michigan uni­ versity), and jerilyn marshal (northwestern university); on program development by: gary pitkin (university of northern colorado), kate adams, rebecca bemthal, tracy bicknell and debra pearson (university of nebraska, lincoln); on services in an urban setting by lynn klekowski and sharon mader (depaul university) and betty braaksma (york university); on funding and staffing by: betty van blair (southwest baptist university), rick bean, meg frazier and bonnielynn kreiser (depaul uni­ versity), alexander slade (university of victoria); on eva! uation and effectiveness of service by: steve schafer (athabasca university), virginia witucke (central michigan university), raymond fisher (university of birmingham), keith cottam, william van arsdale, donna whitson (university of wyo­ ming); on licensure and accreditation issues by: edward garten (university of dayton), kenneth marks and frances bradburn (east carolina university); on needs assessment by: janice bradley, gretta siegel, and carol terry (washington state university), stephen mcleod (st. leo college) on contracts by: allen dollerschell (rochester community college), susan pot­ ter and andrew scrimgeour (regis university). in the case of the paper by susan potter and andrew scrimgeour a reprint of the "memorandum of understanding" used at regis college has been included. research in the area of off campus library services was reported by: marie kascus (central connecticut state univer­ sity), karen jaggers, eve tallman and william waddell (north­ em arizona university), jack fritts and carol moulden (na­ tional-louis university), sheila latham (university of lethbridge), martha hale and catherine hoy (emporia state university), r. neil scott, j. gordon long and e. lorene flan­ ders (georgia college), colleen power (california state univer­ sity, chico). copies are $35.00 per copy from judith porter, 2f17 park library, central michigan university, mt. ·pleasant, michigan 48859 or call (517) 77 4-3500. a limited number of copies of the fourth off-campus library conference proceedings (charleston, s.c. 1988) are also available for $35.00 per copy. carol jacob, off campus library services, library at central michigan university, mount pleasant, michigan. aa guest editorial carol r. mitchell i am delighted to accept the invitation to be editor for this double issue of education libraries. there are so many aspects of librarianship today and in this issue we are focusing on one of them intemational librarianship and trust that the contents will prove both valuable and interesting. in keeping with this theme, it seems appropriate to publish articles by authors from canada, wales, germany and the united states, respectively. the topic of intemational librarianship was chosen after contributors anne galler and diann rusch-feja presented papers on the subject at a recent sla conference. both have adapted their presentations for this issue. anne galler's article, which also discusses libraries for the disadvantaged, one of her fields of expertise, leads naturally into an article on this topic by dr. sue lithgow from wales. although both articles on international librarianship have the same title, dr. rusch-feja's is approached from a different perspective. nancy floyd, director of the recently established national library of education in · washington, concludes our featured articles with an overview of the services provided and future goals envisioned for the library. the books reviewed are an eclectic selection ranging from a source book on religious higher education to an unusual work of australian children's poetry. as always, our reviewers represent a diverse field of librarians and educators. it is hoped that all contributions will be enlightening and useful. education libraries • vol 20, no. 1/2 3articles school libraries in namibia innovations, problems and challenges ex africa sempe r allquld novl b y and re e-jeanne t(}temeye r abstract this abstract focuses on the state of school libraries in namibia, giving an overview of the effect of apartheid on education. statistics show the uneven distribution of materials to schools. present and future needs for both training and equipping of libraries are d iscussed. introduction the school library scene in namibia today is very much a product of yesterday. it stems from more than a century of colonialism and apartheid culminating in educational privileges for the few and educational deprivation of the many. this report shows that a new state, a democratic constitution, a single ministry of education and culture, the abolition of the separate ethnic education authorities i.e. of apartheid. as well as the total opening of all schools for all races, have not after more than four years, succeeded in bringing about any marked change as far as the provision of libraries in namibian schools is concerned. in order to understand the magnitude of the problem which the new government inherited, it is necessary to dwell upon the political dispensation prior to namibian independence on 21 march 1990. namffiian education prior to independence south west africa, as the country was then called. was first colonized by the germans and then by the south africans, a period which together comprised over 100 years of colonial rule. in 1978, high hopes for immediate independence with the adop­ tion of resolution 435 by the united nations, were shattered when proclamation ag 8 was promulgated by the occupying south african r�gime. proclamation ag 8 entrenched apartheid to such an extent in namibian education, that even in the south 6 africa of the seventies and eighties, one cannot fmd a situation quite comparable to it. the country was divided into 11 ethnic education authorities i.e. the administrations for the owambo, kavango, caprivians, tswana, herero, damara. nama. coloureds, rehoboths, whites and national education, the latter of which was responsible for some 93 schools in so-called "grey areas" including the schools of the san (bushmen) who were considered incapable of running their own affairs. where in the republic of south africa, even before the anc took over government, i.e. during the heydays of apartheid, at least a portion of "white" taxes went into black education, namibian tax money for education was distributed solely on ethnic grounds. this meant that kavango taxes went into kavango education, herero taxes into herero education, white taxes into white education and so forth. the full implication of this unjust system was that vast sums of money became available for the 66 white namibian schools. during these years, for the whites, "golden years of unlimited bounty," white schools were stocked and overstocked with com­ puters, laboratories, school buses, extravagant school halls, sports facilities and of course, media centres which boasted stocks of printed and audio visual media as well as equipment of which many schools in the so-called first world could be envious. education ubraries • vol 1 8, no. 2 the state of namffiian school lffiraries at independence the department of information studies of the university of namibia conducted a survey of namibian school libraries which was released in august 1990, a few months after independence. the main findings of the survey were that only 23% of all namibian schools kept a book collection of some sort. "book collection" encompassed anything ranging from fully equipped media centres to traditional school libraries with mainly printed sources, to book collections in staff-rooms, store-rooms and passages, to book-nooks in classrooms. more than 77% of namibia's 1,153 schools (today there are 1,350 schools) were without any library facilities or even book collections. the unequal distribution of namibian school librar­ ies can clearly be seen from figure 1.b. there were practically no school libraries in the far north i.e. owambo, kavango and caprivi where 815 of the 1,153 namibian schools, i.e. 71% of all schools, were situated. only 13% of namibian schools were funded for their libraries by their education authorities. figure i.e shows that schools in the far north were grossly neglected not always as a result of lack of funds, in one case owing to mismanagement of funds. one former ethnic authority returned between r 18 and r36 million of unspent money to the state coffers every year between 1985 and 1989 which in total comes to a sum of between r90 milliqn and r180 million (us $30 million and $60 million). in 1990, there were 330,000 books in namibian school libraries, but of this sum, 71% were in the 66 former white schools at a ratio of 13.6 books per pupil. the minimum average number of school library books per pupil recommended in seven countries of the world is 12. the other ten former ethnic education authorities shared the remaining 29% as indicated in figure l .g. the overall ratio of school library books per pupil for the country as a whole was 0.9: 1 however if the books in former white school libraries are excluded, the ratio of library books per pupil in schools under the other ten former education authorities drops to 0.3: 1. the same grim picture emerges as regards serial publications and audiovisual materials. figure 1.h shows that almost all the periodicals, newspapers, audiocassettes, videocassettes, phonorecords, slides, transparencies, photos, maps, multi-media kits and models could be found in the 66 former white schools. more than a third of the respondents indicated that "the library is sometimes never opened due to circumstances," and very little reader guidance or curricular media use was taking place, as shown in figure l .q. only 8.5% of namibian schools had a central library room, of which approximately 4.5% had a floor area of more than 40 m2. the average internationally recommended floor area for a school library is 276 m2. of the few central library rooms, the majority education libraries • vol 1 8, no. 2 were in former white schools as indicated in figure l.l. often these library rooms were partly or even wholly used for purposes other than library related matters e.g. for a class-room, staff-room, for medical examinations, church services, etc. more than a third of the respondents indicated that this was the case. often authorities supplied a library room but no stock to put into it or staff to manage it. an empty room without stock is not a library and it is not surprising if it is then used for other purposes. some school libraries were totally devoid of furniture, many had no electrical plugs and some schools such as the so-called "tree schools" in the north bad no electricity at all. such schools obviously are not in a position to use audiovisual media as required by modem education. the survey clearly showed that the physical planning of school libraries in most of the former ethnic authorities was either non­ existent, or haphazard and inconsistent. only in former white schools and in some coloured schools were library books properly issued, catalogued and classified. many libraries did not issue out books at all. only 15% of the schools offered media user education to pupils and there was no uniform syllabus for the subject many schools were not always sure whether a syllabus existed. most namibian pupils, of whom at least 70% had illiterate parents, were leaving school in 1990; even those with matriculation were unprepared as life-long readers and students. only 4.6% of namibian schools had a full-time teacher in the library. these teacher-librarians were appointed mainly in former white schools. in some schools "nobody" was responsi­ ble for the library, not even part -time or after hours. some school principals were not keen to "waste" staff on the library. the distribution of qualified school librarians as shown in figure l .r, again reveals a totally deprived far north where 71% of all namibian schools are situated. of the 370,000 school-going pupils in namibia in 1988, only 2,500 i.e. 0. 7% sat for matriculation. of these, almost half failed. during the seven year period of 1982-88, 90% of all white pupils who sat for matriculation passed. only 21% of all pupils from the ten other former ethnic authorities combined passed (see figure l.u and 1. v). there� to be a positive correlation between matric perform­ ance and the presence/absence and state of namibian school libraries, but i do not state that there is. a positive correlation since other factors such as poorly qualified teachers in general, lack of classrooms, textbooks etc. have not been considered. i rather see the lack of namibian school libraries as part of a complex syndrome of educational deprivation which culminates in poor matric performance. 7 the state of namffiian school lffiraries today much time in this report has been devoted to the state of namibian school libraries of the very recent past. for the simple but unfortunate reason that not much has changed during the four years since independence. as has been mentioned, the 11 ethnic education authorities no longer exist. and all schools fall under one ministry of education and culture and are open to all races. the former white schools, which are located predominantly in urban areas of the developed part of namibia, are now fully integrated and african parents who have the transport. are queuing up to get their children into the well-equipped and well-staffed former white schools. obvi­ ously, between the 66 schools, only a small fraction of the more than 300,000 african namibian pupils can find a place. things are also not what they were. the fmancial utopia which these former white schools had started to take for granted, has come to an end. there is no money for luxuries any more, and unfortunately, it seems that school libraries are considered to be one of these luxuries. funds for stock and equipment have been severely cut and almost all full-time teacher-librarians have been given a heavy load of teaching in addition to their library duties. on the positive side, some foreign and local aid bas been forthcoming. a number of the most deprived schools are being equipped with modular book cabinets for classrooms containing 180 books each. a local project fmanced by standard bank distributed one book cabinet each to 46 schools during 1991. during early 1992, the first 30 mobile modular book cabinets were distributed to 16 deprived schools, sponsored by the over­ seas development agency (oda) through the british council. fifty cabinets per year to 50 deprived secondary schools were promised for the next three years. the finnish development agency (finnida) sponsored 600 mobile modular cabinets to more deprived schools. the first of these were distributtd late in 1992 and early 1993. to date, 596 schools have received one modular cabinet each, which is still a far cry from supplying several cabinets for various classrooms in each school; but 275,000 more pupils at least now have access to some books. mobile modular library cabinets mobile modular library cabinets are considered to be the answer for namibian schools without a central library facility, although we do not consider it to be a permanent substitute for the central school library/media centre. it certainly bas great advantages above the stationary classroom collection which bas the follow­ ing disadvantages: -8 * * * * pupils are exposed to only a limited collection which cannot possibly cater to all their informational and recrea tiona! reading needs and interests; the collection is only accessible to a specific class and inaccessible to all other pupils in the school; it is expensive because duplication of certain standard titles which are needed in every classroom, becomes necessary. (i know of a school principal who bought 50 copies of the same book to provide a copy for every classroom! he could have bought 50 different titles with the same money and put them in a central collection or a mobile cabinet for the whole school to use); the classroom collection is usually not open during break times, after hours etc., with the result that only the "faster'' pupils, who finish their work before the rest of the class, fmd an opportunity for additional reading; the "slower" pupils hardly get a chance, since these books are also rarely issued out for home use. the advantages of mobile modular library cabinets are as fol­ lows: * * * * * * * the cabinets on wheels move from classroom to classroom with the various subject teachers; various cabinets for reference works, audiovisual media, recreational reading books, various subjects, etc. are pos sible; story-book cabinets for the junior primary can be inter changed every term, e.g. between four grade 2 classes, each pupil will be exposed to 800 titles (200 titles per unit x 4) per year; the cabinets have shelves inside and lockable doors for safe-keeping; if the school is given a central library facility at a later stage, the cabinets can provide the necessary shelving by pushing them against the walls, pushing them back to back for double-sided shelves, stacking them on top of one another (the wheels can be removed); one teacher who receives in-service training, can be made responsible for the management and control of all mobile modular library cabinets in the school; since the materials in the cabinets are processed at head quarters, they are prepared for issuing and a computer printed book catalogue kept in a container on the inside of the cabinet door, is also provided for every cabinet. education ubraries • vol 1 8, no. 2 basic information science as a compulsory school subject a new school subject, called basic information science, has replaced the outdated subject called book education or media user education, offered in schools of some ethnic education authorities before independence. the subject content is unique in the sense that the existence of at least a school library or a book collection of some sort in a school is not a prerequisite to teach the subject the ftrst nine modules of the 15 module syllabus, are specially tailored to schools without libraries and acquaint pupils with the information phe­ nomenon per se as it appears in the environment, in the heads of elders, community leaders and other experts, and in the mass media. this subject has been made compulsory for grades 8 and 9 since january 1991 and the curriculum committee has pro­ gressed far with the draft syllabi for the subject for grades 4 to 7 for implementation early in 1995. in-service training of teachers who are offering the subject, basic information science, has been taking place during the last 3 1/2 years and is still in progress. formal training for namffiian school lffiraries the university ofnamibia offers two courses in school librarian­ ship, i.e. a beginners course, library science i (120 hours per annum) and an advanced course, library science ii, after com­ pletion of the beginner's course (180 hours including practical per annum). the students registered for these courses are receiving basic teacher training for the higher education di­ ploma secondary and the higher education diploma primary. the courses in schoollibrarianship are not compulsory but a large number of students, varying between 50 to 120 for the beginner's course and 13 to 30 for the advanced course, have been register­ ing for these courses which have been offered since 1986. (student numbers mentioned above apply as from 1987.) students majoring in school librarianship (after completion of the advanced course) can register for a third year course in which the teaching methods and micro-teaching of the compulsory school subject, basic information science (book/media user education) are taught (120 hours per annum). upon successful completion of these three courses, a holder of one of the above­ mentioned diplomas, will not only be a qualifted teacher but also a fully qualifted school libranan/media teacher. the windhoek teacher training college trained school librar­ ians at intermediary and advanced levels but these courses are unfortunately being phased out. instead, some media education will be included in the new curriculum of the basic education teachers diploma to be offered at the four teacher training colleges. the introduction of a postdiploma certiftcate in school librarianship is also being considered. education ubraries • vol 1 8, no. 2 as far as distance teaching is concerned, the centre for external studies of the university of namibia has included the beginner's course, library science i, in the curriculum of the education diploma primary which is offered on distance teaching by the university of namibia. at the university of namibia, the department of information studies will be phasing in a new four year degree in information studies, the b inf (baccalaureus informationis) degree from 1995 onwards. students who have completed school library science i and ii, will get recognition for these courses for the b inf, or alternatively, for the ba degree. the future of namffiian school lffirarles apart from supplying one mobile modular cabinet per school to less than half of namibian schools, no new school libraries have been established since independence. lack of staff and funds prohibit the massive expansion of library services to all schools. there is at present still no library legislation in namibia which can provide the statutory basis for a national library service, in spite of various recommendations in this respect. uncoordinated provision of school library materials by some foreign donor agencies, distributed haphazardly to schools, have already caused problems. many of these materials "are not processed or properly accessioned and therefore not properly accounted for, while the most needed information in the books remains inaccessible to the learners. this inevitably creates a sense of helplessness which soon leads to frustration and eventu­ ally to total neglect, thus completely negating all efforts to inculcate a reading habit and to create an inherent need for individual information retrieval and use" (klynsmith, 1993: 1734). many of these donations do not constitute a balanced collection, are inadequate in numbers and do not cater to the reading and language preferences of namibian youth. there is no statutory coordination to prevent different agencies from donating the same books, sometimes to the same schools. some schools may already have a well-equipped library, others have neither the facilities or expertise to house a collection. books costing vast sums of money have become lost in this manner in namibia (before independence, and now even more so) or they are kept under lock and key in some school store­ rooms, for fear that they may be lost. the inculcation of a "book culture" also needs to be developed. teachers and particularly school principals need training in the use of a variety of sources of information to enrich their teaching. various recommendations have been made to government re­ garding the development of a school library network, and particu­ larly a network of school-community libraries for the rural areas. 9 in may 1990, a broad policy statement drafted by the coordinat­ ing council sub-committee for library and information serv­ ices was tabled. recommendations included the provision of modular book cabinets to all schools without library rooms, the maintenance of present school media centres and the using of schools to serve the surrounding community with reading mate­ rials. long term project proposals include a 7 year plan during which time all schools will be equipped with small libraries of 500 books each. guidelines regarding the nature and language of the book collection, opening hours, services to the school and com­ munity, facilities and size of the media centre, organization, the teaching of basic information science, curricular media use, staffing and the in-service training of staff are also set out. the only recommendations that have been taken up so far are those on modular book cabinets, since these were mainly funded by donor agencies, and the offering of the compulsory school subject, basic information science. on 5 march 1993, participants and policy makers of a nine day seminar on the coordination of library and information serv­ ices in namibia, sponsored by the german foundation for international development (dse), presented more recommen­ dations to government, many of which were similar to previous recommendations made by experts and bodies. these included: 1 0 the provision of mobile modular cabinets to all schools without library facilities; a pilot project to investigate the feasibility of schoov community libraries in rural or isolated areas; the appointment of resource teachers in all schools to offer the subject, basic information science and to manage the school resource centre or the various mobile modular cabinets in the school; clerical help for the resource teacher, if he/she is re quired to teach other subjects. these recommendations are only an extract pertaining to school libraries, of wide-ranging recommendations for a national library and information service for the country as a whole. the only recommendation, which has been acted upon to date, was the appointment in july 1993 of a committee to prepare legislation for a national library and information services act for presen­ tation to parliament. funding still remains the most pressing problem. the present educational crisis has forced the government to devote the limited education budget almost wholly to the building of class­ rooms and other urgent facilities, the provision of textbooks and the upgrading and salaries of teachers. libraries are not even getting a small slice when the cake is cut. of a 1991 budget of the ministry of education and culture of r580 million, only r14 million, i.e. 2.4% of the total budget, was allocated to the department of culture which is responsible for art, drama, music, the archives, the museum and libraries includ­ ing school, public and government libraries. of the 2.4%, the libraries, the museum and the archives received only 1% for the 1992 fiscal year, and for 1993 they received only 0.6% of the ministry's budget. so it is rather a question of libraries getting a few, ever diminishing crumbs falling from the table. in the 199 1 annual report of the namibian ministry of education and culture, libraries hardly feature at all. conclusion recent developments regarding the preparation of library legislation for namibia give reason for some hope but only the future will tell when and if the namibian school library will receive its rightful share and be able to play its destined role as an essential tool towards educational advancement and excellence. until such time that policy makers realize that the school library is no luxury but a sine qua non for successful teaching and learning, the establishment of a school library in every namibian school will remain an uphill struggle. education ubraries • vol 1 8, no. 2 l.b pupils with book collections percentage 70 60 so 40 30 20 10 0 figures kj e ro c 0 '­ q) '­ q) ...c "l:: a. ro u _8 e � c ro > ro � * authorityit is known that all17,224 pupils except junior primary pupils under the former administration for the whites are exposed to well-equiped media centres and 100% response would have given a percentage nearer to 80% l.e funding of school libraries percentage 80 70 60 so 40 30 20 10 0 (/) q) -� ...c 3: ro '0 0 u (/) ro e ro c 0 'q) '­ q) ...c 0 ..c e � c ro > ro � "l:: a. ro u * authorityit is known that 100% of former white schools are more/less fully financed by the former educational authority for whites. education ubraries • vol 1 8, no. 2 1 1 ..... n m a. c: n tl> rt 5" ::i c !j ..., tl> ::::!. c1) (j) • < q. ..... _oj z � n l.g authority whites nat. ed. coloureds damar as rehoboth namas owambo capri vi hereros kavan go tswana 11 * ** total number of library books; average percentage and number of library books per former authority and school; ratio of books per pupil (total no. of books in diminishing order) no. of library total no. of average% of books per pupil total no. of average no. of books pupils books per ratio schools library books per authority school *234,250 1 7,224 7 1.4 13.6 66 3,549 **2 8,71 7 42,921 8 .7 0.7 93 30 8 24,31 3 1 5,946 7.4 1 .5 37 657 1 3,603 9,921 4.1 1 .4 23 591 ·• 9,0 14 10,000 2.7 0.9 39 231 8,662 11,877 2.6 0.7 3 8 227 6,890 1 93,219 2.1 0.03 507 1 3 2,000 20,935 0.6 0.09 7 1 2 8 264 16,595 0 .0 0.02 40 7 200 34,563 0.06 0.005 237 0.8 0 1,06 8 0.0 0 .0 2 0 327,91 3 374,269 ±100% 0 .8 8 1,1 53 248 if a 100% response had been given, the number of library books and percentage would have been even higher. the figure includes two private schools which combined have 1 8,800 library books; the number of books in schools under full control of the department which took part in the survey, is 9,917. according to information given by the department, there are 13,010 library books in 10 operating school libraries in schools under their direct supervision . ,.., c. c: n ii> ... a· ::i c tr ql ::::1. (1) ill • � l.h number of serial publications and audio-visual media in namibian schools per former educational authority authority per. new. cas. vi d. fi. rec. sl. fs. tr. ph. ma. owambo 1 3 6 kavango 5 capri vi 0 0 tswana 0 0 nama 31 1 3 damar a 26 1 3 herero 4 0 whites 145 8 1 35 coloureds 1 51 1 5 rehoboth 5 11 nat ed. 11 8 16 pr. schools 22 7 total 1 82 8 221 key: per. = periodicals new. = newspapers cas. = cassettes vid. = videos fi. =films rec. = records sl. =slides 0 10 0 0 0 0 5 10 0 0 0 0 31 2 0 11 33 0 10 1 0 1489 7 84 1 37 2 0 0 0 0 8 25 0 36 21 0 1627 8 8 8 1 fs. = filmstrips tr. = transparencies ph. =photos ma. =maps mm. = multi-media sets mo. =models · 0 0 0 0 0 13 0 837 0 0 0 79 929 3 0 52 0 0 0 0 0 20 7 0 0 0 0 0 0 0 42 0 0 0 47 0 0 0 0 0 729 1656 1 933 369 3 0 41 0 0 0 0 0 ·• 17 5 1 5 0 0 250 267 0 752 1931 240 4 369 percentage of each type of medium kept by former white schools as a percentage of media kept in all namibian schools periodicals titles subscribed to: 80% models: 55.7% 100% newspaper titles subscribed to: cassettes: videos: maps transparencies: 61% 91. 5% 8 8 .2% photographs: records: slide sets: 90% 96.9% 66 .9% filmstrips: 85.8% 80 .4% total number of former white schools: 66 total number of nambian schools: 1153 51 4 26 0 12 73 0 594 53 10 65 0 8 8 8 mm. mo. 0 0 0 0 0 0 0 0 2 2 0 15 0 0 561 29 0 0 0 2 0 2 0 5 563 55 l.l school library i media centre facilities nat ed 7. 70% private 2. 3 o% nama 7.70% kavango 1 .1 0% damara 6.60% ovambo 2.20% rehoboth 3.30% l.q curricular use of the school library 1 4 sometimes 24.4% often 24.0% never 6.4% 1 2.1 o% color 1 .1 0% capri 55.90% whites no response 45.3% education ubraries • vol 1 8, no. 2 l.r qualified librarians percentage 60 so 40 30 20 10 0 (f) ""c 0 q) q) ..r::::: +-' 1\l q) ..r::::: l.. s: c education ubraries • vol 1 8, no. 2 (f) ro e ro c l.. 0 0 u 0 0 l.. ..0 � e � � c ro > ro � l.. q. ro u 1 5i't1 a. c:: n d> rt c:r ::i c: ct ii1 ::::1. (1) ill • < q. � s1l z 9 n l.u matric results 1982-1988 cape senior certificate per education authority authority sat for exam passed total average total average total '82 -88 per year '82 -88 per year '82 -88 whites 5 ,799 82 8 5 ,2 19 7 46 5 80 rehoboth 1,166 167 6 46 93 520 coloureds 1,7 89 255 853 122 936 nat ed. 1,840 263 85 8 123 9 82 namas 6 83 9 8 30 8 43 463 damara 73 1 10 4 290 141 441 capri vi 1,0 15 145 305 44 7 10 herero 250 36 72 10 17 8 owambo 2 ,43 1 347 62 1 . 89 1,810 kavango 272 39 49 7 223 * tswana 10 1 5 1 10 5 90 totals 16 ,077 2 ,333 9 ,23 1 1,323 6 ,933 * no matric results for tswana schools for 19 82-19 85 and 19 88. averages 'of 19 86 and 19 87 failed %passed average per year 82 90 % 7 4 55.4 % 133 47.7 % 140 46.6 % 65 45 % 63 40 % 10 1 30 % 25 29 % 25 8 25 .5 % 32 18% 45 10 % 1,0 18 57 .4% excl. whites 20 .9 % l.v matric results 19821988 average percent percentage 100 90 80 70 60 50 40 30 20 10 0 (/) 0 q) ..c oij q) :.c � � education ubraries • vol 1 8, no. 2 � -g 0 0 oij u ro c (/) ro e ro c ro � ro e ro "'0 � a. ro u _g e � c ro > ro � 1 7bffiliography klynsmith, t. 1993. school library/resource centre services in namibia and coordination with teachers resource centres and local and foreign book provision aid projects. in totemeyer, a­ j, j. loubser and a.e. marais, eds. coordination of information systems and services in namibia. papers of the seminar held in windhoek 25 february to 5 march 1993. pp. 172-182. bonn: dse. republic of namibia. ministry of education and culture. 1992. annual report for the year ending 31 december 1991 . windhoek. republic of namibia. ministry of education and culture. 1991. syllabus. junior secondary phase. basic information science. grades 8 &: 9. windhoek. republic ofnamibia. ministry of education, culture, youth and sport. co-ordinating council sub-committee for library & information services in namibia. 1990. broad policy statement drafted by the co-ordinating council sub-committee for li­ brary and information services. windhoek. republic of namibia. ministry of education, culture, youth and sport. co-ordinating council sub-committee for library & information services in namibia. 1990. long-term project proposals for school libraries. windhoek. totemeyer, a-j & c. stander. 1990. the state of school li]jrarieslmedia centres in namibia and the need for training for school libraries/media centres. department library & infonna­ tion science. university of namibia. isbn 0-947433-14-7. -18 totemeyer, a-j. 1991. the state of public libraries in namibia and the need for training for publidcommunity libraries. de­ partment of library & infonnation science, university of namibia. isbn 0-947433-15-5. totemeyer, a-j. 1992. namibian school libraries: today and tomorrow. in school library conference proceedings. papers of the school library conference held at the university of natal in durban 23 to 26 june 1992. pp. 30-35. pietennaritzburg: department of information studies, university of natal. totemeyer, a-j. 1993. country report: school libraries in namibia. paper read at the international federation of library associations (ifla) preconference on school libraries, at caldes de montbui, barcelona, spain, 6 august 1993. totemeyer, a-j. 1993. findings and recommendations of the university of namibia, department of information studies re­ search reports on school, public, government. parastatal, private and training institution libraries and infonnation services in namibia. in totemeyer, a-j, j. loubser and a.e. marais, eds. coordination of information systems and services in namibia. papers of the seminar held in windhoek 25 february to 5 march 1993. pp. 206-223. bonn: dse. totem eyer, a-j. 1994. resource making and moving: namibian innovations in the school library field. paper read at the info africa nova conference on possibilities for the future of school libraries in post-apartheid south africa, pretoria, 20 may 1994. withers, f.n. 1974. standards for library services: an interna­ tional survey. paris: the unesco press. andree-jean totemeyer is head of the department of informa­ tion studies, university of namibia, namibia. education ubraries • vol 1 8, no. 2 18 max planck institute for human development and education bibliothek und wissenschaftliche dokumentation clearinghouse: resource page "third international mathematics and science study" letzte anderung: 28-05-96 ;ssn;zssz:.c::nz:;;s;s •. , ••••.. u . ........ zsamszszs-.z ,, ..... ,llni!> •.•.• .-u.nnn•••• ··--···��··un•··•••;.;, .. n.; ..... . . ,u .... . ;,, _nn•na·-•·•z,;s,;c;nm:sns;:c s.rmmsnm.wnnrmmxsm;.nnwm • .su befindet sich im autbau (mit der bitte urn reaktionen) lnformationsquellen im internet zu "third international mathematics and science study" o assessment of science & technology achievement project (asap) o centre for research in mathematics education (-crimeis a research centre in the school of education, university of southampton , united kingdom) 0 the guide to math & science reform www site (the annenberg/cpb math and science project) 0 international association for the evaluation of educational achievement (the lea clearinghouse) 0 international comparative stndies in education (descriptions of selected large-scale assessments and case studies) 0 kev issues for the math community mathematics education 0 third international mathematics and science study 0 timss third international mathematics and natural science study sweden textquellen 0 mathematics education journals (by centre for research in mathematics education, southampton) o science in school and the future of scientific culture in europe : the european report i by joan solomon, oxford university ................................................................ . . . . . . . . . . . . ..................................... . . . . . . . . . . . . . ......................... . ................................................................................................................ , sm z;;; �· . ···�--·····�� � ··�-�·-·• ·n· .... ;:; .. �n .. s .. n•••s .. c . ... ,... ..... �···-·· .; �...... u .... � ·· •... w ;. •···� · llw z mss • • u;n. ;;caws wrm nnsm:m rm.nm>lujnns:::m.c�m mmz::::� o zur anfangsseite clearinghouse i aging and cognition i erziehun�swissenschaften i life course and social change i psycholo!pe i soziologie 0 zur anfangsseite bibliothek und wissenschaftliche dokumentation 0 zur homepag;e des instiruts · m asn ........ ... .. s .. ... .. ···-· �zc;;.; . . ... ................ . � ...... s �. .................. . . .. .... .. ...... _c . . . ........ _--.a:::a:s :ssu •.. n .. rmca;.u.ss .. .t-hs.as. rm. z rmnns am:mrau mrw •. a. � ·· education libraries • vol 20, no. 1/2 o dbersicht zu fachbereichen an universitiiten der brd o obersicht zu "colle�s and university depanmems of education" in usa 0 the world-wide web virtual library: gennan subject catalofwe: education (diverse erziehungswissenschaftliche fakultiiten in der brd) 0 individual institutions 0 resources of scholarly societies e<iucation ( created by compilers at the university of waterloo library to facilitate access to webpages and gophers maintained by or for scholarly societies across the world). 0 bundesinstitut fiir beruisbildun� cbffib) (bibmail) 0 deutsches instityt ftir envachsenenbildun� 0 deutsche gesellschafi fiir erziehungswissenschaft 0 deutsches institut fiir lntemationale plictag;o!dsche forschung; cdipf) o hochschulinfonnationssystem hannover (hls) o institut fiir die padawm der naturwissenschafien clpn) 0 unesco 0 v olkshochschulen 0 electronic texts 0 education policv analysis archives (ep aa is a peer-reviewed scholarly journal published entirely electronically. it is published at the college of education of arizona state university) discussion lists 0 education: educational research cg;eneran. grants and fundin� 0 eciucation: hi�her. adult and continuin� education o education: miscellaneous education. alumni and student groyps 0 education: primary. secondaxy {k1 2). vocational and technical o education: computer assisted instrncrion/educational technolo!c' o education: special education. developmental disabilities. physical disabilities and ada (americans with disabilities act) (aile ubersichten erstellt von: d. kovacs) libraries 0 universi@sbibliothek erlan�en-niimberg (sondersammelgebiet der dfg bildungsforschung, erreichbar tiber telnet-zugang im bayer. verbund) o bibliothek ftir bildun�s�schichtliche forschung; o national librazy of education i us department of education education librariea • vol 20, no. 1/2 1 9 20 0 zur an£angsseite oearine-house i ae-:jn� and cojidition i psycholo!pe i soziolo!pe 0 zur anfanisseite bibliothek und wissenschaftliche dokumentation 0 zur homepae-e ctes instiruts feed back : d. rusch-feja und r. beneimann ·-.. education ubrariea • vol 20, no. 1/2 �: a .:tervact: ua w� vr ,,. x 'irs;au w �uu�h=rauo1.i .. 1 t 1 1 �ut guwusuyl•sjuayt;rn!! w ...-u.u deutscher bildungs:s e!"ver (dbs) german educational r esources (ger) a non-pmfil collaborative venture linking german educancn:u .;::e:>ce :lild. pedagogical practice to tbe intemet dbs teachers researchers qustions • comments • additions : t � e r · i '-' fo@-zjb-berlin.de os/29/96 immessum · copvrtp 1996 � dbs · �.?.:.. . :m:j: 'v.-ww.schule.de{mdexe.html education libraries • vol 20, no. 1/2 21 22 � mw. i!!si!ju[!o!!s uumgsu psuysus � r=;uuc!ijci!iil> ["'rojtfcll> nu�;�oyrcus beswces database d bs/g er resources resou rces for school subjects databases of teaching materials and internet projects library catalogs und electronic texts literature databases papers. books. simulation games. electronic journals, libraries dgfe onl ine (german society for educational research) database of german educational institutions (universities, ministries of education, state institutes, educational societies etc.) educational publishing houses et al. technical help for ru n ning a network various materi als pilot projects and educational initiatives; legal and ethjcal issues. etc. questions • comments • additions: ger·info@zlb·ber l l n .de . 05/29/96 !mpressym copyright 1996 @ .c..e..s. u rl: http://www.schule.de/materiae.html education libraries • vol 20, no. 1/2 max-planck-institute for human development and education library and research documentation clearinghouse for project-oriented internet information «yl!orll::ooowew:oonroensooour-·-=•urooou::oooo-ooooooo!oo!ooii!!uo"!tfl!: this list is still expanding (we welcome suggestions and additions) 'this site contains a set of "resource pages" in which internet sources which have been found to be relevant for the research suppon according to the project topics have been compiled. many of the projects are interdisciplinary and these resource pages represent this interdisciplinary aspects as opposed to being complete subject-oriented resource guides. general subject oriented lists of resources are also included. whereby these are not comprehensive links to further compilations of internet resources on this subject are included there. o sources on education (general) o sources on psychology (general) o "a�n� and cowtion" 0 .... 0 sources on sociology (general) 0 life-':ourse and social chan�e 0 for funher information you may use search enms. 0 to homepa� library and research documentation 0 to homepa�e instirure c::.: . .. : ...................................... . : .................................... n.a:. .. ... ;; .. : ... :: . .: ... :.: .... :. ......... :::..s .... : ............ :.:.: ..... .:.::.:::::a.o: .. :.:.:.;; ... .: . . . :.: ............... .::.ll ... ....... :.u . . ................. . feed back and contact persons :d. rusch-&ja and r. bertelmann last update:may96 educetion libraries • vol 20, no. 1/2 23 24 max planck institute for human development and education library and research documentation sources 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service to the academic and research community, it is funded as a national information service by nsc, the joint information systems committee of the higher education funding councils of england, scotland and wales and the department of education for nonhem ireland) o deutscher bildun�s-server <dbs) (german educational resources ist der zentrale wegweiser fiir bildungskommunikation und bildungsinformation eines sich rasch entwickelnden deutschen bildungsnetzes. diese virruelle welt der im internet miteinander verkntipften einzelrechner auf den schreibtischen von lehrem und bildungsadministratoren, lokalen netze (lan) in schulen, server der landesinstitute in den einzelnen bundesuindern, netze in den erziehungswissenschaftlichen fakultiit deutscher universitiiten, server der schulbuchverlage und andere kommerzieller medienanbieter mit ihren verteilten ressourcen materialien, ideen, informationen, angeboten, projekten und mit ihren neuen kommunikationsmoglichkeiten gilt es zu strukrurieren, ihre synergiemoglichkeiten auszunutzen und allen interessierten zugiinglich zu machen.) 0 dtisseldorfer vinuelle bibliothek erziehun�swissenschaft (zusammengestellt an der ub dusseldorf) o education resources (schwerpunkt usa) o pii<iat:ogik und infonnatik eine ubersicht zu dgfe, dipf, fis, gm u.a . . . . ) 0 infoseek: education (pauschale einstiege zum begriff: education) o learning resource server (the lrs provides you with a "knowledge space" that links you to some of the most exciting uses of technologies for learning on the internet. using the lrs, you will be able to see real projects of teachers and students, access the work of researchers who are articulating new visions of what learning can be. college of education i university of illinois) o list of educational resources (schwerpunkt: internet and computer-mediated communication , by john december) o on-line educational resources (institutions, asscociations, links ... by the national library of education i us depamnent of education) o virtual library: education (institutions, news groups) education ubreriee • vol 20, no. 1/2 -articles intellectual freedom & censorship: a teaching challenge by dr. ann curry the concepts of intellectual freedom and censorship are key to the practice of librarianship, and introducing students to these concepts should be an important part of any library and information science program curriculum. teaching this topic is often problematic, however, because personal values and beliefs are involved and because many related issues continue to be unresolved not only in society but by practitioners themselves. in the experience of this teacher, a combination of readings (both current and historical), class discussions, and small group case­ study analyses has proved to be most effective in introducing the topic since the concepts themselves are exceedingly complex and require a variety of teaching approaches. in the 1990s, issues such as multiculturalism, political correctness, racism, and the impact of pornography and violence portrayed in the media have made the relationship between intellectual freedom and the library profession a subject of continuing debate for practising librarians and very perplexing for students. this article explains briefly some of the themes and arguments used for instruction and details the results of three intellectual freedom related questions asked of 60 directors of large public libraries in canada and the u.k. as part of a larger research project (curry, 1993). the opinions of these directors have formed the basis of instructional case studies and have been drawn upon frequently to show students not only the various sides of intellectual freedom issues but also the conflicting opinions within the library profession. although the research results are limited to two countries, the conclusions have international application. w hen teaching, one must concentrate on the laws, issues and professional philosophies of one's own country, but" international publishing, satellite television broadcasts, and the internet have given a global dimension to many intellectual freedom issues such as salman rushdie's satanic verses. as well, recent trade agreements and promising job markets have prompted some canadian library science graduates to seek employment in the u.s. and the u.k. for these reasons primarily, a more international focus is appropriate when introducing intellectual freedom and censorship to students. education ubrerie• • vol 1 9, no. 1 background reading john stuart mill's on liberty (1974) and john milton's areopagitica (1951) make arduous reading for many students, but study guides and class discussions linking the authors' philosophies with library issues usually lead students to appreciate these key historical texts. they continue to be quoted in 1990s censorship debates and lend historical context to current intellectual freedom statements, making worthwhile the students' efforts interpreting this prose of previous centuries. as further historical background, the accomplishments of lenin's spouse, librarian nadezhda skrupskaia, can be introduced to acquaint students with the opposing viewpoint regarding government involvement in control of information. current readings assigned to students are best selected with regard to issues of topical interest, but the works of hauptman (1988), and swan (1989) are recommended. in addition, woodward's article on ethics (1990) is particularly effective as an introduction to the methods used by society (including the students themselves) when deciding ethical issues such the availability of controversial information. lffirary association codes relevant documents from professional library associations shbuld also be included in an instructional package on censorship and intellectual freedom. these documents may be codes of ethics, freedom to read statements, library bills of rights, or general policies on intellectual freedom, depending on the association. those from the canadian, british, and american associations are particularly useful for background reading or examination. the canadian library association (cla) has both a statement on intellectual freedom and a code of ethics which guide the conduct of its members. the statement notes that canadians have the fundamental right: 6 ... to have access to all expressions of knowledge, creativity and intellectual activity, and to express their thoughts publicly. it further states that: it is the responsibility of libraries to guarantee and facilitate access to all expressions of knowledge and intellectual activity, including those which some elements of society may consider to be unconventional, unpopular or unacceptable. to this end, libraries shall acquire and make available the widest variety of materials. (cla, 1985) the code of ethics, which is currently under review (ellis, 1994 ), states that librarians have a responsibility to uphold the intellectual freedom statement and adds further responsibilities pertaining to high standards of service and the need to "protect the privacy and dignity of library users and staff." classroom discussion of documents will alert students to the professional beliefs agreed upon by association members, but these discussions must include the federal and provincial/ state laws which affect professional practice. for example, the canadian charter ofrights and freedoms (effective 1984 ), states that freedom of thought, belief, opinion and expression are: ... subject only to such reasonable limits prescribed by law as can be demonstrably justified in a free and democratic society. (constitution act, 1982) recent court cases dealing with pornographic adult videos (r. v. butler) and paintings depicting children in sexual activity ("child-porn," 1993) are further defining what the canadiaj) courts consider to be "reasonable limits." students should also be introduced to federal and provincial/state freedom of information legislation because these laws further define what information may be restricted by government and what privacy rights may be exercised by individuals. in the u.k., the library association's (la) 1983 code of professional conduct (la, 1987, p. 120) and the code's guidance notes (la, 1986) are the most influential association documents pertaining to intellectual freedom. section f of the code states that: in places to which the public has right of access, save where the flow of information must be restricted by reason of confidentiality, members have an obligation to facilitate the flow of information and ideas and to protect and promote the rights of every individual to have free and equal access to sources of information without discrimination and within the limits of the law. section g is equally important: -8 members shall not knowingly promote material the prime purpose of which is to encourage discrimination on the grounds of race, colour, creed, gender or sexual orientation. it shall not be regarded as promoting such material to divulge it for the purpose of study ing the subject of that discrimination. the code is intended as "an indication of the standards of behaviour expected of a member" (la, 1986) and although voluntary adherence is stated to be the norm, disciplinary action such as suspension or expulsion from the association is stated in section 3a as the possible result of putting personal interests ahead of professional interests: the essential principle which lies behind the code is that the professional librarian's prime duty is to facilitate access to materials and information in order to meet the requirement of the client, irrespective of the librarian's personal interests and views on the content of the material and the client's requirement. (la, 1986) of the three associations, the american library association (ala) has had the most extensive and lengthy involvement in the formulation of intellectual freedom codes. the original ala bill of rights adopted in 1939 has undergone many revisions, but its focus has remained constant and it continues to anchor ala policies. the bill currently states that libraries have a duty to "challenge censorship in fulfillment of their responsibility to provide information and enlightenment." it states more specifically that "libraries should provide materials and information presenting all points of view on current and historical issues," and that "materials should not be proscribed or removed because of partisan or doctrinal disapproval" (ala, 1992, p. 3 ). t he ala in tellectual freedom manual is the most comprehensive resource document on this subject for students: its detailed and up-to-date interpretations are relied upon extensively not only in the u.s. but also influence librarians in canada and the u.k. (curry, 1993, pp. 439, 445). topics in the manual of particular importance for teaching purposes (and often ones generating considerable class discussion) are children's access to material, labelling, policies on meeting rooms and display areas, and the actions recommended to prepare for censorship challenges. it should be noted that ala has a code of professional ethics which is similar in intent and wording to those of cla and the la, and that this code is currently being revised. opinions of public lidrary directors: research results a crucial component in learning about intellectual freedom and censorship is recognizing that librarians' personal beliefs may influence and/or conflict with professional beliefs. to present this phenomenon, classroom instructional material has been formulated from sections of a larger study (curry, 1993), whose primary purpose was to determine canadian and british public library directors' attitudes towards intellectual freedom policies and procedures and to explore the professional experiences which may have influenced formation of those attitudes. sixty directors (30 canadian, 30 british) who manage library systems serving more than 150,000 were personally interviewed during 1991. professional experiences were not education ubrariea • vol 1 9, no. 1 .. considered in isolation, however. personal beliefs were also investigated so that so a more complete picture of directors' attitudes could be achieved. precedence for this examination of librarians' personal opinions exists in the work of england (1974) and busha (1972), and more recent examination was felt to be warranted. the results of three questions from the larger study are presented here .to show the building material from_ which the case studies were constructed. due to the focus of the original study, a comparison between canada and britain, the source materials are primarily from those two countries. the issues and directors' opinions, however, can be considered in a broader context. the interviewer constructed nine general statements concerning the application of intellectual freedom in current societal controversies, some from issues appearing in the general british or canadian media, others stemming from those discussed in library journals. they were intended to be current, relevant in both countries involved, and connected with possible management decisions made by library directors. the issues covered topics such as media conglomerates, pornography, homosexuality, multiculturalism, information technology, protection from offensive material, and freedom of information. the three issues presented here concern the right not to be offended, the right of all ideas to be heard, and the possible conflict between intellectual freedom and multiculturalism. direct quotes from respondents are displayed in italics, with (can.) canadian or (u.k.) united kingdom indicating nationality. the right not be be offended sexually explicit material is often protested against, whether in public libraries or in the general marketplace, because it causes offence. in britain, women belonging to the group campaign against pornography urged store owners not to stock pornographic magazines so women would not be offended by their presence. it was reported that some stores did so and advertised their establishments as "offence-free" (bunting, 1990, p. 8). in canada, the ontario human rights commission was petitioned to order the removal of soft pornography magazines such as playboy and penthouse from convenience stores because the women complainants are uncomfortable in the "hostile environment" they create (fennell, 1993, p. 14). their petition asserts that the right of women not to be offended must take precedence over individual rights to access material. an editorial in the globe and mail, canada's national newspaper, counters that this argument makes the rights of the allegedly harmed individuals unassailable (right to offend, 1993, p. a14 ), contrary to the usual provisions of human rights legislation which attempt a balancing of competing rights. the restraints called for in the petition are described as "dangerous . . . censorship of unprecedented breadth: censorship of rudeness." the editorial concludes that "as the censored (and ultimately murdered) soviet-jewish writer isaac babel said in 1934, the right to write education ubrerie• • vol 1 9, no. 1 badly is no small thing; in our context, we might say the right to give offence must not be undervalued." when the 60 directors in the study were asked whether an individual should have an absolute right to protection from material which he or she finds personally offensive, 19 of 30 british (63%) and 23 of 30 canadian directors (77%) disagreed or strongly disagreed with such a right (graph 1). considerable similarity exists in the british and canadian reasons for disagreeing. most believe that the individual has the primary responsibility to protect his/her own mind, a responsibility that society and the library should not assume. people can find their own protection. they can not look at it, turn it off, shut the book ... but don't burn it though! (u.k.) they categorized the idea of protection as "insulting", and said that the philosophy expressed therein "reduced people to children." by implication, they question how much harm can result from the momentary encounter with offensive material needed for its evaluation. people shouldn't be protected because life is not like that. life is hard, and hard decisions have to be made. adults should know something about patlrs not taken. (u.k.) protecting people from offense was labelled as "undemocratic," particularly by those who strongly disagreed a british director said the idea was "abhorrent to the democratic process" because people must have the right to choose, while a canadian director said that the idea "flies in the face of democratic principles," considered a great responsibility in themselves. practical questions such as how to identify all offensive material and "who censors the censors?" concerned many. the smaller number of directors who would give this right think they should not have to see things they do not wish to see. the canadians of this opinion referred exclusively to the right not to be "swprised" by abhorrent images or words: "aggressively confronted with offense," in the words of one. they expect society (and the public library) to assume some responsibility for prevention of this confrontation. in contrast, only one of the eleven british directors mentioned this element of unexpected offense. the british concentrated on: 1) the extreme offensiveness of images in today's society, (n=7) 2) the degrees of protection which are acceptable, (n=6) and/or 3) the need for ethnic minority groups to be protected from experiencing offense. (n=4) the increasing explicitness of objectionable images over the years, they said, had finally resulted in some images which are extremely offensive. those who differentiated degrees of protection said that "cosseting" or "mollycoddling" is not needed but that people have a right to be "sheltered" from indecent or shockingly offensive material. i would like it to be so. i don't know how, but i agree that somehow that right [to protection] should be there. (u.k.) 7 a relationship could be discerned between responses of the canadian directors and their length of experience. all seven who agreed that people should have the right to be protected from offensive material had 10 or fewer years of experience in director level positions. in contrast, seven of the eight who strongly disagreed had 16 or more years of director-level experience. greater managerial experience in libraries apparently leads canadian directors to believe that protection of the public in this area is either not needed or not practicable. the different ages of the directors appeared to have no bearing, nor was either factor an evident determinant of the stances of the british. the right of all ideas to be heard canadian, american, and british,societies are concerned with defining limits, if any, to the freedom to disseminate information. in 1990, the public prosecutor of the city of cincinnati charged the contemporary arts center and its director for publicly showing obscene photographs in an exhibition of mapplethoq>e photographs. some gallery visitors and others who had never seen the exhibit complained that many of the photographs are repulsive; others defended them as the works of a richly talented photographer. the gallery director and board were eventually cleared of obscenity charges, but news of the protests against homoerotic images and naked children became international news (vmcent, 1990, p. a13 ). lyrics of rock songs have also recently prompted obscenity charges in severa,l jurisdictions. parents have attempted to ban particular songs as being extremely repulsive because of the portrayal of violence against women and the police. public prosecutors in both canada and the united states charged the rock group 2 live crew with obscenity because of the vulgar, disgusting, and de-humanizing nature of its lyrics. even some authors express concern about the proliferation of repulsive ideas in the marketplace. british author a.s. byatt is irritated that " ... the artistic and intellectual left are so glibly sure that ... human freedom requires the unconstrained availability of dirt and damage. free speech is not a value that overrides all others in all situations" (byatt, 1988, p. 159). the editor of london's underground magazine oz in the 1960s, richard neville, is now worried about the moral repercussions of sadistic videos and novels. he uses an environmental pollution analogy to make his point: "for as surely as toxic residues kill the fish and the fowl, so the sludge of mean-spirited filmmakers and writers kill our spirit. it is renewal that is needed now, honour and optimism, not the sordid excesses of artists talented in merely shocking us. we must regain our sense of discrimination" (neville, 1990, p. 102). british writer susan mendus also voices strong concerns, saying that "the right to further argument by speaking freely is not identical with the right to abuse," and supporting restriction of repulsive material which may cause outrage and offence (mendus, 1990, p. 11). when directors responded to the statement "all ideas, no matter how repulsive, have a right to be heard" 22 british (73%) -8 and 24 canadian directors (80%) agreed or strongly agreed (graph 2). despite this degree of agreement and the small number of neutral responses, the subsequent comments show that agreement in practice lags far behind that in principle. in the entire interview process (involving 50 questions), no agreement or disagreement was qualified so strongly by conditions. the most notable ones are: 1) ideas cannot be imposed on people (n=39), 2) the context must be appropriate (n=27), 3) those espousing repulsive ideas must accept opposition (n=15). the first condition may be described as "not granting someone the right to be listened to." the right of an opinionated person to a foriun to express repulsive ideas persistently can, in the view of these directors, be distinguished from the right of the ideas to exist in the abstract and anyone in the way of the communication must have the option of not seeing/listening and of walking away from whoever espouses those ideas. they [ideas] have a right to be heard . . . but i do not agree that they have a right to be juxtaposed in people's lives. you must not say to a person that they have no right to express the opinion that they hold, that is dangerous. [but] i think there is a limitation to how often that somebody who's got a view that is clearly unpalatable to the majority of society has the opportunity and frequency to express it in all its forms. it's one thing for me to say that there is nothing the matter with murder, but i don't expect that idea or that person propagating it to keep cropping up through my life or in the society i live in. i can understand people objecting to the views of a very small minority popping up wheresoever they look or in whatever guise ... [ think society has a right to limit the ways in which those unpalatable views are being thrust at us. (u.k.) many directors consider that nobody should have the absolute right to "propagandize" repulsive ideas in the mass media or in any other locale or context which would constitute an unwanted intrusion for most people. they stressed that those promoting ideas abhorrent to the general public have no right to command attention, and that neither society in general nor the public library in particular is obligated to provide a public forum for them. directors attach considerable importance to the context in which repulsive ideas are disseminated: where the ideas are distributed and how they are expressed. they spoke of inappropriate communication methods and unsuitable environments and gave examples such as shouting in a public square; distributing these ideas in a schoolyard; promoting them on public library premises, such as meeting rooms and display spaces; and interviews on mass media, particularly radio and television. intellectual freedom requires responsibility, and how and where dreadful ideas are heard is part of that responsibility. (u.k.) education libraries • vol 19, no. 1 it was mainly british directors who noted the necessity of those espousing repulsive ideas to accept opposition. they feel that members of a democratic society have a right (some considered it a responsibility) to contest abhorrent ideas and speakers have a concomitant responsibility to tolerate this torrent of counter opinion. ideas stand or fall by the quality of the challenges that confront them through open discussion, so the right to be heard must be coupled with the responsibility to be challenged. (u.k.) most of those directors who disagreed that all ideas have a right to be heard believe some are so abhorrent that they do not have the right to be included in a civilized society no matter what conditions might be in place. these ideas were often described as "beyond the pale" or "beyond the edge." directors in this group expressed the same view as canadian library school professor s.d. neill (1988, p. 36) that society has the right to "draw a line somewhere" with some ideas so they can be "denied the light of day." when asked for an example of an idea which did not have the right to be heard, most canadian and british directors cited ideas advocating or fostering hatred of a particular racial group. in general, a director's answers depended on whether or not he/she accepts the philosophy attributed to voltaire "i disapprove of what you say, but i will defend to the death your right to say it." assenting directors see this as a democratic principle and believe absolute suppression of repulsive ideas would engender more harm than good. if we don't know the repulsive, we don't know the beautiful. (can.) suppressing the idea tends to reinforce the idea that it has some value or some substance. (u.k.) despite this faith in the basic principle, 90% of directors added conditions to their approval: repulsive ideas may have the right to be promoted in society, but the right to promote them comes with restraints. in comparison, directors who disagreed with the interview statement believe some ideas should not be available under any circumstances and that a "civilized society" has the responsibility to deny those ideas the right to be heard. intellectual freedom and multicultural harmony britain, canada, and the u.s. have become much more multicultural over the past thirty years, largely through increased immigration of visible minorities. these immigrants have brought a cultural diversity and richness but absorption of the disparate groups into the social fabric has provoked racial tension in all three countries. this last interview statement explores whether the practical problems of cultural coexistence have had an impact on directors' application of intellectual freedom principles. as first elucidated in canada by pierre trudeau in 1971, multiculturalism was an official federal government policy designed to make canadian society stronger by recognizing, preserving, and highlighting the diversity of backgrounds of canadian citizens on the premise that a variety of racial, cultural, education l..ibrariea • vol 19, no. 1 religious, and linguistic differences make canada a much stronger country. in other words, as a "mosaic of cultures," canada is unified by the continuing diversity of its citizens. in the twenty years since, however, the proportion of canadian residents of non-european ancestry has more than tripled to over 10% of the population. the complex practice of multiculturalism is becoming an abrupt reality rather than an abstract philosophy. as a result, a 1992 southam news poll found that 55% of canadians say racial prejudice is rising, 44% believe that racism is a fairly serious problem, and 36% of the residents of vancouver believe racial riots are likely to occur in their city (lowrie; 1992, p. a1). the british library advisory council, canadian library association, american library association, and ifla have all issued advisory documents about serving a multicultural community. these documents generally acknowledge difficulties with stocking outdated materials containing stereotypical images, library staffing which does not reflect the linguistic and racial composition of the population, and providing adequate service to small ethnic populations (library advisory council, 1976; multicultural services interest group, 1986; reference &adult services division, 1990; ifla, 1987). the responsibility of the public library to help eliminate racism has been explored in the professional literature: (shah, 1984), (price, 1990), (talbot, 1990), (schulte-albert, 1984), (mylopoulos, 1985). when asked whether a conflict exists between the philosophy of intellectual freedom and the goal of multicultural harmony, both british and canadian directors were of divided opinions (see graph 3), with canadian directors in slightly less agreement than the british. not all of the 26 assenting directors chose to comment and their remarks were not extensive, but they tended to focus on two major points: 1) multicultural harmony and intellectual freedom are essentially conflicting ideals (n=16}, and/or 2) censorship is central to certain cultures and religions. (n=12). most directors who noted reason #1 consider the two ideals of multicultural harmony and intellectual freedom to be very difficult to achieve without compromise because the ideals are not mutually supportive but are working at cross putposes. according to them, it is naive in the 1990s to think that publication of inflammatory material will not create divisiveness between various races, religions, and cultures. on the one hand you're saying that people can /wid and publicize opinions that are degrading to minorities and they have the right to say them, and on the other hand you're trying to get the groups to see each other as equal in worth and value. (can.) some also referred to dissension caused by the mission of the public library to provide access to historical materials pertaining to cultures and races. problems occur when the library tries to promote positive images while outdated and possibly negative images remain in the collection. 9 we are going forward with new roles for women, new representations of races; and these are in conflict with the previous representations. (u.k.) according to j .s. mill, truth is strengthened when it is continually compared to falsehood (mill, 1974, p. 116) but many of these directors are convinced that destructive disharmony rather than enlightenment is more likely to occur if falsehood and negative images are allowed a podium. they are reluctant to let negative images of ethnic minorities appear in the marketplace because of the possible offense taken by groups and individuals and the subsequent disruption to society. directors who noted that censorship is not universally considered an evil referred to personal experiences with the beliefs or practices of certain racial, religious, or cultural groups. these showed that many groups in british and canadian society do not embrace the ideals of free exchange of ideas, open debate, and freedom of choice for the individual, and as a consequence, conflicts occur. the period of the interviews (early 1991) explains a focus by the directors on moslems, both fundamentalist and other, because of the example of the satanic verses. many british directors were also critical of the restrictions placed on access to information and freedom of choice for women of certain ethnic groups. knowledge is power, and the males of some ethnic groups will fight to keep women ignorant. (u.k.) in contrast to assenting directors, the 33 who disagree that a conflict exists between intellectual freedom and multicultural harmony commented extensively. they based their remarks on goals and ideals rather than current social situations or actual conflict experiences. 1\vo major points emerged: 1) knowledge removes biases and therefore helps multicultural harmony (n=20), and/or 2) censorship of information creates a false multicultural harmony (n=18). the unrestricted flow of information, even information offensive to certain groups, is seen as crucial for breaking down prejudicial barriers. education and the broadening of perspectives are advocated as the best substructures for social harmony while ignorance and illiteracy or aliteracy were said to foster conflict. i think it is the way people bend information and misappropriate information that is a detriment to multicultural harmony rather than intellectual freedom itself. it would be very sad if one said that the only way one could have complete harmony is restricting one's ability to think or speak. surely what we ought to be trying to achieve is for everyone to think and speak positively; and i think you do that by a process of discussion, debate, and education rather than by constraining people as to what they can think. (u.k.) many directors fear that a "false harmony" would result from curtailing all information which might be offensive to various racial, religious, and ethnic groups. they believe "true" multicultural harmony can come only with discussion of racial 10 issues because conflicts are rooted in attitudes rather than in offensive statements. hatred goes much deeper than hearing something said about us that we object to. we can hate without hearing or even knowing other people, as shown by our centuries of sla.ughter. (can.) setting restrictions on dialogue was said to be "papering over the problem" of poor relations between groups and "letting it smoulder." letting people express their points of view, even though offense may be caused, allows others to prove the speakers' errors. directors who disagree that a conflict exists generally focused on the long term benefits of the free flow of information, using phrases such as "in the long run" and "for a better future." there are hard ways to do things and there are easy ways to do things, and sometimes the hard·way is more effective in the long term. (can.) contrary to their likert response denying a conflict, most of the dissenting directors appear to acknowledge that at best, an uneasy relationship exists between the two concepts even though they did not envision an actual power struggle. in this relationship, they do not see that curtailing intellectual freedom will enhance multicultural harmony; n or that forsaking the goal of multicultural harmony will guarantee intellectual freedom. most of the horrible racial problems we are facing today, we are facing because of ignorance or suppression of information. let's try intellectual freedom. we can't make it any worse. (can.) those directors who disagree that a conflict exists between intellectual freedom and multicultural freedom are generally very optimistic (and perhaps idealistic) in their outlook. in contrast, most of those who agree there is a conflict, both british and canadian, are deeply discouraged with the violence and intolerance in their respective countries and see offensive remarks as catalysts for further hatred and bloodshed. conclusion introducing students of librarianship and information science to the complex relationship between their chosen profession and intellectual freedom/censorship issues is a difficult task. students' personal decisions about controversial material are strongly influenced by their emotional reactions to such material, and they have difficulty acknowledging that a different level of decision, a professional decision, is necessary in the information professions. acquainting students with intellectual freedom and censorship association documents and emphasizing the relevant aspects of ethics codes indicates the importance of these issues to the profession, and prompts students who advocate censorship to examine problems more closely. presenting only the professional "ideal" is a disservice to students, however, and therefore legal limitations on freedom of expression must be education ubreriee • vol 19, no. 1 --------------------------------------------------------------graph 1 (/) 30 q) 28 (/) c 26 0 24 a. 22 (/) 20 q) 1 8 a: 1 6 '+1 4 0 1 2 i... 1 0 q) 8 .0 e 6 4 ::::::1 2 z 0 str. agree agree disagree responses statement: all ideas, no matter how repulsive, have a right to be heard str. disagree (/) 30 q) 2a (/) 26 c 0 24 a. 22 (/) 20 q) 1 a a: 1 6 '+1 4 0 1 2 i... 1 0 q) .0 a e 6 4 ::::::1 2 z 0 statement: people should have the right to be protected from material which they personally consider to be offensive. graph 2 str. ag rae agree neutral disagree str. disagree (/) 30 q) 2a (/) 26 c 24 0 22 a. (/) 20 q) 1 a a: 1 6 '+1 4 0 1 2 i... 1 0 q) a .0 6 e 4 ::::::1 2 z 0 graph 3 str. agree agree disagree str. no disagree opinion responses educ•tion libr•rie• • vol 19, no. 1 responses statement: a conflict exists between the philosophy of intellectual freedom and the goal of multicultural harmony ii . uk canada 11 discussed. but perhaps most important in the instructional process is the presentation of dilemmas practicing librarians face when balancing personal and professional views, and the difficulties they encounter when making management decisions about controversial material. using research-based data from practising librarians to construct case studies and discussion questions adds the element of reality needed to make students identify with the librarian and to prompt students to examine their own beliefs. this is crucial if students are not to reject intellectual freedom philosophies prescribed by their professional association because the philosophy does not immediately sit comfortably in their ethical framework. the library directors' responses in the three questions discussed indicate clearly that many are struggling with the complexities of intellectual freedom issues. exploring the conflicting ethical values held by these directors reinforces for students the crucial concepts that no easy answers should be expected in this area and that the management of conflicting personal and professional ethical values within oneself is a common challenge for librarians. references american library association. ( 1992). intellectual freedom manual (4th edition). chicago: ala. bunting, madeleine. (1990, april 18). women force pornography off the shelf. the guardian, p. 8. busha, charles h. (1972). freedom versus suppression and censorship: with a study of the attitudes of midwestern public librarians and a bibliography of censorship. littleton: libraries unlimited. byatt, a.s. ( 1 988, feb. 121 8). obscenity and the arts a symposium. times literary supplement, pp. 159-61. canadian library association. (1985). statement on intellectual freedom. ottawa: cla. child-porn law used for first time: toronto artist (eli langer) charged. (1993, december 22). globe & mail, p. a5 constitution act of 1 �82, revised statutes. appendix 2 part 12. (1985). curry, ann. (1993 ). a comparison of the roles and attitudes of canadian and british public library directors in dealing with ·intellectual freedom issues. unpublished doctoral dissertation, university of sheffield ellis, richard. (1994). responsible practice: a review of cla's code of ethics. feliciter, 40(9), 40-49. england, claire st. clere. (1974). the climate of censorship in ontario: an investigation into attitudes toward intellectual freedom and the perceptual factors affecting the practice of censorship in public libraries serving medium-sized populations. unpublished doctoral dissertation, university of toronto. fennell, tom. (1993, may 10). the centrefold war: do skin magazines violate human rights? maclean's, 106, pp. 14, 16. hauptman, robert. ( 1988). ethical issues in librarianship. phoenix: oryx press. 12 ifla. section of library services to multicultural populations. (1987). multicultural communities: guidelines for library service. the hague: international federation of library associations. library advisory council (u.k.). (1976). public library service for a multi-cultural society. report produced by a joint party of the advisory council and the community relations commission. n.p. library association. (1986). guidance notes on the code of professional conduct. london: library association. library association. (1987). yearbook 1987. london: library association. lowrie, wayne. (1992, june 2). canadians fear racism on the rise. the vancouver sun, p. a l . mendus, susan. ( 1990, oct.). legal rights can threaten freedoms. index on censorship, 19, pp. 11-12. mill, john stuart. (1974). on liberty. harmondsworth: penguin books. milton, john. (195 1). areopagitica. northbrook, illinois: ahm pub. co. multicultural services interest group. (1986). guidelines for multicultural library services in canadian public libraries. ottawa: canadian library association. mylopoulos, chryss. ( 1 9 8 5 ). trends in multicultural programming. canadian library journal, 42, 23-25. neill, s.d. (1988). censorship: a clash of values. canadian library journal, 45, 35-39. neville, richard. ( 1990, sept./oct.). enough already! how far is too far when it comes to freedom of expression? utne reader, pp. 100-105. price, neville. (1990, may). cultural differences and library services. library association record, pp. 377-78. r. v. butler. 2 canada supreme court wwr 577 (1992). reference &adult services division (ala). (1990). guidelines for multilingual materials collection and development and library services. rq, 30(2), 268-271 . right t o offend. ( 1993, april 8). the globe and mail, p . a14. schulte-albert, hans g. (1984, june). public library services to ethno-cultural minorities. canadian library journal, 41, 1 15-120. shah, arona. (1984, jan.). how to meet the ethnic need. library association record, pp. 1516. swan, john, & peattie, noel. ( 1989). the freedom to lie. jefferson, n.c.: mcfarland. talbot, christine. (1990, july). what is a multicultural library service? library association record, pp. 501-503. vincent, isabel. ( 1990, sept. 25). 'arts trial of the century' opens in cincinnati. the globe and mail, p. a13. woodward, diana. (1990). a framework for deciding issues in ethics. library trends, 39( 1 & 2), 8-17. dr. ann curry is an assistant professor for the school of library, archiva l, and information studies at the university of british columbia, vancouver, b .c . education libraries • vol 1 9, no. 1 b o o k reviews harner, ..james l., editor. mla directory of scholarly presses in language and literature. new york: modern language association of america, 1 991. 286 p. isbn 0·87352·391 ·1. james l . harner, professor of english a t texas a & m university, has published bibliographies and reference works for more than two decades. his oeuvre includes the following books : ex libries f.s.ferguson, 1972; english renaissance prose fiction, 1500-1660: an annotated bibliography of criticism, 1978; samuel daniel and michael dayton: a reference guide, 1980; english renaissance prose fiction, 1500-1660: ananno­ tatedbibliography of criticism, 1976-1983, 1985; on compil­ ing an annotated bibliography, 1985 and literary research guide: a guide to reference sources for the study of literatures in english and related topics, 1989. in 1991 he published his seventh book, the mla directory of scholarly presses in language and literature, intended to provide authors with a "systematic guide to identifying and assessing publishers who might be interested in a manuscript or proposal on a particular topic" (p.v). it contains entries on 283 scholarly publishers from 31 nations. a full entry would consist of 41 parts, although, because publishers did not provide all the information for which they were asked, no entry contains all 41 parts, and some contain far fewer. the entries are divided into six sections, as follows : . 1. 2. 3. 4. 5. 6. general information, including the publisher's name, address, and phone number. the scope of each press' publishing interests, including the topics, genres and theoretical approaches in which it especially seeks manuscripts. submission requirements, including what information it wants authors, when they make their initial contact, to supply about their manuscript. editorial information, including the number of manu­ scripts in language and literature it received in 1989, the number it sent to outside readers, and the numbers it accepted. contract provisions. publication and distribution information, including the typical press run for titles in language and literature and how long books are kepts in print. these 283 publishers vary widely in the number of manu­ scripts they receive and the number and proportion of them they 28 accept. harvard university press, for example, received only about 200 manuscripts in language and literature in 1989, fewer than less heralded by southern illinois universith press (about 700) and scarecrow press, (about 250). some publishers accept a substantial proportion of the manuscripts submitted to them. (all numbers and percentages listed below are approximate.) peter lang accepts 50%, georg olms verlag (germany) 44%, and even august cambridge university press accepts 22%. others accept much lower propor­ tions of the manuscripts submitted to them, like the university presses of harvard (8% ), stanford (6% ), columbia ( 4% ), princeton (3%) and the feminist press at the city university of new york (1% ) . some presses did not accept a single book in language and literature in 1989, despite having many such manuscripts sent to them, such as academy chicago publishers (150 submissions) and iowa state university press (100). the mla directory of scholarly presses in language and literature will be a very useful reference book for those seeking a publisher for a book-length manuscript. references james l. hamer, ex libries f.s. ferguson: a checklist of the f.s. ferguson collection of scottish imprints and scotica at the uni­ versity of illinois. champaign-urbana: university of illinois li­ brary, 1972. james l. harner, english renaissance prose fiction, 1500-1660: an annotated bibliography of criticism. boston: g .k. hall, 1978. james l. harner, samuel daniel and micha�l drayton: a reference guide. boston: g.h. kall, 1980 boston: g.k. hall, 1980. james l. harner, english renaissance prose fiction, 1500;1660: an annotated bibliography of criticism, 1976-1983. boston: g.k. hall, 1985. james l. harner, on compiling anannotatedbibliography. new york: modem language association of america, 1985. james l. harner, literary research guide: a guide to reference sources for the study of literatures in english and related topics. new york: modem language association of america, 1989. david s. webster is associate professor of educational administration and higher education at college of education, oklahoma state university, stillwater, oklahoma, u.s.a. •duoatlon llbr•rim • vol 1 7, no. 2 equity and excellence; a select bibliography and resources for the training of library staff in serving people with disabilltes. comp. by .janet r. murray. canberra: national library of australia, 1 992. isbn 0·642 1 05855. this excellent annotated bibliography, although compiled primarily with public librarians in mind, will be of use to librar­ ians working in other sectors too, such as special and university libraries. lt is also recommended to library educators and students of library science who are not often exposed to this type of literature. the author notes in her introduction that while the literature about library services to people with disabilities is now quite extensive, there is a definite lack of publications in the field of library training as well as staff development for various disability groups. the bibliography is arranged by four main areas: govern­ ment policies; the library background; planning and preparing for staff development programs and training materials. each oft he 83 entries contains the appropriate bibliographic information, in­ cluding isbn or issn number, and a brief summary of the work with evaluative comments. as this work was compiled in australia, under the aegis of the national library of australia, there is a preponderance of materials originating from there.however, materials available in other english speaking countries, canada, the u.k. and the u.s. are also listed as well as one international publication, issued by ifla. the only problem in using this publication is that the entries, in most cases, are only identified by city (e.g.london) or state (e.g. n.s.w.) and the journals are not identified as to place of origin at all . other than that, the author i s to b e congratulated for having provided a first step towards wider recognition of the fact that more and more librarians will be called upon to serve people with disabilities, be they in the public, university, school or special library sector of the profession, as i�tegration of these patrons takes place. anne m. galler, associate professor of library studies, concordia university, montreal, que., canada simons, geoff. robots: the quest for living machines. london: cassell, 1 992, 224 pp. 20 111. (distributed by sterling: n.y.) $29.95 u.s., $39.95 can. hardcover. isbn 0·304-34086·3 on a recent tlight, i wondered if and how the exterior of planes are cleaned and surmised that this must be an astronomical task, involving several hours and many people. shortly after­ wards, i found the answer to my question in the introduction of this fascinating book.1 geoff simons takes his reader on a robotic journey through the history of antiquity and mythology to the twentieth century. he is well qualified to do so, being former managing editor of the national computing centre and author of many books on com­ puting, robotics and artificial intelligence. chapter 1 focuses on the robot dream in the human mind and touches on religion and modern mythologies. examples of his­ torical automata such as those used by priests to impress the pious and by early entrepreneurs to make money are discussed in chapter 2. in chapters 3 and 4, simons examines some of the main features of modern robotic theory and practice and also discusses what constitutes a robot today together with the neces­ sary software. he explains structural details of characteristic working systems and how an intelligent robot must be able to act "on its own." sense, artificial ears and smell and taste are also covered. chapter 5 lets the reader know that computer-based robots are used in factories, offices, schools, hospitals, at the education libraries • vol 17, no. 2 bottom of the sea, in outer space and in modern warfare. it is common knowledge that they are used on car assembly lines but not so well-known that they are used as waiters, nurses, surgeons and librarians, too. in the library of the japanese kanazawa industrial university, three dozen "intellibots" --small wheeled robots service over four thousand students. "surrogate people" is the title of chapter 6 and covers the background of artificial intelligence and artificial expert systems as well as advisors and counsellors to run these systems. simons even includes a section here on robot lovers in fiction and film, replete with details of how this was effected and predicting that the robot lover will eventually be accepted as pari of normal life. chapter 7, aptly titled "the impact on our attitudes," explores the idea that human beings can be thought of, in some ways, as robotic systems and the last chapter, "futures," describes a more pragmatic approach, enumerating different substances used as a result of advanced technology, such as robot brains based on silicon. geoff simons has put together a remarkable book covering robotic functions from the mundane to the extraordinary. he makes complex explanations seem simple so that even readers with little or no knowledge can benefit from his expertise. as 29 computers and the robots they control are an inescapable fact of life, bringing them closer to home is essential . the twenty black and white photographs enhance the work, demonstrating robots from the omni 2000 for home services and entertainment to industrial robots. the book concludes with a references and bibliography section and an index. all in all, this is recom­ mended reading for anyone interested in the computer age, past, present and future. 1for the curious, an enormous (360 ft/26m) robot arm, under computer control, does the job in less than three hours compared to twelve people taking eight hours. carol r. mitchell is co-ordinator, library studies . distance education and oocumentalist at simone de beau voir institute, women 's studies, both at concordia university, montreal, quebec. the hep 1993 higher education directory. edited by mary pat rodenhouse. falls church, virginia: higher education publications inc., 1 993. 601 pp. there are numerous directories and guides to higher educa­ tion describing curricular programs and specific courses. this directory, however, is unique in content. its essential purpose is to present accreditation information about public post-secondary education institutions in the united states offering, at the very least, one year degree-granting college-level programs. the directory's informational preliminary pages begin with a listing of regional and national accrediting agencies and asso­ ciations. regional agencies are listed alphabetically while na­ tional agencies are arranged by specialization. for example, an interest in acupuncture discloses that the accrediting agency is the national accreditation commission for schools and col­ leges of acupuncture and oriental medicine. address, phone number, name of director and occupations or professions whhin the accrediting body's mandate are provided. the preliminary matter also includes changes in the name, accreditation or aca­ demic status of the institutions; lists of statewide agencies of higher education as well as higher education associations and interestingly, a grouping of the institutions by religious affilia­ tion. the directory proper is organized alphabetically first by state and then, within this geographical framework, by name of academic institution. the following essential i nformation is presented for each institution: address, phone and fax numbers, annual i n-state undergrad tuition and fees, enrollment figure, 30 affiliation, academic program(s) and highest degree(s) offered, specificaccreditationagencies relevant to the academicprogram(s) and finally a list ofthe names ofthe administrative officers, deans and heads of services. three indexes cross-reference to the main academic listing: an alphabetical index of administrators including their phone numbers; an index of specific accreditation bodies with a list of all accredited academic institutions arranged alphabetically by state; and an alphabetical index of all academic institutions. much of the information in this directory can be found in other sources such as lovejoy's college guide and american universities and colleges. however, the list of academic insti­ tutions by religious affiliation, the lists of accreditation agencies, and the accreditation and administrators indexes are not usually found in other sources. the hep is a worthy complement to other sources providing information on academic programs and should be part of the collections of collegy and university libraries, large public librar­ ies and vocational guidance centers. lonnie weatherby is a reference librarian at mclennan library, mcgill university, montreal, que., canada. education llbrarl• • vol 17, no. 2 b o o k reviews teaching for change: addressing issues of difference in the college classroom. edited by kathryn geismar and guitele nicoleau. harvard educational review, reprint series no. 25., cambridge, ma. : 1 993. 227p., isbn 0-9 1 6690-27-x (pbk.). since the late 1 980s, acts of racism, sexism and other forms of discrimination have become increasingly visible on college campuses. administrators and faculty have grappled with ways of dealing with these issues, and many have turned to pedagogical theories such as that of paulo freire, and any number of postmodernists and feminists to find answers. the articles in this volume were originally published in the harvard educational review between 1988 and 1992 and address aspects of prejudice, anger and discrimination both in society at large and more specifically on college campuses; they have been collected here to present an overview on the topic. authors argue that the traditional patriarchal classroom setting marginalizes the experiences and silences the voices of many students. they discuss alternative classroom environments and courses they have developed to recognize and study forms of discrimination, to empower students to develop more positive racial, and gender identities, to facilitate student development, and to encourage students to act as agents of change both on campus and in society. the first few chapters address the theoretical rhetoric and various pedagogies developed to challenge the traditional "liberal" white male privilege in the classroom. in the first chapter, bmbules and rice discuss the theories of postm odernism and antimodernism. they debate whether, according to these theories, it is even possible to have a fair and balanced dialogue across such barriers as racial, gender, sexual orientation and class differences. they argue that these theories may even serve as impediments to discussion. in the second chapter, leach responds to burbles and rice, discussing a number of educational theories, including "critical pedagogy," "pedagogy of empowerment," "radical pedagogy," and "pedagogy of possibility" which have been developed by theorists as attempts to answer questions such as those raised in the first chapter. weiler, in the fifth chapter, discusses feminist and freirian pedagogies, and lewis discusses teaching feminist theory within classroom situations. most of the early chapters set up the pedagogical framework for the following chapters, which focus on specific courses, environments, and teaching strategies the authors have developed to address power imbalances in the classroom, as well as to help students recognize and counteract various forms of oppression. authors discuss some of the difficulties and unexpected problems they have encountered in attempting to "teach against the grain." education libraries • vol 20, no. 1 /2 ellsworth discusses a course she developed at the university of wisconsin-madison in 1 988, entitled "media and anti-racist pedagogies," which was constructed as an "antiracist" course including a component of political intervention on campus. jordan discusses a course she developed which incorporated black english to increase student relevance and self-awareness. tatum describes student resistance to learning about racism and strategies for overcoming this resistance. herrington and curtis revamped a basic writing course at the university of massachusetts-amherst to give predominance to non-white authors and to allow students to voice their own experiences of marginalization. christensen describes an action-oriented approach to teaching about aids, which examines the racial, gender, sexual orientation and social class prejudices that bias thinking about the disease. the class offers students opportunities for involvement to help them combat feelings of helplessness. in the final chapter cochran-smith argues that pre-service teachers can become both educators and activists. she offers approaches for pre-service teachers to re-examine standard assumptions regarding knowledge, language and power in the classroom; and work to become agents of change. this collection of articles provides a thoughtful, articulate and well-rounded debate on issues of racial, sexual, class and other forms of inequity on college campuses. it provides a theoretical framework, concrete examples of successful experiences in transforming classrooms and curricula to reflect diversity and empower all voices, and it offers suggestions for preand in-service teachers to themselves serve as educational reformers. unfortunately, as one not steeped in the theories under debate, i found the first three chapters especially, to be painfully abstract. even though the editors obviously value the principle of dialogue, i wished for a clearer editorial "voice" to help contextualize the significance of the debate. once read however, these chapters serve to establish a solid pedagogical foundation for the essays that follow, and the entire book stands as a well-developed argument for continued recognition and empowerment of the multiplicity of dialogues possible in higher education. carla rosenqu istb u hler is an associate professor, libraries, with the university of nebraska-lincoln 36 darrah, charles n. learning and work: an exploration in industrial ethnography, new york: garland publishing, 1 996. in order to compete both nationally and internationally, industry adopted standards to ensure product quality. with this goal in mind, the next step has been to develop workplace skills for employees. these skills determine the qualities and experiences required to perform the job that in tum produces the competitive product. where these workers come from, and the education needed to produce them is now the focus of politicians and educators alike. school-to-work or school-to­ career programs are integral parts of the educational curriculum. charles darrah in learning and work examines skill requirements by analyzing two industries. ten months of ethnographic fieldwork result in portr�ts of complex work environments. darrah is reluctant to reduce workers' functions in the workplace to "bundles of requisite skills." what he questions is the adequacy of skill requirements in understanding how employees work in the workplace environment he sees the workplace as a complex and human environment, and workers as having many attributes that contribute to the workplace. two workers do not necessarily need the same set of skills to perform the same job. in addition to describing the processes of machine operation in detail, darrah provides literature reviews on reasoning, cognition, activity and practice theories that form the basis of his ethnographic study. with so many books promoting skill standards in the workplace, skill competencies, and benchmarking, learning and work is a welcome addition to the school-to-work/ career collection. a trend of analyzing the soul, personality, and human make-up of the work environment is growing. darrah's book, due to the ethnographic data he accumulates, makes a compelling argument in favor of recognizing the human complexity of the workplace. jacqueline snider is director of the corporate library at act (american college testing), an educational testing company, in iowa city, iowa. judith schiek robinson. tapping the government grapevine; the user-friendly guide to u.s. government information resources. 2nd ed. new york: oryx press, 1 993. isbn 0-89774-7 1 2-7 this is one publication that truly delivers as its subtitle claims, a "user-friendly" guide to u.s. government information resources, and then goes on to deliver even more. the book is divided into fifteen chapters which guide the reader deftly into such topics as the gpo depository libraries; bibliographies and indexes; scientific information; patents, trademarks and copyrights (a particularly illuminating chapter on a very complex topic); legislative information sources; regulations; executive branch information sources; judicial information sources; statistics; nonprint and primary resources and overcoming barriers to access. there is also one chapter on foreign and international documents by karen smith. copious references accompany each chapter. there are charts and diagrams throughout the book that enhance and clarify the text, as well as highly amusing history notes and patent sample excetpts. there are five, very helpful appendices which deal with publishers, suppliers and vendors of online searching; subject headings from library literature for further research; sudocs numbers; a documents toolkit and solutions to exercises. for the novice explorer to the varied terrain of government information resource research, ms. robinson, has provided a 38 well-written, expertly documented and highly informative text. this work would serve as an excellent accompaniment to the classic work of joe morehead entitled introduction to united states public documents. yet, it could equally well stand on its own as a perfect general introduction to the topic. teachers of government document courses would be well-advised to consider this excellent publication. the author, judith schiek robinson, is associate professor at the school oflnformation and library studies, state university of new york at buffalo, where she has taught government documents since 1975. she has led workshops on how to use the federal register, sponsored by the office of the federal register and has authored other books on government information. this work, which has the potential to become a classic in the field, is highly recommended. leslie lawrence is a professional librarian and lectures in the library studies programme at concordia university, montreal, quebec. education libraries • vol 20, no. 1/2 religious higher education in the united states: a sourcebook. edited by thomas c. hunt and james c. carper. new york, london: garland publishing, inc., 1 996. isbn 0-8 1 53-1 636-4 (hardback, acid free paper). garland reference library of social science, vol. 950. source books on education, vol. 46. during the past decade, garland publishing has released a number of well respected books on the subject of religious education in the united states. this volume, according to editors thomas c. hunt and james c. carper, is "an extension and revision of the 1988 book entitled religious colleges and universities in america: a selected bibliography, and, to some extent, of religious seminaries in america : a se lected bibliography, published in 1989. the various chapters consist of one on "government aid to and regulation of religious colleges and universities," and twenty-three on higher education within particular religious traditions. each chapter was authored independently, and the authors were given great latitude in the discussion of their topics. ralph mawdsley's introductory essay on government aid and regulation begins by noting that the earliest institutions of higher education in the united states, such as harvard and yale, were begun for the purpose of training ministers, but became increasingly secularized throughout their histories. he goes on to examine the govemment policies and court cases that have led to the present system of state and federal aid to education and its effect on the religious distinctiveness of to4ay's universities. the remaining chapters focus on individual religious, and each was written by a educator from that religious group. some of the authors presented capsule histories of each of the colleges under the faith's jwisdiction, while others spoke of general trends. for some faiths, such as the latter-day saints, higher education has always been afforded a prominent position. for others, such as the church of the brethren, the church's colleges were formed to shelter the young people from the "dangers" an education could present when it became obvious that higher education was needed for participation in the professions. as many of the authors point out, religious education is facing many challenges. quaker colleges, for example, with their emphasis on social services, have prepared a number of students for careers in the "helping professions," but far fewer for more lucrative fields that would enable them to become substantial benefactors of quaker colleges. catholic colleges have become so assimilated into mainstream american culture, that some fear institutions like notre dame and georgetown will lose their religious identity like the early protestant institutions harvard and yale. the extensive annotated bibliographies included in each chapter provide a roadmap for further research. the essays themselves, while providing a great deal of information, are highly readable for those desiring only an introduction to the topic. recommended for all libraries with patrons interested in the future of religious higher education or the history of higher education in general. debbie bogenschutz is the coordinator of information services, c i ncin nati state technical and community college, cincinnati, oh io. educating young adolescents: life in the middle. edited by m ichael j. wavering. new york & london: garland, 1 995, 442 p. isbn 0-8 1 531 02 1 -8. garland reference library of social science; vol. 866. source books on education; vol. 42. educating young adolescents: life in the middle is a compilation of 15 chapters by a number of individuals with expertise in the area of young adolescent education. this volume hopes to serve as a reference source for parents, educators, and policy makers who are concerned with educating youth in the age group of 10 to 15 years. life in the middle is trying for most youth, educators and parents. middle school years are probably the most important turning point for youth. the book is divided into five sections. the first section includes two chapters on the philosophical and historical basis for the education of young adolescents. judy brought's chapter on the historical development is particularly noteworthy. the second section outlines the characteristics of 10 to 15 year-olds education libraries • vol 20, no. 1/2 including chapters on the physical, social and emotional, and cognitive and moral developments that are occurring. the third section explores the nature and preparation of teachers who work with young adolescents including concerns of those who prepare teachers for middle level education and a description of what kind of person is needed to teach the middle level student. a description of the "ideal" middle level teacher is included. the fourth section outlines administrative concerns and issues in middle level schools including leadership, school structure and the restructuring movement. chapters on core curriculum and exploratory curriculum are included. other chapters deal with a description of advisor­ advisee programs to meet the unique developmental needs of 37 young adolescents, age-appropriate teaching strategies, an approach to teaching the social curriculum and classroom management, and physical education and athletics within the middle school. the editor, michael wavering writes a chapter on cognitive development. these fifteen chapters outline issues, descriptions, needs, solutions, and prospects for educating youth and offer inspiration and guidance. they present a synthesis of research and best practice at that level. all of the chapters have extensive lists of references and an index is included. some of the major topics cited, developed and explored in these chapters include : assessment, collaboration, cooperative learning, exploratory curriculum, interdisciplinary teaming and curriculum, leadership, learning styles, peer groups, problem solving, scheduling, school organization, values and self concept, efficacy, esteem and perception. particularly for librarians, it is sad to see that there is no mention of libraries, librarians, or media centers. libraries and media centers could play a major role in some of the topics listed above. collaborative and cooperative learning and interdisciplinary teaming and curriculum would be greatly served by including the library or media center in the instructional program. educators and administrators at the middle level need to be educated about the important role and resource of the library and media center. nonetheless, much useful information is included in all these chapters and this book would be an informative and important addition to a library in a university which provides a graduate level education program. karen bacsanyi is a librarian at wayne state university, 231 purdy library, detroit, m i. kbacsany@cms.cc.wayne.edu. hart-smith, william. birds, beasts, flowers: australian children's poetry, edited by brian dibble.-victoria, australia: puffin books, 1 996. 1 08pp. includes index. 1 sbn 0-1 4-037724-7. this is a fascinating collection of poems which, although written for children, should appeal to readers of all ages. as is to be expected, the poet shares his vision of nature through his observations of birds, beasts and flowers. the anthology culminates in a fourth section, entitled "landscapes." the reader is taken on a glorious tour of australia and would be well-advised to have a dictionary nearby to heighten the experience. william hart-smith (1911-1990) wrote for children and thought nothing of challenging and delighting them with sophisticated vocabulary. the poetry flows easily in a rhythmic, free style which is greatly enhanced when read aloud; it also serves as a wonderful example to show children that poetry does not always have to rhyme. they can delight in such phrases as "a pure gelatinous sensuality" and "drowned carillons" without having to know the exact meaning of the words. the sound, both rich and pleasing, conveys the essence of the jellyfish in the poem of the same name. the image of bells has been used in several of his other poems, such as in "bellbirds" and "bellbirds and a thrush." this repeated use of an image gives unity to the section "birds." recurring images from the world of writing and punctuation are used throughout. the poet surprises his reader with unexpected phrases and strange juxtapositions of words. in the poem "eaglehawk," river courses are described as "scribbled across the desert;" the neck of the heron in the poem of the same name is " . . . double-curved like the letter s" and in "sand crabs" the burrows are advertised "with an asterisk of pellets." "lake monger" is a metaphor about a swan which "makes of its neck an interrogation mark punctuating a sentence of ducks." 38 students in a classroom setting may be inspired to create original work using hart-smith's poetry as a model. his figurative language, in particular his punctuation imagery in "nature," opens many channels for self-expression. the poet's flair for creating vivid pictures using an economy of language serves as a fine example for aspiring young writers. the poet's vision is not always gentle; at times it can be brutal, conveying a strong feeling of hostility and aggression which forces the reader to question man's relationship to his environment. harsh, gloomy military and battle images abound: the flight of pigeons is likened to "a salvo of shells;" the herons's beak is "a radar needle," the trigger plant with its "hair-triggered" flowers "aims guns at nothing in particular" and the boarded-up windows of a derelict hut are compared to the closing of a dead man's eyes. through these darker images the reader feels the power of hart-smith's language at its height. the double-spaced format makes this anthology particularly appealing to the inexperienced reader of poetry. yet another bonus is the brevity of the poems, not even the longer works are of epic length. the thoughts are clearly and succinctly expressed, sometimes in as short as a two line poem, such as "blackboy." william hart-smith is a poet who will be appreciated by both children and adults; his vision is universal. birds, beasts, flowers: is a book for all readers. lisa m anches is a lecturer in speech and drama. she is involved in a theatre i n education programme with local school children and students from malaspina un iversity college, nanaimo, british columbia, canada education libreriea • vol 20, no. 1/2 lion f. gardiner. redesigning higher education: producing dramatic gains in student learning. report no. 7. washington d.c.: graduate school of education and human development, the george washington university, 1 994. x i v + 2 2 5 p . isbn 1 -878380-63-x. lion gardner's powerful work, redesigning higher education, will stir the emotions and cause readers to reflect on the relative success of their own educational experiences. for in this comprehensive review of research with 42 pages of references gardner shows that most institutions of higher learning fail to promote the development of many basic skills demanded by business and society. in fact, this inattention to such skills as critical thinking, creative problem solving, ethical reasoning, and working in groups leads gardner (and others) to assert that higher education requires "redesigning." the overall scheme of this very readable work consists of identifying the problem and finding its potential solution. in the first five chapters, gardiner examines the distinct impact of four basic contexts (curriculum, instruction, campus climate, and academic advising) on the development of students' higher order cognition. in the last five chapters, he identifies seven necessary changes, and stresses the importance of continuous quality improvement as an operational paradigm for the future of higher education. the research highlighted in this book illustrates with �ome startling statistics the problem of student learning . and development. for instance, most faculty continue to emphasize the lecture method of instruction, though this has been proven ineffective. they ask few questions in class, and provide students with limited interactive learning opportunities. students remain passive learners, who complete tests requiring low level cognitive skills. faculty have not been trained to teach or assess learning. in fact, studies show only a slight relationship between college grades and adult achievement. along another line of inquiry, we learn that most general education curricula have no c onsistent impact on the development of critical thinking skills (which i� one of the goals of general education!). we discover also that development and retention efforts are critically hindered by inadequate academic advising programs and the lack of student integration on the campus. despite these problems, gardiner argues that we can produce high quality education. however, our efforts should derive from research-based theory. there is some urgency here. education ubrariea • vol 20, no. 1/2 "widespread agreement among observers suggests we are at a watershed in american higher education (1 06)." seven specific changes must occur. these include : establishing clearly stated missions and goals; developing a decision-making apparatus based on systematic assessment; creating a curriculum that integrates student development; implementing research-based methods of instruction; initiating community in the classroom; teaching students to learn; and implementing a developmental advising program that meets each student's needs throughout their college career. as a librarian, i am concerned by the lack of research presented in this work on the academic library's role in student development. like the other educational arenas discussed here, libraries have not traditionally championed this issue. however, like those other arenas, academic libraries have accepted the challenge and the opportunity to enhance the development of higher order thinking in students. the instructional collaboration between faculty and librarians is well under way. we need only examine the literature on information literacy to recognize the far reaching potential of academic libraries. redesigning higher education is important. it serves as a thorough introduction and reference guide to research on the revolutionary issue of teaching and learning in higher education. it is full of statistics and familiar sounding research findings, memorable quotes and brief lists of practical research­ based advice. ultimately, redesigning higher education is a call to action, a call for community. gardiner contends that nothing less is required than a renewed campus climate which encourages each effort to produce high quality results, a human and more humane environment. "we need to care more for each other; we need to be connected to each other in a much more human way ( 148)." dane m. ward is a reference librarian at wayne state university's 231 purdy/kresge library, detroit, michigan usa 48202, (3 1 3) 577-8006, fax: (31 3) 577-4 1 72 dward@cms .cc.wayne.edu 39 microsoft word burns_formatted version.docx education libraries, 38:1 (2015) © education division, special library association research article practitioner perceptions of school library advocacy elizabeth burns, phd1 old dominion university, norfolk, va abstract school library advocacy is increasingly important due to decreases in funding and staff. national organizations attempt to engage school librarians in advocacy and have developed resources and tools to assist with this task. however, there is little research examining how practicing school librarians engage in advocacy and how their advocacy efforts impact their library programs. this study explored school librarians’ perceptions of advocacy within the context of their school library setting. findings suggest school librarians must continue to build relationships with stakeholders and create awareness for the school library position as they define the activities of advocacy unique to their library setting. an emphasis should also be placed on creating meaningful advocacy training in school library preparation courses. introduction between 2007 and 2013, there was a steady decline in the number of school librarians staffed in schools across the united states (ala, 2013). this loss of library positions has prompted advocacy campaigns and initiatives at the national level. the american association of school librarians (aasl) advocacy toolkit defines advocacy as the ongoing process of building the partnerships necessary to cause others to act in support of the library program (aasl, 2007). however, aasl also defines public relationsone-way communications of who we are, what we do, when we do it and for whomand marketinga process to assess the customer’s needs and then select materials and services to meet those needson the same page (aasl, 2007). this could lead to conflicting definitions and varied understandings by school librarians of what their organization recognizes as advocacy. various interpretations of advocacy can lead to diverse advocacy practices of school librarians. the position statement of aasl on the role of the school library program states that school libraries are instrumental to the academic success of students (aasl, 2010). one of the stated factors to a successful program is having a highly qualified school librarian who builds influence and support for the position, as well as for the school library program. although the school library field supports and recognizes that school library advocacy is an essential component to building and maintaining strong library programs in schools and contributing to academic success, there has been minimal research conducted on how school librarians perceive advocacy or the advocacy efforts in which they engage for their program. more directly, a 1 elizabeth burns is an assistant professor in the school library program in the department of teaching & learning at old dominion university in norfolk, virginia. she currently serves on the ala and aasl advocacy committees. her research interests include school library advocacy and integrating library standards into curricular instruction. education libraries, 38:1 (2015) © education division, special library association comprehensive search of library literature finds there has been no research investigating what advocacy efforts by school librarians have been successful. this study examines how school librarians engage in advocacy. moreover, it also identifies perceived barriers to advocacy, as well as what school librarians perceive the impact of their advocacy efforts to be for their school library programs. literature review advocacy resources within the school library field frequently focus on building a quality school program or advise school librarians on the benefits of promoting activities to raise awareness for the position of the school librarian (aasl, 2013a, 2013b). ken haycock, an early proponent of school library advocacy, realized the necessity for school librarians to do more than simply promote the quality programs they developed within their own schools. with the adoption of new national standards for aasl in 1998, haycock and cavill (1999) state that the national organization needs to focus advocacy efforts to aggressively educate school librarians on the task of advocacy. haycock and cavill argue for a more unified approach to advocacy from aasl, which would in turn lead to a national advocacy campaign with a single, clear message. in order to take the next steps and implement change, a more structured plan of advocacy would be needed. according to haycock, such a plan has still not been developed (k. haycock, personal communication, march 8, 2013). at the national level, advocacy has become a variety of different initiatives, some mixed with public relations and some mixed with lobbying. due to the dearth of research in the profession, the field relies on the literature of thought leaders. to date, only one empirical study has been conducted examining school library advocacy activities among practitioners. the field has yet to investigate how school librarians define advocacy in practice and what they perceive their role to be in engaging in advocacy for their program. ewbank (2011) examined the activities and actions of practitioners associated with school library advocacy. because of the lack of empirical research on advocacy in the school library field, her work is grounded in the writings of thought leaders, as is this study. there is little consistency in school library literature and among school librarians of what exactly constitutes advocacy. some (hand, 2008; kerr, 2011) align advocacy primarily with promotion of the school library program and generating awareness of library resources. hand (2008) suggests that constant advocacy includes keeping teachers, students and school administrators aware of the expertise of an effective school librarian. emphasizing the school librarian’s knowledge of information literacy keeps them relevant to student learning. kerr (2011) suggests that school librarians need to get in the habit of showing, rather than telling, how school libraries contribute to student achievement in schools if decision makers are going to understand the impact school libraries have on education. others advocates (john, 2007; plunkett, 2010) align more closely to the political activism of sandy schuckett (2004) in her call to action. these advocates rely more on engaging legislators and building relationships with external stakeholders. though these activities may not come naturally to many school librarians, johns (2007) contends school librarians must realize they are not promoting themselves, but rather the profession. she urges school librarians to become active, to be visible, and to use the advocacy resources available through professional organizations to engage multiple audiences in a conversation on the benefits of a strong school library. education libraries, 38:1 (2015) © education division, special library association for school librarians, establishing an advocacy plan is essential as one of the first steps for successful advocacy (hunter & applegate, 2009; johns, 2007). due to the lack of a consistent definition in the school library field, it is difficult for professional library organizations to develop definitive goals and strategies when developing advocacy resources. inconsistency in the definitions used by practitioners has made developing coherent resources difficult for professional library organizations. this, in turn makes it difficult for practicing school librarians to prioritize advocacy and establish an effective advocacy plan. ewbank (2011) surveyed practicing school librarians. she found that while 75% of respondents believed they participated in some form of advocacy, 28% cited inadequate resources. the american library association (ala) and aasl have toolkits and websites dedicated to assisting with advocacy plans. the toolkit for school library media programs (2003) (,) developed jointly by the ala and aasl, provides some structure to implement a strong advocacy initiative. this resource offers guidance and suggestions for building support for a school library program with multiple stakeholders in a user-friendly format. practitioners looking for usable templates and practical advice from those established in the field can use this toolkit as an initial resource to implementing advocacy in their own school setting, though it is has not been updated in the last decade. other advocacy resources are available through the website of both organizations, but practitioners must be proactive in seeking them for their personal use. unfortunately, for many school librarians, advocacy remains a lower priority than many of the tasks with which they are charged. 31% of the participants in ewbank’s (2011) study reported the lack of priority a barrier to advocacy. gary hartzell (1997), a former school administrator and library advocate, admits that many in the profession do not innately enjoy the role of advocate primarily because much of advocacy seems self-evident to school librarians. school librarians perceive the necessary actions as some of the tenets of librarianshipcollecting evidence-based data to support the value of a program and working with legislative bodies to ensure funding to provide equal access. he argues these actions do not happen instinctively and advocacy must mature with a committed effort over time. because the purpose of these activities does not always seem evident, school librarians will oftentimes not put forth the time and effort that advocacy requires. they believe hard work will be evidence enough of their importance to student education (hartzell, 1997, p. 26). while teachers and administration may acknowledge the role that school librarians play in the education of students (haycock, 2003), parents and students must also be aware of the unique contribution school librarians make to the educational experience of students. the professional literature discusses the importance of building relationships with local stakeholders, such as teachers and parent groups, who will advocate for the program (hand, 2008; haycock, 2003; kerr, 2011; johns, 2007). school librarians must be able to articulate their value and do so in a way that is meaningful to their stakeholders (kirkland, 2012). additionally, johns (2007) points out the school librarians themselves need to be a part of the vocal group. only then will the message be articulated to those in a position able to help, facilitating actions required for stakeholders to become advocates for the programs in a time of need. plunkett (2010) and hand (2008) suggest that school librarians stress the importance of their services by showing they are indispensible to teachers and administrators. further, to be most effective, advocacy must be seen as advocating for students and not necessarily programs (plunkett, 2010; hunter & applegate, 2009). plunkett (2010) suggests using student achievement data to substantiate this claim to administrators and community stakeholders. she suggests having at least two facts education libraries, 38:1 (2015) © education division, special library association memorized and ready to recite to back up the claim that the school library facilitates student learning. research questions and purpose statement this study attempts to identify and understand the perceptions school librarians have toward advocacy as the first step in developing school librarians’ definition of advocacy. next, it attempts to understand school librarians’ perceived involvement in integrating advocacy strategies in a school library program. further, it explores school librarians’ preparation to advocate for their programs, as well as their knowledge of available advocacy resources. by exploring how school librarians at the school level blend the perspectives of these understandings, the school library field can better identify how advocacy is incorporated into the k-12 library program and identify resource and training needs. this study was guided by the following research questions: 1. how do school librarians define their engagement in advocacy? 2. to what extent do school librarians feel they have been prepared to advocate for their programs? 3. how do school librarians perceive their advocacy efforts impacting their program? for the purpose of this study, school librarians are defined as those professionals who hold a teaching degree with a school library certification or endorsement. a library program is defined as an integrated program in the school that provides instruction, resources, and services to assist students and teachers in becoming critical thinkers in the pursuit and use of ideas and information. methodology this study was conducted in the qualitative phenomenological tradition (moustakas, 1994) using a social constructivist paradigm. the researcher attempts to understand the essence of the participants’ experiences of advocacy. ontologically, there is no one correct way to advocate for a program or the library profession, so each participant brought a unique perception of advocacy which will add to the understanding of library advocacy engagement. the axiology of this research was grounded in the values of the researcher in respect to advocacy, though the research maintained an objective design. through the use of interviews, participant voice contributes to the findings in the form of direct quotations and descriptive responses. this allowed for the topic to develop naturally since there is little previous work from which to develop theory. context the study was conducted in the state of virginia and focused on the perceptions of school librarians working in public schools. there are approximately 1,264,880 students enrolled in 1,867 virginia’s public schools (virginia department of education, 2013). the virginia standards of quality ensure a minimum staffing of a part-time certified school librarian in each school with enrollment fewer than 300 students, a full time librarian in schools with enrollment between 300-1,000 and two school librarians in schools with enrollment over 1,000 (code of virginia, standard 2, 2012). school librarians in virginia meet certification requirements through the state department of education. school librarians are staffed and evaluated in education libraries, 38:1 (2015) © education division, special library association virginia schools as teachers. while school libraries are currently supported in virginia (code of virginia, standard 2, 2012), school librarians must continue to demonstrate their impact on the learning of all students in a school to ensure continued, statewide support. participants ten participants were selected for this study via criterion sampling (patton, 2002). selected participants represent school librarians working in public schools in virginia. each participant was a certified school librarian, licensed by the virginia department of education, and currently employed in the public school system. to obtain a random representative sample, every school librarian in one district of a region was contacted for participation. one school librarian was selected from each of the seven geographic regions, as established by the state library association. participants were contacted via email for participation in the study and were informed of their voluntary consent for participation prior to data collection. table 1 summarizes the demographic characteristics of the participants in the study. table 1 demographic summary of study participants. participant degree years teaching years in library school level geographical region janet* master of ed. w/ library endorsement 10 8 elementary james marie* library endorsement 30 10 middle james anna mls 22 22 middle potomac maggie master of ed. w/ library endorsement 23 15 elementary james theresa master of ed. w/ library endorsement 18 10 high york erin mls 12 12 high shenandoah vickie master of ed. w/ incomplete library endorsement 20 1 month middle/ high roanoke sarah master of ed. w/ endorsement 29 13 elementary rappahannock lisa master w of ed. w/ school library concentration 18 14 elementary rappahannock taylor eds/master library science 39 23 elementary york kat library endorsement 14 7 elementary clinch sue mls 18 14 middle potomac mean years in teaching 21 (n=10, sd = 7.83) mean years in school library 13 (n= 10, sd=8.17) note1: those participants marked with an * are pilot participants and are not included in the mean and sd education libraries, 38:1 (2015) © education division, special library association calculations. note 2: all participant names have been changed to pseudonyms to maintain participant confidentiality all participants in the study are women. the mean number of years participants have been involved in k-12 education is 21 years (n= 10, sd= 7.83). the mean number of years practicing as school librarians is 13 (n=10, sd= 8.17). all but one participant possesses a graduate degree. four participants hold a graduate degree in library science; five have certification in school library media. one participant is completing the state endorsement program. five participants teach in an elementary setting, two in a middle school, two in a high school, and one teaches in a combined middle/high school. data collection and analysis in an effort to capture the unique experiences of each participant and represent their particular settings, individual, semi-structured interviews were used as the primary source of data collection. each participant was interviewed once. interviews were conducted via online video chat (skype, adobe connect) and recorded for transcription. questions explored the school librarian’s perception of engagement in program advocacy and how advocacy for their program impacts the program’s success (see appendix). the primary researcher transcribed all participant interviews verbatim within one week of occurrence. upon transcription, participants were provided complete transcripts of the interviews and given opportunities to clarify their responses. minimal clarifications were made. these changes did not alter the coding and analysis of the data. each participant was assigned a pseudonym to help maintain participant anonymity. analysis began with bracketing of researcher beliefs and assumptions. this helped acknowledge and mitigate researcher bias. a research team was assembled to assist with the study. two doctoral students with diverse research interests, but with experience in conducting qualitative research analysis, assisted with the study. the research team helped to develop the interview protocol, as well as conduct data analysis. the varied research interests of the team provided multiple perspectives during data analysis. horizontalization for phenomenological research analysis, as developed by moustakas (1994), was used as a means to accurately represent the phenomenon for these participants. this involved analyzing the data for any experiences relating to the research questions. themes pertaining to advocacy that emerged from the interviews were identified. an initial codebook was developed based on this horizontalization process. next, codes were clustered to identify units that describe the textures of the advocacy experiences of the participants. as horizontalization was conducted and data was analyzed, a partial-ordered meta matrix was constructed to display the data as a case display to visually represent the essence of the participant’s experience. after the primary researcher initially coded each transcript, the research team participated in consensus coding. research team members coded all transcripts and reached 100% consensus on coding. textural descriptions were recorded and simultaneously reviewed until patterns were established. once textural themes had been identified, findings were presented in in a written narrative that represents the findings of the study. the findings provide a thick description of the meanings of the experiences of the participants, including the group as a whole. to fully capture the essence of these experiences, the researcher included quotations from the participants. education libraries, 38:1 (2015) © education division, special library association finally, a structural description of the themes is presented to fully represent the meaning of the advocacy experience for the participants as it relates to their practice. pilot study to gather initial data, a pilot study of two participants was completed. these participants participated in individual interviews that were conducted via adobe connect, recorded, and transcribed. with only two participants’ transcripts to analyze for the pilot study, it was not possible to identify structural descriptions; however, each participant’s unique experience with advocacy led to multiple textural themes that exemplified their engagement in and understanding of advocacy at the building level. pilot findings suggest librarians need to be visible, but they realized this could sometimes be a difficult task. just being visible did not adequately communicate advocacy goals. participants identified promoting the library program as a primary goal in advocacy. a strong need for creating a common language and crafting a universal message that could be uniformly used by the profession was discussed. finally, pilot participants identified difficulty in knowing how to properly advocate. this was attributed to advocacy largely being left out of the formal training of the pilot participants. when describing how advocacy may impact the library program, pilot participants rely on the perception of students and teachers in the building to convey value, as well as how the librarian is viewed as a teaching resource. participants established a recognized need to build influence among stakeholders for the school librarian position. this involved a need to emphasize the roles of a school librarian in the school setting so that others will advocate for the school library program as a resource for student achievement. these emerging themes were identified and further developed in the larger study. findings five structural themes were identified from the data: awareness, influence, engagement of the librarian, advocacy resources, and obstacles to advocacy (see table 2). the unique experience of each participant further led to multiple textural themes, which exemplified how each participant perceived advocacy in their particular setting through their lived experiences. table 2 structural codes and descriptions code description of code awareness describes experiences of advocacy as participants build awareness for school librarians and their programs influence describes experience of advocacy as participants attempt to gain influence for their role and their library program engagement of librarian describes activities enacted by school librarians as they engage in advocacy advocacy resources describes perceived advocacy tools or support available to school librarians obstacles to describes perceived barriers to advocacy to school librarians education libraries, 38:1 (2015) © education division, special library association advocacy school librarian engagement in advocacy the first research question explored how the participants defined their engagement in advocating for a school library program and the school library position. engagement of the librarian was defined in this study as the actions of school librarians they define as advocacy activities. multiple participants expressed one of the primary responsibilities of the librarian was to be a visible presence and, as maggie said, “let them see what you do ‘cause otherwise they just don’t know.” anna concurred with this, stating she felt she needed to “constantly be vocal about where we are and what we can do.” vickie found her advocacy actions centered on vocalizing her presence in the school and her role in student education: [advocacy is] trying to make the community aware of our existence and how we support education and the public library. advertising what we have to offer. and not only on the community level..., but i am finding myself in a position where i’ve really got to start educating teachers and students as to the services we provide. they just don’t know. the participants reconciled their responsibility to engage in advocacy with the theme of awareness. awareness was defined as shared experiences of advocacy as participants build awareness for school librarians and their programs. participants placed a great deal of emphasis on the need for community awareness for successful advocacy of school library programs. promotion of the library program and library activities was frequently mentioned as a means for accomplishing this task. all participants in the study described activities to promote their library program when describing ways in which they advocate for their school library. these promotional activities ranged from creating brochures and presentations that could be shared with their school community to engaging in dialogues with various stakeholder groups to share information about their programs. as sarah described: being in a school, the teachers don’t always have a chance to come and see what is going on in the library or to even see everything that i have. so i have to go out and kinda sell my wares to the teachersand even to the administration. participants also discussed adding technology as an additional tool for promotion of their program. maggie described the importance of an online presence: i try to get the projects and things the kids do in the library out there visible to the parents or whoever else wants to see it. i put links to my blog or my website to some of their work. just to get it out there so that teachers go, and parents go, “oh wow, look what they did in the library. an additional structural theme that was ever-present throughout the study was the perceived obstacles to advocacy. obstacles were defined as those barriers identified by school librarians that prevent them from effectively advocating for their program or position. at times, participants in the study found it difficult to engage in advocacy and promote their program and the position of school librarians because of the perception they were disconnected from the community they serve. participants perceived the lack of knowledge among the stakeholders on the responsibilities of a school librarian and their position within the school to be an obstacle to creating awareness and advocates for the library program. education libraries, 38:1 (2015) © education division, special library association the idea that times have changed, and with them the duties of the school librarian (,) is explained by maggie: “getting over stereotypes is huge. i think a lot of the adults that are making decisions are basing them on their library experience when they were in school and maybe that wasn’t such a positive thing.” additionally, there was significant variance in the amount of administrative support and job security participants reported based on the geographic demographic data presented. those participants teaching in larger, more urban areas tended to have a more mature concept of advocacy and were more secure in their advocacy efforts. it was typical for these librarians to meet for professional development, as well as have their concerns represented in the district office. this was evidenced by the support of a library supervisor. anna stated that(:) having a library supervisor gives librarians a voice in the school division’s leadership team. somebody who has the ear of the superintendent. and, of course the supervisor is constantly sending out articles or referring us to websites with good ideas. so we have both printed and personal, um, support provided to us. conversely, those working in smaller districts tended to feel as though they had little support over all. this year, kat found her position of half time at two schools was changed to one-third time at three different elementary schools in her small district. kat found support from her local public librarian, but little from those within her school district. school librarian preparation for advocacy the second research question explored training in advocacy. many participants noted a lack of training in advocacy or training that had little meaning. lisa described her experience with advocacy training: i don’t particularly think any of my classes dealt with that at all that i can think of. i am sure there was a component of one of my classesbecause we had to put together our personal goals, and out school goal, so we were advocating for ourselves in a sense, but in terms of a larger picture of advocacyi’m not sure we did much with that. her account is not much different from others as they expressed advocacy had been a part of their certification program, but the overall effect of the training was not particularly effective for their practice. while some participants reported that they had no formal training on advocacy, even those that did receive training or sought individual training perceived the training and resources available to school librarians less than adequate. sarah stated frankly: “we talked about it in class. nobody gave me any tools or techniques for going about it.” one noted problem with resources for advocacy is that there may not be many successful examples from which to draw. the participants were seeking a success story, someone to guide them in how to successfully advocate for their specific program on an individual basis. kat says the best resource would be “a person, that is real knowledgeable, and had a very successful library program.... to just share all their different ideas and things that they have done to promote you ...and even involve the community.” in order to achieve many tasks associated with advocacy within a school library, advocacy resources must be identified and available. resources were defined as tools or support accessible to school librarians used during advocacy initiatives. the most beneficial resource school librarians noted utilizing is some form of support from each other. many believed other school librarians were their only resource. when asked what resources for advocacy she was education libraries, 38:1 (2015) © education division, special library association aware of, sarah, who works in a small district comprised of only three librarians, responded: “the three librarians themselvesthat is probably going to be the extent of it.” some had more involvement at the district level. erin is more strongly supported. the librarians in her division “have vertical team meetings where they meet together once a month.” the librarians in her division work together to coordinate advocacy efforts. when discussing advocacy efforts involving contact of legislative members she describes, “one of the other high school librarians is involved in getting the information out to us... if she sends a form or an email that i can easily kind of send off to a specific person, i will.” some participants were aware of resources available through associations such as ala and aasl, though none stated that they had used them. participants did note that current technology, including the use of social media, has been beneficial in providing a means to find and share advocacy resources. school librarians who may feel isolated working independently in their school buildings find social networks have opened the door to for sharing advocacy ideas with others. maggie has been using this medium and found: you can share your ideas for advocacy, how to get your message out there. i learned of a couple of new websites that i hadn’t heard of before that i am going to use for communicating with parents and some teachersand students probably, too. sue stated that if she were to ever need to advocate for her program in a time of crisis she would turn to social media and draw on the experiences of “people in the trenches.” additionally, instruction on how to advocate tactfully in uncertain political and fiscal times was a concern. an obstacle that was repeated throughout the participant interviews was that of fear, often mentioned in conjunction with job security. though none of the participants were new to education and many had long been established in their position as the school librarian, there was the feeling that they needed to tread lightly when advocating for their program and, by extension, their position. taylor stated this most bluntly: even though there is a huge shortage of media people out there, at the same time you’re still job scared. particularly if you don’t have a continuing contract. uh, we have two new people in the system this year and we can tell by looking at them they’re deer in the headlights. they’re barely keeping their head above water on a daily basis, much less stopping to think about, i need to talk to this person about thisoh, oh maybe not, maybe not. i may lose my job if i do. lisa expressed the same concerns: sometimes you have to be careful when you speak up for your job because you are not just advocating for your library in general, you are advocating for your job. you know, sometimes you are not perceived real well and you basically put your foot in your mouth because if they don’t like what you say or how you say it then you get further along on that chopping block. in the end, as sue described it, advocacy represents change and people just “don’t want to upset the apple cart.” advocacy impact on student learning the final question examined how school librarians perceive their advocacy efforts impacting the school library program. those perceiving the most success in their advocacy efforts articulated the ability to build influence for their position and their program. building education libraries, 38:1 (2015) © education division, special library association influence is described as gaining a position of indispensability for their library program. it was the participant’s perception that they had an impact on student learning, either directly or indirectly. those perceiving success articulated a connection between the library and student learning. they incorporated a sustained advocacy plan and worked to create meaningful partnerships between themselves, their program, and multiple stakeholder groups. vickie described her own perception of the library’s influence on teaching and learning. she discussed her perception on the relevance of library services in the google age. : i thought libraries were becoming obsolete because everyone was just googling everything, but nothing could be further form the truth. people are confused. they don’t know what to do. they don’t know where to go. before you could just hand them an encyclopedia and the card catalog and you’re good. people are lost and they need librarians that can help them find their information. so to me advocacy means making people more aware of that. teaching them, getting the word out, that there’s something that we really do have to offer even more for them now than ever. because of this realization, she has attempted to build influence for herself and the library program with each stakeholder group within her school to influence the need for a stronger relationship to support learning opportunities. creating these influential opportunities was also an area of specific focus for anna. her experiences have centered on the creation of advocacy training for her school staff with the purpose of building influence for the school librarian. we [are a] constant voice in the back of a teacher’s and administrator’s mind that we’ve got space, we’ve got resources, we’ve got expertise and we want to help in whatever way we can. we want the kids to see us as a place for learning. but while the changing role of school libraries may have positive effects on student learning, the library is not always adequately addressed through staffing or licensing and evaluation. lisa suggested that with these changes and budget cuts “it becomes difficult to maintain our original role.” taylor, who lost her clerk, worried that when evaluated the librarian is not “seen as a librarian, but as a teacher,” which changes the program they are promoting. the greatest obstacle to advocacy was the lack of value placed on the library program by the stakeholders in the school community. anna stated this simply, “ very often, the library gets taken for granted.” sara feels that since she received grant funding several years ago she will not receive any further financial support from her community, even if she were to engage in advocacy efforts on behalf of her school: i think as far as improving the library, the library takes a back seat to all the other programs that are going on in our district. the library is probably the bottom of the barrel. so i can go out and be an advocate for this library all i want with the community... my library isn’t gonna get a plug nickel from anybody. these attitudes that advocacy would be unproductive kept many from engaging in any advocacy at all. discussion through the examination of school library advocacy, a definition of what practitioners perceive advocacy to be, as well as the engagement of school librarians in enacting advocacy remains difficult to determine. advocacy is uniquely defined by each school librarian based on her understanding of what advocacy entails and what activities fall within her duties. this remains a characteristic of each participant’s particular program setting. education libraries, 38:1 (2015) © education division, special library association increasing awareness of the school library position among stakeholders remains a challenge. without a new definition of the school librarian’s role in facilitating student achievement by building partnerships, people may fall back on their prior stereotypes and misconceptions (oberg, 2006). awareness of perceived advocacy responsibilities is an emerging theme that suggests areas the school library field may develop for a cohesive advocacy initiative. in order to create and sustain an advocacy plan, advocacy resources must be identified and available. while advocacy resources may be available at a national level in the school library field, only those who actively seek them find and benefit from their use. additionally, depending upon the security one feels in their particular situation, advocacy may present as more urgent for some participants than others. therefore, the goals and attitudes associated with advocacy must be considered when exploring the effectiveness of advocacy initiatives of school librarians. as the field attempts to unify advocacy strategies, advocacy resources must be developed that are meaningful and authentic. positive outcomes of the study include that all participants were able to identify with some activities that comprise advocacy and speak to the implications that advocacy efforts have on their programs. while these experiences cannot be generalized, there is some amount of transferability of information obtained in research studies such as this so that educators can use the information and apply it to their own environment. finally, while no correlations can be made connecting advocacy and student learning through this study, those participants engaging in actions that led to stronger stakeholder relationships feel they are making an impact on student success in their school environment. limitations while the study proposes examining the perceptions of typical school librarians, the criterion sample is derived only from the state of virginia. currently, virginia’s standards of quality (code of virginia, standard 2, 2012) guarantees staffing a minimum of half a library position in schools of 299 students or greater. this makes de-staffing less of a concern for school librarians in virginia than in other areas of the country. the design of the study did not include a sample across multiple states. while this would provide a unique look at advocacy, it would also introduce multiple confounding variables. the researcher attempted to mitigate this and explored the various demographic characteristics (rural vs. urban, large vs. small) by obtaining a diverse sample and purposively using at least one participant from each of the geographic regions of the state and a variety of school levels. conclusion there are multiple future implications for research from this study. given the lack of research on the topic, there seems to be a great need for further research in the area of school library advocacy. the participants from the study are able to identify the lack of research in the area and a desire for more information on the topic. compounded with the current fiscal climate, advocacy is a contemporary topic that will remain at the forefront of educational research. as ewbank (2011) suggests, the lack of empirical research on school library advocacy leaves practitioners and school library educators with few examples of sound training techniques and/or models to draw on for best practice. it further emphasizes the arguments of longtime library advocates (hartzell, 2003; haycock, 1999) who suggest it is not enough to promote the education libraries, 38:1 (2015) © education division, special library association activities and actions of a school librarian, but rather that influence must be built for the role of school librarian itself. the findings of the study are similar to those of haycock and cavill (1999) who noted that it was easier to promote library activities than build influence for library programs. further exploration of advocacy should focus on encouraging strong stakeholder relationships that emphasize support of student achievement. consideration of the perceptions of multiple stakeholders across the educational landscape will be valuable in exploring the impact of school library advocacy. follow up research should include the perspectives of teaching peers, administrators, and district-level decision makers to determine if advocacy efforts are creating an educated support base for the school library program. as is demonstrated in the inconsistent message of national organization advocacy definitions (aasl, 2007) the school library field is unsure of the role school librarians must take in advocacy to successfully promote themselves and ensure others see them as instrumental to the success of the student populations. the findings of this study echo these beliefs, and will add to the literature on school library advocacy. references american association of school librarians (aasl). (2010). position statement on the reauthorization of the elementary and secondary education act (esea). retrieved from: http://www.ala.org/aasl/aaslissues/positionstatements/esea american association of school librarians (aasl). (2013a). advocacy resources. retrieved from: http://www.ala.org/aasl/advocacy/resources american association of school librarians (aasl). (2013b). advocacy tools. retrieved from: http://www.ala.org/aasl/advocacy/tools american library association & american association of school librarians (ala & aasl). (2003). toolkit for school library media programs: messages, ideas, and strategies for promoting the value of our libraries and librarians in the 21st century. chicago, il: american library association and association of college and research libraries. american library association (ala). (2007). what is advocacy? retrieved from:http://www.ala.org/aasl/advocacy/definitions american library association (ala). (2013). state of america’s libraries report. retrieved from: http://www.ala.org/news/state-americas-libraries-report-2013/school-libraries code of virginia, standards of quality, 22.1-253.13:2 (soq, 2012). ewbank, a. (2011). school librarians' advocacy for the profession: results of a u.s. national survey. school libraries worldwide, 17(2), 41-58. hand, d. (2008). what can teacher-librarians do to promote their work and the school library media program? keep everyone in the loop: constant advocacy. teacher librarian, 36(2), 26-27. hartzell, g. (1997). the invisible school librarian: why other educators are blind to your value. school library journal 43(11), 24-29. hartzell, g. (2003). building influence for the school librarian: tenets, targets, & tactics (2nd ed.). worthington, oh: linworth. haycock, k. & cavill, p. (1999, november). connecting marketing and implementation research and library program development: a case study of the implementation of education libraries, 38:1 (2015) © education division, special library association national [u.s.] guidelines and standards. paper presented at international association of school librarianship, birmingham, al. haycock, k. (2003). addressing perceptions. teacher librarian, 31(2), 6. hunter, m., & applegate, s. (2009). before, during, and after. teacher librarian, 37(2), 84-85. johns, s. (2007). advocacy: aasl puts the puzzle together. knowledge quest, 36(1), 4-7. kerr, e. (2011). engaging the decision-makers and the influencers. teacher librarian, 38(3), 6971. kirkland, a. (2012). action is eloquence: advocacy advice for school libraries. school libraries in canada 30(1), 24-26. moustakas, c. (1994). phenomenological research methods. thousand oaks, ca: sage. oberg, d. (2006). developing the respect and support of school administrators. teacher librarian, 33(3), 13-18. patton, m.q. (2002). qualitative research and evaluation methods (3rd ed.). thousand oaks, ca: sage. plunkett, k. (2010). library advocacy. community & junior college libraries, 16(4), 235-240. doi:10.1080/02763915.2010.523323 schuckett, s. (2004). political advocacy for school librarians: you have the power! columbus, oh: linworth publishing co. virginia department of education (vdoe). (2013). enrollment and demographics. retrieved from: http://www.doe.virginia.gov/statistics_reports/enrollment/index.shtml education libraries, 38:1 (2015) © education division, special library association appendix intro: thank you for participating in this interview today. i am trying to understand what advocacy looks like in a typical school library setting and your experiences with advocacy at the school level. your participation is completely voluntary. your identity and responses will be confidential. the session will be recorded then transcribed. you will have an opportunity to read and add to the transcript after the interview. a report of the complete study will be made available to you as well. do you have any questions before we start? how would you define advocacy in the school library setting? what types of activities constitute advocacy in a school library setting? what do you think the school librarian’s role is in terms of advocacy? tell me about your relationship with stakeholder groups (students, teachers, admin) in your building. how about in the community (parents, school board, legislators)? how could it be improved, if at all? what resources are available to school librarians to help with establishing an advocacy plan or actions? what, if any, training did you receive on advocacy (formal or informal)? what type of training do you feel would be useful/helpful? what obstacles, if any, are in place that might prevent a school librarian from advocating for his/her program? in what ways do you think your school library program impacts a student’s success in school? is there anything else that you would like to add or clarify that i may not have specifically asked about today? thank you so much for your timei hope i can contact you if i need to clarify anything we have talked about today. education libraries, 38:1 (2015) © education division, special library association d e partm ents n ew a n d f orthcomin g at re f ere n ce compiled by gladys i. dratch and deborah s. garson barron, anne e. and gary w. orwig. new technologies for education: a beginner 's guide. 2nd ed. englewood, colo. : libraries unlimited, 1 99 5 . 276p. i s b n 1 -5 6308-340 . oclc#32012340. $32.50. provides an overview of compact disc technologies, videodiscs, digital audio, digital video, hypermedia, local area networks, telecommunications, and teleconferencing. chapters review the educational applications, the advantages and disadvantages of the particular technology, and contain recommended reading, glossaries, and resources, such as hardware and software companies. block, cathy collins and jo ann zinke. creating a cultumlly enriched curriculum for grades k-6. boston: allyn and bacon, 1995 . 255p. isbn 0-205-14691-0. oclc#30892756. $29.95 . provides a multicultural curriculum in thirty units which contain quotations, lists of selections from children's literature, and activities. units were field tested by 54 teachers. includes thirty-nine blackline masters with high-quality graphics to be used with the units. campbell, david r. and mary campbell. the student's guide to doing research on the internet. reading, ma: addison­ wesley pub . , 1 996. 349p . isbn 0-20 1 -489 1 63 . oclc#32350041 . $ 13 .45 . initial chapters discuss the tools to access the internet, such as ftp, gophers, veronica,jughead, wais, and world wide web. the greater portion of the book is devoted to subject resources ranging from the humanities, education, geography and travel, history and political science to legal resources, medicine and health, science and mathematics. computer screen examples clearly reproduced. chapters include "tip" sections for additional information. cassidy, daniel j. dan cassidy's worldwide graduate scholarship directory. 4th ed. franklin lakes, n.j.: career press, 1995. 295p. isbn 1-56414-209-4. oclc#33142356. $26.99. provides scholarship and award entries based on field of study, including a "general" category. contains sections for helpful publications, related organizations, and indexes fot fields of study and awards targeted for particular eligibility requirements. 20 characteristics of a m erican indian and a laska native education: results from the 1990-91 schools and staffing survey. michael pavel et al. washington, d.c. : u.s. dept. of education, office ofeducational research and improvement, national center for education statistics; for sale by the u.s. g.p. 0., supt. of docs., 1995 . 223p. isbn 016045-559-6. oclc#325 1 8856. $15 .00. examines the characteristics of schools and students, administrators, and teachers. reviews the issues of the work force, compensation, attitudes and perceptions, and the supply, demand, and shortages of teachers. provides numerous graphs and tables as well as an appendix of technical notes with additional tables. davis, jeffrey. children's television, 1947-1990: over 200 series, games and variety shows, cartoons, educational programs and specials. jefferson, n.c. : mcfarland, 1995. 285p. isbn 0-89950-911-8. oclc#30073773. $42.50. each chapter, organized by type of show, describes the specific shows along with the cast of characters and pertinent factual information. contains a chapter on "puppets, marionettes, and dummies." appendixes for awards and citations, landmarks in children's television, and children's series appearing in prime time. day, reed b . legal issues surrounding safe schools. topeka, kan. : national organization on legal problems of education, 1 994. 90p. isbn 1 -56534-066-3. oclc#3 1792695. $29.95. reviews legal issues of student safety, such as search and seizure, student discipline, gangs, and drugs. includes sections on adoption of a student safety policy and a sample policy on weapons and metal detectors. table of cases and selected references. farrell, michael et al. the blackwell handbook of education. oxford, u.k. : cambridge, ma: blackwell publishers, 1995 . 333p. isbn 0-63 1 19279-4. oclc#30778553. $56.95. focuses on education in england and wales with emphasis on primary and secondary education. in the first section descriptive entries for topics are alphabetically arranged, followed by a section of acronyms and abbreviations and a directory of organizations. the final section provides entries for reports and legislation in chronological order from the mid­ nineteenth century for england and wales and for the periq<l 19601980 for scotland. contains a classified list of a to z entries. education libraries • vol 1 9, no. 2 grand, gail l. free (and almost free) adventures for teenagers. new york: j. wiley, 1 995. 270p . isb n 0-47 1 1 1 3 5 1 -4. oclc#3 1 936365. $ 14.95. a guide to free and very-low-cost educational enrichment programs. the majority of the programs are residential. two sections cover summer adventures and school year adventures. each adventure listing provides information about the host school, program's focus, duration, dates, housing, qualifications, and contact. indexes include programs by state and region, by subject, and programs for special populations. handbook of parenting. marc h. bornstein, ed. mahwah, n.j.: lawrence erlbaum associates, 1995. 4 vols. isbn 0-805810854 (set). oclc #32703772. $459.95. four volumes review the nature of parenting, the theories, themes of studies and the variations found in ideas and practices. many authors have contributed to the chapters organized into the four broad topics by volume : children and parenting; biology and ecology of parenting; status and social conditions of parenting; applied and practical parenting. individual chapters provide historical background, major issues and theory, a review of the research and likely future directions. contains extensive chapter references, author and subject indexes. hw and aids in the public schools: a handbook for curriculum development, teacher education, and the placement of affected students; with a directory of resources. a. odasuo alali, ed. jefferson, north carolina: mcfarland & company, 1995. 202p. isbn 0-7864-0135-4. oclc#32275333. $38.50. • sixteen essays are organized into two parts: "understanding the challenge," and "facing the challenge." the first section examines the topic in a variety of school contexts and settings. the second section focuses on ways to improve aids education with respect to instructional materials and policy-making. includes specific recommendations, guidelines, and criteria for selecting and evaluating aids curriculum. contains a directory of resources and a bibliography. id eaaas: sourcebook for science, mathematics, and technology education . barbara walthall, ed. washington, d.c.: american association for the advancement of science; armonk, ny: the learning team, 1 995 . 235p. isbn 0-87168-545-0. oclc# 3 1950462. $24.95. a resource guide for locating 10,000 activities, materials and programs within 80 different categories and seven different disciplines. information gathered from a survey sent to 1600 organizations in the fall and winter of 1993. contains three guides: a resources/activities guide organized by categories such as activities for students; a discipline guide; and a print and non-print guide. a resource section contains listings for 1400 organizations, including national organizations and programs, scientific and education organizations, curriculum developers, and media production companies. includes name and organization indexes. the international education quotations encyclopaedia. keith allan noble, comp. buckingham (england);pbiladelphia: open university press, 1 9 95 . 3 82p. isbn 03 3 5 1 9 3 943 . oclc#3 120701 1 . $50.00. education libraries • vol 1 9, no. 2 contains nearly 2700 education related quotations from over 1300 people. the quotations are listed alphabetically by author, or by source if there is no known author. with each quotation the common names of the author are given; additional or real names appear in parentheses. kennard, toni hodge. the handbook of historically black colleges & universities: comprehensive profiles and photos of black colleges and universities. 2nd ed. 1 995-97. wilmington, de: jireh & associates, 1 995 . 107p. isbn 096326691 -8 . oclc#328 19539. $26.95. profiles 1 17 historically black colleges and universities based on the college board annual survey of the college data base. profiles include graduation information, special interest information and notable alumni. contains a short glossary, an alphabetical listing of the schools, and a listing of the schools by religious affiliation. the literacy dictionary: the vocabulary of reading and writing. theodore l. harris, richard e. hodges, editors. newark, del: international reading association, 1995. 3 1 8p. isbn 0-8720713 8-3. oclc#32666702. a resource to help educational practitioners, researchers, and others to understand terms used in contemporary and historical writings about literacy. the dictionary is directed toward a defined professional audience such as those involved in graduate study, research, college teaching, or advanced independent study. includes the wordex, an index to more than 650 important terms that are not main entries, and editorial and invited essays. matthay, eileen r. counseling for college: a professional's guide to motivating, advising, and preparing students for higher education . revised, 2nd ed. princeton, nj: peterson's 1995. 446p. isbn 1 -56079-534-4. oclc#32347747. $29.95. offers a detailed curriculum for advising about college selection and admissions processes, and specific strategies for working with special populations. divided into seven sections including the college selection process, the college admission process, professional development, and a college advising model plan. chapters list additional readings and resources. appendixes contain sample criteri a for college sele ction, teacher recommendation form, selected contests and competitions, and statement on recruitment and admission of student athletes. national research council (u.s.). committee for the study of research-doctorate programs in the united states. research­ doctorate programs in the united states: continuity and change. marvin l. goldberger et al., eds. ; committee for the study of research-doctorate programs in the united states; sponsored by the conference board of associated research councils; and conducted by studies and surveys unit, office of scientific and engineering personnel, national research council. washington, d.c. : national academy press, 1995. 740p. isbn 0-309-05094-4. oclc#32893466. $64.00. this publication updates the 1 982 assessment. covers 41 fields of study, excluding education, for potential graduate 21 students, administrators, institutional planners, and policymakers. provides numerous tabulations and graphs regarding ratings on program quality. extensive appendixes rank research doctorate programs by institution. contains an executive summary, the history and context of the 1993 study, the study and selected findings. nowicki, joseph and kerry f. meehan. the collaborative social studies classroom: a resource for teachers, grades 7-12 . boston: allyn and bacon, 1996. 286p. isbn 0-20517391 -8. oclc#323 12343. $26.95. written by two teachers, this resource contains over one hundred activities based on particular strategies for a wide variety of topics. chapters focus on the strategies of the interview, the demonstration, the trial , and the theory building, with accompanying lesson descriptions to include the skills and concepts, grade level, and timetable. appendix provides some planning and student evaluation forms. on the brink: report on the use and management of information technology ataascu institutions . washington, d.c.: american association of state colleges and universities, 1 995. 24p. oclc#33030427. $7.50. companion volume: 1994 directory of information technology profiles at member institutions . washington, d.c. : american association of state colleges and universities, 1 995. reports on the survey response by 230 institutions, about two-thirds of the aascu membership. the findings, with accompanying tables, are described in the first part of the report, on the brink. the companion volume provides examples by subject area of technology efforts at these institutions. peterson, kenneth d. teacher evaluation: a comprehensive guide to new directions and practices. thousand oaks, ca: corwin press, 1 995 . 3 04p. isbn 0-33 5 1 0 3 94-3 . oclc#3231426. $ 18.00. the topic is organized into five parts which cover the principles and problems of teacher evaluation, the data sources, the tools for evaluation improvement, the evaluation of other educators, and school district responsibilities and activities. chapters contain references to books and journal articles, which may be lengthy discussions of the selected literature. a summary list of these references is provided, as well as a list of legal cases cited. spafford, carol s. dyslexia: research and resource guide. boston: allyn and bacon, 1996. 340p. isbn 0-205-1 5907-9. oclc#32272290. $34.00. an overview of dyslexia intended for professionals including diagnosticians, researchers, teachers, college students, and others interested in the problem. ten chapters cover issues such as placement, definition, and controversial theories. chapter 1 0 has resource listings for private agencies, specific organizations, professional associations, and journals. includes a glossary and index. state comparisons of education statistics: 1969-70 to 199394. thomas d. snyder, charlene m. hoffman. washington, d.c.: 22 u.s. dept of education, office of educational research and improvement, national center for education statistics; for sale by the supt. of docs., u.s. govt. print. office, 1995. 232p. isbn 016048128-7.0clc#33069903. $ 1 6.00. a report designed to meet the needs of state and local education officials and analysts. information on elementary and secondary schools and institutions of higher education aggregated at a state level. statistical data ranges from enrollments and enrollment ratios to teacher salaries and institutional finances. new material for this report includes expenditures per student in elementary and secondary schools, size of public school districts, and average public college tuition compared to per capita income. sylwester, robert. a celebration of neurons: an educator's guide to the human brain. alexandria, va. : association of supervision and curriculum development, 1995. 167p. isbn 0-87120-243-3. oclc#324321 09. a nontechnical book with a functional introduction to cognitive sciences. the focus is on understanding the brain and its processes. chapters include appropriate and effective educational applications of this knowledge. text and chapter notes recommend additional nontechnical books and articles. the teacher educator's handbook: building a knowledge base for the preparation of teachers. frank b . murray, ed. san francisco: jossey-bass publishers, 1996. 757p. isbn 0-78790121-0. oclc#32590037. $75.00. scholarly articles address a range of issues, ideas, and research findings in the field of teacher education. five sections include need for a knowledge base, subject matter knowledge, discipline of education, program structures and design, and teacher education faculty and their work. within sections individual chapters intend to provide general guidance on various topics. includes chapter references. who took the ged?: ged 1994 statistical report . janet baldwin, ed. washington, d .c. : ged testing service, the center for adult learning and educational credentials, american council on education, 1 995. 43p. $24.00. presents tabulations of the numbers and percents of all persons who took and passed the ged tests in a calendar year within jurisdictions. most tables summarize information for the u.s. and territories, canada, ged testing service, and program total. data provided includes number tested, number completing tests, people tested and credentials issued by age groups, special test editions and testing accommodations, and trends in participation. changes to the 1 994 statistical report include the addition of a new indicator: the number of persons completing the entire ged battery of all five tests. gladys i. dratch is collection development librarian and deborah s. garson is h ead of reference services at monroe c. g utman library, harvard university, graduate school of education. education libraries • vol 1 9, no. 2 microsoft word member profile on lesley farmer_v2.docx education  libraries,  38:1  (2015)   ©  education  division,  special  library  association     sla education division member spotlight an interview with dr. lesley farmer interview and write-up by: kim david in june, i had the wonderful opportunity to attend the sla 2015 annual conference in boston, massachusetts, as the education division’s travel award recipient. as a student and first time attendee, i enjoyed meeting many different librarians who were both passionate about the field and willing to share a wide variety of information. i also had the opportunity to attend the education division presentation in which dr. lesley farmer was honored with the anne galler award. dr. farmer is a professor at california state university long beach (csulb) and coordinates the librarianship program. she received the award in recognition of her professional excellence in the field of education librarianship, library education, and for providing outstanding service to the education division. dr. farmer took time this summer to answer my questions about her experiences, the advice she has for new professionals, and what receiving the award means to her. how long have you been a sla member and a member of the education division? i joined sla in 1974 in the san francisco bay area, but then joined the peace corps. i rejoined sla and the education division in 2001 when the conference was held in southern california. my colleague, john d'amicantonio at csulb, said that the education division fit well with my work as a librarianship educator. has being a member of sla and the education division made an impact on your career? sla has the smartest librarians who provide insightful expertise, so they keep me current in the field. i've enlarged my professional network to the international level, and sla members are great fun to be with. what advice would you give new members of the education division about their involvement in the association, and in their career as a librarian? participate! contribute! volunteer! i've got a webinar hosting opportunity for some lucky person. what are your thoughts about the future of libraries and of careers in this field? what skills do you think are important for professionals to have? we're needed now more than ever to select and organize data/information/knowledge, and to provide physical and intellectual access to those resources. we continue to provide value-added service: we don't just select resources for our clientele as a whole; we also select resources - and the way to share/present them -for a specific need by a specific individual. we continue to need to have broad general knowledge, [and] in most cases: deep knowledge of at least one discipline, deep organizational and management knowledge, strong communication and education  libraries,  38:1  (2015)   ©  education  division,  special  library  association     interpersonal skills, literacy and research skills, instructional skills, technological skills, critical thinking skills, collaborative skills, flexibility yet attention to detail, curiosity and love of learning, and creativity helps. just your average superhuman. i know that you have published books and other writings, presented at conferences, served in leadership positions, and received awards from sla, ala and more. what does being the 2015 recipient of the anne galler award mean to you? this honor means highly regarded peers value my lifetime of work. we advance on the shoulders of giants -such as anne galler. news fro m e r i c submihed by nancy r. preston eric clearinghouse competition contracts were awarded in june for the operation of the 16 eric clearinghouses, ending a competetive process begun in novem­ ber 1992. the five-year contracts all went to the groups previ­ ously operating the clearinghouses. two clearinghouses moved to new universities, and several changed names as a result of the recompetition. new names include: • • • • counseling and student services (was counseling and personnel services); disabilities and gifted education (was handicapped and gifted education); community colleges (was junior colleges) reading, english, and communication (was reading and communication skills); teaching and teacher education (was teacher educa­ tion); assessment and evaluation (was tests, measurement, and evaluation). information & technology (was information resources) . the counseling and student services clearinghouse moved from the university of michigan to the university of north carolina at greensboro. the other clearinghouse to move was assessment and evaluation, which was sponsored by the american institutes for research and is now at catholic university of america. new contracts bring improvements under the new eric contracts, all clearinghouses will establish toll-free telephone numbers for better access by the education community. no t all ofthe new 800 numbers are in place as ofthis writing. at any time, however, a current list of clearinghouses, with phone numbers, fax numbers, and internet addresses, can be obtained from access eric, 1 -800-let-eric (538-3742). another system improvement initiated with the new clearinghouse contracts is the processing of the best education-related books for the eric database. while it was previously possible for com­ mercially published books to be entered into eric as documents (that is, announced in the resources in education index), the practice was limited because copyright holders were usually unwilling to allow any type of reproduction by the eric system. surveys of l ibrarians and other users showed, however, that people want to see education-related books in eric, even though access to them cannot be guaranteed. so, as of mid-1993, users should begin to see a marked increase in the number of commer22 dally published books indexed and abstracted in resources in education. eric video announced eric: in action is a 15-minute video offering viewers a broad perspective on eric as their premier source for education information. appropriate for students, librarians, and trainers, the video covers the basics of eric and provides an excellent leadin to further discussion on the eric database, the subject­ related clearinghouses, and access eric, the reference and referral arm. the video also highlights the internet-based askeric service and the role of eric in national and interna­ tional information networks . the video was produced by the clearinghouse on information & technology, and can be ordered from either of these sources : information resources publications, eric/it, 4-194 center for science and technology, syracuse university, syracuse, ny 13244-4100 ($17, shipping included) access eric, 1600 research boulevard, rockville md 208503172, 1-800-538-3742 ($17, shipping included). nancy r. preston is assistant director, eric clearinghouse on infor­ mation & technology, 4-1 94 center for science and technology, syracuse university, syracuse, ny 1 3244-41 00; (31 5) 443-3640; 800464-9107; nprestor@ericir.syr.edu. education llbrarl .. • vcl 17, no.3 microsoft word back to the future_formatted.docx education libraries, 39:1 (2016) © education division, special library association research article back to the future: prospects for education faculty and librarian collaboration thirty years later lindy scripps-hoekstra, mlis grand valley state university, allendale, mi1 erica r. hamilton, phd grand valley state university, allendale, mi2 abstract thirty years ago, education conference panelists shared concerns regarding collaboration between education faculty and librarians and they presented ideas for expanding these partnerships. a review of their ideas raises an important question: in what ways have their ideas for collaboration and partnership been realized? to answer this question, the authors conducted a review of the literature regarding education faculty-librarian collaboration. findings indicate that when collaborating with education faculty, there are three roles librarians have embodied: librarian-as-reference, librarian-as-consultant, and librarian-as-instructor. these roles contribute to the realization of the panelists’ proposed ideas and offer suggestions for future collaboration and research possibilities. introduction “if you put your mind to it, you can accomplish anything.”marty mcfly back to the future (1985) released in 1985, the first back to the future movie is a story about a young man, marty mcfly, who travels back in time and learns about his past and his future. although literal time travel still is not possible, reviewing our past and learning from it can inform our future. just over thirty years ago, in february of 1984, the society of professors of education (spe) held their annual meeting in san antonio, texas, in conjunction with the american association of colleges of teacher education (aacte). the 1985 monograph, which captured the conference proceedings included a panel presentation which provides a unique glimpse into the history of education librarian-faculty collaboration. titled “professors of education and education 1 lindy scripps-hoekstra is an assistant librarian in the university libraries at grand valley state university. she currently works as a liaison librarian to liberal arts programs and her research interests include information literacy instruction and first-year student outreach. 2 erica r. hamilton is an assistant professor in the college of education at grand valley state university. her research interests include preservice and inservice teacher learning, literacy, and educational technology education libraries, 39:1 (2016) © education division, special library association librarians: prospects for collaboration,” this panel featured five sessions facilitated by three academic librarians and two education professors who shared experiences and ideas regarding librarian-education faculty partnerships, both present and future. in the spe conference proceedings monograph, the editor described this program as, “unprecedented in the literature of professional education” (bagley, 1985, p. 3). it was envisioned that the ideas put forth in this panel would function as an inspiration for continuing the discussion regarding education facultylibrarian collaboration. notably, this panel represents one of the few times education librarians discussed issues of collaboration with education faculty on their “own turf” (thurston, 1985, p.11) at a nationally recognized professional education conference. this spe panel represents a shift in views regarding the integration of information literacy into preservice teacher education. in a review of the literature up to the mid-1980s, o’hanlon (1988) found that most librarians had been trying to “convince educators of the benefits of bibliographic instruction for teacher trainees for more than eighty years, without much success” (p. 532). however, in the 1980s a movement towards more integrated, collaboration-based instruction between education librarians and education faculty began to develop. while this new push focused mainly on teaching skills rather than theory, librarians and education faculty began to move away from isolated instructional sessions and toward integration and collaborative faculty-librarian partnerships to support student learning (witt & dickinson, 2003). at the same time, the field of librarianship was beginning to explore the potential benefits of a liaison model, moving librarians beyond their traditional role as subject bibliographers, and toward a systematic integration into departments and collaboration with faculty to support information literacy (rodwell & fairbairn, 2008). as described in the spe conference proceedings, the five panelists shared concerns about what they perceived to be a lack of serious, sustained collaboration between education professors and librarians, and these panelists presented ideas and prospects for building partnerships to address this gap. these scholars called upon education librarians to explore collaborative possibilities in three main ways: by continuing traditional roles in reference, consulting more with faculty to develop course materials, and working to provide integrated library instruction. thirty-one years later, a review of the prospects for education faculty-librarian collaboration identified in the spe conference proceedings raises an important question: in what ways, if any, have the prospects for collaboration discussed in 1985 been realized in the thirty years since this conference? to answer this question, we analyzed peer-reviewed articles published between 1985 and 2015 which focused on the spe conference proceedings’ theme of education faculty-librarian collaboration. aligned with the ideas presented in the spe panel session, our analysis of the literature focused on three areas: reference, consultation, and instruction. findings indicate that although there is still more work to be done to further strengthen collaboration between education librarians and education faculty, many education librarians have realized some, if not all, of the prospects identified in 1985. method the idea for this examination of literature began after we, a librarian and education professor, reflected on our collaborative work to support preservice teachers. wondering about the literature regarding this type of collaborative endeavor, we came across the worldcat record for the 1985 spe conference proceedings monograph. as the field of academic librarianship has evolved immensely over the past thirty years, we sought to further understand how much – or education libraries, 39:1 (2016) © education division, special library association how little – has changed since this conference took place. to provide a thirty-year retrospective of education faculty-librarian collaboration, we examined peer-reviewed articles published between 1985 and 2015. to locate these peer-reviewed articles we conducted searches of eric, education research complete, proquest education journals, lista, the doaj, and google scholar. articles were initially selected based on the occurrence of a combination of the following terms either in the title, abstract, or subject heading: librarian*, “education faculty” “education professor,” “education students,” “preservice teachers,” collaborat*, partner*, or cooperat*. twenty-nine articles referencing education faculty-librarian collaboration were initially identified. references from these articles were also reviewed to locate additional publications. this citation mining process (kostoff, del río, humenik, garcía, & ramírez, 2001) resulted in the discovery of seven more articles, for a total of thirty-six articles. for each article, we read through the abstract to determine its potential connection to education faculty-librarian collaboration and whether a specific example of a partnership was included. as a result of this process, we eliminated ten articles which did not include examples of education faculty-librarian cooperation (e.g. literature reviews, faculty surveys). this left a total of twenty-six articles, which we subsequently reviewed and analyzed (appendix). within the 1985 spe proceedings’ published monograph on education faculty-librarian collaboration, three themes emerged from the content of the five presentations, namely librarianas-reference, librarian-as-consultant, and librarian-as-instructor. utilizing these three themes and the corresponding ways in which the presenters defined and discussed them (table 1), we applied these themes as descriptive codes (miles & huberman, 1994) to each of the twenty-six articles. table 1 faculty-librarian collaboration and partnership themes and definitions theme/code definition (generated from the spe proceedings) librarian-as-reference (lar) outside of class/reference. librarian-faculty collaboration includes librarian serving as reference for faculty/students outside class meetings (i.e., providing assistance to faculty/students onsite at the library or through electronic communication). librarian-as-consultant (lac) supporting specific student learning for a course. librarianfaculty collaboration includes education course syllabi review; content review and discussion (e.g., course assignments, sequence, etc.); consultation regarding library resources available to support course content. librarian-as-instructor (lai) in-class teaching/presentations. librarian-faculty collaboration includes librarian instructing or co-instructing during scheduled class sessions (face-to-face or online). education libraries, 39:1 (2016) © education division, special library association in some instances, articles contained evidence of more than one theme. as a result, a number of articles were assigned more than one code (appendix). during data analysis, analytic memos were generated as a means of capturing additional ideas during data collection and analysis (newby, 2010). the following sections provide analysis and discussion related to each of these three education faculty-librarian collaboration themes, including summaries of the 1985 spe panelists’ perspectives and reviews of the subsequent thirty years of literature. for ease of reading, these themes are identified by headers and discussed separately. the discussion of each theme contains two sections. the first focuses on the panelists’ perspectives and the second centers on the literature reviewed. in our conclusion we come “back to the future” and offer suggestions for future education faculty-librarian research, collaboration, and partnerships. findings librarian-as-reference the 1985 panelists re-emphasized the librarian’s role in reference, noting that librarians are uniquely qualified to support student learning outside specific education classes. while the idea of librarians serving as reference sources for students was not new in the field, the 1985 panelists emphasized that one of the prospects for collaboration with education faculty was an increased student awareness regarding the availability of subject-based reference. according to martinello (1985), when faculty and librarians fail to collaborate many students are left unaware of the reference assistance librarians can provide. as a result, students approach academic libraries and librarians with apprehension and poorly developed research skills. fellow panelist campbell (1985) argued that a library where students engage and interact with scholarship and on-site librarians, rather than simply finding answers, requires prior communication and collaboration between education professors and librarians. this prospect for collaborating to promote librarians’ reference services was viewed as particularly important given librarians’ knowledge of subject areas and their abilities to locate and access content. to illustrate, thompson (1985) and fulton (1985) both noted that the ongoing expansion of information required librarians’ unique reference expertise, strongly positioning them to assist education faculty and students in navigating and accessing the increasing number of multimodal resources. thurston (1985) also suggested that librarians provide different types of reference to undergraduate and graduate students. for example, undergraduate students often require assistance learning about and using library resources in order to complete course assignments and projects. in contrast, graduate students often require specific help from librarians with their theses or dissertations. these research-focused graduate program requirements provide opportunities for librarians to draw upon and share their expertise, working one-on-one with graduate students within a defined field of study. the 1985 spe panelists’ call for collaboration to increase student awareness of reference services is an important idea echoed in the subsequent thirty years of literature. in their description of collaboration, franklin and toifel (1994), discussed how individual student consultations were integrated into a four-step information literacy program, designed to give students personalized assistance following whole class library instruction. in this instance, the education librarian served as a source of reference assistance, resulting in increased student awareness of the reference services librarians could provide. in the 21st century, studies emerged centering on ways education librarians could provide reference services in a whole new way -through online technology. for example, bhavnagri and bielat (2005) documented their collaboration in which an education librarian monitored a education libraries, 39:1 (2016) © education division, special library association web-based online discussion board, providing electronic reference assistance for master’s level students in an early childhood education course. the creation of a separate library-centric online discussion board was intended to send an explicit message to students that the librarian, “is an instructor who is accessible throughout the semester,” (p.136) and someone to consult (i.e., reference) outside of class. as online courses continued to increase in number, many librarians found themselves conducting reference consultations solely online. for instance, wright and williams (2011) shared how a valdosta state university education librarian worked with faculty to coordinate her electronic availability to support students enrolled in online courses. this electronic connection allowed students additional access to a librarian, resulting in on-going access to synchronous and asynchronous reference assistance when students needed it. collaboration with faculty and online availability also led to increased reference consultations for many education librarians. connecting librarians as reference resources, ewbank (2009) found that student reference consultations increased dramatically as a result of her collaboration with education faculty. through this partnership she was able to promote her services as a reference resource for students, with availability for in-person, email, and online chat consultations. similarly, jacobs (2010) discussed how student and faculty reference consultations increased as a result of a new embedded librarian collaboration, in which the librarian provided reference assistance for education students. by emailing all students and faculty in the college of education at the beginning of the semester, the librarian was able to effectively market her services related to librarian-as-reference and, as a result, was inundated with requests for assistance. librarian-as-consultant according to martinello (1985) and other spe panelists, there existed “separatist” (p.14) attitudes regarding the roles and expectations of education faculty and librarians. this separatist mentality often served to define professors’ roles as knowledgeable instructors and guides while librarians were viewed as service employees who cataloged materials, maintained databases, and answered student questions. panelist thurston (1985) called on librarians to move beyond reticence to take on more active roles by working alongside education faculty, doing so as a consultant. rather than succumbing to a fear of intruding on faculty authority and competence, thurston and martinello (1985) urged librarians to collaborate and consult with education faculty by identifying specific research skills required for course assignments, developing assignments together, and supporting graduate student research. at the time of the 1985 spe conference, many university libraries were beginning to move to a subject specialist/liaison librarian model. librarian panelist fulton (1985) encouraged librarians to take full advantage of this new role to reach out to their faculty, engaging with them to recommend course resources, inquiring about faculty (and student) research interests, and offering input on student assignments. similarly, martinello (1985) encouraged librarians to work with education faculty to embed library components throughout the semester, rather than the typical single library worksheet isolated from real course assignments. martinello, an education professor, went on to describe a collaboration in which she engaged in several consultative sessions with a librarian, which helped martinello further shape her course. she provided a draft copy of her syllabus to a librarian who was able to advise on the availability and quantity of certain resources for possible areas of student research. martinello then used the librarian’s input to make decisions regarding the topics that would be included in course assignments. in connection with martinello’s recommendations, thompson (1985), another education libraries, 39:1 (2016) © education division, special library association librarian on the panel, recommended that librarians consult with education faculty to embed research assignments within the general curriculum of education programs. as consultants, librarians can offer expertise to education faculty seeking input and insight regarding course content, design, and delivery. the literature reviewed includes green and bowser’s (2002) study in which they described the librarian-as-consultant as a “collegial model” in which education faculty and librarians worked together. specifically, they collaborated to generate academic curriculum materials that could be utilized by education faculty and students to extend and strengthen student learning. similarly, murry jr., mckee, and hammons (1997) described a cooperative effort between graduate-degree program education faculty and a university library’s reference department. this collaboration aimed to strengthen graduate students' information literacy by teaching them how to use print and electronic research sources. prior to this study, education faculty in conjunction with feedback from librarians required graduate students to complete a series of information literacy learning modules. however, due to student dissatisfaction with these modules, the authors an education faculty and librarian worked together to generate a general graduate library guidebook to be employed by education graduate students to increase students’ information literacy. in this instance, the librarian functioned as a consultant with an education faculty member and according to these authors, this collaboration resulted in the successful creation of a resource used by all graduate education students. hobbs and aspland’s (2003) study indicated the value of the librarian-as-consultant, in particular during the restructuring and reconceptualization of a university’s teacher education program. during this curriculum revision process, librarians worked closely with education faculty to embed information literacy concepts and content, as evidenced in the redevelopment of course syllabi. another example of librarian-as-consultant is found in crouse and kasbohm’s (2004) study of teacher education faculty and information literacy librarians, in which individuals worked together to develop information literacy goals, aligned with measurable learning outcomes. using these goals and outcomes, a skill development program centered on information literacy was developed and aligned with preservice teachers’ required coursework. as librarian consultants working with education faculty, collaboration also includes the design and delivery of professional development for education faculty. for example, earp’s (2009) study highlights the partnership between an education librarian and education faculty member in which they applied for a grant to fund efforts to incorporate information literacy within the college of education’s curriculum. these individuals planned and held a workshop for the education faculty, centered on including information literacy within the required curriculum. the results of these workshops led to further cohesion of curriculum and increased communication and understanding between the education faculty and the education librarian liaisons. similarly, emmons, et al. (2009) documented work between university of new mexico librarians and education faculty, in which education librarians worked jointly to create and implement an instrument designed to increase preservice teachers’ information literacy. utilizing data from this assessment and in consultation with librarians, education faculty made adjustments to their curriculum and content delivery. the result of these changes produced statistically significant gains between preservice teachers’ preand post-assessment results. more recently, purcell and barrell (2014) reported results from a study documenting an education librarian’s experience in joining a “teaching team” for the university of worchester’s primary teacher education students. this collaboration was developed in response to the findings of an education libraries, 39:1 (2016) © education division, special library association external review and results from localized action research which showed that education students had low levels of mastery regarding basic information skills and knowledge. the teaching team, in which the librarian functioned as a consultant, developed and assessed a collaborative program of information literacy instruction intended to be embedded within preservice teacher coursework. librarian-as-instructor the third theme which emerged from the spe proceedings centers on librarian-as-instructor. the 1985 panelists argued that librarians were under-utilized in their roles as instructors. martinello (1985) claimed that of all faculty, education professors should be the most “ready to define teaching in broader ways” (p. 15). she emphasized that, just like professors, librarians who work with students are instructors in their own right. while librarianship is geared more toward service, fulton (1985) pointed to a number of similarities between education professors and librarians, both of whom desire to build students’ lifelong learning and skills. when professors of education understand this aspect of librarians’ professional work, opportunities for team teaching and collaboration are more likely to develop. in turn, this instructional collaboration positively impacts student learning. however, fulton claimed that the only way faculty could understand this aspect of the librarian’s role was if librarians became more assertive regarding the need for library instruction. as a result, panelists identified several prospects for instructional collaboration, including co-instruction as a partnership that serves to complement the expertise of education professors and librarians, doing so to the benefit of the university and its students (fulton, 1985). this co-instruction model also offers students an example of co-teaching, something preservice teachers should be exposed to prior to becoming inservice educators (martinello, 1985). the panelists also stressed that librarians needed to take more responsibility for the level of content delivered via instruction, working with education professors to teach more conceptual frameworks such as future formats of information (i.e., print, digital, etc.) and who controls access to information. rather than focusing instruction on basic skills, such as the use of card catalogs or eric interfaces, fulton (1985) prompted librarians to take their instruction further: “how many [students] are even remotely aware of the process through which a new idea may pass, from thought to publication to analysis and integration into the whole of human knowledge?” (p. 27) fulton aimed for a more robust model of instruction, in which librarians actively facilitated students’ learning and information literacy conceptually and practically. as fellow panelist thompson (1985) stated, “it is essential that we go beyond the skills level. we fail if we do not” (p. 23).while teaching basic research skills is important, librarians and faculty do students a disservice when they focus solely on this aspect of information literacy. rather, library instruction must encompass broader theoretical considerations as well as the skills necessary to locate, understand, and use information. in the thirty years since the spe panel, the literature reviewed is rich with examples of library instruction in education classes. the earliest articles on collaboration involving librariansas-instructors appeared a decade after the spe panel and discuss stand-alone lectures presented by librarians to education students (e.g., franklin & toifel, 1994; d’amicantonio & scepanski, 1997). in these earlier articles, the content of library instruction centered on basic research skills such as the use of emerging computer technology to locate relevant resources (gallegos & rillero, 1996). education libraries, 39:1 (2016) © education division, special library association the spe panelists’ vision of librarians and education faculty partnering to co-instruct single sessions and whole courses appeared in the reviewed literature in the early 2000s. for example, small (2002) shared an example regarding how education professors and librarians at syracuse university partnered to co-instruct a new course with the express goal of providing preservice teachers with a real-life example of collaboration. in this study, the model of coinstruction, which included planning and facilitation by librarians and faculty, showcased the camaraderie and mutual trust they developed. as a result, librarians had an opportunity to fully embrace their roles as instructors within this co-teaching model. hooks and corbertt jr. (2005) also highlighted the value of librarian-as-instructor and co-teaching in their study of the efficacy of an embedded librarian instruction program. designed to develop graduate education students’ information literacy skills, this instruction-based program featured librarians in every class, engaging in or leading discussions alongside an education professor. at the university of new mexico, meyer and bradley (2013) highlighted a study of librarians and education faculty who co-taught class sessions. these sessions centered on increasing students’ abilities to evaluate evidence in research articles. utilizing the role of librarian-as-instructor, these sessions functioned to support a larger initiative related to the integration of information literacy into the college of education’s curriculum. librarians and faculty referred to the co-instruction partnership as “shared teaching” (p. 29), in which they carefully planned the class session and delivered content together. other studies published between 1985-2015 connected to the theme of librarian-asinstructor did not feature co-teaching as the instructional method. instead, many authors elaborated on collaborative efforts to expand librarian-based instruction beyond the one-shot library class and focused on how librarians-as-instructors could offer support throughout a course. for example, lampert (2005) discussed collaborative efforts between an education librarian and faculty member in an educational psychology course which led to multiple, scaffolded instructional librarian-led sessions throughout a semester. this partnership allowed the librarian to create an immersive information literacy experience for education students. gains between students’ preand post-assessments demonstrated positive gains in learning. similarly, floyd, colvin, and bodur (2008) reported an increase in the use of scholarly sources by education students following an instructional session facilitated by an education librarian. in addition to teaching students how to identify and find scholarly articles, the librarian also worked with the faculty member to develop a rubric for students with the express aim of assisting students’ determination of a source’s credibility. the authors concluded that this multi-faceted instructional support allowed students to produce higher-quality work than previous student cohorts. with the advent of new educational technologies and online learning, instructional collaboration between education professors and librarians in the new millennium blossomed in a way the 1985 spe panelists likely only dreamt of. to illustrate, matthew and schroder (2006), an education professor and librarian respectively, partnered to support students in an online course by embedding the librarian into the course management system as a teaching assistant so that she could interact with students and provide research tips communicated through online discussion boards. throughout the semester, the librarian also provided whole-class database instruction. this collaboration allowed the librarian to move the instruction away from a single in-person, one-shot session to a fully integrated, semester-long virtual experience aimed at supporting student learning. in reflecting on their collaboration, the authors emphasized the education libraries, 39:1 (2016) © education division, special library association importance of an open, trusting partnership between librarian and professor, one in which both are able to innovate and experiment together with new instructional methods. while technology has helped bolster the role of librarian-as-instructor, it is not always a simple solution. for instance, dobozy and gross (2010), an education professor and librarian with a mutual interest in technology-enhanced learning, partnered to create online modules with instructional podcasts for first-year students in education courses. after a semester-long trial in which student online activity was monitored, the results showed a lack of student interest in engaging with these modules. the authors concluded that further strategic collaboration would be needed to more effectively provide online library instruction. discussion intended as a metaphorical “back to the future” journey aimed at reviewing the prospects for education faculty-librarian collaboration, findings from this literature review indicate that many of the 1985 spe panelists’ ideas and suggestions have been realized. although “separatist” attitudes between education faculty and librarians identified by martinello (1985) may still exist to varying degrees at some institutions, collaborative efforts between librarians and education faculty have developed, grown, and changed over the past thirty years. one of the main catalysts for these collaborative developments was the emergence of technology. as previously reported, advances in technology allowed librarians to expand their roles in subject reference, becoming more accessible to students. from online discussion boards to videoconferencing and online chats, education librarians have successfully partnered with education faculty to make certain students were more aware of librarians’ services, specifically with regard to reference expertise and assistance. creating this awareness through multiple means, as demonstrated by findings from the studies reviewed, is a response to the 1985 panelists’ call for librarians to move beyond the traditional “catch-all” reference desk in which students are expected to seek out librarians’ expertise. technological advances have also allowed librarians to expand their roles as instructors, partnering with education faculty to develop online instructional content for students. as a result, the hopes expressed by the 1985 panelists that librarians should begin to more assertively and actively partner with faculty to teach information literacy, doing so beyond one-shot instructional sessions, has been realized in many ways. indeed, librarians-as-instructors are now working more directly with college of education colleagues to support curricular design and embedded, on-going instruction in face-to-face and online classes. utilizing librarians-as-instructors further supports and extends education students’ information literacy and learning. although many of the prospects identified in the 1985 spe proceedings appear to be realized, one prospect was largely absent in the reviewed literature: librarians and education faculty collaborating to teach conceptual frameworks regarding information creation, access, and use. only three studies referenced any sort of instruction that moved students beyond a skill level. hobbs and aspland (2003) discussed instructional content designed to support fourth year education students’ learning so that they could identify the importance of context in the information creation cycle. similarly, witt and dickinson (2003) described a collaboration in which an education professor was responsible for teaching the basic research skills while the librarian taught and mentored students in the theory and practice of information literacy. finally, meyer and bradley (2013) partnered to teach more advanced topics related to intellectual freedom and censorship, specifically designed to prepare preservice teachers for instances when parents may challenge a text selected for classroom reading. while this prospect for education libraries, 39:1 (2016) © education division, special library association collaboration to teach conceptual knowledge may not yet be fully recognized, we imagine that with the addition of the new association of college and research libraries (acrl) framework for information literacy (2015), education librarians and faculty will continue thinking about instructional content and planning for student learning in new, as-of-yet unrealized ways. as such, we hypothesize that collaboration focused on the instruction and application of conceptual frameworks will continue to develop. future research as education faculty and librarian collaboration has become more the norm and less the exception, new prospects for partnerships have emerged. with the advent of technology and the expanded roles education librarians are assuming within universities and colleges of education, namely serving as references, instructors, and consultants, the opportunities for education faculty-librarian collaboration continues to grow. for instance, the recent movement towards open educational resources (oer) provides librarians with an opportunity to work with education faculty to not only create these types of resources but also to educate preservice teachers regarding oer access, creation, and use. in addition to the possibilities technological advances offer for faculty-librarian collaboration, there are other opportunities for future research. for example, researchers could explore topics connected to the following questions. what can librarians learn from professors of education? to what extent are education faculty members willing to provide input regarding teacher-education based library instruction and assessment? to what extent are professors of education willing to contribute to college-wide library instruction and assessment? what collaborative possibilities have yet to be realized between education faculty and librarians? similar to the spe proceedings, in which librarians and professors of education came together at an education conference, we suggest that future research be explored jointly and disseminated collaboratively within the professions of education and librarianship. conclusion just like marty mcfly, as we look back to the future we recognize that although there is still much more to be done, it is clear that not only are librarians and education faculty dreaming about collaboration, they’re also doing it. as this review of the past thirty years has shown, education librarians are flexible, engaged, and ready to collaborate. similarly, professors of education recognize the benefits of partnering with librarians as a way to support students’ learning and growth. thus, as we build on the successes of the past and as we look to the future, we must be sure to prioritize collaboration between education faculty and librarians because these partnerships offer important potential for contributing to current and future teachers’ learning and development. education libraries, 39:1 (2016) © education division, special library association references association of college and research libraries. (2015). framework for information literacy for higher education: the information literacy competency standards for higher education. retrieved from http://www.ala.org/acrl/standards/ilframework bagley, a. (ed.). (1985). professors of education and education librarians: prospects for collaboration. minneapolis, mn: society of professors of education. bhavnagri, n. p., & bielat, v. (2005). faculty-librarian collaboration to teach research skills: electronic symbiosis. reference librarian, 43(89/90), 121-138. campbell, j. k. (1985). the book ends of teacher education and librarianship. in a. bagley (ed.), professors of education and education librarians: prospects for collaboration (pp. 30-34). minneapolis, mn: society of professors of education. crouse, w. f., & kasbohm, k. e. (2004). information literacy in teacher education: a collaborative model. the educational forum, 69(1), 44-52. d'amicantonio, j., & scepanski, j. m. (1997). strengthening teacher preparation through a library program. education libraries, 21, 11-16. dobozy, e., & gross, j. (2010). pushing library information to first-year students: an exploratory study of faculty/library collaboration. australian academic & research libraries, 41(2), 90-99. earp, v. (2009). integrating information literacy into teacher education: a successful grant project. behavioral & social sciences librarian, 28(4), 166-178. emmons, m., keefe, e. b., moore, v. m., sánchez, r.,m., mals, m. m., & neely, t. y. (2009). teaching information literacy skills to prepare teachers who can bridge the research-topractice gap. reference & user services quarterly, 49(2), 140-150. ewbank, a.d. (2009). education library 2.0: the establishment of a dynamic multi-site liaison program. education libraries, 32(2), 3-12. floyd, d.m., colvin, g., & bodur, y. (2008). a faculty-librarian collaboration for developing information literacy skills among preservice teachers. teaching and teacher education: an international journal of research and studies, 24(2), 368-376. franklin, g., & toifel, r. c. (1994). the effects of bi on library knowledge and skills among education students. research strategies, 12(4), 224-37. fulton, t. l. (1985). collaboration: prospect or imperative? in a. bagley (ed.), professors of education and education librarians: prospects for collaboration (pp. 25-29). minneapolis, mn: society of professors of education. gale, b., & canton, n. (producers), zemeckis, r. (director). (1985). back to the future [motion picture]. united states: universal pictures. gallegos, b., & rillero, p. (1996). bibliographic database competencies for preservice teachers. journal of technology and teacher education, 4, 231-46. green, r., & bowser, m. (2002). managing thesis anxiety: a faculty-librarian partnership to guide off-campus graduate education students through the thesis process. journal of library administration, 37(3/4), 341. hobbs, h., & aspland, t. (2003). bedding down the embedding: il reality in a teacher education program. the australian library journal, 52(4), 341-351. hooks, j. d., & corbett jr, f. (2005). information literacy for off-campus graduate cohorts: collaboration between a university librarian and a master's of education faculty. library review, 54(4), 245-256. education libraries, 39:1 (2016) © education division, special library association jacobs, w. n. (2010). embedded librarianship is a winning proposition. education libraries, 33(2), 3-10. kostoff, r. n., del río, j. a., humenik, j. a., garcía, e. o. and ramírez, a. m. (2001). citation mining: integrating text mining and bibliometrics for research user profiling. journal of the american society for information science and technology. 52(13), 1148–1156. doi: 10.1002/asi.1181 lampert, l. (2005). "getting psyched" about information literacy: a successful faculty-librarian collaboration for educational psychology and counseling. reference librarian, 43(89/90), 5-23. martinello, m. (1985). collaborative teaching by university librarians and professors. in a. bagley (ed.), professors of education and education librarians: prospects for collaboration (pp. 14-19). minneapolis, mn: society of professors of education. matthew, v., & schroeder, a. (2006). the embedded librarian program. educause quarterly, 29(4), 61-65. meyer, n., & bradley, d. (2013). collaboratively teaching intellectual freedom to education students. education libraries, 36(1), 24-30. miles, m. b., & huberman, a. m. (1994). qualitative data: an expanded sourcebook (2nd ed.). thousand oaks, ca: sage publications. murry jr, j. w., mckee, e. c., & hammons, j. o. (1997). faculty and librarian collaboration: the road to information literacy for graduate students. journal on excellence in college teaching, 8(2), 107-21. newby, p. (2010). research methods for education. harlow, england: pearson education limited. o’hanlon, n. (1988) up the down staircase: establishing library instruction programs for teachers, rq 27(4), 528-534. purcell, s., & barrell, r. (2014). the value of collaboration: raising confidence and skills in information literacy with first year initial teacher education students. journal of information literacy, 8(2), 56-70. rodwell, j., & fairbairn, l. (2008). dangerous liaisons?: defining the faculty liaison librarian service model, its effectiveness and sustainability. library management, 29(1/2), 116-124. small, r. v. (2002). where does it begin?: collaboration... teacher librarian, 29(5), 8-11. thompson, a. (1985). educators and librarians: prospectus for partnership. in a. bagley (ed.), professors of education and education librarians: prospects for collaboration (pp. 20-24). minneapolis, mn: society of professors of education. thurston, c. (1985). professors of education and education librarians: prospects for collaboration. in a. bagley (ed.), professors of education and education librarians: prospects for collaboration (pp. 7-13). minneapolis, mn: society of professors of education. witt, s. w., & dickinson, j.b. (2004). teaching teachers to teach: collaborating with a university education department to teach skills in information literacy pedagogy. behavioral & social sciences librarian, 22(1), 75-95. wright, l. b., & williams, g. h. (2011). a history of the embedded librarian program at odum library. georgia library quarterly, 48(4), 7-11. education libraries, 39:1 (2016) © education division, special library association appendix reviewed literature peer-reviewed articles librarian-as reference (outside of class reference and consulting assistance) librarian-asconsultant (supporting specific student learning for a course) librarian-asinstructor (in-class teaching or presentations) 1 bailey, b. (1985). thesis practicum and the librarian's role. journal of academic librarianship, 11(2), 79. 2 bhavnagri, n. p., & bielat, v. (2005). faculty-librarian collaboration to teach research skills: electronic symbiosis. reference librarian, 43(89/90), 121-138. x x x 3 birch, t., greenfield, l., janke, k., schaeffer, d., & woods, a. (2008). partnering with librarians to meet ncate standards in teacher education. education, 128(3), 369-379. 4 crouse, w. f., & kasbohm, k. e. (2004). information literacy in teacher education: a collaborative model. educational forum, the, 69(1), 44-52. x 5 d'amicantonio, j., & scepanski, j. m. (1997). strengthening teacher preparation through a library program. education libraries, 21, 11-16. x 6 dobozy, e., & gross, j. (2010). pushing library information to first-year students: an exploratory study of faculty/library collaboration. australian academic & research libraries, 41(2), 90-99. x education libraries, 39:1 (2016) © education division, special library association 7 duke, t. s., & ward, j. d. (2009). preparing information literate teachers: a metasynthesis. library & information science research, 31(4), 247-256. 8 earp, v. (2009). integrating information literacy into teacher education: a successful grant project. behavioral & social sciences librarian, 28(4), 166-178. x x 9 emmons, m., keefe, e. b., moore, v. m., sánchez, r.,m., mals, m. m., & neely, t. y. (2009). teaching information literacy skills to prepare teachers who can bridge the research-to-practice gap. reference & user services quarterly, 49(2), 140-150. x x 10 ewbank, a.d. (2009). education library 2.0: the establishment of a dynamic multi-site liaison program. education libraries, 32(2), 3-12. x x 11 floyd, d.m., colvin, g., & bodur, y. (2008). a faculty-librarian collaboration for developing information literacy skills among preservice teachers. teaching and teacher education: an international journal of research and studies, 24(2), 368-376. x x 12 franklin, g., & toifel, r. c. (1994). the effects of bi on library knowledge and skills among education students. research strategies, 12(4), 224-37. x x 13 gallegos, b., & rillero, p. (1996). bibliographic database competencies for preservice teachers. journal of technology and teacher education, 4, 231-46. x x education libraries, 39:1 (2016) © education division, special library association 14 green, r., & bowser, m. (2002). managing thesis anxiety: a faculty-librarian partnership to guide off-campus graduate education students through the thesis process. journal of library administration, 37(3/4), 341. x 15 hobbs, h., & aspland, t. (2003). bedding down the embedding: il reality in a teacher education program. the australian library journal, 52(4), 341-351. x x 16 hooks, j. d., & corbett jr, f. (2005). information literacy for off-campus graduate cohorts: collaboration between a university librarian and a master's of education faculty. library review, 54(4), 245-256. x x x 17 jacobs, w. n. (2010). embedded librarianship is a winning proposition. education libraries, 33(2), 3-10. x x x 18 jacobson, f. f. (1988). teachers and library awareness: using bibliographic instruction in teacher preparation programs. reference services review, 16(4), 51-55. 19 johnson, c.m., & o’english, l. (2003). information literacy in pre-service teacher education: an annotated bibliography. behavioral & social sciences librarian, 22(1), 129-139. 20 kovalik, c. l., jensen, m. l., schloman, b., & tipton, m. (2010). information literacy, collaboration, and teacher education. communications in information literacy, 4(2), 145-169. x education libraries, 39:1 (2016) © education division, special library association 21 lampert, l. (2005). "getting psyched" about information literacy: a successful facultylibrarian collaboration for educational psychology and counseling. reference librarian, 43(89/90), 5-23. x 22 latham, d., gross, m., & witte, s. (2013). preparing teachers and librarians to collaborate to teach 21st century skills: views of lis and education faculty. school library research, 16. x 23 loesch, m.f. (2010). librarian as professor: a dynamic new model. education libraries, 33(1), 31-37. 24 matthew, v., & schroeder, a. (2006). the embedded librarian program. educause quarterly, 29(4), 61-65. x 25 meyer, n., & bradley, d. (2013). collaboratively teaching intellectual freedom to education students. education libraries, 36(1), 24-30. x x 26 moreillon, j. (2008). two heads are better than one: influencing preservice classroom teachers’ understanding and practice of classroom-library collaboration. school library media research, 11. 27 murry jr, j. w., mckee, e. c., & hammons, j. o. (1997). faculty and librarian collaboration: the road to information literacy for graduate students. journal on excellence in college teaching, 8(2), 10721. x 28 nesbitt, r. (1997). faculty-librarian partnerships. education libraries, 21(1) education libraries, 39:1 (2016) © education division, special library association 29 o’hanlon, n. (1988) up the down staircase: establishing library instruction programs for teachers, rq 27(4), 528-534. 30 o’hanlon, n. (1987). library skills, critical thinking, and the teacher-training curriculum. college and research libraries, 48(1), 17-26. 31 purcell, s., & barrell, r. (2014). the value of collaboration: raising confidence and skills in information literacy with first year initial teacher education students. journal of information literacy, 8(2), 56-70. x x x 32 scull, a. (2014). fostering student engagement and collaboration with the library: student creation of libguides as a research assignment. reference librarian, 55(4), 318-327. x x x 33 small, r. v. (2002). where does it begin?: collaboration... teacher librarian, 29(5), 811. x 34 switzer, a., & perdue, s. w. (2011). dissertation 101: a research and writing intervention for education graduate students. education libraries, 34(1), 4-14. x 35 witt, s. w., & dickinson, j. b. (2004). teaching teachers to teach: collaborating with a university education department to teach skills in information literacy pedagogy. behavioral & social sciences librarian, 22(1), 75-95. x x education libraries, 39:1 (2016) © education division, special library association 36 wright, l. b., & williams, g. h. (2011). a history of the embedded librarian program at odum library. georgia library quarterly, 48(4), 7-11. x x d e p artm e n ts new and forthcom ing at ref erenc e comp i l ed by gladys i . dratch and deborah s . garson anthony, rebecca and gerald roe. 101 grade a resumes for teachers. hauppauge, n.y.: barron's, 1994. 183p. isbn 08 120-18 10-9. oclc#29027 197. $9.95. contains practical chapters on the contents of a resume, including production guidelines and cover letters. sample resumes reflect beginning and experienced teachers, special services, administrators and supervisors, noncertified teachers, interna­ tional education, and teachers in canada. barton, paul e. and richard j. coley. testing in ameri-ca 's schools. princeton, nj: ets policy information center, 1994. 40p. oclc#29857983. $7.50. proflles state testing programs in 19921993 and class­ room testing practices. the status of various types of assesments is also included. most of the data is based on the state student assessment program database, 1992-1993 of the council of chief state school officers and the north central regional educational laboratory. national assessment of educational progress data was also used. mainly tables and charts. colborn, candy. what do children read next ?: a reader's guide to fiction for children. detroit: gale research, 1994. 1 135. isbn 0-8 103-8886-3. oclc#29798916. $35.00. a reader's advisory for grades 1 through 8 for appro xi­ rnately 2000 recent and classic titles. selection was based on currency, reader appeal, and literary merit. each entry bas five titles of "other books you might like." ten indexes include time period, geographic, character name, and character description. companion volume for grades 6 through 12, what do young adults read next?. companion encyclopedia of psychology. andrew m. colman, ed. london; new york: routledge, 1994. 2v. ( l356p.) isbn 04 15-06446-5 (set). oclc#2970395 1. $250.00. thirteen sections thematically arranged cover such topics as learning and skills; emotion and motivation; individual differences and personality; developmental psychology; social psychology; abnormal psychology; research methods and statis­ tics; professions of psychology. chapters by more than seventy 28 contributors provide references and further reading. includes index and glossary. the complete directory for people with learning disabilities: the products, resources, books, services. lakeville, ct: grey house pub.: detroit, mich. : gale research co., 1993. 530p. isbn 0-939300-29-x. oclc#28762852. $ 125.00. covers a wide range of learning disabilities resources for people with learning disabilities as well as those who work with them. four sections cover associations, organizations and government agencies, media for learning disabled, education and programs for learning disabled. chapters include testing re­ sources, exchange programs, camp directories, professional pe­ riodicals, technology resources, and workshops. includes entry name and subject indexes. companion directories are the com­ plete directory for people with disabilities and the national housing directory for people with disabilities. computers in american schools 1992: an overview: a national report from the international lea computers in education study. ronald e. anderson, ed. minneapolis: lea computers in education study, dept. of sociology, university of minnesota, 1993. 178p. oclc#29808593. $ 15 .00. part of a large-scale international survey of computers in education. survey results are from schools in austria, ger­ many, japan, the netherlands, and the u.s. in 1989, and again in 1992. results are based on testing of students' computer knowl­ edge and data from the schools and teachers. includes tables, figures, and references; ferguson, jacqueline. grants for teachers: a guide to federal and private funding. alexandria, va: capitol publications, 1993. 201p. isbn 0-937925-97-7. oclc#28589976. $47.00. more than 200 grant programs available to public and private elementary and secondary school personnel. lists both programs open to educators applying as individuals, and educa­ tors applying on behalf of their schools or districts. main sections include applying, developing, and submitting a grant. indexes for subject area and type of support. appendixes include national education ubraries • vol 1 8, no. 2 and international grant sources, state and local grant sources, and state funding directories. foerstel, herbert n. banned in the u.s.a.: a reference guide to book censorship in schools and public libraries. westport, conn. : greenwood press, 1 994. 23 1p. isbn 0-3 13-28517-9. oclc#28547543. $42.75. four chapters focus on bookbanning in public schools and libraries. chapters cover major incidents in american schools and libraries from 1 976 through 1992, modem court cases, viewpoints of some frequently banned authors, and the fifty most-banned books in the 1990's. appendixes include lists of most frequently challenged books, materials and authors. guide to american educational directories. barry klein, ed. west nyack, n.y.: todd publications, 1994. 7th ed. 353p. isbn 0-9 1 5 344-29-7. issn 0072-8225. oclc# l 325382 and #30383236. $75.00. covers 5,000 u.s. and major foreign education and education-related directories listed under more than 100 categories. the annotated entries include publisher informa­ tion and cost. category and alphabetical index. guidebook to excellence, 1994: a directory of federal re­ sources for mathematics and science education improvement. columbus, oh: eisenhower national clearinghouse for math­ ematics and science education, 1 994. 53, 32, 182p. isbn 016043 142-5. oclc#30480029. $ 1 8 .00. provides overviews of the 16 u.s. agencies involved in mathematics and science education. section two describes the individual program specifics, arranged by agency, and includes contact names and addresses. the third section lists agency program resources by state. contents will be expanded and are expected to be online in 1994. includes index by type of program. handbook of research on the education of young children. bernard spodek, ed. new york: macmillan pub. co. : toronto: maxwell macmillan canada, 1 993. 568p. isbn 0-02-897-4050. oclc#261 3272 1 . $58.50. presents critical reviews of research. four main sec­ tions cover child development and early education, foundations of early childhood educational curriculum, early childhood edu­ cational policy, and research strategies. each chapter within a section presents a review of research in a specific area by a particular author. handbook of research on science teaching and learning. dorothy l. gabel, ed. new york: macmillan: toronto: maxwell macmillan canada, 1 993 . 598p. i s b n 0-02-897005-5. oclc#27896767. $65.00. a comprehensive review of science education research studies. five major sections cover teaching, learning, problem solving, curriculum, and context. the handbook is a project of the national science teachers association. includes name and sub­ ject index. education ubraries • vol 1 8, no. 2 hothem, lar and sue hothem. school collectibles of the past. lancaster, ohio: hothem house, 1993. 236p. isbn 0-96 170413-6. oclc#28534422. $21 .95. catalogue of school collectibles covering the mid 1800' s to the mid 1900's. sections cover such objects as book carriers, lunch boxes, slates, pencil boxes, rewards of merit., school bells, teaching tools, and miscellaneous collectibles. excludes old school books and furniture. each chapter provides historical background, manufacturing information, and photographs of objects with descriptions and dimensions. additional sections cover collecting and researching tips and average value of the collectibles photographed. international encyclopedia of education. torsten husen and t. neville postlethwaite, eds. 2nd ed. 12v. oxford, england; new york: pergamon; new york; elsevier science, 1994. isbn 008-04 1046-4. oclc#297977 1 1 . $3,795.00. second edition has 1 ,266 new or updated topic entries arranged alphabetically with cross-references. an index volume contains a three-level subject index, name index, classified list of entries, list of contributors, and list of major education journals. keywords or phrases from entry authors form the basis of the subject index. laboratory network program. promising practices in math­ ematics and science education: a collection of promising educational programs and practices from the laboratory net­ work program. washington, d.c.: laboratory network pro­ gram, 1994. 157p. oclc#29832739. $21 .00. sixty-six programs and practices in mathematics and science education developed by the regional educational labo­ ratories were selected as promising and innovative examples for the improvement of student achievement. the selection process involved nomination, a panel review, and evaluation criteria. practices are arranged by topics: elementary mathematics, el­ ementary science, mathematics, multidisciplinary, science and technology. entries include users, target population, a program description, resources/materials needed for adoption, funding, contact name and source. appendixes arrange practices by title and topic. companion volume to the exemplary programs of the national diffusion network. mathematics, science, and technology education programs that work: a collection of exemplary educational programs and practices in the national diffusion network. washington, d.c. : u.s. dept. of education, office of educational research and improvement, programs for the improvement of practice, 1994. 145p. oclc#298 13200. $21 .00. descriptions of 64 programs, alphabetically arranged, provide grade level, requirements, costs, services, and contact information. an introductory program chart outlines grades, content, instructional emphasis, curriculum scope, training days, and professional development highlights. 29 national center for education statistics. education in states and nations: indicators comparing u.s. states with the oecd countries in /988. laura hersh salganik et al. washington, d.c.: u.s. dept of education, office of educational research and improvement u.s. g.p.o., supt. of docs., 1993. 1 29p. oclc#29552055. a companion volume to education at a glance. con­ tains 16 indicators grouped into four categories: background, participation, outcomes, and finance. each indicator includes an explanation of what it measures, why it is important, and key results from a comparison of countries and states. indicators from education at a glance were used if relevant to states and if comparative state-level data on the indicators already existed. data from a variety of sources including oecd, nces, bureau of census and bureau of labor statistics. includes graphs, tables, glossary, listing of sources of data, and index. national council for accreditation of teacher education. teacher education: a guide to ncate-accredited colleges and univer­ sities. 1993-1994. washington, d.c.: national council for ac­ creditation ofteacher education, 1993. 128p. oclc#29660895. $ 15.00. a listing of nca te accredited schools, departments, and colleges of education. entries contain basic information about the institution, address, phone number, and name and title of unit head. includes tuition infonnation, admission tests used, and specific degrees offered. additional section, "program re­ view," lists programs found to meet national guideline� of professional associations. reaching the goals. goal 2. washington, d.c.: office of edu­ cational research and improvement, u.s. dept. of education: for sale by the u.s. g.p.o., supt. of docs., 1993. 38p. isbn 016-042930-7. oclc#28 1 37608. $2.75. the office of educational research and improve­ ment bas produced reaching the goals, a series of publica­ tions describing what is known from research that applies to each goal. each publication is a result of task forces from various programs and offices with oeri including the na­ tional center for education statistics. this report is an abridged version of the oeri goa1 2 work group's technical report on school completion. ross, marlene et al. the american college president: a 1993 edition. washington, d.c.: american council on education, center for leadership developmen t, 1 9 9 3 . 1 24p. oclc#2887420l . $20.00. profiles college presidents in office in 1990 based on 2,423 responses to an ace survey. includes all types of postsecondary institutions. the 1986 baseline data for the 1 988 publication, the american college president: a contemporary profile, was revised and the 1990 proflle is compared with the updated 1986 cohort of respondents. chapters with tables and graphs compare the 1990 and 1986 presidents, and separately profile women presidents, presidents of color, presidents by institutional type, and presidential career paths. the appendixes contain extensive tables profiling the 1990 respondents. 30 state profiles.· financing public higher education 1978 to 1993. washington, d.c.: research associates of washington, 1993. 1 6th ed. 270p. issn 0899-6695 . oclc#29655385 and #29501452. $35 .00. this annual report provides national trends and state differences based on eleven defined variables, such as high school graduates source; college participation ratio and public enrollment; state tax wealth; state relative funding requirements; state and local government appropriation support; and role of tuition and family payment effort. includes a model for compara­ tive analy�is among states, with tables for comparing state support of public higher education in 19921993. tables and graphs also detail fifteen-year trends, as well as a 19971998 projection. state of the world's children 1994. oxford; new york: oxford university press for unicef, 1 980-. 87p. annual. isbn 019262484-9. issn 0265-7 1 8x. oclc#299692 19 and #9856203. $8.00. this annual report reviews progress in the areas of health and nutrition as well as the problems of poverty, population growth, and environmental deterioration. statistical tables for 145 countries focus on the well-being of children and women worldwide. the text of this report is available on the internet at the unicef gopher site. telnet to hqfauso l .unicef.org and type <gopher> as user id. statistical record of children. linda schmittroth, ed. detroit: gale research inc., 1994. 983p. isbn 0-8 103-9 1961 . issn 1075-5063 . oclc#30066443. $99.00. data is compiled from periodical literature, government documents and databases, reports and studies from associations, companies, institutions, research centers, and other materials that regularly provide statistical infonnation on children. entries reflect issues of concern to parents, educators, government and business regarding the health, education, and economic well­ being of children. the focus is on children up to age 14. statistical tables are alphabetically arranged in chapters by table title under broad subject categories. a keyword index refers to subjects covered in the tables. includes a list of sources consulted with names and addresses of organizations. sullivan, eugene j. the adult learner's guide to alternative and external degree programs. phoenix, ariz.: oryx press, 1993 . 227p. isbn 0-89774-8 1 5-8. oclc#28721619. $40.00. describes 1 92 alternative (campus-based) and 9 1 exter­ nal (non-campus-based) degree programs arranged by states in two sections. based on the american council on education survey of u.s. colleges and universities. information includes degrees offered, program mission statement, accreditation, ad­ mission requirements, credit hour requirements, tuition and fees. seven appendixes provide information to assist in evaluating good degree programs, such as several position papers by ace and the "acrl guidelines for external campus library serv­ ices." education ubraries • vol 1 8, no. 2 youth indicators 1993: trends in the well-being of american youth. washington, d.c.: office of educational research and improvement. u.s. dept. of education: for sale by the supt. of docs., u .s . g.p.o., 1993. 1 53p. isbn 01 6-042955-2. oclc#29761965 and #1843651 2. details current information and historical trends for the indicators of home, school, health, citizenship and values, and future aspirations. updates last published edition in 1 99 1 . ta­ bles, charts, and graphs go back as far as 1950, where possible. education ubraries· • vol 1 8, no. 2 demographics and family, educational, and health background, behavior, and attitudes, together with future plans and employ­ ment comp.arisons are meant to assist with establishing policy based on long-term trends. gladys i . dratch is collection development librarian and deborah s . garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. 3 1 microsoft word book review_information services.doc education libraries, 38:1 (2015) © education division, special library association book review hirsh, s. (ed.). (2015). information services today: an introduction. lanham, md: rowman & littlefield. isbn 978-1-4422-3959-3 (ebook) reviewed by: celeste moore, ma,  mls,  cas     st.  andrew  hall  library,  syracuse,  ny information services today: an introduction offers a panoramic view of library and information services. this edited text is a valuable resource for students, faculty, practitioners and anyone interested in libraries and information organizations. this book covers an array of topics ranging from the history of libraries, to the many changes that are currently taking place within information organizations. it has a broad scope and each of the 39 chapters is unique and well detailed. i have found the book to be timely, with thorough coverage of many important topics. the editor, dr. sandra hirsh, is an accomplished information professional. she is a professor and the director of the school of information at san josé state university. in addition to her academic background, she has worked in numerous library settings, and with corporate research and development. she has held leadership roles in a number of professional associations and is active in her local library community. for this book, hirsh has assembled a knowledgeable team of contributing writers to share their expertise and experience. these specialists include faculty members, researchers and practitioners in lis that provide a far-reaching overview of the profession. hirsh states that “[i]nformation professionals must constantly survey the information and technology landscape to identify trends that have implications for the information field” (p.4). this book does just that and it gives the lis professional resources to help deal with the fastpaced, ever-changing environment that we are all faced with these days. the editor has skillfully organized the book’s 39 chapters that are further grouped into 7 parts. part 1 includes a history of libraries, different types of communities and information needs. part 2 deals with the many distinct types of libraries and information organizations. part 3 focuses on the different types of services that information professionals provide while part 4 describes the user’s needs. parts 5 and 6 cover management as well as social, legal and economic issues related to information assets. lastly, part 7 looks at trends and themes important to the information professional. this book is both informative and useful. though many topics of interest were covered in depth, i found chapter 28, “demonstrating value,” to be particularly beneficial. in this chapter, cheryl stenström states “[m]ultifaceted and rigorous assessment that seeks to measure meaningful impact in appropriate ways will also prove to be the best way to demonstrate value” (p. 277). building significant assessments continue to be essential for all information organizations wanting to justify their existence and show tangible value in the community in which they serve. furthermore, the book contains a number of additional resources that will benefit the reader. a glossary of terms, a bibliography and an index are included in the text. there is also a useful list of abbreviations, appendixes and an online supplement link which includes webcasts of the education libraries, 38:1 (2015) © education division, special library association editor moderating interviews with some of the authors of the chapters. the online resources are extensive and provide the reader with a great deal of material that complements the information found in the text. the contributors approach the subject of information services from many different perspectives and with a solid understanding of where the profession currently stands. experts repeatedly deal with the idea of change as a permanent part of library and information services. the book leaves the reader with a prevailing sense of optimism about the field, and shows the necessity of lifelong learning in this profession. overall, the text provides a wide range of evidence on the current state of information services as well as a proactive approach to continually meet user needs in an ever-changing world. information services today: an introduction is a text built on solid knowledge and practice. the contributors’ shared effort provides the lis community with an educational read that will serve as a professional reference for the near future. it is a must have for information professionals. add this to your personal library and you will not be disappointed. article s training information professionals to deal with new technologies, by jamshid beheshti abstract information professionals are increasingly required to perform technical duties dealing with new technologies. training them to cope with the extended responsibilities has become a challenging task for the library and information studies programs. a systematic approach to conveying the it (information technology) knowledge base to professionals has been suggested here based on a modified version of an educational taxonomy in the cognitive domain. 1\vo continua are constructed dealing with hardware and software knowledge bases. the software continuum consists of three levels: applicati9n, analysis/synthesis and evaluation/creation. the hardware continuum is slightly different: comprehension, application and synthesis/evaluation. the depth of the knowledge base and competency level increases with each level. the continua may be used as guidelines to design a comprehensive curriculum in the it area. the outcome of the continua may result in an it curriculum with eight courses or modules, four of which should be required and four optional. 1.0 introduction for the past decade, schools of library and information studies have been struggling to cope with the rapid advances in information technology. faculty members have had countless meetings to reshape old courses or design new ones to embrace the new technology. computer laboratories, which were set up years ago with modest budgets are now perhaps the largest drain on the dwindling resources of schools. it is estimated that by the end of this century, 98% of all new information will be in digital form. (cristal-ed) to keep pace with these new developments, schools of library and information studies have been forced to put even more resources into teaching it to prepare information professionals for the job market. requirements for this job market, however, are not completely clear. in a forbes article in 1993, david churbuck stated: "it would be too much to argue that the jobs of the 152,000 librarians in the u.s. are in jeopardy. but it's fair to say that their jobs will change dramatically over the next two decades, courtesy of the internet computer networking system." (churbuck 1993). the marlcet for information professionals may be divided into three broad categories: traditional library and information centres where skills of selection, organization and dissemination of information are mainly utilized; libraries without walls or virtual libraries where diverse groups with different backgrounds such as database managers, marketing specialists, communication specialists and the like are needed; and finally the third market segment where technological specialists such as programmers, telecommunication and system specialists are in demand. (cronin,stiffler and day 1993) 1this article is based on a paper presented at the special libraries association 86th annual conference, june 14, 1995, montreal, quebec, canada education libraries • vol 1 9, no. 2 5 2.0 knowledge base the virtual libraries segment of the market is attracting more information professionals and is one of the few areas in the field which shows any sign of growth. the knowledge base for these professionals may be divided into two broad categories: basic and additional knowledge. information personnel are required to know all the traditional principles of selection, organization and dissemination of containers of information such as books, journals, published reports, etc. they also have to move beyond the boundaries of containers. paul saffo, a research fellow at the institute for the future, suggests that we are in a state "between two revolutions -one of print, not quite spent, and another of electronics, not quite underway." (wahlde and schiller 1993) in the era of virtual libraries, information professionals have to deal with the actual information, or the content as well as the container. the basic knowledge base for information professionals, therefore, may consist of concepts of selection, organization and dissemination in relation to both non-digitized and digitized libraries. in the case of the former, the basic knowledge base includes collection development, cataloguing and classification using standard tools such as aacr and lc or dewey systems and the publication of bibliographies and pathfinders. the knowledge base of information professionals in virtual libraries is built upon their existing skills and includes: selection • user requirement/need analysis: to determine the user's information needs • electronic document delivery: vendors' options to deliver digitized information • electronic publishing: scholarly and popular information published digitally and delivered on the internet or cd-roms organization • classification and particularly indexing: digitized information including text, still images, moving images, videos, sound • z39 standards: implications for organization of information • marc: new standards for handling table of contents and eventually full-text dissemination • digitization: conversion of printed documents to digitized format • internet: gopher, home-page on world wide web, and other available tools. the additional knowledge base for the virtual library information professional primarily deals with databases and consists of: design • user requirement/need analysis: (same as above, but in the context of design) • information analysis: to determine the nature of information and its format 6 • systems analysis: feasibility studies, critical path analysis, resource analysis, cost-benefit analysis, • human-computer interaction (hci): interface design for input and output production • physical and logical structures: files, records, fields, indexes • software: database management systems, multimedia authoring systems • coding: programming, conversion use • logical structures of existing systems: files, records, fields, indexes • software: database management systems, multimedia systems evaluation • user requirement/need analysis: (same as selection) • information analysis: integrity, appropriateness • hci: evaluation of the interface • database: performance, structure additional knowledge base should encompass any type of database regardless of the content and format, including textual, numeric, bibliographic, multimedia, expert systems and virtual reality systems. 3.0 information technology in library and information studies programs the role of information technology in both the basic and additional knowledge bases is evident. ideally every graduate from a masters program in library and information studies (lis) should possess all the necessary knowledge and skills to be an effective information professional. unfortunately, we do not live in an ideal world and ultimately options have to be considered and many compromises have to be made. lis schools have tried to address many issues regarding training, whether for students in their masters programs or continuing education courses for professionals. these issues may be summarized as: 1. currency: how up-to-date should schools be? should they try to anticipate future developments or should they cautiously lag behind the current tide? 2. breadth: should schools try to convey a broad knowledge base about hardware and software currently used in information environments? or should they focus on one or two prevalent applications? 3. theory versus practice: should schools concentrate on general principles and theories, or should they focus on training students in specific technologies? 4. black box versus glass box: should schools treat the technology as a black box or a glass box? (large 1993) education libraries • vol 19, no. 2 these questions do not lend themselves to easy answers or solutions. at present, none of the american library association accredited lis programs, nor the british schools (rowley), have a complete agenda in addressing the issue of training information professionals in the it area. recently, the w. k. kellogg foundation donated a large grant to the university of michigan's school oflnformation and library studies (sils) to map out a comprehensive curriculum for training future information professionals. in its original proposal to kellogg, sils states that there is a need for: a person with understanding and deep commitment to human users and use of information, whoever and wherever they are. a person with the knowledge and skills to organize and preserve information for intellectual access. a person who can effectively use and shape both current and emerging digital systems technology to serve these ends. (cristal-ed) the information and technology systems task force of the school has proposed a plan for teaching it, consisting of the following modules. 1. information design and human needs: demonstrates the importance of effective organization of information and interface design in products and services. 2. *mosaic searching and the internet: internet addre§ses, gopher, ftp 3. *usenet newsgroups: searching for information 4. *introduction to electronic mail, list servs and electronic conferencing 5. a historical approach to information technology from hollerith to graphics: early machines, computer memory, tubes, transistors, integrated circuits, magnetic storage, cores, disks, tapes, optical storage 6. digital technology: data storage, electronic and electro­ mechanical storage, from characters to graphics, stored programs, conversion of alphanumeric data to binary, ascii codes, decimal to binary conversions. 7. computer architecture (simplified): hardware components of the personal computer, types of computers, software; operating systems, compilers and programming languages, application software 8. database management systems, design and operation 9. information retrieval and indexing: boolean searching, recall, precision, and relevance 10. *html authoring: creating a home page, designing an effective home page 11. telecommunications: data communication and networlcing: telephone systems, wireless, cellular, paging, television and radio education libraries • vol 19, no. 2 12. concepts of systems design and analysis: system analysis, feasibility studies, critical path analysis, time-motion studies, resource analysis, cost-benefit/effectiveness analysis, organizational impact, system maintenance 13. intellectual foundations oflnformation technology: history of science, scientific revolutions and paradigms, determinism since the enlightenment, the computer as the ultimate deterministic machine, the computer as a metaphor for human intelligent behaviour * refers to modules which may not need formal classroom training and can be taught in non-credit courses in laboratories. sils 's proposal is a very useful outline, upon which other schools may design their it curriculum. the outline, however, does not address certain questions raised earlier; theory versus practice, broad knowledge of many systems versus an in-depth comprehension of a few. perhaps the most crucial aspect of training information professionals in the it area is the level of competency, or the depth of the knowledge base. sils 's proposal may be taught in one three-credit course, in which case each module would correspond approximately to one three-hour session. on the other hand, the proposal may be divided into at least seven major three-credit courses, comprising one third to one half of the lis curriculum. 4.0 an educational continuum to analyze the input and the outcome of a training program a more systematic approach is needed. in his "stating objectives for classroom instruction," norman gronlund uses a taxonomy of educational objectives, which was originally developed by bloom in the 1950s. (gronlund 1991) the taxonomy is divided into three domains; cognitive, affective and psychomotor. the cognitive domain is of interest to us as the discussion about other domains relates more to children and is primarily age dependent. cognitive domain is categorized in a hierarchical order, from simple to complex behaviour. each category is assumed to include the behaviour at a lower level. major categories in the cognitive domain are: 1. knowledge: remembering of previously learned material, involves recall of a wide range of information from specific to general, from factual to theories. (e.g.; knows common facts and reference sources) 2. comprehension: the ability to grasp the meaning of material, includes translating material from one form to another, interpreting material (summarizing), estimating future trends, predicting effects. (e.g.; abstracting) 3. application: the ability to use learned material in new situations, includes application of rules, methods, concepts and theories. (e.g.; cataloguing) 7 4. analysis: the ability to break down complex material into its components so that its organizational structure is understood, includes identification of the parts, analysis of the relationships. (e.g.; classification) 5. synthesis: the ability to put parts together to form a new whole, includes the production of an original document. (e.g.; research proposal) 6. evaluation: the ability to judge the value of material for a given purpose, including judgments based on definite criteria. (e.g.; evaluation of research reports) although this taxonomy was originally designed for elementary and secondary schools, its modified version is used to construct a new taxonomy for the information professional's knowledge base or level of competency in the it area. the six categories have been divided into three major levels: level 1: knowledge/comprehension/application. when information professionals reach the end of this level, they are able to understand, interpret and apply it applications. level ii: analysis/synthesis. by the end of this level information professionals are able to analyze new situations and apply known solutions to problems. level iii: evaluation/creation. at the end of this le. el, information professionals have the ability to judge and decide on a new course of action to solve a problem or choose the best possible alternative. these levels are not discrete, but form a continuum, increasing in complexity from level i to level iii. each level is built upon the knowledge of the previous level, like a building block. curriculum in the it area may be designed by applying this taxonomy to two major domains; software and hardware. although these domains have been treated separately in the following sections, they are part of the same educational continuum and should be dealt with concurrently. each domain is dependant on the other and cannot be treated in isolation. 5.0 the software domain figure 1 shows the continuum taxonomy divided into three levels applied to the software domain. a taxonomy should be a general model applicable to many situations, however, the focus of this article is on the microcomputer knowledge base, particularly dos/windows environments. in the upper left-hand corner of figure 1 is the novice trainee entering the continuum. the first topic in the software domain is a basic knowledge and comprehension of the operating system; its function and operation. as each aspect of the software domain is discussed below, examples of the required knowledge base for the information professional is provided in italics. 8 5. 1 level i at this level trainees learn about general concepts as well as specific applications such as word processing and spreadsheets. they must be able to apply their knowledge base to new situations, however, the complexity and sophistication level is minimal. 5 .1.1 operating systems the most important software is the operating system, which interprets instructions from the user or an application and translates them for the computer. a fundamental knowledge and comprehension of the operating system is essential for effective use of computers. operating systems may be divided into two broad categories; command-driven and graphical user interface (gui) systems. in addition to the following, a knowledge of main frame operating systems, such as mvs, and job control language (jcl) would also be an asset for information professionals. dos internal/external commands: copy, dir,format, cd unix basic commands: is, cp, cd wmdows, os/2 guj: desktop, tool bar, menu bar, icons, buttons, dialogue box in general, file management skills and knowledge of directories are " necessary for effective use of the computer as well as the internet. 5.1.2 word processing word processing has become a necessary and indispensable tool for any professional. recent budget cuts and dwindling resources have resulted in loss of secretarial positions in many institutions. consequently, middle managers and professionals are compelled to rely on their own typing and word processing skills. many years ago, lis schools required their students to learn typing to produce card catalogues. today, students are obliged to use word processing in almost all their assignments and projects. wordperfect word menus and commands : format ting, cut & paste, search & replace, simple macros, tables, graphics 5.1.3 common applications word processing is just one of the many common application software available for everyday use. other applications at this level of continuum include spreadsheets, personal database software and presentation programs. the electronic spreadsheet has become an important management tool, used for budgeting and forecasting. personal database software is utilized for creating personnel files, telephone directories and similar management tools. presentation programs are becoming more popular and an effective tool for managers to present their ideas to board members and directors of their institutions. education libraries • vol 1 9, no. 2 i no experience i os wp ull i no experience i main applications communication advanced multimedia systems email searching internet lan oop figure 1. software domain continuum external internal operations startup vr local area network wide area network connectivity figure 2. hardware domain continuum education libraries • vol 1 9, no. 2 expert expert 9 1-2-3, excel rows, colwnns, cells, formulas filemaker, q&a fields, records, files, attributes, entities freelance, powerpoint charts, graphs, slides 5.1.4 communication software since the 1980s, communication software has played a very important role for information professionals. uploading online search strategies and downloading the results from systems such as dialog have become common techniques in the past decade. communication software, however, is now more prevalent today, thanks to the internet. unlike some of the other application software, learning about communication requires a knowledge of protocols, networking, telecommunication and similar issues. procomm crosstalk 5.1.5 email upload, download, protocol, parity, speed sending electronic messages has become a routine task today, requiring very little technical expertise. nevertheless, a certain amount of knowledge about the content and the container of the message is required. in general, the trainee should have a basic understanding of networks and data exchange protocols. quickmail microsoft mail addresses, protocol, multiplecopies, forward, append 5.1.6 shareware and viruses advents in communication have brought shareware, freeware, public domain software, groupware and viruses.lt is important to understand the differences among the first three types of software. shareware programs are made available to public, who must pay a registration fee once they have decided to use the software. freeware programs are copyrighted by their creators but may be distributed free of charge to other users. public domain software programs are not copyrighted and are for anyone's use. thousands of programs which fall into one of these software categories, are currently available through the internet. a new type of software called groupware provides tools for professionals to wotk together. one of the features of groupware is to schedule meeting times by accessing the computerized calendars of all the people involved. other features include exchanging information and sending reminders for the meetings. as more shareware and freeware become available, viruses proliferate at an alarming rate. while some are relatively harmless and simply display annoying messages, others are destructive. a basic knowledge of viruses and preventive measures is essential. 1 0 f-prot, norton sam worm, trojan horse, stealth 5 .1. 7 searching techniques perhaps the most important aspect of training information professionals in the it area is the online searching techniques. at this level a basic understanding of command language, records, fields, files and indexes is essential. retrieving information from different databases, including bibliographic and full-text, form an integral part of searching techniques know ledge base. dialog, opacs keyword searching, boolean and proximity operators 5.2 level ii at this level trainees learn how to analyze a problem and apply their knowledge base to find existing solutions. they must move beyond the basic application of software and be able to apply advanced techniques to different situations. 5.2.1 advanced searching techniques advanced retrieval techniques are based on the knowledge base gained in level i and may include different types of databases such as numeric, patent, legal and scientific. it also involves a more in-depth understanding of common command language and the differences and similarities among various systems. although many cd-rom multimedia databases have graphical user interfaces (gui) and may not require the use of common search techniques, information professionals should be thoroughly familiar with their logical file and record structures and comprehend the relationships among various data elements. in addition, they should be able to use hypertext techniques and know its advantages and limitations. 5.2.2 software installation and batch files many information professionals need to install new software and cd-rom applications on their computers at one time or another. although installation procedures have become much simpler than a few years ago, in many instances professionals are obliged to change systems' configurations. in the dos and windows environments, batch files may have to be adjusted or simply rewritten. autoexec.bat, config.sys, ini reconfiguration, device drivers, memory device drivers, memory managers, executable files, paths, commands education libraries • vol 1 9, no. 2 5.2.3 standards and the client/server model standards are an integral part of the information world and professionals should be able to comprehend how they are applied in different situations. the client/server model, which has gained much attention recently and is used in many systems, has to rely on standards to function effectively and efficiently. data and information exchange iso osi, z39.50, tcp/ip 5.2.4 internet today, many end-users can easily access the internet by using off-the-shelf software packages which include books, manuals and communication programs. these users are not required to be at level ii of the it training spectrum to utilize various features of the net. information professionals, however, are educators of the net and need to have an extensive knowledge of its various features and capabilities. listserv, usenet telnet ftp tools www gui browsers tools 5.2.5 programming read news, selection of listservs, exchange information remote logging, opacs binary, ascii, compressed, unix commands archie, gopher, veronica, jughead hypertext links, multimedia, site selection mosaic, netscape, air create homepage the world's richest man and computer industry's most celebrated personality, microsoft chairman bill gates, recently talked about career paths in a computer camp in ottawa. his advise to the young adults in the camp was "learn how to program ... learning a computer language like basic is very worthwhile." (the gazette 1995). a fundamental knowledge of computer programming is very important for information professionals. understanding the semantic structures of a language allows the professional to use the computer as a glass box rather than a black box. while the latter approach to computing may be sufficient for para­ professionals, it is essential for information professionals to take the glass box approach to it. (beheshti 1993) traditional languages basic, pascal, c syntactic i semantic structures, sequence, loop, conditional statements, case 5.2.6 database design while creating flat or two-dimensional tables and files is a relatively simple task, designing a database can be very complex education libraries • vol 1 9, no. 2 requiring sophisticated techniques and methodologies. once the database universe, enterprise, entities with their attributes have been identified, data relationships must be established. data modelling and normalization are integral techniques of relational database design, which may also be used in creating textual, numeric or multimedia databases. although many database management programs are relatively easy to use, creating a functional database for end-users requires some programming. information professionals need to construct simple front-ends and interfaces to help end-users retrieve information efficiently and effectively. they need to design templates for para­ professionals for inputting information into the database. report generation and mailing lists may also require some programming. relational databases dbase, foxpro files, indexes, links, expressions, programming language access key tables, join, images, wizards, visual basic programming language bibliographic databases lnmagic define fields, indexes, keys; report full-text databases asks am 5.3 level iii generation data entry and word processing modes, hypertext links at this level trainees learn to evaluate existing options and solutions to a problem, and if required, create new alternatives. they use their knowledge base from level n to design innovative solutions. 5 .3 .1 mutimedia database design designing multimedia databases may be more complex than relational or bibliographic ones. in addition to traditional data elements, these databases may include still and moving images, sound, animation and hyper-links. infonnation professionals' knowledge base must be more extensive and in-depth than previous levels to produce cohesive multimedia databases. they should also comprehend the pertinent issues in human-computer interaction (hci). authoring sy stems macromedia director still image: gif, tiff files; moving 5.3.2 lan images: mpeg: sound: wav files; hypterte;rt, hypermedia networks play a very important role in organizations and they will become even more prevalent as the use of groupware becomes more widespread in the workplace. setting up a network, however, is not an easy task. technical as well as organizational skills are required in order to start a local area network. the lan manager 11 has to configure the system, which includes certain amount of programming, create useful interfaces, update and maintain the software. additional knowledge base at this level also includes familiarity with the client/server architecture. network operating system (nos) novell evaluation, multitasking, multiuser, partitioning, configuration, server, workstations, security, rights, resource allocation 5.3.3 object-oriented programming (oop) oop is a technique that divides a computer program into sets of instructions called objects. the objects are encapsulated because the:r contain both data and functions that operate on the data. new obje.cts can be created by inheritance, i.e., they "inherit" some properties from existing objects. objects can also implement the same functions differently (polymorphism). oop techniques are used to design programs for windows, where ole (object linking and embedding) can link data in one program with that created in another program. visual basic encapsulation, inheritance, polymorphism, ole c++ 5.3.4 virtual reality virtual reality (vr) is about simulation of environments. the term is pertinent to any set of stimuli that creates the feeling that one is elsewhere. different types of vr systems are used in various fields, from medicine and engineering to virtual showrooms. vr systems can be divided into two broad categories: non-immersive systems which do not need expensive hardware and are essentially two-dimensional images projected on a computer monitor, and immersive systems which use head­ mounted displays (hmd), face masks or multiple large projection screens. regardless of the techniques used, many current vr applications "do not attempt to fool the user into thinking he or she is really elsewhere but simply provide a window into elsewhere." (newby 1993) although vr is still in its infancy, it may have a profound impact on information management. the knowledge and skill required for creating vr applications are based on all the previous levels discussed above. in addition, information professionals should be familiar with designing and creating expert systems. 6.0 hardware domain figure 2 shows the continuum taxonomy divided into three levels applied to the hardware domain. this taxonomy is slightly different from the software domain's taxonomy. the knowledge levels and the entire continuum have been shifted to accommodate information professionals, since it is assumed that they do not need to have the same level of competencies as in the software 1 2 domain. while level i consists of knowledge/comprehension, level ii includes application/analysis and level ill contains synthesis/evaluation. information professionals are not expected to create new solutions in the hardware domain. in the upper left-hand comer of figure 2 is the novice trainee entering the continuum. the first topic in the hardware domain is a basic knowledge and comprehension of the components of a stand-alone microcomputer. as each aspect of the hardware domain is discussed below, examples of the required knowledge base for the information professional is provided in italics. 6. 1 level i at this level trainees learn about general concepts and gain some understanding of computer components and their functions. they must be able to apply their knowledge base to existing situations of minimal complexity. 6.1.1 components it is imperative for information professionals to know the components of a computer. when they need to select and acquire hardware, they must be able to name the components and have a basic understanding of their functions. components motherboard, chips, cpu, control unit,alu, bus, ram, dram, rom, ports, hard disk, pixel, power supply peripherals printers, scanners, video input, light pens,plotters, voice synthesizers, monitors, modems, cd-rom 6.1.2 standard external connections while macintosh owners have always enjoyed easy access and ergonomically designed connection ports, until recently other microcomputers owners have not been as fortunate. professionals should have a basic knowledge of different types of connections and their purposes. physical interfaces parallel ports; db-25f, serial ports; rs-232, db-9, scsi (small computer system interface), rs-423, midi 6.1.3 internal operations information professionals are not required to be electronic engineers, but they should have a good grasp of the internal operations of a computer. they should understand the relationships among various components. operations bits, bytes, machine cycle, memory cache, !-time, e-time, clock speed, address, seek time, conventional memory, upper memory education libraries • vol 19, no. 2 6.1.4 startup although starting or booting a stand-alone microcomputer seems very simple and a routine task, trainees should have a thorough understanding of the procedures involved. when the computer does not boot properly, for example in case of a weak battery and loss of the configuration information in cmos, the information professional should be able to explain the problem accurately to a technician. boot post (power on selftest), bios( basic input 6.2 level ii output system), cmos (complimentary metal oxide semiconductor), warm and cold boots at this level trainees learn how to apply their existing knowledge base to solve hardware problems or analyze situations they may encounter. they must move beyond level i. 6.2.1 installation adding new components, such as expansion cards, in a microcomputer have become a routine operation. although technicians usually install and maintain computer components, in many circumstances professionals have to do these tasks. installation sound boards, video boards, multimedia kits, memory boards, hard disks, cd-rom units installation also requires upgrading the cmos information unless a plug-and-play system is used. cmos reconfiguration requires an in-depth knowledge of the internal components. 6.2.2 selection and acquisition once the fundamental know ledge has been acquired, information professionals are ready to select an appropriate computer for their specific needs. they may choose to purchase a basic machine and add expansion boards and peripherals later, or buy a fully configured system. selection memory and storage capacities, speed, hardware and software compatibility, platforms, expendability, obsolescence, warranties and service, cost 6.2.3 equipment problems equipment failure does not happen often, but when it does consequences can be grave. a general knowledge of detection and maintenance techniques would save hours of frustration and facilitates intelligent communication with the experts. education libraries • vol 1 9, no. 2 software tools repair and maintain hard disks, unerase files, recover lost files, detect memory problems, detect problems with peripheral devices 6.3 level m at this level trainees learn to evaluate existing options and solutions to a problem and choose the most appropriate one. they use their knowledge base from level ii for evaluation purposes. 6.3 .1 lan unlike purchasing a stand-alone computer, setting up a local area network is a complex procedure. the information professional needs to conduct a requirement analysis, plan various scenarios, implement the best plan, maintain and update the solution. lan topology: ring, bus; bandwidth, medium:io base t, 6.3.2 wan fiber optic; implementation: ethernet; multiplexes, hubs, server/workstations lans can be attached to wide area networks (wan) through standard communication protocols. the information professional requires extensive telecommunication skills and broad networking knowledge to design and create a wan. wan lans, microwave and satellite communication, isnd (integrated services digital network), fddi (packet fiber distributed interface), os! (open system interconnection) 7.0 it curriculum 1\vo separate but dependent educational continua have been proposed here to train information professionals for new technologies. each consists of three levels corresponding to the depth of the knowledge base or level of competency. the educational continua may be used as guidelines for designing a comprehensive curriculum in the it area. an example of a curriculum is suggested below. it 1: levell. modules include computer hardware components and their functions, internal operations, operating systems, startup, word processing, applications, communication software, email, and basic searching techniques. it 2: levell/. modules include advanced searching techniques, installation of hardware components, installation of new software and batch files, selection of new hardware, equipment problems. 13 it 3 : level l/. modules include the internet. it 4: level l/. modules include computer programming and database design. many database management software contain langu ages which may be used to teach programming skills. it 5 : level ill. modules include designing multimedia systems. it 6: level ill. modules include planning and implementing lans , connectivity to other networks , and telecommunication. it 7: level ii/. modules include object-oriented programming it 8 : level ill. modules include designing virtual reality systems. it l may be a credit or non-credit course offered in the first term of a masters program. as more students and professionals gain computer knowledge, this course may be replaced by the more advanced it 2 course in the near future. it 2 is an essential course, since in many organizations the responsibility of equipment selection, upgrading and maintenance has been given to information professionals. in addition, they are required to install new software and connect their computers to the internet. information professionals are also obliged to conduct workshops and training sessions on the internet, including setting up homepages on the world wide web. it 3, which is now becoming an important part of the curriculum in many tis schools, should include all the necessary information to build a knowledge base for the internet. it 4 deals with programming and database design and is a valuable course, which many schools have integrated into their curriculum. it 5 through it 8 may be taught as optional courses. 8.0 conclusions tom peters once said: "thanks to technology, the world is going bonkers. and it's going to get more bonkers bonkers squared in a few years with bonkers cubed on the way." (interview published in forbes asap, march 29, 1 993. cited in cristal­ ed) technology is moving at a very rapid pace and training information professionals to deal with it is a challenge faced by all educational institutions. although the w. k. kellogg foundation grant to the university of michigan's sils to map out a comprehensive curriculum is a first step to meet this challenge, a systematic approach in designing the it curriculum is needed. in this paper, one method is outlined, however, this should be only the beginning of a series of discussions and consultations for training information professionals to deal with new technologies. 1 4 references beheshti, j. (1993) computer progran1ming in lis education: a necessity? education for lnformation l l (2): 123136. churbuck, david c. ( 1993) good-bye, dewey decimals. forbes 1 5 1 :204-5. cristal-ed. coalition on reinventing information science, technology and library education. http://www.sils.umich.edu/ publications/cristaled/kel logghomepage.html cronin, b., stiffler, m., and day, d. (1993) the emergent market for information professionals : educational opportunities and implications. library trends 42(2):257-76. gronlund, norman e. (1991 ) how to write and use lnstntctional objectives. toronto: collier macmillan. large, andrew. ( 1 993) information technology and education for library and information studies: the challenge . the canadian journal of information and library science 18( 1 ):2333. "mr. gates gives advice," gazette (montreal), 29 july 1995, sec. d, p.2. newby, gregory b. ( 1 993) virtual reality. in annual review of information science and technology (arist). vol. 28. edited by martha e. williams. medford, n.j.: learned information. rowley, j .e . ( 1 994) teaching it skills to library and information studies students: some reflections. education for information 1 2:235-245. wahlde, barbara von, and schiller, n. (1993) creating the virtual library: strategic issues. in the virtual library: visions and realities. edited by laverna m. saunders. westport, ct: meckler publishing. jamshid beheshti is associate professor at the graduate school of l ibra ry a n d info rmat ion stud ies, m c g i l l u n iversity, 3459-mctavish street, montrea l, quebec, canada, h3a 1 y 1 voice: (51 4) 398-4204 fax: (51 4) 398-7 1 93 emai l : injz@ musicb. mcgil l .ca education libraries • vol 1 9, no. 2 li brary surveys : a selected eric bibl iography submitted by nancy r. preston, eric/la, for education libraries note: all citations with ej numbers are journal articles from current index to journals in education, and can be obtained at a research library, through interlibrary loan, or from an article reprint service. citations with ed numbers are documents from resources in education, and can be read at a library with an eric microfiche collection or ordered in paper or microfiche copy from the eric document reproduction service (edrs), 7420 fullerton road, suite 1 10, springfield, va 22153-2852. for complete information on ordering and costs, contact the edrs at 1-800-443-3742 or (703) 440-1400. questions about eric and about obatining articles and documents may be directed to access eric, 1-800-use-eric (873-3742). barrow, lloyd h. (1989). secondary science education library resources for new england's teacher education pro­ grams. research in rural education, 5(3), 61-64. fj 407 478. describes results of a survey of libraries serving pres�rvice and graduate level teacher education programs in ruraf new england, relative to general education and science education holdings. finds serious deficiencies for both preservice and graduate student programs. describes patterns of holdings and suggests implications for educators and librarians. cain, mark e. (1988, november). academic and research librarians: who are we? journal of academic librarianship, 14(5), 292-96. ej 384 423. describes the results of a survey that examined the demo­ graphics of u.s. and canadian academic and research librarians. the findings discussed include age, sex, educational background, foreign language proficiency, and professional skills. the need to recruit a wider range of talents and expertise to the profession is also discussed. eskoz, patricia a. (1991, january). catalog librarians and public services--a changing role? library resources and technical services, 35(1), 76-86. fj 423 309. examines the extent to which professional catalog librarians in academic libraries are involved in public services activities. current literature is reviewed, results of a survey begun in 1983 and updated in 1986 and 1988 are analyzed and compared, and new areas in which an expanded role for catalog librarian would be beneficial are suggested. werking, richard hume. (1991, january). collection growth and expenditures in academic libraries: a preliminary inquiry. college and research libraries, 52(1 ), 5-23. ej 423 315. describes results of a survey that was conducted to compile statistical data on collection growth and library expenditures in academic libraries. data from liberal arts college libraries are compared with data from members of the association of re­ search libraries (arl), library statistics are discussed, and significant trends are described. wood, richard j. (1989). stress amongacademic librari­ ans and library directors. 26pp. ed 330 350. pertinent general and library specific stress studies are reviewed to demonstrate the importance and benefits of keeping job stress within healthy (normal) levels in libraries. studies are cited to show the potentially adverse impact of stress on individu­ als and organizations, generally, and librarians and libraries, specifically. the results of a study based on hallberg's "stress survey" that was sent to academic librarians in the southeastern library network (solinet) region are presented. six types of stress criteria (time, task perfection, control over the job, compe­ tition, change, and physical symptomology) were used to evalu­ ate such positions as library directors; acquisitions librarians; catalog librarians; reference librarians; serial librarians; and others. the impact of technological, environmental, organiza­ tional, and other factors is also discussed. the preliminary research study found no evidence of unhealthy stress levels among the college librarians in the nearly 40 academic libraries surveyed. however, library literature indicates that changes in the work environment, automation, or otherfactors are perceived to be factors that are causes of high job stress and burnout. it is recommended that the effects of such changes and working conditions be carefully monitored and studied. fisher, patriaia a. (1988, october). is reserve ajeopard­ izedservice inacademiclibraries ? apositionpaper. 14pp. ed 328 273. one hundred fifty academic libraries were surveyed to determine if professorial note photocopying services were a factor in any decline in use of reserve by faculty at their institu­ tions. eighty-six responses were received. while they did not feel that use of library reserve services was being jeopardized, respondents indicated a number of concerns about professorial note photocopying services. some of the other most common 23 reasons for the decrease in the use of reserve facilities cited by the respondents were the existence of curriculum change; com­ plaints about the costs, inefficiencies, and limitations of the reserve process; reduction in student enrollment; departmental reading collections; and the lack of publicity about reserve availability. academic librarians may wish to acknowledge the possible attenuating effect of professorial note copying services on their operations. (a copy of the questionnaire is attached.) this bibliography was prepared by nancy r. preston, user services coordinator at the eric clearinghouse on information resources, 030 huntington hall, syracuse university, syracuse, ny 13244-2340. (315) 443-3640. bitnet address: eric@suvm. internet address: eric@suvm.acs.syr. edu 24 n ew roles, n ew skills: library and information services to disadvantaged users by dr. sue lithgow public library and infonnation services, "are provided on the basis of equality of access for all, regardless of age, race, sex, religion, nationality, language or social status." i this basic tenet is dependent upon the qualification that, "specific services and materials must be provided for those who cannot, for whatever reason, use the regular services and materials. "2 those individuals who fall within these parameters are commonly referred to as the 'disadvantaged'. 'disadvantaged' is therefore considered to be the generic tenn for such groups as, "linguistic minorities, people with disabilities or people in hospital or prison."3 these artificial divisions create an immediate dichotomy. as stated in the unesco public library manifesto the ultimate aim is to ensure equality of access for all, thereby ·eliminating the need for the tenn 'disadvantaged' altogether. however, in seeking to redress the balance of access, disadvantaged users have to be categorised into discrete groups in this way, which effectively intensifies the very barriers that the profession is seeking to break down. it is therefore important to strike a balance between addressing the needs of specific individuals and incorporating these same needs into mainstream library and infonnation provision. by the same token, segregating users in this way runs the risk of implying the independence and self sufficiency of these groups. to the contrary, the needs of disadvantaged users and the onus for meeting these needs is cross divisional. this paper considers the professional demands placed upon those providing library and information services to disadvantaged users. the roles and skills that this involves are equally cross divisional. thus whilst a proportion of these attributes are inevitably user specific, many of them transcend the divide of public, academic and special libraries, sustaining a relevance to the library and infonnation profession as a whole. with the rapid deve lopment of the i nformation superhighway, library and infonnation professionals in both the public and private sector alike, have been forced to reassess their roles and skills accordingly. as law argues, librarians can manage such change by maintaining their traditional skills. 4 the organisation of knowledge, quality assurance and user support and instruction will therefore continue to be of central importance to all library and infonnation professionals even in an electronic age.s nowhere is the extent of transferable skills more evident, than in the range of generic skills currently demanded of 1 0 graduates by prospective employers. in a recent survey by goulding, the following requirements are listed; enthusiasm flexibility /adaptability /versatility ability to develop/adapt to changes ability to work well in a team and on individual initiative motivation innovation interpersonal skills/customer care skills/communication skills ability to work under pressure6 however, goulding goes on to argue that whilst there is at least this degree of common ground between academic, public, government and commercial library needs, clearly there are also a number of skills peculiar to the sector concemed.7 similarly, whilst there are many transferable skills involved in working with the disadvantaged, the nature of the work, the environment and the users will demand a number of job specific qualities. in addition to this, traditional roles and skills will have to be tailored to suit specific needs and in effect will be subject to a range of appropriate weighting factors. thus, for example, whilst effective communication will continue to be of universal importance, it will take on a new emphasis when working with the deaf or the blind. likewise, marketing the service to potential users requires added sensitivity in this field, where non-users often have greater barriers to sunnount before they can overcome their reluctance to utilise such services. to illustrate this point further consideration will now be given to the range of skills required by those working in prison libraries. the prison setting provides a useful worked example for a number of reasons. arguably, prisons present a microcosm of the general population and in this sense all the disadvantaged groups are to a certain extent represented within it. moreover, the prison context epitomises the need to adapt existing skills to suit the demands of the environment. prison librarians are often working as professionals in isolation. however, in addition to the demands facing one person bands, prison librarians also have to contend with working as lone civilians in a closed working environment. as suvak argues, prison librarians cannot be expected to function effectively unless they fully appreciate the protocol and idiosyncrasies of the prison culture from both the inmate perspective as well as the staff perspective. s education libraries • vol 20, no. 1/2 mastery of the situation is not enough in itself and "the ability to work in a correctional environment" also requires such attributes as; the ability to work independently skill in planning and organizing work effectively good communication skills ability to interact with a diverse range of personalities and ethnic groups emotional maturity adaptability sound judgement. 9 these skills represent the prison survival kit, for as souza points out, inmates will test new employees, particularly women, to determine if they will bend the rules, share personal information and opinions, play favourites, be trusting or lack self assurance . ... they will look upon someone who cannot set limits as vulnerable and someone to be manipulated.io in view of the nature of the prison environment, adaptability and flexibility are perhaps two of the most important skills the prison librarian can have. the security and care of inmates and staff take precedence over and above all other considerations and subsidiary services such as library provision must therefore adapt accordingly. prison libraries operate within a highly volatile environment and as already discussed, the unpredictability of the demands placed upon them has the effect of creating a prison weighting factor. 11 librarians therefore have to be particularly flexible, for example, to cope with the transient nature of the inmate population or unpredictable library closures as a result of prison officer shortages. continued exposure to such obstacles also demonstrates the benefits of one final quality, namely "a superb sense of humor," which although invaluable in its own right also provides an "effective means of defusing potentially dangerous situations."l2 so far this paper has concentrated on the range of interpersonal skills required by librarians working with disadvantaged user groups. however the political climate is placing increasing demands upon librarians as managers, particularly as financial managers and information managers. cuts in public expenditure have placed increasing pressure upon library managers to provide economic, efficient and effective services. performance measurement and quality assurance have become traditional skills but they are clearly more difficult to implement amongst library and information provision to disadvantaged users, where the impact of services is less tangible. similarly, in the uk as elsewhere, the government policy of decentralisation has forced library managers to demonstrate their accountability still further. this situation is epitomised by the current local government reorganisation (lgr) process in england and wales. lgr has particularly significant implications for library and information services to disadvantaged users as it is likely to have most impact on "those services that rely most on being networked, shared across a large client base and are relatively expensive to operate."13 it is therefore likely that education ubreriea • vol 20, no. 1/2 the expensive specialist services will decline or disappear altogether as smaller authorities are obliged for reasons of economy to respond to the needs of the majority rather than those of comparatively small groups with special needs.14 in the face of potentially diminishing services, practitioners are therefore facing even more pressure to prove the value and subsequent need for such provision. good leadership skills are not enough in themselves and the profession demands a practical knowledge of "strategic planning, financial planning, budgetary control and marketing. "15 librarians have therefore been forced to take on the roles of negotiator, arbitrator and bailiff which has in tum increased the need for such skills as intuition, resourcefulness and determination. the management of change inevitably places increasing importance upon the issue of training. staff training, end user training and continuing professional development must all be addressed in this respect. in order to ensure effective service provision, librarians in all sectors have to maintain an acute awareness of appropriate developments. in terms of technological advances: keeping up-to-date with new developments in databases, hosts, cd-roms, etc. is already a problem for staff with very little learning/reading time. the problems of keeping up-to-date with the internet may be insurntountable.l6 the problems faced are not ones of volume alone but are those resulting from financial constraints, too. providing library and information services to disadvantaged users also demands a range of specific training needs. librarians in this field will require full training in the use of appropriate specialist equipment, such as that required by blind or deaf users for example. similarly librarians may need relevant training in terms of the particular group of individuals they are working with and the nature of the environment they are working in. for example, meeting the library and information needs of users with reading difficulties requires specialist training and prison librarians require appropriate induction courses in order to familiarise themselves with security procedures and prison protocol generally. the availability of suitable training courses is an additional problem and this leads on to the final discussion point of this paper, which is inclusion of library and information services to disadvantaged users as a recognised discipline within library school curricula. if library and information science graduates receive or can elect to receive, at least some initial training in this field, then services stand to benefit accordingly. for many librarians, services to disadvantaged users will be one of many responsibilities as opposed to their specialism and here too a basic grounding or awareness of the main issues concerned will help them to provide a more effective service. by marketing the subject across the profession in this way, graduates can subsequently use this knowledge within whatever library and information sector they may find themselves in, for as discussed earlier, disadvantaged users transcend all subject field divisions. 1 1 research is currently being conducted in this area by anne galler, who has distributed an appropriate survey to library schools across the world. 17 the objectives of the research are as follows; 1 . to raise awareness i n library school personnel t o the special needs of the disadvantaged. 2. to enable library school students to identify these special groups and to respond to their special needs. 3 . to compile the results, and prepare guidelines for an inclusive curriculum suggesting the best ways to respond to the needs of the disadvantaged. 4. to stimulate the preparation of special materials. ts if the profile and awareness of library and information services to the disadvantaged are to be raised then it is best done at source, where librarians and information professionals of the future can be equipped with the necessary skills to charter the management of change. a heightened awareness will in tum strengthen the mainstay of library and information services to disadvantaged users, namely co-operation. co-operation is required on all fronts locally, nationally and internationally and not just between fellow library and information services but between voluntary and commercial organisations as well. the needs of disadvantaged users in this respect are very complex and cannot be fully satisfied by any one body. the forging of working partnerships is therefore crucial. in this way, perhaps disadvantaged users can begin to merge into all fields of the library and information profession as users of equal advantag�. references 1 . unesco, public library manifesto (the hague: ifla, 1995). 2. ibid. 3. ibid. 4. derek law, "do librarians have a future?" cofhe bulletin 72 (summer 1994), p.9. 5. ibid. 6. anne goulding, "student skills for the new european us market" in proceedings of the 1st british-nordic conference on library and information studies 22-24 may 1995, eds. micheline hancock-beaulieu and niels ole pors . 1 2 copenhagen: royal school of librarianship, 1995, p.54. 7. ibid. 8. daniel suvak, "the prison community," in libraries inside: a practical guide for prison librarians; eds. rhea joyce rubin and daniel suvak. (jefferson: mcfarland and company, 1 995), p.3. 9. american library association, library standards for adult correctional institutions (chicago: ala, 1992), p.4. 1 0. sandra souza, "the professional staff," in libraries inside; eds. rhea joyce rubin and d aniel suvak. (jefferson: mcfarland and company, 1 995), p.49. 1 1 . s d lithgow, "the development of performance indicators for prison libraries" in proceedings of the 1st northumbria international conference on performance measurement in libraries and information services 3 1 august 4 september 1 995, ed. pat wressell. (newcastle upon tyne: information north, 1995), p .101 . 12 . sandra souza, op.cit. p.50. 13 . andrew green, "local government reorganisation and its effect on library services," community librarian 15 (summer 1994), 1 . 14. julie blaisdale, "local government reorganisation in cleveland: effects on special needs provision," community librarian (spring 1995), 4. 15. alison jago, "approaching 2000: new challenges for the information professional" in new roles, new skills, new people. (hatfield: university ofhertfordshire press, 1995), p.50. 16. jo haythornthwaite, "skills for today and tomorrow" in new roles, new skills, new people. (hatfield: university of hertfordshire press, 1 995), p.42. 17. anne m. galler, "sensitizing the library community to the . needs of disadvantaged persons," ifla newsletter; section for libraries serving disadvantaged persons 39 (fall l 994), p.10. 1 8. ibid. dr sue d. lithgow, is a department for education and employment research fellow, department of information and library studies, un iversity of wales, aberystwyth. education ubrariea • vol 20, no. 1/2 selections from eric journal articles ej496645 bent, dale h.; mclachlan, jim s. ( 1994, dec.). demand for information managers : a canadian survey. education for information, v 1 2 n4 p45 1 -62 . describes the results of a survey of senior managers in canada that was conducted by the graduate school of library and information science at the university of western ontario to estimate the employment demand for graduates in information management. skills and qualifications judged to be important for information managers are discussed. (six references) ej496647 hannigan, jane anne. ( 1994, fall). a feminist standpoint for library and information science education. journal of education for library and information science, v35 n4 p297-3 18. (available umi) uses a feminist standpoint to correct inaccurate scholarship in curricula, pedagogy, and research in library and information science. topics include feminist philosophy and its relevance to curricula revision, specific curricula changes, the signifiuance of women's ways of learning to pedagogy, research needs and the role of subjectivity in research. a bibliography of 1 1 4 items is appended. (52 references) ej46441 2 jeng, ling hwey. ( 1 993, spring). from c ataloging to organization of information: a paradigm for the core curriculum. journal of e ducation for library and information science, v34 n2 p 1 13-26. (available umi) compares traditional and nontraditional curricula in the area of organization of information and proposes a new model for organization of information in which information is redefined and cataloging is perceived as a mode of organizational behavior. some implications of this model on the core curriculum for organization of information are suggested. (26 references) ej462914 large, andrew. ( 1 993 , april). information technology and education for library and information s tudies : the challenge. canadian journal of information and library science, v 1 8 n1 p23-33. discusses the impact of advances in information technology on library school curriculum. topics addressed include a history of information technology in library schools; the rate of technological change; education versus training; information studies versus computer science; future possibilities; and the relationship between practitioners and educators. ( 17 references) education libraries • vol 19, no. 2 ej4761 62 lester, june. ( 1 993 ). education in response to change. journal of library administration, v18 n3-4 p39-54. considers probable societal changes in the united states between now and the year 2000, including cultural pluralism, an increasingly older population, increased variety in the configuration of households, changes in the workforce, globalization, and shifts in education. changes in libraries and in library and information science education are discussed. (contains 43 references.) ej489702 peterson, lorna. ( 1 994). teaching the practitioners : one professor's attempt at library education and sensitivity to multicultural diversity. reference librarian, n45-46 p23-38. provides suggestions for incorporating multicultural diversity issues into the graduate library science curriculum. topics discussed include questions of context; demographic shifts; creating curricular activities, including guest lecturers and encouraging behavioral as well as cognitive changes; and student responses, including student resistance. (contains 28 references.) ej457997 taylor, robert s. (1993, dec jan). chance, change and the future in the information profession. bulletin of the­ american society for information science, v19 n2 p161 8 (available umi) discusses changes in the information science field based on personal reminiscences and suggests an agenda for the future. topics addressed include information relevance; the reference process, including question negotiation; curriculum changes in information science; the value of information; and how people use information. ej485 178 watkins, beverly t. ( 1 994, may 1 8). new era for library schools. chronicle of higher education, v40 n37 pa1920. (available umi) to produce professionals trained to use new technology, library schools are reworking programs to include instruction on computers and telecommunications systems, hiring information­ system specialists rather than traditional library educators, recruiting technically oriented students, obtaining funding to restructure programs, and submitting to new accreditation criteria. 23 eric documents ed367340 kindry, jean l. (1993). the role of information studies in the library science curriculum. 31 p. (available from edrs; microfiche or paper copy.) the purpose of this study was to examine what role information science courses play in the library and information science master 's programs. the current course offerings of the 50 american library association accredited schools in the united states were analyzed by designated categories to determine the percentages of: traditional library science courses; pure information science courses; and any combinations of the two. this paper explores the relationships between the two disciplines by determining the percentages of both library science and information science courses and then analyzing the direction the master's curriculum is taking. (contains 12 references.) ed375850 woodsworth, anne; and others. ( 1994 ). the future of education for librarianship: looking forward from the past . council on library resources, inc., washington, d.c. 10 1 p. (available from edrs; microfiche or paper copy.) the subject of this analyticai bibliography is the future of education for librarianship. its purpose was to cover english­ language publications since 1980 and selected "classic" authors of the past, and to synthesize the trends and concepts that emerge. the first section presents a brief synthesis of each of the major issues/trends that emerged from the literature followed by an alphabetical list of the citations from which the analysis was drawn. the major issues identified are accreditation, certification, and standards; curriculum; continuing education; extended educational preparation; information science, information resource management, and related fields; interdisciplinary linkages; international perspectives; non-classroom experiences; recruitment and admission; specialization; technology; and theory versus practice. the second section contains an annotated bibliography of 167 items published after 1980 together with older landmruks in the field. section three lists citations of works that were identified as potentially relevant but were not reviewed. how to obtain materials cited in this bibliography : journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-521-0600. eric documents are announced in resources in education. they can be read in full text at any library holding an eric microfiche collection. they can also be ordered in paper or microfiche copy from the eric document reproduction service (edrs), 7420 fullerton road, suite 110, springfield, va 22153-2852. phone: 1-800-443eric or 703-440-1400. call for prices and delivery options. this col umn was p repa red by the staff of the e r ic clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244-41 00; (3 1 5) 443-3640; (800) 464-9 1 07; eric@ericir.syr.edu n ews from er ic ask eric's web site named among top 5 percent askeric's internet site ( http://ericir.syr.edu) was recently named among the top 5 percent of all world wide web sites by point communications, an independent review organization. the askeric site was praised for its "massive online question-and­ answer service for teachers and parents; scores of lesson plans; and learning materials to use with children's programming on the discovery channel or pbs' 'newton's apple' series." point communications rates web sites based on their content, presentation and experience. content criteria include thorough information, good links to other sites, good clips, accuracy, and information that is up-to-date. presentation criteria include aesthetic qualities, innovation, and easy navigation. the key rating criterion is experience, which takes into account such questions as: is the site fun? is it worth the time? would you 24 recommend it to a friend? in each of the three categories, the askeric site scored 42 or higher out of a possible 50 points. askeric, a special project of the eric clearinghouse on information & technology, is sponsored by the u.s. department of education, sun microsystems, and syracuse university 's school of education and school oflnformation studies. project director is michael b. eisenberg, professor of information studies. eric system wide resources this column is prepared by the eric clearinghouse on information & technology, eric/it, one of sixteen clearinghouses in the eric system. eric/it specializes in library and information science and educational technolgy. eric/it acquires, selects, catalogs, indexes, and abstracts education libraries • vol 19, no. 2 documents and journal articles in these subject area for input into the eric database. for an overview of the entire eric system , check out the worldwide web site < http :// www.aspensys.com/eric2/welcome.html> this site can also be reached by going to the askeric site <http://ericir.syr.edu> and clicking on "eric clearinghouses" under "askeric features". from this site, you will be able to access the gopher and www sites of all eric clearinghouses, adjunct clearinghouses and eric support components. no-cost resources from the eric clearinghouse on information & technology eric digests are short reports that give an overview of topics of current interest and suggest literature for furtherreading. there is no cost for eric digests and they may be freely reproduced. there is a minimal charge for postage. order from theaddress or telephone numbers below or e-mail <janet@ericir.syr.edu.> newest eric/it digests : o libraries and the internet mary mckenna o say "yes" to telephone lines in the classroom larry w.lucas o access points to eric: update 1995 marilyn e. smith o integrated library systems cynthia l. lopata o copyright issues for the electronic age janis h. bruwelheide o library support staff in an age of change larry r. oberg o virtual reality: an overview jorge franchi o seven steps to responsible software selection kenneth komoski & eric plotnick o the field of educational technology-update 1 995 donald p. ely o local area networks for k-12 schools timoth lederman o electronic portfolios (k12) anna maria lankes recent eric publications an educator 's guide to electronic networking: creating virtual communities. barbara l. kurshan and marcia a. harrington, edited and revised by peter g. milbury. ir-96; 1 10 p.; $ 1 0.00 education libraries • vol 1 9. no. 2 offers network novices an introduction to the benefits of network resources, a comparison of28 commercial and non-commercial service providers, and an extensive glossary of more than 200 common networking terms. this guide assists teachers and administrators to make informed decisions prior to implementing network technologies in their schools. information literacy in an information society: a concept for the information age . christina s. doyl. ir-97; 80 p.; $8.00 recognizes the change in american society from an industrial based economy to an economy based on services and information. this monograph encourages educators to prepare students for success in the new working environment by teaching them to access, evaluate, and use information from a variety of sources. an annotated bibliography is included. technology making a difference: the peakview elementary school study. brent g. wilson, roger hamilton, james l. teslow, and thomas a. cyr. ir-98; 230 p.; $15.00 focuses on the effects of implementing new technology at the elementary school level. the results include increases in student motivation and achievement. authors document candid comments from teachers and students about the transition from traditional teaching methods to integrating new technology in the classroom. educational media and technology yearbook (emty). donald p. ely, ed. and barbara minor, ed. em-94; 360 p. ; $60.00 offers organized access to current information on the trends, professional developments, research, and resources in the field of educational technology. twentieth anniversary issue. this col umn wa s p repa red by the staff of the e r i c clearinghouse o n i nformation & technology, syracuse u niversity, syracuse, ny 1 3244-4 1 00; (3 1 5) 443-3640; (800) 464-9 1 07; eric@ericir.syr.edu 25 n ews f ro m e r ic submitted by nancy r. preston, eric/ir, for education libraries libraries support the national education goals librarians know that they have always played a key role in the education of americans and that libraries are essential for a democratic and literate society. the emergence of the national education goals has created an opportunity for librarians to remind the educational community at large of their importance. to that end, the eric clearinghouse on information resources, has published libraries for the national education goals. written by barbara k. stripling, libraries for then ational education goals synthesizes information derived from the eric database, journal literature, and the u.s. department of educa­ tion's office of library programs to show how library programs and services support such aims as preparing children for school, increasing the high school graduation rate, promoting literacy and lifelong education, and improving educational achievement in critical subjects. the 120-page book is available for $10.00 plus shipping and handling from access eric, 1-800-use-eric. eric digests available on internet the university of north carolina at chapel hill has made nearly 700 full-text eric digests available through a wide area information server (w ais) system. together, the sixteen eric clearinghouses publish about 150 digests every year. recent titles include, "fax for library services," "preparing children with disabilities for school," and "ethical practice in adult education." w ais software allows users to access databases and other resources from a variety of sites through a single interface. users search the chosen wais files by keyword, and results are presented in a list ranked for relevance. for users not running their own w ais software, unc offers a simple w ais (sw ais) option to anyone on the internet. to access the eric digests through simple w ais: 1. telnet unc.bbs.oit.edu 2. login as bbs 3. register using your first and last name 4. enter (and remember !) a password of your choice 5. select simple wais from the main menu (choice 4) 6. select the eric digests file from the alphabetical list (choice 90 as of this writing) screen instructions and the additional help screens (accessed with ?) will help you conduct a search. 22 new products from the eric clearinghouse on information resources digests and minibibliographies digests are short reports on topics of current interest. minibibliographies provide citations to articles and documents in the eric database. both products are free with a self-addressed, stamped envelope. write the clearinghouse to order or to request a complete product list. recent titles include : technology and equity, by delia neuman. digest no. edo-ir-91-8. the national research and education network (nren): update 1991, by ann p. bishop. digest no. edo-ir-91-9. fax for library services, by kathleen l. spitzer. digest no. edo-ir-91-10. whole language in an elementary school library media center, by linda leonard lamme and cecilia beckett. digest no. edo-ir-92-2. cd-rom in thelibrary: users and use. (minibibliography .) cd-rominthelibrary:management/ssues. (minibibliography.) libraryservicesandculturaldiversity. (minibibliography.) copyright issues for schools andlibraries. (minibibliography.) this column was prepared by nancy r. preston, assistant director, eric clearinghouse on information resources, 030 huntington hall, syracuse university, syracuse, new york, 132442340. phone: (3 15) 443-3640. fax: (3 15) 443-5448. bitnet eric@suvm. internet: eric@suvm.acs.syr. edu. for general information about eric, call access eric: 1 -800use-er/c. where is the knowledg e? knowledg e management, research and pedag og y in the electronic ag e by bernard r. gifford presentation to the special libraries association 83rd annual conference, san francisco, ca june 10 1992 abstract paper presented to the special libraries association, 83rd annual conference,san francisco, ca., on june 10 1992. defines, discusses and lauds new technology for research and pedagogy in the electronic age in the near future both nationally and internationally. gives examples of usage ranging from reconstruction of dead sea scrolls to planning baseball strategy to answering medical questions in africa. alerts both teachers and librarians to expect change and maintains that librarians will not be passive consultants but knowledge _ manag�rs. discusses th_e con�pt that lecturing is an unnatural act and predicts that within next two years automated mstruchonal systems wtll be tmplemented. says that delay is caused not by lack of machinery but lack of courseware. discusses limits of present software such as cd-rom. advocates networked, digital video for future educational technology, i .e. computer-mediated learning systems, although concedes that technology cannot meet all instructional needs. i would like to speak to you this afternoon about knowledge and knowledge management. i want to share some of my thoughts about the role that knowledge managersand that means most of youwill play in coming years, as you assume new roles and forge new alliances in the fields of research and pedagogy. and finally, i want to describe my vision of the next generation of learning systems, and the role that knowledge managers might play in the development of these systems. as many of you know, if you have read any of my columns in the chronicle of higher education, i am a baseball fan. in fact, i have often taken the position that fife is a metaphor for baseball. when i attend baseball games, i witness, in essence, a reshuffling of statistics. for as the wonderful sports writer roger angell has said, every time a big league umpire shouts play ball, a host of statistics "swarm and hover above the head of every pitcher, every fielder, every batter, every team, recording every play with an accompanying silent shift of digits."1 virtually every observer of the american pastime has com­ mented its preoccupation with statistics. recently, a cultural anthropologist noted that this obsession characterizes "a nation preoccupied with enforcing a vision of community upon a vastly heterogeneous population. what statistics do for baseball, polls and elections do for society at large."2 an article in last saturday'snew york times drove home his point, persuading me that in this political season, america's infatuation with statistics is indeed spilling out of the ballparks. perhaps you saw the page-one article headlined: "bush, asking for continuity,sounds like a revolutionary." in the article, political analyst andrew rosenthal documents the president's "sudden fondness for the oratory of revolution," offering the following data: -14 in seven public appearances this month alone, mr. bush used the word "change" or "reform" 188 times. hespoke of"revolution" 17 times, i ncluding 10 ti mes in one speech at a high school i n allentown, pa., a personal record for mr. bush in a single address. mr. bush has talked about change before, but generally in other countries. in all of 1991 he spoke of"change" 57 times, all but seven times in reference to places like the soviet union, ethiopia, argentina and peru.3 now, all of us here share a fascination with information, and the ways it is collected, interpreted, and used. and so i hope you agree with me that this front page story reflects a revolution in textual analysis that has been brought about by the proliferation of personal computers over the last decade. not that the statistical analysis of texts is entirely new: we've always had literary bean counters, who have commented on the frequency of particular terms in a shakespearean text, or in the bible. concordances existed long before the age of the personal computer. but today, we can subject a vast range of texts to statistical analysis with the push of a button or the click of a mouse. you can be sure that journalist rosenthal didn't sit with a stack of speeches and a yellow highlighter, marking every occurrence of the word "revolution." he used a computer to search presiden­ tial documents, an electronic compilation of official white house records. machine-readable text one of the things that computers can do better and more efficiently than we humans is count. let me say that as an educator, i rarely stress the computer's computational capacity; i'm much more excited about the computer as a communication and knowledge-building tool. and by nature, i'm more inclined to networking than nitpicking. but when it comes to analyzing source materials, computa­ tion can yield new insight, detecting patterns that would other­ wise remain beneath the surface. as avra michelson of the national research and education network noted in a recent speech, computers can count not on! y words, but also brushstrokes in a rembrandt painting.4 "increasingly," she adds, "they can perform pattern recogni­ tion, do semantic analysis, analyze text, and model concepts. and computers can perform these processes faster with a large number of sources in greater precision than scholars who must rely on manual interpretation of data."5 in these ways, computers have radically changed research methods not only in the sciences, but also in the humanities and social sciences in such diverse fields as religious studies, renaissance music, medieval medicine, and lyric poetry and efforts are underway to convert paper-based materials in virtu­ ally every field to machine-readable form. the thesaurus linguae graecae (flg),a project for converting the extant ancient texts of classical greece, is but one example. about 8,000 series of source texts in the humanities have already been converted to machine-readable form.6 two recent efforts are facilitating the conversion process. first, a project called the text encoding initiative (tel) is developing guidelines for encoding text. this should allow scholars around the world, working on widely different research projects and using different methodologies not to mention different hardware and software to share electronic texts . the second effort is the creation of a new institution, the national center for machine-readable text in the humanities. increasingly, we're seeing non-textual sources converted to electronic formats as well . the american memory project -at the library of congress has begun a five-year pilot project to convert sources in a variety of media (including not only text, but also sound recordings, still pictures, and early film footage) to machine-readable form. initially, these sources will be available on cd-rom, but ultimately they will be digitized, so that they can be distributed over networks and manipulated by users. 7 let me give you an example of a multimedia archival project that is closer to home. here in ohio, at wayne state university, instructional technology specialist bob smith is in the early stages of assembling a very important multimedia archive, documenting the history of african-american education in america. smith plans to travel all over the country, gathering materials for this project not only texts, but also photographs, recordings of oral histories, and video footage. all of these sources will be accessible electronically. new technologies, new questions technology is changing not only our research methods, but also the kinds of questions we are posing. in the physics jab, investigators now routinely tackle prob­ lems that require massive computation and would have been considered unthinkable budget-busters only a few years ago. in the indians ' dugout, manager mike hargrove can now get answers to questions like: how well does albert bell bat against left-handed pitchers with two men on base? or what are the odds that steve olden will walk ricky henderson in the ninth inning? in the realm of archeology, two ohio-based scholars who until recently had been denied access to the dead sea scrolls, have been able to reconstruct the historic document, using a desktop computer. professor ben zion wacholder of hebrew union college in cincinnati and his graduate student martin g. abegg jr. used a recently published concordance, which gives information about the location and context of individual words in the dead sea scrolls, to piece together the entire text, phrase by phrase and sentence by sentence.8 without today's technol ­ ogy, i doubt that they would have undertaken the effort. it would be like cutting and pasting andrew rosenthal's notes to patch together president bush's stump speech! and while i ' m on the subject, my last example of how the computer is changing scholarship is the bush scrolls : it 's a safe bet that to conduct his research, rosenthal needed nothing more than a laptop and a modem or perhaps a cd rom player. it probably took him relatively little time to access the database of presidential documents and carry out a series of word counts. it's easy to forget that ten years ago, rosenthal would have had to go about this task differently. he could have counted the words by hand. or, he might have brought data on a magnetic tape to the campus information center for processing by a professional programmer using a mainframe computer. but it's far more likely that he wouldn't have written the article at all . i ' m not suggesting that the mainframe approach would have struck him as unwieldy. i 'm saying that the word­ count approach probably wouldn't have occurred to him in the first place. as avra michelson notes, today's researchers are less likely to rely on programmers to perform their computations. and that changes their approach. she writes: being directly involved in computing changes one's perspective on the nature of research i tself: the kinds of questions that can be posed, the analytical meth­ odologies that can be used, the types and amount of sources appropriate for analysis, and the form of presentation of the findings.9 the library -a work in progress now, clearly, all of these developments are changing the nature of the library and the role of librarians and archivists. today's l ibrary is very much a work in progress . despite rapid change, it will be years before most l ibraries are fully electronic. although electronic materials play an i ncreasing role at the library of congress, the vast majority of items nearly 87 percent are still on paper. the library now has nearly 100 million items in its total inventory; it reports about 12.5 million records on computer databases.10 but change will come. in time, the library of congress will be a virtual library -a vast electronic network that will give users access to multiple information sources i n all possible media, ideally by means of multifunctional workstations located inside or outside the library's physical plant. i was fascinated to learn, by the way, that the library of congress is taking steps to turn itself not only into a virtual library, but also into a "virtual reality library." the chronicle of higher education reported earlier this month that the national demonstration lab for interactive information technologies 15 (the new computer center set up last month at the library of congress), is consulting with the council on library resources about simulating itself in "virtual reality" the interactive technology that lets you "enter" a computer environment. that would be quite an experience for us die-hard browsers. we could virtually "walk" through the stacks, taking books off shelves to peruse their contents or leafing through journals without ever leaving our offices.11 i said a moment ago that today's library is a work in progress. i might add that today's librarians and archivists are works in progress as well. for one thing, the distinction between the two professions is beginning to blur. traditionally, a key difference has been that archivists work with unique material, and librarians with materials that are available in multiple forms. but as more and more texts are converted to electronic formats for storage and dissemination, that distinction loses meaning.12 the archivist's role is changing in another sense as well. archivists have generally been concerned with materials that no longer have a useful life within the organization in which they were created. usually, materials are at least 30 years old by the time they are excreted from an organization and entrusted to archivists. but as we store increasing numbers of materials in digital formats, there is growing need for archivists to move from custodianship of records to direct involvement in system.design, so that as new materials are acquired, they are preserved in a format that safeguards the integrity of the record while allowing access to it. access and equity i have read and heard many different views of how tomor­ row's libraries and archives will evolve, but everyone seems to agree on one point: access to information, rather than ownership of information, will be the measure of a research facility. equal access to information resources is becoming a major issue on campuses across the nation, and in political bodies as well. after all, information is power in today's world, and the impulse to limit access to information has been very strong in academia, as in other parts of our society. the struggle over the text of the dead sea scrolls is a great example. the research l ibrary cannot continue to be an institution that caters exclusively to the well informed. too often, today 's library is seen as an information warehouse open only to those who are already familiar with its culture and its rituals. if this persists, our libraries will serve a smaller and smaller segment of the american people. our l ibraries must also meet the needs of the uninformed and the misinformed. knowledge managers have an important role to play in providing access to information to those who need it most, including potential users in the developing world. we cannot be content to provide infom1ation at an ever faster rate to those who already have access to vast stores of data. it is not enough to use technology to enrich lives. whenever possible, we must use it to ,save lives as well. in the last year, i've begun to speak of a challenge facing those of us who specialize in knowledge management: we must make the world "safe for intelligence." ul by that, i mean that we must create a world where our tremendous intellectual, informational, and technological re­ sources can make a difference improving the quality of life for all of us who share this planet. thanks to electronic networks, health workers in industrial­ ized countries, have rapid access to the most recent research findings. they can use personal �mputers in their offices and clinics to get detailed, specific information about diagnosis, treatment and drug trials. for example, aids doctors can pin­ point the information they need using cd rom discs that hold a l ibrary of virtually all of the most up-to-date aids literature in one compact source. just imagine what these tools could mean to the beleaguered medical workersboth urban caregivers and bush doctors in africa and elsewhere in the developing world. with recent advances in wireless communication, these connections will be more feasible. motorola is talking about sending up satellites to serve as revolving antennas for parts of the world that have poor telecommunications infrastructures. imagine a world where sat­ ellites can beam answers to urgent questions posed by a parasi­ tologist in zaire, a teacher in somalia, or a farmer in uruguay! pointers and retrievers of course, day to day most of us are more involved in issues of local access than global dissemination. providing local access means not only creating electronic resources and networks, but also giving a broad range of people the know-how they need to access those resources and those networks . both efforts are critical; but they compete for scarce dollars . as a result, we 're hearing a great deal of debate about priorities . some argue that until more patrons are computer-literate, libraries need to invest heavily in instruction and assistance. at james madison university, for example, technical services staff have been shifted to public services to meet patrons ' growing need for help negotiating electronic databases. others, like kenneth dowlin, city librarian for san fran­ cisco, stress the need for librarians "to move from pointers and retrievers to facilitators and organizers," shifting human re­ sources from "the end ofthe stream, which helps the patrons find books, to the front line, which will organize information so that they can find it themselves. " 13 of course, librarians need to do both: first they have to confuse users by converting materials to electronic form, and then they have to help them access those materials. dowlin speaks of pointers and retrievers; to the computerphobic, today's librarians might seem to be a new breedsomething like a cross between a pit bull and a st. bernard. first you scare the daylights out of the patron, and then you offer first-aid and comfort. but seriously, dowlin makes an important point, and he is not alone. as we move toward the virtual library, librarians will not be passive consultants. they will assume the very active role of knowledge manager. richard lucier of the university of cali­ fornia at san francisco, draws the distinction in this way: "what is remarkably different about the knowledge management role is that it insinuates the library at the beginning of the information · transfer cycle rather than at the end and focuses on information capture rather than access and use.14 lucier's own work exemplifies the changing role of the librarian. as you may know, before going to ucsf, lucier worked at johns hopkins, where he directed a multidisciplinary team of librarians and information specialists, software engi­ neers, content specialists, and social scientists including an anthropologist. this team collaborated with scientists and schol­ ars on the human genome project, creating specialized databases and electronic tools for the project, and assuring that the construction of this complex knowledge base, and the documen­ tation of that process, would go hand in hand. this project is an important example of how knowledge management is revolu­ tionizing the relationship between researchers and librarians. the heart of the library before going any further, i want to acknowledge that one of our most thoughtful writers on knowledge management is right here at case western reserve. kaye gapen, director of the university libraries, defines knowledge management as : [the) means by which librarians can help scholars and universities retain control of the intellectually-gener­ ated property that is their most precious and valuable commodity. it is a way of structuring new works as they are created, so that they are maximally accessible and a way of accessing existing resources to enable the highest level of integration with the scholar's work, helping to create new knowledge. 15 gapen urges us to look at tomorrow's library from a different perspective. as we envision the virtual library, she argues, our first step is usually to try to understand the technologies that we hope to bring together; then, from our standpoint inside the technology, we take a look at the people who will use it. she calls this the "view from the outside in." it is the wrong view, gapen argues, because the "heart of the library, the pulsing purpose which has comprised the library's mission, has been something else altogether . . . " she identifies that "something else" by quoting jesse shera, who wrote 20 years ago that the mission of the library is to "bring together human beings and recorded knowledge in as fruitful a relation­ ship" as is humanly possible.16 gapen says that as we move toward the virtual library, it is not enough to build a technological infrastructure. we must lay an intellectual foundation as well, rethinking what it takes to bring together human beings and recorded knowledge. as jesse shera wrote, the basic problem in librarianship is to "match two patterns -the pattern of human thought to the pattern of organization of the library." as we apply new technologies to the creation, preservation, and dissemination of knowledge, gapen challenges us to do nothing less than to reconsider what it means to learn as an individual process and a social process. in this sense, i have found a kindred spirit in your university's library director, because i have been delivering a very similar message as i 've traveled to campuses across the nation. the learning society for the last several years, i have been encouraging people to envision our society as a total learning environment what i call the learning society. the idea is to recognize learning as a normal, necessary part of being alive rather than a specialized activity tied to the classroom. in the learning society, modem technologies are harnessed to free up the way we learn, so that learning can go on at any time, at any place, on any topic, and in any sequence. today, human knowledge roughly doubles each year, and the shelflife of expertise grows shorter each day. we hear a great deal about the information explosion the astonishing increase in our ability to collect and process data, and the resulting bombardment of people and institutions by massive quantities of information. i have urged a shift in emphasis away from the information explosion, to a learning explosion, in which we burst the normal confines of how we think about learning as bound to fixed places, times, subjects and sequencing. to ignite the learning explosion, we need to rework not only our libraries, but virtually all of our institutions, so that they promote rather than discourage continuous, collaborative learn­ ing. in the terms outlined by gapen and shera, we must create organizations whose structures and communication patterns are aligned with the thought processes and learning styles of the people they bring together. because until we do, advances in information technology no matter how swift-will not bring about equally dramatic increases in productivity. information and knowledge gapen draws an important distinction between information and knowledge. citing shera, she says that information becomes knowledge only when you have "processed through your own value system, related it to your own image and perhaps changed your image of the world, as a consequence of it.17 the kind of learning that is most important to us in higher education is, in fact, this process of transforming information into knowledge. it is the process of meaning-construction. and in view of the information explosion, no challenge is as urgent today as helping students find meaning in the flood of data that threatens to overwhelm them. unless we meet this challenge, we shall be forced to ask, as t.s. eliot did decades ago: where is the wisdom we have lost in knowledge ? where is the knowledge we have lost ill information ?18 i believe that the knowledge we have lost in information can be reclaimed at a very particular location the juncture where librarianship meets pedagogy. knowledge management and pedagogy in discussing the changing role of the librarian, i spoke earlier about the need for greater collaboration, throughout the life of a project, between librarians and researchers. 17 let me now add that we need more collaboration between librarians and teachers and not only in making course materials available. as knowledge managers, librarians need to be involved in the design and development of curricula, particu­ larly interdisciplinary curricula. we are beginning to see this happen. a case in point is the synthesis coalition project. barbara von wahlde of suny­ buffalo writes that like the human genome project, it "involves librarians as team members in the development of a complex knowledge base," but in this case the goal is developing a "multimedia database of curricular materials, ranging from sim­ ple text to full-motion video, connected to courseware develop­ ment studios and hightechnology classrooms.19 my message to the librarians among you is: expect change. in coming years, as you assume the role of knowledge managers, you will be increasingly involved in instruction the develop­ ment of instructional strategies and materials, as well as active participation with students and teachers in learning activities. but i am also saying to the teachers among you: expect change. pedagogy in higher education is not all it should be. the lecture format is quickly becoming obsolete. in coming years, you will be working closely with knowledge managers to help your students learn how to learn, that is, how to access informa­ tion and do the meaning-construction work needed to transform information into knowledge. as we revolutionize knowledge management in higher edu­ cation, we will also need to transform teaching. in the last few yt<ars, a number of well known scholars haye published books about higher education in america. and while they've expressed markedly different views on the state of the modern university, they agree on one thing: in the realm ofhigher education, there is no consensus on what constitutes excellent teaching, and no systematic effort in place to improve pedagogy. page smith, probably the most severe critic of higher educa­ tion, argues in killing the spirit that all true education necessarily involves response, and that "the lecture system is the most inefficient way of transmitting knowledge ever devised."20 he adds that it would be more effective, in most instances, to distribute lecture notes at the beginning of the term. and yet, smith tells us, "80 to 90 percent of all instruction in the typical university is by the lecture method.21 he cites the observation of patricia nelson limerick that: lecturing is.an unnatural act, an act for which provi­ dence did not design humans. it is perfectly all right, now and then, for a human to be possessed by the urge to speak, and to speak while others remain silent. but to do this regularly, one hour and 15 minutes at a time . . . for one person to drone on while others sit · in silence?22 admittedly, smith is a singularly harsh critic of higher education. but he is hardly alone in criticizing the quality of college teaching. in college: the undergraduate experience in america, ernest boyer agrees that "today, the lecture method is preferred by most professors"23 and that " . . . .the college teach­ ingwe observed was often uninspired . . . . "24with few exceptions, -18 the teachers he and his colleagues observed functioned as talking heads, spouting information to passive recipients for 45 or 50 minutes at a time. boyer describes a freshman psychology lecture, where: . . . 300 students were still finding seats when the pro­ fessor started talking. 'today,' he said into the micro­ phone, 'we will continue our discussion of l earning.' he might as well have been addressing a crowd in a greyhound bus terminal. like commuters marking time until their next departure, students . . . alternately read the newspaper, flipped through a paperback novel, or . . . [stared] into space. only when the profes­ sor defined a term which, he said, ' might appear on an exam' did they look up and start taking notes.zs of course, boyer's observations are not all negative. the results of his national survey were far less discouraging than the anecdotal evidence from campus visits might suggest. in fact, · most students said that they were satisfied with the teaching on their campus. but he also found that nearly a third of students at research universities have more than 100 students enrolled in most or all of their classes, and that the freshman and sophomore classes (often the general education sections) were most likely to be overloaded. nearly half of the students he surveyed said that "general education courses are rarely taught by the best faculty members of the departments in which they are given." in my view, the problem is most acute in the sciences, where so many of the critical introductory courses are taught by graduate students and young faculty members from abroad, who may have difficulty communicating effectively in english, and have very little feel for the culture or previous educational experiences of their students. we're losing science students early in their academic careers, and this is part of the problem. to be effective in the classroom, these knowledgeable teachers need a great deal more support than they now receive. even staunch defenders of the modern university express concern aboutthe quality ofteaching. inbeyondthelvory tower, derek bok observes that faculty are increasingly distracted by government service and/or private consulting work. he ac­ knowledges that teaching loads have dropped significantly in scientific disciplines, like math and experimental physics, "where the interests of undergraduates have steadily given way to the demands of pure research."26 at this point i want to call time-out for a moment. i want to be very sure that i 'm not misunderstood. let me say clearly that my purpose is not to denigrate either the efforts of our college teachers, or their professionalism. but let's be real. we all know that teaching the same introductory material for the tenth or fortieth time can be intolerable. we all know that we wait impatiently for students to master the basics, so we can get to the heart of the matter _ the more interesting, substantive part of the curriculum. when i taught general physics, it took many weeks for students to master enough basic physical principles so that we could begin to link those principles, and carry on a conversation about what happened when we did. as henry rosovsky writes in the university: an owner's manua� how to remain i nterested in one's professional duties is a major problem. it is hard to see how anyone can teach, say, introductory economics for over a quarter of a century without falling asleep at the very mention of the assignment.v so yes, we sometimes get bored or burned out. and yes, the competing demands of research, publication, and activities that supplement low academic incomes, can certainly drain our energies. but i'd venture to say that most of us faculty members want very much to teach effectively, to motivate students, and to find ways to mesh own academic pursuits with our teaching respon­ sibilities. and some succeed brilliantly. in the vocation of a teacher, a rare and inspirational account of a career in college teaching, wayne booth says that after teaching some twelve thousand class hours, holding as many as fifty thousand student conferences, and writing some­ thing like eight million words of commentary on student papers, he has not yet burned out. (after reading those statistics, i found myself hoping that booth would write a sequel called "the vacation of a teacher" !) booth remains enthusiastic about his classroom duties, but describes steep obstacles "that can not only tum good teachers into bad, but drive them from the profession entirely . . . "28 he speaks, among other things, of impossible workloads; large classes; and poorly prepared students. my question and the question underlying my entire discussion of the quality of college teaching is this : with the help of knowledge managers, can we not take advantage of today's educational technologies to scale, or at least to scale down, some of these obstacles? i think we can. i say this, fully aware that microcomputers have been widely available on campuses across the nation for several years now­ and have not yet begun to resolve most of the problems i've mentioned. that is because we've had the machinery, but not the courseware. up to now, higher education has been more resistant to adopting new courseware than elementary and secondary schools. in part, this reflects the realities of the instructional materials business. in k-12, decision-making is highly centralized at the state and district levels. in higher education, the individual instructor generally specifies the text or courseware. it also reflects the fact that as things stand, the academic world rewards prolific researchers, but not the people who effectively link research with instruction. we all know col­ leagues and friends who have leftthe names of textbooks off their curriculum vitae, for fear that they won't be taken seriously as scholars. the same has held true for authors of academic soft­ ware. and finally, it reflects the fact that until now, we have not had a workable, cost-effective way to deliver multimedia courseware to large groups of students in a way that would let them work at their own pace. all of that is changing. we are about to leapfrog over existing technologies to the next generation of learning systems. i'm not talking about the year 2000 _ as technologists are wont to do. the instructional systems i 'm about to describe will be available within the next two years. the next generation of learning technologies picture this: a student sitting at a workstation tries to solve an equation, but gets i t wrong. within seconds, she is shown a three­ minute video that explains how to approach that class of problems, and how to solve a similar equation. she tries again. if she gets it wrong again, she can review the video clip, or she can seek help in another format. computer-mediated learning systems exploit the potential of multimedia to make interactive learning more immediate, more compelling, more closely attuned to the needs and learning styles of individual students. you may have seen multimedia applications that take advan­ tage of cdrom or videodisks, mixing video clips, recorded speech, music, animation, graphics, and text. the best of today's multimedia applications let us make better use of teachers' time and energy. let me offer an example. dr. c. carl jaffe, a professor of diagnostic radiology at yale university's medical school was frustrated about the amount of time he was spending teaching each new resident how to interpret the video images of ailing hearts produced by an ultrasound machine. "my time was very inefficiently used because i repeated myself every month," dr. jaffe complained. so he worked with a yale programmer to create a multime­ dia application for the macintosh. now the resident works independently at the computer, at his own convenience. he clicks the mouse to select a particular diagnosis, and sees a video clip showing how the heart of a person with that disease would appear on the ultrasound machine. clicking the mouse on a stethoscope symbol, the resident can also hear the recorded heartbeat associated with that particular condition.after a ses­ sion, a test built into the system asks the resident to make diagnoses based on unidentified video clips. these days, when new residents arrive on his rotation, says dr. jaffe, "i tell them to see the computer and come back to me when they talk my language." this is a wonderful application, but it is certainly not the last word in instructional technology. it is limited, because it relies on machines that store information mechanically, rather than electronically. now, don't get me wrong. the videodisk player is a wonder­ ful invention. and cd-rom discs function brilliantly as archi­ val tools, compressing vast libraries of data in forms that can be easily accessed. t 9 using cd-rom, a rural doctor can quickly access all of the most recent medical research, and home in on the article that most closely relates to a patient's specific symptoms. using a videodisk, a law student can not only review the decision in a particular case, but also view exhibits presented at the trial, or watch a videotape of actual testimony. these are powerful research tools. and they are valuable instructional tools. but they have a critical limitation. because they store information mechanically, it cannot be easily manipu­ lated or updated. furthermore, a videodisk player is generally used by one ieamer at a time, or by a large group of students viewing a single screen and all working at the same pace. the images and sounds stored on the disc cannot be distributed simultaneously to numerous learners at individual workstations, allowing each student to work at his or her own pace. that's why the next generation of educational technology must be based on digitized information information that can be stored electronically, manipulated at will, and distributed to users in a form that allows them to control the learning experi­ ence. and that is one reason why the next educational technology will leapfrog right over disc players of all kinds to networked, digital video. that is the technology that is at the heart of computer-mediated learning systems. computer-mediated learning i am talking about a multimedia learning system that ta)<:es advantage of digital video, distributing it over local-area net­ works, and offering students interactive, autonomous instruction at individual workstations. now admittedly, that's a mouthful. so let me "deconstruct" that sentence, commenting briefly on each of five major ele­ ments. 1. first, l am talking about a multimedia learning system . . . all of us not just our media-crazed kids and students receive a great deal of our information and entertainment in multisensory formats. research shows that multimedia pres­ entation engages learners who were poorly served by traditional teaching methods. but i might add that it adds texture and richness to the learning experience for all of us inc! uding those of us who still keep a stack of books on the nightstand, right next to the remote control for the vcr and the cd player. the next generation oflearning systerns will take advantage of the most effective, appropriate combination of media for each instructional objective, integrating text, graphics, computer simulation, audio, and full-motion video as needed. in many cases, i t will allow the je,:rner to select the_ kinds of media through which they want to receive and express ideas. in this way, it will pay more than lip service to the idea of respecting students' learning styles. learners won't be passive audiences for multimedia presen­ tations. they will be able to work with sounds and images as comfortably as most of our students now process the written 20 word using multimedia editing techniques to explore and test new ideas. 2. computer-mediated learning systems take advantage of a stateof-the-art technology digital video. we've long known that video is a powerful instructional tool. the challenge has been to integrate video with other media in ways that allow flexibility and interactivity. today's most powerful solution is digital video. we now have at our disposal practical, cost-effective means for encoding analog sounds, still images, and moving images into information bits so that they can be stored efficiently in computer files. let me put this another way. we can now store great quantities of material and not only text, but also videos, sound recordings, graphics, photographs, and various combinations of these media electronically rather than mechanically. in this way, we can bypass audio tapes, video tapes, and even laser discs altogether. the advantages of electronic storage and access are tremen­ dous. hardware costs shrink significantly. and the sticky prob­ lem of standardization of knowing which disc player to buy, and which discs will play on which machines simply goes away. when we digitize multimedia presentations, we still can access and retrieve information at will. but now, we can also revise or update the material, based on changing realities, changing curricular goals, and the changing needs and progress of individual students. we can produce courseware that is truly responsive to learning styles, strengths and weaknesses of our learners. 3. the next critical element is the local area network. to make digital video practical for instructional purposes, we needed an efficient way to deliver it to many students at the same time, in a way that allows each user to control the pace, sequence, level of difficulty, and the amount of practice that they want in each area. we now have that capability. we can now store digital video on a database, making it available to multiple users over a local area network. it sounds simple enough but getting to this point was anything but easy. video images are notorious "bit guzzlers." when you convert a video clip to electronic impulses, you're actually encoding information about the rapidly changing matri­ ces of dots, called pixels, that create video images. you also have to encode the sound, and any information in other formats that accompany the video presentation. it's a daunting process. each minute of digital video represents a huge repository of data. to network digital video, you have to feed vast amounts of information from one computer to another. to make this feasi ­ ble, technologists have had t o make great leaps i n the science of compressing and transmitting data. new compression techniques allow us to bundle video data in efficient packets that can be transmitted much more rapidly. and of course, optical fiber networks allow much faster trans­ mission than copper wire. these advances mean that by sending data over a fiber running at the rate of a gigabit per second that's a billion bits per second one hour of video can be transmitted in only five seconds. these advances take networked video out of the realm of futurism, and into the realm of the classroom. 4. the fourth element i want to highlight is the individual workstation. networked digital video allows students to work on their own, doing the kind of practice that doesn't make efficient use of a teacher's time. as high-speed networks are installed in schools and on campuses throughout the country, these workstations will be located not only in computer centers, but also in libraries and dorm rooms. you won't have to play musical chairs to fit large groups of students in the language lab. 5. the fifth key element is interactivity. we're used to thinking of interactive computer programs as those that elicit responses from users, giving them some degree of control over the learning experience. in many cases, intt�rac­ tive programs allow learners to navigate their way through the many channels of a particular subject. in this model, the computer is reactive responding to the learner' s preferences. but with the next generation of learning systems, the computer will take the initiative as well, behaving more nearly like a tutor. thanks to object-oriented programming and advances in authoring systems, the courseware we develop for computer­ mediated learning systems will allow the computer not only to detect recurrent patterns in an individual's work evaluating strengths and weaknesses on an ongoing basis but also to respond to those patterns. it will be able to anticipate the learner's needs before the learner has expressed them or even become aware of them. this allows a whole new approach to assessment--and here i want to distinguish assessment from the kind of competitive, norm-based testing that typifies the textbook-driven model of instruction. all students need feedback and reinforcement especially those with little recent experience of academic success. as ernest boyer observes, "good teaching also means careful evaluation of the student. and yet, it is for this important task most teachers are not well prepared." the bottom line, says boyer: "learning is diminished."29 the key to effective assessment is timing. you have to seize what i call the "teachable" moment. you have to provide support when it is needed, in a format that matches the student's learning style. i'm talking about help that arrives just when it is needed ­ at exactly the moment that a student is having trouble solving a problem or carrying out a task. that's why i call it "just-in-time" coaching. in many cases, it will take the form of a video clip that explains and illustrates the concept or skill that is giving the student trouble. the student studies the video-watches it two or three times, if necessary-and then takes another stab at the problematic task. if she still gets it wrong, she might watch another video clip that gives a fuller explanation or provides more examples. and all of this takes place in a setting that is non-threatening, and that offers both feedback and privacy. in this context, learners may well be more comfortable about admitting mis­ takes, about practicing skills that they're still a long way from mastering, or about trying out new ones. in this way, computer-mediated learning systems move us toward the goal of linking assessment with instruction on an hour-by-hour, or even a minute-by-minute basis. all the elements come together computer-mediated learning systems allow truly indi­ vidualized learning, allowing students to pursue individual interests and to address their own strengths and weaknesses. because it lends itself so well to independent learning, it will have the greatest impact in higher education. demographics play a role here. we know that two out of five students on our campuses are now age 25 or older. these adult learners will be able to make excellent use of educational technologies that let them work independent! y, at their own pace, and at times and places that suit their overcrowded schedules. let me add that computer-mediated learning is a very exciting, very promising approach to remediation-a growing concern in an era when most colleges and universities must meet the challenge of working with underprepared students. in the late 1980s, a national survey of 250 higher education institutions showed that 84 percent offered remedial courses in basic skills, and roughly 15 percent of all freshmen at those colleges attended one or more remedial class in english or math. even the more selective institutions must offer remediation. at ucla, for example, half of all new freshmen are placed in non-credit remedial math and english courses, despite the fact that the university admits only the top 12 percent of graduating high school seniors.30 boyer reports that nearly all colleges now have a remedial program of some sort. but participants ' academic gains have been modest, at best. 31 generally speaking, we lack an effective approach to remediation. now is the time to recognize that the traditional talking-head approach to instruction that failed these students in their previous schooling won't work now. there's no point serving up more of the same. now is the time to take seriously the notion that not everyone learns in the same way, at the same pace, in the same order. when we read newspapers, all of us start in different places. it's the 21 same way with learning. so why don't we free our students from the standardized sequence? now is the time to consider new approaches to serving non­ traditional students older, part-time students who could make good use of autonomous learning opportunities, but are now less likely than their classmates to make use of campus computers . now is the time to consider new learning technologies in subjects where students are accustomed to working independ­ ently, like language classes and possibly science labs. and finally, with budgets subject to deep cuts, with class size growing, and with teachers facing what wayne booth called "spirit-crushing workloads," now is the time to explore the use of new learning systems to make the very best use of teachers' time and energies. in light of the challenges we face today, can we afford to overlook innovative, state-of-the-art instructional strategies? let me repeat: the kind of learning system that i have described will be available within two years. higher education is the next frontier of educational technology. and i expect many of you to be at the forefront of this movement. the approach i have described represents a departure from academic business as usual . it questions the current educational order. it casts doubt on the viability of lecturingas the major form of instruction. it suggests that computers may be the most effective medium of instruction in certain subject areas particularly those that require learners to develop automaticity, practicing critical skills until they become second nature. but i am not arguing that technology is the best means of delivering instruction across all subjects. in some areas, learning requires conversation, and teaching means encouraging mean­ ing-construction through socratic dialogue. we need to create instructional strategies that match stu­ dents' patterns of thinking and learning with the kinds of knowledge we find in the various disciplines. this is not only a great technical challenge; it is an imposing intellectual chal­ lenge. to meet it, teachers need the help of knowledge managers. i have only one more observation to make. in this presenta­ tion alone, i have used the word "revolution" seven times and the word change eleven times not to mention three "transforma­ tions" thrown in for good measure. that is a personal record for me in a single address. i wonder if it qualifies me for a place on the ballot. notes 1 cited in bradd shore, "loading the bases: how our tribe project� its own image into the national pastime," in the sciences, may/june 1990, p. 16. 2 shore (1990), p. 16 3 andrew rosenthal, "bush, asking for continuity, sounds like a revolution­ ary," the new york ttnles, april 25, 1992; p. 1 . 4 avra michelson, "forecasting the use o f nren b y humanities scholars," remarks presented at the panel �i national net '92 on "new constituencies for the nren," march 27, 1 992. the presentation resulted from michelson 's collaboration with jeff rothenberg of the rand corporation. 5 michelson (1992), p. 5. 6 michelson (1992), p. 6. 7 michelson ( 1992), p. 7. 22 8 see "the computer keys' scrolls: closely held ancient documents are revealed through modern software," in time, september 16, 1 99 1 , p. 64. the scholarly battle over the dead sea scrolls appears to be coming to an end a microfiche edition of the scrolls will be published in fall 1992 in the netherlands, with the agreement of the israel antiquities authority. it will contain photographs of the scroll fragments that have not yet been officially published. 9 michelson (1992), p. 9. 10 the chronicle of higher education, march 4, 1992, p. a22. i i see "libraries," the chronicle of higher education, april 8, i992, p. a23. i2 my com men is on the changing role of the archivist rei y, in part, on an interview conducted with avra michelson of nren, april 27, i992. 13 cited in barbara von wahlde and nancy schiller, "administrative issues in creating the virtual library, " unpublished paper, march i 992. 14 von wahl de & schiller (1992), p. 18. 1 5 kaye gapen, "the virtual library: knowledge, society, and the librarian," unpublished paper, april 1 992. 16 cited in gapen ( i992), p. 2. i7 ga pen, pp 5-6 18 the t.s. eliot quote was cited in the context of meaning construction in the information age by bradd shore, "dreamtime learning," convocation address at emory university, september 3, 1991. 19 von wahl de & schiller (1992), p. 16. 20 page smith, killing the spirit: higher education in america. new york: penguin, 1 990, p. 2i5. 2i smith, p. 210. 22 smith, p. 210 23 ernest boyer, college: the undergraduate experience in america. new york: harper & row, 1987, p. i49. 24 boyer, p. i 5 1 . 25 boyer, p . 140. 26 derek bok, beyond the ivory tower: social responsibilities of tire modem unviersity. cambridge, ma: harvard university press, 1982, p. 74. 27 henry rosovsky, the university: an owner's manual. new york: w.w. norton & co., 1990, p. 90. 28 wayne booth, the vocation of a teacher. chicago and london: the university of chicago press, 1 988, p. 235. 29 boyer, p.1 54. 30 boyer, p. 76. 31 boyer, p. 77. materials written by bernard r. gifford from 1974-1988 as cited in the eric system june 1992 please note that this selected bibliography appears in chronological order. kirst, michael w. and gifford, bernard. politics of government efforts to improve the disadvantaged. stanford, ca.: (nov1988). paper presented at the stanford centen­ nial conference on accelerating education for disad­ vantaged children. ed313498 ud027199. gifford, bernard r. "images, recommendations, and next best steps." education and urban society 19(4), (aug 1987) : 421-40. edj363046 ud513241. __ and gabelko, nina h. "research into research: super project case studies." education and urban society 19(4) (aug 1987): 389-420. ej363045 ud513240. __ and gabelko, nina h. "linking practice-sensitive re­ searchers to research-sensitive practitioners." educa­ tion and urban society 19(4) (aug 1987) : 368-88. ej363044 ud513239. __ ."a commentary on hawley." american journal of edu­ cation 95(2) (feb 1987): 304-8. follow-up article to "the high costs and doubtful efficacy of extended teacher-preparation programs: an invitation to more basic reforms," by william d. hawley, ud512730. __ ."the evolution of the school-university partnership for educational renewal." education and urban society 19(1) (nov 1986): 77-106. ej346500 ud512544. __ and king, john e. "should we abolish the bachelors degree in education?" change 18(5) (sept-oct 1986): 31-36. ej344074 he521433. __ "epilogue: testing, politics, and the allocation ofo p portunities." journal of negro education 55(3) (sum­ mer 1986):422-36. ej343287 ud512441. __ "excellence and equity in teacher competency testing: a policy perspective." journal of negro education 55(3) (summer 1986): 251-71. ej343272 ud512426. __ excellence and equity in teacher competency testing: a policy perspective. san francisco, ca. paper presented at the invitational conference of the national evalua­ tion systems. april 18 1986. ed270494 tm860380. __ and gillett, paula. "teaching in a great age of lmmigra­ tion." social education 50(3) (mar 1986):184-88. ej332255 s05 14860. __ a modest proposal: increasing the supply of minority teachers. 1985. ed260027 sp026154. __ "good schools of education: the prestige barrier." social policy 15(2) (fall 1984) : 40-43. ej310963 ud511271 . __ thegoodschoolofeducation: linking knowledge, teach­ ing and learning. a report prepared for the education review comrni ttee, university of california s ys temwi de administration. revised. berkeley, ca.: california university, graduate school of education, (30 march 1984): 1 12.ed246011 sp024473. __ addressing the crisis in precollegiate mathematics and science education .(apri1 27 1983): 2 1 . briefing for the house of representatives ' democratic caucus organ­ ized by the population resource center. ed235998 se043166. choy, ronald k.h. and gifford, bernard r. "resource alloca­ tion in a segregated school system: the case of los angeles." journal of education finance 6(1) (summer 1980):34-50. ej236569 ea5 13561 . gifford, bernard r . school finance reform: the case for urban schools. new york, n.y.: russell sage foundation, (march 1978):26. paper presented at the american educational research association annual meeting (to­ ronto, on. canada, march 1978). ed179643 ud019974. __ and others. the association between pupil attendance and socio-economic status in the community school districts of new york city. brooklyn, n.y.: new york city board of education, office of the deputy chancel­ lor. (mar 1977): 5 1 . paper presented at the american education finance conference (san antonio, texas, march 1977). ed179642 ud019973. __ "a swift and modest proposal." research bulletin 1 7(1) (nov 6-8 1976) horace mann-lincoln ins titute . ej151320 ea507878. __ and others. resource allocation in adecentralizedschool system: the 1976-1977 allocation formulae. policy paper no.5. brooklyn, n.y. : new york city board of education, office of the deputy chancellor (june 30 1976): 182. ed137485 ud016909. 23 __ __ .the impact on new york city's public schools of the1976-1977stateeducationformulaeamendments; working note no. 5. new york city board of educa­ tion, brooklyn, n.y. office of the deputy chancellor, april 13 1976, 45p. ed137489 ud016914. _ and choy, ronald k.h. the 1975-1976 allocation for­ mulae; policy paper no. 3. new york city board of education, brooklyn, n.y. office of the deputy chan­ cellor. june 27 1975, 173p. ed13679 ud16906. __ "demographic changes in new york city." integrated education 13(3) (may-june 1975):23-26. ej121860 ud503670. 24 __ restructuring the collection, processing and dissemina­ tion of educational data. an action plan for change. internal note no. 6. brooklyn, n.y. : new york city board of education, dec 3 1974, 89p. ed136829 ir004631 . __ and choy, ronald k.h. the 1974-1975allocationformu­ lae; policy paper no. 2. brooklyn, n.y.: new york city board of education. office of the deputy chancel­ lor. june 27 1974, 128p. ed137482 ud016896. boo k reviews aldrich, richard. school and society in victorian britain: joseph payne and the new world of education. new york and london: garland, 1 995. xxvi + 3 1 7p. isbn 08 1 531 5 58-9 (hardcover) this surprisingly readable text is an excellent combination of biography, educational theory and history of education. in victorian england, government funding of education did not begin until 1 838 with a derisory grant to voluntary bodies of less than the annual grant for the upkeep of the royal stables. a national system of publicly funded schooling did not materialise until the education act of 1 870. hence, for most of the century, the history of schooling in england is the history of private provision ranging from schools established by the main religious denominations to dickensian-type, individual initiatives by persons often barely literate themselves. though clearly inadequate to supply the educational demands of a burgeoriing industrial population, these private initiatives did occasionally give birth to a surprising variety of innovative contributions to the theory and practice of education. one such was the work of joseph payne. of humble parentage in suffolk, but of formidable intellectual capacity, payne was largely self educated, mastering the classics and several modem languages. he became a teacher in london at the age of nineteen, established his own grammar school at denmark hill in partnership with his mentor, david fletcher, and eventually became a founder member of the college of preceptors (the first professional association charged with responsibility for licensing schoolmasters under its royal charter of 1 849) as well as its first professor, the first professor of education in england. he also wrote tirelessly on the theory and practice of education, thus supplementing a meagre income from teaching into a comfortable living in a four storey house at kildare terrace in basyswater. several chapters focus on payne's work as professor of education and the theory of educational practice which he articulated in his lectures for the college of preceptors. as a young teacher he had experienced the work of jean joseph jacotot, a french educationist, one of the many continental scholars working in the enlightenment spirit of helvetius ' conclusion that "l'education peut tout": a fifty page pamphlet on jacotot's ideas bad been payne's first profitable publication at the age of twenty two, and tlie source of his subsequent influence. 28 payne's work in education was what we would now call 'inclusionist, ' especially with reference to religion (he was a congregationalist), class and gender. believing that "the mind has properly no sex," he was a critic of the intellectually impoverished schooling usually provided for middle and upper class girls, with its excessive emphasis upon ' accomplishments, ' and was an early advocate o f co-educational schools. he was a vigorous critic of the exclusiveness of the great english public schools like eton. though not wanting their abolition, he was an advocate of reform, deploring both the corruption of their everyday academic and leisure routines, and the privileged access of their graduates to power and influence in the life of the nation. he was equally critical of the elementary schools provided for the majority of working class children, castigating them for the low attainment of many of their 'graduates' and looking to the improvement of popular education through innovations in pedagogy and a raising of the professional standards ofteachers. it was this which was his central preoccupation at the college of preceptors. as himself a practitioner of private education, he nevertheless recognised the dark side of complete free enterprise in education, when "any man or woman, indeed any boy or girl, however ignorant, however lacking in moral principles or business acumen, could set up a school." though payne's writings were influential at the time in the wider educational milieu in england and, posthumously, in the united states, he has largely been neglected by mainstream historians of education, possibly because he remained an outsider so far as the english political and educational establishments were concerned. however, unusually for a history of education, this book reads like a novel. alongside the clear and scholarly exposition of payne 's educational theory, the accounts of his early life as a teacher, of his successful marriage and family life, of the politics of his time at the college of preceptors are also clearly sketched in a work which will be of interest to anyone concerned with the work of schools. harold entwistle is professor emeritus of education at concordia u niversity, montreal, quebec, canada , and has written widely on education . education libraries • vol 1 9, no. 2 shimaha ra, nobuo k. and akira sakai, learning to teach in two cultures: japan and the united states (reference books in international education; vol. 27. garland reference library of social science; vol. 870) new york : garland, 1 995, 259p. (includes bibliographical reference and index) isbn-0-8 1 531 08 1 -1 ($42); 08 1 531 9231 (pbk.) ($ 1 8.95) shim ahara and sakai's well-researched book is part of a series dealing with comparative and international education. how do beginning teachers in both cultures learn to teach? the authors' assumption is that "learning to teach is a culturally patterned process." their ethnographic study focuses on beginning elementary schoolteachers in the united states and japan. the introductory chapter presents their aims and research methodology while the body of the book is split into two parallel parts reflecting their american and japanese narratives. the authors present detailed case studies that look at classroom management, patterns of control and the development of teaching strategie# in both countries. throughout, however, similarities and differences in teaching between the two are noted. social interaction and cooperation among students in japan contrast with american emphasis on "the individualization of learning and . .. dialogue only between students and the instructor." the japanese elementary school teachers balance subject matter, special activities, and moral education. (the 28 moral education themes at this level are discussed on p. 164.) the japanese cultural theory of teaching, ethnopedagogy, stresses close interpersonal relationships between teacher and students, in contrast to american students who are expected to be independent and self-disciplined. the case studies are embedded in a broader context that is historical, cultural, and particular tci each country. the concluding chapter compares american and japanese schools and teaching, and touches briefly on teacher education and its problems. the reference list is extensive and reflects publications in both countries. this is not an easy book to read but it is well worth the effort. its obvious audience is the beginning elementary schoolteacher but because of its scope, scholarship and wealth of information it will provide a resource to interested scholars and professionals in related fields.� � 7 marika asimakopulos, a former high school teacher, is now a reference librarian at the physical sciences & engineering library, mcgi l l university, montreal, canada . mcallister, elizabeth a. new teachers helping new teachers : preservice peer coaching. bloomington, in : eric clearinghouse on reading, english, and communication : edinfo press, 1 995. 1 1 9 p. isbn 1 -883790-1 4-x this book is the result of a two-and-one-half-year-long study of preservice peer coaching with 135 preservice teachers at towson state university (maryland). peer coaching is defined as in-class assistance provided to a pre-service teacher by a fellow practicing teacher as opposed to the sponsor teacher or academic teacher educator. the research concludes that peer coaching is a highly successful method for helping pre-service teachers. benefits include the application of new skills learned in on­ campus methodology courses, reflective thinking, adaptation of instruction and encouragement of collegial analysis as a means of continued professional growth. the authors provide examples of actual coaching scenarios and explain the necessary steps needed to train for coaching. also included are observations concerning coaching, such as the benefits, the problems, and the preparation of supervising sponsor teachers. a helpful "new teachers peer coaching workbook" is included that makes application of this method straightforward. education libraries • vol 1 9, no. 2 the authors did an excellent job in presenting the practical applications of their research; however, more findings and discussion from the authors concerning the prevalence of peer coaching and teacher educator remedies for problems encountered by students in the classroom would have strengthened the chapter entitled "reflections on pre service peer coaching". as a former teacher, i believe that the addition of this experience would be an improvement in teacher preparation and even a benefit to the experienced teacher. this title represents new and interesting ideas about the art of teaching and is highly recommended for college and university libraries. deanna britton is education b ibl iographer and head of the socia l sciences department, the university of georgia libraries, athens, georgia . 27 schmitz, c.m., & gray, r.a. (comps.). ( 1 995). smoking: the health consequences of tobacco use: an annotated bibliography with analytical introduction (science and social responsibility series, no. 2). ann arbor, ml: pierian press. isbn: 087650-3431 , 320pp., paper. cecilia schmitz and richard gray have compiled this extensive annotated bibliography on the post 1980 bio-medical evidence related to smoking and the corresponding health consequences of tobacco use, published in the english language. in their introduction, schmitz and gray state that they had hoped to achieve three main objectives in the preparation of this source: the primary aim was to review the bio-medical evidence relating _ to nicotine as an addicting drug and to the ingestion of tobacco as a major cause of disease, as a contributing cause of disease, and as a complicating factor in the production of disease; secondly, they sought to gather the social science evidence relating to what might be called a collective portrait of smokers, particularly in the united states; and finally, to review the literature on smoking cessation and cessation techniques. the compilers expect that this tool will be used primarily for the benefit of those who wish to understand the scientific basis for the surgeon general's warnings, that smoking causes cancer, cardiovascular diseases, and chronic obstructive lung diseases, in addition to the many diseases, defects, and elevated risks of mortality that are consequent on maternal smoking during pregnancy. schmitz, with auburn university, and gray, a senior editor at pierian press as well as a former smoker and heart by-pass surgery patient, have done an admiral job in attempting to meet these objectives. this resource certainly reveals the scientific basis for the surgeon general 's warnings proclaimed on every package of cigarettes. what is especially impressive is the fact that each of the 1 06 entries includes an extremely lengthy synopsis of the study (2-3 pgs. on average), thus reducing the need to consult the actual publication. the bibliography is organized in a useful manner: gray's analytical introduction provides a historical chronology of the literature, followed by the main body of the bibliography which is arranged in a classified order. chapters include : addiction; cancer; cardiovascular diseases; chronic obstructive lung diseases; women, smoking, and pregnancy; tobacco-related diseases, weight gain, and smokeless tobacco; nutrition and environmental tobacco smoke; psychology and fertility; smoking career; and smoking cessation. author and title indexes are included. the only criticisms this reviewer has is the lack of reference to the sources used to retrieve the material included within this bibliography; for example, what databases and/or indexes were consulted and the various search strategies utilized for each. it is stated that all the books, articles and reports included in this resource are significant bio-medical and social science studies on tobacco use and health. a definition within the scope notes of what constitutes "significant" would also have been helpful. aside from this, it is expected that smoking: the h ealth consequences of tobacco use: will serve as a useful resource for those performing research in the area, and will be a worthwhile addition to the collections of school, public, and academic libraries. finally, this book is sure to help convince those who are debating about quitting smoking after they read the overwhelming and consistent scientific evidence related to the health risks of this addictive drug. this publication may be ordered from: pierian press, box 1808, ann arbor, mi 48106; tel: (800) 678-2435; fax: (3 13) 434 6409. cost: $30 (a postage and handling charge may apply). anne wade is assistant professor of library studies, and manager of the information resource centre, centre for the study of classroom processes, education dept., at concordia university, montreal. kuhlthau, carol d., ed. assessment and the school library media centre. ( 1 994). englewood, colorado: libraries unlimited. assessment of student learning, the measurement of students ' progress and performance, is an important concern for those involved and committed to library media education. concurrently, it is a central issue across disciplines and at all levels of education. as our society evolves through the nineties into the information-based economy, the library media centre is becoming a critical component of the information age school in providing students with the resources, technology, and processes for learning from information. a ssessment and the school library media centre is a compilation of articles addressing 28 the issue of assessment relevant to school library media centres. the editors have selected previously published articles from school library media annual ( 1993) and other literature and have added one new article. as an information educator and critical reviewer, with the interest of readers in mind, i expected and hoped to find new research results and ideas in this book, not only reprints of previously published material. the outcome is an overview of the "state of assessment in school library media programs," covered from the perspectives of many authors. education libraries • vol 1 9, no. 2 a history of assessment is presented and some of the current trends relating to assessment are represented including: alternative assessment, authentic assessment, performance assessment, portfolio assessment and the link between assessment and accountability. there are also several practical articles that address library information skills and standardized tests, measures of effectiveness in school library programs and assessment of the library research process. most of the articles provide further references. however, the article contributed by editor kublthau, "assessing the library research process," did not provide references nor did it report on research. this was disappointing to me as i have relied on her research in the past. the editors have compiled relevant, timely literature that will assist practitioners committed to improving their assessment practices and developing their theoretical knowledge regarding assessment in the school library media centre. for example, 'the growth of assessment" by madaus and tan provides an overview of the history of assessment in the united states. they discuss reasons for the growth in testing and make suggestions for future directions in testing. in "assessment of student performance," stripling describes specific characteristics of and conditions for four types of authentic assessment including tests, portfolios, performances and persona contact with the student within the classroom environment. shi also provides ideas for involving the library media specialist in th( assessment process and includes an extensive list of professiona resources. striplings' article entitled: "practicing authentic assessment in the school library" provides specific examples of learning processes and student research projects that will increase thinking skills through authentic assessment. she describes her reacts: a taxonomy of research reactions and illustrates how it can be applied to gradually worlc students to higher levels. use of this taxonomy has implications which require changes to the role of the library media specialist and these changes are outlined catherine e . wilkins, ed .d . , is director of the j .a. turner professional libra ry, peel board of education, mississauga, ontario, canada. missar, charles d., editor. management of federally sponsored libraries, case studies and analysis. binghamton, n.h. the haworth press, 1 995. isbn 1 -56024-395-3. there is a dearth of public ations dealing with the management of federal libraries, therefore, this book is a welcome addition to the field. it brings together, at the request of editor missar (whohas 30 years experience working in various federal libraries and information centers), a very interesting selection of federal libraries some of which are less known than others, allowing the reader to glean a great deal of useful information from the way these libraries were set up historically, are managed today and are planning their future. what is most appealing about the case studies is the variety and the type of approach that each library manager demonstrates in his or her field. while this creates some unevenness in the book, as each person concentrates on different aspects of their operation, it also shows the tremendous effort that goes into the government libraries of the united states and the positive support they get from their constituencies. nowhere was there any mention of budget cuts or budgetary constraints ! the case studies cover various types of libraries, such as the united states senate library (not to be confused with the library of congress) the circuit court libraries and the department of defense-army libraries that serve a very select clientele, making their approach more inward-looking, while libraries such as the ones found at the redstone scientific information center (rsic), (serving scientists and engineers across the united states), the national library service for the blind (reaching out to the blind and physically handicapped everywhere), the federal reserve (serving the financial community at home and abroad), and the national library of medicine (networking with health care institutions all over the world in addition to the u.s.) are more outward-looking. the education libraries • vol 1 9, no. 2 latter appears to have the broadest mandate by reaching out to the individual practitioner located in small rural communities to create a special link offering them the facilities of the largest research library in medicine available today. moreover, the informative description of both the internal operations of the libraries covered, pointing in some instances to new and innovative managerial techniques as well as the leap into the electronic age with the introduction of the electronic super highway and the changing role of the librarian/information specialist, because of their universal applicability, will be useful to librarians not only in government setting but also in non­ governmental operations. while each chapter is followed by a succinct "statistical information" page, there is some unevenness as some have notes (chapter ii and viti), some have references (chapter v), a conclusion (chapter vi), a conclusion and notes (chapter ii), a summary (chapter vii), and some have nothing, (chapters i, iii and iv). this creates some confusion for the reader. marlceting is mentioned as an important aspect by risc. unfortunately, none of the other case studies cover this topic. other neglected topics are preservation and disaster planning, which are on everybody 's mind, but barely touched upon. on r positive note, however, the non-sexist language is refreshing. missar's overview at the back is succinct and to the point, summing up the role and function of the director of a government library. perhaps it should have been at the front as an introduction. anne m . gal ler, associate professor of library studies, concordia university, montreal, quebec, canada . 29 vi d eo revi ew clues to good reading: a program to teach parents how to help their children read at home. video produced by beth hutchinson. oak ridge, tenn: oak ridge educational services, 1 993. phonics, whole language, grammar, context: how will johnny or jill ever master the complicated process we call reading? this 1 5-minute video presentation by oak ridge educational services of tennessee attempts to take the mystery out of learning to read. read, read, read so that children understand that print has meaning; that is the basis of its advice. educational buzz words are avoided. the parent is advised to take the child through four simple steps using sound out clues, story clues, word type clues and pictures as the pointers to meaning. each of the steps is presented with clear examples. sound out clues: there seems to be an assumption that parents will favour phonics. a reading specialist warns of some of the pitfalls of relying on sound out clues. many words, for example ' circus,' are simply not "sound outable." she concedes, however, that the simplest phonic rules are helpful and do make reading easier. story clues: parents are reminded that what is happening in the story is important. the child must not lose the meaning of the whole in the attempt to decode an individual word. word type clues: the video manages not to be patronising even when giving a quick reminder of the roles of adjectives, nouns and verbs. grammar is not allowed to become a bogeyman but is presented as an ally in the child's quest for understanding. picture clues: illustrations are crucial to the understanding and enjoyment of many children's books. the producers of this video encourage parents to look through the whole book with their children before starting to read it and to get the child to imagine what the story is about. this might spoil any surprise intended by the author. parents could take a lower key approach 30 by pointing at any pictures that would help with the decoding of a word. just as important as these four clues is the atmosphere of learning. the camera enters a home where mom and dad both have the time and patience to sit down with their children every day, to read with them, to write short notes to them. the child snuggles up to the parent, clearly confident of acceptance and eager for success. (how to achieve this idealized version of family life is never explained!) the tone of the video is positive: you can teach your child to read with this common sense approach. this is a convincing presentation of the whole language approach to reading, one that makes reading seem natural and, therefore, attainable. that it was produced in the united states should not be a problem for viewers from other countries. that it shows only a white upper middle class image, reminiscent of the 50's, may limit its acceptability in the very areas where it would be most useful. nonetheless, it could be a useful tool for elementary schools wishing to encourage active parental participation in the reading process. it could also be used by librarians in the training of volunteer reading coaches. the message is a good one: johnny and jill can learn to read and parents can help them achieve that goal. jeannie hazel is presently teaching adult basic education in mont rea l for the c ecm (commission des eccles catholique de montreal ) . education libraries • vol 1 9 , no. 2 depart m ents n ew a n d fo rt h co m in g at r e f e r e n ce compiled by gladys 1. dratch and deborah s. garson american 2000: an education strategy. washington, d.c.: u.s. department of education, 1991. 34p. oclc#23740563. 1991 rev. ed. oclc#24426281 . eric#ed327009. describes a four-part national strategy to carry out by the year 2000 the six education goals adopted by the president and governors in 1990. america 2000: an education strategy: sourcebook. wash­ ington, d.c.: u.s. department ofeducation, 1991. 80p. isbn 0160-32530-7. oclc#23891710. $4.25. eric#327985. additional documents on america 2000 goals and str�tegy provide a comprehensive information resource. · the a war� almanac: an international guide to career, research, and education fun� 1992. karen p . singson, ed. chicago: st. james press, 1991. 794p. isbn 1-55862-082-6. issn 1052-2220. oclc#24571731 and #22218907. $78.00. describes over 2000 awards available from institutions worldwide to support graduate coursework, research, non-de­ gree continuing education and career-related travel, projects, fieldwork. geared to individuals from english-speaking coun­ tries. subject, awards, and quick reference indexes. beere, carolyn a. gender roles: a handbook of tests and measures. new york: greenwood press, 1990. 575p. isbn 0313-26278-0. oclc#22664638. $75.00. updates women and. women'sissues:a handbook oftests and measures (beere, 1979) through mid-1988, with a broader scope of women's and men's issues. 211 scales (67 described in the earlier book) indexed by title, author, scale variables, and scale users. beere, carolyn a. sex and gender issues: a handbook of tests and measures. new york: greenwood press, 1990. 605p. isbn 0-313-27462-2. oclc#21196879. $85.00. companion volume to gender roles. 197 scales include coverage of heterosexual relations, contraception and abortion, rape, family violence, body image, eating disorders. the eric and psyclit databases were searched for both volumes. blank, rolf k. and melanie dalkilic. state indicators of science and mathematics education, 1990. washington, d.c.: council of chief state school officers, state education assess­ ments center, 1990. 79p. oclc#23967108. $12.00. based on public school data collected by state departments of education and the national center for education statistics. results are reported for student outcomes; curriculum; instruc­ tional time/participation; teacher supply, demand, quality; teacher equity regarding gender and race/ethnicity; school conditions. includes figures, tables, references. carnegie commission on science, technology, and gov­ ernment. task force on k-12 mathematics and science educa­ tion. in the national interest: the federal government in the reform of k-12math andscienceeducation. new york: carnegie commission on science, technology, and government, 1991. 76p. oclc#24470194. reports on the status of u.s. math and science education with recommendations for a more effective federal strategy in the national reform effort. carnegie foundation for the advancement of teaching. ready to learn: a mandate for then at ion. lawrenceville, n.j. : carnegie foundation for the advancement ofteaching: avail­ able from the princeton university press, 1991. 193p. isbn 0931050-44-8. oclc#25094444. $8.00. provides a national agenda to ensure the fulfillment of the president's first education goal for the year2000: all children will be ready to learn when they enter school. details a seven-step program. appendix contains tables from the foundation's 1991 survey of kindergarten teachers. children's defense fund. the state of america's children, 1991 . washington, d.c.: children's defense fund, 1991. 170p. isbn 0-938008-86-2. issn 1055-9213. oclc#23251199 and #23435393. $12.95. chapters focus on family income and employment, child care, health, education, youth development, housing and home­ lessness, vulnerable children and families. appendix contains international, national, and state trends and comparisons. directory of financial aids for minorities 1991-1993. pre­ pared by gail a schlachter. san carlos, california: reference service press, 1991. 597p. isbn 0-918276-15-2. issn 07384122. oclc#25162367 and #9599894. $45.00. describes more than2100scholarships, fellowships, grants, awards, internships for minority applicants, high school through postdoctoral level. each category of financial aid targets five groups: minorities in general and asian, black, hispanic, and native americans. the next edition is expected in mid-1993. directory of financial aids for women 1991-1992. pre­ pared by gail a schlachter. san carlos, california: reference service press, 1991. 476p. isbn 0-918276-14-4. issn 07325215. oclc#8380964. $45.00. international in scope with major focus on u.s. citizens, high school through postdoctoral level. describes 1818 scholar­ ships, fellowships, loans, grants, awards, internships primarily or exclusively for women. the next edition will be issued early 1993. education interface national guide to educator empower­ ment. princeton, n.j.: information interface institute, 1991. lst ed. 523p. isbn 1 -87-8059-07-6. issn 1 0561 005 . oclc#23466574. $49.95. describes opportunities for awards, grants and funding, continuing education, and a variety of resources availabl� to educators. entries note grade level of interest, applica . tion procedures, contact names. appendix with additional contact and program information and practical grantseeking guidelines. encyclopedia of adolescence. edited by richard m. lerner, anne c. petersen, jeanne brooks-gunn. 2v. (1222p.) new york: garland publishing, 1991 . isbn 0-8240-4378-2. oclc#22419815. $150.00. over 200 entries, each of which is followed by additional reference sources and "see also" references to other relevant entries. list of contributors (more than 200) and a subject index. fulbright grants and other grants for graduate study abroad 1993-94. new york: institute of international educa­ tion, 1992. 96p. oclc#9248151. single copy free. annual announcement of grants available worldwide to u.s. citizens and nationals of other countries. girls in schools: a bibliography of research on girls in u.s. public schools, kindergarten through grade 12. devel­ oped at the wellesley college center for research on women; susan m. bailey, director. wellesley, ma: the center, 1992. 126p. oclc#25276061. this work is an outcome of the report how schools shortchange girls. see entry below. available from the aauw educational foundation, 1111 16th st. nw, washington, d.c. 20036. 20 handbook of research on social studies teaching and learning. james p. shaver, ed. new york: macmillan, 1991. 661p. isbn 0-02-895790-3. oclc#21594498. $65.00. overview of research and issues in the field with a focus on curriculum and instruction in schools. 71 contributors and 53 referenced essays. project of the national council for the social studies. how schools shortchange girls: the aauw report: a study of major findings on girls in education. prepared by the wellesley college center for research on women; commis­ sioned by the aauw educational foundation. washington, d.c.: american association of university women, educational foundation: national education association, 1992. 116p. isbn 0-8106-2501-6. oclc#25051261. $16.95. executive summary (8p.) oclc#25422230. $8.95. reports on the status of girls in public education, preschool through grade 12, and provides data to support the findings of gender inequities in the schools. chapters include an overview of such issues as classroom experiences, curriculum content, achievement, testing bias, dropouts. provides reference endnotes for each chapter, a section on recommendations for action, an appendix listing education reform reports with respect to repre­ sentation of women on special commissions or task forces. indian nations at risk: an educational strategy for action: final report of the indian nations at risk task force. washing­ ton, d.c. : u.s. department of education, 1 991 . 60p . oclc#24877078. a report addressing the educational needs of native ameri­ cans with recommendations and strategies for improving educa­ tional practices and schools. the latest and best of tess: the educational software selector. 1991-1992 edition. hampton bays, n.y. : epie insti­ tute, 1991. 438p. isbn 0-916087-15-8. oclc#24618857. the 1991 edition is produced from the tess database and serves as a print companion to the electronic version. 530 programs have been rated for instructional and/or administrative software selection. sections include index to highly rated soft­ ware; software descriptions; summary listing by computer fam­ ily; and subject and product name indexes. lapointe, archie e., et al. learning mathematics. princeton, n.j.: educational testing service: available from the center for the assessment of educational progress, educational testing service, 1992. 158p. isbn 0-88685-120-3. oclc#25226218. $15.00. from the international assessment of educational progress, a survey of student performance in mathematics by 13 and 14 yearolds from 20 countries. includes chapters on curricu­ lum content, classroom practices, as well as appendixes on collection procedures and data reporting. a companion study is learning science. lapointe, archie e., et al. learning science. princeton, n.j.: educational testing service: available from the center for the assessment of educational progress, educational testing serv­ ice, 1992. 155p. isbn0-88685-12-1. oclc#25226309. $15.00. companion study to learning mathematics. lipton, eden ross. the new york times parent's guide to the best books for children. rev. ed. new york, n.y.: times books, 1991. 508p. isbn 0-812-91889-4. oclc#23254063. $15.00. a selective guide of annotated titles listed alphabetically within sections ranging from wordless books to books for ad­ vanced readers. 51 subject categories. indexes include title, author, illustrator, and age-appropriate. mullis, ina v .s., eta!. accelerating academic achievement: a summary of findings from 20 years of naep. princeton, n.j. : national assessment of educational progress, educational test­ ing service, 1990. 77p. isbn 0-88685-107-6. oclc#2258992. $28.80. naep issues reports on the scholastic achievement of el­ ementary, middle and high school students. the trend data reported here are based on naep reports on reading and writing (1988 assessments), u.s. history, civics and geography (1988 assessments) and mathematics and science (1986 assessments). this national report card includes perfonnance comparisons by race/ethnicity and gender. national directory of bulletinboardsystems 1992. patrick r. dewey, ed. westport, ct: meckler publishing co., 1991. 305p. isbn 0-88736-752-6. oclc#25357153. $42.50. � the first part of this annual directory lists bulletin boards specific to a particular geographic area. the second section lists bulletin boards with a topic emphasis, such as health, dating, or desktop publishing. a final section is organized by hardware and/ or communications software. notable black america� carney smith, ed. detroit, mi: gale research, 1992. 1334p. isbn 0-8103-4749-0. oclc#24468213. $49.95. this volume presents 500 biographies of african-american women, living and deceased, from colonial times to the present. the entries are arranged alphabetically by surname and include references . a section titled "contents by area or endeavor" lists women under such headings as abolitionist, actress, administra­ tor, or educator. ('-) \"\\ q.}( (\ j. y' i 'res£arxh & educatjpn ne orking. westport, ct: meckler publishing co., 1990. nine times a year. vol.l, no.l (oct. 1990). oclc#2197448. $97.00. a publication devoted to reporting on electronic network­ ing, publishing, and communication networks in the area of education. the road to college: educational progress by race and ethnicity. boulder, colo.: western interstate commission for higher education, 1991. 102p. oclc#24765502. a study on national, regional and state trends based on the wiche's high school graduate projections project. lnfonnation and data are provided on trends for five major racial/ethnic groups in the u.s. the educational progress of elementary and secondary level enrollment and high school graduates by race/ ethnicity and other indicators is charted. trends in academic progress: achievement of american students in science, 1970-90, mathematics, 1973-90, reading, 1971-90, and writing, 1984-90. prepared by educational testing service under contract with the national center for education statistics, office of educational research and improvement, u.s. department of education. washington, d.c. : national center for education statistics, 1991. 32p. oclc#24493177. overall trends in science, mathematics, reading and writing are summarized. figures are from naep assessments over two decades for age groups 9, 13, and 17. includes trends in levels of proficiency and trends in perfonnance by race/ethnicity and gender. u.s. supreme court education cases. rosemount, minn.: data research, 1991 . 238p. isbn 0-939675-26-9. oclc#24174081. $49.95. within each chapter devoted to a particular subject, cases appear in chronological order. for each case a full legal citation is given. topics can be located either through the table of contents or the index. chapter subjects include desegregation, public schools, student rights, employment. appendix a has sections of the united states constitution which might be of interest to educators. van scotter, richard d. public schooling in america: a reference handbook. santa barbara, ca: abc-clio, 1991. 240p isbn 0-87436-595-3. oclc#24319939. $39.50. a handbook with a chronology of significant events, legis­ lation, supreme court decisions, proposals and publications from colonial times to the present. includes sections on education reference materials; education associations, organizations, and agencies; education facts and data. the "journals in education" is a selective list based on circulation statistics and focuses on educational trends, issues and research. waggoner, dorothy. undereducation in america: the de­ mography of high school dropouts. foreword by jose a. cardenas. new york: auburn house, 1991. 223p. isbn 086569-043-x. oclc#2376587. $40.80. a quantitative study divided into nine chapters which sum­ marize the findings and presents the principal policy implications of the study. six chapters take up the racial/ethnic groups indi­ vidually. the statistics are from the years 1980-1988. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. 21 articl es an introduction to services accessible on the internet by marlene giguere abstract the internet is an international wide area network linking computers in research and educational institutions in more than thirty countries. services include access to electronic mail and bulletin board facilities, access to machine-readable texts such as electronic serials, and the capaci ty to download complex text files and software. as libraries inevitably move toward greater cooperative resource sharing, the internet will become an increasingly important tool in providing access to these resources. libraries suffering from budget cutbacks must look for alternative and creative ways of providing the same level of service with decreasing physical and personnel resources. the internet, an international telecommunications and computer network, is potentially a tool which can expand a library's access to a vast range of services without increasing costs. for authorized users, generally transmitting on the internet is free. in addition many of the services accessible on the internet are also free of charge. the objective of this article is to explain what the internet is and how it can be used advantageously in libraries. the strength of this network is in the types of services and the range of resources which it makes aocessible. the article will provide an overview of the electronic mail service, bulletin boards and electronic publications available, as well as information on accessing online public access catalogs, databases and archives. what is the internet? "internet spelled with a capital "i " ... refers specifically to the internet, a set of largely tcp/ip-based networks found in the united states, canada, as well as some other continents."1 the term internet is in fact a derivative of the word internetwork, referring to a nwnber of interconnected networks. the internet is commonly compared to a superhighway which provides links to a number of locations as well as other highways. internet refers to the physical hardware and software that links the many participating networks and, as is the case in any such interconnec­ tion, there must be some common standards which facilitate communication. "there needs to be an agreed coding scheme for signals transmitted on the cable, and a recognized procedure for taking turns to transmit. the rules that govern computer commu­ nications are known as communication protocols'? on internet the protocols used are called the transmission control protocol/ internet protocol or tcp/ip. in brief, these protocols provide for the exchange of electronic mail, the transfer of large files as well as remote login which is the facility to search online sources much as one does with commercial database providers. the internet is, in essence, then a term used to describe a series of interconnected telecommunications and computer net­ works. the potential use and power of such interconnections is witnessed by the rapid growth and development of the internet over the past twenty years. internet evolved from a research network, known as arpanet developed in 1969 by the u.s. department of defense as an experimental project to facilitate communication and resource sharing among several sites. this concept was enlarged in the mid-eighties when the national science foundation installed five supercomputers across the u.s. and provided high speed telecommunication links to them through the creation of a wide area network, the nsfnet. this initiative created the necessary infrastructure for an eventual national network. the nsfnet became the backbone oftoday's internet, to which a number of smaller regional networks were connected. the internet now extends into over thirty countries ranging from finland to australia. its growth and development has been funded both privately and publicly at the federal and regional levels. it is a not-for-profit organization dedicated to the provi­ sion of a vast array of resources and the promotion of an increased iilevel of communication and cooperation among scholars and researchers, especially in the areas of education and research. normally users are not charged for use because these costs are paid by participating institutions. estimates vary as to the extent to which the network is used however it links several thousand networks, each one of which may have several hundred or thousand networked computers. the extent and variety of services available will no doubt continue to grow as the u.s. congress recently approved a five year project to create a national research and education network (nren) which will enhance the nsfnet (the american backbone of internet) with much more powerful telecommunications links which will facili­ tate faster and greater data transmission. who can access the internet? anyone who has an account o� a computer which is linked via a regional or campus-wide local area network to the internet. given its vocation to serve primarily the research and education communities, internet users are generally members of these groups; however, there are commercial organizations which offer access to the internet to other groups which may qualify if they are involved in research activities. it is important to note that users must first access their institution's computer to establish a connection on the internet. what services are available? electronic mail librarians may be familiar with electronic mail (more com­ monly known as e-mail) systems using them to send inter-library loan requests, to receive results of online searches or to commu­ nicate with colleagues across the country. electronic mail sys­ tems transmit messages over telecommunication lines and they do not require users to communicate in real time; in other words, a message may be left in a user's electronic mailbox until the recipient accesses the system. there exist a number of e-mail systems currently in use and each one has its own particularities in terms of addressing and commands. internet is no exception. however, regardless of the system used, one must first ascertain that the person to be contacted is accessible on a particular network and then obtain their address. as e. delfino notes in his article on e-mail systems, it may be necessary to circumvent high tech systems and simply write or call the person in order to initially establish the above!3 internet addresses normally.consist of the user's name, the name of the system upon which their account is resident and the name of their institution. the user's name is sepamted by an at sign(@) from the system and institution name. the second part ofthe internet address (that which follows the at sign) is defined by the domain name system which not only specifies the name of the institution and the computer used at that site but often the nature of that organiza­ tion. examples of domains are .com for commercial organiza­ tions, .edu for educational institutions, etc. these domain codes apply to institutions within the unitedstatesonly. for participat­ ing organizations outside the u.s. there are geographic domains, such as .au for australia. for example, a typical address on internet might be jdoe@vax.univx.ca; the first part is a combina­ tion of the first and last name (assuming the user's name is john -· doe) and the second part indicates that the account is on a vax computer located at university x in canada. estimates vary as to how many million users transmit on the internet daily. al­ though there are projects underway to provide comprehensive directory service, at the moment there is no global directory which can provide the names and addresses of this vast user population. however, at the local and regional levels or within a specialized interest group directories may exist. once a user's address has been established, it is best to contact the local computer services department in order to receive instructions as to how to access internet through your institution's particular configuration of hardware and software. bulletin boards within the context of this article, the discussion of electronic mail has been limited to a communication between two users. bulletin boards are a natuml outgrowth of this personalized form of communication extending contact to a wider audience. "in­ stead of sending messages to many personal mailboxes, suppose they were sent to a public mailbox to which all participants could write, and from which they all could read."4 electronic bulletin boards (alternately known as conferences, interest groups, news groups, mailing lists, etc. depending upon the system upon which they reside) serve a similar function to that of the traditional bulletin board where messages can be posted. the advantage of an electronic format is that users can establish a dialogue on a topic of interest. bulletin boards may be organized according to particular subject areas or disciplines such as physics, computer science, or libmry science, however they are by no means limited to profes­ sional preoccupations. (there is a proliferation of recreational groups dealing with topics ranging from astrology to zoology.) many librarians consider library and computer-oriented bulletin boards a form of professional development because of the ongo­ ing discussions of timely issues, descriptions and reactions to new products and services as well as answers to specific inquir­ ies. for example, a user might post an unresolved reference question to the group for possible responses or similarly a request for reactions to a particular software package. answers could potentially come from subscribers from several countries, de­ pending upon the diversity of that particular board's subscribers. in terms of library-oriented bulletin boards, one of the most popular is the pacs-l, established in 1989 by charles bailey, jr. at the university of houston. "pacs-l was set up to allow libmrians to discuss issues related to computer systems in librar­ ies that are used by patrons, such as cd-rom databases, compu­ ter-assisted instruction programs, expert systems, hypertext pro­ grams, locally mounted databases, and online catalogs."5 for further information about this particular conference as well as a number of other library-related conferences, consult bailey's article entitled "library-oriented computer conferences and electronic serials on bitnet and internet."6 this article also provides basic information on how to subscribe to the groups mentioned. it is important to note the success of a given confer­ ence or bulletin board is dependent upon the participation of its subscribers. the quality of the messages and the ensuing discussions depends upon the contributors; all of which is carried on a voluntary basis by the bulletin board's subscribers. many browse the messages from a particular bulletin board without actually participating. however, it is important to know that the vitality of a particular board is entirely dependent upon its subscribers' contributions. given the proliferation of networks, it can be confusing to differentiate between them. in terms of e-mail and bulletin boards, librarians may be more familiar with bitnet (because it's time), which is another international network extending into canada (as netnorth) and europe (as earn) with some connec­ tions in asia and south america. bitnet and internet are separate and distinct networks using different protocols. bitnet is essen­ tially used for electronic mail, access to bulletin boards and for the transfer of relatively short text files. electronic mail mes­ sages can be transmitted from one network to another via gate­ ways, which are transparent to user. on bitnet, bulletin boards are administered using the ustserv software which automati­ cally posts any messages received to all subscribers. (this is the case for unmoderated groups; in moderated groups a moderator or an editor intervenes to group together messages dealing with a similar topic or to delete extraneous material before mailing to subscribers.) on bitnet, therefore, if you subscribe to a particular group you will normally receive all messages posted to that bulletin board. this is not the case for internet because messages are not automatically distributed; users access specific bulletin boards or news groups to read messages which have been posted since their last logon. in addition to e-mail and bulletin boards, internet offers a more sophisticated range of services such as downloading software and large, complex files as well as remote login to online catalogs, databases and computers. · electronic publishing electronic publishing is an area well suited to this online environment. it can be seen in the creation of electronic serials and in the conversion of books into an online format. individual bulletin board subscribers or groups who wish to communicate with their readership in a more formalized manner can now distribute newsletters or journals electronically. the pacs-l bulletin board has given rise to two examples: the public-access computer systems review and the public-ac­ cess computer systems news. this journal and newsletter respectively are available free of charge to pacs-l members who wish to subscribe. subscribers receive a table of contents furnishing basic information about articles and information in the current issue and they may then request copies of specific items of interest to them. previous issues are archived and may also be retrieved. in recognition of the growing importance of this type of material, the journal online launched its first review in january 1991 of a journal published in an online format only. 7 titles such as the irust digest dealing with information retrieval research, and the newsletter on serials pricing issues devoted to problems related to serials, are other examples of online serials of interest to librarians. (for further information describing these serials and the subscription procedme, consult charles w. bailey''s article "electronic (online) publishing in action ... the public-access computer systems review and other electronic serials"8• electronic serials are prevalent in many fields. for example, in the area of education titles such as the chronicle of higher education, new horizons in adult education and the online journal of distance education and communication are but some of the serials available online. the association of research libraries (arl) has compiled ·a multidisciplinary directory of electronic serials and this directory is available in print, on diskette and online.9 in addition to serials, major works such as the bible and dante's divine comedy are retrievable in full text on the internet. an ambitious undertaking known as project gutenberg is cur­ rent! y converting many of the classics into computer searchable electronic versions. the project's objective is to have 10,000 electronic texts by year 2000.10 publishers are also migrating to the internet. meckler now provides internet access to its catalog of publications, an online newsletter and indexes to the cd-rom librarian and computers in libraries (for approximately the last five years). electronic publishing will challenge many of the tradi tiona! concepts of publishing. its emergence and growth will create repercussions in the way in which information is formatted, disseminated, read, protected, paid for and subsequently ar­ chived. the manner in which the pac-l publications are distrib­ uted is but one small example of how concepts such as distribu­ tion will be modified. for librarians, one of the most immediate concerns is remaining informed about developments in this rapid! y evolving field. a growing body ofliterature now includes citations to communications from boards or electronic newslet­ ters and journals. it is, therefore, necessary to be familiar with these online sources for both personal professional development and also for retrieval for library patrons. online public access catalogs and databases with the transition of many university library catalogs from a card format to a computerized one, online public access catalogs are becoming increasingly accessible on the internet. once a library catalog is mounted and accessible on a local area network it can usually be linked to a regional network on internet. internet users can now browse university catalogues from major research institutions and libraries such as harvard, yale and oxford. researchers and students can immediately expand their research beyond their local or institutional library to a more comprehensive search of the existing literature. for collection development purposes, librarians can now consult the best col­ lections in a particular discipline. in addition librarians consid­ ering automation of their catalogues can evaluate the major opac software systems on the market. by identifying libraries which have adopted opac systems of interest to a particular library, one can then access these opacs, conduct sample searches and evaluate their relative utility. in order to log on to a specific online catalog available on internet one must issue a specific internet command (telnet) followed by the address of that particular site. once the connec­ tion has been established, the host site usually requests that the 7 user provide further information such as id, password, etc. this specific information varies from one site to another. in order to provide basic information such as site addresses as well as the type of information which will be required to access each individual catalog, two complementary directories to online catalogs and databases have been created. the first is commonly known as "the st. george directory"; it is created and updated by dr. art st. george of the university of new mexico and dr. ron larsen of the university of maryland.11 the second is authored by billy barron of the university of north texas.12 international in scope and updated regularly, each directory provides a listing of the procedure to follow for individual library systems accessible on internet. many large university and research institutes have supple­ mented their catalogs with locally produced or commercially leased databases which may be searched using the same search commands as their opac system. although, in the vast majority of cases, access to commercially leased databases is restricted to local, authorized users due to licensing agreements, on occasion specific databases may be available. of interest to those involved in the field of education is the fact that the university of saskatchewan, for example, provides access to the eric database among others.13 in such cases, access restrictions may involve limiting the number of simultaneous users permitted and/or the time period when searches may be conducted. as a basic courtesy to the host system, users should refrain from searching during peak time periods when the host's operations may be slowed due to external users. information regarding databases which may be accessed via specific institutions is available in the "st. george directory". in addition to commercially distributed and well known databases, these directories or bulletin board messages can serve to alert users about little known, specialized and non-commercial databases of interest to specific user groups. finally, access to databases available through the internet is no longer limited to specific databases available on individual hosts. a number of commercial services such as dialog, rlin, and oclc'c epic are now also accessible on the internet. downloaded texts and software barbara quint, borrowing from gertrude stein, aptly char­ acterized the internet with the statement "there is no there."14 in fact, the internet has developed as a cooperative consortium of organizations and networks with no centrally organized admin­ istration. as a consequence much of the system documentation has evolved in a decentralized manner, often created to meet the needs of a particular user group. and given the nature of the medium, much of this material is in a machine-readable format accessible on specific computers. the national science founda­ tion's network service center makes available the internet resource guide, a machine-readable document which provides a detailed listing of the services available.15 similarly the two directories of opacs and databases, previously mentioned, as well as other guides to the services and archived bulletin board material are available for downloading from specific computer sites. in addition to the traditional text files, some hosts have dedicated sections to collections of public domain software -a which can also be downloaded. the file transfer protocol on internet is used to obtain text files or software. ffp, as it is more commonly called, is the transfer of files between computers. most users employ it to receive files from remote sites, however, it can also be used to send files. using the ftp command, users can log on to a host computer, obtain listings of its directories and transfer files to their site. organizations which offer this access do not require that users have an authorized id to gain access. the user signs on as "anonymous" when the system requests an id; similarly when a password is requested the user enters their address or simply the word "guest". this specific procedure is known as anonymous ftp and it has been designed to facilitate access to sites offering free transfer of texts and software. it is important to note that once a user is logged on some basic understanding of file and directory organization is necessary in order to be able to navigate effectively. caroline arms provides a short description of the most important commands to use once logged on to an ftp site.16 finally, the local computer services department should be consulted for instructions on how to import a file given your organization's particular configuration. the objective of this article has been to provide an overview of the services available on the internet of interest to libraries. the major services have been highlighted but others exist and new ones are created on an ongoing basis. a number of major issues concerning the internet, such as security, standards, ethics, etc. remain to be resolved. however, the most urgent need is to make the vast amount of information available on the internet more accessible. libraries need to monitor developments on the internet in order to have up-to-date information on the various kinds of services available. once this is mastered, they will have develop simple and comprehensive tools to assist library patrons in its use. endnotes 1. international federation of library associations, research networks and libraries :applications and issues for a global/ nformation network, by gary cleveland. ottawa, ont.: ifl.a international office for universal dataflow and telecommunications, 1991, a-4. 2. caroline r. arms," a new information infrastructure," online 14 (september 1990): 16 3. erik delfino, "e-mail connections : it's still a jungle out there ... but it is getting better," online 14 (september 1990): 32. 4. matthew j. rapaport, "computer conferencingbulletin boards, and informa­ tion professionals," online 15 (may 1991): 34. 5. charles w. bailey, jr., "electronic (online) publishing in action ... the public-access com puler systems review and serials, " online 15 (january 1991): 28. 6. idem, "library-oriented computer conferences and electronic serials on bitnet and internet," database searcher 7 (february/march 1991): 22-23. 7. judith a copier, "reviews of recent writings," [a online published journal pacs review) online 15 (january 1991): 71-72. 8. charles w. bailey, jr., "electronic (online) publishing in action ... the public-access com puler systems review and serials, " online 15 (january 1991): 2835. 9. association of research libraries, directory of electronic journals, news­ letters and academic discussion list, edited by ann okerson, compiled by diane kovacs and michael strangelove. washington, d.c. :the associa­ tion, 1992. 10. reva basch, "books online: visions and perspectives for electronic text," online 15 (july 1991) : 14. 11. st.george, art, phd. and ron larsen, phd., internetaccessible library catalogs & databases, edited by carlos robles and heather hughes. california education and research federation network, 1991. 12. billy barron, unt's accessing on-line bibliographic databases, univer­ sity of north texas, 1992. 13. gord nickerson, "local databases," computers in libraries 12 (january 1992): 38 14. barbara quint, "online meets the internet," wilron library bulletin 66 (march 1992): 78. 15. nsf network service center, internet resource guide, cambridge, ma. : nsf network service center, 1989. 16. caroline r. arms, "anonymous ftp : getting files on the internet," online 14 (september 1990): 27. iis e l e ct i o n s f r o m e r i c journal articles ej5 10368 freytag, jurgen. ( 1994, october) . development trends in librarianship and schools of library and information science in the neue bundeslander of the federal republic of germany. international forum on information and documentation, v19 n3-4 p3-16. (available from fid sales dept . , po b ox 90402, 2509 lk, the hague , the netherlands). presents results of a report on development trends in librarianship and schools of library and information science in the neue bundeslander of the federal republic of germany. discusses political, economic, and technical factors; cites specific changes in public, union, university, scientific, and special libraries; and reviews trends in library training and the publishfug industry. (contains 1 1 1 references.) ej508736 foote, jody bales. ( 1 995, spring). libraries and librarianship in bangladesh. third world libraries, v5 n2 p59-66. (available from rosary college, 7900 w. division st., river forest, il 60305). provides an overview of the library infrastructure of bangladesh; the current state of special, academic, public, and school library collections; and an overview of librarianship and library education. topics include the national library and archives, the unequal distribution of limited library resources, and support from developed countries. ej508735 nordstrom, gail. (1995, spring). libraries in ethiopia: a review of recent literature. third world libraries, v5 n2 p47-58. (available from rosary college, 7900 w. division st., river forest, il 60305). presents a current picture of ethiopian librarianship based on articles published since 1980. highlights include the national library and national archives, including bibliographies; public libraries 32 and reading moms; academic libraries; school libraries; special libraries; and development of the library profession and education. ej503432 johnson, ian m. ( 1 995, march). international issues in school librarianship : the ifla pre-session seminar, 1993. information development, v l l n1 p50-55. reports on the ifla pre-session seminar on international issues in school librarianship (caldes de montbui, spain, august 1 993). summarizes papers dealing with the role of school libraries in developing countries; selection and acquisitions; management and financial support; and country reports on the school library situation. also includes seminar resolutions. ej495203 genco, peter j. ( 1 994). international association of school librarianship. school library media annual (slma), v12 p279-80. reports on the international association of school librarianship (iasl), including an overview of organizational history; a review of the 1993 annual conference in adelaide (australia); descriptions of professional awards; lists of 199497 conference sites and board members; an address to contact for more information about the organization and its activities. ej495 157 roberts, brynley. (1993 , december). librarians in the new europe: training and education needs of librarians working in national libraries. education for information, v l l n4 p283-88. discusses the concept of international librarianship (particularly in europe), the unique characteristics and role of national libraries, librarians working in national libraries, and the role of information strategy systems and information technology in national libraries. education libraries • vol 20, no. 1/2 ej491414 mason, marilyn gell. (1994, september). is there a global role for metropolitan city libraries? american libraries, v25 n8 p734-35 ,737-38. (available umi) discusses the potential for linking large metropolitan public libraries to international interlibrary loan networks. issues involved in international networking, including funding, standards, network connectivity, and protectionism , are discussed. examples of libraries capable of participating and brief descriptions of their collections are given. ej476226 fite, alice e .. (1993 ). society of school librarians international. school library media annual (slma), v l l p199-202. discusses programs and services of the society of school librarians international (ssu) relating to professional growth, communications and public relations, and legislative involvement. winners of the 1992 ssu annual book awards are listed, and activities of the learning through media coalition are described. ej469156 dewe, michael. (1993 , june). buildings for library and information services: some international concerns and comparisons, 1980-1991. international information and­ library review, v25 n2 p109-22. provides a description of four seminars and three study tours organized by the ifla (international federation of library associations) section on library buildings and equipment from 1980-91. themes include interior design and layout, library buildings in the network context, adapting buildings to library use, planning and design, and control of capital and maintenance costs. (contains seven references.) ej467373 horrocks, norman. (1993, august). cla reaches beyond its borders. library journal, v118 n13 p61-62. (available umi). reports on the activities at the canadian library association (cla) 1992 annual conference. topics discussed include first nations libraries; help for third world countries; censorship; ifla (international federation of library associations and institutions) activities; financial concerns of cla; publishing plans; work on a national information policy; and cla awards. ej464313 aman, mohammed m. , ed. and others. (1993 , winter). international library education. journal of education for library andlnformation science, v34 n1 p82-86. (available umi). two articles discuss international library education: ''the university of the south pacific looks ahead to the year 2000" (melvin d. rainey) describes a library assistants ' certification program; and "american and south asian library educators discuss library and information science education" (r.n. sharma) reviews the first american/south asian librarians conference held in new delhi (india) in 1992. eric documents ed386215 keller, dean h., ed. (1993). academic libraries in greece: the present situation and future prospects. 226 pp. (available from haworth press, inc. , 10 alice st. , binghamton, new york. not available from edrs.) the purpose of this collection of essays is to examine academic libraries in greece at a time when the potential for changes and advance in librarianship is great. the 15 papers are as follows: "international interlibrary cooperation: exchanging goals, values and culture" (don l. tolliver); "academic libraries in greece" (james krikelas); "academic libraries in greece: anew profile" (nancy birk: and dimitris karageorgiou); "library education in greece" (mersini moreleu-cacouris); · "library automation in greece: a visitor's perspective" (michael kreyche); "automation of the national library of greece" (george d. bokos); "collection development and education libraries • vol 20, no. 1/2 interlibrary loan in greek academic libraries" (stella korobili); "the american center library in thessaloniki, greece" (vicki syroglou-bouki); "automation and the university of crete" (james krikelas and michael tzekakis); "academic libraries in transition: a case study of the library at the university of crete in rethymnon" (peter d. haikalis); "the library of aristotle university of thessaloniki: organization, operation, and perspectives" (nicolaos alexandrou and dimitrios dimitriou); "the library of the department of english language and literature at the aristotle university ofthessaloniki, greece" (alex noel-tod); "a user survey of the english department library at aristotle university, thessaloniki, greece" (martha kyrillidou); "kent state university, kent, ohio, and aristotle university, thessaloniki, greece : an exchange program" (thomas m. davis); and "a greek librarian in america: personal reflections on an eight-month practicum at the kent state university libraries" (athena salaba). 33 ed385270 hazen, dan c. (1995). preservation priorities in latin america. a report from the annual ift.a meeting (60th) havana, cuba, august 1 994. commission on preservation and access, 1400 16th street, n.w., suite 740, washington, dc. 1 1 p. (available from edrs in microfiche or paper copy). the information in this report is condensed from the presentations and conversations, both formal and informal, that occurred during the 60th meeting of the international federation of library associations (ifla). about 1 ,500 librarians attended, representing · cuba, venezuela, mexico, argentina, peru, and colombia. training for preservation administrators and preservation technicians was identified as a high priority need in latin america. because of the need for training, latin american librarians were eager for current preservation literature. maintenance and storage environments were also priority concerns; however, the breakdown of acidic papers was scarcely mentioned. biological pests are perceived as a greater hazard in tropical environments. of secondary priority, the conference participants recognized reformatting and bibliographic control, connectivity through new technologies, and opportunities for creative projects. ed377876 wang, chih. (1993 ). theories and practices in world libraries: papers presented at the international symposium on the development oftheory and practice of library information science (1st). wuhan, hubei, china, may 21-25, 1993. 14 p. (available from edrs in microfiche or paper copy). the purpose of this, the first international library conference held in china and sponsored by a chinese institution, was to enhance the development of library and information science, promote the status of library and information professionals, and exchange ideas of research and practices in the field. in addition to ceremonial speeches, 134 papers were selected and read, most either written in or translated into english. thirty-one of these papers are abstracted here, and are intended to provide references to scholars and practitioners who are interested in studying the current status and development of library and information services in many locations throughout the world, particularly china. topics covered by the papers abstracted include: historical development, philosophical foundations, interactions with socioeconomic changes, technology and automation, management, cataloging and classification, preservation, and education. how to obtain matenals cited in this bibliography: journal article citations are from current index to journals in education. the articles m ay be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-521-0600. eric documents are announced in resources in education. they can be read in full text at any library holding an eric microfiche collection. they can also be ordered in paper or 34 microfiche copy from the eric document reproduction service (edrs), 7420 fullerton road, suite 1 10, springfield, va 221532852. phone: 1-800-443-eric or 703-4401400. call for prices and delivery options. this column w as prepared by the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244-41 00; (3 1 5) 4433640; (800) 464-91 07; eric@ericir.syr.edu education libraries • vol 20, no. 1/2 the (bene)fits of compi l i n g a special ized database by anne wade abstract the centre for the study of classroom processes (cscp) at concordia university in montreal recently completed a three year project to compile a specialized database on the successful pedagogical approach of cooperative learning. using the bibliolinks software, the results of cd-rom searches executed on a variety of source databases, were transferred into an in-house database. utilizing the procite bibliographi c management software, a package designed to store bibliographic information, the database was customized according to the needs of the cscp. the benefits of establishing a specialized database incl uded the abi l i ty to perform extensive searches on multidisciplinary sub-topics within the area of cooperative learning. however a number of problems occurred throughout the course of compiling the database, the majority of which related to limitations with the hardware and software. this article provides a chronology of those problems. issues related to copyright and the publication of this database in the form of a comprehensive bibliography, are also addressed. the centre for the study of classroom processes (cscp), is a research centre affiliated with the department of education at concordia university, montreal, devoted to the study of effec­ tive pedagogical techniques. researchers at the cscp have studied such topics as group composition (abrami et aj, in progress), dramatic play in early childhood education (howe, et a!., in press), mental modeling (schmid et al, in progress), the effectiveness of student ratings (abrami et al, 1991), group size and microcomputer learning (baron & abrami, 1992) and coop­ erative learning strategies (abrami et al., under review; abrami et al., 1993). it is this latter subject area in which much of the cscp research has been performed over the years. because of this, researchers at the cscp felt that it would be beneficial and cost-effective to establish a specialized in-house database of bibliographic information pertaining to cooperative learning and related areas. bibliographic records would be retrieved from a variety of subject databases using the available online and cd­ rom systems and subsequently transferred into one main data­ base. this database could then be used by cscp researchers for in-house searches on sub-topics within cooperative learning. bibliographies would be generated quickly and easily for the articles published at the cscp and the database could also act as an online catalogue for the material housed within the cscp resource centre. in line with the above, williams (1986) discusses the ben­ efits of creating speciality databases due to the ease and availabil­ ity of inexpensive existing information technology and suggests: 24 the ultimate user . . . is the customer of the user who has now become a producer of a speciality database. there is added value by virtue of some added processing, screening, manipulation, reworking of data to make the information more palatable to a given market. however, what was thought would take about six months to complete, actually took over three years and the concentrated effort of the part-time manager of the resource centre at the cscp. changes in the management, which occurred three times throughout the implementation of the project, contributed to the length of the project. what follows is a synopsis of some of the problems experienced and the issues involved in publishing the results of these efforts. these include: problems related to software selection, complexity of search strategies, limitations of both the hardware and software, lack of standardization between the cd-rom databases, and copyright restrictions. selecting the software to begin with a package had to be selected which would meet the requirements of this project. knowing that the literature searches would retrieve thousands of citations due to the vast quantity of information being published in the area of coopera­ tive learning, the software had to allow for the creation of a large database; it had to provide for the creation of user-defined workforms to input not only standard bibliographic information but also various unique fields specific to the cscp; and it had to have the capability of transferring machine-readable records from a variety of online and cd-rom databases . two popular bibliographic management packages were compared: the pro cite bibliographic system offered by personal bibliographic soft­ ware inc. (pbs), and reference manager by research informa­ tion systems. after careful consideration, procite (version 1 .4) was purchased as it was geared more towards library use. various features included twenty-four "ready to use" or default workforms, each of which consisted of bibliographic fields specific to a particular type of material. for example, a workform existed for each of the following: journals, books, non-print education libraries • vol 1 8, no. 1 material, reports, and dissertations (see table i). procite also allowed the user to create up to six "user-defined" or customized workforms for those who wished to modify or add additional bibliographic fields and therefore did not want to use the default forms. other noteworthy features included the ability to import records from remote databases (although a separate transferring package would have to be purchased for this), and its virtual unlimited record and database size. conversely, reference man­ ager only provided workforms for book, journals and unpub­ lished works with no option to input new fields or to create your own work form. it seemed to be targeted more for the researcher. because the cscp also wanted to include its holdings, which consisted of many different types of material, pro cite seemed the logical choice. two addi tiona! purchases were necessary before the project could get underway. a subscription to the online vendor biblio­ graphic retrieval service (brs) provided access to a number of relevant online bibliographic databases such as eric, disserta­ tion abstracts international and psyclnfo. finally, the purchase of the bibliolinks software for brs (also from pbs) was necessary as it formatted machine readable records retrieved from an online search into a format recognized by procite. following these purchases, the information professional who had started the project, moved away and a second professional, who had experience using procite, was hired. fol'mulating the search strategies effective search strategies had to then be devised for each of the subject databases. it was critical that the strategies be broad enough to retrieve all relevant material with the smallest number of false hits. after numerous meetings with the researchers, a chart was devised which lis ted both relevant and unwanted terms and various sample searches were performed. eventually a comprehensive search strategy was formulated which consisted of over 100 search statements tailored for the eric database that was offered online via brs. less extensive strategies were then devised for psyclnfo, sociofile, dissertation abstracts interna­ tional (dai), education library, canadian education index, and the ontario education resources information system (onteris) databases. a procite database was created and customized workforms (or screens) were designed for each of the following types of bibliographic material: books, journals, dissertations, reports, conference proceedings and non-print material. fields were adapted within each of the workforms based on the projected needs of the cscp. for example, fields were added to indicate: whether the i tern was located at the cscp; ordering information; author affiliation and address; and other relevant information. the advent of cd-rom technology six months into the project there was, once again, a change in management and this author was hired to take over. cd-rom technology had just arrived at concordia, and three of the main education libraries • vol 1 8, no. 1 table 1 . procite's workforms .a ·s: d i! .. ... d � � "' i ci ... t ll oo i � · n c: l � :: "' ... .. .., 0 .. "' i! c: "" , .., ,!, • � :j a. � c ;! � ! ...; ... ob c: d ... l i • ... c: ..c: .!l .; • .. t "" i! ..c: u " .. ... !i l:l ... . , n " "' t:, -;; !l z z :ii .!! i .!! "t :j :s • �o�t o .a « ... d. a. q z c: "" ..c: ... • � .: .., : ii . .. u q � -r� i ., ... ;c "' . ��--­ � � � ; i. l .. .. d .c "' i "" d .:! ... ... �---� !l ... . .. • ! i -1i � .. ... � r--� 1: i .. .. :0: " • � ....__....=.._ source databases (eric, psyclit, and sociofile) that were to be used on this project were purchased by the university from silverp!atter. because searching on cd-rom was less expen­ sive than online (concordia charged $5/hour vs brs's connect time charges) it was decided that cd-rom searches would be performed whenever possible. thus a second transferring pack­ age, bibliolinks for silverplatter, was purchased from pbs. the next couple of weeks involved testing the cd-rom hardware and adapting the search strategies to the silverplatter software. when it was time to run the searches, initial problems related to both hardware and software constraints on the cd­ rom systems: silverplatter would not accept more than 100 search statements; search strategies could not be saved for quarterly updates of search results; and the complexity of the strategies long search statements and the combination of numerous terms (e.g., small nearl (team* or group*) near2 (learn* or instruction or work*) would jam the hardware. this was particularly frustrating as the computer would seize up, usually around the 90th search statement, thus requiring the re-input of the entire search strategy. the search strategy could not be sectioned into smaller units as the state­ ments were all interrelated and had to be executed in one session. also, because the retrieved sets were so large, the computer would jam after having downloaded 590 of the 600 records retrieved, with the only option being to reboot the computer and re-enter the entire search session. the majority of these problems occurred as silverplatter was refining its software and concordia 25 was upgrading its hardware. thus, the project had to be put on hold a number of times in order to wait for the respective hardware/software upgrades. months later the searches were implemented successfully. bibliolinks and the transferring of records into procite the results of all the cd-rom searches were saved as ascii files on floppy disks. before transferring the records into a procite file it was necessary to retrieve the ascii files in wordperfect for what should have been minimal editing (e.g., adding a notation at the beginning of the file stating the name of the database records were retrieved from). when transferring bibliographic records into a database management package, it is critical that the fields correspond so that the information is sent into the appropriate fields. this can be tricky as the source databases, such as eric and psyclit, all contain different fields and/or field labels; some abbreviate the field label, while others do not. as well, each database uses a different bibliographic style. for example, one index may use the format "online, v33, no. 1, 1992" while another uses "online, vol. 33(1), may 1993". even within the same database the source field can change. for instance, psyclit records changed their format in 1977. the advantage of a transferring package such as bibliolinks is that it is designed to recognize such differences and little, if any, editing on the ascii files should be necessary. bibliolinks offered separate software packages for each of the various online systems. however, due to the fact that cd­ rom technology was so new, pbs did not have packages for many ofthe different cd-rom systems such as those offered by, university microform international (umi), micro media and the institute of scientific information (lsi). therefore, for those cd­ rom searches performed on umi's dissertation abstracts inter­ national and micromedia's canadian education index, macros had to be developed within wordperfect and subsequently run on the ascii files in an attempt to adapt the records into a format similar to that of silverplatter. various field labels had to be abbreviated, renamed, and re-assigned for each of the different databases in order for them to be recognized by the silver platter bibliolink. however, even the ascii files from the silver platter searches had to be edited for successful data transfer and fields had to be re-assigned within bibliolinks (fortunately a relatively straight­ forward task). some of this reformatting was due to the fact that user-defined workforrns had been developed within procite. in retrospect, it would have saved a lot of time if procite's default workforms had been used and perhaps adapted to the needs of the cscp. once the ascii files were formatted appropriately, they were ready to be uploaded into the procite database. however, there was more editing required withinprocite! because proche's version 1 .4 did not allow for global changes, each record had to be edited individually. for example, journal fields were not always parsed properly, and information had to be moved into the appropriate fields. also, hard carriage returns that were inserted 28 at the end of each line in the abstract field had to be deleted. procite has some word processing features, such as block and move, thus making editing a little easier, but it was still time­ consuming. one major problem occurred with the eric database, which indexes journals, reports, conference proceedings, dissertations and books. each different type of bibliographic material should be transferred into the corresponding workform (e.g., journal articles should transfer into the journal workform, reports into the report workform etc.). however, bibliolinks is not able to distinguish between different bibliographic records within the same ascii file and all records were dumped into the journals workform. within bibliolinks there is a feature which can be changed prior to transferring the records. this feature allows one to re-assign a database, such as eric, so that records are transferred into a workform other than the default. what this meant, however, was that individual macros had to be set up within wordperfect and run in the eric ascii file to first move all the books, then the reports, then the conference proceedings and finally the dissertations, into their own respective ascii files. each file was then subsequently transferred into procite once the bibliolinks command had been changed to reflect the type of bibliographic material that would be transferred from the ascii file. unfortunately the macros were not fool-proof and it was easier to have the journals in one file and all the other material in another. bibliolinks was customized to transfer records in the "other material" file into the reports workform. workforrns for records which were not reports were then changed to the appro­ priate workform within proci te. once the workforrn was changed, some information had to be moved into the appropriate field. it had been decided that each record would be assigned a code which noted the database from which it had been retrieved. for example, eric records were assigned cll, psyclit records cl2, sociofile records cl3 etc. these codes had to be assigned to each record individually as there was no feature in version 1 .4 which globally copied information to a field. in addition, the duplicate detection command was run after records were trans­ ferred from each database to eliminate all duplicate records. it had been determined that priority would be given to eric records and next to psyclit records as the descriptors assigned to eric records would be more relevant. if a record was picked up on two or more searches, it was coded to reflect this. another task was to flag those records which could be found at the cscp, because the cscp has an extensive collection of journal articles which has been collected over the years for various research projects. it was expected that all the articles on cooperative learning that were housed at the cscp would be retrieved on the searches and it would be useful to flag these. a research assistant was hired to input into a procite file, the author and title of all the articles housed at the cscp. this file was then merged with the main database and the duplicate detection feature was subsequently run. all those records which were retrieved on a search and located at the cscp were then coded to reflect this fact and the skeleton record was deleted. any remaining articles that were at the cscp but had not been picked up on a search were subsequently edited and the remaining bibliographic information was manually entered. education libraries • vol 1 8, no.. 1 pbs released pro cite 's version 2.0 during the editing phase of the project and it offered both a global search and replace and a global cqpying command which saved considerable time. but even with the improvements in version 2.0, some of the changes, most ofwhich related to capitalization, had to be done one record at a time. for example, contrary to the american psychological association (ap a) standards, eric capitalizes the first charac­ ter of each word in a title; some of the databases use full capitalization for index terms, others do not; and umi's dai uses full capitalization for their entire record including the abstract. it should also be mentioned that because pbs did not release an upgrade to bibliolinks (ver.l .1) along with their upgrade to procite, ascii files had to be transferred into a database using the old procite (ver.1 .4) and then converted to the new version of procite. downloading the results into wordperfect after many months of time consuming editing, and the need to upgrade the hardware to a 486, somhz computer as the database was growing at an alarming rate, the results were beginning to reach fruition. subject searches were run for re­ searchers and graduate students at the cscp. they were suffi­ ciently impressed and the results of these searches were downloaded into wordperfect to be printed as subject bibliogra­ phies. still more editing required within wordperfect. because proche does not move the title intp the author field for anony­ mous articles, the date had to be moved. also bold and underlined characters would not transfer into the wordperfect file, so additional macros had to be set up. once again, some of this editing was reduced with version 2.0 as it provided the ability to save files in wordperfect format and ascii characters were downloaded correctly. needless to say, a lot of time would have been saved if this new version had been available at the start of the project. sharing the results after three years, the cscp's specialized database on coop­ erative learning was finally up and running. numerous printed sources, including: the education index, british education in­ dex, educational technology index, books in print, publisher's catalogues, and various directories to audio-visual material were scanned and all relevant material was manually entered into the database. the final product consisted of over 10,000 citations to books, journal articles, dissertations, reports, conference pro­ ceedings, curriculum and non-print material. each record con­ sisted of a full citation with abstract, keywords and the availabil­ ity of the document (when provided). updates of the manual and cd-rom searches were implemented as the sources were up­ dated to ensure currency of the database. numerous in-house searches were performed relating to specific areas within coop­ erative/collaborative learning, such as: multiethnic students, early childhood education, second language instruction, compu­ ter-assisted instruction and disabled students. with version 2.0, global changes could be made to selected records or to the entire education libraries • vol 1 8, no. 1 database; pro cite search strategies could be saved directly within the program; even the search results could be saved; and compre­ hensive searches could be run relatively quickly with the quick search feature. results were so satisfying that it was decided to share them with others outside the university. there were two options -the cscp could publish a bibliography on cooperative learning in printed format, or the database could be offered to the public in machine-readable form (on diskette or cd-rom). it was decided that both options would be pursued as different markets would be targeted for each of the two products. having downloaded such a vast quantity of information, it was unclear as to whether the cscp would be within the copyright boundaries in publishing the results, especially due to the fact that the abstracts were copyrighted. the end-user is unaware of how one can use the information retrieved on a cd­ rom search. this is due to the fact that they do not know the terms within the licensing agreement between the institution, in this case, concordia libraries, and a database supplier, such as the american psychological association. this is a common problem within libraries and duggan (1991) suggests that signs should be posted next to the cd-rom workstations, much like those next to the photocopy machines, which state the copyright restrictions as outlined in the licensing agreements. this is an excellent idea but one that is not being practised in mo�t places at the moment. because of this uncertainty, requests had to be sent out to all the various database suppliers could the specialized database be published in printed form? "no problem," said the educa­ tional resources information center (eric), "bibliographic data has been generated with the support of tax dollars and is in the public domain and may be used without restriction." in fact, eric's objective is to achieve widespread dissemination of its data at the lowest possible cost and they encourage projects such as this. university microfilms inc. said there was no problem as long as it was stated that the full text of the dai records were available from umi. the american psychological association was not quite as forthcoming. they required written authoriza­ tion for replication of psyclit records in a printed bibliography. similarly, the international sociological association would give permission only after receiving a complete list of accession numbers for the sociofile records that would be used. it was felt that the above requirements could be met and samples of the database were then sent out to a variety of american, canadian and british publishers in an attempt to find a publisher for the bibliography. the general consensus was that bibliographic information lends itself to electronic publishing and the printed format was passe. only one publisher expressed an interest. however, they required camera-ready copy and would provide no funding to pay for this . they also required that the cscp would agree to purchase 100 copies of the final product. the idea of a printed comprehensive bibliography on coop­ erative learning began to fade. efforts were then focused on finding a way to offer the database in machine-readable form. fortunately, the ontario institute for studies in education (oise) conveyed an interest in offering our database on cd-rom along with their onteris database. the database suppliers were then approached once again to find out their copyright restrictions for 27 publishing the database in electronic form. the copyright bound­ ary had been hit. although both eric and umi were agreeable, no other commercial database supplier would give permission to publish these results in electronic form. interestingly, umi requested a letter which outlined the entire project. this was reviewed by a committee which reached an affirmative decision weeks later. our request was obviously scrutinized and given careful consideration. umi must have realized that our desire to publish a bibliography in electronic form represented the tip of the iceberg in what would seem to be a rapidly expanding electronic revolution. what does the future hold for specialized databases? having managed the last two years of this project on! y to find at the very end that it would be difficult to share the results with the public, was extremely disappointing. but the quest continues. the cscp has recently approached various funding agencies in an attempt to obtain a publications grant. provided one of these proposals is approved, the publisher who expressed an interest, but required camera-ready copy, will publish the comprehensive bibliography in the print format. in the meantime, cscp mem­ bers, educators, researchers and graduate students have certainly benefitted from the numerous in-house searches which have been performed and which will continue to be performed into the future. additionally, the cscp has developed a partnership 'yith the international association for the study of cooperation in education (iasce) in which customized bibliographies are offered to iasce membersthis is allowed as long as i t is a non­ profit venture. in fact the cscp is presently considering compil­ ing another specialized database on post-secondary education. many ofthe problems that were experienced throughout this project would not exist to the same extent now due to advances in the software bibliographic management systems, transfer­ ring packages (e.g., pbs is presently working on an upgrade for bibliolinks), and cd-rom systems have all been improved over the last couple of years. in may, pbs came out with pro cite version 2.1 which corrected procite's serious problem of not recognizing extended memory. because of this problem, the user would receive an error message when trying to display "pop-up menus" and authority lists within a large database, even though , sufficient extended memory was present. other problems would occur when editing or deleting a record -pro cite would prompt you to save the record immediately as the computer was running out of memory. with version 2.1, procite now recognizes up to 4mb of available expanded memory but due to procite's programming language it is still not able to recognize extended memory. version 2.1 also fine-tuned other less critical tasks such as the repair, quick search, and duplicate detection commands. it is expected that pbs will continue to provide improvements to its software and will develop additional bibliolinks packages for all the various cd-rom systems. more significantly, we are beginning to see systems such as innovative interface's innopac provide the option of downloading records in procite-specific export format thus eliminating the 28 need for a transferring package such as bibliolinks. similarly, more powerful hardware has become affordable-extensive searches can be performed much more rapidly. that is not to say, however, that the compilation of a specialized database will be effortless as lack of standardization among the systems will always present problems. what is of more concern is the issue of copyright and how one can use the information retrieved from these remote databases. without a doubt, the transferring of machine-readable records into in-house databases will be a trend of the 1990s and beyond. increasing access to worldwide library collections, full text journals, and bibliographic databases through systems such as internet, coupled with the advances in the storage of electronic information such as cd-rom, will invite the creation and maintenance of specialized databases. the thought that these databases can only then be used internally seems inconceivable, especially knowing the amount of time and effort it can take to create such a beast. the issue of"who owns the data?" will have to be addressed sooner or later. references abrami, p.c., & d'apollonia, s. (1991). multidimensional students' evaluations of teaching effectiveness-the general izabil i ty of "n=1" research: comment on marsh. journal of educational psychology, 83, 4 1 1 -415. abrami, p.c., chambers, b., poulsen, c., spence, j. & lou, y. (in progress). the effects of group composition on achievement: a meta analysis. abrami, p.c., chambers, b. , poulsen, c., howden, j., kastelorizios, k., wagner, d. , & glashan, a. (1993). using cooperative learning. dubuque, ia: w.c. brown-benchmark publications. abrami, p.c, chambers, b. , poulsen, c., kquros, c., farrell, m . , & d' apollonia, s. (under review). cooperative learning and social support: a primary i nvestigation and research i ntegration. journal of social psychology. baron, l.j., & abrami, p.c. (1992). the effects of group size and exposure time on microcomputer learning. computers in human behavior, 8, 353-365. duggan, m.k. (1991). copyright of electronic i nformation: issues and questions. online, 15, 20-26. howe, h., moller, l., chambers, b. , & petralos, h. (in press). the ecology of dramatic play centres on children 's social and cognitive play. early childhood education research quarterly. schmid, r.f., abrami, p.c., d' apollonia, s., desimone, c., & poulsen, c. (in progress). mental modeling theory applied to the cognitive analysis of learning strategies and tactics. williams, m. (1986). transparent information systems through gate­ ways, front-ends, intermediaries and interfaces. journal of the american society for information science, 37, 201-214. author's note: procite for the ibm or macintosh can be purchased for $395 u.s. directly from pbs inc., p.o. box 4250, ann arbor, mi 48106 (tel : 313-996-1580, fax: 3 13-996-4672) or from pbs 's canadian distributor, m.e. phipps, 143 norfolk st., guelph, ont. (tel: 5 19-836-9328, fax: 5 19-836-2623). pbs has recently devel­ oped a network version of procite. the library bibliolinks and online bibliolinks are also available for $295. bibliolinks pack­ ages are avai lable for d ialog, b rs, oclc, si lverpl atter, education libraries • vol 1 8, no. 1 wilsondisc, and various other online services. pbs software is also avai lable at various university bookstores at discounted prices. the author would l ike to acknowledge the sound advice provided throughout this project by dr. philip abrami, jacqueline dealy, and catherine poulsen. anne wade is manager of the resource centre at the centre for the study of classroom processes (cscp) , concordia university and also a part-time reference librarian at westmount public library, montreal, quebec, canada. anne wade, cscp, lb-58 1 , 1 455 de maisonneuve blvd w . , montreal , que h 3 h 1 y5, tel : (51 4) 848-2020, fax: (5 1 4) 8484520, e-mai l : wada@vax2.concordia.ca ab@la proudly announces the publication of . . . un gu ide d'excel lents l ivres fran9ais pour enfants et adolescents this is an annotated l ist of almost 1 50 titles of board books, nursery rhymes, easy readers, picture books, junior and young adult fiction, and non-fiction. carefully selected by a committee of librarians, these books were all published between 1 983 and 1 993 . use this guide as a giveaway to your favourite borrowers and customers, to get ideas for birthdays or hol iday presents for the special chi ldren and teenagers in your l ife. let lire! help you with book selection and as a buying guide. price: ( 1 -5 booklets) $4 each; (6-1 0 booklets) $3 .50 each; ( 1 1 + booklets) $3 each. (plus 50¢ handling and 86¢ postage per booklet ordered) for further information, please cal l : marie eberlin, ab®la secretary, at (5 1 4) 630-4875 send cheque or money order to : qu ebec library association, lire! p.o. box 1 095, pointe-claire, qc, canada h9s 4h9 education libraries • vol 1 8, no. 1 29 b o o k reviews mcguiness, john. teachers, pupils and behavior: a managerial approach. london: cassell-villiers house, 1993. isbn 0-304-32784-0 (hardcover); 0-304-32785-9 (papercover). teachers, pupils and behavior: a managerial approach is the ftrst book in a new series, cassell s tudies in pastoral and personal and social education, from great britain. this series will address current issues wiu1 each volume focusing on a specific aspect of pastoral care in education. peter lang and ron nest rtre u1e series editors. bou1 have written, researched, and taught about personal and social education for many years. john mcguiness is a professor in u1e school of education at durham university. he uses great britain's education refom1 act of 1 988 (elton report) as a starting point to discuss a rational and reflective approach to discipline. the goal of discipline must be a self discipline which recognizes uwt bou1 teacher and pupil have rights. mcguiness discusses u1e difference between disci­ pline to control and discipline to educate. he includes staff development activities and discussion questions to help teachers work toward better discipline in u1e classroom. each chapter presents a key element in achieving the concept u1at discipline is necessary for u1e educational process. one chapter focuses on u1e complexity of student behavior rmd u1e complex meuwds necessary for dealing with these behaviors. anou1er stresses umt managing change is one of u1e teacher's basic responsibilities. teachers' decisions based on individual ' s val­ ues rmd teacher' s need for a positive feeling of self wortj1 are two ou1er chapter topics. mcguiness points out uutt defense of drunaged self-esteem by teachers rmd pupils is u1e reason for many disruptive incidents in the classroom. one chapter is designed to help a teacher recognize which pupils have the most serious problems and how to defuse difficult situations. there is also information about organizing a workshop to be used for professional training. mcguiness uses examples from his many yertrs as a guidrmce counselor to illustrate the basic points in each chapter. 1l1is book presents interesting insights into the british educa­ tional system including examples of classroom confrontations between teachers and students that discuss the incident and various responses. each chapter contains techniques a teacher can use to help achieve a productive classroom and lists of discussion questions designed to help groups of teachers to improve u1eir reactions to various situations. teachers, pupils and behavior: a managerial approach would be useful in any collection emphasizing intemational educational systems, professional developmental training materials or edu­ cation in great britain. joann b ierman is an assista n t professor for the curriculum materials laboratory library, oklahoma state university library, s tillwater, oklalwma gates, jean key. guide to the use of libraries and information sources. 7th ed. new york, toronto, etc., 1994. 304p. isbn 0-07-023000-5 (paper) jean kay gates, professor emerita at the university of south florida, has produced a very lumdy new edition of g11ide to the use of libraries and information so11rces. in u1is time of rapidly changing technologies, it is difficult to offer ru1yu1ing more uwn a snapshot of u1e current situation. gates does an admirable job in emphasizing to her reader that systems :tre chrmging, uwt competing products vary somewhat in their use, and that instruc­ tions given on u1e screens of computer-based products must be followed to u1e letter. education libraries • vol 1 8, no. 3 1l1e work is aimed at u1e beginning college student, and after some introductory remarks on the history of books and libraries, gates gets down to u1e business of introducing iliis often reticent group to u1e information they must have to succeed in their college studies. she explains classification systems, differenti­ ates between the types of information found in books and journals, ru1d prepares the reader for the changing world of other media. a good deal of t11e book consists of capsule annotations of the most helpful reference sources. 1l1e completeness and currency are to be commended. 29 she is, of necessity, less specific when talking about online sources of infonnation and online catalogs. examples are given from the luis system with the caveat that systems vary. her explanation of concepts applicable across t11e board, such as keyword searching and boolean logic should be clear to most freshman. 1l1is would be a good text for an introductory course in library use, as well as a strong candidate for inclusion in most collec­ tions. debbie bogenschutz is coordinator of infonnation services, cincinnati state technical and community college, cincinnati, ohio. zins, joseph e., and elias, maurice j. promoting student success through group interventions. new york : haworth press, 1993. 188p. isbn 1-56024-506-9, $30.00 traditional counseling and consulting of individual students by service professionals in t11e schools has proved effective in promoting social and academic success. unfortunately, how­ ever, there is a growing incidence of aids, smoking, drug and alcohol use, divorce, behavior disorders, violence and poverty. the editors of tl1is volume assert t11at t11e schools face a "cri tical need to expand t11e numbers of children who receive health and mental health promotion services." 1l1e techniques and programs outlined in the eight articles (also published as special services in tile schools, volume 8, number 1, 1993) are directed toward school psychologists, counselors, special educators and administrators. specifically, an overview of all group interventions, and tlwse relating to t11e support of children of divorce, children who have been bereaved, children manifesting adhd or otl1er disruptive behavior problems are discussed. each intervention includes a t11eorctical and instruc­ tional bases, purpose, target population, age/grade level, prob­ lem/risk factors and fonnat(s) for use. also, infonnation regard­ ing the selection, implementation and assessment of learner outcomes is given attention. an important factor mentioned for success is organizational readiness. the type of intervention metl10d provided should "match t11e interests of educators, spe­ cial service providers and t11e community." 1l1ere is no doubt t11at students rarely experience difficulties in isolation from one anot11er. group intervention, in contrast to individual counseling, can help children and move through the process of dealing with t11eir problems together. as one author points out, group intervention can also "increase a student's understandit1g of etlmic groups in multicultural settings." 1l1is title is highly readable ·and fills a need in t11e literature for its target audience. it is recommended for all academic collections which support education programs. deanna britton is education bibliographer and head of the social sciences department, the university of georgia librar­ ies, atl1ens, georgia. poch, robert k. 1 993. academic freedom in american higher education: rights, responsibilities, and limitations. ashe-eric higher education report no. 4. washington, d.c. : the george washington university, school of education and human development. isbn 1-878380-25-9. issn 0884-0040. $18.00 academic freedom in american higher education provides the reader with an excellent overview and summary of those aca­ demic freedom issues typically of greatest concem to college and university faculty, researchers, and administrators: ( 1 ) speech inside the classroom; (2) speech outside t11e clw;sroom; fmd (3) disclosure/protection of research findings. dr. poch considers these issues witl1in t11e milieus of bou1 public and private institu­ tions, noting especially t11e differences tlutt typically exist re­ specting matters of academic freedom in both publicly supported institutions and in church-related colleges and universi ties. the work is divided into tluee major areas: ( 1 ) a section defining academic freedom, which explores and reviews botl1 historical and popular views of what it may be t11at constitutes academic freedom; (2) a section dealing witl1 t11e legal aspects of t11e aaup's " 1 940 statement of principles on academic freedom and tenure," which dr. poch rightly notes as being "u1e centerpiece of popular notions of academic freedom in t11e united states, and containing an excellent discussion of relevant court ca<;es illus­ trative ofbotl1 t11e extent and t11e limitations of academic freedom 30 in the united states today; and (3) a section covering contempo­ rary academic freedom issues, including artistic expression, political correctness, and academic freedom in church-related colleges and universities. 1l1e autlwr's discussions of all these aspect<; of academic freedom are laudable for their clarity and undersumdability. he does especially well in making sense oftl1e morass of case law tlmt exists in tl1is field, only rarely veering off tlle explicational pat11 (all too often seemingly assiduously avoided by many legal commentators) to provide the reader with more than might wish to be known conceming the procedural arcana of the law. in any event, t11ere are numerous references provided to 0tj1er works and to the relevant court cases tl1emselves so that the reader can easily follow up t11e autlwr' s comments and obtain more detailed infonnation if it is desired. instructive to t11ose especially interested in matters of academic freedom within the sectarifm institution context will be dr. poch' s 1 990 dissertation "academic freedom policies in selected christian colleges, universities, and seminaries." education libraries • vol 1 8, no. 3 1l1e work's only major deficiency (aside from a few editorial errors-see page 50's head-shaking reference to the play "old calcutta") is its index, which appears to have been generated by some sort of indexing or word processing program. in far too many cases good indexing practice has simply not been fol lowed. for example, despite tlw importance, �md perhaps u1e centrality to many of tl1e points made in u1e book, of u1e various court cases cited in tl1e work, tl1e index provides access to tl1em only u1rough ilie first named party in tl1e dispute in each case. good indexing practice witl1 legal subjects would provide access from the second named party as well. for example, in respect of u1e celebrated case of tl1e university of california board of regents v. bakke, one would expect t11at far more people would be likely to search the index for bakke rau1er tl1an for references under university ofcalifornia boardofregents. also u1e index should reference tl1e full name of individuals such a� "burger, w�uten earl, chiefjustice of tl1e u.s. supreme court" rather tl1an simply "burger, chief justice." finally, belaboring the point, perhaps, but in a good cause, tl1ere is simply no rightful place for tl1e use of "automatic" indexing systems tl1at generate entries for misspellings occurring witl1in tl1e main text; e.g., i have no idea how mr. deichtman of deichtman v. squibb & sons spells his name, but even if "deichtman" is truly correct, iliere is simply no need for a separate index cross-reference to him under ilie second spelling ("old calcutta" does, however, probably deserve to, and did, make tl1e index). academic freedom has been rightly recognized by our nation 's court system to be of fundamental importance boili for american higher education and for society as a whole. dr poch' s book is highly recommended for tl10se persons wishing to obtain a concise overview of tl1e subject or for t110se wishing to refresh t11eir knowledge and understanding of ilie issues involved in academic freedom. the bibliography and references provide a valuable resource for additional study. vicki l. gregory is an associate professor at tl1e school of library and information science, university of soutll florida. america at school: a unit that integrates social studies, literature and language arts. u.s.a., pleasant company, 1994. 1 56247 101 5 1l1is unit comprises a teacher' s guide, books from the american girls collection, activity cards, maps m1d wallcharts. in the overview it is stated tl1at tl1ere are tl1ree curricular goals: "to � help children enjoy historical fiction: to help u1em understand how america has changed and stayed t11e smne: to help u1em be apprentice historians". it is also stated tlwt it aims "to help children see how america has ch�mged m1d how it has stayed tl1e same from tl1e colonial period to tl1e present by studying one aspect of american life schooling." taking t11e first goal "to help children enjoy historical fiction", it seems very strm1ge tl1at t11ere are no further reading lists. how can children enjoy historical fiction, especial ly boys, if all u1ey are to be offered in tl1is package is tj1c americm1 g iris collect ion? 1l1ere is a wea!u1 of historical fiction available for children on all aspects of american history, some of it exceptionally good, and here laura ingalls wilder's nmne comes to mind. 1l1ere is, however, no mention of her nmne, just these six books which, education libraries • vol 1 8, no. 3 although full of historical details, lack a real sense of period and are aimed exclusively at girls. spirited heroines abound in historical fiction, ruth sawyer's lucinda is one fine example, so it is difficult to see why it has been fel t necessary to create inferior versions. i feel uutt having failed in its first goal that it is difficult to take tl1e rest of tl1is package in a good spirit. the maps are very spartan, tl1e two wall charts are very broad and cannot hope to encapsulate all t11ey promise, and most teachers would be happier drawing up tl1eir own studies programmes. janet fisher is a library consultant and autl10r of an index to historical fiction for children and young people. she is cur­ rently residing in quebec, canada. 3 1 microsoft word book review_metaliteracy.docx education libraries, 38:1 (2015) © education division, special library association book review mackey, t. p., & jacobson, t. e. (2014). metaliteracy: reinventing information literacy to empower learners. chicago, il: ala nealschuman. isbn 978-1-55570-989-1 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc this book has developed over time, having been “road tested” in articles (e.g., “reframing information literacy as a metaliteracy” in college & research libraries (c&rl), january 2011, pp. 62-78), as well as through two moocs and a website (metaliteracy.org). it is extraordinarily well written and brilliantly edited—informative as well as simply being a pleasure to read. each of the seven chapters begins with the authors, thomas p. mackey (vice provost for academic programs, suny empire state college) and trudi e. jacobson (head of the information literacy department at the university at albany, suny), telling the reader the purpose for the chapter and reviewing its composition, section-by-section. each chapter’s conclusion summarizes the main points that were covered, with a look forward to the next chapter (and how the two are interrelated, with the next one building on the ideas expressed in the previous). a comprehensive list of references at the close of each chapter allows the reader to explore in-depth the ideas covered. chapter 1, “developing a metaliteracy framework to promote metacognitive learning,” presents “a comprehensive framework for information literacy” (page number?). metaliteracy promotes critical thinking and collaboration in a digital age, unifying multiple literacies, and expanding the traditional definition of information literacy (i.e., determine, access, locate, understand, produce, and use information) by placing greater emphasis on social technology and knowledge acquisition (collaborate, participate, produce, and share). the authors state that “[t]his approach requires an ongoing adaptation to emerging technologies and an understanding of the critical thinking and reflection required to engage in these spaces as producers, collaborators, and distributors” (p. 1). information literacy for this postmodern social media age requires a different approach to building an integrated set of abilities, and the confidence that students need to self-assess their capabilities in every setting. learners with high levels of metacognition take charge of their learning process, setting learning goals and determining the approach for acquiring knowledge as best fits their situation. the metacognitive learner is less reliant on “skills-based information literacy instruction”; now, the focus is on “knowledge acquisition in collaboration with others” (p. 2). chapter 1 ends with the first glimpse of a metaliteracy model, “a circular visual representation of a collaborative approach to information literacy” (p. 24). in chapter 2, “metaliteracy in the open age of social media,” the authors examine “key trends in open learning and social media that have inspired our metaliteracy model,” exploring “how our understanding of information itself has changed,” and how this will “allow us to rethink our instructional practices and prepare education libraries, 38:1 (2015) © education division, special library association our students for critical engagement with socially and technologically mediated information environments” (p. 28). whereas in the previous chapter, the authors establish a theoretical framework for metaliteracy as a metacognitive approach to information literacy, in this chapter, they “examine the rapid expanse of social technologies that influence open and collaborative approaches to learning” (p. 33). in the post-information age, immediate access to information in multiple forms, for interaction with, creation/revision, and sharing (make, mix, and share) is “the new normal.” we need a flexible, open, and collaborative metaliteracy model to reflect these new socially constructed virtual spaces (p. 34). in chapter 3, mackey and jacobson help the reader understand how metaliteracy relates to existing literacies. here, the authors stress the need to integrate metaliteracy practices throughout the curriculum. this chapter, “developing the metaliterate learner by integrating competencies and expanding learning objectives,” discusses both discrete literacies (e.g., media literacy, digital literacy, cyberliteracy, visual literacy, mobile literacy, critical information literacy, health literacy) and combined literacies (e.g., transliteracy, new media literacy, ict literacy, information fluency) beginning with an authoritative definition of each and its distinct characteristics. the second half of this chapter includes a section on the four “metaliteracy learning goals and objectives”: 1. evaluate content critically, including dynamic, online content that changes and evolves, such as article preprints, blogs, and wikis 2. understand personal privacy, information ethics, and intellectual property issues in changing technology environments 3. share information and collaborate in a variety of participatory environments 4. demonstrate ability to connect learning and research strategies with lifelong learning processes and personal, academic, and professional goals to participate fully in today’s world, individuals must be information literate. chapter 4 examines global trends in information technology and emerging literacy frameworks, including initiatives of international organizations, such as unesco and ifla, as well as regional efforts (e.g., the bologna process and tuning project in europe). “global trends in emerging literacies” begins with a discussion of international trends in open education and open educational resources (oers). the authors close the chapter by highlighting two evolving frameworks, seven pillars (united kingdom) and information literacy framework for hong kong students. with chapter 5, “survey of the field: from theoretical frameworks to praxis,” mackey and jacobson shift from theoretical frameworks and factors related to the educational and information environment to the lens of practice, beginning with a discussion of a survey the authors undertook in 2012 (p. 127). (the survey instrument, information literacy as a metaliteracy, is appended to this chapter.) the final two chapters of the book “examine the real-world practice of metaliteracy in teaching and learning…[presenting] case studies that show how metaliteracy encourages positive changes in learning design in ways that challenge our own assumptions about information literacy pedagogy in a social media age” (p. 157). in “the evolution of a dedicated information literacy course toward metaliteracy” (chapter 6), the reader begins to understand how academic institutions are gradually education libraries, 38:1 (2015) © education division, special library association seeing information literacy as a general education requirement. the case illustrated here was the transformation of a final project in an information literacy course taught by librarians. the project was turned into a team-based learning activity for building a topicspecific wiki of resources to serve as a subject research guide. lastly, chapter 7 explores digital storytelling from a metaliteracy perspective, describing the institutional context for this emerging area of study, as well as the design of the course and its learning objectives. students create digital stories and are “required to think about each production by answering a set of questions that promote metacognitive reflection” (p. 198). the chapter concludes by mapping the metaliteracy model to digital storytelling. this book is a “must read” for academic librarians who are considering how the new association of college and research libraries (acrl) framework for information literacy for higher education might be implemented at their institution. now that the foundation has been set, the authors are preparing a new volume, metaliteracy in practice, to be published in late 2015 or early 2016 by the american library association (ala). i cannot wait for someone to take a similar approach and demonstrate how metaliteracy is taking hold outside academia, for example, as applied in the workplace or enhancements to tools (e.g., content management systems) already in use. de p artm e n ts new and forthcoming at reference compiled by gladys 1. dratch and deborah s. garson adult literacy in america: a first look at the results of the national adult literacy survey. irwin s. kirsch et al.; prepared by the educational testing service under contract with the national center for education statistics. washington, d .c. : office ofeducational research and improvement, u.s. dept. of education: supt. of docs., u.s. g.p .0., 1993. 150p. isbn 0-16041929-8. oclc#28768301 . $12.00. reviews the results of the national adult literacy sur­ vey, which was based on a representative sample of inte�iews with over 26,000 adults. supporting data tables are provided. includes a section on the connections between the adults' literacy skills and their social and economic characteristics. this over­ view is the first volume in a series of reports on the survey's findings. future reports will explore particular literacy issues. adult literacy and new technologies: tools for a lifetime. washington, d.c.: office oftechnology assessment, u.s. con­ gress: for sale by the u.s. g.p .0., supt. of docs., 1993. 275p. isbn 0-16-041858-5. oclc#28698628. $16.00. this report focuses on the potential of new technologies to improve adult literacy programs. adult literacy education issues, programs, federal policies, the barriers to using the technologies and the future vision for exploiting them are ex­ plored and illustrated with numerous figures and tables. appen­ dixes include information about major federal adult literacy and basic skills programs; literacy laws and regulations; and a glos­ sary. american education 1870-1991: a statistical handbook. dal­ las: contemporary research press, 1993. 107p. isbn 0-93506156-8. oclc#28848935. $30.00. presents statistics about the history of the american education system. nationwide statistics are from reports of state and local school systems and institutions of higher education. three sections cover education characteristics of the population, elementary and secondary education, and higher education. includes figures, tables and appendix. no index. 30 bear, john. bear's guide to earning college degrees non­ traditionally. 1 1th ed. benicia, calif.: c & b pub., 1993. 304p. isbn 0-9629312-0-9. oclc#29258429. $30.00. five sections include an overview of non-traditional education, alternative methods of earning credit and non-tradi­ tional schools and programs. includes glossary, bibliography, and index. brewer, ernest w. finding funding: grant writing for the financially challenged educator. newbury park, california: corwin press, 1993. 264p. isbn 0-8039-6093-x. oclc #28147188. $37.95. three chapters describe how to locate grant opportunities, write grant proposals, and implement, operate, and terminate the project. additional sections include a bibliography and an appen­ dix listing of state points of contact. cassidy, daniel j. international scholarship directory: the complete guide to financial aid for study abroad. 4th ed. hawthorne, nj: career press, 1993. 333p. isbn 1-56414-112-8. oclc#28257442. $24.95. the fourth edition of a directory of over 50,000 private­ sector scholarships, grants, loans, internships, and contest prizes. covers all major fields of study. cohen, jeffrey j. handbook of school-based interventions: resolving student problems and promoting healthy educa­ tional environments. san francisco, california : jossey-bass, 1993. 512p. isbn 1-55542-549-6. oclc#27810022. $40.50. an updated guide for educators, psychologists, and par­ ents for planning school-based intervention. earlier title, thera­ pies for school behavior problems. the handbook is a compila­ tion of articles which present intervention strategies for school settings. education libraries • vol 1 8, no.. 1 the electronic university: a guide to distance learning. princeton, nj: peterson's guides, 1993. 193p. isbn 1-56079139-x. oclc#28587082. $15.95. profiles u.s. and canadian higher education institutions offering a certificate, baccalaureate or professional degree off­ campus via mainly electronic communication, such as telephone, video, or computer. published in cooperation with the national university continuing education association. alphabetically arranged entries provide essential degree and non-degree pro­ gram information. includes introductory articles on distance education; subject and geographic indexes. encyclopedia of adult development. robert kastenbaum, ed. phoenix, ariz: oryx press, 1993. 574p. isbn 0-89774-669-4. oclc#27267058. $95.00. 106 articles by contributors from a variety of fields, such as anthropology, communication, education, health sciences, history, psychology, sociology. articles include reference bib­ liographies, often lengthy, and "see also" topics within the volume. contains an alphabetical list of articles, a guide to related topics, and an index. hart, diane. authentic assessment: a handbook for educators. menlo park, calif.: addison-wesley pub. co., 1994. isbn 0201-81864-7. oclc#28233048 $16.20. chapters explore the background for the current assess­ ment movement and describe the alternatives to standardized testing. covers student observation; portfolio assessment; performance assessment; scoring and grading new assessments. includes a bibliography of related books, journals, and other information resources; and an assessment glossary. highschool graduates: projections by state, 1992-2009. boul­ der, colo.: western interstate commission for higher educa­ tion, 1993. 46p. oclc#29464876. $35.00. the fourth edition's projections are based on the most current data available and extend to the year 2008-09. includes projections for public and non-public high school graduates for all 50 states and the district of columbia. hunt, thomas c. religious schools in the united states, k-12: a source book. new york: garland publishers, 1993. 512p. isbn 0-8153-0874-4. oclc#28064967. $81.90. this title is an extension and revision of the 1986 book entitled religious schools in america: a selectedbibliography. intended as a resource for scholars, students, policy-makers and citizens. each chapter examines a different school with an historical overview essay. includes annotated bibliographies, author and subject index. improving america's schools act of 1993: the reauthorization of the elementary and secondary education act and amend­ ments to the other acts. washington, d.c.: u.s. dept. of educa­ tion, 1993. 1v. (various pagings). oclc#29022007. the introduction gives the history, achievements and priorities of esea. contents are the education titles i-ix plus amendments to the general education provisions act. education libraries • v.:.1 1e, no. 1 interdisc iplinary handbook of adult lifespan learning. jan d. sinnott, ed. westport, conn.: greenwood press, 1994. 487p. isbn 0-313-28205-6. oclc#27897872. $90.00. divided into four sections, the handbook covers theories and models, learning in contexts, aging, and the future of adult learning. includes index. lnternationalh andbook of research anddevelopment of gifted­ ness and talent. kurt a. heller et al., eds. new york: pergamon press, 1993. 964p. isbn 0-08-041398-6. oclc#27770982. $145.00. 53 chapters review current research and practice to in­ clude: historical perspective; conceptions and development of giftedness and talent; identification; programs and practices to nurture the gifted and talented; examples of country efforts, policies, programs, and issues. 80 contributors represent 18 countries on six continents. reference bibliographies, author and subject indexes. kravets, marybeth. the k & w guide to colleges for the learning disabled: a resource book for students, parents, and professionals. 2nd ed. new york: harper perennial, 1993. 459p. isbn 0-06-271560-7. oclc#28548423. $18.00. an overview of programs and services at over 200 col­ leges. information is based on questionnaires sent to colleges and universities excluding colleges with no-campus housing. in­ cludes a quick contact reference jist with essential information. ladner, sharyn j. and hope n. tillman. the internet and special librarians: use, training, and the future. washington, d.c.: special libraries association, 1993. 187p. isbn 0-87111-4135. oclc#28148624. $33.00 ($26.50 sla members). describes the use of the internet by special librarians based on the authors' 1991 study to determine how and why these professionals discovered and made use of the electronic net­ works. explores the role of the special librarian in the new networked environments. appendixes provide an introduction to the internet through a tutorial of answers to basic questions; a jist of internet access providers; electronic conferences of inter­ est to special librarians; and a glossary. lance, keith curry. the impact of school library media centers on academic achievement. keith curry lance, lynda welborn, and christine hamilton-pennell. castle rock, colo­ rado: hi willow research and publishing, 1993. 144p. isbn 0931510-48-1. oclc#28184312. $25.00. a study designed to develop empirical evidence of the impact of school library media centers on academic achievement in colorado's public schools. presents evidence of a positive impact in 221 colorado public schools during the 1988-89 school year. includes an annotated bibliography. 31 mitchell, robert. themulticulturalstudent's guide to colleges: what every african-american, asian-american, hispanic, and native-americanapplicantneeds toknowaboutamerica's top schools. new york: farrar, straus & giroux, 1993. 839 p. isbn 0-374-52362-2. oclc#27641349. $25.00. written for students of color, the guide contains informa­ tion on the application process, financial aid packages, statistics and narrative information. the information was obtained from admissions officers and students at more than 200 colleges and universities. includes application deadline, enrollment figures, retention rate ofnon-whitestudents, and ethnic studies programs. enrollment figures are from the u.s. department of education. naep 1992 reading report card for the nation and the states: data from the national and trial state assessments. ina v.s. mullis et al.; prepared by educational testing service under contract with the national center for education statistics, office of educational research and improvement, u.s. department of education. washington, d.c.: the center: for sale by the u.s. g.p.o., supt. of docs ., 1993. 310p. isbn 0-16-041947-7. oclc#28988418. $20.00. measures the reading achievement of a representative sample of public and private school students in grades four, eight, and twelve. explains and provides test examples of basic, profi­ cient, and advanced achievement levels for these grades. results of the data are illustrated by numerous tables and charts. appen­ dixes include data collection information and the released read­ ing passages. nowitz, jane e. a taste of college: on-campus summer pro­ grams for high school students. 4th ed. woodbridge, nj: col­ lege bound communications, 1993. 210p. isbn 0-944714-02-1 . oclc#28420360. $ 14.95. information for individual colleges are from 1992 college brochures. entries are listed alphabetically by the name of the campus. each program profile includes contact, size, length, application information, and areas of study. peterson 's top 1000 private sources of financial aid 1994: a guide to scholarships, loans, and grants. princeton, nj: peterson's guides, 1 993. 524p . isbn 1 -56079-357-0. oclc#28632366. $30.00. organizes sources of financial aid into .three sections: a general section for programs with no award restrictions; aca­ demic/career areas for which sponsors grant awards; special characteristics for which personal background/affiliation are the basis of eligibility. awards arranged by sponsor. indexes by award title, sponsoring organization, educational level, and sub­ ject. purcell, catherine . . canadian professional schools f actsheets. toronto : ecw press, 1993. 272p. isbn 1 -55022-194-9. oclc#29027572. $28.00. post-secondary professional programs in canada are ar­ ranged by subject area. entries include general information, admission requirements, application information, and comments. 32 roberts, patricia. developing multiculturalawareness through children 's literature: a guide for teachers and librarians, grades k-8. jefferson, n.c. : mcfarland, 1993. 216p. isbn 089950-879-0. oclc#27812427. $30.00. a bibliographic guide to over200 children's books for use in developing multicultural awareness. sections are arranged by grade level with subsections of heritage, such as asian-ameri­ can. title summaries include a target activity for use in the classroom. second chance: a guide to post-secondary options for young adults with severe learning disabilities. donald levitan et a!., eds. introduction by richard d. lavoie. east sandwich, cape cod, ma: riverview school, 1993. 201p. isbn 0-9635773-01 . oclc#28178226. $15.95. provides information for the following categories of post­ secondary programs for severe! y disabled young adults: day and residential educational programs; day and residential voca­ tional programs; social groups and clubs; miscellaneous pro­ grams, such as interest assessments, job related services, reha­ bilitation services. entries note population and age range served, program calendar and goal, skills taught. lists state resources as prepared by the national information center for children and youth with disabilities. student contact book: how to find low-cost, expert informa­ tion on today's issues for: term papers, debates, research projects, and more! annette novallo, ed. detroit, mi: gale research, inc., 1993. triennial. 1st ed. 657p. isbn 0-81038876-6. issn 1066-2413. oclc#27161667 and #26904925. $29.95. assists students from junior high to junior college re­ searching over 150 topics of current classroom interest. identi­ fies 800 organizations, government agencies, information clearinghouses that will respond to student inquiries. includes more than 200 publications, such as directories and guides, listing expert contacts for the topics. chapters are arranged by broad subject areas . provides sample letters and scripts along with tips for information requests. taylor, barbara e. et al. strategic indicators for higher educa­ tion: improving performance. princeton, nj: peterson's guides, 1993. 152p. isbn 1 -56079-179-9. oclc#28025328. $49.95. presents descriptions of the major indicators by which higher education institutions should assess their success with other peer institutions. indicators such as revenue structure, expenditure structure, resources and reserves, endowment and investments fall under the strategic asset of financial capital. indicators for physical, information, and human capital are also reviewed. each section provides graphs and essential questions for institutions to address. gladys i . dratch i s collection development librarian and deborah s. garson is head of reference services at monroe c. gutman li brary, harvard university, graduate school of education. education llbrarl .. • vol 1 8, no. 1 b o o k reviews leadbetter, j ane and peter leadbetter. special children: meeting the challenge in the primary school. (introduc­ tion to education series). london : cassell, 1 993. 1 77p. (includes bibliographical references and i ndex) isbn-0304-32522·8 ($55) ; 0-304-32524-4 (pbk.)($1 8.95) this topical book is not just for the starting teacher it is a valuable source of information for anyone involved with the education of special children. children with special needs can be successfully integrated into mainstream primary schools. the authors provide a wealth of practical information on how to do it. they stress the importance of teachers' attitudes, and willingness to seek advice and new ideas on how to adapt curriculum and activities for students with learning difficulties. chapters 5 and 6, about children with emotional and behavioral difficulties, include a section on the abused child and the teacher's role, as well as a problem-solving approach for dealing with difficult behavior. general information, issues of integration and teaching implica­ tions are discussed for 6 groups of children with special educationa! needs (i .e. the hearing impaired; visually impaired; physi­ cally disabled; mentally handicapped; autistic; and those with speech & language disorders). chapter 8 provides background information of general inter­ est about early identification and interventions with pre-school children. chapter 9 deals with recent education legislation in the u. k. every chapter has its own useful "suggestions for extra reading," an annotated listing. marika asimakopulos is a former high school teacher and now a reference librarian at the physical sciences & engineering library, mcgill university, montreal, canada. davidson, judith and david koppenhaver, editors. adolescent literacy: what works and why. 2nd editio.n. new york: garland pu blishing, inc., 1 993. 326 p. $55.00 u.s. isbn 0-81 53-0877-9; $1 8.95 u.s. pb 0-81 53-0920-1 in 1985 the staff at the center for early adolescence was concerned by the results of a study by the national assessment of educational progress showing poor reading and writing skills among young adolescents in the middle grades. as a result, the project on adolescent literacy (pal) was formed to find 1i teracy programs that succeeded in helping young adolescents master reading and writing skills through school, non school and sum­ mer literacy programs as well as after-school and summer pro­ grams. recommendation forms were mailed to educators, youthworkers and policymakers and members of the interna­ tional reading association and the american library associa­ tion. written questionnaires were sent to recommended pro­ grams and eventually, out of thirty-two site visits, five outstand­ ing programs were selected. adolescent literacy: what works and why presented the findings of the pal project, including a detailed look at the five reading projects: three in-school programs and two summer programs. the book was co-edited by judith davidson, the project director and david koppenhaver, project researcher, assisted by education libraries • vol 1 8, no. 1 a team of education specialists . the content of the second edition is very similar to the original book. the discussion of the pal project and its five programs remain unchanged. beyond a few cosmetic alterations, only the chapter: "translating what works into programs and policies" and a revised annotated resource list are new. however there are helpful recommendations on ways to improve the literacy support and instruction that young people with reading and writing deficiences receive in schools and community agen­ cies and ways to increase their access to quality reading re­ sources. adolescent literacy is a highly readable and thought pro­ voking book which is a must for anyone working with young adolescents in a school or public library setting. i would recom­ mend purchase of the second edition but not as an update to the original work. barbara hiron, you ng people's librarian, beaconsfield public library, beaconsfield , quebec, canada 33wilcox, john r. and susan l. ebbs. the leadership compass: values and ethics in higher education. washington, d. c. : george washington un iversity school of education and hu man development, 1 992. ashe-eric higher education report no. 1 , 1 992. [this series, begun in 1983, includes relatively short monographs examining problems in higher education through extensive analysis of the literature. over sixty reports have been published, each addressing a different issue. the present example is the first of the 1992 series (there are 8 each year).] summary is higher education j ust another institution that reflects the breakdown of ethics and moral values in our society? or does it have a moral obligation to provide leadership to the society? wilcox and ebbs assert that since the power that comes from knowledge gives people the ability to influence decisions of contemporary society, higher education also has a responsibility to impart a sense of moral values that motivates individuals to exercise that power ethically. the moral and ethical superiority of higher education was taken for granted when its purpose was large! y limited to training students for the ministry, but as education has become more universal, the importance of values and ethics has declined. wilcox and ebbs are part of a movement toward re-integrating values, ethics, and moral responsibility into higher education. pointing out the need for self-scrutiny as the beginning of all change, they advocate a "values audit" which can help institu­ tions identify the ethical and moral values driving their decisions and actions. they describe certain values they believe to be imperative for higher education: respect for the dignity of people as individ u­ als and as members of diverse groups; academic freedom; con­ sideration of the moral/ethical dimensions of all decisions; a love of learning and of learners; respect for the autonomy of individu­ als to make their own decisions; doing no harm; benefitting others; being j ust; and being faithful . wilcox and ebbs acknowledge that people within the higher education milieu face serious moral problems: racism, sexism, homophobia, substance abuse, freedom of expression, and aca­ demic dishonesty. the authors believe a strongly shared vision of institutional mission can lead to the establishment of a "learn­ ing community," where a concern for moral and ethical values permeates the culture. they believe this ideal culture could overcome current tendencies toward individual alienation and intellectual fragmentation. they differentiate between an aca­ demic community, which emphasizes loyalty within one's disci­ pline, and a learning community, which enables faculty members within an institution to reach outside their own subject fields to work together with those in other disciplines on issues facing their institution, their students, and the community outside. they also believe faculty and administrators, led by this shared vision and mission, can work together despite the intrinsic differences in their points of view. the ethos ofthe culture thus created offers a pattern of norms, values, practices, beliefs and assumptions that guide the behavior of individuals and groups, giving them a frame of reference within which to interpret the meaning of eyents and actions on and off campus. 34 studies have shown that the most successful institutions in developing this kind of community ethos are smaller, liberal arts colleges, many with religious ties. these, say wilcox and ebbs, should serve as a model for the higher education community. while the diversity, size, and complexity of large universities, public and private, may make the task of creating the learning community more difficult, higher education must not only face these issues from a moral perspective, but also try to help the society as a whole to deal with them. subcultures within the larger institution departments or disciplines may be the place where the transformation starts. it is there that faculty, but especially students, experience a sense of belonging; where the greatest opportunity exists for beginning to create the learning community, say wilcox and ebbs. recog­ nizing that the quality of human relationships determines the moral dimension of human life, and that cognition and affection go hand in hand, those who build the learning community must acknowledge the profound influence of peers and colleagues and encourage caring attitudes on the part of the faculty. the authors discuss at some length the importance of admin­ istrative leadership, especially that of the president, in reaching this ideal. they stress the need for collegiality, mutual respect and trust between administrators and faculty, whose different views and goals must be mutually understood and integrated if a successful learning community is to grow. although librarians are not explicitly mentioned, it is clear that the authors intend the learning community to include everyone involved with the university. a learning community could be extremely well served by a strong library, which could provide supplementary materials not necessarily directly related to the curriculum and model collegial relationships as one of the subcultures men­ tioned. the ideas expressed in this work are compelling and stimu­ lating and it is imperative that leaders in higher education pay attention to them. however, for those hampered by linear thinking, like this reviewer, the organization of the material makes the work, though short, difficult to navigate. that is unfortunate and i hopei t does not deter readers from acting on the content of the work. joan s. segal, consu ltant, vintage ventures, boulder, colorado. education libraries • vol 1 8, no. 1 lima, carolyn w. a to zoo: subject access to children 's picture books by carolyn w. lima and john a. lima. 4th ed. , new york, bowker, 1 993. price: us$49.95. isbn 0-8352-3201 -8 this fourth edition of a to zoo: subject access to children 's picture books, the only comprehensive guide of its kind, contains more than 14,000 titles catalogued under nearly 800 subjects. it is an update of the 3rd edition, which was published in 1989. the author, carolyn w. lima compiled the three previous editions of a to zoo and has twenty-five years experience as a librarian and teacher as well as a storyteller. she holds a degree in elementary education and in library and information science and works as librarian at the pacific beach branch of the san diego public library. john lim, co-author is also the holder of a library and information science degree and works at the san diego library too, as social sciences librarian. he also co­ authored the 3rd edition. the purpose of the book is to provide picture books under easily identifiable categories, allowing librarians, teachers, par­ ents and interested researchers to select recommended materials for particular occasions and events. thus this volume is a time­ saving reference tool for researchers because of its authoritative nature of this publication. the tome covers three main areas: first there is a list of the subject headings used. it is not explained how these were derived, only that "they reflect the established terms used commonly in public libraries" it may have been developed by the authors for the purposes of this book, in which case this should be stated. the fact that this is not explained creates a slight problem. the list of subject headings is followed by the second part, a subject guide, in which titles are listed under the categories suggested by the subject headings list. there are categories and sub-categories and many titles are cited more than once as they are identified under several topics. this allows access to materials from various points of view. the most complete bibliographic information is contained in the third section, the bibliographic guide, (pp.425-853) where entries for author, title, illustrator, publisher, publication date and the subject assigned to the item are found. isbn is included only for entries new to this edition. there is also a title and illustrator index. according to the introduction this reference book includes 3500 new picture book titles, published since 1989, all intended for the 3-7 age group. for those interested in further exploring the topic of p icture books, there is a briefbibliography ofbasic titles suggested by the authors. because of the choice and variety of items included from the 60s to the present day, this is a useful appendix. anne m. galler, associate professor, library studies concordia university, montreal , quebec, canada. caesar, terry. conspiring with forms: life in academic texts. athens: u niversity of georgia press. 1 992. xxix + 1 86 p. isbn 0-8203-1 421 -8 (hardcover) ; 0-8203-1 494-3 (paperback). $30.00 (hardcover) ; $1 5.00 (paperback). terry caesar's conspiring with forms: life in academic texts is an unusual book. although the author is a faculty member in the english department at clarion university of pennsylvania who specializes in american literature, the book has little to do with literature. rather, it is about working conditions in english departments in american colleges and universities, especially such departments at teaching-oriented (as opposed to research-oriented) institutions. caesar writes about topics that are part of the life of professors of english (and other subjects, too), but are seldom written about. these include writing (and reading) letters of recommenda­ tion; the "acknowledgments" sections of scholarly books; apply­ ing for jobs; teaching english composition; attending the modern language association's annual conference; being a white male in academe today; writing a dissertation; and teaching at a mediocre institution. the "texts" that this book examines, therefore, are for the most part not novels, plays, or poems, but rather such materials as letters of recommendation, acknowledg­ ments sections, and job applications. caesar gives these ersatz "texts" as close scrutiny as literary critics give to "real" texts. there are few books that resemble this one. two that come fairly close, though, are richard ohmann's english in america: a radical view of the profession (1976) and evan watkins' work education llbrarleb • val 1 8, no. 1 time: english departments and the circulation of cultural value (1989). caesar is extraordinarily honest in expressing his feelings about subjects that others seldom discuss in print. he writes at length about how much he detests teaching english composition; about how envious he feels, as an unheralded member of his profession, of certain eminent scholars; about how, as a graduate student, he abandoned his doctoral dissertation, taking it up again and completing it only many years later; and about how he deeply regretted, before this collection of essays was published, that in about twenty years as an english professor, he had never pub­ lished a book. the best essay by far is the last one, "on teaching at a second-rate university," which originally appeared in south atlantic quarterly. in it, caesar discusses at length his angst over having to teach large numbers of classes, taken by students who, for the most part, are neither very bright nor interested in learning, and being surrounded by faculty colleagues who have few scholarly interests or ambitions . this essay, in addition to his frequent comments, throughout the book, that he would like nothing better than to move to a better, more prestigious institu­ tion, is unlikely to make caesar very popular with either faculty 35 members or administrators at clarion. caesar's prose, for the most part, is very difficult to grasp. many of his sentences are long and syntactically complex, and they jump unpredictably from one thought to another; they are exactly the kind of sentences english composition instructors teach their students not to write. "on teaching at a second-rate university," however, is written in spare, lucid prose that is nothing like the prose of most of the other essays. this book would have been better if all its essays had been written in such a style. david s. webster is associate professor of educational administration and higher education at oklahoma state university, stillwater, oklahoma, united states. karp, rashelle s. library services tor disabled individuals. boston : g.k hall & co. , 1 991 . $24.95 pbk isbn0-81 61 1 928-7. rashelle s. karp has compiled a useful reference tool for professionals responsible for the coordination of service to the disabled library user. library services for disabled individuals has maintained in the foreground an awareness of the rights of disabled individuals in ease of access to school, academic, public and special libraries. well documented guidelines are organized into chapters covering l ibrary services to four categories of disabled users: 1. individuals with learning disabilities, written by rashelle s. karp. 2. mentally retarded individuals, contributed by pamela gent. 3. print-handicapped individuals, contributed by beth perry. 4. deaf or hearing impaired individuals, contributed by phyllis i . dalton. carefully defined in these four categories of disabled users are the characteristics, demographics and specific needs in ac­ cessing library information. u.s. federal legislation applicable to the four categories of user is outlined. resources and informa­ tion available to disabled users complete with addresses are an integral part of each chapter. there is a list of references at the end of every chapter. as a guidebook to anyone not wanting to overlook the components of sensitivity to the disabled library user, the book covers extensive ground with the exception of wheelchair accessibility. although the first chapter on the needs of individuals with learning disabilities is broadened to include disabilities of motor coordination, the specific needs of disabled users in wheel chairs are not addressed except to acknowledge the need for the elimination of architectural barriers. the appendix is a brief sampling of exercises available from other sources described as sensitizing activities for librarians 38 working with print-handicapped, deaf or hearing impaired, and mentally retarded library users. the annotated bibliography at the end of the book in separated into the following subject headings : accessibility, agencies, aids and appliances, biblio­ graphic instruction, bibliography, bibliotherapy, blindness/visual impairment, catalogs and directories, deafness and hearing im­ pairment, education of librarians, general, learning disabilities, and mental retardation. the bibliography is selective for prag­ matic application and arranged in these subject headings for easy accessibility. loaded with well-organized factual · information and cou­ pled with the extensive bibliography this book would be a practical guidebook for teachers, librarians, social workers and paraprofessionals. margaret sheremata, library technician, contact person for physically disabled students at vanier library, concordia university, montreal , quebec. education libraries • vol 1 8, no. 1 walter, virginia a. war & peace literature for children and young adults: a resource guide to significant issues. phoenix, az: oryx press, 1 993. like it or not, war has become part of the fabric of knowledge for many, if not most, children. in canada and the united states, relatively safe havens by world standards, children are inundated daily with programmes and photo footage of the violence and injustices of war. in the last few years mounting numbers of refugee families have sought asylum in north america, away from the horror of the persian gulf war and the atrocities in yugoslavia and somalia. increasing numbers of parents and educators are deeply concerned about the affect that this con­ tinual war exposure and experience has on youngsters . a valid way to approach this concern is to create dialogue with young­ sters on these topics. war & peace literature for children and young adults is a timely bibliography which covers literature written for children about war and peace. it offers them personal access to abstract topics that may be causing anxiety or concern. in addition, there is material for parents, teachers and those who work with children; for the parent who thinks a child is too preoccupied with guns, for the teachers who witness violence as a solution to problems, for the families emigrating from war-torn countries. chapters 1-3 cover in order: an historical perspective of the literature on war and peace; suggestions on how one might share the literature at home or in the class to initiate dialogue; and an overview of the themes on which war and peace literature focus, e.g., the futility/nobility of war, heroism, survival, etc. an expla­ nation is given to the sociological and cognitive development of different age levels and offers guidelines on how to select material appropriate for these levels. education libraries • vol 1 8, no. 1 the greater part of the book is dedicated to the annotated listing of some 480 titles on war and peace, published through 1991, and arranged alphabetically by author. while most mate­ rial is fiction, non-fiction of unusual quality, as well as some folk tales and poetry are offered. each entry is accompanied with the recommended level of reading and covers grades from pre­ school up to senior high school . many books are out-of-print but most are available through libraries. material covers the sensitive topics of nuclear war and the holocaust; real conflict (past and current wars) or imaginary (future wars); and how the theme . recurs in classic folklore and poetry. material is also offered that deals with the theme of peace and conflict resolution, making this a balanced tool. selections for adults serve to clarify the physical, psychological and sociological impact of war on the develop­ ment of a child. two appendices offer activity webs for some of the ti ties to illustrate how teachers might incorporate the material into a whole language programme. four indexes general, subject, title and author facilitate access to the material. this is a worthy resource tool for the public and school library. reviewed by susan tee, reference librarian, young people's department , beaconsfield p ubl ic library. , beaconsfield , quebec, canada. :n departments new and forthcoming at r e f e r en ce compiled by gladys i. dratch and deborah s. garson barron, ann e. the internet and instruction: activities and ideas. englewood, colo.: libraries unlimited, 1996. 159p. isbn 156308-33 1-0. oclc#336643 1 9. $26.50. designed for k-12 educators interested in the internet for instructional purposes. provides basic information about the benefits of the internet for teachers, students, media specialists, and administrators. contains an overview of hardware, softw�. and navigational issues. curriculum-oriented chapters include activities and lesson plans designed for a variety of grade levels and content areas. carnegie council on adolescent development. great transitions: preparing adolescents for a new century. concluding report of the carnegie council on adolescent development. new york: carnegie corporation of new york, 1995 . 167p. isbn 0-9623154-4-3. oclc#32969886. $10.00. 'this final report presents the findings and analyses of the council's ten-year effort to examine young adolescents. the focus is on early adolescence, ages 1 014. draws on material from earlier published reports, working papers, and meetings. appendixes include the list of council publications, meetings and workshops, and index of programs cited in the report. council for exceptional children. what every special educator must know: the international standards for the preparation and certification of special education teachers. reston, va: council for exceptional children, 1995. 139p. isbn 0-86586274-5. oclc#33133077. $20.00. 26 the first part of this resource includes the council's code of ethics and standards and general guidance for professional conduct. a second section contains international standards for entry into professional practice , and the third section has guidelines for cec approval of special education professional preparation programs. directory of college facilities and services for people with disabilities. originally created by carol h. thomas and james l. thomas. compiled by modoc press. phoenix, ariz.: oryx press, 1996. 4th ed. 423p. isbn 0-89774-894-8. issn 1085941 1 . oclc#33965477 and oclc#33471881 . $ 125.00� contains descriptions for 1532 colleges and universities in the united states, cananda, and u.s. territories which have services and facilities for the disabled. entries provide basic school information as to degrees, enrollment, number of disabled students followed by information detailing housing, grounds, accessible buildings, and options when buildings are inaccessible. describes general services and those for particular disabilities. indexes number of students served, arranged by disability; index of institutions. handbook of research on teacher education: a project of the association of teacher educators. john sikula, senior editor; thomas j. buttery, edith guyton, eds. 2nd ed. new york: macmillan library reference, 1996. 119p. isbn 0-02-8971949. oclc#32130200. $75.00. education libraries • vol 1 9, no. 3 intended as a resource and reference, this second edition complements the 1990 first edition. new chapters include research analyses on early childhood, elementary, middle level, and secondary education; classroom management; case methods in teacher education; moral responsibilities, and eight chapters on diversity and equity issues. the second edition is divided into 48 chapters organized into seven sections; teacher education as a field of study, recruitment, selection and initial preparation, contextual influences on teacher education, teacher education curriculum, continuing professional growth, development and assessment, diversity and equity issues, and emerging directions in teacher education. individual chapters have references. author and subject indexes. handbook of special and remedial education: research and practice. margaret c. reynolds and herbert j. walberg, eds. 2nd ed. new york: pergamon, 1995. 468p. isbn 0-08-0425666. oclc#33008545. $160.00. divided into three major sections: learners at the margins, distin�t disabilities, and support systems. each of the three sections has an introductory statement and individually authored chapters. includes an author and subject index. earlier volumes were the four-volume handbook of special education: research and practice, 1987 and a summary volume in 1990. feinberg, sandra et al. parenting: an annotated bibliography, 1965-1987. metuchen, n.j.: scarecrow press, 1995. 806p. isbn 0-8108-2664-x. oclc#30318487. $97.50. covers a wide range of parenting topics, from pregnancy and childbirth through the parenting of adult children. this annotated bibliography of books, arranged alphabetically by author, is meant to be a comprehensive listing for the years 19651987 and includes books both in and out of print. subject and title index. international encyclopedia of economics of education. edited by martin carnoy, ed. 2nd ed. oxford, england: new york, ny: pergamon, 1995. 494p. isbn 0-08-042303-5. oclc#33335238. $175.00. contains 87 articles on the economics of education divided into eight sections with introductions. sections include education and labor marlcets, production of education, income distribution, discrimination, and financing education. name and subject indexes. k-12 networking: breaking down the walls of the learning environment. doris epler, ed. medford, n.j . : information today, 1995 . 190p. isbn 0-938734-94-6. oclc#33241999. $39.50. education libraries • vol 1 9, no. 3 geared for the educational practitioner, chapters cover the planning issues for networking, the roles of the school library and the school library media specialist, curriculum needs, and national and global networks. a number of chapters include references to print and electronic sources. kochhar, carol. handbook for successful inclusion. with cases by juliana taymans. gaithersburg, md.: aspen publications, 1996. 220p. isbn 0-8342-0709-5. oclc#33041732. $37.00. a handbook for teachers about inclusion of students with disabilities in a regular classroom. within a question-and­ answer format the handbook focuses on inclusion practices, practical strategies and techniques for implementation of. inclusion. includes trainer's resource section, bibliography and index. kowalski, theodore j. public relations in educational organizations: practice in an age of information and reform. englewood cliffs, n.j.: merrill, 1996. 374p. isbn 0-02-3662352. oclc#32853562. $47.00. provides an overview of public relations theory and current practices and examines how effective public relations programs can properly operate within school settings. each chapter concludes with a case study, questions and suggested activities, readings, and references. includes name and subject indexes. libby, barbara and karen o'connor. a teacher's guide to fellowships and awards: opportunities for professional growth and renewal. quincy, ma: massachusetts dept. of education, 1995. rev. ed. 171p. oclc#33297144. intended to help teachers find a combination of educational and personal experiences. contains a total of 141 institutes, fellowships, and awards. entries are organized by discipline or topic. institutes are either free, scholarship-assisted, or offer a stipend to participants. lindquist, mary m. et al. reaching standards: a progress report on mathematics. princeton, n.j. : policy information center, educational testing service, 1995. 85p. oclc#32839396. $9.50 provides a progress report on student achievement of the standards set by the national council of teachers of mathematics. reviews data of the national assessment of educational progress and results from student, teacher, and school questionnaires. chapters cover trends in mathematics achievement, priorities and practices in school mathematics, classrooms that emphasize active learning, the use of technology, and a profile of the teaching force. contains tables and graphs. 27 moody, terry ann. distance education : an annotated bibliography. englewood, colo.: libraries unlimited, 1995. 191p. isbn 1-56308-160-1 . oclc#3 1 867341 . $27.50. summarizes the literature of distance education with a focus on pedagogical concerns. includes annotated books, some government reports, theses and technical papers. divided into seven chapters : history; philosophy ; management and administration; the teacher; the student; special groups; and the international scene. appendixes cover journals in distance education and distance education online. title, author and subject indexes. naep 1994 u.s. history: a first look: findings from the national assessment of educational progress. paul l. williams et al. prepared by educational testing service under contract with the national center for education statistics. 55p. isbn 016-048438-3. oclc#341 12085 and #3885590. provides national results of u.s. history achievement for public and nonpublic students enrolled in grades 4, 8 , 12 and for various subgroups of the general student population. subgroups are reported for race/ethnicity, gender, parents' education level, public/nonpublic school, and region. includes sample questions, figures, and tables. more detailed information will appear in the forthcoming naep 1994 united states history report card. additional naep titles are the naep 1994 reading: a first look and naep 1994 geography: a first look. national collaboration for youth (u.s.). directory of internships in youth development, 1995. washington, d.c.: the national assembly, 1995. 166p. issn 1078-8220. oclc#32345889 and #3 1 198822. $16.95. provides information on over 2,000 paid and unpaid youth development internships in nonprofit human service agencies. organized alphabetically by state with application information. national science education standards. washington, dc: national academy press, 1996. 262p. isbn 0-309-05326-9. oclc#333587 15. $ 19.95. organizes the presentation of standards with an overview of this resource and an introduction to the topic, followed by seven chapters: principles and definitions; standards for science teaching; professional development for teachers of science; assessment in science education; science content; science education programs; and standards for science education systems. chapters provide examples of class lessons utilizing the standards and references for further reading. 28 rethinking schools: an agenda for change. david levine et al., eds. new york: new press: distributed by w.w. norton, 1995. 284p. isbn 1-5654-214-6. oclc#3 1010940. $25.00. this is a selected collection of articles that appeared over the past eight years in the education reform journal, rethinking schools (milwaukee, wis.). they are organized by topics: multiculturalism and antibias education; rethinking the curriculum; stratification in the classroom: testing and tracking; beyond the classroom: national policy concerns; building a community: teachers, students, and parents. each section is followed by a generally brief list of recommended resources. ruskin, karen b . and charles m. achilles. grantwriting, fundraising, and partnerships: strategies that work. thousand oaks, calif. : corwin press, 1995. 185p. isbn 0-8039-6220-7. oclc#32854975. $44.00. provides practical ideas and tips for te achers and administrators seeking school funding sources. covers proposal planning and writing, funding strategies and school/business partnerships, "insider" information, and resources for teachers, students, and schools. the resources include a selected listing of small grant opportunities; libraries with foundation grant collections; and foundations that support educational innovation. glossary, bibliography, and index. sharp, vicki r computer education for teachers. madison, wts.: brown & benchmark, 1996. 2nd ed. 438p. isbn 0-697-241319. oclc#333 1939 1 . $37.92. geared for teachers and teachers-in-training without prior experience with computers, this title is a basic introductory text for developing the skills necessary to integrate computers into the classroom. among the chapter topics are classroom activities and projects; summary of current computer research; state-of­ the-art technology developments; telecommunications, the internet, and on-line services; desktop publishing; and multimedia. the appendixes include an annotated listing of recommended software, a directory of selected software publishers, suggested computer publications, and a glossary. sources: notable selections in education. fred schultz, ed. guilford, conn.: dushkin pub. group, 1995. 398p. isbn 156134-332-3. oclc#3 1 8 153 10. $ 14.95. presents forty-one edited selections from sources which have influenced american education since the 1 890's. these older and contemporary selections cover the topics of foundations of education; curriculum and instruction; schools in a multicultural society; american constitutional tradition and education; testing and assessment of learning; society, culture, and education. articles, book excerpts, and research studies are all represented in these readings. each selection contains introductory notes as well as biographical information about the author. education libraries • vol 19, no. 3 special collections in children's literature: an international directory. association for library service to children; compiled and edited by dolores blythe jones; with the assistance of the national planning for special collections committee. 3rd ed. chicago: american library association, 1995. 235p. isbn 08389-3454-4. oclc.#32469375. $40.00. third edition includes 300 collections in the united states and 119 collections in forty countries. covers all institutions and collections covered in preceding editions, with the exception of those who asked to be excluded. private collections are not included. directory of united states collections is arranged alphabetically by state, city, and institution. information for each institution includes address, telephone and fax numbers, e-mail and internet addresses, contact person, and the cataloging utility. subject listing is arranged alphabetically and includes author, illustrator and publisher names, as well as genres and subjects. stephens, ronald d. safe schools: a handbook for violence prevention. bloomington, ind. : national educational service, 1995. 157p. isbn 1-879639-32-7. oclc#32416804. $30.00. a resource guide designed to help school administrators to establish safe schools; offers suggestions on how to involve students, parents, law enforcement officials, and other key groups; provides options which have been successfully used by school districts; reviews factors that affect school safety and suggests how to get started with a planning team. includes segments on implementation, evaluation, and policy. appendixes include model assessment questionnaires, sample plans, policies, procedures, and codes. teaching information retrieval and evaluation skills to education students and practitioners: a casebook of applications. prepared by the bibliographic instruction for educators committee, education and behavioral sciences section, association of college and research libraries , american library association. patricia o'brien libutti and bonnie gratch, eds. chicago, il: association of college and research libraries , 1 995 . 1 3 9p. isbn 0-83 89-7 8 1 3-4. oclc#34056982. $22.79. education libreriea • vol 1 9, no. 3 the objective of this resource is to "assist education librarians with teaching information literacy concepts and processes through detailed examples of teaching/learning situations."ten cases describe actual sessions given by librarians which are directed at high school, undergraduate and graduate students, faculty members, or practitioners. each case is organized into sections: analysis of the learning situation; lesson goals and objectives; session narrative: what actually happened; reflections: lessons learned; and a list of the teaching materials used. the appendix includes the 1992 acrl/ebss document, "information retrieval and evaluation skills for education students." welch, nancy. schools, communities, and the arts: a research compendium. prepared by nancy welch with andrea greene and contributions from david betts et al. tempe, arizona: morrison institute for public policy, school of public affairs, arizona state university on behalf of the national endowment for the arts, 1 995. 1 66p. isbn 0-9647 870-0-8 . oclc#1995 1 102. provides information on topics from student achievement and perceptions to the status of arts education. contains descriptions of 49 reports, articles and dissertations. divided into five sections; broad-based studies, targeted studies, compilations, attitudes and public opinion surveys, and status studies. a quickscan table provides an overview of all the research included. the national education goals are referenced in an appendix. this title is also available via the world wide web at http://aspin.asu.edu-rescomp. gladys i . d ratch is collection development librarian and deborah s. ga rson is head of reference services at monroe c. gutman library, harvard u niversity, graduate school of education. 29 career planning and the special librarian a s elective bibliography by marlis hubbard and .jennifer tinline this bibliography is aimed at information professionals a t all stages of career development who wish to achieve job satisfac­ tion. however, it will be of particular value to two groups: new graduates and those seeking to make changes in their careers. for both groups, career planning publications will help them to explore the multitude of career paths available to them. such publications include information on occupational choices, work­ ing conditions, the employment outlook, job search techniques and placement sources. as well, for experienced librarians engaged in moving onward or upward there are books and articles on sought-after competences, interpersonal networking, leadership skills and success strategies. organization to meet the needs of the aforementioned groups, the bibliog­ raphy is divided into two sections: career planning and career development. entries are arranged alphabetically by title. methodology citations were selectively compiled from concordia uni­ versity career library's in-house database on inmagic plus (version 1.0, 1992) and from dialog information services on­ line using lisa (file 61), eric (file 1) and information science abstracts (file 202). searches were performed in december 1992. the bibliography is not meant to be exhaustive but is meant to illustrate the broad range of materials available on career planning and development. with respect to criteria for inclusion, only citations on career planning, professional development and job satisfaction for special librarians were selected. the citations were limited to journal articles and monographs in the english language with a publication date of 1986 or later. career planning career as a special librarian. chicago, il: institute for re­ search, 1990. research no. 209. 24 p. provides an introduction to special librarianship and a de­ scription of job responsibilities, education, earnings and job opportunities. features job sketches written by several librarians. 1 4 careers inspeciallibraries. washington, dc: special libraries association, 1989. 11 p. addresses concerns of those in the midst of making career decisions. classifies special librarianship into the fields of social sciences, arts, communications and business as well as the sciences (biomedical, earth, environmental, physical and applied). "charting a career path in the information professions." kong, leslie m. and r. a. h. goodfellow. college and research libraries. v. 49, no. 3 (may 1988) p.207-216. presents a career stage model that will enable librarians to examine and take control of their careers. elements of the model include primary roles, major psychological issues, required competencies and strategies to obtain competen­ cies. also outlines four stages of career development: apprentice, colleague, mentor and sponsor. "getting a job: tips and techniques." excerpted from sla 's guide to career opportunities. washington, dc: special libraries association, n.d. 10 p. aimed at sla's unemployed members, this item describes employment resources. among them are telephone job lines, on-line job listings, employment services and placement and executive search firrns. guide to career opportunities for special librarians and information professionals 1991: an sla information kit. washington, dc: special libraries association, 1991. 64 p. introduces the profession and summarizes sla's career and employment services. includes articles on career develop­ ment and resume/interview preparation. guide to library placement sources. myers, margaret. chi­ cago, il: american library association, 1990. 16 p. one of several career planning publications produced by the american library association. among sources covered are library job lines, specialized library associations and groups, state library agencies and federal library jobs. presents educ.tlon llbrarl .. • vol 171 no.3 useful tips on job hunting, overseas employment and job exchanges. infopreneurs: turning data into dollars. weitzen, h. skip. new york: john wiley and sons, 1988. 228 p. intended for aspiring information entrepreneurs. offers suggestions on how to turn information technology into a marketable resource and on how to manage a successful business. information for sale: how to start and operate your data research service. everett, john h, and elizabeth powell crowe, 1st ed. blue ridge summit, pa: tab, 1988. 178 p. directed toward those wishing to start an information serv­ ice/brokerage and presents advice from those in the busi­ ness. librarian (special). toronto, ontario: guidance centre, ontario institute for studies in education, 1991. 4 p. briefly summarizes special librarianship by providing con­ cise facts on working conditions, qualifications and the employment outlook. "librarians and libraries in the 1990s: gloom and doom, or fame and a different game." regan, muriel. special libraries. v. 78, no. 4 (fall 1987) p. 295-298. discusses the prevailing shift in the profession from librar­ ian to information manager. stresses the necessity for savvy librarians to spiff up their image, adapt to new technologies, embrace career planning, encourage changes in library school education and ensure the quality of information delivered to users. opportunities in library andinformationsciencecareers. heim, kathleen and margaret myers. lincolnwood, il: vgm career horizons, 1992. 145 p. provides a broad overview of the field and offers informa­ tion useful for career planning and job hunting. career development the achievement factors: candid interviews with some of the most successful people of our time. griessman, b. eugene. san marcos, ca: slawson communications, 1990. 310 p. although not specifically written for information profes­ sionals, deals with factors conducive to success in any field. based on interviews with highly successful individuals. education librari es • vol 1 7, no.3 "achievement motivation." tilley, christine m. international library review. v. 21, no. 3 (july 1989) p. 279-287. reports the results of a study meant to ascertain why women obtain leadership positions less often than men. graduating female librarians were questioned to examine some of the factors that might inhibit achievement-motivated behav­ iour. "careers and the occupational image." slater, margaret. jour­ nal of information science. v. 13, no. 6 (1987) p. 335-342. urges librarians to improve their "collective occupational image", which the author maintains currently holds profes­ sionals back. offers insight into how information profes­ sionals might improve this image. future competencies of the information professional. washing­ ton, dc: special libraries association, 1991. compiles papers presented on june 13, 1989 at a special libraries association professional development commit­ tee conference. authors, representing a variety of types and sizes of libraries, inform readers of the knowledge, skills and attitudes likely to be sought by future employers. "interpersonal networking: it is who you know." st. clair, guy. special libraries. v. 80, no. 2 (spring 1989) p. 107112. illustrates how informal networking helps librarians offer the best possible service and also helps them to develop professionally. details how professional associations, men­ tors, continuing education programs, librarians and nonlibrarian colleagues all provide networking opportuni­ ties. "leadership can be learned and personal/career strategies plan or making things happen through self-leadership." dimattia, susan s. special l ibraries. v. 81, no.2 (spring 1990) p. 126-135. discusses desirable leadership qualities such as motivation, focused energy, commitment, creativity, innovation and flexibility. elaborates on factors which prevent librarians from seeing themselves as leaders and outlines a step-by­ step plan for them to achieve career satisfaction through self­ leadership. the librarians' self-starter: joo's of questions to challenge your thinking about your image, the profession's image, your job and your future, a manual for concernedlibrar­ ians. paul, meg and jennifer evans. camberwell, australia: freelance library and information services pty., 1988. 29p. 1 5"the special librarian as a front runner: running fast, running hard, running ahead." regan, muriel. special libraries. v.81, no.2 (spring 1990). p. 92-96. proposes that special librarians must market themselves within their organizations to remain key players. empha­ sizes the necessity for thinking strategically, shedding one's modesty, downplaying clerical roles and broadcasting one's expertise. "strategies for success (or opportunities galore)." eddison, betty. speciallibraries. v. 81, no. 2 (spring 1990). p. 111118. successful information professionals share their strategies for gaining recognition in the field. conclusion career planning and development are ess�ntial for both new and experienced librarians, especially if they expect to achieve a substantial degree of career satisfaction. for novices, career planning offers a firm foundation for choosing options consistent with interests and abilities. for experienced librarians, career planning and development afford possibilities for renewal and revival as key opportunities present themselves. information professionals cannot afford to be passive abo'ut their careers, as implied by susan s. dimattia. "at some point in your life, it is vital to take a hard, cold, close look at where and what you are compared to where you thought you would be and what you have always secretly (or not so secretly) dreamed of being or doing." 1 moreover, librarians must take stock of their dreams and their goals at regular intervals throughout their careers to ensure that they remain on target in attaining their goals. in summary, librarians must uncover the path to their own job satisfaction by enlarging their awareness of career possibili­ ties. they must further ensure success in their chosen specialities by setting clear career goals. finally, they must ensure the attainment of such goals by developing their own competencies, perceiving opportunities and seizing them.2 it is the hope of the authors that this bibliography will help information specialists get started in exploring their many career options and career strategies in order to achieve the greatest amount of job satisfaction possible. references 1. susan s. dimattia, "personal/career strategic plan or mak­ ing things happen through self-leadership," special li­ braries 81 (spring 1990): 132. ul 2. b. eugene griessman, the achievement factors: candid interviews with some of the m ost successful people of our time (san marcos, ca: slawson communications, 1990) education llbrarl• vol 1 71 no.3 the f u t u re of edu cation for the information professions by adele fasick abstract although teclmology and the internet have enabled the information professions to make huge strides, there are still many issues to be resolved. tills article outlines and discusses many of them including environmental changes; linking access, knowledge of location is not enough to access information; the proposed information commons by the university of toronto; changes in definition of professions; the need for alternative delivery of education and for service orientation. finally, the need for flexible basic education for information studies students is emphasized in order to guarantee the future of the profession. the information professions are undergoing dynamic change . almost every month brings a new advance in information handling. the growth of the internet has made it possible for individuals to access information from a computer terminal rather than making a trip to a library. information professionals educated ten, five, or even one year ago are having to learn new skills and new ways of interacting with their clients. for educators, the challenge is to prepare students for a lifelong career at a time when no one knows for certain what shape the future delivery of information will take. the library of the past was a fairly stable institution evolving over time, but not dramatically changing its mission or its methods. now information is being delivered in different settings and using different technologies. education for professionals is designed to prepare them for the working conditions they will face, so educators are taking a hard look at various predictions about the future of libraries and other information agencies. what will the information centre of the future look like? many writers proclaim the birth of a digital world where all information can be accessed from home by individuals equipped with a computer and a modem. other knowledgeable writers agree with clifford stoll who writes, "i claim that this bookless library is a dream, a hallucination of online addicts, network neophytes, and library-automation insiders" (stoll, 1 995, p. 1 76) how can the profession chart a course for the future in such a chaotic environment? one way to make a start is to look at where we have come from in the last ten years and what the m ajor systemic changes have been in our profession. education libraries • vol 1 9, no. 2 changes affecting the information professions technological changes teclmology has been the most important factor in changing the information professions. the change has come in three major waves: access points; electronic storage of text and graphics; and new delivery systems. the provision of new access points was the first major effect of technology. the computer made it possible to put huge library catalogues on microfilm, online, and on cd-roms. this has enabled people to search for information in catalogues in ways that were impossible before. it is true, as nicholson baker (1994) wrote in the new yorker, that some information has been lost in the transfer to electronic catalogues. but both professionals and users love the new catalogues because they make searching faster and easier. they also increase the demand for materials by making potential users aware of sources they may not have heard of before. the next step after making local catalogues available online was to link catalogues across the country and, to some extent, around the world. for professionals and for users who can search it on their own, this reveals a wealth of material that could be of value to the researcher. the problem is access. it is all very well to know that the harvard university or the british library holds the very title a student wants, but if the deadlines are tight, as they so often are, the material is likely to go unused. knowledge about location is one thing, but it is not equivalent to making the material accessible. michael buckland (1992) discusses the changes made by libraries as they moved from being 1& what he calls paper libraries to automated libraries. the most recent development, as buckland points out, is the move to the electronic library, now more frequently called the digital library. the digital library moves beyond the electronic storage of information about the location of materials into the electronic storage of text and graphics themselves. few people want to know that information is available in a collection two thousand miles away. what they want is to be able to access the information on their computer, download it, print it out, and have a text of their own to study. this is the vision the media is selling to people and this is often what they expect. reality, of course, falls far short. full-text databases are a small part of all the information available, and quite often they are difficult to access or are restricted. the internet is a vast resource of infom1ation but much of it is almost impossible to locate and to evaluate for its validity. the profusion of data on the internet and the lack of a coherent scheme of organizing and accessing it offers a great opportunity to information professionals. environmental changes information technology has been the driving force behind many of the changes in the profession, but it is not so much the technology itself but rather the social changes that it brings that will have the major impact. much has been written about the electronic or digital library and the ways in which information will be made available, but the problem of how this affects information jobs is less frequently addressed. malinconico (1992) writes, "we have done an admirable job envisioning the information technologies of the future and preparing people to use them, but we have not done as good a job projecting how these developments might alter management and organizational structures associated with information resources . . . " increasingly the library, whether academic or corporate, will become a part of an overall, integrated information system. people will expect to access both published materials and the raw data from laboratories and business operations. the development of information commons or other such access points to information within an academic community may be copied by corporations and communities. the purpose and scope of an information commons is described in a planning document of the university of toronto: we propose that the information commons have a front help desk serving as a single point of contact for inform ation technology support, supp orted by specialized support "desks" and electronic and printed resource guides . . . . the front help desk should be accessible by telephone, e-mail, and the world wide web . . . . we envision the information commons as a highly visible and easily accessed place staffed by librarians, research assistants, and technology experts, where students, faculty, researchers, and staff can come to find out about information technology, to learn how to make use of it, and to actually use and develop appropriate tools to retrieve and m anipulate information. (biderman, 1994) 16 worldng in an information commons environment requires professi onals who understand the range of inform ation technology and the ways in which people use it, and who can work with individuals and groups to make the cooperative project operate efficiently. the availability of electronic information makes new delivery systems directly to home and office imperative. the digital library is not yet a reality except in trial runs, but it is clearly the direction in which we are moving. there is no building adequate to house all of the information available on the internet, no library that could possibly subscribe to every journal that any one of its clients might want to use, and no institution that could keep up with all of the information that becomes available in any one day. people who depend on information for their jobs or who have a keen interest in it for their leisure activities, will expect to have what they want available when they want it in their homes or offices. where does this leave the information professional? many jobs will consist of sorting through the deluge of data and preparing manageable chunks for individuals or groups. value added services to scan the internet and retrieve information and make it useful will fill a need. there is evidence that people want and need knowledgeable professionals to guide their searches for information. writing to a listserv on public library services, schneider ( 1995) makes this point clearly: i think the new media offers an opportunity for us to expand our roles and carve out space in the electronic turf. here 's an example. one weekend, as a favor, i pinch-hit a demo for a provider . . . i started out by describing the provider and moved on to demonstrating the world wide web. i happened to mention that i was a librarian . . . all of a sudden the crowd changed. they began peppering me with questions. they didn't want me to peddle services; they wanted me to be a librarian-someone they could trust who would guide them . . . . what they don't want is for me to pretend that i believe all data is equal. they want us to continue the dangerous and important work of passing judgment and sharing our informed decisions. changes in definition of professions technology is also a component of another development which is affecting education for information professionals. that is convergence. several groups of people who once thought of themselves as separate and distinct professions, are drawing together. these groups include librarians, information scientists and archivists, as well as records managers, information systems managers, and the vague category of researchers. twenty or thirty years ago many library schools were segregated into the traditional librarians who dealt with catalog cards and the reference interview, and information scientists who sat down in the basement fiddling around with punched cards and feeding them into the computer. archivists were convinced that their methods of dealing with scholars had nothing in common with education libraries • vol 19, no. 2 libraries, and records managers were glorified clerks with large filing cabinets. now all of that is changing. professionals who work with information recognize that there are strong similarities in their work and that they share many of the same educational needs. a unesco pamphlet summed up the advantages of the harmonization of education as permitting better use of facilities; better use of administrative resources; broadening the outlook of students and facilitating professional m obility; and strengthening the representative nature of professional organizations in their dealings with third parties, e.g. public authorities (nationally and locally), education circles, users (unesco, 1 984). the nature of information work has changed. the growth of dem and for archivists and for inform ation systems professionals as well as the changing demands of work in libraries have driven the restructuring of library school curricula. during the next five years many "library schools" will become more broadly recognized as a leader not only in library education but also in the education of archivists and information systems people. faculty will work more closely with a number of other departments because of the interdisciplinary nature of much of the work. the explosion of information and the obvious advantages to users of being able to access libraries, archives and other records in similar ways led to conversations and eventual cooperation among these professions. it is more than the machine that serves as a link between information professionals. it is the recognition by the public and by government that information is one of the most valuable of national resources. issues of privacy, free access, copyright, and the health of canada's publishing and media industries have raised questions for everyone dealing with information. graduates of information studies programs will have to think more broadly about how their jobs will evolve. they might be hinid as a special librarian but find themselves managers of information systems for the corporation. even if the job title remains unchanged, the librarian may be made responsible for supervision of the archives or of records management. titles and job descriptions have not kept up with the changing needs of corporations and institutions. information professionals may be given, or may take, the opportunity to develop a crucial role in the parent organization as the person who knows how to store, organize, and use information effectively. education for a changing profession need for flexible basic education historically, library schools concentrated on preparing students to work in libraries because libraries were the principal agencies for storing information and making it accessible. now these schools must move to a different vision and recognize themselves as schools dealing with information rather than with an institution, whether it is called a library or an information agency or anything else. instead of defining the type of information that needs to be collected and accessed, the schools education libraries • vol 1 9, no. 2 will be educating professionals to address the many ways in which information can be generated, stored and accessed. the focus of information access has moved from an institution or storage point holding information to the individual who can pluck information from whatever environment in which it is found. because the format of information and the method of its delivery is changing so quickly, it is no longer useful for universities to teach students how to work in a particular environment or with specific sources. information education is less likely to follow practice and more likely to lead it by becoming based more firmly on theory and research. students in information studies programs must learn the basic principles of what information is so that they will be ready to handle it in whatever form it appears, not only at the present time but in the changing formats of the twenty-first century. this means that students need an understanding of the theories and research relating to information use and users. graduates of today know that the specifics they learn in their courses will be obsolete by the time they have been on the job for a year or two. as one employer of librarians wrote, i e xpect new information professionals to be technology savvy not in bow to use today's hot application, but in the base level of technology bow protocols work, how the network fits together, who's doing exciting things in various topic areas. very few schools are teaching these skills, and it's a rare student who emerges with the skills that makes me want to hire them. (sreebny, 1 995) unless the schools can develop curricula that will enable students to understand the basic theories and keep up with technological and other developments, their programs will become obsolete. employers will come to realize that the graduates of the new programs will not be trained to work in speci fic environments. tbis will mean that institutions will have to take on a greater responsibility for on-the-job training to teach new employees how information is handled in a particular location. in exchange for the loss of immediate readiness for job performance, the employer will gain an employee who can see beyond the details of daily performance and move quickly into planning and managing information use in the institution. need for service orientation another key to the future of education for information professionals is service . value-added service is a vital component of what professionals offer to information-rich consumers. students must learn that they will be working with individuals as guides through the abundance of information in their environment. libraries will no longer be the only source of information, instead they will become routing stations which identify and locate the information needed. someone is going to offer information services and if librarians do not do it, there will be a m�w profession growing up that will. 1 7 the other kind of service which information professionals must provide is service to marginalized groups. while many corporations are happily moving into the multi-media computer and networked environment, there are still many people whose information is limited to what they see on television or listen to on the radio. these may be young people growing up in isolated rural regions or in inner cities; middle-aged people who have lost the traditional jobs they held and don't know where to tum; people with limited print literacy--there are many categories of the information deprived. information studies programs have a responsibility to educate students as leaders in developing information policy. unless information professionals become a strong voice for universal access to information for all members of society, the gulf between the information-rich and the information-poor will grow. the public library has for almost a hundred years been a means of diminishing the intellectual gulf between the rich and the poor. as the public library changes its function, information professionals must keep in mind the importance of providing universal access, of insuring that government regulation prevents all information from becoming a commodity to be sold to the highest bidder. need for alternative delivery of education education for information professionals has been affected by demographic changes as has all post-secondary education. adults who have entered the workforce often find after five, ten, or fifteen years of work that their jobs have changed beyond recognition or that they have disappeared. re-education for new jobs is becoming the norm and the number of mature adults who are entering information studies programs is increasing. many of these people are unable to attend a program full time and programs will increasingly be offered on a part time basis and often in a distance education mode. as hannigan (1993 p. 1 9) writes, "the growth of the new communications has particularly increased the potential for online interactive communication through computer networks ." professor hannigan presents a synthesis of research that demonstrates the effectiveness of distance education when it is planned to take advantage of the interactivity made possible by current information technology. information studies programs, because they are built upon expertise in information delivery, should be among the first professional schools to move to the flexibility of distance education. this will enable students who are not close to major universities to study at centres in their own area, or in their own home. the most likely pattern to emerge is one in which many courses are delivered in a distance mode, but provision is made for students to gather and interact with one another and with faculty members at various points in their programs. graduates of information studies programs will find that their skills need constant upgrading. the content of m any courses now taught was unimaginable even five years ago. continuing education therefore is a necessity and the educational programs that offer professional degrees are the logical institutions to provide them. 1 8 although continuing professional education has been considered a part of librarians' commitment for many years, its shape and direction are changing. there is a growing body of literature on the importance and effectiveness of continuing professional education. programs must be aimed at mature people. "professionals are complex and sophisticated learners. they have systems for incorporating new information into competence and performance . " (bennett and fox p. 268) continuing education programs must be designed to take advantage of the learning styles professionals bring to the courses. this will be a challenge to faculty accustomed to teaching novices about the intricacies of information handling. effective continuing education is probably best designed as a cooperative effort between information studies programs and professionals in the field. information technology offers many options for the delivery of continuing education. internet users "are greatly empowered by the ability to learn, read, conduct research, write , network, teach, and attend conferences from the convenience of the desktop at low individual cost and at times of their choosing." (monty and warren-wenk, 1 994). the possibilities opened up by the increasing interconnectivity of information professionals have only begun to be explored. the gap between faculties in information programs and practitioners in the field may finally be bridged by their ability to interact on many levels via the internet. conclusion like most rewarding occupations, the information profession is one that is constantly evolving. changes in technology have been the most visible and publicized aspect of professional change, but changes in the environment in which information is disseminated as well as changes in definition of traditional occupations have also had dramatic impact. the challenge to professional information programs is to recruit and educate students who can demonstrate that they have the talents and the expertise to adapt to these changes and to ensure that information remains a valuable and accessible resource for society. educators of information professionals need to reach beyond the traditional pool of applicants who come chiefly from the humanities disciplines and encourage science and social science majors to enter the field. they need to make greater efforts to attract students from a wider range of social and ethnic backgrounds than those who were drawn to library programs in the past. more effective publicity about the range and opportunity of information programs should attract many new university graduates as well as people seeking an occupational change. there are m any opportunities for educators to develop innovative programs that include the needs outlined above: a flexible basic education that will enable graduates to cope with change; the development of a service orientation that will focus on the needs of consumers of information; and, alternative delivery methods to enable individuals at a distance from universities to obtain the professional education they want. education libraries • vol 19, no. 2 the opportunity for developing innovative programs that have a major impact on society comes at a time when economic resources are being squeezed. this is not a good time for a discipline to be expanding and changing, but we cannot choose our own time. information management, in all of its forms, is the fastest growing area of the economy. graduates of information studies programs have the opportunity to become leaders in this growth. all segments of the profession--educators, employers, practitioners, and students--must work together to ensure that the profession flourishes. references baker, n. ( 1 994, april 4, 1 994). discards. the new yorker, pp. 64-86. bennett, n. l., & fox, r. d. ( 1993). challenges for continuing professional education. in l. curry, j. f. wergin, & associates and (ed.), educating professionals; responding to new expectations for competence and accountability (pp. 262). san francisco: jossey-bass. biderman, b. ( 1 994). proposal for a university of toronto "information commons" : information technology made visible and accessible. toronto: university of toronto instructional and research computing (n.p). buckland, m. ( 1 992). redesigning library servic es: a manifesto.chicago : american library association. 82pp hannigan, j. a. ( 1 993). distance learning and interactivity. in project century 21 : a research and action program for meeting the information needs of society; background education libraries • vol 1 9, no. 2 papers (pp. 19-42). chicago: american library association. president's committee on project century 2 1 . malinconico, s. m. ( 1 992, summer). what librarians need to know to survive in an age of technology. journal of librmy and information science education, 33 (3), 226240. monty, v. , & warren-wenk, p. ( 1 994, spring) . using the internet as a professional development tool: an analysis. education libraries 1 8 (1), 710. project century 21 : a research and action program for m eeting the information needs of society: background papers. ( 1993 ). chicago: american library association. president 's committee on project century 2 1 . schneider, k. g. (1995 , feb. 28). gift urls and cybrarianship. pub lic library discussion group (p ublib­ net@nysernet>org) sreebny, 0. ( 1 995, march 30). re: cristal-ed v #7. library education discussion group (cristal _ed _digest@sils.umich.edu) stoll, c. (1995). silicon snake oil: second thoughts on the information highway. new york: doubleday. 247 pp. unesco. (1 984).harmonization of training in librarianship, information science, and arclzives. paris: unesco. adele fasick is member of the facu lty of information studies at un iversity of toronto, ontario, canada . 19 microsoft word editorial.docx education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       a note from the editor as 2015 draws to a close, i am excited to introduce a brand new look for education libraries. when i took over editorship of the journal, i hoped to continue publishing interesting and relevant content but in an updated and more reader-friendly package. the new open journal systems (ojs) interface, will not only provide a better userexperience but will also allow for a more streamlined publication process for authors, peer-reviewers and editors alike. the need to evolve with the changing times is a prevalent theme in librarianship today. the research articles featured in this issue speak to the challenges that libraries face today — challenges that often necessitate change. rita kohrman examines the impact of economic and academic difficulties on michigan’s curriculum materials centers and collections, while elizabeth burns explores how school librarians must advocate for their positions and their library programs. this issue features a new section for education libraries: the member profile. our first profile features an interview with lesley farmer, recipient of the 2015 anne galler award. in coming issues we will bring you profiles of other members of sla’s education division, to build connections between members despite geographic distance. the publication of this issue would not have been possible without the help of a fantastic editorial team of peer reviewers and copy editors. the 2015 editorial team: savika fowsar jim kelly jessica lange maura mcgrath nikki tummon, education libraries is looking for a new book review editor. if you are interested in this role, please contact katherine hanz at education.libraries@gmail.com. enjoy this issue of education libraries, and do send comments, questions and submissions to education.libraries@gmail.com happy new year! katherine katherine hanz humanities & social sciences library mcgill university montreal, quebec, canada education.libraries@gmail.com katherine.hanz@mcgill.ca editorial anne m. galler this is the second refereed issue ofeducationlibraries. as can be seen on the masthead, more referees have joined the roster of scholars who agreed to eva! uate manuscripts subrni tted for publication. note, also, that education libraries is now indexed by library literature. several members of the division also agreed to review books submitted by publishers. the internet is once again our main area of interest. you will notice a new feature, a running title, has been added to the journal. thus, in this new format, education libraries will continue to provide a forum for new and challenging ideas in the field of education in a scholarly fashion and to review new and forthcoming publications of interest to the profession. comments on our new features are welcome. • • • • a few words about the authors featured in this issue. marcos silva is the computer services librarian at mcgill university in montreal. he has conducted several workshops at mcgill and has lectured extensively on educational uses of internet. his most recent presentation was in connection with the 1993 annual conference of the corporation of professional librarians of quebec, where he held two workshops on internet. glenn f. cartwright is associate professor in the department of educational and counselling psychology at mcgill university in montreal. he is the author of numerous professional publications, and has lectured internationally. a fellow of the canadian q)llege of teachers, dr. cartright is also a practising psychologist, as well as a fellow of both the american association for social psychiatry and the world association for social psychiatry. marlene giguere is assistant professor of library studies at concordia university in montreal, where she has lectured extensively on on-line information retrieval and library research practises. she is the leader of the team that recently received concordia university's prestigious seagram grant for academic innovation on the topic of "information literacy." ms. giguere has previously published an article on internet in education libraries (v. 16, no.2) education libraries • vol 17, no. 2 5b o o k reviews hoffmann, frank. editor. popular culture in l.lbraries. vol. 1, no. 1 . new york: haworth press, 1 993. i ssn 1 053·8747. $24.00 u.s. published quarterly. editor hoffmann, associate professor at the school of library science, sam houston state university, huntsville, texas, has amassed a wonderful wealth of information in this inaugural issue of popular culture in libraries. hoffmann says that the aim of the j oumal is " . . . to provide information and act as a forum for the exchange of ideas about the evaluation, acquisition, organization and utilization of popular culture con­ cepts and materials in a wide array of print, audiovisual and three-dimensional formats." the journal addresses issues that may not be included in other library oriented journals. some articles focus on network­ ing as it pertains to popular culture; others deal with the popular arts, the mass media and fads and mass consciousness trends and movements. several articles contain notes and a bibliography. the opening article, a transcript of a panel discussion held at the 1991 annual conference of the popular culture association in san antonio, sets the tone for the rest of the journal informal, easy to read and to digest. the contents run the gamut from different areas of expertise in popular culture collections such as imaginative representations of the vietnam war described by john s. baky in truthful lies: popular culture and special collections to randall scott's comics and libraries and the scholarly world. it will come as no surprise to learn that comic book and baseball card collections are among the most familiar examples of popular culture. less known are the collections of television scripts and slide collections pertaining to the popular arts in general, ranging from vaudeville, minstrel shows, and theatre to radio, television and motion pictures. to the uninitiated, harris worchel 's article "the washington post photo research center" is both enlightening and fascinating. classifying photos and assigning subject headings to them is not an easy feat and requires an infinitesimal number of criteria. a satisfying section of book reviews completes the journal. the enthusiasm that all the writers have for their topics is infectious; the information they impart is valuable, educational and should be of interest to librarians, scholars and students, bibliophiles and collectors alike. carol r. mitchell is course co-ordinator, library studies-dis­ tance education, concordia university, montreal, quebec, and assistant editor of education libraries. french, .jane. the education of girls: a handbook tor parents. london: cassell educational limited, 1 990. 87 pp $9.95 pa. isbn 0-304·32278·4 in an increasingly competitive world where unemployment, welfare, job loss and statistical indicators of individuals living below the poverty line are everyday topics, education should be a priority. jane french focuses on this issue in the education of girls : a handbook for parents, one book in a series entitled education matters. while the inspiration for the series was the 1988 education reform act which led to radical change in education in britain, and -the statistics and examples cited are based on the british experience, the principles promulgated, such as the fostering of self-esteem, are applicable world-wide to both boys and girls. the stated aim of the series is "to present information about the challenges facing education in the remain­ der of the twentieth century in an authoritative but readable form." women have made remarkable strides during the past cen­ tury. as a result, parents of girls are aware of the limitless opportunities potentially accessible to their daughters. as french points out, girls may enter into areas of employment which previously excluded women. in order to do so, however, french encourages parents to ensure the best possible education for their daughters so that they will be aware of all their options. she says that the education path followed should widen potential choices 23 rather than limiting them. in addition, she shows parents how to work cooperatively within the education system and how to influence its development. drawing from retrospective and current research in the field and personal experience and study, french offers basic, down to earth suggestions to parents on exploring and selecting the best possible education for their daughter. the six chapters include "background story" which briefly sets the scene by describing the current status of women and asking the question of how education can elevate this status. chapters two to five provide the substantive material beginning with the developmental and learning years which cover the years from birth to the start of primary school. french outlines how society tends to treat boys differently from girls by encouraging different toys and clothing in books and television shows, depict­ ing males as active and females as passive. following these developmental years, french addresses issues such as attention and discipline from teachers specific to primary school years. she defines primary years as " . . . crucial in establishing an orientation to work, and a view of oneself and others." children, she feels, "need a positive attitude toward learning, a strong sense of self-worth and [a] developing aware­ ness of the qualities and needs of other people." finally, french addresses the conflicts, issues, and problems which girls face during puberty and how these can be alleviated by placing the child in a supportive secondary school appropriate to their needs. while this volume is not an indepth, theoretical examination of education for girls, overall, it does meet its objective of being a readable practical guide for parents, stimulating interest and raising issues which they may not have thought about. joanne locke, assistant professor and director of library stud­ ies programme, concordia university, montreal, quebec, canada. morris, betty, with gillespie, �ohn t., and spirt, diana l . • administering the school l.ibrary media center, 3rd ed. new �ersey: r.r. bowker, 1 992. $41 .00 u.s. isbn: 08352·30929 the last twenty years have brought enormous changes to computer technology, opening almost limitless possibilities for information access. to the library administator, this technology presents a daunting challenge. here is an indispensible tool for meeting this challenge, whether it is the initiation of a school library media center or the updating of an existing resource. building on their second edition of 1982, john t. gillespie and diana l. spirt, in collaboration with computer expert dr. betty j. morris, offer a complete , nuts and bolts guide to setting up, running and evaluating today's school library media center. with this book, both novice administrators and those well established will be lead, step-by-step, through all aspects of the school library media center as defined by new standards of the american library association and the association of american school librarians. starting with a history of the school library media center, an excellent, in-depth look is taken at how an individual center functions, the services it offers and how it can be integrated into the academic program. subsequent chapters examine how to establish tne media center's budget, how to define individual staff responsibilities, and how to plan and allocate the physical space. each of these chapters offers a variety of tables, plans, and check lists to assist in the planning and execution of ideas. attention is given to how policies and procedures are established for media selection and to practical points that should be considered when selecting material. automation technology for the media center is looked at in detail starting with the base terminology and proceeding to the 24 newest hardware and software being used today: cd-rom, 0nline databases, library database systems and networks. the procedure of bidding for and purchasing of equipment and material is outlined and various utilities that could be used for cataloguing are considered. specific managerial concerns are dealt with in depth: collection maintenance, record keeping, circulation technology and the pros and cons of automation. the importance of the ongoing evaluation of all aspects of the media center is addressed and handy tables are offered for use. each chapter contains reference lists and bibliographies for further reading. four appendices are included: directory of state school library media center agencies; directory of associations and agencies; directory of selected library furniture and supply houses and key documents (includes freedom to view docu­ ment). susan tee is a reference librarian. beaconsfield public library, beaconsfield, quebec, canada. book report pickert, sarah m. preparing fora global community: achieving international perspective in higher education washington, dc: george washington university school of education and human development, 1 992. ashe· erichighereducationreportno.2. [this series, begun in 1983, includes relatively short mono­ graphs examining problems in higher education through exten­ sive analysis of the literature. over sixty reports have been published, each addressing a different issue. the present exam­ ple is the second of the 1992 series (there are eight each year).] when librarian of congress james h. billington addressed the graduating class of the georgetown university school of foreign service on may 30 of this year, he deplored the "contin­ ued provincialism" and "self-centered materialism in our general culture" and the failure of academia to give students a "sense of the great forces of ethnicity, nationalism, and religion that" bind people together and drive them to forms of actions that elude our radar screens of predictability and that cannot be programmed on our computers." noting that president clinton is one of the school's alumni, he urged graduates to bring back to the school the "insights and practical wisdom that can come only when experience is combined with reflection," and advocated more alumni participation in the school's ongoing work. summary this work emphasizes the need for today's students to develop a global world view that will empower them to place their own future lives into a broader perspective, thus improving their ability to 1) deal with problems of all kinds on a long-range, global basis, rather than the local and short-term perspective we are now apt to employ, 2) function competently in an interna­ tional environment, and 3) make personal and public policy decisions as responsible world citizens. the author defines international higher education as repre­ senting 1) international relations (study of relations among countries), 2) area studies (study of particular regions of the world), foreign languages and cultures, comparative and interna­ tional approaches to individual disciplines, and 3) environmen­ tal, global, .or peace studies, which examine issues affecting more than one nation. tbis broad definition obviously cuts across disciplines and departments and involves bi-directional exchange of students between the u. s. and other nations. a brief history of international education, especially in the u. s ., leads into an expression of the need to take a more activist stance and a description of current actiyities at the state and national level. educlltlon llbrarl• vcl 1 7, no. 3 higher education institutions in the u.s. must undertake a variety of practical tasks to move ahead in international educa­ tion. these include curriculum reform, educational mobility, and administration. curriculum reform chief among the curricular reforms have been the changes in foreign language requirements. for the twenty years 1967 to 1987, the number of language majors declined drastically; in 1991, only 7.8 percent of college students in the u. s. were enrolled in foreign language classes. several innovative foreign language programs exist; one of those described is at lehigh university, which established a media resource center featuring satellite reception of foreign language programming from around the world. core courses, including some with international content, are reappearing at u. s. institutions of higher education. examples include programs that 1) use team teaching and no-n-traditional methods to raise students' awareness of political, cultural, societal, and international issues, 2) integrate the study-abroad experience into the home institution, 3) integrate foreign language ins !ruction into several disciplines, partly as preparation for study abroad, 4) integrate international aspects into basic technical courses and other existing courses, or 5) focus on a certain topic, but just on one area of the world. some of these programs have had funding from the fund for the improvement ofpost-secondary education. faculty members in specific disciplines have identified ways to integrate international aspects into their courses and have entered into interdisciplinary projects, such as area studies, inter­ national relations, global education, peace studies, and ethnic/ multicultural studies. professional schools have developed a special interest in international aspects of their fields : business, mining and engineering, education and social work. telecommunications and other simulation activities, as well as real links with students in other countries, have aided the development of international education programs. foreign stu­ dents in the u. s. usually take special courses to raise their awareness of u.s. institutions, politics, language, and day-to-day coping skills, but many educators believethey should also be exposed to multi-cultural education programs. encouraging u. s. students to communicate with and learn to understand foreign students :u on their campuses is one way to benefit from the exchange. educational mobility study abroad is the second most common component of international education after foreign-language learning. such programs are popular with students, faculty members, and insti­ tutions. in billington's address, for instance, he noted that half the georgetown foreign service school graduates had studied abroad. many believe the need for u. s. students to have a first-hand knowledge of at least one foreign country is critical to economic viability. whatever drives students to go abroad to study, more of them are doing it all the time. barriers to foreign study include lack of foreign language skills at a level necessary to take substantive courses in the language of the host country, faculty concern about the quality of the curriculum in study-abroad programs, and administrative details such as delay in graduating. high school students are also studying abroad; their experience has been well-researched. coordinating study abroad throughout the student's aca­ demic career has been overlooked, but some successful steps have included orientation programs, reports on the impact of the foreign experience on the graduating student's education, work on pre-planned projects, and evaluation of the student outcomes of the study-abroad program. programs for faculty are also designed to enrich their multi­ cultural experience and to encourage them to provide positive reinforcement for the concept with students. current reward 11,nd incentive systems fail to engender enthusiasm; they need chang­ ing. the advantages of a two-way learning process between students from other countries and their hosts on this side of the atlantic are extremely valuable. billington also pointed out the value of this learning at home, commenting on the diversity in class membership and reflecting that the u.s. is "accommoda t[ ing] substantial populations from every continent in the world." administration coordination through international organizations the european community (ec) places a high priority on the integration of higher education across national borders; it there­ fore supports student exchange programs wholeheartedly. ex­ changes may be among ec countries (erasmus) and other non-member countries (fempus). these programs are placing heavier demands on the countries' foreign-language teaching programs and new approaches are constantly being sought. suggestions for future study include work on attitude change, comparative studies of the experience of students from the u.s. and from other countries, the federal role, and possible coordina­ tion with programs in other countries. administering international education the integrated coordination of the various aspects of inter­ national education: foreign-language study, study-abroad pro­ grams, and hosting foreign students in the u. s., is a new field of higher education administration. the author notes several exam24 pies of evaluating institutions with regard to international educa­ tion activities and expresses a need for tracking trends and directions. consortia! arrangements often facilitate international edu­ cational activities, giving member institutions the opportunity for a greater variety of projects and offering strength in fund raising and grant seeking. before undertaking to promote international education, in­ stitutions need to take stock of where they are. a checklist of activities to evaluate is included here. five top priorities for institutions adding to their international programs are: 1) es­ tablishing cooperative relationships with institutions iri other countries, 2) offering study-abroad opportunities, 3) encourag­ ing foreign-language study, 4) recruiting and training foreign students, and 5) including more international content in the curriculum. two-year institutions included in the steps to more international activity improving library international collections. comment administrative arrangements may include cross-border ac­ cess to information using electronic networks and computerized databases. another library-related project is the unesco eric clearinghouse on higher education's english/french thesaurus project that will facilitate foreign access to eric higher education documents. relatively little is included in the monograph about library and information needs related to inter­ national education in general and specific aspects of it. in suggesting research in this area, the author mentions the need to analyze the effectiveness of administrative structures above the level of the individual institution. it might be valuable to consider a library/information studies international education agenda which relates to reference collections of information about studying abroad; collections particularly suited to students for whom english is a foreign language; inclusion of foreign­ language material in a variety of subject fields; enhancement of foreign-language programs through the use of computer simula­ tion programs in library-located language labs; and emphasizing international content in the general collection of print and non­ print materials. conclusion the author concludes with a plea for promoting an interna­ tional perspective, enjoining individual faculty and administra­ tors to encourage suchaperspective on theircampuses andsuggest­ ing specific ways they can address curriculum reform, educational mobility and administration of international education. an excellent executive summary, characteristic of the series, presents an overview of the topic which can stand alone in provid­ ing a gloss on the content. the bibliography is extensive and up-to­ date. the index is conceptual, rather than word-specific; for instance, while the text has limited library-related information, the index does not contain the keywords "information," "network," "library," or "thesaurus," although they do appear in the work. joan segal , is a consultant at vintage ventures in boul­ der , co. education llbrarl• vol 17, no.3 eric in cyberspace: expanding access and services1 b y r o b e r t m . s t o n e h i l l a n d ly n n s m a r t e abstract: in recent years, the educational resources information center (eric) system has under­ gone tremendous changes in the kinds of products and services"it offers and the methods by which users can access them. askeric, a computer network-based question-answering service and virtual libral)', exemplifies these changes. this article describes askeric, other eric gopher sites, the national parent information network, eric listserv activity on the internet, and eric 's offerings on commercial online services. it also lists resources for librarians who do training sessions on eric and sketches eric 's future direction. more than 20 years after providing the world's first online database, the educational resources infonnation center (eric) has again become a recognized leader in using state-of-the-art technology to support teaching and learning. historically recog­ nized as an online dat<lbase primarily used by librarians · and scholars, eric has evolved into a national network of resources and services available "at the desktop" to educators, pol icymakers, and parents. there are two facets to this evolution: enhancing access to eric infonnation and enhancing u1e infonnation itself. enhancing access. in u1e last decade, eric has exp:mded from a system that produced one online database to a system u1at produces a wide variety of online and cd-rom resources. online access to eric infonnation, previously provided only by cosuy commercial services, is now available u1rough eric components, libraries, universities, and government agencies­ often for free. b u t most important, the advent and increasing availabil ity of advanced telecommunications and electronic stor­ age and retrieval systems-and especial ly u1e explosive growu1 of ti1e internet-have dramatically expanded the ways in which users can now have low-cost, on-demand access to eric infor­ mation. these developments, when coupled wiu1 ou1er initiatives such a<; obtaining toll-free 800-numbers and internet addresses for each eric component, establishing access eric �l'> a contact point for new users, and creating an active eric partners program, have resulted in a dramatic upsurge in ti1e use of eric resources and in requests for eric services over u1e past five years. in 1 99 1 , approximately 1 percent of users contacted eric clearinghouses <md support components via e-mail; by 1993, that figure had risen to 19 percent. in 1 9 87, we estimated ti1at the total online usage of the eric database amounted to 1 00,000 hours per year. now, combining online database use (which has expanded beyond the traditional commercial vendors such as dialog to include services such as america online and compuserve) with cd-rom an.d internet use, it is estimated u1at eric resources are being accessed at a rate as much as ten times greater tium ti1at of ti1e mid1 980s. despite ti1ese impressive gains, we have only begun to realize ti1e potential of a universally accessible information superhighway. today, we estimate u1at perhaps 10 to 1 5 percent of the 2.5 million teachers in the united states are connected to ti1e internet at u1eir schools (alu10ugh u1e national education association reports ti1at approximately two-tl1irds of its members have com­ puters and modems at home); tomorrow, we expect all schools, teachers, and students to have full access to information re­ sources located ti1roughout ti1e world. as a first step toward accommodating ti1is dramatically increased demand for informa­ tion, eric is planning to provide direct, state-of-tile-art, user­ friendly access to tlje eric database and ti1e askeric virtual library witl1 technical support and the capability to host hun­ dreds of simultaneous users. enhancing the information. for ti1e first 20 years of its exist­ ence, eric concentrated on building its bibliographic database, which now contains summaries of approximately 850,000 docu­ ments and journal articles. while ti1e database is in many ways 'the following text is based on a presentation made by the authors at the special libraries association 85th annual conference, atlanta, june 1 994. 1 2 education libraries • vol 1 8, no. 3 still the cornerstone of eric's infonnation network, eric has been steadily diversifying its products and services-usually in response to user requests . examples of ti1ese current and future improvements include: • the expansion of tile eric database to include conuner­ cially published books, machine-readable data files, and multimedia products. • • • the provision of full-text access to ti1e materials indexed in ti1e eric database, beginning with the eric digests online file. eric digests-short sununaries of research and developments in education-are already available in full text on tile internet and in the online m1d cd-rom versions of ti1e eric database. beginning in 1 995, eric will begin providing experimental, full-text, online access to new documents indexed in the database. the development, by access eric, of a series of reference and referral databases, including mmual edi­ tions of a directory of educalion-related lnfonncllion centers, a calendar of educalion-related conferences, and a directory of eric information service providers. access eric also produces tile eric review journal titree times a year, which provides an indepth look at trends and issues in education. the establishment of askeric, which includes online question-answering services ru1d the askerlc virtual library; an extensive national parent infonnation net­ work; m1d an active research and development prognun applying emerging technologies to the dissemination of education infonnation. the expansion of eric ' s role in providing internet access to ti1ird-party infonnation, such as ti1e educational test­ ing service's test collection datab[t._e, cnn newsroom and discovery channel materials, tije public 13roadcast­ ing system 's newton's apple and academy one lesson plans, ru1d more. askeric on the internet ll1e askeric question-answering service in 1 992, ti1e eric clearinghouse on infonnation & technology, based at syracuse university, began operating askeric, a prototype internet-based electronic question-answering, help, and referral service. the free question-answering service allows users to "askeric" ti1eir questions about le[trning, teaching, infonnation technology, or education administration by sending an e-mail question to askeric @ericir.syr.edu . drawing on tile extensive resources of ti1e eric system and an indepth knowl­ edge of all tile education resources available on the internet, askeric infonnation specialists respond to queries with a education libraries • vol 1 8, no. 3 customized e-mail answer. eric clearinghouses provide addi­ tional infonnation in ti1eir specialty areas when needed. askeric information specialists currently respond to questions from more tllan 350 people each week. state education networks in new york, texas, california, massachusetts, florida, nortll dakota, minnesota, nebraska, idal1o, and connecticut are among tile networks that feature easy access to asker! c. here are some of ti1e infonnation requests posted to askeric recently: are ti1ere any articles on the changed role of tlle elemen­ tary school library in a whole language school? i an1 looking for infonnation about states that have imple­ mented nongraded or multigraded classrooms in primary grades. please send me any current infonnation available on tlle topic of flexible scheduling for libraries. can you give me infonnation on implementing global education? do you have infonnation relating to gender equity in ti1e elementary and secondary classroom? in 1 993, tile eric clearinghouse on elementary and early childhood education, located at ti1e university oflllinois, began collaborating wit11 tile eric clearinghouse on infonnation & technology on ti1e parents askeric project. this service pro­ vides infonnation to parents, early childhood educators, child care givers, and oti1ers interested in ti1e growtll, development, and care of children titrough adolescence. by mid1 994, parents askeric was receiving and responding to more tllan 50 queries each week. to send a question to askeric or parents askeric, e-mail to ask eric @ericir.syr.edu . ll1e askeric virtual library anoti1er service of askeric is tile askeric v irtual library, an electronic collection of education resources including more ti1an 600 lesson plans, print and video materials, research summaries, answers to frequently asked questions, and discussion groups for practicing educators and l ibrarians. ll1e virtual library also provides access to eric digests ru1d to more t11an 70 infoguides on such topics as chemistry for kids, children' s literature, and multicultural education. each infoguide includes a description of the topic covered, a list of approximately 10 citations from an . eric database search of the topic, descriptions of relevant internet l istservs, ru1d infonnation on other related internet re­ sources. other resources available through the askeric virtual library include answers to frequently asked questions (faqs) on topics 1 3 such as scheduling and outcome-based education, internet guides and directories, bibliographies, infonnation about education conferences, and news from the eric system. l11rough asker i c. users may also access the eric database and tj1e in ternet sites of various state departments of education. askeric' s information base and user base continue to grow. originally targeted for teachers, library media specialists, and administrators in k-1 2 settings, askeric now serves all indi­ viduals interested in education issues. during tj1e first week of tjlc askeric virtual library' s existence (in february 1 993), tj1ere were 300 user connections to the askeric gopher. at present, ru1 average of 1 1 ,000 people access u1e library each week.l11e total number of askeric gopher transactions for 1 994, including searches witj1in tj1e menus of u1e library, will exceed one million. in recent monu1s, u1e askeric mosaic/world-wide web front­ end and server was introduced. the www site enables users to access u1e virtual library in multimedia and hypercard. plru1s for tj1is server include creating fully fonnatted and linked infoguides t11at will allow users to link directly to ou1cr resources on u1e internet. askeric services have received national recogniti on and praise from individual users. in 1 994, askeric w<t<; a finalist for the prestigious computerwor/d smithsonian award in u1e category of education and academia. users often return e-mail messages expressing tj1eir appreciation for the infonnation provided, the quick response, and the person alized service provided by askeric's infonnation specialists. 1l1ere are several ways to access u1e askeric virtual library. if you have gopher or ftp capabilities, connect to ericir.syr.edu . if you have mosaic, lynx, or anou1er www client, open the url and connect to: http://eryx.syr.edu, or tel net toericir.syr.edu and type "gopher" at the login prompt. other eric gopher s ites in late 1 993, ilie eric clearinghouse on assessment <md evalu­ ation, hosted by 1l1e catj10lic university of america, followed u1e lead of the eric clearinghouse on infonnation & technol­ ogy and became t11 e second clearinghouse to establish an internet gopher site. by u1e end of t 11e year, more than 1 ,500 users were accessing u1e clearinghouse' s gopher site weekly. materials from more than 60 organizations are now posted at u1is gopher site. one of tj1e more popular services offered is the test locator service. a collaboration of the eric clearinghouse on assess­ ment and evaluation, tj1e educational testing service, the buros institute of mental measurements, and pro-ed, the service helps users gailier relevant tests from a database of more uwn 1 0,000 test descriptions, i dentifies where reviews of the tests can be found, and provides advice on how best to select and evaluate the tests. l11is gopher site also features a comprehensive collection of 1 4 pointers directing users to various internet locations for search­ ing u1e eric database and eric digests online. users are expected to log onto tj1is site more u1an 60,000 times by ilie end of 1994, executing more u1an 300,000 transactions. you can reach u1e assessment and evaluation gopher directly via gopher.cua.edu, under special resources. 1l1e eric clearinghouse on s cience, mailiematics, and envi­ ronmental education operates a gopher site at the ohio s tate university. users log in approximately 500 times each week to view and download clearinghouse publications, a list of j ournals covered by u1e clearinghouse, and suggestions for oilier internet resources of interest to u1e science, mau1ematics, and environ­ mental education communities. you can connect to u1e science, mau1ematics, and environmen­ tal education gopher server at gopher.ericse.ohio-state.edu and to u1e world-wide web server at http://gopher.ericse.ohio­ state.edu . 1l1e eric clearinghouse on reading, english, and communica­ tion at indiana university also has a world-wide web site for digests and ou1er full-text p·ublications from ilie clearinghouse. to access u1is server, connect to http://www. indiana.edu/ -eric _reel. a gopher site i s also forthcoming in early 1 995 . (111e address for thi s s i t e should be available from ericcs@ ucs.indiana.edu after tj1e n ew year.) 1l1e level of interest in eric electronic resources continues to grow. one way to measure use of eric-sponsored gopher sites is to monitor tj1e number of "root logins" or visits by individuals to these electronic libraries. exhibit 1 shows u1e number of logins to eric gophers starting i n february 1993 witj1 tj1e establishment of u1e askeric gopher site. national parent information network the national parent infonnation network (npin) is an extensive electronic infonnation service for parents, parent educators, and otj1ers working in collaboration witj1 families. education libraries • vol 1 8, no. 3 exhibit 1 user logins to eric internet gopher sites 1 5,000 1 3,000 users each week 1 2,000 9,000 6,000 3,000 february 1 993 december 1 993 september 1 994 education libraries • vol 1 8, no. 3 1 5 it is being developed by u1e eric clearinghouse on elemen­ tary and early childhood education and u1e columbia university-based eric clearinghouse on urbru1 education, in partnership wiu1 u1e national urban league, several local housing projects, u1e ijiinois parent initiative, and prairienet (u1e east central illinois freenet). npin offers a continually expanding collection of parent­ oriented materials from a variety of sources, including the national pta, u1e national urbru1 league, ru1d u1e center for early adolescence, as well as eric. short articles are avail­ able on such topics as childrearing ru1d child development; immunization schedules, nutrition, and ou1er general health concerns; behavior problems; disabilities; working with children's teachers; and home activities related to mat11, science, and reading. a question-answering service is being developed umt will link parents �md parent educators to subject experts in professional associations, eric clearinghouses, and govenunent agencies. already available to anyone wiu1 ru1 internet connection, in u1e near future npin will also be accessible through parent centers, public l ibraries, schools, hea1u1 clinics, �md social service agencies. thanks to a major equipment grant from apple computer, inc., npin will soon be housed on a world­ wide web server on u1e internet that is specifically devoted to child development, care, and education and u1e parenting of children from biru1 u1rough adolescence. to reach the npin site, gopher to gopher.prairienet.org and enter u1e eric clearinghouse in the education center or connect to u1e askeric virtual library at ericir.syr.edu and select other education resources. ti1e www address is http:!lwww.prairienet.orglhtmls!eric!npinlnpinhome.htnll. eric and listservs a iistserv is an electronic discussion group on u1e internet. several eric clearinghouses have recently started or are currently administering l istservs in ujcir topic area�. • ti1e eric clearinghouse on educational management at u1e university of oregon launched, wiu1 technical assistance from the eric clearinghouse on infonnation & technology,. k 1 2admin, a listserv for administra­ tors and individuals wiu1 ru1 interest in school adminis­ tration. principals, school board members, and teachers are among those joining u1e listserv and conversing electronically. usage has increased rapidly, at the rate of about 24 new subscribers each week. i3y u1e end of 1 993, about 450 people were registered subscribers to k l 2admin. • ti1e director of u1e eric clearinghouse on infonna­ tion & technology, mike eisenberg, co-coordinates lm_net, the listserv for school library and media specialists. this discussion group now boasts more than • 2,300 members and offers unique services such as a formal mentoring program; searchable archives, which are located on askeric; monitoring of ou1er relevant listservs; and a regularly updated member directory. ti1e eric clearinghouse on elementary and early childl10od education maintains u1ree public, unmoderated listservs on u1e internet: ecenet on early childhood education, middle-l on middle level education, and reggio-l on u1e reggio emilia education philosophy. ¥iddle-l is a joint effort of the clearinghouse and u1e center for early adoles­ cence at u1e university of noru1 carolina at chapel hill. reggio-l, cosponsored by the merrill palmer institute at wayne state university in michigan, provides a forum for discussions of t11e internationally acclaimed municipal early childhood program in reggio emilia, italy. each of u1ese iistservs has between 350 and 400 subscribers. the askeric virtual library provides its users wiu1 access to a number of education-related listservs, which are archived on u1e gopher site. this service enables users to browse u1rough u1e conununication on several listservs witlwut having to become members. exhibit 2 shows listservs currently archived on u1e askeric virtual library. eric on commercial networks access eric coordinates wiu1 a number of commercial online services to offer eric infonnation to commercial network subscribers. services such as america online, compuserve, gte educational network services (gte-es), and america tomorrow give eric u1e opportunity to reach mil lions of current �md potential users. the askeric online section of america online is t11e most frequently accessed of eric's commercial bulletin boards. america online users have access to eric digests online, searchable eric reference and referral databases, an eric library of downloadable files and popular eric bibliogra­ phies, informational brochures, responses to frequently asked questions, and a message board. to date, america online users have posted more u1ru1 1 ,000 messages and downloaded more than 1 8,000 eric files u1rough askeric online. eric infonnation specialists respond to more t11an 75 queries each week from america online users. access eric staff upload brochures, bibliographies of popular topics prepared by u1e eric document reproduction service, and lead articles from the eric review for compuserve users . in addition, staff update t11e eric direc­ tory of education-related information centers, eric calen1 6 education libraries • vol 1 8, no. 3 exhibit 2 listservs archived on the askeric v irtual library name ecenet-l@vmd.cso.uiuc.edu ed net@ nic. umas.edu education policy analysis archives ed poly an@ asuvm.ire.asu .edu edtech@ msu .bitnet higher education processes conferences archives hs-computing@ delos.com isedl@ adler.mec.mass.edu islma @ ux l .cso.uiuc.edu k 1 2admin @suvm.syr.edu kidsphere-request@vms.cis .pitt.edu lm_net@suvm.syr.edu middle-l@ vmd.cso. uiuc.edu reggio-l@vmd.cso.uiuc.edu satl-con@ suvm.syr.edu superk 1 2 @suvm.syr.edu vocnet@ cmsa. berkeley .edu dar of education-related conferences, rmd directory of eric information service providers quarterly on gte-es. 13oul access eric and the eric clearinghouse on elementary and early childhood education contribute material to the america tomorrow (atlis) network. factoid : from u1e beginning of 1 993 to the middle of 1994, america online and compuserve users downloaded 20,724 copies of eric materials. conunercial networks such as america online and gte-es are enhancing their services by providing users wiu1 internet access, which allows them to obtain the whole array of internet-based eric services described earlier in u1is article. eric training resources in light of tl1e expanded services available u1rough eric, educa­ tion librarians may wish to make use of the following training materials: eric overhead transparencies eric now offers a set of33 eric overhead tnmsparency masters tlwt present an in troduction to u1e database, describe u1e work of u1e eric clearinghouses, and discuss electronic access to eric education libraries • vol 1 8, no. 3 subj ect early childhood education educational potential of the internet education policy educational technology advanced precollegiate computing education and training independent school educators illinois school library media specialists k-12 educational administration global network for k-1 2 children and teachers (formerly kidsnet) school library and media services middle school education reggio emilia philosophy of early childhood education u.s. secretary of education's satellite town meetings supercomputing implementation and utilization in the k-1 2 environment vocationcl education infonnation. ll1e transparency masters (paper copies) are avail­ able free from access eric (see address at tile end of tilis article). anyone interested in presenting infonnation about tlle askeric service in workshops or to classes may purchase a set of 15 color transparencies for $ 1 5 plus $2 shipping and handling from tile eric clearinghouse on infonnation & technology, syracuse university, 41 94 center for science and technology, syracuse, ny 13244-4 100. phone: 1 -800-464-9 107 or 3 1 5-443-3640. fax: 3 15-443-5448. e-mail: eric@ericir.syr.edu. eric video eric: in action offers viewers a broad perspective on eric as tl1eir premier source for education infonnation. ti1e i s-minute video covers eric's basic structure, major benefits, key index features, and options for locating materials. it is available for $ 1 5 from u1e eric clearinghouse on infonnation & technology (see address above). a pocket guide to eric and all about eric ll1e pocket guide is an 1 8-page prunphlet tl1at offers an overview of eric products and services and contact infonnation for tl1e eric clearinghouses, support components, online and cd1 7 rom vendors, and reprint services. all abo ill eric is a booklet t11at includes sections for new users and for staff of libraries and resource centers interested in providing access to eric. all about eric offers basic tips for searching t11e database, a reproducible search worksheet, and a lumdout for education students called "eric tips for teachers in training." 13otll publications are free from access eric (see address below); bulk copies are available for training. curriculum package the eric clearinghouse on adult. career, �md vocational education has prepared an eric training curriculum called your guide to eric ($30). the package includes four leaming mod­ ules, transparencies, relevant eric publications, and a set of quick search cards, which give step-by-step instructions for searching eric on cd-rom. the modules provide ru1 introduc­ tion to eric and its products and services; explain what types of documents are included in t11e database, how they are selected, and how new documents may be submitted; cover types of searches, appropriate descriptors, �md search strategies; and describe how to obtain copies of eric documents and journal articles as well as ot11er types of infomjation and services from eric. quick search cards may also be ordered separately ($5). for more information or to order, contact t11e center on educa­ tion and training for employment publications office, the ohio state university, 1 900 kenny road, columbus, oh 432 . 0-1 090. phone: 1-800-848-48 1 5 or 6 1 4-292-4353 . fax : 6 1 42921 260. e-mail : ericacve @magnus.acs.ohio-state.edu . future directions in identifying and adopting new strategies for· providing a full range of education materials and services. we have begun to understand iliat t11e next immediate challenge for eric is to 1 8 provide on-demand, free or low-cost, electronic access to a wide variety of materials in many formats (including video, audio, and hypennedia). we have taken t11e frrst steps, but much remains to be done. fortunately, eric will have new allies in meeting these chal­ lenges. in m<rrch 1 994, the u.s. congress aut11orized the estab­ lishment ofu1e national library ofeducation. eric, in conjunc­ tion wit11 other key information and technology programs, will be instrumental in t11e development of t11e new library. as it evolves, t11e library will become t11e u.s. department of educa­ tion' s one-stop information service where print and online infor­ mation resources, reference and referral services, and informa­ tion technology applications will be carefully crafted to meet t11e needs and demands of educators, students, and parents. everyone at eric looks forward to p�rrticipating in iliis venture. robert m. stonehill, fonner director of t11e u.s. department of education ' s eric program, is currently acting director, state and local services division, u.s. department of education, office ofeducational research, officeofresearch and dissemi­ nation, washington, d.c., 20208. phone: 202-2 1 9-2088. fax: 202-2 191 8 1 7 . e-mail : rstoneh i @ inet.ed.gov. lynn sm�rrte is director of access eric, t11e outreach compo­ nent of the eric system, sponsored by t11e u.s. department of education. access eric, 1 600 research boulevard, 3-c, rockville, mrrryl�md 20850. phone: 1 -800--let-eric (5383742) or 3 0 1 -25 1 -5467 . fax : 30 1 -25 1 -5 767 . e-mail: lsnurrte @ inet.ed.gov. education libraries • vol 1 8, no. 3 ff ] book reviews cohn, .john m., kelsey, ann l., and fiels, keith m. planning lor automation: a how-to-do·lt manual lor librarians. new york: neai-schuman publishers inc., 1 992, 1 1 6 pp. as suggested by the sub-title, this is indeed a manual which attempts to set out in a systematic way, the steps required for planning a successful integrated automated library system. for the novice, it provides a good and fairly comprehensive list of terms and concepts which are common to automated library systems. the definitions given to these terms and concepts are written, for the most part, in simple 'layperson's' terms so that it is easy for anyone without a technological background to understand. the authors have described, in some detail, the logical steps involved in planning an integrated automated library system targeted at medium sized or smaller libraries. there is mention of the various options available such as systems developed ' in­ house', turnkey systems, or joining an existing automated'sys­ temor network. however, not much insight is given into the pros and cons of these systems. the reader would need to look elsewhere for a better understanding of these options. six cost elements involved in the installation and operation of an automated system have been described, namely: • planning and consultation purchase of hardware and software telecommunication conversion of manual records into machine-readable form ongoing operating costs additions to the system hardware or software these are elements which must be considered in a successful automation project and so this section is valuable as a reminder. a useful basic checklist ofthe steps to follow when automat­ ing is divided into the various phases of the planning process. eachofthese phases is divided by "goals" and "tasks" which help the reader to understand what is involved in each phase. the chapter on "working with consultants" is especially useful for the uninitiated. however, the information in this chapter is very sketchy and only touches briefly on how to deal with this very important, costly, and sometimes litigious aspect of library automation. the basic data worksheet provides a good checklist of commonly needed data for a successful project. for example, this worksheet enumerates each kind of data to be collected from education llbrarl• vol 17, no.3 the various units of the library. checklists are also provided for functional and technical specifications, · vendor client ques­ tion list, shelflist problems. a small but useful section deals with establishing priorities and provides a list of the kinds of questions that must be answered before deciding on the priorities. the section on request for proposal (rfp) gives a compre­ hensive list of the important items which must be part ofan rfp, as well as what to look for when evaluating a 'bid' . these checklists can all be tailored to fit a specific library's needs. a whole section devoted to the creation of a machine readable database discusses the importance of a well-constructed, well-maintained database. the authors examine retrospective conversion of the catalogue and give some valuable information on the methods and costs which must be taken into consideration to have a successful cost-effective retrospective conversion project. the processes for weeding of the collection before automation as well as the use of barcodes, are also outlined. the importance of'standards ' in a library automation project is given adequate coverage. the authors have also paid some attention to ' planning for the future' by pointing out that library automation is not a 'one-shot' proposition but is a process which evolves as computers and information technology change. while this book is not an indepth study of library automa­ tion, it is a good jump-off point from which to investigate library automation possibilities. the basic information on how to go about a library automation project can be used as a guide to automate any size library. it is also recommended as a good introductory text for those teaching library automation as it is a step-off point from which students can be motivated to explore the topic in greater depth. the bibliographies which are fairly up­ to-date also provide further reading into each of the topics described. sylvia piggott is a lecturer in library automation, concordia university library studies, montreal, canada and manager of the business i nformation centre, bank of montreal. 25 azarmsa, reza. telecommunications: a handbook for educators. new york: garland publishing inc., 1 993, 296 p., isbn 0·31 53·0743·8. telecommunications, a handbook for educators is book thirty in the source books on education series from the garland reference library of social science. it is primarily intended for educators and college students but it is certainly useful for anyone who has a desire to learn the basic terms and concepts used in the telecommunications field. azarmsa begins his story with a discussion of the many telecommunications uses found within our corporations and institutions. then he provides a historical perspective, beginning with the invention of the telegraph and progressing to the ever present microcomputer. chapters three to five deal in non-technical language with the exchange of information over electronic highways formed by the coupling of microcomputers. these configurations, called net­ works, can be as simple as wiring together neighbouring comput­ ers in an office, or as complex as bridging millions of computers worldwide into a single communication system. it is not until chapter six that the discussion turns to the user and the potential uses of telecommunications for the educator. the author presents several ideas for teachers on how to integrate electronic mail, bulletin board services, and teleconferencing features into a school curriculum. a few case studies are dis­ cussed. the final chapters are of interest to readers who are respon­ sible for establishing and operating a telecommunications facil­ ity. design considerations as well as management and security issues are covered. by and large, the author has succeeded in his bid to introduce the concepts and terms of the telecommuni­ cations industry to educators who have little or no training in the area. the non-technical informative writing style, along with uncluttered illustrations, are helpful in simplifying many of the discussions. for those wanting more information, each chapter is followed by a list of references and an appendix of on-line educational databases appears at the back of the book. brian smalridge, coordinator, at media services, champlain regional college, st. lambert, quebec, canada. biddle, stanton f. planning in the university l.ibrary (new directions in information management}. westport, ct: greenwood press, 1 992, 227 pp. (includes bibliographical references and index). isbn 0·31 3·27788·5 issn 0887·3844. this is a well-researched and very informative book which more than fulfills its purpose as an aid to those involved in the management of university libraries by placing academic library planning in an historical context, and by the analysis of such practice in major libraries. stanton biddle presents strategic planning as the tool to make libraries more responsive to outside influences and help prepare for change. he defines this management and organiza­ tional tool before presenting an in-depth historical review of the american academic library, and the application of management theory to libraries. highlighted is the vital role of the association of research libraries (arl) which led to the 1970 benchmark publication of the booz, allen and hamilton study. chapter 6 presents the empirical findings of the author's two surveys (1982-3 and 1990-1) of a group of american and cana­ dian arl universities which permitted the analyses of academic library planning documents. recommendations include guide­ lines for the five basic areas of a library planning program as well as for further research into the role of stategic planning in the administration of academic libraries. essential reading for library administrators and for profes­ sionals interested in the history and development of library planning. marika asimakopulos, a former high school teacher, is now a reference l i brar ian at the physical sciences & engineering library, mcgil l university, montrea l , canada. lduoatlon llbrarl• vol 17, no.3 haycock, ken. what works: research about teaching and learning through the school's library resource center. seattle, wa & vancouver, bc: rockland press, 1 992, 232 pp. much has been written on school libraries and the teacher­ librarian's role. this book is a valuable guide to doctoral disserta lions on the topic of the instructional effectiveness of the school library and its teacher-librarian. the book is divided into three parts. the first part, called "what works," lists the findings of research conducted through­ out north america (the us and to a minimal degree in canada) on the five following topics: resource center program; professional staffing; learning resources; administration of the resource center; school and district leadership and support. each of the topics has more specific subtopics for which research findings are stated and comments included. the find­ ings are supported by bibliographies of dissertations written on the subtopic. these bibliographies vary in length from three to eleven references. the second part of the book, "sources," lists alphabetically by author all the dissertations used to support the research findings in the first part of the book. full bibliographic refer­ ences, including the number of pages, are given. information is included on the availability of dissertations complete with order numbers. (almost all the dissertations are available; only a handful, mostly from the 1940s, are not.) furthermore, the locations of abstracts and/or synopses of dissertations are given. a helpful feature is short comments containing the essence of each dissertation. in all 586 dissertations are listed. mr haycock, who has written texts on school librarianship and learning and has compiled bibliographies of sources for teaching in school libraries, states that he chose for this guide only doctoral disser­ tations since such works have been scrutinized for the quality of research. part three of the book includes the following indexes: an author index with dissertation record number; a geographic index to the population studied; a topic index by broad topic, with subtopics under which the record numbers of dissertations are given and the authors' names in alphabetical order. these indexes permit quick retrieval of information on a particular topic or a particular geographic area. while most oft he research findings in this guide are obvious, for example, that "students in schools with well-equipped re­ search centers and professional teacher-librarians will perform better on achievement tests for reading comprehension and basic research skills," identifying the sources supporting such findings is a valuable feature, since teacher-librarians and educators seeking better funding can quote these sources to support their applications. although a large number of the dissertations listed were written in the 1970s (the greatest amount of research in this field was done between 1%5 and 1970) the findings are as true today as they were then, and they can be applied to any country. for these reasons this book will be a worthwhile addition to any school, public or university library where teachers and teacher­ librarians are being trained. tess troide, legal librarian at canadian pacific rai l , mon­ treal, quebec. nielsen, don l.f. humor in american literature: a selected annotated bibliography. new york: garland publishing, 1 992. usbn 0·8240·8395·4 hdcv $78.00 nielsen's humor inamerican literature: a selectedanno­ tated bibliography contains almost thirteen hundred short under two hundred and fifty words synopses of secondary works about humor in american literature. the humorous materials were published from shortly after the puritans arrived in 1620 until about 1990. the book is divided into sixteen chapters. the first four include synopses of writings about individual authors who pub­ lished from the 17th century until now. these few chapters contain more than 85 percent of all the materials summarized in the book. other chapters focus on particular aspects of humor in american literature, as follows: "black" or "gallows" literature; children's and adolescent literature; humor in ethnic literature; geography; history; oral literature; parody; poetry; political humor; satire; sex -role humor; and humor theory. these twelve chapters, 75 percent of those in the book, contain fewer than 15 percent of education llbrarl• vcl 17, no.3 its annotations. some chapters are disappointingly skimpy; for example, the chapter on "humor theory" includes only eight items. nilsen advises the reader that his decision about what materials to include "was not determined by the significance of the author or the signifance of the author's writing, but rather by the significance of the author's writing in the field of humor studies" (p.l). consequently, some important writers, such as f. scott fitzgerald and edith wharton, are not the subject of any of the materials annotated in the book. however, several other authors who are scarcely known for their sidesplitting humor are nonetheless represented, such as william dean howells (six items), emily dickinson (five), henry james (five), hawthorne (three), emerson (two) and even cotton mather (two). the items annotated are chosen from two types of sources. the first is anthologies that include entries about many american 27 humorists, such as carl holliday's wit and humor of colonial days (1975), walter blair and hamlin hill 's (ed.by),american humor: from poor richard to doonesbury (1978), and steven h. gale's (ed. by), encyclopedia of american humorists (1988). the second is books, chapters, articles and reviews whose titles usually indicate that they focus on humor. humor in american literature includes far more items about mark twain (eighty­ five) that about any other author. however, many writers who have created a large and distinguished comic oeuvre are given relatively short shrift, such as saul bellow and philip roth (eight items each). vladimir nabokov, the distinguished author whose lolita and pale fire are among the great comic novels of this century, is the subject of only five i terns. moreover, some writers who have produced a much less distinguished body of comic work than nabokov are the subject of as many or almost as many entries. erma bombeck, for example, is the subject of five, and hunter thompson, john kennedy toole and john irving are each the subject of four. this book, clearly the result of an enormous amount of work, is useful in giving the reader brief synopses of some thirteen hundred items, published in hundreds of widely scattered and often difficult-to-find sources, by writers who flourished over some three hundred and fifty years. this work has two major shortcomings : most of the items included have been published since 1980, and a large majority since 1970. thus the �nsiderable body of writing published before 1970 on american humorous literature is mostly ignored. furthermore, nilsen is· far more successful in summarizing his texts' points, than in providing any sense of their most important arguments and overarching themes. david webster is associate professor of educational administra­ tion and higher education, oklahoma state university, stillwater, u.s.a. lecca, pedro .j., and watts, thomas d. preschoolers and substance abuse: strategies for prevention and intervention. new york: the haworth press, 1 993. 1 1 2 p. isbn 1 -56024·235·3. as the mother of young children, the title of this book filled me with trepidation. i had visions of three-year-olds popping pills; of mainlining four-year-olds. in fact, this slim but well­ researched volume addresses the needs of an often-overlooked population: preschoolers who live within substance-abusipg families. preschoolers, unlike older children, are uniquely dependent upon their primary care-givers for their health and welfare. they are, therefore, the group most likely to be affected by their parents ' substance abuse. they are also at the most critical age for family intervention strategies designed to prevent later substance abuse. the authors ' thorough review of the literature reveals that little attention has been paid to preschoolers within substance­ abusing families as a separate group, despite their obviously different needs and role within the family. there has also been little research evaluating the effectiveness of various school and community prevention programs for children. (it must be noted here, however, that most of the studies cited by the authors have publication dates in the mid-1980's or even earlier). substance-abusers including parents are character­ ized by a sense of powerlessness, low self-esteem, poor interper­ sonal and social skills, poor academic or vocational perform­ ance, negative peer pressure, and poor family relations. since the quality of the parent-child relationship appears to be an impor­ tant variable in determining whether a child will use drugs, prevention and intervention strategies must include the parents as well as their children. the structural family system approach appears to hold promise for application to the substance-abusing family. children also need prevention programs that are developmentally appropriate and sensitive to the cultural context within which they live. children in poor and minority families are more likely to have a parent or parents who are substance abusers, and to become abusers themselves. lecca and watts are particularly 28 sensitive to the needs of minority children and their families for effective and culturally-appropriate intervention and prevention strategies, and the current lack of appropriate services within the health and social services communities. in the last chapter, the authors acknowledge that substance abuse among families of preschool children is not likely to be eradicated. they recommend a holistic approach to treatment which they believe will significantly reduce the problem. their recommendations include increasing child-care services within substance abuse treatment programs and early identification of substance abuse problems through demographic studies and maternal and infant service delivery systems. they advocate prevention/intervention programs which are community-based, use a structural family system approach, focus on wellness, involve other community agencies which address issues corre­ lated to substance abuse, and reach out to specific populations traditionally ignored in treatment plans i.e., minorities and women. research and policy considerations should include at­ tention to the long-term effects of intrauterine exposure to drugs and alcohol, more research-based substance abuse education programs for preschoolers and youth, insurance coverage for chemical dependency treatment, and a public health model of substance abuse and addiction. despite the lack of current citations from the literature, this book succeeds in setting the framework and raising the important questions related to the needs of preschoolers in chemically­ dependent families. as such, it is an important contribution to the field, and should be of interest to all practitioners who work with children and their families. christine hamilton-pennell is the director, resource center colorado department of education. education llbrarim • vol 17, n ... 3 hartley, david. understanding the nursery school. london: cassell, 1 993, 1 63 pp. us $1 7.65 pa. isbn 0·304-32584·8. david hartley is a lecturer in education at the university of dundee, scotland. through non-participant observation, he con­ ducts a sociological investigation during the 1980's of three scottish nursery schools in different socio-economic areas rang­ ing from working-class to middle-class. central to the theme of his work is how contemporary bureaucratic society affects pre­ school education. as hartley points out, "nurseries try to recon­ cile a contradiction: how they can retain the innocence and freedom of the individual child in an age which bears witness to an ever-expanding institutionalization and standardization of society." specifically, the author analyses the evolution of the defini­ tion of childhood and presents the empirical part of his study by considering how time, space and the activities in nursery school are central to bureaucracy. the author argues that the effects of both u.s. education programs that focus on evaluation, and measurement of outcomes and piagetian developmental psy­ chology, dominate the processes of education and therefore focus heavily on the preparation of children for a bureaucratic society. hartley calls for a policy review for early education to answer the question "why do we need nursery education?" he believes that it might become compulsory and to leave this question unanswered discounts " .. the fact that early education is a social endeavor, with social and political effects at the societal level." the author need not look for the answers to "why do we need nursery education." demand has increased over the past few decades because of the increasing employment rate of mothers. also, several studies have found evidence that good early child­ hood programs for those living in poverty produce long-term benefits in quality of life. a more beneficial and realistic call from hartley would be the development of quality curriculum and teacher education programs. the interesting and provocative analysis found in under­ standing thenurseryschool is of particularrelevance to practicing teachers, students of teacher education, and other professionals involved with pre�school and child-care. it is recommended for all academic collections which support education or family and consumer science programs. also of interest is the author' s previous work the sociology of the primary school, 1985, croom helm. reviewed by deanna britton, education bibliographer and head of the social sciences department, the university of georgia libraries, athens, ga. woolum, .janet. outstanding women athletes: who they are and how they influenced sports in america. phoenlz, az: oryx press, 1 992, 279 pp. isbn 0-8352·3021 -:x. this book is a very good attempt to pull together data which is often difficult to find. the information is timely, presented in a concise manner and efficiently indexed for quick access. in the first part of the book, one chapter offers a narrative history of women's sports in america focusing on the female experience in competitive sports at the collegiate, amateur and professional levels. a chronological list of women's sporting milestones is included. chapter two covers the women's olym­ pic program with the focus on american women, although outstanding international female athletes also receive recogni­ tion. the major body of the volume includes biographical essays of about 60 athletes in 19 sports, spanning years from the late nineteenth century through 1991, who in some way influenced the participation and development of women's sports in america. part three includes a selected annotated bibliography, by sport, and a directory of sports organizations and foundations that promote women's sports in the united states. the final section lists award winners and women champi­ ons, includes a complete list of olympic medal winners, winners of major championships, the boston and new york marathons and more. the vocabulary used in the text suggests that the book is aimed at a young audience, elementary school through high eduoatlon llbrarl• vol 17, no.3 school and for general audiences such as public libraries, but the wealth of factual .information which can be found in the publica­ tion makes it a worthwhile addition to a college library having an interest in sport. one disappointment is the black and white photographs which are not annotated other than a credit to the source. in one case, i was not able to distinguish which of two people in a picture was the one being written about. there are omissions too, such as not including any females from pairs figure skating with the figure skaters. the binding of the volume is not particularly sturdy for heavy reference use. the tone of the work stresses the tough challenges faced by female athletes trying to gain recognition as professionals in a male dominated field. the book is well worth reading to get such a good summary of the struggle. elizabeth winiarz, information specialist, computerized litera­ ture search service, massachusetts institute of technology. hb o o k rev i ews multimedia and megachange: new roles for educational computing. edited by michael w. reed, john k. burton, and min liu. ny: haworth press, 1 994. description this work was also published as computers in the schools vol. lo, no. 1/2 and 3/4, 1994. it consists of individual journal articles, grouped under four major areas: "theoretical/ conceptual"; "research"; "applied"; and "design." the bulk of the articles fall under the headings "research" and "applied." in the introduction, d. lamont johnson asserts that "multimedia has the most promise for bringing about megachange in education." because of its non-linear nature, multimedia has "the potential to change the way we think about the whole process of teaching and learning" and to help us incorporate "innovations such as active learning, critical thinking, and discovery learping." after some definitions of terms, history, and caveats in tlie two articles in the ''theoretical/conceptual" section, the "research" section commences. here are papers on comparisons between authoring languages and between paper and computer tools; hypermedia in teacher education; use of hypermedia as a collaborative writing tool; computer-based simulations; linking by novices in a hypermedia system; use of hypermedia in language teaching; teaching methods based on hypermedia compared with paper-based methods; and on learning by designing hypermedia documents. the "applied" section includes articles on enhancement of educational curricula through multimedia; a brief warning that multimedia can be a powerful instructional tool, but may present problems which educators need to be prepared to solve; the use of templates; hypermedia-assisted instruction (hal) applied to second-language learning; use of hypermedia in teacher training and in special education; and questions of visible vs. "invisible" links. the final section, "design," consists of two articles dealing with the research base for hypermedia and with the design of hypermedia-based instruction (hbi) as it relates to the cognitive style of students. comments although multimedia as an idea was first proposed by vannevar bush in 1 945, its applications are relatively new. the best definition of "multimedia" in this work is a paraphrase from educ•tion ubr•riea • vol 1 9, no. 1 duchastel, used in an article by one of the editors, min liu. you are viewing the evening news on television about chinese imperial dynasties. a news item about a recent archaeological finding in kiangsu province bas aroused your curiosity. you interrupt the newscast momentarily to get further information. by touching the words "chinese" and "dynasties" on the tv screen, you are led to an overview given in the form of a graphical representation of the hypermedia information bank. you begin to explore information related to this news item. since the information items in this hypermedia bank are related to each other, a touch on the screen will branch you to various topics in which you are interested. some information presented is textual, some graphical, some video, and other in map forms. your exploration continues until your curiosity is satisfied. then you resume watching the evening news at the point where you left off, which is now a video­ recording. liu 's descriptions of the educational research underlying hypermedia-assisted instruction (particularly that involving semantic networking) provides an excellent b asis for understanding the rationale behind the use of multimedia as an adjunct to the curriculum. in addition, the review by wayne a. nelson contributes to our understanding of the parallels between hypermedia and theories of knowledge representation in human memory, while reminding educators of the need to base hypermedia development on research in cognitive science. for comprehensive collections on computer use in education, the work makes a real contribution. it should be remembered, however, that the book is a collection of journal articles related only by general topic and is not an integrated presentation of the subject. the papers are related only in that they all involve some aspect of education and hypermedia; they do not necessarily lead to any particular conclusion or build a particular case. joan segal is a consultant for vintage ventures in boulder, colorado, u .s .a. 27 i .... dennis child. psychology and the teacher. london: cassell, 1 993. isbn 0-304-32649-6 (paperback) obviously the very fact that dennis child's psychology and · the teacher is in its 5th edition is proof enough that the book should be a required text for students of education. the value of his book is made clear within the preface to the first edition where child states that the aim of the book is to introduce teachers to elementary ideas in psychology which have some relevance for their worlc with young people. furthermore, he also points out in the preface to this same edition that several new areas of interest have been added to the text including new findings in brain localization, stressfulness in teaching, and computer assisted instruction. these are still valuable areas of interest in the 5th edition. each chapter of psychology and the teacher includes a lengthy discussion of an appropriate topic such as "psychology and education" or "human intelligence," followed by a chapter summary, questions for discussion, "notes and references" and "further reading." the questions, in particular, make this a valuable text for college students. also, of use for the college lecturer is child's use of theory at the beginning of the chapter and ending with practical applications for teachers or for classroom activity. each chapter is rich with information on the appropriate topic. chapter one, for example discusses the study of psychology in general and includes several definitions such as "behaviorism," "cognitive perspectives," et.al. several of the chapters start with theory and end with the aforementioned practical applications for teachers or for classroom activity. there are also suggestions for further reading. these can be extremely helpful for both lecturer and the student. it is obvious to the reader that this text is well researched, each chapter going into tremendous detail. chapter five is an excellent examination of the theories of behaviorists (e.g. pavlov) and cognitive psychologists (wertheimer). chapter seven, "concept formation and cognitive development," provides a useful discussion of conceptualization, as well as deductive and inductive reasoning. useful graphs are included in every chapter. despite the obvious expertise of the author, there are parts of the book that may not be as useful to american students. chapter eight, for example, discusses the bullock report from the british department of education. this document may not be well known to many readers outside the uk. the book is also so detailed as to become difficult and even dull at times. much of the text requires careful re-reading. students new to psychology or, in fact, new to education studies, may find the text too taxing even though the preface considers these "elementary" concepts. although the individual teacher for whom the preface states the book is written may also find the information a bit tedious to plow through, there is no doubt the book has value in the college classroom for upper level students and faculty. john d'amicantonio is an associate librarian at california state university, long beach. the black student's guide to college success. edited by ruby d. higgins, clidie b. cook, william j.ekeler, r. mclaran sawyer and keith w. prichard. westport, ct: greenwod press, 1 993. isbn 0-31 3-28604-3. there are numerous books on the market in the united states, intended for people planning to apply to college, that contain descriptions of many, most, or even all of america's accredited four-year colleges. there are also many books on the market that advise readers how to be accepted by a good college and maximize their chances of succeeding in college after they enroll. higgins, cook, ekeler, sawyer, and prichard's the black student's guide to college success is noteworthy in that it combines the features of both types of books. about half of it contains information meant to motivate readers to apply to college and to help them do well after they enroll. the other half is a directory containing brief descriptions of almost 1000 american colleges and universities. 28 the book is divided into three parts. the first, "how to succeed in college," consists of fourteen chapters on such topics as whether readers should attend an historically black college or an integrated one; how to finance a college education; selecting a college major; and proper study habits. part ii, "how i did it," contains 27 brief autobiographical statements by blacks who are college graduates. the essays vary widely in content and tone, but most of them stress the challenges the writer had to overcome to attend college and graduate. part m includes, among other sections, a list of america's "most prestigious undergraduate institutions ;" a list of universities in africa, central america, and the caribbean; a roster of black greek letter organizations, and, finally, descriptions of colleges and universities in the united states. education ubreriea • vol 19, no. 1 in addition to being one of the few books that contains both advice for the prospective student and a directory of colleges and universities, this book is distinctive in other ways as well. first, it is one of the very few college guides intended exclusively, or at least primarily, for black readers. second, it is perhaps unique among american college guides in containing a roster of about 40 universities in africa, plus another 1 1 in central america and the· caribbean. third, it contains a very useful chapter one of the best in the book by ron brown, assistant football coach at the university of nebraska-lincoln, of advice for black athletes. finally, no doubt because the book contains so much other material besides its description of individual colleges and universities, the information it provided on each one is quite limited; the entries average about 150 words long. therefore, those who consult this book should also use a college guidebook that has longer, fuller descriptions of colleges. four of the five co-editors work at the university of nebraska-lincoln. the fifth, clidie b. cook, is a high school administrator in omaha, nebraska. david s. webster is associate professor of educational administration and higher education at okla homa state universitystil lwater, oklahoma . thesaurus of eric descriptors. 1 3th edition. edited by houston, james e. phoenix, az: oryx press, 1 995. the latest edition of the thesaurus of eric descriptors maintains the same high standards that characterize previous editions. the format remains unchanged and changes in the content are minimal. 1\vo hundred new descriptors have been added and information concerning the eric system has been updated. the introduction, for example, gives information concerning eric resources on the internet and a directory of eric clearinghouses with descriptive entries has been added. the eric thesaurus has already established itself as a reliable and efficient tool for information indexing and retrieval and many readers will be familiar with its features. however, for those who are not, a brief description follows. the thesaurus is divided into three sections: alphabetical descriptor display; rotated descriptor display; and 1\vo way hierarchical display. each entry in the alphabetical display includes the date the term was entered into the thesaurus, relational descriptors, scope notes where applicable and other useful bits of information such as the number of postings in the rie and cue indexes. the rotated and hierarchical displays, although probably not used as frequently as the alphabetical display, provide helpful entry points to the thesaurus. the rotated display which is effectively a keyword index to all terms in the alphabetical display enables the user to locate all descriptors containing a keyword regardless of its placement in a multiword descriptor. for instance, looking up the word 'behavior' in the rotated display a searcher will find forty one entries with the term 'behavior' as the second or third term of the descriptor, e.g. 'teacher behavior' and 'socially deviant behavior ' . the educ•tion ubrariea • vol 1 9, no. 1 hierarchical display provides an overview of descriptors depicting "entire families of descriptors related by class membership". in other words, by looking up a descriptor in the hierarchical display, one can get a complete overview of all of the related broader and narrower entries that are found in alphabetical section of the thesaurus. a thorough introduction accompanies the thesaurus. it contains useful information such as lists of new and obsolete descriptors and details on the eric indexing system. the latter provide invaluable guidelines for information retrieval. for example, knowing that educational level descriptors are not 'indexed up' so that a comprehensive search for 'secondary education' must include 'junior high schools', high schools ' and ' high school equivalency programs ' enables searcher proficiency. the introductory pages also include category codes for document types and lists of descriptors that are used for publication types and target audiences all of which are essential for focusing a search in a large database. the section on thesaurus construction and format gives an excellent description of the alphabetical, rotated and hierarchical displays mentioned above. examples are abundant and clear. the inside front cover has been used to good advantage with tips on how to use the thesaurus for effective searching and the inside back cover likewise contains a flow chart of the vocabulary development program and an organizational diagram of the eric system components. jackie dealy is the education and tesl librarian at webster library, concordia university, montrea l, quebec, canada . 29 internet directory of literacy and adult education resources. ( 1 995). 2nd. ed. compiled and edited by thomas w. eland. saint paul, mn: minnesota literacy resource center, university of st. thomas. 1 69p. tom eland, coordinator of the minnesota/south dakota regional adult literacy resource centre, has compiled this directory of approximately 134 internet resources. eland's putpose was to design an aid to locating resources of interest to the literacy and adult education community. focusing on four categories of resources: listservs, gopher sites, world wide web sites, and ftp/telnet sites, the second edition of this directory also provides general information on navigating the net for the novice user. the directory is divided into two main sections: the first section provides basic information on: how to get connected, descriptions of the main functions on the net (e.g. e-mail, mailing lists, news), how to search the net using various tools (e.g., gopher, mosiac, netscape), and how to use the net for professional development. sample world wide web screens have been incorporated with the text which help to illustrate the various links that are discussed the second section provides an alphabetical listing of catalog net sites that are of value to the adult educator. information with each catalog entry includes: addresses for listservs, gophers, www, and ftp/telnet servers. in addition, the brief summary of each net site gives: a description of what the user can expect from the resource catalogued, information on what can be found at the net server, and instructions on how to log on. for example, under the ask.eric entry, gopher and http addresses are given, along with information on how to access the sites and a summary of the information to be found following the alphabetical listing, the subject index, which is organized by eric descriptors, enables one to search for and locate information by topic area. see and see also references have been included to aid the reader. this is certainly a recommended source for adult educators looking for electronic information and with the low price tag of $10 the directory is a worthwhile reference source in any specialized collection. it is hoped that the online version provides frequent updates as additional sites come onto the scene. printed copies of this directory may be purchased from : minnesota/south dakota regional literacy resource centre, u. of st. thomas, mail #5019, 2115 summit ave., st.paul, mn 55105. all orders must be prepaid and cheques should be made out to: university of st. thomas. cost of the publication is $10. the online version of this directory maybe found at the world wide web site: http://www.cybernetics.net/users/sagrelto/elandhlhome.htm. as of the fall, the version will be located at: http://novel.nifl.gov and http:/ llistserver.literacy.upeon.edu . for those who would like additional information or who are experiencing problems navigating the internet, tom eland may be reached via e-mail at tweland@stthomas.edu . anne wade is assistant professor of library studies, and manager of the information resource centre, centre for the study of classroom processes, education dept., at concordia u niversity, montreal, quebec, canada . the management of library and information studies education. edited by herman totten. new york: the haworth press, 1 992. 220 p. isbn 1 -56024-252-3. although first published three years ago as an issue of journal of library administration, this 1994 hardcover book still offers much that is relevant to administrators, teachers, and students in library and information studies education. many of the contributors, including jane robbins, charles bunge, rose mary magrill, evelyn daniel, and margaret chisholm are well­ respected leaders in this field. here, they succinctly express their views about the challenges we face and the directions we should pursue. -30 editor herman totten has arranged the book's eighteen chapters into seven management domains: standards, goals and objectives, curriculum, faculty, students, administration and finance, and evaluation. although all chapters are well-written, some warrant an individual spotlight in 1995 because their topics are of continuing debate or the author 's observations are particularly astute. education librerie• • vol 1 9, no. 1 carroll 's chapter on undergraduate education in library and infonnation studies (referred to subsequently as us) investigates the historical background of bachelor's and master's degrees, adeptly making sense of the bafflement of levels and required program lengths created in various american and canadian institutions. he acknowledges the increasing complexity and rigor of master's level courses, but urges us to consider "revitalization of undergraduate programs." according to carroll, reintroducing these programs may strengthen preparation of students for graduate work, bolster the recruitment of superior students for us master's degrees at an earlier stage in their academic c areers , and allow those who c omplete the undergraduate degree to bold paraprofessional positions while studying for a master's degree. matching us student career goals with the different degree paths available poses difficulties for advisors, so lester's chapter pointing out the differences between master's, post-master's, and doctoral programs is a welcome inclusion. supplementing the text are numerous far-ranging footnotes, a treasure trove of citations useful for further exploration by both faculty and students. the positioning of information science in a us curriculum bas long been a subject of dispute, and as sineath explains in his chapter on this subject, disagreements begin even as faculty members try to define information science. the author provides the background for this debate, explains the different ways us schools have integrated or separately streamed information science courses, and summarizes the linkages be sees between these courses and library science courses. sineath concludes that " . . . there is probably no future for single-purpose schools of library and information science that prepare people to work solely in traditional libraries no matter bow well integrated their curricula and programs might be" (p. 63). he notes that the first infonnation science course was offered at case western in 1955: judging from the controversy engendered by indiana us dean blaise cronin's remarks at the 1995 alise conference about the desired predominance of information science in the curriculum, disagreement is still smouldering forty years later. a battery of conflicting roles and responsibilities generally faces new faculty members and this assault is especially complex for those teaching in professional schools within universities. in a chapter on management of faculty, magrill lays out three "not always compatible" areas of faculty responsibility: "to the profession or discipline; to the college or university; and to the student." she notes that for tenure and promotion a faculty member is expected to excel equally in all three. institutions now expect faculty will teach and advise students, conduct research, participate in professional organizations, keep up-to­ date by consulting in the field, and participate in the planning and governance activities of the university. accommodating this workload bas resulted in "great tension" for faculty members, and magrill urges that administrators place greater value on the individual strengths of staff and relax the rigidity of expectations required in professorial roles. education ubrariea • vol 1 9, no. 1 the chapters by chisholm and daniel are perhaps the most interesting in the collection. chisholm reveals the swamp of difficulties involved in maintaining a good administrative relationship between an lis school and its parent institution (she makes allusions to alligators and piranhas). placement of the school within the university's organizational structure is said to be a crucial but often ignored factor in the small us unit's struggle for survival, competing for budget dollars with faculty units which are much larger. with reference to the now­ defunct us school at columbia, chisholm also discusses the expertise required to balance a parent institution's requirement of scholarship and research with a school's commitment to professional education: when closing the school, the columbia university administration said it was "overbalanced toward professionalism ." to avoid being eaten by the alligators, chisholm recommends continuous evaluation of a school's goals and services; then tailoring the school 's mission and activities to closely parallel those of the university. daniel explores the challenges of faculty governance with an experienced eye and a humorous tone. her quotes (e.g. "basically we [faculty] are all anarchists" and "leading a faculty is like herding cats") set the tone for detailed but clear explanations of the morass of committees and decision-making hierarchies which encumber university governance. daniel gives advice on managing within existing boundaries and streamlining troublesome procedures. overall, she is very supportive of faculty participation in governance, but she cautions that the "herding cats" method of decision-making may not be effective in times of rapid change and threats of imminent us school closures. also included in this volume are three chapters on the background and current changes in ala accreditation procedures to be implemented in 1995. although useful to set a framework, this infonnation needs to be supplemented with more current news from ala. this collection offers something of interest to everyone connected with us education the undergraduate contemplating a master's degree, the doctoral student struggling with courses and career choices, the new faculty member aghast at conflicting responsibilities, the experienced but stressed us professor, and directors of us schools. in most cases the brevity of the chapters dictates their purpose to provide a basic but very enlightening profile of a topic. for further study of lis education i would recommend steig's change and challenge in library and information science education (1992), paris ' library school closings: four case studies (1988), and the two chapters on us education in for the good of the order: essays in honor of edward g. holley (1994). dr. ann curry is an assistant professor for the school of library, archiva l, and information studies at the university of british columbia, vancouver, b.c. 31 i __ j fisher, janet. an index to historical fiction for children and young people. aldershot, hants, england: scolar press. brookfield, vt.: ashgate pub. co, 1 994. isbn 1 -85928-078-1 the index to historical fiction is a reference tool designed for teachers, librarians, parents and lovers of historical fiction. the reviewer found numerous previously unknown titles in the book to add to her own reading list. sadly, many of the titles are listed as "out of print." ms. fisher, in her introduction, expresses the hope that some of those which certainly ought not to be out of print are quickly brought back by the publishers. she also hopes that many of the books mentioned are already in library collections. the 461 titles listed in the index were selected from over 800 titles read by the author. she mentions the fact that she did not include time travel stories, as she felt that these were a genre in their own right. the index covers history until the end of world war ii, each entry giving full bibliographic details with a brief summary of the plot and an evaluation of the work. the age for which the book would be suitable is also included. most of the titles mention ages 9 to 12. both a title and a subject index are included, referring back to the numbered bibliographic entry. the subject index is quite detailed and will be of great value to those wishing to enhance or support historical studies in their schools. 32 although the title sounds rather dry and dusty (the author had wanted to call it illuminating the past), the text does not read as such. the attractive, good sized print and ample white spaces make for pleasant reading. enhancing the text are black and white illustrations, many from rosemary suttcliffe 's books (a list of illustrations is also included) as well as a handsome; coloured work by charles keeping on the front cover. unfortunately, the illustrations do not appear anywhere near the entries, but that is the only fault one can find with the book's otherwise fine design. the introduction written by janet fisher covers the criteria for good historical fiction. ms. fisher's knowledge of the subject is underscored when she illustrates many of her points with personal examples. she implores her readers to keep the past alive by promoting the historical works of some of the very best children's writers. linda toivanen, board member of the quebec library association. education ubreriea • vol 1 9, no. 1 b o o k reviews hattendorf, lynn c. (eel. by). educational rankings annual. gale research, 1 992. 659 p. i sbn 0·81 03·7989·9. hdcv $1 30.00 academic quality rankings are often very hard to find. they are published not only in the journals of many different disci­ plines, but also in books, popular magazines, daily and weekly newspapers, and such hard to obtain sources as the newsletters of colleges, universities, academic departments, and the associa­ tions of the different academic disciplines. lynn hattendorf is well situated to find, collect, catalog, and publish material about such rankings . she is a reference librarian at the university of illinois at chicago, a campus which, although less than 30 years old, already has a reasonably well-stocked library, holding more than 1 .7 million volumes and subscribing to some 18,000 periodicals. she has already made an enormous contribution to the study of academic quality rankings, having published five articles in rq from 1986-'90 in which she annotated more than 300 items published from 1981-'89 that contained rankings or information about rankings . the first of these articles won the reference service press award for the most outstanding article published in rq in 1985-'86. in 1991 she published the first volume of educational rankings annual, and she followed it with the volume under review, educational rankings annual (era), 1992. this volume, taken by itself, is an immense contribution to the study of academic quality rankings. it is 659 pages long; it contains entries on all levels of education and even about what might broadly be called the life of the mind. for example, it includes entries not directly connected with any level of educa­ tion but rather on such things as books book imports, exports, translations, bestsellers, and so on. era 1992 contains 2273 entries, as compared to some 1500 from era 1991, only about 500 of them carried over from the earlier book. these 2200+ entries contain not only much useful information about the rankings and how to find them, but also all or part of the rankings themselves. a typical entry reads as follows: #976 top economics departments: a composite ranking, 1971-1983 ranking basis/background: five-point (maximum) score. scores were summed for: pages published per faculty member, citations per article by faculty, pages published per graduate 28 student, citations per article by graduate students, percentage placement of graduates, percentage change in published pages and citations (1971-1976 vs. 1977-1983). other tables in article cite specific scores. remarks: for related reading, see southern economic journal 54: 212-218 (june/july 1987) for a comment and reply to "an evaluation of 50 'ranked' economics depart­ ments." number listed: 50. 1 . university of chicago, with a composite score of 3 .111 2. university of california, san diego, 2.808 3. ohio state university, 2.220 4. yale university, 2.176 5. princeton university, 2.129 6. harvard university, 2.019 7. university of iowa, 2.018 8. massachusetts institute of technology, 1.987 9. columbia university, 1 .931 10. stanford university, 1 .867 source: laband, david n. "an evaluation of 50 ranked economics departments by quantity and quality of faculty publications and graduate student placement and research success," southern economic journal 52: 216-240 (july 1985). (p. 181). era 1992 also includes two extensive and generally helpful aids to finding the wealth of information it contains. one is a five­ page "outline of contents" showing the book's headings, based on eric descriptors, under which its rankings, categorized by subject, can be found. the other is an extremely detailed index, almost 240 pages long, that contains the names of the many thousands of people, institutions, and publications that are listed in the various rankings. as someone who writes from time to time about academic quality rankings, i can attest to the fact that this book, like its predecessor, has saved me a great many hours i would have had to spend looking for materials containing such rankings and then trying to track them down. still, as impressive as era 1992 is, there are ways in which it could be even have been even more useful, as follows: 1 . the index does not list entries by the people who wrote the book, article, or whatever that they describe. it should. 2. it should have a different title. the present title, era 1992, is misleading, because the book contains many entries describing materials that are not rankings at all. often these entries are listed under the heading, "related information." sometimes, however, the book contains entries, without categorizing them as "related information," that are not rankings but merely lists in alphabetical order. for example, #1053 (p. 196), "the hottest careers of the 1990s," lists fifteen such careers, from bankruptcy lawyer to special events marketer, in alphabetical order, without ranking them in any way. 3. finally, some entries should probably have been excluded. these entries cover extremely esoteric material that will probably interest very few readers, such as #163 (p. 30), "leading countries in the eukaryotic transcriptional regu­ latory protein field," which lists five nations by what proportion of the research in this field their scientists have produced. nevertheless, despite its flaws, era 1992 is an excep­ tionally useful reference book. david s. webster is associate professor of educational admin­ istration and higher education, oklahoma state university, stillwater, oklahoma, u . s.a. katz, bill and linda sternberg. magazines tor libraries, 7"' edition. new york: r.r. bowker, 1 992. 1 2 1 2 p. index. lc 86·640971 isbn 0-8352-31 66-6 issn 0000·091 4 this title has justifiably earned the status of a classic in the core reference collection of many public and academic libraries. the latest edition, entailing 6,000 titles, is a complete revision of the sixth edition (1989). eighty percent of the titles in the previous edition are retained in the seventh; however, the evalu­ ative annotations to almost all of these entries have been revised. the remaining 20 percent of the ti ties in the new edition are first­ time entries. the work is divided into broad thematic sections all of which are listed in the table of contents (from " abstracts and indexes" to "women : feminist and special interest.") each thematic section is prefaced by a list of periodicals and abstracts/indexes essential to that subject area. this is then followed by the alphabetical listing of subject-relevant current periodicals inter­ national in scope. each periodical title entry is accompanied by its inception year, frequency, price (early 1992), editor, publisher, subscrip­ tion address, where it is indexed or abstracted and whether these indexes are available online or on cd-rom, circulation figure, the termination month or season of the volume-year (crucial for binding), microform availability, book review coverage, and the readership or type of library for which the periodical is intended or suited. evaluative annotations of approximately 16 lines complete each entry. the volume cone! udes with a title index and a superb detailed subject index. it may be the journal of polymorphous perversity that is your bent, a longing to be comforted by fireheart : a journal of magic and spiritual transformation, the need to be satisfied by pizza today or salt lick, or sedated by the oxymoronic practical lawyer. whatever the need or occasion this latest edition of magazines for libraries will not disappoint all those public, school, special, college and university libraries that have found it both indispensable and diverting. lonnie weatherby is a reference librarian, mclennan library, mcgill university, montreal, quebec, canada katz, bill and linda sternberg. magazines tor young people: a children's magazine guide. 2"d edition (formerly magazines tor school libraries}. new providence, n.j: r.r. bowker, 1 99 1 . i sbn 0·8352·3009·0. $34.95 as a compiler, editor and publisher of reference books, bill katz does not need introduction. this work, the 2nd edition of what was previously entitled magazines for school libraries is another useful tool for chil­ dren, teachers and laypersons. approximately 1000 titles have been reviewed in this work including adult titles appropriate for young people. three new sections have been created within the alphabeti­ cal subject division: magazines suitable for 4 to 14 year olds, magazines for 14 to 18 year olds, journals for professionals subdivided for teachers, administrators and librarians serving the younger audience. librarians on a limited budget with limited time constraints will find the highlighting of "first choices" a most welcome feature. these are listed in order of preference and are offered principally as a guide for selection. included in the bibliographic details for each numbered entry, are the magazine's circulation, its availablity on microfilm and, if it has been indexed, the name of the indexing service. the major general indexes are annotated in the beginning of the 29 guide. consideration is given to both the printed form and the cd-rom version. the annotations of all the entries arc succinct and well written and describe each periodical adequately. a special section on canada, by no means exhaustive (listing 15 titles), is only a sampling of those periodicals actually pub­ lished. the purpose of this l isting is to help american librarians, educators and parents select periodicals that offer insight into the lives of canadians. other canadian periodicals are listed through­ out the book. some canadian publications available in both english and french, such as chatelaine, are also listed. these entries clearly indicate the two separate editions with their corresponding circulation numbers, i.e. french and english. this volume is a welcome addition to the school and public librarians reference shelf. parents, as well as educators, will also benefit from this excellent work. anne galler is an associate professor, library studies, concordia university, montreal , quebec, canada. robertson, debra e. "· portraying persons with disabilities: an annotated bibliography of fiction for children and teenagers, 3"' edition. new providence, n": r.r. bowker, 1 992. this is an indispensable reference tool for those librarians, teachers, reading advisors and special education professionals who work with young people today. given the current trend towards the integration of the disabled into eveyday life, library collections can no longer be limited by the outdated view of the handicapped as doomed or incapable. literature must be avail­ able that permits children with disabilities to see themselves portrayed realistically; that benefits all young readers through characterization of diverse abilities. � based on two earlier publications from bowker: notes from a different drummer, covering fiction from 1940-1975 and more notes from a different drummer, covering material from 1976-1981, portraying persons with disabilities begins with a summary of recommended titles from these two works and expands on the format to include annotations on fictional works published from 1982-1991. there follows a brief look at past trends in literature dealing with disabled persons showing how we have arrived at the more liberal attitudes of today that encourage tolerance and acceptance of people's abilities. the bulk of this work is a clear and critical look at the recent fictional works for young people. each title is noted in standard bibliographic format with grade level and disability clearly stated and cross-referenced if appropriate. an annotation of the mate­ rial follows, including an analysis of the work and the validity it may have in a collection. the material covered ranges from picture books through to young adult literature. foreign books that are available in north·america with a u.s. copyright are included, as well as out of print material that is fel t to have an important place in a collection. seriously flawed titles are not fully annotated making this bibliography a valuable 'ready reference' work. the listings are grouped by broad disability categories that are comprehensive in coverage. the section on health problems includes allergies, cancer, eating disorders and problems of the blood/immune system as well as orthopedic/neurological im­ pairments that breakdown to epilepsy, paralysis, spina bifida and missing limbs. a section on sensory problems deals with hearing 30 and visual impairments while another on cognitive and behavioral problems include four subsections: emotional, learning disabili­ ties, mental retardation and speech/language that are further subdivided. another chapter on multiple/severe disabilities acts as a catchall for those handicaps not dealt with in earlier listings. finally, the work contains separate indexes for author, title, and subject/disability. the author and title indexes also contain reference to the annotated works from notes from a different drummer and more notes from a different drummer. an exten­ sive professional bibliography is included. this bibliography is of great value to professionals on a variety of levels; most notably, as a tool for building a relevant, diverse collection of fine, provocative fiction on disabilities. as well, it is very handy in the revision of existing collections for assigning appropriate and up to date s ubject headings . this work is an essential resource for those concerned with literature for today's young people. susan tee is a reference librarian, beaconsfield public library, beaconsfield, quebec, canada. lmmella, myra (editor). the young adult reader's adviser: new student edition of bowker's clas· sic guide to literature. new providence, n�: bowker, 1 992. 1 31 2 p. bibliography, references and indexes. two vol. set isbn·0-8352·3068·6. through thirteen editions, the reader's adviser has been well known as a general listing of "best" books. with the growing body of "young adult literature", and the change in school curricula, there was a need for a young reader's edition of the reader's adviser. as a work of reference as well as a book for browsing, the young adult reader's adviser provides valuable reference materials to the school, library and home. it is designed to provide a wealth of information on a wide range of topics. students or teachers wishing to locate research on a particular topic or on an individual involved in a given discipline will find this a most useful reference tool. in the youngadultreader'sadviser, information is divided amoung four major areas of study. in volume i, part one is devoted to literature and language arts, while part two concen­ trates on mathematics and computer science. in volume 2, part one concerns social sciences and history, while part two explores science and health. the organization of each volume and each part is designed to move the reader from the general to the specific. each section and subsection opens with a brief introduction that provides a framework for the area of study, the period or the genre. with the exception of the literature and the science sections, this explanatory material is followed by listings of general references such as surveys, histories, guides, almanacs,and other reference books. following the general listings are the divisions, each with its own listings of biblio­ graphic entries and biographical profiles. one may read profiles of literary figures, scientists, mathematicians, social scientists, and other notable individuals. for example, the mathematics section is divided into subsec­ tions dealing with references and histories as well as with general mathematics, algebra, geometry, calculus and precalculus, trigo­ nometry, analysis, probability and statistics. profiles of archimedes and buckminster fuller follow the listings on solid geometry and space. "books by" and "books about" are found after the biographical information about each individual. a subsection of computer science which lists books, guides conference papers and lecture notes on artificial intelligence, expert systems, knowledge systems, robotics and robots is an indication of the currency of the material. in each section, bibliographies and profiles are categorized under topics that correspond to those in the standard american school curricula and in textbooks currently being used in the united states. inclusions were made on the basis of state curricu­ lum guidelines and current middle school, junior high school,and high school courses of study. many of the bibliographic entries include short annotations with one-line descriptions. book entries appropriate for readers in grades 6 through 8 are marked with an asterisk and material appropriate for the very advanced high school students is indi­ cated by a square bullet. books that are no longer in print are identified by o.p. in parenthesis following the publication date. see references lead the user to additional information on another person or topic related to that being researched. see also refer­ ence sends one to additional information on the same person or subject being researched. three indexes give the user access to all authors who are profiled, to authors, editors, compilers and translators of all books listed in the bibliographies, and to all the titles of all books cited in the bibliographies. a fourth appendix, list of publishers, explains the abbreviations used for the pub­ lishers cited throughout the two volumes. the young readers' advisor makes a vital contribution to young adult literature. students will be enthralled by the variety of subjects covered and the fascinating glimpses into the personal lives of the individuals noteworthy in each field and subfield. r.r. bowker has provided a valuable reference tool for the school, library or home. judy pi per, staff, library studies department, concordia univer­ sity, montreal , quebec, canada. harbeck, karen m. (editor). coming out of the classroom closet: gay and l.esbfan students, teachers, and curricula. new york: harrington park press, 1 992. 259 p. (includes tables, references and index) isbn 1 · 56023·01 3·4. (published simultaneously by haworth press in hardbound under same title as the journal of homosexuality, vol. 22, nos. 3/4.) karen harbeck is a university lecturer and also a lawyer specializing in the needs of lesbian and gay clients. together with ten contributors, mainly university professors, she has produced one of the first collections of research on a sensitive and heretofore, rarely tackled subject homosexuality and education in educational history. all the authors have "come out of the classroom closet," an unprecedented act of courage in itself. editor harbeck states in her introduction that this book is about empowerment and that it has three major goals: to address the lack of available research on the topic; to encourage lesbians, gays and bisexuals in education and to provide concerned indi­ viduals with some of the knowledge needed to empower them­ selves and to educate others. 31to achieve these aims, the book deals with aspects of homosexuality ranging from james sears' " educators, homo­ sexuality and homosexual students: are personal feelings re­ lated to professional beliefs?" based on research conducted in the south, to the concerns voiced by bianca cody murphy in "educating mental health professionals about gay and lesbian issues" in which she discusses the failings of traditional curricula and suggests a! ternatives to improve it. issues examined in other chapters include the need for equal representation in educational materials, attitude, homophobia being responsible for much of the negativism incurred, and hiv prevention education. editor harbeck reiterates a view held by many, including a judge, that " ... the role modeling influence of lesbian or gay teachers was minimal because a child's sexual orientation is probably deter­ mined by ages five or six."(p.l27) 32 historically, harbeck reminds the reader, homosexuality has been perceived as a sin, a sickness or a crime, with punish­ ment varying from penance to execution. this book does much to correct these misperceptions. as one interviewee puts it, "i don't think of myself as a gay teacher. i 'm just a teacher who happens to be gay."(p.181) in a perfect world, this would be the case, and there would be no nee<;! for books such as coming out of the classroom closet. unfortunately, this is not so. nonetheless, the timing for this publication is apt. coming out of the classroom closet should prove interesting, thought-provoking and informative reading for all those concerned with education, whether from a parental or pedagogical perspective, regardless of sexual orientation. carol r. mitchell is the course co-ordinator, library studies ­ distance education, concordia university, montreal , quebec and assistant editor, education libraries. n ews fro m eri c submitted by nancy r. preston, eric/ir, for education libraries national education goals packet available from eric system in 1990, president bush and the nation's governor's adopted six far-reaching and comprehensive national education goals to transform education in this country. the eric system has prepared a packet, striving for excellence: the national educa­ tion goals, to help teachers, parents, and community members learn more about these goals and explore promising programs and practices for achieving them. consisting of30 separate eric digests grouped around the goal areas, the packet synthesizes and summarizes research and program findings related to school readiness, high school com­ pletion, student achievement and citizenship, science and mathe­ matics, adult literacy and lifelong learning, and safe, disciplined, and drug-free schools. the digests cover the entire education spectrum--from preschool to postsecondary education--and are written in an accessible style. the packet is available for $5.00, including postage and handling. materials included in the 72-page packet may be freely reproduced, in whole or in part, by organizations or individ}ulls. to order, contact access eric, 1600 research blvd., rockville, md 20850, 1-800-use-eric (873-3742). new adjunct clearinghouse named the eric clearinghouse on adult, career, and vocational education (eric/acve) is working with the national institute for consumer education (nice) to develop the adjunct eric aearinghouse on consumer education. located at eastern michigan university, this newest adjunct in the eric system will officially begin operating in january 1992. the purpose of consumer education (or eric/cn) will be to collect and disseminate information on consumer education, including decision making, resource management, and citizen participation. like all eric clearinghouses, this adjunct will be involved in identifying and selecting materials for entry into the eric database, developing publications, and disseminating information. other adjunct clearinghouses in the eric system include: art education, united states-japan studies, literacy education for limited-english-proficient adults, and chapter 1 (compen­ satory education). 2z 25th anniversary posters posters commemorating the 25th anniversary of the eric system are available free upon request. the posters measure approximately 16" x 22" and feature the slogan "eric: the national education information network." to have one sent to you, contact access eric at 1-800-use-eric (873-3742). this column was prepared by nancy r. preston, user services coordinator at the eric clearinghouse on information resources, 030 huntington hall, syracuse university, syracuse, ny 132442340. (3 15) 443-3640. bitnet address: eric@suvm. internet address: eric@suvm.acs. syr.eou news askeric update change is the only constant on the internet and the same is true at the eric clearinghouse on information & technology. the following is a brief swnmary of some of the changes in the askeric project. question-answering activity continues to keep three network information specialists busy. the number of questions received each week ranges from 250-300. other eric clearinghouses are participating more actively in question answering, as askeric develops a distributed system for transferring subject specific questions. the askeric virtual library has been restructured. the reor­ ganization involved placing the most popular material on the main menu. askeric hopes that everyone is pleased with these changes and will continue to provide feedback for further im­ provements. as always, the askeric virtual library continues to grow and evolve. afew of the highlights .... 'thanks to dr. liz liddy and her graduate students in syracuse university's school of information studies, askeric now has more than seventy askeric infoguides posted on the askeric virtual library. askeric infoguides are subject guides to internet and eric resources of interest to k12 educators. askeric is also archiving two new listservs on the askeric virtual library: ised-l, independent school educator's list. and vocnef, the ncrve uc berkeley vocational education discussion list. this brings the total number of listservs being archived by the virtual library to twelve. a new addition to the frequently asked questions (faq) directory in the library is "goals 2000" infonnation furnished by the u.s. department of education. the goals 2000 information has been very popular, with connections to that directory ac­ counting for approximately one-third of the f aq directory hits. on the world wide web front, askeric, in cooperation with nasa's jpl (jet propulsion laboratory) has placed a two week course guide to accompany on-going shuttle and radar imaging missions. the lessons provided by nasa contained material in the sir-ced cd-rom and include some beautiful images. the lessons can be accessed through www/mosaic using the following url: http://eryx.syr.edu. 32 from er i c to send askeric a question, email: askeric@ericir.syr.edu to access the askeric virtual library: with gopher, type: gopher askeric@ ericir.syr.edu without, type: telnet askeric@ericir.syr.edu login: gopher two new eric publications two new monographs published by the eric clearinghouse on infonnation & technology show how education, the economy, and society are being changed by information technology. an educator's guide to electronic networking: creating vir­ tual communities by barbara kurshan and marcia harrington, revised and updated by peter mil bury, offers network novices an introduction to the benefits of network resources, a comparison between commercial and non-commercial service providers, and a glossary of network tenninology. this guide sells for $ 10 plus shipping. christina doyle' s information literacy in an information soci­ ety: a concept for the information age, recognizes the change in american society from an industrial based economy to an economy based in services and infonnation. this monograph signals the need for educators to prepare students to be successful in this new working environment by teaching students to access, evaluate, and use infonnation from a variety of sources. this eighty page paper sells for $8 plus shipping. ordering infonnation: to order the above publications, call janet lafrance, database secretary, 800-464-9 107, or write eric clearinghouse on infonnation & technology, 4-194 center for science & technology, syracuse university, syracuse, new york 1 3244-4 100. send requests by fax to 3 1 5-443-5448 or internet: <janet@ericir.syr.edu>. askeric project named finalist in the /994 computer world smithsonian a wards: judges select technology applications for their outstanding contributions to society the askeric project was recognized as one of the most innova­ tive applications of information technology when the computerworld smithsonian awards program (cwsa) an­ nounced finalists for its 1 994 awards. education ubraries • vol 1 8, no. 2 now in its sixth year, cwsa honors innovative applications of information technology (it) worldwide and is among the most prestigious program in the computer industry. fifty fmalists-five in each of the ten categories -were selected from among 279 outstanding applications nominated by chair­ men of 100 of the nation's leading it companies. in each category, an independent panel of three judges, respected leaders in their fields, chose five fmalists and a winner, based on the significant advances the applications have made within their industry ."these fmalists clearly demonstrate the enormous con­ tributions that technology is making in many aspects of human endeavor," said david allison, chief curator of the smithsonian institution's division of computers, information & society. "from teachers to business leaders and environmentalists, these fmalists are using technology as a tool to solve significant problems and achieve goals unattainable just a few years ago." the cwsa's 10 categories include education and academia; environment. energy, and agriculture; finance, insurance and real estate; government and non-profit organizations; manu­ facturing; media, arts, and entertainment; medicine; science; transportation; and business and related services. the askeric project was nominated in the education and academia category. "technology is a powerful tool, and the people who make these applications should be lauded for their immense contributions to society," said allison. materials submitted by all finalists,will become part of the permanent collection of the smithsonian education libraries • vol 1 8, no. 2 institution' s national museum of american history. "the col­ lection of their work will serve as a priceless resource for future generations of researchers." finalists were honored, along with the winners, at the cwsa's annual dinner at the national building museum in washington, dc, on june 6, 1994. eric/it clearinghouse director, michael eisenberg and director of the eric system, oeri, department of education, robert stonehill, attended the ceremony. the cwsa program attracts hundreds of nominations each year. past winners include applications developed as life-saving medi­ cal advances, systems that enable the handicapped to rejoin the work force, and programs that promote literacy and learning in urban schools. established in 1989, the computerworld smithsonian awards program was created to search out and publicly honor those men and women who are using information technology, across a broad spectrum of industries, to make our planet a more humane, healthy, and cooperative place to live. in celebrating their achievements, the program helps to demystify technology and empowers people to use technology as a tool for positive change. news from eric is prepared by the staff of the eric clearinghouse on information & technology, 4194 center for science & technology, syracuse university, syracuse, new york 1 3244-4 100. 3 1 5-443-3640. <eric @ericir.syr.edu> 33 eric b i b liography bischof, phyllis b. ( 1991, january). publishing and the book trade in sub-saharan africa: trends and issues and their implications for american libraries. journal of academic li­ brarianship, 16(6), 340-47. (available umi). ej 421 736. discusses developments in publishing in sub-saharan africa and suggests implications for american libraries. high­ lights include economic constraints; state-sponsored publishing; african authors; publishing in nigeria and south africa; publish­ ing for children; religious publishing houses; multinational firms; cooperative efforts that offer assistance to u.s. libraries; and acquisitions strategies. (18 references). de jager, karin. (1993, march-june). electronic bulletin boards for south african libraries. information development, 9(1 -2), 66-69. ej 467 358. discussion of appropriate technology for libraries in south africa focuses on the use of electronic bulletin boards. topics addressed include information technology in south afri­ can libraries; local library networking; components of an elec­ tronic bulletin board; bulletin boards, telephones, and electronic mail; possible uses for a bulletin board; and costs. (contains three references.) grove, helen van ryneveld. lndividualisation in the multicultural teaching-learning situation. (1993). gifted education interna­ tional, 9(1), 59-63 . ej 472 673. this article argues the importance of using an individu­ alized approach in teaching multicultural pupil populations and illustrates this with specific applications made to meet the needs of the culturally pluralistic student population of south africa. kumbula, tendayi s. (1993, november). politics and education in zimbabwe: the country's transition to freedom could provide helpful model for south africa. black issues in higher education, 10(18), 22-26. (available umi). ej 472 901 . changes in the education system of zimbabwe since the 1940's, principally in the integration and provision of im­ proved opportunities for african americans, are reviewed. po­ litical factors, integration efforts, teacher education, literacy education, and plans to develop higher education opportunities are noted. kumbula, tendayi s. (1993, september). as apartheid falls, black education becomes (at last) a serious issue. black issues in higher education, 10(1 5) 1416,18. (available umi). ej 470 992. a discussion of education in south africa looks at the history of public policy concerning schools for blacks and whites, enrollment trends since 1969, early efforts at desegregation, and obstacles that must be overcome to make education equitable in that country. 34 newa, john m. (1990, june). libraries in national literacy education programmed in africa south of the sahara: the state­ of-the-art. lntemational library review, 22(2), 73-94. ej 4 13 596. examines the involvement of public and village librar­ ies in literacy and postliteracy programs in africa south of the sahara during the last two decades. issues discussed include the extent of illiteracy in black africa, populations served by village libraries, african rural strategies of development, and the impli­ cations for library services. (44 references). olen, sandra. ( 1992). books and media for all south african children in the 2 1st century? paper presented at the annual conference of the international association of school librarians (21st), belfast. northern ireland, united kingdom, july 20-24, 1992. 47pp. ed 359 960. this paper identifies obstacles to physical and intellec­ tual access and effective use of books and media by south african children and suggests some possible solutions. it also includes a description of a study of the attitudes of ftrst-year student teachers at colleges of education and universities in the transvaal towards school libraries. the paper includes nine graphs depicting the findings. obstacles to access identified in south africa are similar to those in other developing countries and include: socio-economic prob­ lems, illiteracy, lack of reading tradition, insufficient library facilities or information technology for the majority of the population, few books published locally by black writers in indigenous languages, and few qualified media teachers. resources found in south africa include many well­ stocked media centers, some centralized and regional media collections, training courses for media teachers, and programs to encourage reading undertaken by read educational trust (an independent organization) in many of the disadvantaged schools. ways to make books and media accessible to all children include the redistribution or sharing of resources, community libraries, and cooperation in the development of a national policy for school libraries. once problems of access are solved, effective use can follow. an example of black traditional literature is appended. (contains 4 1 references.) overduin, pierre g. j. (1992). the role of children's books in a multi-cultural society. paper presented at the annual confer­ ence of the international association of school librarianship (2 1st), belfast. northern ireland, july 20-24, 1992 13pp. ed 358 850. it has been accepted that reading bas a pertinent influence on the reader, especially the young reader. in a multi-cultural society, a child learns about himself and the different people around him from books. in this way, the child learns to know and appreciate education ubraries • vol 1 8, no. 2 his own culture and that of other children, and a healthy under­ standing between children near and far can be established; this should also be the case in south africa. until the 1970' s most children's books in the afrikaans language have depicted the. social order of the time, in which blacks played a subordinate role. since then, change bas gradually taken place, and books have been published in which black and white children live, play, andappreciateeachotherin a normal way. a positivemulticultural attitude in children's literature can contribute, especially in south africa, to a social change if it corresponds with other reforms toward a more humane and just society. this paper presents a brief history of the founding of south africa, followed by a description of the many cultures and a list of the twelve indig­ enous languages. the development of afrikaans children's books is traced; and problems of current afrikaans book publishing are detailed, including the limited number of readers, high price per copy, and limited expensive color illustrations. rochman, hazel. ( 1 993, summer). against borders. journal of youth services in libraries, 6(4), 420-23. (available umi). ej 465 8 19. contains a speech from the 1992 american library association annual conference where the author and editor, hazel rochman, draws upon memories of her south african childhood to describe the effects of apartheid on white south african children and how this provided the motivation for several books created around a multicultural theme. (seven references). van zijl, philip. ( 1989). people's libraries in support of people's education. 17 pp. ed 3 14 086. this paper addresses the planning of information serv­ ices in south africa via peoples libraries in support of people's education, i.e., post-apartheid education with a humanistic perspective that strives to offer black and white students educa­ tion with equal levels of quality, and includes black studies in the curriculum. people' s libraries are defined as facilities that education ubraries • vol 1 8, no. 2 proactively provide information as well as physical space to assist people in decision making and self-development. it is noted that most libraries that current! y fall under that definition are not part of official library and information services. this paper includes a discussion of two potential objectives of people's libraries: to support labor movements, alternative education programs, and adult education and, in the post-apartheid era, to support and promote reeducation programs on a nationwide scale. it is proposed that services would include storage and dissemination of information in all formats and information referral, and people's library personnel would be: ( 1 ) politically aware, (2) educationalists, (3) managers, (4) organizers, (5) information experts, and (6) willing to perform their jobs for relatively low remuneration or on a voluntary basis. ( 1 9 refer­ ences). how to obtain materials cited in this bibliography: citations with ed numbers are documents from re­ sources in education. they can be read at a library with an eric microfiche collection or ordered, in microfiche or paper copy, from the eric document reproduction service, 7420 fullerton road, suite 1 1 0, springfield, va 221 53-2852. phone: 1 -800443-eric or 703-4401400. citations with ej numbers are journal articles from current index to journals in education. they can be obtained from a college, university, or public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi article clearinghouse, 300 n. zeeb road, ann arbor, mi 48 1 06. phone: 1 -800-52 1 -0600. this bibliography was submitted by jane k. janis and prepared by the staff of the eric clearinghouse on information & tech­ nology, 4194 center for science & technology. syracuse university, syracuse, new york 1 3244-4 100. 3 1 5-443-3640. <eric @ericir.syr.edu> 3 5 departments new and f o r t h c o m i ng at r e f e r e nc e compiled by gladys 1. dratch and deborah s. garson america's high school sophomores: a ten year comparison. kenneth a. rasinski et a!. washington, d.c.: u.s. dept. of education, office of educational research and improvement, national center for education statistics. for sale by the u.s. g.p.o., supt. of docs., 1993. 9v. (various pagings). isbn 0-18041799-6. oclc#28310243. $7.50. compares two groups of sophomores, the 1980 high .school and beyond cohort and the 1988 national educational longitudinal study cohort of eighth graders who were re­ surveyed as sophomores in 1990. explores school experience; self concept, social image, and values, plans and expectations; and trends for the period 1980-1990. contains tables, charts, and methodology. best practices in assessment for school and clinical settings. h. booney vance, ed. brandon, vt.: cppc, 1993, 555p. isbn 088422-114-8. oclc#27381191. $59.00. of interest to individuals involved in psychodiagnostic work, reviews various approaches to psychoeducational assess­ ment. the contributed chapters are written by specialists in the particular instrument or strategy. examples and case studies provide specific assessment-related procedures and techniques. references are included in each chapter. blum, laurie. free money for graduate school. rev. ed. new york: h. holt and co., 1993. 300 p. isbn 0-8050-2655-x. oclc#27187433. sources for graduate aid are arranged by subject area of study, with sections on grants for ethnic groups or foreign nationals and study/research abroad. updates the 1990 edition of over 1000 entries with descriptions, restrictions, dollars given, and application information for a variety of mostly private sources. blum, laurie. free money from colleges and universities, 1st ed. new york: h. holt and col, 1993. 175 p. isbn 0-8050-26576. organized by state, more than 400 entries describe the scholarships available, restrictions, dollar awards, and basic application information. includes a sample grant application. education l lbrarl .. • vol 1 7, no.. 3 catholic schools in america. montrose, co: fisher publishing co. and washington, d.c.: national catholic educational asso­ ciation, 1993. 21st ed. 331 p. isbn 1055833-098-4 and issn 0147-8044. $37.50. contains a directory of elementary and secondary catho­ lic schools arranged by state; a listing of archdiocesan and diocesan school superintendents; and various statistical charts, tables, and graphs to include growth trends by type and location of schools. there is an appendix of basic school statistics by region, state, and diocese and a section on comparative statistics from 1989 covering enrollment and teaching staff. chronicle financialaid guide. moravia, new york: chronicle guidance publications, 1992. annual. 534 p. isbn 1-55631186-9. issn 1063-7915. oclc#24336937. $18.00. describes over 2200 financial aid programs offered by public and private noncollegiate organizations for undergradu­ ate, graduate, and postdoctoral students. arrangement is alpha­ betically by sponsor name with categories for eligibility, amount, selection and application procedures. contains subject index for field of study and a bibliography of financial aid resources. culp, george h. the educator's guide to hypercard and hypertalk. boston: allyn and bacon, 1993. 318 p. isbn 0-20513921-3. oclc#26502046. $36.00. a book designed for educators with the purpose of intro­ ducing readers to hyper card 2.1 and its programming compo­ nent, hyper talk. format is discussion, examples, and computer lab activities. examples are related to education, such as testing and lesson planning. directory of canadian universities, 1992-1994. ottawa: asso­ ciation of universities and colleges of canada, 1993. 29th ed. biennial. 309 p. isbn 0-88876-143-0. issn 0706-2338. oclc#4129930. $28.95. provides a profile of canadian universities, arranged by institution name, to include admissions requirements, student life, programs and degrees. there are introductions geared to first-time students and international applicants and a section on institutions by programs and fields of study. text in english and french. 1 7directory of overseas educational advising centers. washing­ ton, d.c. : college board, office of international education, 1993. 196 p. oclc#20957649. $15.95. a source for contacting overseas educational advisers. the data was collected between october 1992 and february 1993. when available, country entries have a street address, an international mailing address, and an apo/fpo or diplomatic pouch address. educators guide to free videotapes. randolph, wisconsin: educators progress service, 1993. 40th ed. 561 p. isbn 087708-255-3. oclc#26326488. $23.00. a completely revised annual with 479 new entries. the table of contents provides a curricular classification. instructions and a sample letter for requesting materials are included in the guide. includes title, subject, source and availability, and format indexes as well as a canadian availability index. elmore, garland c. the communication disciplines in higher education: a guide to academic programs in the united states and canada. garland c. elmore, comp. anded. 2nd ed. annandale, va: association for communication administration: associa­ tion of schools of journalism and mass communication, 1993. 490 p. isbn 0-929506-03-0. oclc#28207567. $30.00. this guide is based on a national survey of all colleges and universities to identify academic programs in the area of commu­ nication. covers approximately 1,275 programs with expanded program entry information. includes a guide to canada; separate degree program indexes and a course and major index. a refe·r­ ence section has statistical summaries of faculty and staff, facili­ ties, and academic majors. the ets test collection catalog. phoenix, az: oryx press, 1992. vol. 1. 267 p. isbn 0-89774-743-7. oclc#26800601. $47.00. volume 1 (achievement tests and measurement de­ vices) is a revision adding recently published tests and excluding tests no longer available. this catalog contains approximately 2,000 test descriptions covering all age and grade levels. for each · entry test title, author, descriptors and/or identifiers, availability, age or grade, and abstract are included. three indexes provide access to the main entry section: subject, author, and title. forty-nine state systems, 1992 edition. terrance a. tollefson and ben e. fountain, eds. washington, d.c.: arnerican associa­ tion of community colleges, national center for higher educa­ tion, 1992. 247 p. isbn 0-87117-252-6. oclc#27934916. $20.00. a revised edition to provide a brief overview of the structure, functions, and financial and enrollment data of each state system of community, junior and technical college. each chapter is organized into sections on history, governance, fund­ ing, enrollment, programs, and contact. arranged alphabetically by state. 18 franzier, gloria g. thedirectory oflnnovations inhighschools. princeton junction, nj: eye on education, 1993. 395 p. isbn 1883001-00-5. oclc#28392766. $64.00. part of the series directory of innovations, this volume provides brief overviews of about 150 high school or district­ wide examples of innovative programs and practices. includes references and appendixes as well as state, program, and general indexes. fry, edward bernard et al. the reading teacher's book of lists. englewood cliffs, nj: prentice hall, 1993. 3rd ed. isbn 0-13762014-4. oclc#27381601. 391 p. $29.95. first published in 1984, this edition is revised with en­ larged and new lists. sections include lists for foundation and core subject words, phonics, comprehension, learning and study skills, enrichment and discovery activities, writing, and books. a user's guide directs teachers to 150 lists under categories for primary through high school grades; adult literacy and esl; and lists geared to challenge students and assist teachers. guidetomulticulturalresources, 1993/1994. charles a. taylor, ed. madison, wi: praxis publications inc. and fort atkinson, wi: highsmith press, 1993. biennial. 474 p. isbn 0-917846-18-4. issn 1050-4249. oclc#28641449 and #14925429. $50.00. begun in 1985, this updates the 1989-90 edition. covers african, asian pacific, · hispanic, native, and multicultural american resources. the section for each group provides an historical overview, selected statistics based on recent u.s. bureau of the census reports, and resources, such as arts/cultural organizations, associations, colleges and universities, educa­ tional organizations and resources, federal agencies and units, media, libraries. horn, laura et al. a profile of american eighth-grade math­ ematics and science instruction: national education longitudi­ nal study of 1988. washington, d.c.: u.s. dept. of education, office of educational research and improvement, national center for education statistics: for sale bythe u.s. g.p.o., supt. of docs., 1992. 104 p. isbn 0-16-037954-7. oclc#26344961. $7.00. based on the 1988 longitudinal study, this report details the findings for mathematics and science instruction and achieve­ ment in public and private schools. numerous tables and charts included. kaufman, phillip and denis brad by. nationaleducationlongi­ tudinal study of 1988: characteristics of at-risk students in nels:88. washington, d.c.: u.s. office of educational re­ search and improvement, national center for education statis­ tics: for sale by the u.s. g.p.o., supt. of docs., 1992. 100 p. isbn 0-16-038011-1. oclc#26645797. $6.50. examines family background, academic history, school characteristics, and demographics for a 1988 cohort of 25,000 at­ risk public and private eighth-grade students. this report, based on a re-survey of the same individuals in 1990, provides numer­ ous tables with supporting text and appendixes on the data and methodology. education llbrarl• vol 17, no.. 3 maurer, richard. designing interdisciplinary . curriculum in middle, junior high, and high schools. boston: allyn and bacon, 1994. 257 p. isbn 0-205-14117-x. oclc#27725684. $30.00. features 42 sample interdisciplinary curriculum units. the first chapter focuses on background research, curriculum design elements, and team organization. appendix lists resource schools for the units included. morgan, frank. race/ethnicity trends in degrees conferred by institutions of higher education: i980-81 through 1989-90. washington, d.c.: u.s. dept. of education, office of educa­ tional research and improvement, national center for educa­ tion statistics: for sale by the u.s. g.p.o., 1992. 46 p. isbn 016-037902-4. oclc#25956630. $3.25. presents tables on types of postsecondary degrees con­ ferred by sex, race/ethnicity and field of study; degrees conferred by level of degree and sex and also by race/ethnicity; number of degrees and changes by level and field of study. this is an e.d. tab available on electronic bulletin board via oerl for modem access, call 1-800-222-4922 or (202) 219-2011. nelson, f. howard. how u.s. teachers measure up internation­ ally: a comparative study of teacher pay, training, and con­ ditions of service. washington, d.c.: american federation of teachers, 1993. 1 27 p. oclc#28566115. this comparative study uses international data on teacher salaries and conditions of employment. four sections �over subjects such as teacher salary levels and teacher salary structure. data was collected from various sources including earlier studies, foreign embassies in the u.s., and foreign government education agencies. includes references and appendixes. olevnik, peter p. american higher education: a guide to reference sources. westport, ct: greenwood press, 1993. 211 p. isbn 0-313-27749-4. issn 0742-6917. oclc#28181051. $52.00. intended as a comprehensive overview, this is a collection of approximately 800 published reference works dealing with higher education in the u.s. eight chapters are organized by format such as bibliographies and catalogs. annotated entries have publication dates from 1861 to 1992. separate author, title, and subject indexes. 120 years of americaneducation: a statistica/portrait. thomas d. synder, ed. washington, d.c.: u.s. dept. of education, office of educational research and improvement, national center for education statistics, 1993. 107 p. oclc#28039199. $7.00. a compilation of all relevant statistics about the history of the u.s. educational system. data was obtained from reports of state and local school systems and institutions of higher educa­ tion. arranged into three chapters covering educational charac­ teristics of the population, elementary and secondary education, and higher education. chapter information is supported by 37 tables and figures. education llbrarl• vol 1 7, n o. 3 the principal's legal handbook. william e. camp et al., eds. topeka, ks: national organization on legal problems of edu­ cation, 1993. 320 p. isbn 1-56534-056-6. oclc#27516750. $41.00. a handbook for principals with 34 individually authored chapters covering issues such as dismissal process for classroom teachers. each chapter has recommendations for practice and legal references. access is by means of the topical table of contents and a general index. roberts, patricia. gender positive! : a teachers' and librar­ ians ' guide to nonstereotyped children's l iterature, k-8. jefferson, nc: mcfarland & co., 1993. 192 p. isbn 0-89950816-2. oclc#28063306. $30.00. for teachers, parents, and librarians, a resource in finding nonstereotypic children's stories. organized into two sections: picture books, grades k-3; and multi-chapter nonpicture books, grades 4-8. offers over 200 selections covering fiction, contem­ porary and folk literature, historical fiction, and biographies. annotated title entries with recommended activities. includes index and additional extended activity sections. sourcebook for science, mathematics, and technology educa­ tion. washington, d.c.: directorate for education and human resources programs, american association for the advance­ ment of science, 1993. 218 p. isbn 0-87168-429-2. oclc#27971559. $12.00. program information is arranged by organizations such as state agencies, u.s. congress, and federal departments and agencies. expanded information for this year's sourcebook includes an enlarged section on museums and science-technol­ ogy centers. contains name, organization and program, geo­ graphical, and publications indexes. stevens, gregory i. videos for understanding diversity: a core selection and evaluative guide. chicago: american library association, 1993, 217 p. isbn 0-8389-0612-5. oclc# 27338612. $33.00. signed reviews of 126 videos, covering a variety of diversity themes, provide content, recommended classroom use and critical comments written by faculty members at suny/ albany. entries include purchase and rental price. indexes for title-theme, categories, and distributor information. gladys i . dratch is collection development librarian and deborah s. garson is head of reference services at monroe e. gutman library, harvard univer?ity, graduate school of education. 19book r evi ews .jones, lawrence k., editor. the encyclopedia of career change and work issues. phoenix, arizona: oryx:, 1992. 379 p. isbn 0-89774·61 0·4. the encyclopedia of career change and work issues is an authoritative volume comprised of 159 articles. as stated in the introduction, it is aimed at the general public and includes practical advice on topics related to career planning and employ­ ment. it will also prove valuable for professionals such as career counselors and human resource managers. the scope of the articles is very broad. written by 151 experts in work-related fields, they offer thoughtful, up-to-date and well documented overviews of topics related to the follow­ ing: career choice, job search, self-improvement, testing, salary, work options, women, work-family issues, legal issues, career change, occupational health and safety,job satisfaction, dis:abil­ ity, discrimination and sexual harassment. arrangement of the encyclopedia is alphabetical by article title. then, access to the multitude of sub-topics included within articles is enhanced by a detailed 14-page index and a "guide to related topics". the "guide to related topics " lists together articles on related subjects to enable the reader to explore them more readily. also very handy are the many cross-references accompanying articles that refer the reader to related encyclope­ dia articles. finally, a bibliography at the end of each article offers recommended references for further research. in summary, the encyclopedia is a fine introduction to a multitude of career and work-related subjects. although it can by no means replace a good career resource collection, it does serve to introduce the reader to a very broad range of topics having to do with career development. it would be a worthwhile addition to the reference shelves of any public or academic library. martis hubbard is the coordinator of the careers library, concordia university, montreal, quebec. katz, william a. introduction to reference work, volume 1: basic information sources, sixth edition. mcgraw-hill, 1 992. katz is a professor at the school of information science and policy, state university of new york at albany. he may be better known as the editor of the reference librarian or for his magazine column in library journal. the sixth edition of introduction to reference work is almost 100 pages longer than its predecessor and the increased text is made up of details , prices and evaluations of cd-rom and online services. the ' suggested readings' are new through­ out the book. the opening chapter, "the reference process", offers noth­ ing new except some rearrangement of the text whereas chapter 2, "computers and reference service" where cd-rom is dealt with in detail, is entirely new. chapter 3, "introduction to bibliography", offers minor changes in subject bibliographies and an updated list of reference guides for smaller libraries. the section on weeding in this chapter has been deleted. the introduction to the chapter on national catalogs and trade bibli2e ographies has been rewritten and expanded to include cd-rom. chapters 5 and 6 on indexing and abstracting services have been generally updated and rearranged recognizing the extensive development of computer indexes in the last five years. there is a presentation of cd-rom versus printed indexes. examples of actual reference questions have been deleted. this is not a serious loss but they made the book more interesting. online services, databases and cd-rom are all covered in these two sections. there is a fresh opening to the chapter on general and subject encyclopedias. details and prices of encyclopedias on cdrom are given. the section on evaluating encyclopedias is much the same as in the previous edition. prices have, of course, been updated but price increases are to be expected over the span of five years. electronic encyclopedias on cd-rom which have been designed for young people are easy and quick to use. in the section on foreign encyclopedias, there are few changes but the prices have been updated. some new titles have been added to the comprehensive list of subject encyclopedias. these encyclope­ dias have been treated similarly to the subject encyclopedias in the fifth edition. the section on evaluation in the chapter on almanacs, yearbooks, handbooks and directories is a welcome addition. katz states the opinion that there are very few ' facts' per se. these have been replaced by ' growing narratives' which allow us to understand truths in a more liberal and comfortable fashion. numerous directories are now available online. katz has not changed his viewpoint on the ethics of giving directory informa­ tion over the phone. in his view, a librarian should not question how or by whom the information given is used. telephone directories are available on cd-rom but they are still very expensive. in the chapter entitled "biographical sources", online and cd-rom sources have been added since the fifth edition. the coverage of children's dictionaries has been greatly expanded on the chapter on dictionaries. the oxford english dictionary is available on cd-rom for about halfthe price ofthe print edition! in chapter 11, "geographical sources", katz cites the general geographical illiteracy of many american as a reason for librarians to be willing and anxious to assist with geographical questions, and to make a special effort to keep geographical sources current. the first atlas on cd-rom is already available and with the breakthrough in graphics and photographics for textual cd-roms, it is possible to see the day when most geographical material will be available on cd-rom. the final chapter, "government documents," again empha­ sizes the storage of government publications on cd-rom and online databases. searching these mediums provides a shortcut through the masses of statistical data now being accumulated. the "monthly catalog" is available from most database vendors. throughout the book, the print, the bold type and the format make it easier to use than that of previous editions. however, the deciding factor in choosing to buy the sixth edition is the current information on cd-rom and online reference services. joan coulter, educational consultant, montreal, quebec, canada. gibson, margaret a. and ogbu, .john u. minority status and schooling: a comparative study of immigrant and involuntary minorities. new york: garland, 1991. 407 p. $56.00, isbn 0-8240-3534·8 (hardcover); $1 8.95 isbn 0·8240·0464·1 (paperback). the editors' aim, as the title implies, is to establish and investigate why some minority groups do better in school than others and to explain the difference between immigrant and involuntary minorities. case studies cover students from his­ panic, sikh, turkish, west indian and mexican backgrounds as well as african-americans, native americans, maori in new zealand and koreans in japan. the book, which is volume 7 in reference books in international education, opens with an introductory chapter by editor john u. ogbu, discussing the theoretical framework. the second section contains ten case studies by eleven eminently qualified contributors and the final section by co-editor margaret a. gibson, summarizes the book and considers some ideas for policy and practice. each chapter is followed by a list of references. there is a section entitled supplementary readings and an index. the authors ofthe case studies give a great deal ofhistorical, cultural and socioeconomic background. for instance, in chap­ ter three, "the dynamics of educational decision making: a comparative study of sikhs in britain and the united states," margaret a. gibson and parrninder k. bhachu, look at the difficulties confronting asian indians because of cultural differ­ ences and racist attitudes, and explain sikh ideology. chapter four, "turkish immigrants in australia," by christine inglis and lenore manderson, explains that turkish immigration to aus­ tralia was a direct result ofworld war il. lt also examines the role assumed by turkish women in their children's education. all the contributors emphasize the history of the group researched and several provide statistical tables. the book grew out of a 1983 symposium of the american anthropological association and though it is an ambitious un­ dertaking to group such diverse backgrounds under one cover, it succeeds remarkably well. it will be of interest not only to teachers and educators, but also to those who study sociology, ethnography and demography. hopefully, minority status and schooling: a comparative study of immigrant and involuntary minorities will lead to greater understanding for future genera­ tions by eliminating some of the prejudice and discrimination that minorities encounter. carol r. mitchell, course co-ordinator, library studies distance education, concordia university, montreal. n 0 t e : dr. j . ogbu was one of the featured speakers at the education division programme during the 83rd annual confer­ ence of sla, held in san francisco, june 6-1 1 , 1 992. his paper will be published in a future issue of education libraries. 'zi sinclair, patti k. e for environment: an annotated bibliography of children's books with environ· mental themes new .jersey: r. r. bowker, 1992. this timely, comprehensive tool is a must for librarians, teachers and parents addressing the ever growing needs for information on the environment for the young. whether needing material for school projects or seeking information and activities to involve the small child in the wonders of nature this highly readable, informative tool has it all. books included are both fiction and non-fiction, and are coded for the pre-school to 14 year old group. award winning books are included and are tagged for identification. an appendix offers some two dozen titles for those wishing to pursue the topic on a more adult level. books address the environment not just in science/nature but also in literature, politics, art, economics, sociology, technology, and philosophy. this bibliography covers material from ecology to energy, pollu­ tion to people, endangered species to ceo-activism. the books are largely current, having been published since 1982, but there are certain titles included from earlier dates that are regarded as definitive in their area and of great value today. the bibliography is presented in five chapters, logically addressing this vast topic by looking first at books that gently awaken the young to the mysteries, magic and delight of the world around them. chapter two offers books that concentrate on the ecological communities and how they interact, looking in tum at forests, deserts, grasslands, wetlands, mountains, estuaries and even to unique individual habitats such as wood piles and puddles. chapter three, the largest chapter, deals with books on the major concerns for the environ­ ment today: threatened species, pollution, over-population, gar­ bage and recycling, energy use, climate, food supply and animal rights. chapter four looks at man's link to the intricate web of the environment through books that create a sense of place and draw heavily on indian legends. attention is given to how the environ­ ment is altered by change. included are biographies of people who have concerned themselves in some way with the environ­ ment (audubon, thoreau, beatrix potter, rachel carson etc.) the final chapter offers a wealth of activities and experiments that allow children and adults to discover and observe. books are also included that empower and give hope by suggesting ways to get involved and help the environment. books listed in this bibliog­ raphy have been drawn from a variety oftop reviewing magazines (school library journal, horn book, appraisal, etc.) as well as from experts in the field, librarians, publishers and the coopera­ tive children's book centre at the university of wisconsin­ madison. subject, author and title indexes are included. susan tee, reference librarian, young people's dept. , beaconsfield public library, beaconsfield, quebec, canada. 28 ed u catio n , librar ies, an d t h e int e r n et: a se lect e r ic bibliog raphy submitted by nancy a. preston bailey, charles w., jr. (1992, march). network-based elec­ tronic serials. information technology andlibraries, 11 (1 ), 2935. (available umi). ej 444 777. discusses electronic serials that are available on noncommercial international computer networks such as bitnet and the internet. issues affecting libraries are discussed, includ­ ing access and ownership; computer conferences are considered; examples of electronic newsletters and electronic journals are described; and the possible future of electronic serials is exam­ ined. brunell, david h. (1991). internetworking services and the electronic library. journal of library administration, 15(3-4), 21-36. ej 446 236. discusses management issues that librarians face in of­ fering public access to library resources through intemetworking services, e.g., local area networks, campus networks, or the internet. it is concluded that interface problems and lack of an effective technical support structure make access to library information on internet more of an experiment than an ongoing service at this time. clement, john. (1992, may-june). k-12 networking: con­ structing the k-12 collaboratory on the nren. educom review, 27(3), 18-20. (available umi). ej 447 485. argues that the real worth of wide-area computer-medi­ ated communications networks in supporting reform and im­ provement · in k-12 education is the opportunity to develop collaborative projects that link educators and students to provide meaningful learning experiences connected to the curriculum, and that such projects are essential to make nren an empower­ ing tool for educational reform on a national scale. doyle, patrick. (1992, may). k-12: linking to the national networks. computers inlibraries, 12(5), 61-62. (avail­ al>le umi). ej 446 262. discusses the possibilities of linking elementary and secondary schools to the internet. the use of technology to improve education by gaining access to greater amounts of information is described; costs associated with joining the internet are considered; and possible sources of funding for joining are suggested. 28 ladner, sharyn, and tillman, hope n. (1992). how special librarians really use the internet: summary of findings and implications for the library of the future. available through the internet, through ffp, at host hydra.uwo.ca, directory libsoft, and filename spec_libs.txt. ed 345 751 . offers the results o f a 1991 electronic survey of special librarians to determine which computer conferences they sub­ scribed to; the length oftime they had been using bitnet or the internet; and their training. in addition, respondents ranked the following uses according to importance: electronic mail and computer forums, remote database searching, file transfer and data exchange, and research and .publication on the internet. mcclure, charles. (1992, april). a user perspective on developing internet services. computers in libraries, 12(4), 53-55. (available umi). ej 444 824. discusses the development of networked information services from a user's perspective. topics discussed include user education; the issue of access to, versus retrieval of, information; the role of the library, including education and training, biblio­ graphic control, and electronic information services; and train­ ing and education for librarians. mcclure, charles r. (1992, spring). from the editor: the high performance computing act of 1991. electronic networking: research, applications and policy, 2(1 ), 2-9. ej 446 177. discusses issues related to the high performance com­ puting and communication program and national research and education network (nren) established by the high perform­ ance computing act of 1991, including program management, specific program development, affecting policy decisions, ac­ cess to the nren, the department of education role, and dissemination of government information. a copy of the law is appended. peters, paul evan. (1992, april). networked information resources and services: next steps. computers in libraries, 12(4), 46-53. (available umi). ej 444 823. argues that advanced networks, particularly bitnet, nsfnet, internet, and nren can simplify global networking as well as library functions and interfaces; provide easier and more cost-effective connection of the research and education commu­ nities; and transport very large amounts of information. •duolltlon llbrarl .. • vol 17, no. 2 roberts, michael m. (1992, may-june). networking: testi­ mony to the united states house of representatives comrni ttee on science, space and technology subcommittee on science. educom review, 27(3), 14-17. (available umi). ej 447 484. testimony to a congressional subcommittee stresses the importance of national broadband communications networks such as nren and nsfnet to the educational community. approval for a proposed private sector infrastructure for the nren is discussed. roberts, michael m. (1992, may). a political perspective on the internet and nren. computers in libraries, 12(5), 58-61. (available umi). ej 446 261. provides political background on the national research and education network (nren). the growth of computer information networks is discussed, including the internet and nsfnet; the legislative process involved with creating the nren is explained; and the future prospects for a national information infrastructure are (nil) discussed. saunders, laverna m. (1992, spring). the virtual library today. library administration and management, 6(2), 66-70. (available umi). ej 444 781. discusses the concept of a virtual library. current sys­ tems are described, as well as pilot projects; administrative concerns are addressed, including cooperative collection devel­ opment and networking; work of the coalition for networked information is discussed; and the national research and educa­ tion network is described. how to obtain materials cited in this bibliography: citations with ed numbers are documents from re­ sources in education. they can be read at a library with an eric microfiche collection or ordered, in paper or microfiche copy, from the eric document reproduction service, 7 420 fullerton road, suite 1 10, springfield, va 22153-2852. phone: 1 -800443-eric or 703-440-1400. citations with ej numbers are journal articles from cur­ rent index to journals in education. they can be obtained from a college, university, or public library, borrowed through interlibrary loan, or, if so indicated, ordered from: umi article clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-521-0600. nancy r. preston. assistant director at the eric clearinghouse on information resources, 030 huntington hall, syracuse university, syracuse, ny 13244-2340; (315) 443-3640; npreston@suvm.syr. edu. education llbrarl• vol 17, no. 2 27 departments n ew and forthco m i ng at referenc e complied by gladys 1. dratch and deborah s. garson acrl directory of curriculum materials center, 1990. 3rd ed. donald v. osier et al., eds. chicago, il: education and behavioral sciences section, association of college and re­ search libra ries, 1990. 235 p . i s b n 0-8389-7439-2 . oclc#22123102. $35.95. covers u.s. and canadian centers and collections sup­ porting teacher education programs for preschool through sec­ ondary schooling. new to this expanded edition are fold-out tables with full details on administration, staffing, budget, and services. academic year abroad. sara j. steen and ed battle, eds. 20th ed. new york: institute of international education, 1991. 415p. isbn 8-7206-180-9. oclc#23728414. $37.00. postsecondary programs, geared mainly to undergradu­ ates, are arranged by sponsoring institutions; consortia, fields of study, and cost range. bickers, patrick m. demographic influences on american education. arlington, va: educational research service, 1990. 113p. oclc#22935378. $36.00 ($18.00 subscriber). contains statistical data from government agencies and private sources to describe u.s. public school student population and enrollment trends, with attention to minorities, immigration, and state and regional growth patterns. handy bibliography. cassidy, daniel j. and michael j. alves. the scholarship book: the complete guide to private scholarships, grants and loans for undergraduates. 3rd ed. englewood qiffs, nj: pren­ tice hall, 1990. 400p. isbn 0-13-792052-0. oclc#21079880. $29.95. information is from databases of national scholarship research service and the international scholarship research service. companion volumes the graduate scholarship book (isbn 0-13-362328-9) and the international scholarship book (isbn 0-13-477597-x). chester, david t. education department 1990: a resource manual for the federal education department. washington, d.c.: national center for education information, 1990. 262p. oclc#21566491. $75.00. replacing the 1980 edition, provides an organizational overview of the department of education programs. appendix includes 1991 budget. education department 1991 is available. oclc#23750629. $125.00. the clearinghouse directory. donna batten, ed. 1st ed. detroit, mi: gale research inc., 1991. 429p. isbn 0-8013-77675. issn 1053-0460. oclc#22441490. $89.50. profiles of the resources, services, and publications of over 600 clearinghouses in the fields of education, health and social welfare. college cost book, 1991. 11th ed. new york: college entrance examination board, college scholarship service, 1990. 295p. isbn 0-87447-3756. issn 0270-8493. oclc#22717605. $13.95. details expenses and financial aid for over 3,100 institu­ tions . includes advice on the financial aid process with sample cases, application forms, and worksheets. de la rosa, denise and carlyle e. maw. hispanic educa­ tion: a statistical portrait 1990. washington, d.c.: policy analysis center, office of research, advocacy, and legislation, national council of la raza, 1990. 1 14p. oclc#23019871. $15.00. provides an overview of the education status of the u.s. hispanic population using data from the national center for education statistics and the bureau of the census. dejnozka, edward l. and david e. kapei.american educa­ tors' encyclopedia. rev. ed. by david e. kapel, charles s. gifford, and marilyn b. kapel. new york: greenwood press, 1991. 716p. isbn 0-313-25269-6. oclc#221 17808. $90.25. this ready reference tool revises the 1982 edition with over 200 additional topics. biographies pertain to deceased authors. directory of nationa/ information sources on disabilities. 5thed. washington, d.c.: u.s. department ofeducation, office of special education and rehabilitative services, national insti­ tute on disability and rehabilitation research, 1991 . 555p. oclc#2440738. various indexes allow quick access to organizations provid­ ing information and direct services to disabled persons . sections for listings of hotline numbers and relevant databases. directory of state education agencies, 1990-1991. 9th ed. washington, d.c.: council of chief state school officers. 14lp. issn 0897-4462. oclc#l1000929. $12.50. chief personnel information includes selected national organizations and the u.s. department of education. feistritzer, c. emily and david t. chester. alternative teacher certification: a state..by�tate analysis 1991 . wash­ ington, d.c.: national center for education information, 1991. 256p. $28.95. . alternative routes in teacher certification programs are based on a july-september 1991 state survey. new to this edition is a classification system for programs submitted by the states. gerald, debra e. and william j. hunter. projections of education statistics to 2001: an update. washington, d.c.: national center for eduction statistics: for sale by the supt. of docs., u.s. gpo, 1990. 185p. stock #065-000-00440-2. oclc#24357475. $9.50. national projections of educational statistics for enrollment, high school graduates, teachers, and earned degrees conferred. methodology section describes models and assumptions used to develop both national and state projections. includes national and state-level projection tables for public elementary and secondary schools. international higher education: an encyclopedia. philip g. altbach, ed. new york: garland, 1991. 2v. (1165p.) isbn 08240-4847-4. oclc#22346735. $150.00. essays on 51 selected countries and regions, and 16 topical articles. includes topic and name indexes, and bibliography. linking america's schools and colleges. franklin p. wilbur and leo m. lambert, eds. washington, d.c.: american associa­ tion for higher education, 1991. 310p. isbn 1-56377-000-8. oclc#23254149. $24.95. successor to 1987 title, national directory of school col­ lege partnerships. program i nformation based on school partner­ ship survey. indexes to partnership profiles divided into contacts institutions, and partnerships. mcgivern,_ rolland h. educational andpsychological tests in the academic library. new york: haworth press, 1990. 94p. isbn 0-86656-915-4. oclc#21036274. $19.95. descriptions of tests, arranged by subject, are comple­ mented by a general overview of the topic. national center for education statistics. programs and plans of the national center for education statistics. 1990 ed. laurence t. ogle, ed. washington, d .c.: u.s. department of education. office of educational research and improvement: for sale by the supt. of docs., u.s. gpo, 1990. loop. oclc#22461245. descriptions of nces data collection programs and data systems. includes major publications of nces. national education goals panel. the national education goals report: building anationoflearners, 1991. washington, d.c.: national education goals panel, 1991. 245p. free copy of report and executive summary (24p. oclc#24679224) from national education goals panel, 1850 m st., nw, washington, d.c. 20036. oclc#24491339. 20 first annual report card measuring progress toward the achievement by the year 2000 of the six national education goals established at the education summit in charlottsville, va in 1989 by the national governor's association and the presi­ dent. national governors' association. results in education: 1990. washington, d.c.: the association, 1990. ssp. isbn 155877-080-1. oclc#23266707 and #17156341. $12.50. final report of the seven task forces established in 1986 by the nga te monitor progress in school leadership, teaching, readiness and school standards, technology, parent involvement and choice, school facilities, college quality. o'brien, nancy p. and emily fabiano. core list of books and journals in education. phoenix, az: oryx press, 1991. 125p. isbn 0-8977-455-90. oclc#221 19079. $38.50. selected listing of about 1000 books and journals currently available with full bibliographic information. organized into 18 broad education categories. title listing based on value, availa­ bility, and, in some cases, price. subject, author, title indexes. peterson 'sregister ofhigher education, 1992. sthed. paul j. koether, robert e. henne, and sue hesse, eds. princeton, nj: peterson's guides, 1991. 1,088p. isbn 1-56079-117-9. $41.95. information on 3,700 two and four year colleges in the u.s. lists academic and administrative heads of institutions. includes higher education associations and state higher education agen­ cies. continues peterson's higher education directory (issn 0896-2944). pilla, marianne laino. the best: high/low books for reluc­ tant readers. englewood, co: libraries unlimited, 1990. 100p. isbn 0-87287-532-6. oclc#21228401. $18.00. bibliography of annotated titles for grades 3-12. main section an alphabetical listing of authors with annotated title entries. title, subject, grade, and reading level indexes. publication sources ineducationalleadership. michael d. richardson and robert l. prickett, compilers. lancaster, pa: technomic publishing, 1991. 125p. isbn 0-87762-789-4. oclc#24003074. $29.00. lists over 300 national and international journals for pub­ lishing education articles. alphabetical listing of publication sources. focus is educational leadership broadly defined to include curriculum and methods, special education. re, joseph m. earn & learn: cooperative education op­ portunities offered by the federal government. 13th ed., 19921993. alexandria, va: octameron associates, inc., 1991. 36p. issn 0277-7002. isbn 0-94598-152-x. oclc#24523588 and #12822302. $2.75. this practical resource for college-bound students contains salary scales and application guidelines. the teacher's guide to reading tests. robert b. cooter, ed. scottsdale, az: gorsuch scarisbrick, 1990. 133p. isbn 089787-527-3. oclc#21038486. reviews of selected tests in reading. includes test summary chart. tryneski, john. requirements for certification of teachers, counselors, librarians, administrators: for elementary and secondary schools. 56th ed. chicago, il: university of chicago press, 1991. 247p. isbn 0-226-81308-8. issn 1047-7071. oclc#24693315. $33.00. annual update of official state certification requirements. addresses for state offices of certification and certification recommendations of regional and national associations. touchton, judith g. and lynne davis. fact book on women in higher education. new york: american council on educa­ tion: macmillan publishing, 1991. 289p. isbn 0-02-900951-0. oclc#22597526. $39.95. compilation of statistics, data and information on women faculty, students, administrators, staff, and trustees. includes trend data, ethnicity and sex data. unesco-/be thesaurus: a list of terms for indexing and retrievingdocuments anddata in thefieldofeducation. 5thed. rev. and enlarged. paris: unesco, 1991. 139p. isbn 92-3102723-9. oclc#24228847. terms are compatible with unesco thesaurus and eric thesaurus. vacation study abroad sara j. steen and ed battle, eds. new york: institute of international education, 1991. 41st ed. 278p. isbn 87206-179-5. issn 1046-2104. oclc#9906884 and #23728456. $32.00. entries for more than 1,300 summer and short-term study­ abroad programs organized by geographic region. indexes in­ clude fields of study, cost ranges, duration of program and sponsoring institutions. gladys i. dratch is collection development librarian and debo­ rah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of eouca­ tion. 21 education libraries, 40:1 (2017) © education division, special library association research article you have one hour: developing a standardized library orientation and evaluating student learning elizabeth brown1 central washington university, ellensburg, wa abstract library orientations continue to excite, or plague, instruction librarians everywhere. reaching first year students early can preempt academic heartache and research woes, yet the question of “what students really need” continues to evolve. this article presents a case study of a largescale implementation of library orientations. the main issue addressed in this article involves a systematic review of students’ post-instruction responses and assessment of their learning. related elements mentioned in this article include: interdepartmental participation; curriculum design; and instructional technology. while this implementation may not be appropriate for all academic libraries, its components may offer ideas for augmenting existing programs or building new ones. keywords: academic libraries, information literacy instruction, library orientation, assessment strategies introduction limited classroom time with students is a challenge for instruction librarians aiming to develop and deliver quality instruction. when it comes to orientations, their nature lends them to be both limited in time and lacking a deeper research mission. in turn, this means they can be a challenging entry point for library instruction. however, getting students in the library, or at least aware of the resources available to them, is an important element of getting students oriented to campus. this is the landscape in which library orientations exist and function. the scenario is no different at central washington university where this orientation took place. during the fall quarter of 2015, the librarians of james e. brooks library partnered with university 101 (univ101), a required orientation course designed for first-year students. this was not the first implementation of univ101 partnerships, but the relationship pivoted on the expectation of standardized content coverage. the main mission behind this orientation was to introduce students to library materials and services. one of the goals was to establish familiarity with the library from which to build on in higher-level library instruction. a secondary goal of 1 elizabeth brown is an assistant professor in the capacity of instruction coordinator at brook library, central washington university. she is responsible for oversight of information literacy instruction through the library and coordinates the library and information science undergraduate program. elizabeth teaches library management & leadership, and information literacy & user services in the lis program. her research interests and writing include initiatives in il instruction and she has presented regionally, nationally, and internationally. education libraries, 40:1 (2017) © education division, special library association this implementation was to check for student learning after their library session. the course outcome that was targeted during library orientations is represented in table 1. table 1 univ101 library outcome univ101 library outcome how will the course satisfy this outcome? how will this outcome be assessed (summative) and what is the measure of success? illustrate basic understanding of cwu library information resources. students will participate in class group work, presentations, homework, and/or canvas modules developed in collaboration with and/or by professional library staff and/or a guided tour of the brooks library with a professional librarian. students will demonstrate mastery of cwu’s library resources through quizzes, completion of canvas modules, and/or a cumulative final exam at the end of the course. given the flexible nature of this outcome, it was expanded to create clear expectations that the learner would be able to: • identify services, materials, and spaces available at the library • identify onesearch [the library catalog] as a starting place for academic research • apply evaluative strategies to assessing resources and differentiate between scholarly and popular resources in defining this outcome, it was important to keep in mind that students in this session were not expected to have had previous library experience or exposure. therefore, it was necessary to assume that students in this course might have had little experience with research or the research process. they also would not have a research project that they are working on for a course. the premise of the orientation curriculum and all case-based learning activities were designed with this in mind and were self-contained. literature review academic libraries are not new to the student orientation process and while library orientations take a variety of formats, most aim for a common goal of providing an introduction to libraries in a friendly fashion. some orientation activities have included scavenger hunts, tours, and games (kasowitz-scheer, 2006) to engage their audience. other orientations that occur in the traditional classroom have integrated clicker response questions into library orientation sessions (brush, 2010) as an engagement method. engagement is central to effective orientations and student learning. as a teaching strategy, it can also take a variety of forms. cooperative learning, active learning, and problem-based learning all circle back to the goal of creating engaging learning experiences. cooperative learning has its roots in active learning, but distinguishes itself by maximizing learning through group work (keyser, 2000) instead of simply active individual work. as a teaching model, case-based or problem-based education libraries, 40:1 (2017) © education division, special library association learning also draws on individual interests and input to offer an effective learning environment (carder, patricia, & david, 2001). with the knowledge that students are also more likely to value instruction that they feel has personal relevance to their learning (latham, gross, 2013), adopting problem-based and active learning models can be an effective way to engage students. orientations pose a challenge because students coming to the library for an orientation are unlikely to have an existing research mission or interest, and may not be as invested in the learning process. one way to counter this is to create realistic research scenarios for the student to connect to and engage with. orientations and activities can be delivered in-person or online, and the effectiveness of both have been examined in numerous studies. however, a clear determination on the most effective method remains elusive. in a meta-analysis examining consistency in effectiveness of computer-assisted instruction versus face-to-face learning, zhang, watson, and banfield (2007) found the results to be inconclusive of one mode being superior. in one of their comparisons however, they found students were more satisfied with face-to-face instruction, but more confident after computer-assisted instruction—suggesting that a blend of in-person and online can be an effective approach to library instruction. in work by kraemer, lombardo, and lepkowiski (2007), after implementing in-person, online only, and hybrid instruction, students were found to perform better on a library posttest regardless of medium. from this, one could conclude that library instruction in any form is better than no instruction at all. however, designing instruction that is valued by students also requires they have identified library resources or knowledge as a need. research by gross and latham indicate that some students are able to identify gaps in information literacy knowledge, but that students who struggle with information literacy concepts were more likely to overestimate their skills (2007; 2011). access to the internet may also play into assumed knowledge and in a series of studies, fisher, goddu, and keil found that individuals consistently over-estimated their knowledge in instances where they had access to the internet (2015). being able to instantly access information on the internet suggests a trend toward transactive memory and a false sense of personal knowledge. in order to counter this, information literacy instruction should create content relevant to students in order to engage their interest, and also help students reflect on their learning process to identify gaps in knowledge. while students may hold a false sense of their ability to navigate the library, library welcomes and orientations still hold a tangible benefit to students. for one of the library welcome events examined by kasowitz-scheer, "94% of students who attended . . . [felt] more comfortable using the library for research assignments" (2006). regardless of whether students believe they need a library orientation or not, they are likely to benefit from one, which can help introduce new resources, develop information strategies, and introduce friendly librarians. library orientations present an opportunity to level the playing field for incoming students by providing them a chance to engage with the resources available to them. they also present a challenge in learning design to create material that is standardized, fun and approachable, and academically earnest. education libraries, 40:1 (2017) © education division, special library association method curriculum development development of curriculum for the library component began in the spring of 2015. identifying essential content worth including in the hour-long lesson was a challenge and the initial version was far too ambitious in content coverage. lesson objectives were based on struggle points observed during other library instruction in 100 and 200 level classes. three librarians partnered with two advisors to pilot the new curriculum in two univ101 courses. after the trial, the involved advisors and librarians reconvened to review and revise. the ultimate lesson plan focused on helping students distinguish between popular and scholarly sources, use of the library search engine, and practice applying the craap test to resources through an inclass worksheet. the worksheet provided students with a scenario in which they would need to identify keywords in order to find credible sources using the library search engine (see appendix a for worksheet). these focus areas for the lesson plan were identified as fitting within the authority is constructed and contextual, and searching as strategic frames of the acrl framework (acrl, 2016). although framework terminology was not yet confirmed by the acrl task force during the conception of this curriculum, conversations about mapping to the framework took place early in the process. the initial implementation of the standardized library component for univ101 was during the fall of 2015. the actual library component was made up of two parts, an online component and an in-person session with a learning activity. online content included a canvas module with a pre-quiz, library introduction video, and post quiz. the canvas learning management system was the standard online system in place at cwu and used by all univ101 courses. it was a natural fit to use for collecting pre and post quiz results. at its full scale, the inperson sessions were taught by 11 librarians sharing the instruction load, but all following the same standard lesson plan. getting everyone on board before delivering a standardized curriculum for the library sessions, there were a number of stakeholders that needed a basic understanding of the moving parts in order for everything to work. the main players included: librarians, section instructors, and the director of academic advising who oversees university 101 and its involvement with other departments on campus. as part of an existing training for university 101 instructors, the instruction coordinator from the library conducted an orientation for as many of the session instructors as possible and served as the main contact for questions and coordination of the library component. this included reviewing the library component learning outcomes, instruction on how to add the appropriate librarian to their canvas courses, scheduling library sessions, and an overview of day-of session activities. orientation training for the 11 librarians was slightly more involved and covered additional details on navigating the online canvas content, delivering the lesson plan, and facilitating the in-class activity. education libraries, 40:1 (2017) © education division, special library association delivery in preparation for the many standard library sessions to take place throughout the fall quarter, a copy of the lesson plan and a stack of worksheets for the in-class activity were placed at the instructor’s station in the library classrooms. all librarians co-taught with another librarian during their first session to have extra help while they were getting familiar with the lesson plan. results the pilot sessions that took place in the spring prompted revisions to the lesson plan, libguide, and online pre and post quizzes. working closely with a few individuals from academic advising and running a pilot allowed for review of the lesson plan and quizzes for appropriateness and difficulty, but most importantly, built trust in library material. actively reaching out to university 101 instructors, communicating that the library wanted to partner on instruction, and presenting a clear lesson plan with learning objectives, activities, and assessment was critical to building trust. communicating the library as friendly and approachable to students meant demonstrating a variety of platforms on which to find library materials. the lesson required students to engage with different technology tools, including engaging with video and online quizzes in canvas, and responding to a poll about popular and scholarly sources in libguides during the in-class session. being able to view poll results in real-time was popular among students and succeeded in generating class discussion on what constitutes popular or scholarly material. although univ101 courses were taught throughout the academic year, the majority were delivered in fall quarter; the results of postquizes that occurred in the fall were collected and analyzed to make improvements for next year. the data presented in the results represents responses from 1,062 students. while 54 sections of univ101 were taught in the fall, data from the postquiz was examined from only 32 sections and some instructors didn’t require their students take the postquiz. postquizzes included six questions, five of which were multiple choice or multiple answer. the last question was a short response to the question, “what was the most interesting or significant thing you gained from this session?”. results from the last question are not discussed in this study. quizzes were untimed and administered via canvas (the campus lms) after a library session; deadlines were set by individual univ101 instructors. results from the postquiz were downloaded from canvas at the end of the fall quarter by each of the librarians embedded in their sections. data was compiled and analyzed to draw conclusions about student comprehension of the material presented. the results of the postquiz are presented here with the questions students were asked, followed by a short summary of what could be concluded. education libraries, 40:1 (2017) © education division, special library association table 2 question 1: why can’t we find everything we need for research by using google? when it comes to google, the majority of students understood that “e.” was the most appropriate response. a take-home message from this question was that google isn’t necessarily an ineffective search engine, but that it isn’t always the best option for finding scholarly material. the fact that 47 individuals still selected “d.” indicates that there may still be some confusion on the role of a search engine. based on student responses from other library sessions and one-onone consultations with students, this is not surprising and confirms that an understanding of what search engines do, should not be assumed. table 3 question 2: identify some common elements of resources that you should examine before using them. (check all that apply) during the in-person lessons, materials were evaluated in terms of currency, relevance, authority, accuracy, and purpose (also known as the craap test). students were asked to 3 27 87 47 898 0 200 400 600 800 1000 a. it doesn't have a very good search engine b. not everything on the web is indexed c. google doesn't always bring back reliable material d. both a and b e. both b and c 803 862 795 825 23 peer review credibility of authors publication date accuracy of research print font 0 100 200 300 400 500 600 700 800 900 1000 education libraries, 40:1 (2017) © education division, special library association evaluate sources based on these factors during the activity portion of the lesson. the results indicate that most students were able to identify that 4 of the listed factors were important tools for evaluating a resource. however, there is some inconsistency with the greatest range being 67 students who didn’t identify all the correct indicators. table 4 question 3: your professor has asked you to find scholarly resources for your research paper. which of the following materials could fall into that category? (check all that apply) during the in-person session, students were asked to identify popular and scholarly sources and discuss a rationale as to why they felt it belonged in the popular or scholarly category. on the postquiz, most students identified a “peer reviewed article” as a scholarly resource and a limited number of students chose “ask.com”, a good sign. however, psychology today received 335 responses. this choice is a little trickier because it may sound scholarly, but in reality trends toward popularized science. given that the quiz didn’t have a time limit or browser blocking enabled, students also had the option to look up this magazine. these results are not surprising and confirm that resource evaluation takes continued exposure to fully understand the concept in action. table 5 question 4: after conducting a search for “digital screens and sleep disorders,” you retrieve 1,000 results. what are some ways you could narrow your search? (check all that apply) 1011 335 10 0 200 400 600 800 1000 1200 a peer reviewed article psychology today magazine ask.com 927 645 882 0 100 200 300 400 500 600 700 800 900 1000 select "peer reviewed" articles only select additional subject terms add more keywords to your search education libraries, 40:1 (2017) © education division, special library association during their research activity, students had to employ various search techniques to locate materials for their scenario research. while all of these options would be appropriate, students chose adding subject terms less than their other options. this is not particularly surprising and there are a few potential explanations for this. in general, subject headings require more explanation than keywords. they also require a little more digging to locate within the search interface. however, the logic that the more you add to your search, the fewer results you will get didn’t seem to convince the 418 students who didn’t choose it. table 6 question 5: shawn feels that he has been searching forever without any luck. what options does he have to get help from the library? fortunately, the majority of students chose “all the above” when asked what options are available to get help from a librarian. this is perhaps the most important question. as students progress through their studies, understanding that help is available and knowing where they can go for it is paramount to their academic success. discussion during the 2015/16 implementation of the univ101 library component, the librarians reached 1,662 students through univ101; this was significantly up from 354 students in the 2014/15 academic year. the increase in instruction is significantly related to building new relationships, offering a standardized instruction with clear learning objectives, and getting buyin from the those directing university 101. throughout the entire process it was essential to listen closely to feedback and maintain flexibility. even the best laid plans still required adjustment, being prepared with the mindset that flexibility would be necessary helped create realistic expectations on both the side of the univ101 instructors and the librarians. however, implementing a large-scale library orientation is not without its challenges or lessons. one lesson gained for future years, was that it is easier to have a single coordinator for scheduling sessions, embedding canvas content, and organizing trainings. while integrated instructional technology and engaging class activities contribute to student learning, for those unfamiliar with methods of teaching through technology it can be more to train for and remember. having a single coordinator allows librarians and section instructors a single point of contact to clarify scheduling, canvas, and quiz concerns. 4 16 3 1 1038 he can drop in at the library to meet with a librarian he can use 24/7 chat to get research help he can set up a one-on-one research consultation with a librarian he can email a librarian all the above 0 200 400 600 800 1000 1200 education libraries, 40:1 (2017) © education division, special library association another factor for anyone considering integrating new technology tools into their library instruction introduces a potential learning curve. this library component included multiple interactive tools through a libguide poll, as well as canvas content pages and quizzes. invariably, when working with a large group of instructors from diverse backgrounds there will be a variety of technology competencies. although all librarians had some level of canvas training and experience, many of the librarians were new to using the tools required for this implementation. when expecting competence in using new technology tools, provide opportunities for individuals to test using the technology, ask questions, and practice integrating them into their instruction. a standard piece of advice regarding instruction is: never assume knowledge. this is especially true when teaching first year students who have had little to no exposure to academic research. the time needed to discuss the difference between popular and scholarly materials was significantly underestimated and more time should have been allotted toward that discussion. similarly, the amount of time needed to complete the in-class searching exercise was also underestimated as students needed more time to navigate the search interface. the postquiz results suggest that while there were still some areas that students were less sure about, they performed well on questions that asked about information evaluation, the role of google, and library services. variance within these responses suggest that these are also topics worth review in future library instruction sessions. the final postquiz question suggests that students successfully gained what was paramount to this session: that the library is there for them and there are many ways to find research assistance. education libraries, 40:1 (2017) © education division, special library association references acrl. (2016). framework for information literacy for higher education. retrieved from www.ala.org/acrl/standards/ilframework brush, d. (2010). evaluation of an audience response system in library orientations for engineering students. science and technology librarianship, 60. retrieved from: http://www.istl.org/10-winter/article1.html carder, l., patricia w., & david b. (2001). case-based, problem-based learning: information literacy for the real world. research strategies, 18: 181-90. fisher, m. goddu, m. & keil, f. (2015). searching for explanations: how the internet inflates estimates of internal knowledge. journal of experimental psychology, 44(3): 674-687. gross, m. & latham, d. (2007). attaining information literacy: an investigation of the relationship between skill level, self estimates of skill, and library anxiety. library & information science research 29: 332-53. gross, m. & latham, d. (2011). what’s skill got to do with it? information literacy skills and self-views of ability among first-year college students. journal of the american society for information science and technology 63(3):574-583. kasowitz-scheer, a. (2006). welcoming first year students in style. educators' spotlight digest 1(3). keyser, marcia w. (2000). active learning and cooperative learning: understanding the difference and using both styles effectively. research strategies, 17: 35-44. kraemer, e. w., lomardo, s. v., & lepkowski, f. j. (2007). the librarian, the machine, or a little of both: a comparative study of three information literacy pedagogies at oakland university. college & research libraries, 68(4): 330-342. latham, d. & gross, m. (2013). instructional preferences of first-year college students with below-proficient information literacy skills: focus group study. college and research libraries, 74(5): 430-449. zhang, l., watson, e. m., & banfield, l. (2007). the efficacy of computer-assisted instruction versus face-to-face instruction in academic libraries: a systematic review. journal of academic librarianship, 33(4): 478-484. http://www.ala.org/acrl/standards/ilframework http://www.istl.org/10-winter/article1.html education libraries, 40:1 (2017) © education division, special library association appendix evaluating resources scenario scenario: you are the summer intern at power up where you are expected to do research on ways of saving electricity and helping others save electricity. currently you are working on an initiative to find out what key factors motivate people to save electricity. natalia, your supervisor, has asked for a report on some of the research that’s been done on this. what do you need to do: find 3 sources from credible sources for this report. resource criteria: • published in the last 10 years • about motivating electricity saving • must be from credible sources and pass the craap test getting started team up with your neighbor to find 3-4 resources and evaluate them. 1) the question what question are you trying to answer: key words from question: what motivates people to save energy? motivation energy saving 2) keywords we know our question and we know some of the key words to get started with our research. however, we also need to look for synonyms for those key words and often our original search isn’t targeted enough. here are other key words and phrases you might try: keywords you tried: energy-efficient behavior energy motivation electricity saving conservation electricity consumption saving education libraries, 40:1 (2017) © education division, special library association 3) evaluating results use the craap test to evaluate the reliability of 3 resources. resource title: currency tip: when was the information published or last updated? relevance tip: is this information pertinent to your research? authority tip: what are the author’s credentials? accuracy tip: was this reviewed by experts before it was published? purpose tip: why did the author/publisher make this information available? resource title: currency relevance authority accuracy purpose resource title: currency relevance authority accuracy purpose s e l e c t i ons from er i c journal articles godwin, mary jo. ( 1 99 l , mar.). special report: alise explores the elements for educational excellence. wilson librmy bulle­ tin, 65 (7), 5 1 -52. (available umi). provides a summary of u1e 1 99 1 conference of u1e asso­ ciation for library and information science education (alise). highlights include an evaluation of u1e doctorate degree; prob­ lems w i th tradi tional l ibrary educatio n ; the need for multidisciplinary curriculums; statistics about library science educators; postgraduate internships; and revised standards for accrediting library education prognuns. hallman, clark n. ( 1 990, sep). technology: trigger for clumge . in reference librarianship. journal of academic librariansllip, 1 6(4), 204-08 . (available uml) . discussion of u1e influence of technological develop­ ments on social change focuses on u1e effects of infonnation technology on academic reference librarianship. highlights in­ clude reference skills; electronic resources; microcomputer tech­ nology; online catalogs; interaction �md communication with users; the need to teach information skills; m1d possible new educational requirements for librarians. (3 1 references) muirhead, graeme a. ( 1 994, apr.) current requirements and future prospects for systems librarians. electronic library, 1 2(2), 971 07. (available umi). reports u1e results of a survey conducted by u1e british library research and development department regarding sys­ tems l ibrarians' education �md qualifications; experience and professional background; professional activities; how u1ey com­ municate, including u1e use of journals and electronic m ail; u1e job market; career prospects; and future possibilities. (con­ tains 16 references.) lester, ju ne, & o thers . ( 1 9 94, mar. -apr. ) competency colloquium. public libraries, 33 (2 ), 8 1 -9 1 . (available uml) . a library school dean, a public library director, m1d a recent graduate working as a public librarian give u1eir reactions to a set of competencies recently developed by u1e public library association' s education for public librarim1s committee. back­ ground and future plans for the document are also explained. mccook, kau1ieen de ia pena & gonsalves, tosca 0. ( 1 993). the research university and education for librarianship: con­ siderations for user centered professionals in libraries. journal of library administration, 19(3-4 ), 93-207. considers librarim1s' preparation for research university l ibraries. topics discussed include u1e library ' s role in u1e re­ search university, including advances in information technology and a knowledge management environment; user-cen tered l ieducation libraries • vol 1 8, no. 3 brarians; scholarly communication; ule concept of a learning society; and u1e need for a more diverse population in ule pro­ fession. (contains 32 references.) fisher, william; matarazzo, james m. ( 1 993, fall) . professional development for special librarians: formal education and continuing education for excellence. library trends, 42(2 ), 290-303. (available umi). explores recent developments and future prospects in the area of professional development for special l ibrarians and in­ formation service professionals. formal education and continu­ ing education programs are discussed; activities of the special libraries association (sla) are described; several case studies are reviewed; and the sla's graduate education position state­ ment is appended. (contains 14 references.) bertrand-gastaldy, suzanne; & otllers. ( 1 993, sum.). recon­ structing a master's degree program in library and informa­ tion s tudies: the universite de montreal experience. journal of education for library and information science, 34(3), 228-43. (available umi) describes u1e revision of the master's degree program undertaken by u1e universite de montreal school of library and infonnation s tudies. the u1eoretical framework and guiding principles used in u1e revision; studies of the revision process, including reconstruction, administration, and ongoing evalua­ tion; rmd an outline of the revised program are presented. (contains 1 4 references.) eric document'> an: ed3 1 3047 hu,mg, sanmel t. ( 1 989). the changing role of reference librarians in modern academic libraries. 1 2pp. (available from edrs as ed 3 1 3 047; microfiche or paper copy.) ll1e role of academic reference librarians is taking new shape witl1 u1e continuous development of library technolo­ gies. in addition to u1eir traditional bibliographical, academic, and personal competencies, l ibrarians also have to possess tech­ nological expertise in order to gain access to automated l ibrary processes both for u1emselves, and for providing individual and group online and cd-rom instruction. additionally, because of u1eirdaily contact wiu1 patrons, l ibrarians can aid in determining user (uld community needs, u1ereby helping to establish budget priorities for building library resources and managing staffing. administrative decisions about automation are also increasingly being made by reference l ibrarians. continuing education is reconunended for all reference librarians to maintain current knowledge of library infonnation and resource issues. i t is also suggested that librarians should play a proactive role in request25 ing financial support for continuing education, and uwt u1ey should strive to keep communication lines open wiu1 administra­ tors so u1at t11ey can be infonned and can infonn the administra­ tors of new systems, technologies, and progrmns. (6 references) saunders, w. l. ( 1 987). curriculum development: tile core­ common trunk or satellites. the hague, net11erlands: intemational federation of library associations. 24 pp. (available from edrs as ed 299 98 1 ; microfiche or paper copy.) ti1is paper identifies issues and potential conflicts in the harmonization of education and training programs for u1e u1ree information professions, i .e. , archives, infonnation science, and librarianship, and notes t11at these professions have a common bond and purpose as carriers of information and providers of service to t11eir user communities. topics expanded upon in u1e paper include: ( 1 ) curriculum design and development; (2) core library and information science curriculum; (3) relationship anwng infonnation science, l ibrarim1ship, m1d infonnation stud­ ies; (4) infom1ational role of archives; (5) conunon subjects of interest to t11e t11ree professions; (6) institutions teaching all u1ree disciplines; (7) t11e concepts of "trunk" and "satellites"; (8) options or electives in postgraduateprogrmns; and (9) a founda­ tion course in human conununicmion. it is suggested that the teacher, the students, and t11e course itself are all important contributors to t11e hannonization process. appendixes contain a flow chart of information/records management �md u1e curricu­ lum requirements for a master of arts degree in librari�mship. ( 19 references) scott, aldyt11 d. ( 1983). computer-related pre-professional education for library and lnjonnation work. paper presented at t11e annual conference of t11e instructional technology and library and infonnation science association, london, englm1d. december 8 10, 1983. 9pp. (available from edrs as ed 252 174; microfiche or paper copy.) ti1is analysis of a research and development progrmn conducted in t11e brighton polytechnic department of librarian26 ship between 1 975 and 1980 to explore the use of computer­ related education in all areas of t11e librarianship curriculum focuses on t11e use of computer-based teaching packages inte­ grated into u1e core curriculum, t11e nature and content of prelimi­ nary course units required to support computer-related core curriculum teaching, t11e development of a series of objectives for such a program, and t11e identification of factors influencing success in obtaining t11ese objectives. problems encountered are discussed, including t11e need to strike a balance between tradi­ tional course content and content reflecting environmental changes, and principles formulated are outlined. recent ad­ vances in technology and the extentoftlleoretical knowledge and practical expertise now required by professionals are discussed in relation to t11e findings of u1is analysis. seven references are listed. · how to obta i n materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, univer­ sity, or large public l ibrary, borrowed t11rough interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48 106. phone: 1 -800-521 -0600. eric documents are announced in resources in education. they can be read in full text at any library holding an eric microfiche collection. they can also be ordered in paper or microfiche copy from t11eeric documentreproduction service (edrs), 7420 fullerton road, suite 1 10, springfield, va22 1 532852. phone: 1 -800-443-eric or 703-440-1 400. call for prices and delivery options. ti1is column was prepared by the staff oft11eeric clearinghouse on information & technology, s yracuse university, s yracuse, n y 1 3244-4 1 00 ; (3 1 5 ) 443-3640; (800) 464-9 1 07 ; eric@ericir.syr.edu education libraries • vol 1 8, no. 3 news fro m eric new s u n site for askeric a t eric/it sun microsystems, inc., recently announced its newest sun site server, a collaboration with the u.s . department of education and syracuse university. located at the upstate new york campus and accessible worldwide via the internet, the sun site repository will host the askeric virtual library, the most widely used educational service on the net. funded by the u.s. department of education through its educational resources information center (eric) program and developed by the school of information studies and school of education at syracuse university, askeric is a national information system for educa­ tors, parents, and anyone interested in education. last year, askeric was chosen as a finalist in u1e education and academia category for u1e prestigious computerworld smithsonian a wards ·for innovative use of information technology. according to mike eisenberg, professor of infonnation studies and director of askeric, "being a sun site location gives us a tremendous boost. demand for askeric resources has ex ploded, wiu1 0ver 1 8,000 direct user contacts a week. wiu1 sun site, we can expand the quality and quantity of our holdings to me�t u1e users ' needs. we can also work with sun and other sun s ite partners to take advantage of cutting-edge technological devel­ opment." the sun site server system at syracuse university also provides remote access to educational and general resources u1roughout u1e world. and because u1e infonnation is presented in "hypertext" links, it can be linked to ou1er sun site databases with the click of a mouse button or a simple keystroke. "askeric and sun have been leaders in harnessing u1e power of the intemet," said linda roberts, special adviser of educational technology for u1e department of education . "i mn delighted uwt u1e new sun site will host u1e askeric virtual library at syracuse univer sity. this is an example of partnerships that c�m truly benefit education. i expect that u1is project will provide students and teachers wiu1 a source of rich materials m1d exciting learning opportunities." to reach u1e s yracuse sun site, type: http://ericir.sunsite.syr.edu in u1e url (uniform resource locator) prompt in a mosaic tool . sun microsystems, inc., can be accessed by typing http:/ www.sun .com at u1e url prompt in a mosaic interface. eric/it clearinghouse to provide eric searching through the internet in an effort to provide resilient and reliable access to the eric education libraries • vol 1 8, no. 3 database over the internet, personal librarian software (pls), northeast parallel architectures center (npac), and eric/it have joined forces. personal librarian software has provided the use of t11eir powerful search engine and, with technical assistance from npac, eric/it has developed a mosaic/lynx interface for searching u1e eric database. users with mosaic capabilities will access a forms application to submit their search request. non-mosaic users will telnet to ericir.syr.edu and search through lynx or search through u1eir own lynx clients. in addition, the system will support searching t11rough z39.50 clients. personal librarian software brings unique retrieval capabilities to the project. using pls, each search term entered will generate a list of related words. the search is then run on this combined list to produce a weighted list of citations, that is, a list presented in order of u1eir relevance based on tl1e number of occurrences of each of u1e search terms. for furt11er information, contact tlle eric/it clearinghouse or askeric@ericir.syr.edu two new eric publications for up-to-date information on u1e trends, professional develop ments, research, and resources in t11e field of educational techno! ogy, many professionals tum to "educational media and tech­ nology year book" (emty). celebrating its 20tll anniversary, emty continues to chronicle tl1e development of a relatively new and quickly changing field. amidst t11e enormous changes in u1e field, u1e goal ofu1is edition remains the same as its predeces­ sors: "to help media professionals see u1emselves in a changing, expanding field and become better infonned about tl1e purposes, activities, and accomplishments of u1e many organizations with activities relative to the utilization of media." the infonnation in emty offers orgm1ized access to current developments in tl1e field. this 350p. yearbook is available for $60.00 from tlle clearinghouse. applying technology is a priority atpeakview elementary school. teachers and students are using technology and telling how tlley like doing so in "technology making a difference: the peakview elementary school s tudy", a new monograph published by tlle eric clearinghouse on infonnatiori & technology, s yracuse, new york. the peak view elementary school, aurora, colorado, is the site of u1is study tl1at focuses on implementing new technology at u1e elementary school level. teachers are collabo­ rating wiu1 technology specialists and together tl1ey are redesign ing curricula to include laserdisc players, modems, highquality · software, and hyper-s tudio multimedia environments. the re suits include increases in student motivation and achievement. brent g. wilson, roger hamil ton, james l. teslow, and thomas a. cyr, record candid comments from teachers and students 27 about the transition from traditional teaching methods to new technology integration in the classroom. more uwn 1 25 ligures and tables u1roughout this 230 page publication dis play teachers' and students' responses to questionnaires. ll1is guide sells for $ 1 5 new eric digests o ll1e impact of school library media center on academic achievement o infonnation literacy for an infonnation society o an introduction to lntemet resources for k1 2 educators part 1: information resources o an introduction to intemet resources for k1 2 educators part ii: question answering, listservs, discussion groups o libraries and u1e intemet o say "yes" to telephone lines in u1e classroom ll1is column was prepared by u1e staff of the eric clearinghouse on infom1ation & technology, s yracuse universi ty, syracuse, ny 1 3244-4 1 00 ; (3 1 5 ) 443-3640; (800) 464-9 1 07 ; eric@ericir.syr.edu 28 education libraries • vol 1 8, n o . 3 the internet: a selective annotated bibl iography of print material by marlene giguere abstract since the internet is such an ideal medium for electronic publishing, much of the information about it is available in that format. this can be a problem for the internet beginner who does not have access to the network or who does not know how to retrieve information in an electronic format. the objective of this annotated bibliography, therefore, is to provide a selection of items available in print which the novice may consult before accessing or using the internet. material selected is introductory in nature. topics covered include: guides and directories to resources, general information about the internet and i is three main applications( electronic mail, remote login and file transfer) :1s well as information about tools used on the internet to facilitate locating information. introducfion the internet originated as a specialized research network to facilitate scientific and military communication among a select group of computer literate users. however, it quickly expanded into the research and academic communities and now the com­ mercial sector is one of the fastest growing ones on the internet today. hosts available on the internet have increased from 235 to 992 thousand from 1982 to 1992. (marine, 1992, p. 132) estimates on the number of users range as high as 10 million with 10 percent growth per month (laquey, 1993, p. 6). however, despite its phenomenal growth and popularity, the internet still remains a relatively obscure and unfriendly environ­ ment for the uninitiated. this can, no doubt, be attributed to its origins within a specialized user community, its rapid develop­ ment and its flexibility to network with a number of different systems. given this fact, the need for information on how to successfully use the internet is a particularity important issue. the growing body of users and potential users require informa­ tion about what the internet is and its utility, how it can be of use to them, and how it can be accessed and effectively used before becoming committed users. there is a growing body of literature about internet which is characterized by two main features : recency and nontraditional publishing format. unlike more traditional library topics with histories extend­ ing over a number of years or even decades, internet is a new phenomenon. it was only in the mid-nineteen eighties that the internet (as we know it now) began its evolution from a highly technical andexperimental network to one accessible to the research and educational communities, and as a result to the library community as well. the literature on the topic is, therefore, a reflection of this development, with few publications of interest to librarians appearing until the end of the eighties. there have been few overviews of the literature, given the relative recency of its importance to the library community. education libraries • vol 17, no.2 secondly, the internet is an ideal environment for electronic publishing because information can be rapidly written, updated and distributed to a large number of users. it is therefore logical that much of the information about the internet (how to use it, its value, etc.) is available in an electronic format on the internet. accessing this information, however, can be a problem for the novice user who requires basic print documentation as the first step in understanding the wealth of electronic material available. the objective of thls bibliography, therefore, is to provide an introductory selection of the print literature currently available on the topic. as a preliminary tool for new internet users, it can serve as a pointer to print literature on general and specific aspects of interest to new internet users. coverage this bibliography covers introductory material dealing with the internet, its three major applications, (electronic mail, remote login and downloading of texts and software) and tools designed to assist in its exploitation. coverage includes material published until the first quarter of 1993. selection of titles was based on the following criteria: available in print format. this is true with the exception of two items which are cited because of their importance. they should be fairly easy to acquire from major libraries in a print format because they provide information about accessing online public access catalogs. (in each case further information is given within the specific annotation.) 1 3introductory in nature. material of an advanced or technical nature was not included due to the introductory nature of the bibliography. contributing to a general or global understanding of the internet or one of its applications or tools. material dealing with a specific institution, with a specific system, or with a particular use of an application was excluded unless it enhanced general understanding of the topic. some items, such as articles about bulletin boards of interest to librar­ ians, were retained because of their particular interest to the readersrup. arrangement the bibliography is arranged in five main sections according to the following categories: guides the internet has been described as a highway, an ocean and even a dwelling. (tennant, ober and lipow, 1993, p. 9) . regard­ less of whether you are travelling it, surfing it, or moving into it, a guide is essential for exploring the internet. guides provide overviews as well as basic descriptions and advice on how to effectively use the resources available on the internet. they are of particular importance to the first time user and are recom­ mended as one of the first purchases to be made. directories because the internet has evolved in a dynamic, random and decentralized manner, there is no one institution responsible for organizing all of the information available on the internet. as a result, certain organizations or individuals have assumed the responsibility of creating inventories or directories of informa­ tion for a particular application or activity. this section has been divided into several subsections to reflect trus fact. there are subsections for the following categories: opacs (online public access catalogs), electronic discussion groups, and electronic mail addresses. used in conjunction with guides, these specialized directo­ ries can assist i n locating a specific item of information, such as an address ora title amidst the voluminous amount of information available on the internet. directories are tools which enhance a user's effectiveness on the network. general information first-time users may simp! y wish to browse the literature or read brief overviews of what the internet has to offer. trus trurd section is devoted to items of general interest wruch have been selected from a variety of titles, with the view that the typical reader will have access to some, if not all, items suggested. sample topics include an explanation of the global environment in wruch the internet is situated, internet applications within the library community and policy issues yet to be resolved. 14 internet applications internet is used by many communities, scientific, academic, business, etc. it has a number of uses, however, there are three main applications of interest to the library community. in order to facilitate consultation oftrus section of the bibliography, it has been divided into three sections to represent each of these applications. the first application, electronic mail, is a facility wruch transmits messages electronically to an individual or a group on the network. this is an extremely popular feature because messages can be sent or received on a local, national or interna­ tional basis (provided both users are on connecting networks) and consulted at the user's convenience. although originally used to send messages between users, the potential of this application soon became evident and developed into a means of communi­ cating with a number of individuals simultaneously. trus ex­ plains the rise of electronic discussion groups wruch are used for professional and recreational purposes to communicate with a group of users with similar interests. as a further means of communicating with their membership, discussion groups have now created electronic serials, in the form of newsletters and journals for more formal and rapid transmission of information. the e-mail application on internet now provides access to indi­ viduals, to groups and to electronic publications. the second use of the internet is its remote login application. this allows users to connect with remote computers and consult their resources much as one does when conducting an online search. in fact many of the database vendors, such as dialog and mead, are accessible on the internet using this application. in the library community this application is frequently employed to search the hundreds of library online public access catalogs (opacs) accessible on the internet. the final application allows for retrieval of large text files or software from computers across the network. because these computers make trus information freely available, users do not require authorization and can access the i nformation by logging in as "guest" or "anonymous" and entering their e-mail address as the password. this is the reason that it is frequently referred to as an anonymous ftp (file transfer program). tools on the internet a number of tools have been designed to facilitate access to resources on the network. although some might argue that these tools are usually used by more experienced users, they can be advantageous to the new user by guiding them to specific resources and thereby reducing time and frustration. for this reason, this final section has been divided into three subsections to represent three typical tools. these are known as archie (arcruve without the letter' v'), gopher (the animal with burrow­ ing instincts) and w ais (wide area information server). each one helps users to find information on the internet in a different way and they can be complementary in nature. they are, however, only a representative sampling of a number of such tools available currently. readers may wish to explore others wruch may better suit their particular needs. as a final note, items eduolltlon llbrarl• vol 17, no.2 included in this section will be of interest to those following trends in managing and retrieving electronic information. sources this bibliography was compiled based on searches con­ ducted in the following databases: eric, lisa, and information science abstracts. in addition, magazine index, computer da­ tabase, inspec, and ntis were scanned for appropriate intro­ ductory material. note this bibliography is produced according to the publication manual of the american psychological association. in two cases, the user will note that the traditional bibliographic citation is followed by further information enclosed in square brackets. this information is provided because the document is available in an electronic format. it gives the address and directory location where the user can locate the material and import it using the file transfer or electronic mail applications on the internet. readers who wish to obtain these files should refer to items included in the appropriate ·section (e-mail or ftp) for further information before retrieving files. guides kehoe, brendan p. (1993). zen and the art of the internet : a beginner's guide (2nd ed.). englewoodciiffs, nj: prentice­ hall. written for the novice user, this guide provides simple, non­ technical chapters explaining the basic applications available on internet (e-mail, file transfer and remote login). it also includes a chapter on use net news, a popular electronic discussion group service, as well as descriptions of various tools and commercial services available on the network. designed to be an introduc­ tory guide and rererence work, it fulfills both purposes. inter­ spersed with interesting anecdotes this is a highly readable text. includes glossary, bibliography and an index. krol, ed. (1992). the whole internet: user's guide & catalog. sebastopol, ca: o ' reilly. previously published in electronic format as "the hitchhik­ er's guide to the internet", this completely revised and updated print copy has been widely and very well received. it is a detailed and comprehensive guide which covers the basics through to the current tools available to help users find people, software and other resources. useful for novice users, it is equally he i pful at an intermediary level as a reference and resource guide. it is supple­ mented with a user catalog listing resources available on the internet on subjects as diverse as aeronautics to zymurgy (home brewing) ! in addition to the usual glossary and list of service educlltl on llbrarl• vol 1 71 no. 2 providers, this attractively illustrated guide comes with a handy quick reference card. lane, elizabeth and summerhill, craig. (1993). internet primer for information professionals: a basic guide to internet networking technology. westport, ct: meckler. this guide will appeal to those interested in acquiring a basic understanding of the technology involved. in addition to expla­ nations of internet and its main applications, it explains the different levels of connectivity to the internet, which is important information for first time users. it also covers the basics of protocols and file formats:' a final chapter is devoted to some unresolved issues, such as future funding of the network, copy­ right and security concerns and the inclusion of the private sector. includes bibliography. laquey, tracy. (1993). the internet companion: a beginner's guide to global networking. reading, ma: addison-wesley. this pocket-sized volume covers all the basic information required for accessing and using the internet. it is divided into highly readable and understandable sections with a number of illustrations and short vignettes. includes a bibliography and extensive appendix on internet resources. marine, april (ed.). (1992). internet: getting started. menlo park, ca: sri international. as the first volume in the internet information series, this title's "primary purpose is to tell you how to join the internet." part i focuses on providing information about accessing the internet. the different types of access available with their costs are explained. names and essential information about internet service providers is organized geographically by state or country. this information is also available in an alphabetic arrangement in an appendix. this section of the volume dealing with service providers is particularly important for readers who do not cur­ rently have access to the internet. part ii is an introduction to the internet and covers basic concepts, descriptions of the three main applications, resources available and descriptions of internet organizations on a national and international scale. tennant, roy, ober, john, and lipow, anne. (1993). crossing the internet threshold: an instructional handbook. berkeley, ca: library solutions press. in the foreword, clifford lynch, director of library auto­ mation, university of california, describes this work as covering "the issues faced by . . . new users, and even users-to-be trying to find out how to get connected." in addition to standard chapters on the basic internet applications, it also includes succinct fact sheets on essential internet services and tools, like usenet, archie, gopher, etc. this spiral bound handbook, which evolved out of a two day workshop, is unique because it includes exercises 1 11 -" for beginners through to advanced users. its vocation is also unique in that it is designed for two categories of users : new users and trainers. for those who would eventually like to instruct others on the use of the intert�..;t, this item is particularly interest­ ing. it includes: a course outline, overheads, course evaluation forms, and a ckecklist for trainers. includes glossary, bibliogra­ phy and information on connection. directo.p.ies directories of online public access catalogs barron, billy. (1992). unt's accessing on-line bibliographic dntabases. [ available by anonymous ftp from host ftp.unt.edu, directory library, filenames libraries .ps, libraries. txt, libraries.con, libraries.adr, libraries.wp] this directory of online public access catalogs is interna­ tional in scope. its arrangement is alphabetical by name of institution. each opac entry is standardized to include logon and exit instructions for the library catalog. in many cases there is a reference within the entry to an appropriate appendix which provides basic explanations on how to use the library system in that specific institution. examples of systems covered in appen­ dices ate notis, geac, dynix, among others. this directory is updated periodically. includes brief bibliography. note: this directory is currently not available in print. however, major universities often distribute print copies for heir user population. henry, marcia, keenan, linda & reagan, michael. (1991). search sheets for opacs on the internet: a selective guide to u.s. opacs utilizing vt100 emulation. westport, ct: meckler. this title is recommended for use with the directories in this section. a major problem with searching opacs on the internet is the number of different opac systems each with its own specific command language. while internet can easily position a user in an opac, the user must understand that particular opac's system commands in order to search it efficiently. for users scanning a number of library catalogs this means that they may need to use several different sets of commands . this guide provides a partial solution to this problem. twenty five major opac systems are described in "standardized search sheets." these fact sheets contain commands for searching, displaying, editing, and calling up help screens. this guide is limited to only one type of terminal emulation which is the vt100. st. george, art and larsen, ron. (1992). internet-accessible library catalogs and dntabases. [available by e-mail message "get library package" to listserv@unmvm.bitnet] also international in scope, this opac directory has sec­ tions arranged by state or country for the following types of resources: catalogs & databases accessible without charge, those 16 accessible for a charge, international catalogs, dial-up libraries and catalogs, a list of bulletin boards arranged by subject, american and international cwiss (campus-wide information systems) and a list of resource directories. generally listings provide network addresses, basic logon instructions, descrip­ tions of holdings and names of contact people. note: this directory is currently not available in print although a sample section can be found in the directory of computer conferencing in libraries. major universities often distribute print copies for their user population. directories of electronic discussion groups hardie, edward and neon, vivian (eds.) (1992) internet: mail­ ing lists. menlo park, ca: sri international. this second volume in the internet information series pro­ vides an introduction to the rich and varied world of discussion groups active on the internet. over700 groups are described with complete subscription information. discussion group subjects cover technical, professional and leisure interests. okerson, ann (ed.). (1992). the directory of electronic journals, newsletters and academic discussion lists (2nd ed). com­ piled by michael strangelove and diane kovacs. washing­ ton: association of research libraries. this publication is composed of 2 separate listings: part i, strangelove's directory of electronic journals and newsletters and part ii, kovacs' academic discussion lists and interest groups. part i is further divided into two sections, one dealing with electronic journals and the otherwith electronic newsletters. each section is arranged alphabetically by title. entries provide a brief synopsis of each item's philosophy, its contents, and subscription information. part ii has a different organization. it presents discussion groups according to a broad subject classifi­ cation (humanities, physical sciences, etc.). coverage is limited to groups with a scholarly or academic vocation. basic informa­ tion for subscription is included. williams, brian. (1992). directory of computer conferencing in libraries. westport, ct: meckler publishing. in explaining what a computer conference is, the author states that there is " . . . a continuum of electronic computer-based communication from electronic mail through bulletin boards to computer conferencing." as described in this volume, a compu­ ter conference is a more sophisticated type of bulletin board service. this work discusses networks, system software used to support conferences, and individual conferencing systems. de­ scriptions of specific systems and conferences are supported with sample sessions. for example, lita (library and technology association) is one of 14 conferencing systems profiled. this profile includes a brief description, access information, charges, special features and a typical session. a significant portion ofthe work is devoted to appendices such as the reproduction of a education llbrarih • vcl 17, he. 2 sample section of the internet-accessible library catalogs and databases, a list of usenet groups and a list of bitnet discussion groups among others. includes extensive bibliogra­ phy. directories of electronic mail addresses frey, donnalyn and adams, rick. (1990). !%@::a directory of · electronic mail addressing and networks. 2nd edition. sebastopol, ca.: o'reilly. currently there is no one directory which contains the electronic mail addresses for all internet users. this directory/ handbook provides an introduction to electronic mail as well as fact sheets for individual networks which graphically illustrate the geographical range of each network and its connections. this volume is comprehensive in that it covers 130 networks interna­ tionally, some of which are part of or communicate with the internet and some of which are separate. this item is useful for obtaining information on how to navigate between networks, for locating information about a specific network and for obtaining addresses by country, by organization, etc. general information arms, caroline r. (1990). a new information infrastructure. online 14, 15-22. for those interested in a global understanding of how this "new information infrastructure" has and will continue to effect the library environment, this classic article is recommended. the first part of the article is devoted to explaining what a network is, how internet developed and how it compares with bitnet. the second part is a discussion of future developments such as how internet will affect the library of the future. includes a sidebar entitled what's out there? a network resource guide and a short bibliography. arms, caroline r. (1990). using the national networks: bitnet and the internet. online 14, 24-29. more specific than her article dealing with the information infrastructure (as per above), the author provides information about the major features available on both networks with basic and practical information about how and why one would use these two networks. this is useful information for the beginner because it explains the basic differences between internet and bitnet. includes two sidebars on "checking out the bulletin boards" and "anonymous ftp: getting files on the internet." communications, computers and networks : how to work and play and thrive in cyberspace. (1991). scientific american [special issue j 265. education libraries • vol 171 n o. 2 this issue includes 11 articles, each written by an authority in the field, on how computer networking is changing business, education and even the way we work. of particular interest is michael dertouzos' introductory article entitled "communica­ tions, computers and networks" for its overview and discussion of the value of information and the essential components of an information infrastructure. also notable is lee sproull and sara kiesler's article "computers, networks and work" which exam­ ines how the use of electronic mail changes patterns of commu­ nication within organizations. dern, daniel. (1992). applying the internet: corporate, research, educational, governmental, and other real-world uses. byte. 17, 111-115. dern describes the internet as " . . . evolving into the compu­ ter-based telephone/post office/cb radio/water cooler of tomor­ row." he explores its many uses and provides an overview of the scope and range of applications on the internet. examples cited include scientific experiments facilitated by supercomputers on the internet, locating files and software using archie, searching opacs, using the internet as a teaching tool in the schools, and internet uses in the business community. kalin, sally and tennant, roy. (1991). beyond opacs . . . the wealth of information resources on the internet. database 14, 28-33. the authors present a selection of information resources, such as network information center, formal and informal lists and resource guides, which help users navigate the internet. this item is also interesting because of the authors' examination of issues such as evaluating the quality of a resource, access con­ cerns, the need for ethical behavior and support and training issues. the article includes a sidebar on specialized resources which covers regional information, databases in the humanities, sciences and social sciences and software archives. no tess, greg r. (1992). gaining access to the internet. online 16, 27-34. ai though originally limited to research and academic spheres, access to the internet is expanding into many different sectors. this article is of particular interest to those who currently do not have access to the internet through their institution. it provides a table of commercial internet providers current as of may 1992. this table includes the name, address, telephone and e-mail addresses of each provider. in addition information about the area served and prices charged by each provider is listed. the article discusses the different pricing schemes, the different levels of access to the internet, and the different ways of obtain­ ing access. any potential restrictions are also covered. it also includes two sidebars entitled what to do once you're on the internet and freenets. 1 7 polly, jean armour. (1992). surfing the internet: an introduc­ tion. wilson library bulletin 66, 38-42, 155. presented in an informative and readable manner, this article briefly describes the author's use of the internet. it subsequently breaks down into a number of sections dealing with: electronic serials, remote login and access to resources, tools on internet, information on how to connect, and further resources. each section includes a brief explanation accompanied by a brief description of items of interest to the library community. quarterman, john s. (1990). the matrix: computer networks and conferencing systems worldwide. bedford, ma: dig­ ital. this is one ofthe most frequently cited works in the literature on networks. it provides a broad overview of networks and conferencing systems, their use, their mechanics and their inter­ connection. the first half of the work is dedicated to introductory explanations of basic terminology and services, network me­ chanics and protocols and historical information. the second part describes specific networks and conferencing systems and is arranged geographically to facilitate consultation. described by the author as a "random access book" it is useful as a reference guide and text for ongoing consultation. it includes extensive bibliographies after each chapter and a detailed index. the author is now the publisher of the matrix news, a month! y newsletter which examines ongoing developments in the field. internet applications electronic mail bailey, jr., charles w. (1991). electronic (online) publishing in action ... the public-access computer systems review and other electronic serials. online 15, 28-35. the author describes how the pacs-l (public access computing listserv) computer conference expanded into an electronic newsletter, and an electronic serial entitled the pub­ lic-access computer systems review, one of the first electronic serials for the library community. the discussion ranges from technical aspects, such as how to format and distribute this kind of material to reflections on some of the key issues involved. this item has been included because pacs-l is one of the most popular electronic discussion groups for information profession­ als and its publications are equally of interest. a sample page from the review is included. there are sidebars devoted to conferences on bitnet and electronic serials on bitnet. bailey, jr., charles w. (1991). library-oriented computer con­ ferences and electronic serials on bitnet and internet. data­ base searcher 7, 22-23. the author provides basic information about what computer conferences are and their utility. this item is particularly useful 18 because it contains a table of conferences of interest to librarians with their respective electronic mail addresses. it also includes simple specific instructions on how to subscribe. includes short bibliography. bailey, jr., charles w. (1992). network-based electronic serials. information technology andlibraries 11, 29-35. this is a thoughtful discussion by a pioneer in the field about how electronic publishing will effect scholarly communication. the article examines the emergence of network-based electronic serials, provides brief descriptions and specific titles of elec­ tronic newsletters (citing 6 titles of interest to librarians) and electronic journals (citing 7 titles of more general interest) and concludes with a listing of 12 issues which remain to be resolved in this new area. delfino, erik. (1990). e-mail connections: it's still a jungle out there . . . but it is getting better. online 14, 31-35. although somewhat dated now, this article is interesting because it discusses a number of e-mail systems (bitnet, compuserve, dialmail, mci mail, internet, and the now defunct alanet) and explains each one's addressing system. the article briefly discusses the lack of a global directory and suggest that the "best tool for getting this information [another user's e-mail address] from your correspondents is still (gasp !) the good ol' telephone, or heaven forbid, paper mail." includes sidebars on how to reach other e-mail systems and electronic mail systme customer service departments. goode, joanne and johnson, maggie. (1991). putting out the flames : the etiquette and law of e-mail . online 15, 61-65. because it lacks visual or aural clues, it is important to understand the dynamics of e-mail etiquette. in the first part of the article the authors present guidelines on style, mail manage­ ment and general courtesy. privacy is the focus of the second part of this item with a discussion of the need for privacy, legal issues and future developments in this area. remote login farley, laine, (ed.). (1992). library resources on the internet: strategies for selection and use. rasd occasional papers, number 12. chicago, il: reference and adult services division, american library association. this slim guide is specifically designed to facilitate consul­ tation of op acs. after a brief discussion of the benefits of using opacs, the authors then tum to providing technical tips on how to use the various systems successfully. guidelines for search strategies are included. in addition to a brief annotated bibliog­ raphy, there are several appendices. one, in particular, includes sample menu screen and instructions by function for six major vendors as well as homegrown systems. education llbrarih • vol 1 7, n o. 2 nickerson, gord. (1991). remote log-in with telnet. comput­ ers in libraries 11, 25-26. this is a practical discussion of what the tel net application does and the potential terminal problems that a user might . encounter. the author includes a sample session which is useful to first time users. no tess, greg r. (1993). the internet meets online. online 17, 8486. this is the first article in a new column which will be appearing in online and database on the subject of the internet. as such it includes a short review of articles already published in online and database, an update of more commercial internet access providers not mentioned in the author's article "gaining access to the internet" published in online in 1992. six actual questions which can be answered using the resources on the internet are presented. they illustrate the breadth of coverage available. tenopir, carol. (1992). online searching with internet. library journalxx, 1 02-104. this item is useful to those who would like to use internet to search commercial online systems. following a description of the main internet applications, the author presents a table of internet addresses for vendors with their associated costs per hour. file transfer nickerson, gord. (1991). file transfer protocol . computers in libraries 11, 51-53. recommended for basic advice and simple explanations, this brief article provides a short table of the major commands to use and their utility. it includes a sample of an anonymous ftp session and a list of ftp sites. the author discusses the archive sites where much of ftp material can be found and the problems you may encounter. tomer, christinger. (1992). anonymous ftp resources. aca­ demic and library computing 9,8-12. mter a brief description of ftp, the author provides a number of tables depicting the most popular archive sites for obtaining files and software. this article alerts readers to particu­ lar sites and briefly profiles some of the more popular sites. education llbrarl• vcl 171 no. 2 tools on the internet archie deutsch, peter. (1992). resource discovery in an internet envi­ ronment-the archie approach. electronic networking 2, 4551. written by one of the architects of archie, this article begins with a discussion of the "so-called resource discovery prob­ lem". it explains how archie was created in response to the "problem of indexing anonymous ftp archives". coverage includes how to access and use the archie service. this item also describes future developments are planned for archie. simmonds, curtis. (1993). searching internet archive sites with archie: why, what, where and how. online 1 7, 50-55. in addition to basic information on the functions archie performs, its advantages and a list of internet archie server addresses, the author presents detailed information on three different methods that can be used to access it: via telnet, using local client software and via e-mail. the article also includes a discussion of gopher as it relates to archie and a description of the whatis database used in conjunction with archie to locate files through subject keywords. gopher the internet gopher: an information sheet. (1992). electronic networking, 2, 69-71 . this concise fact sheet provided by the university of min­ nesota gopher development team describes gopher as "an information distribution system" which allows users to browse, search and store information from a wide variety of sources. it includes basic information on what's available, how gopher works, and how it is accessed. for those interested, there is additional information on who to contact, electronic discussion group addresses, etc. notess, greg r. (1993). using gophers to burrow through the internet. online, 1 7, 100-102. the author suggests that even if you use the internet infre­ quently, gopher is one of the tools to use to navigate it effec­ tively. the author provides a basic explanation of what it is, how it works and a list of suggested locations. shortcomings are also discussed as well as one of the latest tools on the network, veronica. 19 wafs (wide area information server) kahle, brewster, and medlar, art. (1991). an information sys­ tem for corporate users: wide area information servers. online 15, 56-60. co-authored by brewster kahle, a pioneer in w ais devel­ opment, this item is interesting for its explanation of how wais was first developed out of a project involving dow jones, thinking machines corp., apple computer and kpmg peat marwick. w ais eliminates the need for the user to be familiar with a number of different systems because it has the capacity to search a variety of information resources and simply present the results to the user. this article discusses the rationale for developing this server. there are a number of illustrations which demonstrate how a user can pose a question and what kind of results are obtained. lukanuski, mary. (1992). help is on the wais. american libraries ??, 742-744. after a brief description on how w ais was developed, the author provides a clear explanation of how it works which covers the question box, the source box and the answer box. analysis of the advantages and disadvantages of wais is also included. nickerson, go rd. (1992). getting to know wide area information servers. computers in libraries 12, 53-55. this brief article succinctly explains how w ais was devel­ oped, how it works, its advantages and its utility as well as furnishing suggestions on how to improve it. the author also provides a specific address with instructions for users to experiment with w ais. · 20 conclusion the amount of information available in print about internet is increasing. several years ago most of the guides to the internet were available as electronic documents which were obtained using ffp. the increase in guides alone, published in the last year or two, is testimony to the increasing popularity of the internet and the need for accessible documentation. as the number of applications on the internet multiplies and its use in many sectors of society increases, one can safely predict that the volume of information will increase accordingly in a variety of formats. this increase in print is advantageous because it expands aware­ ness about the internet beyond those already using it. however, the major disadvantage of print is generally its lack of currency. this is a major handicap when dealing with a topic as dynamic as the internet. many of the items cited in this bibliography, in particular the monographs, may be in the process of revision and more recent editions may now be available. for those who would like to follow further print sources, several journals offer regular columns. for example, computers in libraries has regular sections entitled networked resources and electronic publishingwhich frequently deal with the internet. the sister publications, online and database launched a new column in march 1993 entitled "on the nets" which will deal with internet. finally, two new journals are suggested. elec­ tronic networking: research, applications and policy, begun in 1991, is devoted to the discussion of issues dealing with elec­ tronic networking and computer networks. internet world, for­ merly entitled research & education networking, is a new monthly publication which will provide news, interviews, and analyses of internet developments. errata additional information: v.16, no. 3 bibliography attached to the article by dr. john u. ogbu (pp.12-13) and bibliography to the article by dr. bernard r. gifford both these bibliographies were compiled by: maxine goldsmith new jer8ey dept. of higher education chair, education division 1992/93 bdu08\lon llbrerl .. • vol 17, no. 2 departments new and forthcoming at reference compiled by gladys i. dratch and deborah s. garson allen, jeanne and angela dale. the school reform handbook: how to improve your schools. washington, dc: center for education reform , 1 995 . 1 59p. isbn 0-9646028-0-6. oclc#32480121. $9.95. conveys basic infonnation about education refonn issues to assist individuals concerned about school improvement. provides practical advice on how to organize local reform efforts through examples of programs, resources, and tips on strategies. appendix includes organizational resources and a glossary. bozeman, william c. and donna t. baumbach. educational technology: best practices from america's schools. princeton junction, nj: eye on education, 1995. 293p. isbn 1-883001 12-9. oclc#3 1 647367. $39.95. � a compilation of over 50 exemplary programs and projects in elementary and secondary schools. intended for individuals interested in the impact and implications of technology in education. content and cases based on a nationwide reputational survey done in late 1993. case studies include program goals and descriptions, location, costs, and contact person(s). includes keyword, educational level, state, and contact person indexes. brock, patricia ann. educational technology in the classroom. englewood cliffs, nj: educational technology publications, 1994. 237p. isbn 0-87778-269-5. oclc#2872259 1 . $34.95. geared for a novice audience of elementary through college educators and preservice teachers. explains in four parts basic computer fundamentals; integrated telephony, educational radio and instructional television, and new technologies for instruction. presents the information through a question-and-answer fonnat. each chapter contains lists of recommended periodicals, resources, and references. bruwelheide, janis h. the copyright primer for librarians and educators. chicago: american library association; washington, dc: national education association, 1995. 2nd ed. 15 1p. isbn 0-8389-0642-7. oclc32466903. $15.00. this second edition includes some changes in copyright law and practice, particularly with respect to copyright notice, library circulation of computer software, and copying for research purposes. contains chapters covering such topics as fair use, library and classroom copying, off-air taping, and videocassettes. -20 eight appendixes include resources and addresses, internet copyright sources, and selected court cases. carrasquillo, angelal. teaching english as a second language: a resource guide. new york: garland publishing, 1994. 219p. isbn 0-8 153-0821-3 . oclc#29220554. $35.00. esl educators, especially those who work with limited english proficient students, are the intended audience. twelve chapters include coverage of linguistic foundations; second language learners; esl programs; teaching approaches; special education; and esl resources. each chapter contains references. author and subject indexes. class, culture, and race in american schools: a handbook. stanley william rothstein, ed. westport, conn: greenwood press, 1995. 257p. isbn 0-3 1 3-29102-0. oclc#3 1290792. $69.50. fourteen chapters discuss a range of issues which surtound the educational experiences of primarily hispanics, asian and african americans. the initial chapters provide historical and conceptual background. contains a selected bibliography and index. chapters include notes or references, some extensive. cumulative curriculum materials directory: a guide to noncommercial curriculum materials. alexandria, va: curriculum{fechnology resource center, association for supervision and curriculum development, 1994. 139p. issn 1075-152 1 . oclc#29945810. $27.50. an annual listing of all curriculum materials displayed at the annual conference of the association. materials are from classroom teachers, school systems, and education agencies. directory materials are divided by subject areas such as esl, home economics, language arts, and thinking skills. entries include grade level, price, fonnat, contact person, and abstract. current resources in cooperative learning. anne wade et al. lanham, md: university press of america, 1995. 321p. isbn 0-8 191-98 161 . oclc#3 1410866. $39.50. this annotated bibliography reviews the literature on cooperative/collaborative learning in books, journal articles, and non-print materials in the english language from 1 990. sources cited have been published mainly in the united states and also education libraries • vol 1 9, no. 1 is divided into books and journal articles; the section on practical considerations covers books, articles, computer software, games, video and audio cassettes, periodical titles, subject areas, and such special topics as multicultural education and teacher education. author, title, subject indexes. excludes eric documents, dissertations, book reviews and book chapters. educational telecommunications: the state-by-state analysis, 1994. a report by hezel associates. syracuse, n.y. : hezel associates, 1994. 173p. oclc#308 19680. $130.00. describes the status of state telecommunications trends and activities. entries arranged by state . contains information concerning key planners, recent developments, statewide and local planning, statewide and local networks, higher education, k-12, and funding for higher education and k -12. includes an executive summary, an overview of educational telecommunications, and a glossary of interstate educational telecommunications providers. ellsworth, jill h. education on the internet. indianapolis, ind.: sams pub . , 1 994. 1 st ed. 5 9 1 p . isbn 0-672-30595-x. oclc#31320190. $25.00. provides resources, advice, and tips on use of the internet for k-12 educators, college faculty and administrators, students, parents, and lifelong learners. although some familiarity with the internet is assumed, an appendix contains a guide to the internet and its tools. includes an index and a second appendix devoted to the eric system network. . the electronic classroom: a handbook for education 'in the electronic environment. erwin boschmann, ed. medford, nj: learned information, 1995. 240p. isbn 0-93 8734-89-x. oclc#32149364. $42.50. contains chapters on technology in education including software and innovative technology-based practices. chapters are divided into five sections: vision, classroom applications, regional networks, global networks, and monitoring the electronic classroom. includes chapter references and index. the encyclopedia of education information for elementary and secondary school professionals. leslie mackenzie, ed. lakeville, ct: grey house publishing, inc. 563p. isbn 0-939300-591. oclc#32 1816693 and #3 1224720. $30.00. 1bis directory for education professionals provides state by state statistics, funding and grant resources, textbook publishers, state and federal agencies with contact names, education suppliers, publishers and publications, and employment resources. includes product name, publisher, and subject indexes. federal tax rules relating to benefit plans for public education employees: a resource guide. washington, d.c. : national education association, 1995. 53p. oclc#32794962. provides an overview of the federal tax rules relating to the different types of retirement plans, savings plans, health plans, and dependent care plans available to nea members through state or local governments. report is based on the law in effect on august 15, 1 994. education libraries • vol 1 9, no. 1 funding sources for community and economic development: a guide to current sources for local programs and projects. phoenix, ariz.: oryx press, 1995. 725p. isbn 0-89774-947-2. oclc#32536797. $54.63. tiris first edition lists 1 ,609 funding programs in alphabetical order, followed by four indexes : subject, sponsoring organizations, grants by program type, and geographic. programs listed incorporate educational programs, social services, and selected research grants. each listing in the grant programs section includes a description of the program with its focus and goals, eligibility requirements, restrictions, funding amounts, application and renewal dates, and sponsor information. also includes a guide to proposal planning and writing by lynn e. miner. halstead, kent. three r's, race retention rates by state. washington, d.c.: research associates of washington, 1994. 33p. issn 1077-7 1 80. oclc#30860368. $20.00. study reports state level public education retention rates by race. the analysis approximates education retainees of state resident 1 8-year old racial cohorts for high school graduation (spring 1992), in-state public college first-time entrance (fall 1992), and baccalaureate graduation ( 1990-9 1). includes charts and master table of state public education retention rates by race. hand book of research on multicultural education. james a. banks and cherry a. mcgee, eds. new york: macmillan publishing, 1995. 882p. isbn 0-02-895797-0. oclc#308 14313. $75.00. compiles major research and scholarship on multicultural education as a field of study and an emerging discipline. divided into 1 1 parts which include key issues in the field, research and research issues in multicultural education, critical theories, and the challenges and opportunities of educating specific ethnic groups. name and subject index. internet tools of the profession: a guide for special librarians. hope n. tillman, ed. washington, d.c. : special libraries association, 1 9 9 5 . 200p. isbn 0-87 1 1 1 -4305 . oclc#32276266. $33.00. contributed chapters give descriptions of internet sites selected by sla divisions, caucuses or units. entry descriptions include value-added information about the resource. includes a chapter on searching the internet, guidelines for the contributed chapters, and an index. education division chapter contributed by deborah garson. minorities in higher education . manuel j. justiz, reginald wilson, lars g. bj"ork, eds. phoenix, ariz. : oryx press, 1994. 395p. isbn 0-89774-817-4. oclc#30353697. $30.00. nineteen articles present research studies on educational equity for minorities. intended for use by policymakers in the field of higher education and minority policy; heads ofeducational associations concerned with minority participation in colleges and universities; presidents, provosts, deans, and faculty in higher education institutions; members of minority communities as well as those involved in policy research; and students who study policy implementation. includes chapter references and index. 21 muro, james j. creating and funding educational foundations: a guide for local school districts. boston: allyn and bacon, 1995. 256p. isbn 0-205-15573-1 . oclc#30032915. $39.95. contains practical information on how to organize local education funds to support public education. chapters range from coverage of a selection of privately funded local projects and activities to such basic topics as fund raising concepts, organizational issues, annual fund drives, direct mail and telephone fund raising, and raising funds through special events. lengthy appendixes provide actual examples of public education fund articles of incorporation, bylaws, case statement and proposals, various forms, and program selection criteria national urban education goals: 1992-1993 indicatorsreport. council of the great city schools. washington, d.c.: council of the great city schools, 1994. 240p. oclc#3 1639579. $30.00. this second issue of the national urban education goals report card presents data measuring the status of urban schools. the report has three major chapters which include demographics of cities and city schools, the national urban education goals and an assessment of urban school district performance in relation to those goals, and data on various characteristics of urban public schools. follows up an earlier report entitled national urban education goals: baseline indicators, 1990-91 . pellicer, leonard 0. and lorin w. anderson. a handbook for teacher leaders. thousand oaks, calif. : corwin press, 1995. 244p. isbn 0-8039-6172-3. oclc#3 190062 1 . $44.95. focuses on leadership from the perspective of the teacher rather than the school administrator. written in three parts, the first, "the nature of school leadership," describes teacher leaders and how they lead, followed by "the instructional process," which is devoted to chapters on the practical aspects of planning instruction and evaluation. the final section, "teachers working together to reclaim schools," covers professional development and peer coaching. includes references and an index. perkins, michael c. and celia h. nunez. kidware: the parent's guide to software for children. rocklin, ca: prima publishing, 1995. 405p. isbn 1-55958-552-8. oclc#32243 135. $ 14.95. a practical resource for parents on computer software for children. covers basic information on getting started to cd-rom programs and multimedia. reviews give age range as well as tips for using programs. appendixes have recommended programs and software publishers. includes index. renzulli, joseph s. schools for talent development: a practical plan for total school improvement. mansfield center, ct: creative learning press, 1 994. 379p. isbn 0-936386-65-7. oclc#3 11 86650. 379p. $37.95. describes a plan entitled the schoolwide enrichment model (sem) designed for general education. eight chapters cover background infonnation about the model, delivery components, organizational components, and resources for implementing the model. includes bibliography, author and subject indexes. -22 romiszowski, a.j. and bonnie gratch. telecommunications and teleconferencing in education and training : a selected bibliography. englewood cliffs, n.j. : educational technology publications , 1 995 . 63p. isbn 0-8777 8-28 1 -4 . oclc#32050364. $19.95. this bibliography organizes the citations under six sections: telecommunications: general; telecommunications technologies; systems planning, organization and implementation; use in education and training; applications: audio and audiographic; and applications: video and interactive multimedia. covers the period 1980 to 1 994, with emphasis from 1988. shoop, robert j. and debra l. edwards. how to stop sexual harassment in our schools: a handbook and curriculum guide for administrators and teachers. boston: allyn and bacon, 1995. 282p. isbn 0-205153 1 8-6. oclc#30332163. $34.95. the first part of this resource includes chapters on the causes, consequences, and legal aspects of sexual harassment in the schools, as well as successful programs of prevention. the second section contains curriculum guides for grades k-12. the appendixes include sample policies, forms, and notices; guidelines; sample court cases; organizational resources; glossary; and references. sourcebook on parenting and child care. kathryn hammell carpenter, ed. phoenix, arix. : oryx press, 1995. 269p. isbn 089774-780-1 . oclc#3 1329325. $35.00. provides 940 annotated entries for books and journals, both popular and professional, which focus on the practical aspects of child care. chapters cover such topics as family life, daily care for all age groups, growth and development, parental responsibilities, and children in crisis. each chapter contains a directory section of entries for appropriate organizations. includes a chapter on print and nonprint reference materials; an appendix of statistical data; and author, title, subject indexes. united states school laws and rules. michael i. levin, ed. st. paul, minn.: west publishing company, 1995. annual. 1345p. issn 1 078-2443. oclc#30633662. $39.50. in its second year of publication, this source compiles federal statutes from the united states code and u.s. government agency regulations from the code of federal regulations. covers statutory provisions to january 1, 1995 for the areas of education, labor, environment, and civil rights; agency regulations to october 1 , 1994, for education, labor, age discrimination, equal employment, disabilities, the environment, and civil rights. this 1995 edition provides selected provisions from the improving america's schools act of 1994 and the goals 2000: educate america act. subject index included. g ladys i . dratch is collection development librarian and deborah s. ga rson is head of reference services at monroe c. g utman library, harvard university, grad uate school of education. educetion ubreriea • vol 1 9, no. 1 e d u cation for librarianship: a s u rvey of the literatu r e , 1 9881 995 b y rashelle s. kerp assisted by tonya allen introduction clarion university of pennsylvania's department of library science (dls) has been offering an accredited master of science in library science degree since 1976; the program has been reaccredited twice since its original accreditation, and recently completed the process of self study associated with an accreditation visit in the spring of 1996. this was an exciting time for the faculty of the dls, especially since it was the first time that the faculty used the new standards for accreditation of master's programs in library and information studies (office, 1992). one of the hallmarks of the new accreditation standards is their emphasis on "broadbased, continuous program planning, development and improvement," (office, 1992, p. 3) and their emphasis on "systematic planning process[es]" (office, 1992, p. 1 1 . additionally, the new standards emphasize the need to develop a curriculum which "reflects the findings of basic and applied research from relevant fields," and which takes into account "the statements of knowledge and competencies developed by relevant professional organizations" (office, 1992, pp. 1 1 1 2). since 1983, the dls faculty have utilized a five­ year process of continuous curriculum revision which begins with a comprehensive search of the literature about education for librarianship and competencies needed by librarians. following is a summary of the competencies and suggested curriculum components which were indicated in the literature about librarianship, 19881994. library science graduate programs literature about graduate education in library science points to a definition o f the process as a "pluralistic," i . e . , interdisciplinary and diverse mix o f multiple traditions, standards, methods, and userneeds (robbins, 1990; lowry, 1990; tees, 1991; bradley, 1993; koenig, 1993; ostler, 1995) within which there exist theory (boyce, 1994) and skills which should be mastered by all mls graduates, and whose content should education ubrariea • vol 1 9, no. 3 be placed within international (fang and nauta, 199 1 ; tallman, 1991; kibirige, 1993) social, economic, cultural, and political contexts (association of college and research libraries, 1992; sineath, 1 992). it is stressed that this process of integration will help to assure that library professionals have a common focus (oen and cooper, 1988), pride in their accomplishments (martin, 1995), and a leadership, self-confident mentality (penniman, 1991; white, 1995 ). in addition, the knowledge gained in library school should be applicable at an entry level to a variety of library environments (preschel, 1988; "dean's . . . ," 1994). some writers debate the need for certification of librarians (ford, 1989; lindberg, 1990; kaatrude, 1992; martin, 1994); others stress the need to provide library school students with field experiences, or internships which provide on-the-job training (meiseles and feller, 1994) and which also can be used as recruitment vehicles for minority students (diaz and starkus, 1 994; kendrick, lipkind, and clinkscales, 1990). curricula must keep up with new technology (kaula, 1 988; hurd, 1988; main, 1990; sharma, 1992; george, 1994) and that they should include the following components: discussion of ethics (rogers, 1994) and issues such as equal access to information (mccook, 1992b); balance of theory and practice ( oack, 1993; curras, 1993 ); systematic study which integrates basic knowledge and skills into a unified structure (eisenberg, 1 99 1 ; intner, 199 1 ) ; study of communication theory (lester, 1993); recognition of the impact of information on individuals and institutions (anderson, belkin, lederman, and saracevic, 1988); and a holistic approach to integrating knowledge and analysis with professional values (mayfield, 1993 ). it is further stressed that education for librarianship should recognize diverse learning styles and cultural behaviors among students and library patrons (alire, 1988; lenox, 1993a; lenox, 1993b; brennan and sullivan, 1989; varlejs, 1993/94; chu, 1994; hannigan, 1995), especially in terms of information technology education (johnson, 1991); and that library schools should develop recruitment programs aimed at increasing diversity among library school students and faculty (miller, 1991; speller, 13 1991; foderingham-brown, 1993; mccook, 1 993; "deans . . . ," 1994). library schools are also urged to recruit and mentor minority students (abdollahi, 1991) while still maintaining a local perspective on what constitutes a minority hire (anderson, 1994). finally, the need for library education to continue beyond the mls is also emphasized (nicholson and bridgeland, 1991; berry, 1993 ; schneider, 1 994; weingand, 1 994), especially regarding standards for continued competence and excellence (weingand, 1991), as well as ability to change (makinen, 1991). regarding preparation for library school, practitioners agree that a basic grounding in a variety of disciplinary areas is an advantage (hayes, 1988). related to preparation is the issue of how potential students choose a library school; recent research indicates that, in order of importance, students choose library science graduate programs on the basis of their accreditation, cost, options and facilities, technology, specializations, and faculty (berry, 1994). appropriate venues for graduate library science education is a topic which is also discussed in the literature, most often in terms of the best way to provide distance education. examples of distance education can be found in the literature; many describe the use of interactive television (i.e., "graduates earn mls," 1994). some articles discuss the advantages of distance education such as increased enrollment for the library school (roper, 1 99 1 ) and increased student autonomy (holmberg, 1991); other articles list disadvantages, especially in terms of concerns about quality control for courses taught off-campus (miller, 1991) and evaluation of students at off-campus locations (louw, 1994). core curricula the literature regarding core curricula categorizes core knowledge and skills into several broad areas: 1 . management, or the ability develop, maintain, and market a library or a specific library service which meets current needs and is able to anticipate and respond to future needs. within the area of management, library professionals specifically suggest that mls graduates must be able to market l ibrary and information services (lester, 1 993) , employ effective time management strategies (heyser and heyser, 1 98 9), apply appropriate finance and budgeting skills (tchobanoff and price, 1993), think conceptually (evans and tipton, 1992), work in groups (lester, 1 993), and evaluate and apply research to decision-making tasks (connell, 1992). 2. communication and interpersonal skills, or the ability to transmit information and services which are appropriate and appropriately formatted for a specific audience, and which reflect professionalism and competence. specific competencies often cited in the areas of communication and interpersonal skills include writing skills (jul, 1990; massey-bursio, 1991); public relations skills (fisher and matarazzo, 1993); ability to clearly articulate ideals, principles, concepts and policies (grey, 1991); 1 4 ability to understand and communicate with diverse populations (freiband, 1992); and ability to apply critical thinking skills (miller, 1990) and personal transferable skills which are not specific to any one subject or discipline (gash and reardon, 1988; dumont, 1989). venues for teaching these skills via video are well covered in bibliographic resources (arthur, 1992). 3. information theory and practice, or the ability to select, acquire, organize, and use information resources in all present formats, and the ability to quickly learn to select, acquire, organize, and use information resources which appear in new formats. in the area of information theory and practice, some library professionals argue that theory should be emphasized in graduate school since practice varies according to institution and information resources used (carpenter, 1991; avram, 1 991). among the many specific competencies discussed are ability to acquire, evaluate, organize, and use information and information resources (fisher and matarazzo, 1993), including online systems and resources (settel and marchand, 1988; preschel, 1988; starn, 1992); computer literacy, including knowledge of information systems and their effective m anagement (tassia, 1 990); understanding of a library's environment and its role within that environment (association of college and research libraries, 1 992); knowledge of information handling technologies, methods, and techniques, including research techniques (garrison, 1988); and an understanding of information science as a distinct discipline (moll and flood, 1988). most recently, literature has begun to focus on a new definition of information as a monetary commodity (cory, 1994). 4. foundational concepts and skills, or the ability to apply a clear understanding of the profession and its "body of knowledge" to the practice of the profession, both now and in the future. a foundational body of knowledge and skills which all mls graduates should understand is often couched, in the professional literature, in terms of basic areas of competency, whose theory and practice all mls graduates should master. these include transferable skills (lester, 1990); reference theory and practice (heyser and heyser, 1 989); cataloging and bibliographic control theory and practice (gorman, 1992); acquisitions and collection development theory and practice (otero-boisvert, 1993; budd and bril, 1994); circulation theory and practice (deluise, 1994); and conservation and preservation theory and practice (deluise, 1 994). additionally, an understanding of the basics of facilities planning (deluise, 1994), and knowledge of computer applications, technology, and information science (pemberton, 1990; starn, 1993) are stressed as important. "elective" curricula for specialist education the professional literature seems to be quite clear on the issue of specialist education. the preponderance of articles dealing with unique competency requirements for specific types of librarians indicates that a "core" education is not enough to education ubrariea • vol 19, no. 3 adequately prepare an mls graduate. in addition to the acquisition of core competencies, the library literature identifies several specialist areas within the profession which require "elective" competencies, or competencies which an mls student "elects" to master, based on her/his individual employment goals. school library media specialists/librarians serving the needs of children. in addition to the core competencies outlined above, school librarians should possess some form of certification (perritt, 1994). it is also emphasized that school library media specialists must have an understanding of the behavior and psychology of children and young adults (c. evans, 1993 ); the development oflanguage and reading skills in children and young adults (greene and cullinan, 1988); curriculum design, teaching strategies, cognitive development, and educational theory (tassia, 1990); and instructional analysis and testing methodologies (evans and tipton, 1992). a unique sensitivity to the needs of children and young adults is also heralded (behrmann and vogliano, 1991), as is an awareness of the changing dynamics of family life and the impact of family on children and young adults (lewis, 1993). additionally, that school librarians must be familiar with and able to use video and digital materials (evans and tipton, 1992); must understand the impact of media on children (fasick, 1990); must be able to plan educational programs for all types of children, including disabled children and children from ethnic and minority groups (coffeen, 1989); should be able to provide parent education (greene and cullinan, 1988); and must have an attitude toward their responsibilities that empowers children to learn (behrmann, 1991). library science faculty are urged to instill in students a commitment to continuing professional education (adams, 1994 ), and a belief in the centrality of the media center to a school (eisenberg, 1991 ). faculty are also urged to teach students how to persuasively demonstrate the effectiveness and impact of a school library media program and to support professional associations at local, state and national levels (barron, 1993a; barron, 1993b). field experience is strongly recommended (tassia, 1990), and if this is not possible, simulated teaching exercises via interactive video are suggested as alternatives (abed, 1988). regardless of field experiences, school librarians are expected to complete supervised internships (hempstead, 1988). for public librarians serving the needs of children, necessary competencies include knowledge of children's reading interests and abilities, knowledge of children's literature and children's information needs, programming skills, and advocacy skills (lmmroth, 1991; elkin, 1992). public librarians. the public library association's "entry level public librarian competency statement" states that public librarians must have, in addition to the core competencies outlined previously, knowledge of: 1) the legal, structural, organizational, and regulatory environment of public libraries; 2) the unique nature of a public library's mission and role; 3) the role of services and programming in a public library; 4) community structures and public policy mechanisms; and 5) the education libraries • vol 1 9, no. 3 governance structures within a public library. additionally, it is stressed that public librarians must possess a well developed code of professional ethics. as was the case with school librarian competencies, field experience in the form of a structured practicum is highly recommended (lester, 1994). and, the ability to provide programming and services for adult learners is also suggested as important (duval and main, 1993). reference/research librarians. reference and research librarians are particularly urged to: be able to use research and evaluation methods (shonrock and mulder, 1993); understand the research process (jones, 1991); possess broad and rigorous undergraduate training (mccook and gonsalves, 1993); be able to provide effective bibliographic instruction which is based on knowledge of many subject areas and teaching strategies, as well as on an understanding of scholarly communication patterns (mandernack, 1990; petrowski andwtlson, 1991; white, 1991); be able to conduct effective reference interviews (mcmurry, 1988) and develop effective reference search strategies (collins, 1990); and possess the ability to deal with disruptive elements in the library (cole, 1993). library school faculty are especially urged to prepare reference librarians for the ambiguities and frustrations of worlcing at a reference desk, including constant interruptions, committee overload, and unrealistic time constraints (walker, 1990). additionally, peer coaching is recommended as an effective instructional technique (leven and frank, 1993). catalogers. in addition to emphasizing that catalogers must be instructed on the theories of bibliographic organization (trainer, 1989) and indexing (ballard, 1993), writers in the library literature also emphasize the need to instruct catalogers in the following areas: national standards for bibliographic control (clack, 1993); foreign language skills and the ability to use automated cataloging systems (a.f. evans, 1993); marc record formats (callahan and macleod, 1994); and understanding of cataloging from a "nuts and bolts" perspective, as well as the standpoint of analysis, synthesis and evaluation ("cataloging librarians address staffing needs," 1989). the alcts 's committee on education, training, and recruitment for cataloging identifies the following elements for a training program for entry level catalogers: logistics and organizations of technical services departments and libraries, personnel issues, electronic cataloging, continuing education opportunities, descriptive vocabulary, marc format, local cataloging practices, access points, subject headings, classification and shelflisting, authority control, online catalog maintenance, and dealing with special formats ("essential . . . ," 1 994). finally, cataloging practitioners agree that it is important for catalogers to develop a sense of priorities about cataloging, especially in an interdisciplinary world (curran, 1995) which derives from a complete understanding of the purpose and theory of cataloging (lntner, 1990), and that catalogers should engage in continuing education (powell, 198 8) and preprofessional internships (riemer, 1 993 ). 16collection development librarians. mls graduates should possess knowledge of: publishing processes, vendors and jobbers; serials acquisition and control; legal issues (especially copyright); resource sharing; collection evaluation techniques; and preservation techniques. it is also recommended that graduates possess the ability to write a collection development policy (budd and bril, 1994); that bibliographers possess subject­ specific knowledge of subjects, authors, and titles (williams, 1991); and that on-the-job training be used to complement classroom education (schmidt, 1991). science and technology librarians. in addition to the competencies that all mls graduates should achieve, the literature indicates that science and technology librarians must be able to evaluate information for quality, currency, and relevance to a specific problem, and that they must have knowledge of the research habits, work context, and information gathering techniques of scientists and engineers (stuart and drake, 1992). it is also emphasized that in order to obtain a working knowledge of the literature of science and technology, mls students should be taught by faculty who have experience with science and technology (vazakas and wallin, 1992 ). finally, science and technology librarians must be creative in their assumption of leadership roles in the information profession (storm, 1994). medical and health science librarians. in general, the literature about competencies for medical and health science librarians emphasizes the concept of medical informatics, or the applied use of information science for medical information problems (ball, douglas and lunin, 1 988; detlefson, 1993), as well as the recommendation that health information professionals be employed as faculty to teach potential health information professionals (creth, 1993). it is further stressed that subject­ based expertise is critical (ekstrand, ladner, and olds, 1990). the medical library association provides guidelines for teaching medical and health science librarians which include the need to instruct students in medical concepts and terminology, the information needs of health professionals, medical cataloging and classification schemes, medical bibliography, and the health care environment (roper and mayfield, 1 993). recently, the national library of medicine reported that mls graduates must: be able to apply new information technologies to health care; utilize an interdisciplinary approach to providing health care information; understand the importance of networking; be familiar with and recognize the importance of the joint commission on accreditation of health care organizations ' standards for management of information; use media and telecommunications technology to provide remote access to medical data for medical facilities without libraries; develop and utilize quantitative and qualitative measures of the value of information services for health care; and possess knowledge regarding patient education materials, clinical practice guidelines, decision support systems, and computerbased patient records systems (national institutes of health, 1995). 16 law librarians. the american bar association standards for law librarians require that they possess either a degree in law or in library science; the association of american law schools standards require both degrees in addition to certification through the association (bonney, 1991). it is generally agreed that law librarians and directors of law libraries should and do possess legal and library education (slinger, 1988; hazleton, 1993). corporate librarians. coxporate librarians must: be able to prioritize information requests, understand the need to deliver information in a timely fashion, recognize the importance of information that is generated within the parent institution, possess a service attitude and a focus on information users as "customers," understand the general principles of business and management (kendrick, 1990; tchobanoff and price, 1993), marlcet library services (butcher, 1989), and synthesize competitive intelligence information (dou, 1993 ). as special librarians, they must also be knowledgeable about specialized document forms such as preprints, patents, and standards (godert, 1987), must have subject background and business savvy (cronin, stiffler, and day, 1993), and must possess an educational background which effectively integrates business, management, and library theory and practice (james, 1 989; wtllner, 1993 ). a survey of canadian special librarians distills these competencies into three broad areas: information-related and technological skills, management skills, and attitude skills (macfarlane and tees, 1993). visual resources librarians. the literature recommends that library science faculty teaching in this area hold the ma in art history (robertson, 1991 ); that mls graduates enroll in graduate courseworlc in art (mahard, 1994 ), including dual master's degree programs in art and library science (irvine, 1994 ); and that mls graduates complete coursework and continuing education dealing with visual resources, slide librarianship, database creation, image technologies, and automation of art libraries and collections (jacoby, 1 992; starn, 1 993 ; boaden, 1 994; "continuing . . . ," 1 994; williamson, 1 994). as with other specialties, it is also recommended that students complete internships in art libraries (blank, 1992; tucker, 1994). also emphasized is the need for library science faculty to encourage new audiovisual librarians and archivists to develop standards for treatment of audiovisual resources (turner, 199 1), and to provide specialized art librarianship courses within the library science curriculum (robertson, 1994; todros, 1994). music librarians. music library practitioners recommend that mls graduates who wish to work as music librarians have an undergraduate degree in music, that they be able to read music and understand musical styles, and that they possess foreign language skills and a knowledge of music history (carobine, 1991 ). it is also suggested that entry level music librarians possess knowledge of music printing and engraving, the structure of music publishing and distribution industries, and cataloging of music materials (sommer, 1988). finally, the importance of being able to utilize electronic databases of music scores and sound recordings is stressed (duggan, 1993). education librariea • vol 19, no. 3 library systems analysts i systems librarians. competencies necessary for systems librarians include: the ability to select, install, maintain and analyze integrated systems; advanced knowledge of microcomputers; knowledge of networking and local area networks; knowledge of cd-rom technology; familiarity with mainframe computers; knowledge of the internet; the ability to program; u nderstanding of information technology; ability to analyze information systems; and knowledge of automated bibliographic control systems (boyce and heim, 1988; burtle, 1994). continuing education the topic of continuing education is very well represented in the library literature about education for librarianship. continuing education constitutes, in its most formal form, established coursework (both elective and core) within a library school 's program; it also comprises informal educational opportunities such as group discussions and sustained professional reading (washington, 1 989; c. evans , 1990; boydston, 1992; latrobe, 1992; sager, 1993). other delivery mechanisms for continuing education include mentor programs (corbin, 1988), satellite programs (lynch, 1 994), in-house lectures ("free library . . . ," 1 988), j ournal clubs (jones, richmond, christopher, and duggar, 1993), library tours (keally, 1 993 ) , participation in and recognition of the importance of professional association activities (stussey, 1988; curry, 1 992; t.w. miller, 1 992; richman-scott, 1 993), workshops (redfield, 1988), and videotaped seminars (halsted and goldstein, 1990). continuing education is particularly heralded in the literature as an effective way to reach individual and specialized populations such as adult learners, small business owners, and ethnic and cultural minorities (ezell, 1 990), and as an effective vehicle for integrating new employees into the structure of large libraries (grumling and sheehy, 1993), thus helping to create a sense of common purpose and shared vision (nelson, 1993 ). in addition to topics already identified as necessary for core curricula, writers indicate the following topics as being particularly appropriate for continuing education opportunities: research techniques and publishing venues (wright, 1993), medical informatics ("nlm grant . . . ," 1992), leadership development (fineberg, 1993), acquisitions (thomson, 1994), advanced collection management techniques (axtmann, 1994 ), advanced cataloging management techniques (nevin, 1994), advanced bibliographic instruction techniques (burnam, 1993), and records management (nawe, 1991). regardless of the type of continuing education being offered, library practitioners indicate that continuing education opportunities must take into account the motivations, qualifications, and learning or teaching styles of participants (burgin, 1992) and trainers (bellardo, 1988; mulder and dayton, 1994), and that in order to be effective, continuing education must be accompanied with institutional supports (havener and stolt, 1994) and incentives (segal, 1988). education ubrariea • vol 1 9, no. 3 conclusions overall, the professional library literature about education of librarians points in the right direction, but avoids direct attention to some of the major issues which today's librarians face. the literature indicates that the world of librarianship is poised on the edge of a technological revolution. this is not totally accurate. the world of librarianship is not poised at the beginning of monumental change, rather it is in the midst of a globally cataclysmic technological, economic, cultural, and information revolution which has successfully obsolesced old "truths." the very heart and soul of librarianship are being catapulted into a new state of being. consider, for example, traditional cataloging classification schemes and the conspectus approach to collection evaluation and development; these approaches are seriously compromised by the interdisciplinary nature of information in the world of internet and hypertext mapping. or, consider the prevailing characterization of libraries as non-profit institutions. this "truth" is also seriously jeopardized by rapid global economic change which imbues useful information with significant real monetary value. even the definition of "the library" has changed. traditioilal definitions of "the library," while still valid, are no longer enough. in part, this is because too ·much of the world's population does not have access to a traditional library. and, traditional libraries cannot provide the diverse and multicultural resources necessary to adequately support the information needs of a world which is no longer divided into discrete physical, political, social, or cultural units. 1be very essence of an information unit is redefined by a geometrically increasing electronic information environment which is characterized by too much, rather than too little input, and which increases the output of information to overwhelming proportions. and, perhaps most cataclysmic is the tangible technological demarcation line which divides the information "haves" and "have-nots" into groups that define a person's lifetime ability to achieve. the world of today's librarian is not a "changing" world; it is a "changed" world. within this context, library educators must provide new definition to the goals of library education which are reflected in the professional literature. inasmuch as the literature of a profession mirrors the current and future realities of its practice, the literature of librarianship seems to indicate a clear direction for library education, even if the reasons cited do not totally take into account the current realities of the information world. library science educational programs must be visionary, they must include students who do not attend classes at a specific physical facility, and they must be able to change quickly as they embrace new paradigms for the profession. in order to do this, educational programs in library science must: 1) impel all students to interact with technology, rather than just utilize technology. 2) integrate the theory and practice of librarianship in ways which stimulate students to engage in critical thinking that culminates not with a mere analysis of current problems, but rather with a vision for the future that they will implement. 17 3) utilize interdisciplinary approaches to problem-solving, innovation, and definition of the profession. 4) prime students to anticipate change and incorporate it before change "happens" to them. 5) show students, by example , how to be energetic and enthusiastic as they are challenged to master new concepts and skills on a daily basis. 6) inspire students to think in ways that are flexible and quick enough to develop and assimilate, in a timely manner, new paradigms which define the profession and its practice. 7) expose students to diverse cultural experiences which will enlighten and inform their professional decision­ making. 8) position "the library" and "information" within defining technological, international, social, economic, political, and cultural contexts. 9) infuse students with clearly defined professional values and ethics which will help them to prioritize their professional behavior in ways that hold them accountable for their actions and in ways which reflect leadership and confidence. 10) empower students with an understanding of the basic principles oflibrarianship which is clear enough to facilitate critical analysis of present practices based on predictions about the future. the world of librarianship has changed; 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"teaching collection development in context." fontes artis musicae, 35, 195-197. speller, b . f. (ed.). (1991). educating black librarians. jefferson, nc: mcfarland & co. starn, d. c. (1992). "what reference librarians need to know." the bookmark, 50(2), 173-179. -(1993). "what do art information professionals want to learn about information technology and how do they want to learn it?" art documentation, 12, 3-5. storm, p. (spring 1994). "issues related to the education and recruitment of science/technology librarians." science & technology libraries, 14, 35-42. stuart, c. , & drake, m. a. (1992). "education and recruitment of science and engineering librarians ." science & technology libraries, 12(4), 79-89. stussey, s.a. (1988). "the mls: a necessary credential for the professional librarian."catholic library world, 60, 126-129. education libraries • vol 1 9, no. 3 tallman, j. i. ( 1991). "each one an individual: needs and satisfaction levels of international students in united states library and information science programs." ifla journal, 17, 235-240. tassia, m. r. (1990). "alternatives in the education of school library media specialists." in s. s. intner & k. e. vandergrift (eds.), library education and leadership (pp. 209-217). metuchen, nj: scarecrow press. tchobanoff, j. b. , & price, j. a. (1993). "industrial information service managers: expectations of, and support of, the educational process." library trends, 42, 249-256. tees, m. h. (1991). "harmonization of education and training for information professionals." ifla journal, 17, 232-234. todros, r. (1994). "training for art librarianship in italy." art libraries journal, 19(2), 17-18. trainet, k. a. (1989). "dollars and sense: training catalogers." in s. s. intner & j. s. hill (eds.), recruiting, educating, and training cataloging librarians (pp. 367-374). new york: greenwood press. tucker, l. (1994). "education for art librarianship in the united kingdom." art libraries journal, 19(2), 19-21. turner, j . ( 1 991). "training for audiovisual archivists and librarians." ifla journal, 17(3), 248-255. varlejs , j. ( 1 993/1 994). "educating library/information professionals to serve a diverse society." new jersey libraries, 27(1), 13-15. vazakas, s. m., & wallin, c. c. (1992). "where are all the science librarians?" college & research libraries news, 53, 166-167. walker, l. (1990). "all i really needed to know i didn't learn in library school." north carolina libraries, 48, 258-259. washington, n. (1989). "focus on the academic librarian: job satisfaction and c ontinuing education needs." the southeastern librarian, 39, 103-105. education ubreriea • vol 1 9, no. 3 wedgeworth, r. (1991). "a quiet revolution and the fragility of graduate library education." the bookmark, 49(4), 262-263. weingand, d.e. (1994). "competence and the new paradigm: continuing education of the reference staff." the reference librarian, 43, 173-182. -(1991). "the continuum oflibrary education: maintaining competence through the professional worklife ." ifla journal, 17, 266-273. white, h.s. (1991). "bibliographic instruction and the library school curriculum." journal of education for library and information science, 32, 194-202. -(may 15 , 1995). "educating for the now and future profession." library journal, 120, 44-46. williams, l.b . ( 1991) . "subject knowledge for subject specialists: what the novice bibliographer needs to know." collection management, 14(3-4), 31-47. williamson, m.f. "education for art and culture librarianship in canada." art libraries journal, 19(2), 22-24. willner, r. a. (1993). "education for library and information management careers in business and financial services." library trends, 42, 232-248. wright, p. (1993). "a teacup idea: the research retreat." college & research libraries news, 54, 83-85. rashelle s. karp is professor of library science, department of library science, clarion u niversity of pennsylvania. tanya allen is a recent graduate of the accredited msls program offered by the department of library science, clarion university of pennsylvania. 26 1 web journals and education by vivienne monty abstract the journal is the most accepted vehicle for the dissemenation of work results and today electronic journals are very much part of that form of dissemination. electronic journals (e-journals) come in many forms from academic ones to zines, which are popular and irreverent for the most part. there are many e-joumals on the internet and the web in education. it is an ideal medium for them. in particular, e-journals in education help the cognitive learning process. the do so by complying with learning series as outlined by piaget, kolb, witkins and others. through their flexibility with hyperlinks and the varying formats they allow, e-joumals can relate to the varying leaning styles of students. despite of all their positive aspects, there are still a number of issues of concern with this medium of publication such as copyright, stability of format, archiving, updating, indexing and the like. nonetheless, e-journals will continue to grow and expand due to ease of access and because, in the field of education they promote an interactive learning tool. a brief history of journals and e-journals the accepted vehicle for the dissemination of work results or current events is the journal. it has been a tool of intellectual exchange for centuries, almost as old as print itself. it is well to remember that the ancestor of today's fancy scholarly journal was the diary or logbook (the original "journal") in which the scholar or scientist recorded data, thoughts, ideas, meetings, and conversations, much as do today's networked electronic lists. i just as the new world was being settled, two journals similar to those we have today were being published, the journal des scavans and philosophical transactions.2 today there are thousands of journals/magazines of all types with new ones appearing daily. the printed journal has played a central and essential role in communication. in most scholarly disciplines, the accumulated contents of some set of respected journals provides a canonical corpus defining the effective state of knowledge in the field. electronic media now compete with printing for the communication of texts. extrapolating from the success of journals that are currently published electronically, it is clear that electronic media will capture a large share of scholarly publication in the next five years, and that printed media will not be competitive in journal publication beyond a very few more decades.3 education ubreriea • vol 20, no. 3 we have moved from the paper journal to todays eand h­ journal [electronic journal and hypermedia journal]. the first e­ journal appeared in 1976 from the new jersey institute of technology. it was the prototype of the e-joumal and was a weekly read-only newsletter. numerous other ones followed such as, psycholoquy by 1989, e-journal by 1991 and the online journal of current critical trials by 1992.4 a web search of any major search engine uncovers hundreds of them today in all shapes and sizes. [major search engines are those such as alta vista url:>http://www.altavista.com or a subject list such as yahoo http://www.yahoo.com] the defmition of e-journal and h-journal what then is the definition or definitions of the e-journal? the definition normally used for an e-journal is a journal available only in electronic format and distributed over the internet usually without charge as opposed to the online journal which maintains an electronic existence parallel to a print counterpart and tends to be commercially produced.5 the concepts of online and internet have essentially begun to merge with the web. current evolutionary trends of the e-journal are at what anita sundaram refers to as the h-journal. the h-journal: breaks away from the print journal model of document organization, while attempting to retain most of its functionality and adding its own. it utilizes hypertext and 11the capabilities of the electronic medium to deliver a hyper docwnent that supports differing reading behaviors and users and information can be retrieved by both browsing and known item searching. it includes other document formats (graphics, audio and video) besides text; supports different type of user interactivity such as the ability to interact with the author/publisher/relevant newsgroup; facilitates exploration of dynamic concepts with interaction that is beyond mere descriptive text, through the provision of interactive graphics; extends the information use activity to its fullest potential by utilizing a taxonomy of links to identify relevant documents outside the immediate context; and makes provisions for other forms of data manipulation besides information retrieval, for example, statistical analysis, decision, instruction and editorial kinds of support.6 the zine is yet another form of e-journal that in print used to be referred to as the underground press. today, these are very much above ground but accessible to all. john labovitz, who has one of the largest zine lists on the web, defines zines as being: generally produced by one person or a small group of people, done often for fun or personal reasons, and tend to be irreverent, bizarre , and/or esoteric . zines are not 'mainstream ' publications-they generally do not contain advertisements, are not targeted towards a mass audience, and are generally not produced to make a profit. 7 e-joumals today come in varieties that print can barely match. some are still electronic versions of paper journals, while others use all or part of the power of hyper-media to create living and virtual/interactive articles. these latter ones are called h-joumals. e and h-journals (electronic and hypermedia -journals) thus operate in an environment that is not possible to capture in paper. the creation of e-joumals is an ongoing process rather than a series of discrete separate activities. namely, it is a continuous process rather than single separate tasks such as editing, copy conversion and so on. it is this process that makes them unique and distinguishes them from print.b some e-joumals are scholarly, others are free, some are obtainable on subscription, others are available from trade publishers, and some are pay per view. many are refereed joumals.9 journals, the internet and education the internet offers numerous opportunities for students and teachers alike to learn and teach in new ways. information can be �xchanged by means never thought of heretofore and it is simple and inexpensive to publish on the web. students and teachers can share their work worldwide. the internet is extremely well suited for journal type literature and as a means of communications. hypermedia, it has been argued, is an instructional tool that addresses individual differences in learning styles very well.jo the number of journals in education and related fields that are accessible on the internet through various sources is getting larger by the day [see list of selected education e-journals in appendix a]. 1 2 the field of education was one of the first entrants into the electronic world. eric, i i which covers many subjects beyond education, was one of the first online databases that was relatively cheap and widely accessible. with the arrival of gopher and then the web on the internet, eric again, because it could be made so freely available, became one of the first indexes that could be searched and its information retrieved. the concept of electronic journals (e-journals) in any field seemed like a revolutionary idea just a few years ago. even in 1990, the fact that the entire traditional publishing cycle could be accomplished electronically was considered novel and experimental at best.l2 in the last year, however, many have begun to refer to the web itself as a large electronic magazine showing how far thinking has changed about this medium. the internet and the web have become a scholarly vehicle of exchange as well as a trade commons for the commercial sector. this lightning speed in evolution can be attributed to several forces at work simultaneously. the web has opened the ease of access to the internet beyond the few to increasingly the many. at the same time, paper prices have skyrocketed to levels that are becoming unaffordable for libraries and other purchasers. in addition to high costs, there are long publication delays and failures of peer review in the scholarly area at least. it has also become, to some degree, less profitable for trade publishers to produce journals in paper. many have recently created web homepages and offer access either to their journal table of contents for free or on a subscription service basis. [see for example http://www.elsevier.com/. chose toc or table of contents service]. these considerations, in addition to the flexibility of formats, have taken web publishing, particularly e-joumals, beyond the realm of the esoteric and "truly revolutionary" 13 to the commonplace. the fact that multimedia can be so easily fused into any article on the web makes it an ideal medium for education. the ability to merge multi-media is one of the greatest attractions of web journals. stevan hamad in the post gutenberg galaxy has given another reason for this rapid growth and popularity. that reason is speed, something to which we have become accustomed in research, publishing and news. the written medium is hopelessly out of synch with the thinking mechanism and the organic potential it would have for rapid interaction if only there were a medium that could support the requisite rounds of feedback, in 'tempo giusto. ' 14 the internet and learning theory education and training are about presenting information and transforming it into knowledge. by enabling students to link data, information and ideas, interactive multimedia helps to make the connections which are critical to learning. by integrating text, graphics, sound, animation and video, it addresses different learning styles, providing a truly interactive learning environment that students can explore, add to and compose in, enabling them to become actively engaged in the learning process . i s education ubrariea • vol 20, no. 3 it is no small wonder that the field of education has embraced the internet and its capabilities. the very nature of education is to impart knowledge to as many as possible in the most effective way. traditionally such work was done for small groups of students and occasionally for tutoring of individuals. the web, however, provides a gateway for using all sorts of media and to project these to large and varied audiences. no longer need a teacher just prepare a lesson plan or lecture for a small group, today such learning can be shared and interchanged amongst colleagues in "real time." in an analysis, history and survey oflearning styles, ayersman outlines how computers help in learning by making learning more interesting. he bases his arguments for this on the prior work of piaget, kolb, witkin and others, pointing out how cognitive learning is enhanced by the use of hypermedia environments. there is a tremendous importance in the experience oflearning provided by and through the use of hypermedia. t6 another reason e-journals have been embraced is the speed and ease with which publishing can occur. "any developments in the area of electronic data transfer that can be called to maximise the efficient use of time are going to be of utmost importance."t7 e-journals provide, most of all, a level of flexibility that has made them a huge success. articles can easily be downloaded, and manipulated for future use. access to them is at anytime of the day or night and they are often findable more easily, unlike paper journals in a library or even at home. e­ joumals also provide instant feedback and exchanges with colleagues through web interconnectivity. the field of education fits hypermedia in particular because it combines a multiplicity of fields for the purpose of imparting knowledge. perllaps the greatest breakthrough for the e-journal has been the ability to attract readers in many fields. in surfing through the net, many find sources that ordinary shelfbrowsing would never have lead them to. several authors have mentioned this in the literature on e-journals. one e-journal, the journal of computer­ mediated communication, actually states in its statement of purpose, ''the computer as a medium fosters new forms and supports established modes of social interaction ... such work has been scattered over half a dozen disciplines with no home of its own."ts links on the web allow most easily for interand intra­ disciplinary connections to be drawn together. a teacher, for example, might be interested in educational theory as well as in communications through technology and a specific subject field all at the same time. this multidisciplinary type access and breakdown is the very "democratic" nature of the web/internet which allows the field of education to see its true reflection. many who have constructed homepages, whether in education or other fields, provide links within their pages to other sites of relevant and or related data. the web makes access to such related links seamless to users. they derive information by clicking on links but if the information is pertinent there is no need to ask what discipline it is from. it does not matter as long as the relevant information is obtained. e-journal formats for the most part, e-joumals emulate their paper cousins. differences might be few such as the reader might have to click several times before reading a complete article, there might be some prettier pictures and there are occasional hot links in the text though this is still relatively rare.1 this traditional use of the internet is not a criticism, just a mere fact as this format of journal publishing is still very much in the growth and changing state. many editors are in the process of learning the techniques of html [hypertext markup language] and similar web publishing software. the new venue despite its lack of novel uses of features in this new media nonetheless makes effective use of the speed and oneness of the internet. psycholoquy, [url:>http://www.cogsci.soton.ac.uk/ psycoloquy] stevan hamad's internet journal was, in 1990, one of the first to include hypertext threads and online peer commentary which is becoming more commonplace. only those e-joumals that have no paper countetpart can undertake such advances since paper cannot interlink.19 the h-journal, the newest entry, has introduced links to all types of media within an article. this is probably the route the field of education will take. it is ideal to incotporate video interviews or graphics or the 'real thing' into an article. mcluhan's "the medium is the message" certainly is made truer by h-joumals. h-journals get away from mere text and interrelate all types of media (voice, video, graphics etc.) into a single work. furthermore, such media are often not integrated locally into the article but are linked by hyperlinks from other sites.2o in constructing an h-joumal article, a writer can link various other data/articles/media etc. to their paper from other sites through links and they become an integral part of their work. such links in traditional print could only be created by footnotes which then readers had to find on their own but could not reach instantaneously. with hyperlinks, writers can better relate a topic in whatever media they think might impart the concept best. they can also provide multiple type media if they are trying to reach readers who have different learning styles. the experimentation with such articles is in its infancy.2 embedding of hotlink:s within an article can have grave consequences for creator integritiy. while such articles make effective and proper use of the web, what if these critical links 1 . a hot link is an alternative term for a computer direct link which provides access to further data within one site or data at other remote site(s) through clicking on the highlighted text. the ability to move with these links from information bits to information bits and throughout the world is seamless. 2. it should be noted that remote links to other media, not controlled by the authors or created by them, brings about questions of copyright, availability of the link and such similar questions which are fraught with danger because there is no guarantee that such works will last over time as an integral whole and which has been incotporated on an article by an author. education ubreriea • vol 20, no. 3 13i i ' i i are lost?23 on the other band, copying the data for local use and keeping it online is not very efficient use of the technology. also, if articles are imported and copied directly into someone else's work, rather than by mere linking to the work, copyright implications could become quite chaotic. e-journals and the role of the librarian the librarian can and does play a key role in the realm of e­ joumals as well as other forms of web documentation. "by using the networks themselves, librarians can prepare to serve as guides to the emerging infrastructure of machine-readable information just as they do for printed materials." 22 these roles, it could be stated, date back to libraries as trustees for society in preserving, organizing and providing access to the networked information environment.23 in a further expanded view, if libraries do assume the role of publishers or electronic editors, they would be accountable for the correctness, reliability and the quality of the work.24 librarians can add to their roles extending their traditional roles to the new e-culture. already librarians are providing training and promotional activities in association with electronic materials. furthermore, they could be identifying users ' needs to publishers and e-journal providers.25 indeed, it has been argued that when large quantities of articles are published as e-journals each year as opposed to just a few articles as in paper publishing, the library with its professional staff oflibrarians is the only institution which bas the expertise to organize, input, format and distribute such a volume. librarians have been doing this for decades by managing large university libraries of millions of volumes.26 librarians have already undertaken cataloguing projects to identify e-journal titles. oclc has a contract to catalogue internet titles including e-joumals.27 the national library of canada is currently in the midst of a study for the control, access, cataloguing and mirroring of e-joumals.28 (3) other projects have been mentioned earlier. many libraries are cataloguing e­ joumal titles with hot links for their new web catalogues.29 hotlinks embedded in articles allow for an increasingly expanded range of subject knowledge and connections to other fields and type of data by the click of a finger. educators and librarians have a critical role to play in the area of standards. quinn makes a strong case to "move forward a few steps in the quality-control chain." from our past role as simply applying more standards than simply deciding whether to buy or not buy a journal.30 e-journal issues and concerns the issues mentioned below come up continually in conversations dealing with e-joumals. many of them are also mentioned in most major articles dealing with e-joumals in any way. what then are some of these issues: archiving is a critical issue concerning e-joumals that bas bad as much discussion as any other issue. solutions seem to be illusive for the moment one of the largest problems is the changing nature of the technology to create, browse and store e-journals for posterity. in one way, digitized documents may be distributed more widely because of the ease of downloading and replication. on the other hand, they are, by the same token, far easier to destroy. another concern is that newer versions, with their graphics, video, audio and extensive use ofbotlinks do not lend themselves very effectively to ascii format. such technological problems will have to be addressed and soon solved if we are to have any record for the future of e-materials in the future. copyright is another area that seems beyond immediate solutions. the republication of e-journal articles in full text have "upset the traditional relationship between authors, publishers and librarians."31 this issue could become the most divisive of all issues concerning e-journals as lines are very much divided. legislators do not even wish to touch this issue for the most part. the electronic miracle bas made copyright infringement quite easy. simply get, download and manipulate anything on the internet and it is ready for republishing. students have been doing this for years with abstracts to indexes online. they merely download the abstracts, string them together as text and a finished paper is thus produced. digitization makes this very simple, much more so than retyping was. some argue that such easy infringement might be part of the undoing of this brave new world for if the creator bas no recognition of their labor, they will simply have no incentive to share or create. on the other band, the very same issues were brought up when print was first invented and then when photocopiers came on the market. the problems have increased. on the other hand, it is possible to argue that widespread dissemination provides more eyes and memories to catch someone infringing copyright.32 some e-journals, produced by not-for-profit groups or individuals, allow the creator of e-journal articles to retain copyright of their own work. the trade press and scholarly publishers, both for profit, demand that copyright be signed over to them for electronic formats as well. in the trade press, one answer might be that there will be more staff writers writing actual articles for journal issues. such writers do not have copyright on their work but their publishers do. 3. mirroring is the practice of a site(s) carrying the same data as the originator of information, i.e. mirroring a site, so that the information at the original site can be made more widely and more quickly accessible. it is essentially the internet version of multiple copies of works throughout different resource centers.32 14 education librariea • vol 20, no. 3 updating online information is extremely easy as opposed to the difficulty of updating paper publications. the question thus arises as to whether once an item has been published whether the author and/or publisher are committed to updating the information in the article. if the decision is made to update it, then should the various versions all be available online? outdated information and various versions have had great uses in the past that reflect change in thinking and evolution of thought on a topic and so on. in the future, some authors might not want to continue to make outdated information available for fear that this would reflect negatively on the author 's expertise. thus, should an article be withdrawn at the creator 's request? if so, what of archiving original issues for the future? in yet another scenario, if updating becomes commonplace almost mandatory, will authors be forced to constantly update an original piece? such work could become onerous in the least and boring to many authors as well. also, authors often move onto other subjects of interest and do not necessarily want to maintain full knowledge in the subject matter on which they published years earlier. if updates are done by someone else or a publisher on the other hand, will the original creator(s) get credit? another matter yet to be addressed is citation beyond the url's [uniform resource locator or internet address] currently given. they also tend to be unstable. segmentation of articles is another concern. some articles are far too large to be effectively loaded as a single document. these are often segmented for ease of use. retrieving a single article might take several downloads as a result which can be most time consuming. one other major issue that has yet to be dealt with is what constitutes a subscription in the e-journal world. subscriptions in the present environment are to current issues. when the subscriber ceases to subscribe, will they still have access to the years they have subscribed to or will all access cease? almost certainly they will have access while subscribing currently only. the subscriber in the paper world still had access to all the back issues they had paid for. future e-joumal subscriptions might well be payment for access only but not to have materials in kind. subscriptions in the future might well have to be negotiated contracts for a 'download and keep' agreement with publishers. subject fields in the e-journal world some subject fields are better represented in the e-joumal world than others. the reasons for this vary widely. mathematics has generated a very large number of online journals.33 physics, medicine and biology are not far behind. all of these fields have had for sometime a preprint culture that has made them ripe for e­ joumals. these fields of study were also amongst the first to use computers extensively. also, formatting such as postscript and the mathematical language of tex and adobe acrobat allow for printing the specialized nature of these subjects. not surprisingly, two fields that are almost as well represented in the last few years are education and the arts, but for very different i:easons.34 education has digitized a large number of journals for some years and made them accessible at education libraries • vol 20, no. 3 very low costs and sometimes for free, especially those subsidized by the usde (united states department of education). these e-journals such as educom url:>http:// www.educom.edu or t h.e journal (technological horizons in education url:>http ://www.thejournal.com)35 are readily available. education, as well, by its very nature as a subject, is committed to teaching and learning. this field has made extensive use of the internet for classroom instruction of all sorts. there are tremendous resources out on the web for self­ learning and professional development. since 70-80% of adult learning is self-directed, this is a incredible advantage. th.e. journal (technological horizons in education) stated that with global information available, teachers will be able to share best practices with other teachers and "have the opportunity to stand on the shoulders of other people 's outstanding work."36 e-journals are popular in the arts primarily because this medium provides the ideal venue for presentation of materials. hypermedia allows graphics and other media, central and key to the artist's work to be presented just as the artist has designed it. the internet provides the creative tool which people in the arts use every day. in fact, some of the most interesting e-journal experimentation has taken place in the field of arts. for example, the website the bodymissing [url:> http://www.yorku.ca/ bodymissing] is a journalistic type tour of art that was stolen and found again after the second world war. it explores the policy of the nazi 'kinstraub ' . the visitor enters a gallery or 'transit bar ' and then choses on which path to continue by clicking on various objects. visitors enter various versions of the bar and then move between tales of the missing art from different aspects. there is sound, video, manuscript, graphic, and other media to chose from at each level. conclusion e-journals are a complex matter about which there has already been much discussion and considerable more evolution in the last few years. the next decade will see a great deal more. as with anything new and emerging, further discussion needs to take place. many issues concerning e-journals, however, are already being addressed by various projects such as the n ational library of canada journals project [url:>www.nlc-bnc.ca] and project muse at johns hopkins [url:> http://muse.jhu.edu] and those mentioned in references above. e-journals will represent a new form of publishing that is truly revolutionary if we continue to use the new technologies effectively. the internet offers the field of education a method by which interactive learning as well as different styles of learning may be used to achieve the maximum in teaching and learning. it also offers school librarians a wonderful opportunity to integrate and demonstrate some of the skills that they already had but many were unaware of, such as their knowledge of the structure of datafiles and modes of boolean searching for effective results. moreover, the new journal could create an interactive learning tool/lesson as has never seen before. 1&------16 appendix a: selected list of education e-journals on the web most of the fol l owin g are free and a few are on su bscription. catalyst [ http://borg. l ib .vt.edu:80/ejourna ls/catalyst/catalyst.html ] chreods [http://s 1 3a.math .aca.mmu.ac.uk/chreods/chreods_l ntro.html ] cyberschool magazine [www. infoshare.ca/csm/index.htm] education policy and analysis archives [http://olam.ed .asu .edu/epaa] education, research and perspectives [gopher://gopher.ecel . uwa.edu.au:70/ 1 1/archives/ed ucation/erp] education week on the web [http://www.edweek.org] educenter journal [http://www.ta l kcity.com] educom review [http://educom.edu/web/pu bs/pubhomefra m e.html ] edupage [ http://e d u co m . e d u/web/p u bs/p u b h o m ef ra m e . htm l ] chase edupage interactive teacher online [hrtp://www.mlab.com/itoreg] interpersonal computing and technology: an electronic journal of the 2 1st century [http://www.helsi n ki.fi/science/optek] international journal of continuing education practice [send emai l to conted@max.cc.uregina.ca] journal of extension [gopher://joe.org/1 1/joe] journal of higher education [gopher://gopher.acs.ohio-state.edu :70/1 1/ journals%20%26%20newsletters/osu%20 libra ries] journal of technology education [http://borg.l ib.vt.edu/ejournals /jte/jte.html ] new horizons in adult education [gopher://gopher.acs.ohio-state.edu:70/ 1 1/journals%20%26%20newsletters/osu%20libraries] online chronicle of distance education and communication [gopher:// gopher.acs.ohio-state.ed u :70: 1 1/j ou rn a l s%20%26%20n ewslette rs/ osu%20libraries] teacher magazine [http://www.edweek.org/tm/tm.htm] teacher talk [http://education . indiana.edu/cas/tt/tthmpg.htm l ] tesl-ej [http://violet.berkeley.edu/-cwp/tesl-ej/index.html ] educetion libreriea • vol 20, no. 3 ----------endnotes 1. anne okerson, " electronic journal: what, whence and when?" pacs review 2, no. 1 (1991): 17 2. c.b. osburn, "the place of the journal in the scholarly communications system," library resources and technical services 28, (1984):315-324. 3. m.j. o 'donnell, electronic journals: scholarly invariants in changing medium (snowmass, colorado: seminars on academic computing 1993 university executive program) [url:http://www.cs.uchicago.edu/users/odonnell/odata/ tecbnical_papers/electronic_ journals/description.html]. 4. stephen harter and hak joon kin), electronic journals and scholarly communication: a citation and reference study, (a paper delivered at the midyear meeting of the american society for information science, san diego, 1996) [url:>http:/ /ezinfo.ucs.indiana.edu/-harter/barter-asis96midyear.htrnl]. 5. linda langscheid, "electronic journal forum: column 1," serials review 18:1-2 (1992):131. 6. anita sundaram, towards the design of an hypermedia journal (urbana: university of illinois 1990) [url:http:// alexia.lis.uiuc.edu/-sundaram/pbd]. 7. john labovitz, e-zine list, [url:http:// www.meer.net/-jobnl/e-zine-list]. 8. h. julene butler, "abstracts of papers presented at the · international conference on refereed journals, october 1993," serials review 20: 4 (winter 1994):27 9. butler, p23. • 10. david ayersman, "individual differences, computers, and instruction," computers in human behavior 11:3-4 (1995):371-390. 11. liselle drake and lawrence rudner, internet resources for guidance personnel. [eric digest no. 391988] 4p. 12. david pollinger and brian schake!, blnd-3: the electronic j ournalresearch. technical report paper 79. (london: british library research and development department, 1990). 13. stevan hamad, post-gutenberg galaxy: the fourth revolution in the means of production of knowledge, pacs review 2, no. 1 (1991):39-53. 14. hamad, p. 7. 15. john barker and richard n. tucker, the interactive learning revolution, london: kogan page, (1990) 16. david ayersman, an overview of the research on learning styles and hypermedia environments: paper presented at the annual convention of the eastern educational research association. oearwater, florida [ed356756] (1993):18pp. 17. krista jenkins, scholarly publishing and electronic journals (university of south australia, school of library and information management) [url:http://infotrain.magil. unisaedu.au/infotrain/ volume0ne/infoman3/jenkinskrista/ejoumal.htm]. 18. journal of computer-mediated communication: announcement (june, 1994) [url:http://www.huji. ac.il/ www _jcmc/jcmc.html] 19. steve hitchcock, leslie carr and wendy hall, a survey of stm online journals 1990-95:the calm before the storm, (university of southampton, multimedia research group) [url:http :1/journals.ecs.soton.ac. uk/survey /survey.html]. education ubreriea • vol 20, no. 3 20. robert cameron, to link or to copy? four principles for materials acquistion in internet electronic libraries, simon fraser university, school of computing science (1994) [url:http://fas.sfu.ca/projects/electronic library/project/ papers/e-li b-links .html ]. 21. ibid. 22. caroline arms, "using the national networks: bitnet and the internet," online (september, 1990):24. · 23. clifford lynch, "rethinking the integrity of the scholarly record in the networked information age," educom review 29: 2 (march/april, 1994) 24. susan rathie, electronic journals and peer review: perils and promises (vancouver: university of british columbia, faculty of commerce and business administration -mis division) [url:http:/ /www.es.ubc.ca/spider/rathie/lecpub/paper3 .htrnl]. 25. value librarians add to professional and scholarly information (section publishing joint working group) [url:http://arl.cni.org/clr] . 26. robert kling, "controversies about electronic journals and scholarly c ommunication: an introduction," the information society 11:4 (1992/93):243-246. 27. hazel woodward, and cliff mcknight, "electronic journals: issues of access and bibliographic control," serials review 21:3. (summer, 1995):74. 28. national library of canada electronic collection, [url:http:/ /www.nlc-bnc/eppp/e-coll-e.htm]. 29. cameron 30. frank quinn, "a role for libraries in electronic publication," serials review 21:2 (spring 1995):28. 31. deborah grimes, copyright and electronic journals, [url:http://bliss.berkely.edu/impact/copyright.html]. 32. hamad 33. hans roes, " electronic journals: a survey of the literature and the net," journal of information networking 2:3 (1994):169-186. 34. harter and kim, p. 5-6. 35. t.h.e. journal (technical horizons in education) [url:http: //www.thejournal.com]. 36. bill gates, "the connected learning community: using technology for education," t h e. journal3, (1996) [url:http:/ /www.thejournal.com]. vivienne m o nty is senior libra rian at the leslie frost library, york university, toronto, on. she is the a uthor of three books on business in canada and numerous articles in the field of b usiness and government i nformation . recently she has del ivered several papers on the i nternet/ web, particularly concerning electronic journals and web page design . her cd-rom index to the monetary limes of canada, 1 96 71 992, has just been publ ished by reference press of canada . 17 microsoft word 3d printing_formatted.docx education libraries, 39:1 (2016) © education division, special library association case study tinkering with teachers: the case for 3d printing in the education library rachael elrod1 university of florida, gainesville, fl abstract opportunities to utilize 3d printing in the k-12 classroom are growing every day. this paper describes the process of implementing a 3d printing service in the education library of the university of florida, gainesville, a large, doctoral-degree granting, research university. included are examples of lesson plans featuring 3d printing, creation of 3d models, how to find existing models, and examples of how to integrate 3d printing into the k-12 curriculum. the author addresses the benefits and challenges of this process for library staff and patrons as well as potential uses for the future. introduction the education library at the university of florida, gainesville was given the generous opportunity to purchase a 3d printer utilizing a grant from the science library on campus. much of the ground work was laid by librarians at the science library and therefore only minor tweaks were needed to get the project rolling at the education library. the relatively low cost of purchasing and operating a 3d printer makes it more affordable than ever before to use in a classroom setting. in 1995 a “very low cost” rapid prototyping printer (the original name for 3d printers) was approximately $20,000, (hull et al., 1995). in comparison, the one used in our library cost around $3,000 when purchased two years ago and today that same model is priced at around $2,000. making 3d printing available in the education library allows future teachers and others in education-related fields to become familiar with the technology so they can use it for lesson planning and other educational endeavors. we had numerous questions going into this project: where would we put it, how would students know it was available, how would we teach faculty, staff, as well as library employees to use it, how much time would it take away from our other responsibilities, what policies do we need to create? most importantly, how would students in the college of education make the best use of this new resource? 1 rachael elrod is currently the head of the education library at the university of florida in gainesville, florida. she received her bs degree in psychology and sociology from campbellsville university, an m.ed. in counseling psychology from the university of louisville, an ms in library science from the university of kentucky, a graduate certificate in student affairs from the citadel, and is currently enrolled in the ed.d. program in higher education administration at the university of florida. her research interests include open educational resources, researching students’ information choices in the online environment, and 3d printing. education libraries, 39:1 (2016) © education division, special library association literature review while we did not locate any peer-reviewed articles specifically discussing 3d printing in a stand-alone education library, there are many articles that discuss 3d printing in academic libraries in general, in k-12 settings, and in public libraries. this literature review discusses 3d printing as it relates to academic libraries and the k-12 environment. the 2015 nmc horizon report k-12 includes a section on 3d printing which outlines the applicability of 3d printing to teaching and learning in k-12 education. nmc estimates that 3d printing will be standard in schools within the next two to three years. from a high school in maine using 3d printing to create art pieces based on a graphic novel to a school in taipei that uses 3d printing to teach students engineering skills, the use of 3d printing is growing in k-12 education. however, for 3d printing to continue to grow in this environment, “adequate training is needed to ensure teachers and students have the digital competency needed to turn their ideas into reality” (nmc horizon report, 2015, p. 41). ambitions are high for 3d printing in the k-12 classroom. makerbot academy has a proposal to put a makerbot 3d printer in every school in america and provide related educational content (makerbot academy). in addition, “the chinese government has created new policy that will install a 3d printer in nearly 400,000 schools over the next two years” (nmc horizon report, 2015, p. 41). in 2012, the first university library to offer 3d printing was the delamare science & engineering library at the university of nevada-reno (free, 2012). however, spec kit 348 states “the arl survey results…make clear that the broad appeal of these technologies extends beyond technology-focused universities” (association of research libraries, 2015). one researcher noted that “an anticipated problem with expanding 3d printing technology to disciplines other than engineering was the students in those disciplines may not have the cad [computer aided design] expertise to create a digital model from scratch in software” (pryor, 2014). the education library has addressed this issue by directing students to 3d printing libguides with information on using existing 3d models, creating 3d models, and by offering workshops that provide an introduction 3d printing technologies. some university libraries have purchased 3d printers for the specific purpose of making them available to academic units not typically thought of. the dalhousie libraries in canada purchased 3d printing technologies “to encourage the use of these technologies by academic units not traditionally associated with them, such as biology, chemistry, physics, mathematics, history, and theatre” (groenendyk and gallant, 2012). the use of 3d printing in the k-12 environment is still new but teachers are already developing ideas and beginning to implement them. an elementary school in tennessee purchased a 3d printer and challenged the kindergarten and first grade students to design a new piece of playground equipment. at the end of the project, the playground equipment was installed in their playground. the authors noted that the project could have been improved by including preservice teachers who were knowledgeable about 3d printing: “preservice teachers could be prepared for this type of project by replicating the process in the college classroom. education libraries, 39:1 (2016) © education division, special library association they would understand and be able to implement the project in many settings, but having the experience and knowledge would prepare them for the classroom” (wendt & wendt, 35). at a middle school in north carolina, students in art class are learning to use tinkercad and thingiverse to design and download 3d models such as “key chains, nametags, and other designs such as small houses” and in the future they will “create chinese calligraphy seals in an asian art lesson, as well as stop-motion puppets” (moorefield, 2014). meanwhile, a middle and high school librarian in north carolina is teaming up with another art teacher for a steampunk sculpture project (moorefield, 2014). one ambitious educator references star trek when explaining 3d printing saying, “if students aboard the starship enterprise were studying the organelles of a cell during a biology lesson, they might use the “replicator” to actually build a large model of a cell in three dimensions…turns out the replicator-otherwise known as a 3d printer-is already here” (horejsi, 10). he goes on to predict additional uses saying that, “digital textbooks, with some tweaks, could be linked to a 3d printer so that topics covered literally materialize off the screen,” (horejsi, 10). what is 3d printing? 3d printing is an example of additive manufacturing, where objects are created by laying down layer upon layer of filament until an object is formed on the x, y, and z axes. 3d models are created using cad (computer aided design) software programs such as tinkercad. 3d models can also be created by using scanners to scan an object that can be downloaded as a 3d model. an app called 123d catch can be downloaded free to your smart phone and can create a 3d model after taking a series of photos in small increments around the object. there is also a product called isense which can be attached to an ipad and create a 3d design by walking around the object you wish to capture. setting up the printer we knew from another campus library primarily serving the sciences that the printer needed placement where it would not be physically disturbed. from early use at the science library we knew that even a strong breeze coming through a nearby door could affect the printing. we purchased a makerbot replicator 2 and had a clear plexiglass container built to house the printer to protect it from environmental disturbances. at first, the printer was placed on the circulation desk but after several failed prints we became concerned that perhaps it was too draughty there and placed it on a table behind the circulation desk. it was a little better but there were still some errors in the prints so a clear plexiglass shield was built to protect the printer from breezes either from the front door or people walking briskly by the machine. once we put the plexiglass shield in place the prints were error free. leveling the build plate, the part of the printer where the print is actually built, can be one of the hardest parts of getting the 3d printer set up. this ensures that the extruder is extruding the filament at the same distance at all levels during the build. the extruder for the makerbot travels to the four corners of the build plate thick piece of paper to slide in between education libraries, 39:1 (2016) © education division, special library association the build plate and tip of the extruder nozzle. all four corners should feel like there is a just enough room to slide the paper in between without being too loose or too tight. organizing all of the tools required for 3d printing can be a challenge as well. we decided to purchase an airwolf 3d printer cart, but we are still using a book cart to store our extra filament. the advantage to having the printer on a cart, is that we can wheel it to the library classroom for demonstrations during our 3d printing workshops. our future goals are to create an enclosed room that will include storage space for filament, tools, and a place to store finished prints waiting to be picked up. the 3d printer and filament cart currently sit behind the circulation desk. useful tools to have on hand include: pliers and tweezers for pulling off supports, small and large plastic baggies for putting finished prints in along with the patrons name, a ruler, flash drives, sd cards, a scale to measure how much filament is left on the roll, a small level to aid in leveling the build plate, a scraper to help get the print off the build plate, and scissors. figure 1 3d printing tools figure 2 makerbot replicator 2 with plexiglass case education libraries, 39:1 (2016) © education division, special library association figure 3 makerbot on airwolf 3d printer cart. figure 4 filament rolls stored in plastic baggies with a silicone gel pack inside to keep the filament fresh. temperature manufacturers suggest filament temperature setting depending on the type of materials and the color of the filament. we found that suggested temperatures do not always print the best and a system of trial-and-error helped us determine the ideal temperature setting to use. for our makerbot replicator 2 using pla filament, we found that the ideal temperature setting is 225 degrees celsius for white filament, 220 degrees celsius for color filament (black, white, red, green, blue, etc.), and 210 degrees celsius for glow-in-the-dark, natural, and wood filament. safety the extruder and nozzle of 3d printers generate high temperatures and should never be touched before cooling down. once the equipment begins printing, the extruder can move rapidly in several directions inside the build area so it is best to make sure the print is complete before removing the printed object. pla plastic while not toxic, does produce an odor and may education libraries, 39:1 (2016) © education division, special library association bother people in the vicinity of the area so it is recommended to keep the printer in a wellventilated area. filament there are many types of materials that can be used for 3d printing. due to cost, the most commonly used material in libraries is plastic filament. there are two types of plastic that can be used in 3d printing; abs (acrylonitrile butadiene styrene) and pla (polylactic acid). abs plastic is the type used in legos®. it is a more durable material but the downside is that the fumes or odors produced when melting the plastic can be toxic. we use pla filament, which represents a lesser health and safety risk than abs (university of florida, environmental health & safety, 2016). with either type of plastic filament it is important to have your 3d printer in a wellventilated area to mitigate any fumes from the melting plastic. the university of florida’s 3d printer policy requires that there be no more than “one printer per standard office and no more than two printers for a standard classroom or workroom” (university of florida, environmental health & safety, 2016). filament comes in a variety of colors and textures. students have the option of choosing a color such as blue, green, red, etc. or even glow-in-the-dark. another option is to print using a standard white filament, which can then be colored using paint or enamel. one of the more exotic filaments we provide is wood. it is a combination of plastic and pine shavings that give the finished project the look of a wooden item. raft a raft is the horizontal layer of filament that is printed beneath the object to provide stability and a foundation during the printing process. it is not always necessary to print a raft but the option is available to choose it or not. in the example below, a raft is being used to connect a collection of ancient horse teeth. the object(s) can be easily removed from the raft when the print is complete. figure 5 raft holding horse teeth education libraries, 39:1 (2016) © education division, special library association figure 6 raft holding horse teeth. supports for print jobs with parts that have nothing below it (like an overhang), a support can be printed that will assist that part of the print during the printing process. imagine printing the letter “t” standing up straight. without supports there will be nothing to hold the arm of the letter therefore supports are needed to keep it sturdy during the printing process. in some cases, the need for supports can be alleviated by laying the object down flat but that is not always possible for more complex forms. the supports are weaker than the actual printed portion of the model and can easily be taken off once the print is complete. the supports can sometimes be taken off by hand and other times require tools such as tweezers or pliers. once supports are removed it is sometimes necessary to use other tools such as an emery board or nail file to smooth the places where the supports were connected. below are examples of a triceratops made on a fusion printer from a thingiverse model (triceratops) before and after supports were removed. notice that the underside of the finished model has a rough appearance from where the supports were connected. this can be smoothed down using a nail file if desired. education libraries, 39:1 (2016) © education division, special library association figure 7 with supports, side view. figure 8 supports removed, side view. figure 9 with supports, bottom view education libraries, 39:1 (2016) © education division, special library association figure 10 supports removed, bottom view. submitting a 3d printing job at this time, our faculty, students, staff, and the general public submit their 3d print jobs in person at the library by bringing a .stl (stereolithographic or standard tessellation language) file on a flash drive to the service desk. if the job is deemed simple, it can be accepted immediately. if it is complex or raises questions we set an appointment with the student to examine the design file more closely to increase the odds of a successful printing. students must sign an agreement (appendix a) stating that they agree to adhere to the university’s computer use policy and copyright regulations. the student is given a cost estimate and payment is made by major credit card or debit card online. prints that fail because of a student error are not reimbursed. however, students whose prints fail due to machine or library staff error will receive a voucher for future printing. students are given an estimate, but not a guarantee, of when their printed object may be ready and are sent an email when the job has finished and ready for retrieval. priority is given to university students, faculty, and staff, and printing jobs for a class assignment. printing cost the initial cost of printing a 3d object at the library was set at $0.06/gram + $0.02/minute as determined by makerware, with a $3.00 minimum charge. after the libraries on campus purchased additional 3d printers that printed at varying speeds this was changed to a flat rate of $0.15/gram. several small objects can be batched together to meet the $3.00 minimum requirement. most items under 1.5” x 1.5” are $3.00. an object around 6.5” x 3.5” costs around $20.00. education libraries, 39:1 (2016) © education division, special library association making the case for 3d printing in the education library what makes 3d printing educational objects special is the ability to customize the 3d print models to adjust to any specific curriculum needs. prefabricated objects can often be expensive, may not fit the exact needs of the lesson, and may include a kit with objects that aren’t needed. whereas, 3d printed objects, created and designed by the instructor, will be a perfect fit. 3d models can also be modified to fit a school’s limited budget. using cad software, such as tinkercad or autodesk, objects can be customized. the teacher can create objects that cause students to think and provide an opportunity to excite students in their learning. there are several websites that include lesson plans using 3d printing. thingiverse has a website of 3d models related to education in its curriculum collection (thingiverse curriculum). their website features lesson plans for teachers using 3d printing in content areas of math, science, social studies, fine arts, and maps. many of these lesson plans include instructions for use in a variety of classroom settings and information on common core and other related standards. other websites that have lesson plans and/or have tied-in 3d printing to the common core standards include paleoteach, morphosource, and the smithsonian. paleoteach exists to provide “high quality 3d models of fossils to a k12 audience and a set of lessons in connection with 3d models,” (paleoteach). morphosource is a collection of 3d morphological datasets which is not specific to k-12 but does include some lesson plans, available in the project section of the website, on topics such as human evolution, horse evolution, megalodons, and a lesson on base-ten conversions using scans of fossilized mammalian teeth (morphosource). the smithsonian has a website devoted to 3d printing that includes a link especially for educators (smithsonian). this website includes 3d models of scanned artifacts from the smithsonian collection such as the life mask of abraham lincoln which includes a free ebook that can be downloaded on ipad, iphone, and mac, discussing lincoln in more detail (the mind behind the mask). summary the education library began offering 3d printing on january 2nd, 2015. in the first six months of printing we executed 116 print jobs, using nearly 11 kilograms of filament, and 770 hours of printer time. the average printed object weighed 94 grams and cost $13.63. table 1 summary of 3d printer usage for the first six months # prints 116 # grams 10,955.9 average grams/print 94 (@ 0.2 pounds) # of minutes printed 46,241 minutes (770 hours: 41 minutes) patron consult time 1,131 minutes (18 hours: 51 minutes) consult time/print 9.75 minutes average cost/print $13.63 average print time/request 398 minutes (6 hours: 38 minutes) education libraries, 39:1 (2016) © education division, special library association conclusion with opportunities for 3d printing in the k-12 classroom continuing to grow, we predict that the demand for the printer will also continue to grow. based on initial demand and successful integration we plan to continue offering 3d printing and enhance it by acquiring complementary equipment such as portable 3d scanners for use with ipads, developing a repository of lesson plans, and marketing to our primary library constituents: education faculty, students, and staff. in addition, the library is planning to host a series of workshops to introduce education faculty, students, and staff to 3d printing concepts. acknowledgments: the 3d printing program at the libraries was funded by a competitive university technology fee grant and the hard work of the following individuals: sara gonzalez, amy buhler, denise bennett, tara cataldo, michael howell, margeaux johnson, vernon kisling, michelle leonard, ann lindell, valrie minson, cliff richmond, melody royster, hannah norton, don david, christine yip, christine cogar, josh spurgin, and evan wack. education libraries, 39:1 (2016) © education division, special library association references association of research libraries. (2015). rapid fabrication/makerspace services: spec kit. washington, d.c: association of research libraries, office of leadership and management services. 3d printing industry. the free beginner's guide history. (n.d.). retrieved july 01, 2016, from http://3dprintingindustry.com/3d-printing-basics-free-beginners-guide/history/ free, d. (2012). university of nevada-reno library offers 3-d printing. college & research libraries news, 73(8), 455. groenendyk, m., & gallant, r. (2012). 3d printing and scanning at the dalhousie university libraries: a pilot project. library hi tech, 31, 34-41. doi: 10.1108/07378831311303912 horejsi, m. (2014). teaching stem with a 3d printer. science teacher, 81(4), 10. hull, c., feygin, m., baron, y., sanders, r., sachs, e., lightman, a., & wohlers, t. (1995). rapid prototyping: current technology and future potential. rapid prototyping journal, 1(1), 11-19. retrieved from http://search.proquest.com/docview/214023366?accountid=10920 makerbot academy. (n.d.) retrieved october 2, 2015, from http://www.makerbot.com/academy. moorefield-lang, h. (2014). 3-d printing in your libraries and classrooms. knowledge quest, 43(1), 7072. morphosource. (n.d.) retrieved september 30, 2015, from http://morphosource.org/. nmc horizon report: 2015 k-12 edition. (2015, august 18). retrieved october 2, 2015, from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-en.pdf paleoteach | steam integration through paleontology & 3d technology. (n.d.) retrieved september 30, 2015, from www.paleoteach.org. pryor, s. (2014). implementing a 3d printing service in an academic library. journal of library administration, 54, 1-10. doi: 10.1080/01930826.2014.893110 smithsonian | educators. (n.d.). retrieved september 30, 2015, from http://3d.si.edu/article/educators the mind behind the mask. (n.d.). retrieved september 30, 2015, from https://itunes.apples.com/us/book/the-mind-behind-the-mask/id99062104?mt=13 thingiverse curriculum. (n.d.). retrieved september 30, 2015, from https://www.thingiverse.com/curriculum/about triceratops. (n.d.). retrieved september 30, 2015, from http://www.thingiverse.com/thing:250645 university of florida, environmental health & safety (2016). 3d printer policy. retrieved from http://www.ehs.ufl.edu/programs/os/3d-printer-policy/ wendt, s. s., & wendt, j. (2015). printing the playground. science & children, 52(5), 43-47. education libraries, 39:1 (2016) © education division, special library association appendix user agreement “i acknowledge that my item(s) adhere to copyright restrictions and to uf’s computer use policies. i understand that the libraries reserve the right to decline a print request that does not comply. i understand that i will not be reimbursed for jobs that failed on my part, but i will receive a voucher for jobs that fail on the library’s part. i understand that the libraries cannot guarantee a print time, however staff may be able to provide an estimate based upon the print queue length. i understand that priority is given to uf students, faculty, and staff, and also to class assignments. i understand that items printed that are not picked up within 14 days become the property of the libraries. items must be picked up by the individual who printed them.” library programs and special libraries! ray m. fry aiuwugh most of the programs administered in my oflice primarily benefit public and academic libraries*, several of our programs can significantly benefit special libraries and school l ibraries. i do realize also that mru1y of u1e libraries represented in u1e education division are in academic libraries. of course, in u1is day of electronic resource-sharing, strengu1ening any library of an y type that is connected to a major network such w; u1e internet strengu1ens all libraries of ru1y and every type uutt are also connected to u1e internet. the programs we administer are all, witll one exception, autlwr­ ized by the higher education act and the library services and construction act (lsca). three of the progrruns are state fornluia programs and the ou1er six are discretionary prognuns. states apply to the department formula grant funds which u1ey ·u1en administer. libraries ru1d other eligible entities apply directly to u1e department for discretionary grant funds. state fonnula progrruns are administered by the state library agencies, and u1e discretionary prognuns are administered directly be­ tween my office ru1d libraries and other eligible institutions or agencies. the one state fonnula progrrun uwt can strengthen all types of libraries is the lcsa title iii program which establishes and maintains cooperative activities among all typcsoflibraries. any project to be eligible for funding must involve at least two types of libraries. you should know u1is program and what it can do for your library. contact your state library agency to lind out how you can participate in u1is effort. since the mid sixties, approxi­ mately one quarter of a bil l ion dollars have gone into this progrrun. today more uwn half of the state agencies have internet-related proj ects funded under title iii. only public libraries are eligible for title i (services) and title ii (contruction) funds under lsca. public and state library agencies are u1e eligible recipients for lsca title vi (literacy) funds. recognized indian tribes and hawaiiru 1 natives arc eligible for grants to improve publi c library services under lsca tille iv programs. however, as i have just stated, stronger public l ibraries can, u1rough networking, benefit al l types of libraries. under u1e higher education act (1-!ea), title ii-a, u1e college technology program, and title ii-c, u1e strengthening research libraries programs support academic and research libraries. the one i-lea program u1at you should give special attention to is u1e i-lea 11-b training program, bou1 the fellowship and institute components. we have just :mnounced 1 8 new doctoral fellowships and 47 masters. a list of u1ese fellowships is at ule back of u1e room. these fellowships are in addition to ule approximately ioo continuing doctorates. priority at ule doctoral level is given to students who want to teach in schools of l ibrary and information science. we will be announcing soon grant awards of $ 1 .5 million for institutes to retrain librarians in support of ule education reform movement and u1e national in formation infrastructure. i f you have interest in either u1e institutes or fellowships consult the library schools receiving the awards. institutions receiving u1e grants have sole autlwrity for selecting ule participants. in march of u1is year u1e president signed into law the "goals 200: educate america act" which, in addition to formalizing the educational reforth movement, reautlwrizes ti1e office ofeduca­ tional research and improvement. under ule "new oeri five national research institutes, an office of educational reform and dissemination, and a national library of education (nle) have been created. the nle is to become a "central location witi1in tile federal government for infonnation about education." later ulis year a national search will be undertaken to recruit a director for ule nle. 1l1e law stipulates ti 1e formation of a "task force" to assist in ti1e planning of tile nle. the department of education will announce in august or sep­ tember ti1e funding of one of u1e most significant projects ti1e office of library programs has initiated in several decades. it is an assessment of the role of school and public libraries in supporting ti1e education refonn movement. the stimulus for the project grew out of a seminar at ti1e university of california at berkeley entitled "libraries and ti1e learning society" spon­ sored by the u.s. department of education. alliance for excel­ lence: librarians respond to "a nationalat risk" contained ti1e recommendation growing out of ti1e berkeley seminar. in closing, i would like to corrunent quickly on the efforts already underway in the library world and soon to be launched by ti 1e department, to reautiwrize lsca. the department is pleased to see the interest in ti1e national education goals, at-risk youti1, and ule national information infrastructure that is rejected in ti1e american libary association task force' s recommendations on tile reautiwrization of lsca. in addition to those areas of concern, we believe ti1ere is great i the following is the actual text of a presentation made at th� sp�cial li braries association 85th annual conference. atlanta, june 1994. education libraries • vol 1 8, no. 3 1 9 need for professional development. you should be concemed with u1is reauthorization. undoubtedly u1ere will be programs u1at can benefit your libraries. i would urge you to get involved and to be especial ly alert to the resource­ sharing potential and to u1e opportunities for profesional devel­ opment. we are so busy wiu1 our ongoing responsibilities u1at we seldom stop to iliink of "what we are all about." when diane ravitch was still our assistant secretary in oeri, she told u1e directors at a weekly meeting u1at if she had only uuee words to express her 20 vision or oeri u10se three words would be "all kids learning." she u1en tossed u1e ball to us saying "what is your vision to match my vision?" since i was second in line to "report my vision," i had u1ree to live minutes to u1ink. i said my vision to match your vision, "all kids learning," would be ulat "all libraries as dynamic learning centers supporting a nation of students." *since u1is speech was given u1e hea title ii-a college library technology and cooperation grants program and u1e hea title 1 1-c improving access to research library resources program have been phased out. education libraries • vol 1 8, no. 3 editorial anne m. galler this is the second refereed issue ofeducationlibraries. as can be seen on the masthead, more referees have joined the roster of scholars who agreed to eva! uate manuscripts subrni tted for publication. note, also, that education libraries is now indexed by library literature. several members of the division also agreed to review books submitted by publishers. the internet is once again our main area of interest. you will notice a new feature, a running title, has been added to the journal. thus, in this new format, education libraries will continue to provide a forum for new and challenging ideas in the field of education in a scholarly fashion and to review new and forthcoming publications of interest to the profession. comments on our new features are welcome. • • • • a few words about the authors featured in this issue. marcos silva is the computer services librarian at mcgill university in montreal. he has conducted several workshops at mcgill and has lectured extensively on educational uses of internet. his most recent presentation was in connection with the 1993 annual conference of the corporation of professional librarians of quebec, where he held two workshops on internet. glenn f. cartwright is associate professor in the department of educational and counselling psychology at mcgill university in montreal. he is the author of numerous professional publications, and has lectured internationally. a fellow of the canadian q)llege of teachers, dr. cartright is also a practising psychologist, as well as a fellow of both the american association for social psychiatry and the world association for social psychiatry. marlene giguere is assistant professor of library studies at concordia university in montreal, where she has lectured extensively on on-line information retrieval and library research practises. she is the leader of the team that recently received concordia university's prestigious seagram grant for academic innovation on the topic of "information literacy." ms. giguere has previously published an article on internet in education libraries (v. 16, no.2) education libraries • vol 17, no. 2 5b o o k reviews worsnop, chris m., screening images : ideas for media education. mississauga: wright communications, 1994. 154p., isbn 0-9697954-0-8. screening images is about media education. it is targeted specifi­ cally at educators who are new to the area of media literacy. worsnop's hope is that his publication will help them with many of their media education needs. the work is divided into three major divisions, but the book need not be read like a novel. rather, readers may fmd it more useful to jump among the chapters in search of topics that pique their interest. part one is a summary of the current thinking in the field of media literacy. it discusses how meaning is created as well as the social and psychological factors (worsnop calls these "screens") that influence this process. the final chapters in this section offer some pedagogical advice to teachers that may help their students internalize the material and maintain a positive attitude toward media education. the remaining two divisions in the book provide practical advice for teachers. part two bas a number of short essays that give the novice an overview of the contemporary issues in media literacy. part three describes several media activities, many are specific to the content covered in part one and two. at the back of the book there is a set of black line masters of various worksheets, checklists, note sheets and planning forms. a good selection for a variety of activities. the book is a useful entry point for teachers who are new to the study of media literacy. in this sense worsnop bas fulfilled his hope. the work could be improved, however, by the addition of a bibliography and chapter references. with those additions, the reader whose appetite has been whetted, could be directed towards other works in the field. brian smalridge is coordinator of educational media services, champlain regional college, st. lambert, quebec, canada borders, sarah g. and naylor, alice phoebe. children talking about books. canada/arizona, u.s.a., oryx press, 1 993. 0-89774-737-2 (pbk.) in her introduction, alice phoebe naylor, a professor of chil­ dren' s literature at appalachian state university, boone, n. carolina, states that "our purpose in this book is to demonstrate bow quality literature can engage children in reflective thinking about stories, themselves and the world." she hopes this will "encourage adults to take the plunge into literature discussions." thirty-four book dialogues are described in the text, each one giving an indication of the age level, the main theme, other possible themes, and values to target; information about the author and illustrator; a prtcis of the story; points that the children had noticed in the story and some of the dialogue that ensued including the teacher's remarks; pointers for the adult to encour­ age further activity and notes for a counsellor. there is also a list of further books on the subject, a bibliography, a detailed subject index and a general index. 36 sarah g. borders is an elementary school counsellor in north carolina. her detailed introduction tells how, after some years of using many different activities in her work, she started to use books from the library and was amazed at the response of children who "created meaning from the interaction of the text with their own lives." many who work with children and books could testify to this comment and this book deserves a wider audience than just those who work in an educational situation, as it will encourage and extend discussions with young readers wherever they are to be found. of the thirty-four examples, twenty are for kindergarten and up, so the predominant use is for this age range, but obviously the ideas can be taken and used with other books with which the adult concerned is familiar. the majority of the titles cited are from the 1980's, but range from an old favourite, munro leafs the story off erdinand in 1 963 to 1992. they include many titles by well-established authors. education ubraries • vol 1 8, no. 2 the book is well served by its indexes. the subject index lists themes and subjects discussed in the entries and is very compre­ hensive. in addition to using the indexes, one may read right through the book, seeing things in some books previously unno­ ticed, and noting ways of encouraging children to talk about !he books. sometimes a fresh approach and other people's enthusiasm can be a really invigorating experience, renewing one's commitment. and this book did exactly that. janet fisher is a montreal, quebec library consultant and author of an index to historical fiction for children and young people, published by scolar press, 1994. gillespie, john t. and naden, corinne j., editors. best books for children: preschool through grade 6. sth edition. new providence, new jersey: r.r. bowker, 1994. 1411 p. $48.00 u.s. 0-85352-3455-x. the flfth edition of best books for children is an outstanding reference tool for librarians, containing 17, 140 titles, over half of which are new to this edition and 156,047 individual annotated entries. the criteria were to include books which were available, up to date, useful and relevant. accurate and had at least two reviews from school library journal, booklist, horn book or the bulletin of the centre for children 's books. the books chosen are intended for both recreational reading and to be used in school curricula. the table of contents arranges the books by general headings: literature, biography, arts and language, history and geography, social institutions and issues (such as ecology and environment. religion and holidays), personal development, physical and•ap­ plied sciences and recreation. within these broad groupings are more detailed subheadings which might greatly assist in topic searches. entries include the publisher of both hardcover and paperback editions, date, price, isbn, pagination, a brief anno­ tation and review sources. non fiction entries also include dewey decimal classification. an asterisk indicates outstand­ ing recommendations from the source. there are four indexes: illustrators, title, and subject/grade level. looking through the entries, there are many international authors and titles, and major canadian children' s books are well repre­ sented. from collodi to cleary, old favourites and new titles, including series, abound. the layout is easy to follow with clear, well spaced type, unusual in such a large and entry intensive tome. all these features make best books for children valuable for collection maintenance and development and for the preparation ofbibliographies and reading lists. this is a major reference book for librarians working in public or school libraries. barbara hiron is young people's librarian at beaconsfield public library, beaconsfield, quebec, canada. hamer, james l. literary research guide: a guide to reference sources for the study of literatures in english and related topics. second edition. new york: modern language association of america, 1993. 766p. isbn 0-87352-558-2 (cloth) ; 0-87352-559-0 (pbk.). substantial revision and augmentation to the first edition ( 1989) bas produced one of the fmest guides to literary research pub­ lished to date a paragon of annotated bibliography. approxi­ mately one half of the original entries have been revised in addition to which ceased journals and superseded works have been replaced by new periodical titles and recently published monographs. lbrough, meticulous and scholarly, it is "a guide to reference sources essential to the study of british literature, literature of the united states, other literatures in english and related topics ." its intended audience circumscribes the upper-level undergraduate to the seasoned academic. the work is comprised of twenty-one headings ranging from the general (e.g. research methods; guides to reference books; guides to manuscripts and archives; serial bibliographies) to education ubraries • vol 1 8, no. 2 the specific (english literature; irish literature; american lit­ erature; other literatures in english; comparative literature). within each heading the form sub-arrangement is identical. these form sub-arrangements include, among others, literary handbooks, dictionaries, encyclopedias, manuscript and microform collections, serial bibliographies, abstracts, disserta­ tions and theses, specialized periodicals, and guides to fiction, drama, poetry and prose. annotations to the entries are extensive, erudite and well-crafted. 1l1ey are as discerningly descriptive as they are evaluative, containing cross-references to other entries as well as citations to reviews or article on the item in question. however, annotations to specialized literary journals are only descriptive, not evalua­ tive. numerous entries indicate database, network or cd-rom availability/access. 37 the guide culminates in three indexes: an index of names, index of titles and a subject index. the index of names is to authors, editors, compilers, translators and revisers appearing in the guide's numerous entries as well as to other individuals "respon­ sible for any of the works in citations or annotations." included are literary authors, reviewers, compilers of indexes to scholarly journals and individuals incidentally mentioned in annotations. the index of titles refers the searcher to titles of books, essays and periodicals appearing as entries or in annotations. the subject index is an access to entries by form of material (e.g. abstracts, annuals, bibliographies of bibliographies, etc.), national literature (e.g. asian literatures, australian literature, indian literature, etc.), literary genre ((e.g. science fiction, gothic fiction, mystery fiction, etc.), and interdisciplinary aspect (e.g. film and literature, history and literature, philosophy and litera­ ture, etc.). literary research guide is an excellent reference tool and is highly recommended for college and university libraries. lonnie weatherby is collections reference librarian at mclennan library, mcgill university, montreal, quebec, canada. lafollette's, marcel c. stealing into print: fraud, plagiarism, and misconduct in scientific pub­ lishing. berkeley: university of california press, 1992. 293 pp. isbn 0-520-07831-4 hdcv $30.00. dishonesty in academic research has been a very hot topic in recent years. society, an important american magazine that covers social science, devoted most of its marchi april, 1 994 issue to unethical behavior by social scientists. the journal of higher education, a leading american journal about colleges and universities, devotes its entire may/june, 1 994 issue to research misconduct; and marcel c. lafollette, associate re­ search professor of science and technology policy at george washington university in the district of columbia, u.s.a., has recently published stealing into print: fraud, plagiarism, and misconduct in scientific publishing. • this book is a superb work of scholarship. its text is documented by sources mentioned in almost 800 footnotes and its selected bibliography lists more than 300 published sources, including books, reports, articles, and editorials. it is actually a more broadly based book than its title suggests, for two reasons. first, while the title refers to "scientific publishing," the book also considers, although briefly, misconduct in the social sciences and humanities. second, while the title refers to misconduct in publishing, the book contains at least some discussion of dishon­ esty in the laboratory. still, one reviewer, ullica segerstrale, in contemporary sociology's july, 1993 issue, argues that " . . . some scientists may wish that the book had gone outside the published paper and into the laboratory, where they may think the real action is" (p. 498). stealing into print has nine chapters. the first three discuss misconduct in scientific publishing in its political and social context, and the last speculates about how it may be handled in the future. the analytical core of the book, however, is chapters four through eight, which treat misconduct in scientific publish­ ing in the order in which it usually takes place: first the activities of the scientist(s) who act unethically; next the role of the decision makers the journal referees and editors who often fail to detect it; then the eventual exposure of the fraud, sometimes by whistleblowers in the culprit's organization, sometimes by what 38 lafollette terms "nemesis" figures outside it and sometimes by the press. another chapter concerns the investigations that are often made after the wrong doer is brought to light, sometimes by the journal that published the article based on the fraudulent work, sometimes by the scientist' s employer, and sometimes by government agencies. the final core chapter concerns the reso­ lution of the misconduct by the malefactor's public apology and/or retraction, by exposure in the press, by prosecution, or by some combination. it is astonishing how often the whistleblower is punished more severely than the culprit if the culprit is punished at all. lafollette reports that "a congressional staff member who has investigated scientific fraud has stated that for 'every one of the cases we looked at, there was hardly a single person you could point to that ever raised a question and survived'" (p. 148). another remarkable conclusion is that, in this age of big science, the errant scientist often has so many, often unwitting, collabo­ rators, that it is very difficult to ascertain who else is to blame for the misconduct, and to what extent. some people and institutions who may be guilty, in greater or lesser measure, for publishing misconduct in big science include the culprit's co-author(s); the director of the laboratory in which the research was performed; the culprit's employer; his or her funding agency; the referees and editor(s) of the journal that published the results; and others, too. lafollette' s stealing into print: meticulously researched, thoroughly documented, cogently argued, and beautifully writ­ ten is a superb addition to the rapidly growing body of work on misconduct in science. david s. webster is an associate professor of educational administration and higher education, oklahoma state university, stillwater, oklahoma, usa. education ubraries • vol 1 8, no. 2 the reader's adviser, ed. by marion sader et al. 14th ed. new providence, nj: r.r. bowker, 1994. 6 volumes, isbn 0-8352-3320-0, $500.00 set; $110.00 individual volumes .. the reader's adviser continues a long tradition of selective bibliography that began in 1921 with the publication of bessie graham's bookman's manual, a tool intended to assist fellow booksellers with the selection and recommendation of essential titles. now in its fourteenth edition, it has expanded from 400 pages in a single volume to over 6,500 pages in six volumes. throughout its history, this annotated bibliography' s purpose remained largely unchanged; it is still a guide to the best books from the fields of literature, art. science, religion and medicine. edited by 120 subject specialists both academics and librar­ ians the 1 10 chapters are directed at an audience of booksell­ ers, librarians, lay readers, students and academics. these specialists were advised, whenever possible, to revise rather than to eliminate an "out of vogue" author's profile and bibliography. this goal, along with the increase in publishing, has produced a bibliography that is double the size of its 1986-1988 predecessor with a format that is larger, expanded from 6 by 9 inches to 7 by 10 inches. thoroughly revised and expanded, the six-volume set retains most of the basic characteristics of the thirteenth edition . each chapter begins with an introductory essay on the discipline, followed by a short inventory of general works, and concluding with brief biographical and bibliographical sketches of authors. the bibliographies have been more extensively annotated (though generally no longer than two lines), and isbns have been added to the bibliographic data of each title that is not out-of-print. each volume includes an index of names, titles and subjects which are then cumulated in volume 6. three chapters "books about books," "general bibliographies," and "general reference" ­ have been moved from volume 2 to the beginning of volume 1 , where they more properly belong, though the rearrangement contributes to a rather cumbersome first volume. listed by year of birth and a welcome addition, a chronology of authors now appears before each alphabetical arrangement of profiled writers to establish historical perspective. although the reader's adviser has always stressed the inclusion of in-print titles, exceptions were made for valuable out-of-print works. some records include the original dates of publication, but a more thorough inclusion of such dates, especially for secondary sources, would have added to the development of historical context. for example, the age of improvement by asa briggs is listed as published in 1979 in volume 1 and 1959 in volume 3 . there are a sufficient n umber of similar entries to warrant a parenthetical inclusion of the original copyright date within the bibliographic data of each edition other than the original; this would have avoided confusion and increased tl1e level of bibliographical control. in the first volume the sections on british and american literature have been completely reorganized to reflect more accurate! y the education ubraries • vol 1 8, no. 2 accepted periodizations among scholars, which replace the broader historical divisions of the thirteenth edition. the new chapters on popular modes, in both the british and american sections, include children' s literature and popular fiction, which is ar­ ranged by genre such as adventures and thrillers, gothic and horror, mystery and detective, science fiction, fantasy, romances, american westerns, and historical fiction. another new chapter, "american literature: some new directions," expands the ac­ cepted canon of the literature by including film studies, gender roles, literary theory, and works by women, gays and lesbians, and ethnic minority group writers. these revisions enhance the attractiveness of the set among readers interested in contempo­ rary authors and popular fiction. there are also substantial changes in organization and content in the second volume, which is intended to represent the best books in world literature. gone are the chapters on british and ameri­ can drama which are now incorporated into volume 1, allowing for the creation of new chapters and the expansion of others. there are new chapters on caribbean, cambodian, laotian, korean and netherlandic literature. reflecting the political changes of eastern europe, czech and slovak literatures are now separate and yugoslav literature has been divided into the litera­ tures of croatia, macedonia. serbia, and slovenia. australia, canada, and new zealand have been given their own chapters, replacing the old designation of commonwealth literature, but the section on canada still ignores french canadian literature. volume 3 provides separate chapters on anthropology, econom­ ics, political science, psychology and sociology unlike the previous edition which grouped all the social sciences within one chapter. education retains its own chapter, and geography appears for the first time. the section on the arts includes music and dance, art and architecture, mass media. folklore, humour, and popular culture. the section on history now has individual chapters for the middle east, africa, asia. europe, canada, and latin america; and the history of the british isles has been consolidated within the section on european history. naturally, a volume on the social sciences, history and the arts cannot accommodate all the works and authors of merit, especial! y since these fields have generated extensive research and publication in the last decade. one notable omission, however, is george rude, a pioneer historian of the crowd in england and france of the eighteenth and nineteenth centuries. he does not have his own proftle, but more importantly, two of his books have been attributed to charles rude an unfortunate error given the size and reputation of the publisher. 1l1e fourtll volume preserves tlle integrity of its previous edition by retaining an historical approach to traditional philosophical and religious issues and topics. based on a need to balance historical context with tllematic structure, two important new chapters have been created on contemporary issues in philo­ sophical and religious thought. anotllernew chapter, "asian and 39 african philosophy, 1850 to the present," has been added to achieve greater multicultural perspective and to curb the ten­ dency to concentrate on western thought this chapter recog­ nizes a pluralistic but interrelated environment and the growing relevance of cross-cultural studies within comparative religion and philosophy. hence, inclusion of material relating to the "kyoto school" in japan and vedanta studies in india contribute to the success of this volume in providing a multicultural perspec­ tive. building on the achievements of the thirteenth edition, volume 5 presents a new chapter on general reference and another on a general view of science, technology and medicine. there are also new �hapters on communications technology and agriculture technology. the organization of this volume has changed to reflect the primacy of social relations and practice; two major new chapters focus on the social context of science and technol­ ogy. these include special issues such as feminist and gender 40 studies and the relationship of science and technology with art and religion. similarly, the section on aids in the chapter, "lllness and disease," includes books on the medical, legal, emotional, and social aspects of the epidemic. all of the additions fulfil the objective of presenting the literature of science, technology, and medicine within a social framework. the fourteenth edition of the reader's adviser is completely revised and updated, usefully annotated, and fully indexed. it offers the general reader an excellent introduction to the major books of the world' s literature in english on a variety of subjects. as such, it is an indispensable resource for public libraries, but it is also worthy of consideration in all types of libraries. most importantly, it is great fun to read. vince graziano is a reference librarian at concordia university montreal, qubec, canada. education ubraries • vol 1 8, no. 2 articles the internet as a medium for education and educational research by marcos silva and glenn f. cartwright abstract 1bis paper examines the advent of the internet and its impact on k-12 education and librarianship. it discusses the use of the internet as a resource for teaching and research and as a virtual classroom and laboratory. in addition, the reasons justifying investment in national supernetworks such as the american national research and education network (nren) and the canadian network for the advancement of research, industry, and education (canarie) are outlined. finally, the implications for education and li brarianship concerning the establishment of these supernetworks are explored. the advent of the internet, a vast worldwide network of computer networks, has had a significant impact on educational research and librarianship. indeed, the myriad of available services, resources, and information on the internet in support of k-university research is impressive. but the internet may be also viewed as a virtual classroom and laboratory: it can serve and function as a viable medium for educational research as well as a conduit for education. at present, there exists a wealth of descriptive works detail­ ing the resources available on the internet (kehoe, 1993; krol, 1992; tennant, 1992; giguere, 1992). there are also many catalogs, most retrievable via the internet, available to educators indicating the location of electronic resources (barron, 1992; drew, 1992; eric clearinghouse on information resources 1992; suranet 1993). research has also centered on the creation of electronic resource discovery tools to help users of the internet locate items of interest. deutsch (1992) succinctly outlined many of the issues concerning the problem of identifying and locating re­ sources in a distributed environment. the research in this area is of particular importance given the internet's size of over 20 million users and its growth of approximately 10% a month (lottor, 1992). the evolution and future of the internet has also attracted attention. hart, robert, and bar (1992) have written one of the best introductions to the history and evolution of the internet. their inclusion of issues that directly pertain to education and educational psychology makes the work invaluable to educators. education llbrarl• vol t7, no.2 research, however, that explicitly examines the impact of the internet on education is lacking. again, most studies on the internet and education have been ofthe descriptive variety (silva & cartwright, in press; howse, 1991). paulsen's (1991) excel­ lent annotated bibliography on education and computer medi­ ated communication does offer sorrie direction to the researcher. still, few studies are available that offer formal analyses of the interaction and evolution of the internet and education. the purpose of this paper is to examine some of the issues concerning educators which arise from the advent of the internet. it will describe how the internet is being used to support research and education and how it can be utilized as a virtual classroom for provision of education. also discussed are projects such as the national research and education network and the canadian network for the advancement of research, industry and educa­ tion. the internet as a resource in support of educational research online library catalogues and databases at present, the internet offers a wealth of resources in support of educational research. perhaps the most utilized of these resources is the ability to search remote, online library catalogues and databases from a local computer via the internet protocol "telnet." researchers are able to access some of the most extensive library collections in the world such as harvard university, oxford, and the university of california. in this manner, it is possible to keep abreast of new publications, verify 7 obscure materials, and discover which sites have materials of particular interest. using tel net, educators can also search databases that hold materials which are pertinent to education. eric, for instance, possibly the world's most extensive database on education, can be accessed without restriction throughout a number of sites in north america: auburn university offers the complete holdings of the database (1966-to date) while the university of north carolina offers a searchable, full-text file of eric digests. some research sites have databases that index local or unique collections. dartmouth university allows free access to the project cork collection whose holdings include materials on alcoholism and substance abuse. princeton university gives access to early american imprints, a database containing over 36,000bibliographic records of materials published before 1800 in what is now the united states. these resources may be of value to researchers and students and merit evaluation by librar­ ians. electronic publishing another development of interest to educators and librarians is the advent of electronic publishing, a phenomenon whose growth has closely paralleled the growth of the internet. at this writing there are 36 electronic journals in publication of which 27 are peer reviewed (strangelove, 1993). this figure does not include electronic newsletters and newspapers. moreover, this represents a 33% increase in the total number of existing e ec­ tronic journals during the first two months of 1993 (stange love, 1993). what makes this phenomenon of particular value to re­ searchers is that these journals, once located, can be retrieved in full text. the most common way to retrieve a particular article is through the use of an internet protocol called ffp (file transfer protocol). basically, ffp allows a user to send or retrieve binary or text files from a remote computer to a host computer. however, a far easier method is through the use of discovery resource tools such as gophers, archie, wide area information servers (w ais), and world wide web. simply put, these tools index resources found on the internet and give the user a gateway to the needed item. locating and. retrieving materials in a distributed environment such as the internet becomes more intuitive and less complicated. of these resource discovery tools, gophers have become one of the most commonly used. a gopher is a system that allows a user to browse or search a hierarchy of information in a distributed environment such as the internet. this concept is based on three separate parts: clients, servers and a communication protocol. the client can be thought of as the user interface and the server as the software that does the indexing and retrieval of information. clients and servers function independently from one another. the commu­ nication protocol is the software which allows for seamless communication between separate clients and servers. for example, although articles from the "educom re­ view" are available via ftp, educom has created a gopher system that gives the researcher access to the full text of the -8 journal. once the needed ·article is found, the text can be read online or retrieved and printed. again, the use of a gopher system, or any other resource discovery tool, requires far less computer and telecommunications knowledge than normally required when navigating the internet directly via an operating system. franks (1993), in an excellent summary of what constitutes an electronic journal, summarizes the advantages of a gopher system: "a simpler, easy-to-use user interface, on-line browsing of abstracts or full-text, keyword searching of abstracts or full text, immediate downloading of desired articles." in summary, the reasons to publish a journal in electronic format include: increased readership, research is published expe­ ditiously, increased accessibility, multi-media possibilities, and immediate or prompt feedback concerning research. electronic books the advent of internet-accessible books has also shown exceptional growth. project gutenberg, under the direction of michael s. hart; has the stated goal of giving away one trillion "etexts" by december 31, 2001. other resources include virtual libraries accessible via the internet. dartmouth's shakespeare project, for example, has loaded the full text of all of shake­ speare's sonnets and thirty-three of his plays. shakespearean students and scholars with access to the internet, therefore, have access to a powerful and easy-to-lise electronic concordance. the impact of electronic books has been the emergence of new research methodologies and disciplines. large scale textual analysis was virtually non-existent a few years ago. electronic concordance generation along with electronic etymological stud­ ies are also a new scholarly activities. a student interested in melville's use of color in "moby dick" can search effortlessly the entire novel for instances of the adjective white in a matter of seconds. electronic discussion groups the ability to communicate with anyone on the internet is perhaps one of the services most widely exploited. the dissemi­ nation of information using electronic mail is rapid, seamless and transparent. however, the fragmentation of knowledge, as a result of the exponential growth of information arising from electronic dissemination, remains a very real possibility. to meet this challenge, use of moderated electronic discussion groups as a means to better organize and optimize the flow of information among the scholarly and educational community has become commonplace. for instance, a recent message posted on the public-access computer systems forum electronic discussion list (p acs­ l@uhupvm1) announced that the library of congress infor­ mation system (locis) is accessible via the internet (stork, 1993). given that thousands of individuals subscribe to pacs-l, the impact of this non-traditional method of information sharing should not be underestimated. eduolltlon llbr•••• vol 17, no.2 electronic discussion groups exist for almost any discipline and the choices available to educators and librarians are many. a quick search of kovac's directory of scholarly electronic conferences retrieved over 30 libraryrelated discussion groups and over 40 education related discussion groups. this does not include many other groups which happen to discuss library or education related issues. an example is the interpersonal and computing technology list which is devoted to examining issues like computer mediated communication, human-machine interaction, etc. at present, the list has carried a fascinating discussion on whether or not writing skills are improved by the use of computers. an example of the use of electronic mail is the service offered by eric clearinghouse on information resources called askeric. essentially, askeric provides via electronic mail, a question-answering, help, and referral service for k-12 educa­ tors, researchers, and school librarians and administrators. any questions concerning any aspect of k-12 education can be sent to askeric; a reply is usually received with 24 to 48 hours. what makes this resource so specially attractive is that it is absolutely free; the user incurs no charges. the challenge for educators and librarians is to effectively incorporate this resource in their respective professions. it could be argued that subscription to a discussion group is rapidly becoming an essential part of a professional's administrative, educational, and academic responsibility. it could be further argued that librarians and educators now have the additional responsibility of introducing and recommending electronic dis­ cussion groups to students and colleagues. issues for educators and librarians gregorian, hawkins, and taylor ( 1992), participants in the higher education information resources alliance, a coopera­ tive project among educom, cause and the association of research libraries, claim that "the greatest challenge facing modern society and civilization is how to cope with information and transform it into knowledge" (p. 5). given the "accelerating electronic torrent from thousands of databases around the world" (p. 5), educators and librarians must confront the "disruption and stresses of information as they are found on our own campuses" (p. 5). without argument, this challenge is also faced by k-12 educators and librarians. the task for educators, therefore, becomes how to exploit these new learning opportunities and integrate them with tradi­ tional teaching activities. educational researchers must remain alert to the implications that electronic resources have for education and learning. librarians must offer guidance and support to those educators, researchers, and students who are attempting to navigate through the internet. they must be able to filter, distill, organize, and rank information so that it may be effectively transformed into knowledge. eduoatlon llbrarl• vol ft, no.2 the internet as a medium for education studies concerning the use of the internet as a medium for education and research have been recent. educom has been a leader in the promotion of the internet as a virtual classroom and has consistently offered a forum for researchers wishing to share their work. still, most of the published work is of a descriptive nature; rigorous formal studies are lacking. the lack of formal studies has not, however, impeded the mie of the internet as a virtual classroom or laboratory. indeed, the number of ongoing research and education projects is large. surprisingly, use of the internet for virtual studies has not been limited to universities; k-12 educators, librarians, and students are active participants (clements, 1992a, 1992b). the internet as a virtual classroom one of the more innovative uses of the internet occurred this fall with the creation of"navigating the internet: an interactive workshop," created by richard j. smith at the university of southwestern louisiana in collaboration with jim gerland of the university of buffalo. the workshop was a first attempt to teach librarians and others internet protocols. over 12,000 registered participants "attended" the workshop which lasted for more than seven weeks. of note is that the workshop was conducted entirely over the internet. in his synthesis and evaluation of the workshop, smith ( 1993) notes that many participants commented that the work­ shop seemed more akin to a full credit course. smith is investi­ gating the possibility of offering the seminar as part of the curriculum in a school of library science. in addition, many requests for another session have been received. finally, plans for a k-12 workshop are under way. some interesting k-12 projects exploiting the internet as a virtual classroom include north dakota's send it, a bbs-type networking that gives students and educators a gateway to the internet. by late december 1992, the project participants in­ cluded 769 teachers, 1,521 students, and 84 administrators (sackman, 1993). applications of the project include: e-mail, electronic dis­ cussion groups, a forum on new legislative bills for government and history classes, and inter-library loans. perhaps the most innovative application of send it is the electronic classroom where "sendit users are able to access the cnn newsroom guide, newsweek guide/quiz, discussion groups, and historical documents" (sackman, 1993, p.8). another fascinating k-12 project is kidslink, an elec­ tronic forum where children communicate via the internet. origi­ nally conceived by odd de presno, author and educator, kidslink now links many thousands of children among 46 different countries. kidslink in tum is composed of several other forums. kids-93, a grassroots project, attempts to join children worldwide in a dialog of views on the desired future of the planet. in contrast, kidscafe allows children to "talk" about whatever they like. other kidslink forums have essen­ tially the same objective: to give children a means to reach out across their cultures and boundaries. 9 the internet as a virtual classroom has also engendered a number ofprojects stressing kuniversity cooperation. the aim is to give k12 educators and students access to information and resources normally unavailable (clements, 1992a) to their community. clements ( 1992a) sees this evolving partnership as a means of optimizing scarce resources and thereby contribut­ ing to the revitalization of the public school system. · examples include virginia polytechnic institute and state university's efforts to give k12 schools in virginia access to the internet. the el paso community college has organized a program where k12 educators learn how to utilize resources found on the internet. perhaps the most extensive project promoting greater resource sharing between academic centres and k12 schools is the texas education network (tenet), which as of apri1 1992, had over 9,000 participants. tenet is growing at the phenomenal rate of 1,000 new participants a month (clements, 1992b). and finally, the california mu­ seum of photography at the university of california, riverside is establishing the development of virtual art exhibitions di­ rected at k12 schools. the project aims to place over 5000 photographs,at screenresolution, on the internet (cisler, 1993). the internet as a virtual laboratory the internet must be understood as both a resource in support of research, and as a virtual laboratory for research. a number of projects requiring close collaboration and commu­ nication among researchers have been implemented on the internet. again, formal rigorous studies examining the resui ts of these projects are rare. koch, in her study of the impact of networks upon scien­ tific research, concluded that "electronic networks are improv­ ing scientists' productivity by making their communication more efficient" ( 1991, p. 79). nevertheless, she notes that several problems remain: information overload, quality con­ trol, and lack of a categorization of resources. still, as is often the case, the lack of research has not impeded evolution of the phenomenon. note, for instance, the invitation to join an ongoing research project on the use of electronic mail discussion lists placed on the internet (rafaeli & sud weeks, 1993). this international project depends on the internet for communication, exchange of data and findings, and data analysis. interest concerning use of the internet as a virtual labora­ tory is growing. for example, the innovative research trends in the human sciences conference, university of alberta, november 27-28, 1992, emphasized the use of new communi­ cations technologies. the 1992 meeting of the computers and multimedia group of the american political science associa­ tion devoted a substantial time to discussing the implications of telecommunications on research and education. and finally, the international conference on teleteaching '93, which is normally concerned with uses of telecommunications for teach­ ing, will hold its preconference through electronic mail via the internet! 1 0 future issues the national research and education network (nren) plans to invest in the expansion of existing national networks have been implemented in several countries. in the united states the project was signed into law by president george bush on december 9, 1991. the act, called the high-performance com­ puting act of 1991, gives the impetus for the establishment of a supernetwork linking research centres, universities, and industry and government. this effort has been named the national re­ search and education network. indeed, the nren is perceived as being essential to the united states' economic wellbeing and crucial to future re­ search. it is for this reason that the stated purpose of the act is to "help ensure the continued leadership of the united states in high-performance computing and its applications ... " (u.s. con­ gress, senate, high-performance computing act of 199 1, 102nd cong., 1st sess., s. 272, sec. 3). however, of special interest to k-university educators and librarians is the call in the act to "invest in basic research and education, and promote the inclusion of high-performance com­ puting into educational institutions at all levels" (u.s. congress, senate, high-performance computingactof 199 1, 102nd cong., 1st sess., s. 272, sec. 3, ( 1), (h)). in fact, the act stipulates that the national science foundation shall have the responsibility of linking colleges, universities, arid libraries that cannot connect to the network with the assistance of the private sector (sec 201, (2)). efforts not to exclude k12 educators and libraries from the new network are under way. vice president gore, while a senator, also sponsored thelnformationlnfrastructure and tech­ nology act of 1992 (gore, 1992). although the bill died with the adjournment of congress, gore has stated his intent to work with congress to introduce a similar bill. essentially, the bill attempted to ensure that the technology developed by and available on the nren would be accessible by k-12 educators and students, public libraries, health care, and small businesses. indicative of the realization that k12 schools and libraries must partake in the benefits of the nren is the decision of the department of education to target the nation's public libraries as access points to its network, smartline ttjnited states. office of science and technology policy, 1992, p. 25). the canadiannetworkfor the advancement of research, indus­ try and education in canada, a similar project is called the canadian network for the advancement of research, industry, and education (canarie). similar to nren, canarie policy makers see libraries and schools as one of its primary beneficiaries. indeed, the canadian educational community from all constituencies is explicitly recognized being an integral part ofits user community (canarie marketing plan working group, p.9). in addition, all sectors of the information and library community are expected educiitlon llbrarl• vol 1 7, no.2 to participate and share in the resources of canarie. the reasons for the establishment of canarie are identical to those of the nren: "to support canada's economic growth and enhance its international competitiveness through the promotion, development, and use of high-speed communications network products and services" (canarie marketing plan working group, p. 8). and similar to the nren, one of the major benefits of canarie will be "the linkage of the educational community from public school through college to university for purposes of education and information exchange" (canarie business plan working group, p. 7). conclusion the internet must be understood as comprising more than a mere information network: it is a virtual classroom, library, and laboratory, whose potential user and student population is almost without limits. in addition, the nren and canarie and other similar projects will bring new technologies like video conferencing and virtual reality to the reach of the most rural schools or libraries. the implications for k-12 education and librarianship are significant. first arid foremost, educators must take a leadership role concerning the integration of the internet with traditional class­ room teaching and activities. this will ensure that children have the opportunity to exploit the myriad resources on the network while linking k-12 educators to a very real community of other researchers and scholars. ! second, the advent of the internet requires the planning of new curricula and activities. it is not surprising, therefore, to find a blossoming of cooperative projects between k-12 educators and universities. k-12 educators need access to the resources and expertise found in the university community, while scholars see an opportunity to participate in the revitalization of the nation's schools and curricula. librarians, in tum, must adjust to this new paradigm by offering the educational community support concerning catego­ rization and use of resources on the internet. in this sense, librarians become far more active in the teaching and instruction role; they must guide and instruct users, both students and teachers, in the navigation of the internet. this implies a radical shift in librarianship: the librarian as an analyzer as well as an accesser of data. this shift is caused by the lack of information filters available on the internet; the amount of information is enormous. in addition, the librarian will take a more active teaching role, possibly in cooperation with a teacher. this evolving partnership among universities, k-12schools, and libraries offers the teaching and library profession the oppor­ tunity for renewal and innovation. our professions have been given the tools, it is up to us to make the most productive use of them. lduolltlon llbrarl• vol 17, no.2 references barron, b. (1992) unt's accessing on-line bibliographic databases. danton, tx: university of north texas. [computer file, available via ffp, ffp.unt.edu, /library/libraries.txt] canadian network for the advancement of research, industry and education, business plan working group. (1992). report of the business plan working group. (n.p.). canadian network for the advancement of research, industry and education, marketing plan working group. (1992). report of the marketing plan working group. draft 2.0. (n.p.). cisler, s. (1993). apple library of tomorrow awards for 1993: com­ munity networks. electronic message posted to public-access computer systems forum. p acs-l@uhupvml.bitnef, march 3, 1993. clements, j. (1992a). network-based collaborations: how universities can support k-12 reform efforts. educom_review, 27, 9-12. clements, j. (1992b). surveying k-12 and postsecondary school net­ working partnerships. educom review, 27, 44-46. deutsch, p. (1992). resource discovery in an internet environment. unpublished master's thesis, mcgill university, montreal, canada. drew, w. (1992). not just cows: a guide to internet/bitnet re sources in agriculture and related sciences. morrisville, ny: morrisville college of agriculture and technology, state university of new york. [computer file, available via ftp, ffp.sura.nef,/pub/ nic/agricul tural.list] eric clearinghouse on information resources. (1992). internetaccess points to eric (eric networker 4.0). syracuse, ny: eric clearinghouse on information resources. [computer file, avail­ able via ftp, ftp.sura.net, /pub/nic/eric.sites]. franks, j. (1993). what is an electronic journal? electronic message posted to public-access computer systems forum discussion list. pacs-l@uhupvml.bitnet, january 23, 1993. giguere, m. (1992). an introduction to services accessible on the internet. education libraries, 16, 5-9. gore, a.(1992). the information infrastructure and technology act. educom review, 27(5), 26-29. · gregorian, v., hawkins, b. l., & taylor, m. (1992). integrating infor­ mation technologies: a research university perspective. cause effect, 5-12. hart, j. a., reed, r. r., & bar, f. (1992). the building of the internet: implications for the future of broadband networks. telecommuni­ cations policy, 16, 666-689. howse, w. j. (1991). internet-the discoveries of a distance educa­ tor. deosnews, 1(21). [electronic journal]. kehoe, b. p. (1993). zen and the art of the internet: a beginner's guide. (2nd ed.). englewood cliffs, nj: ptr prentice hall. koch, s. (1991). flectronic networks and science. in c. r. mcclure, a. p. bishop, p. doty, & h. rosenbaum (authors), the national research and education network (nren): research and policy perspectives (pp. 69-85). norwood, nj: ablex. krol, e. (1992). the whole internet: user's guide & catalog. sebastopol, ca: o'reilly & associates. lottor, m. (1992). internet growth (1981-1991) (rfc 1296). menlo park, ca: sri international. [computer file, available via ftp, nis.nsf.nef, /documents/rfc/rfc1296.txt]. paulsen, m. f. (1991). computer-mediated communication and dis­ tance education around the world. deosnews, 1 (10). [electronic journal]. rafaeli, s., & sudweeks, f. (1993). invitation to join research project. electronic message posted to public-access computer systems forum discussion list. pacs-l@uhupvml.bitnet, j a n u ­ ary 19, 1993. 1 1 sackman, g. (1993). north dakota k-12 students and educators net­ work with sendit. internet world, 4(4), 8-9. silva, m., & cartwright, g. f. (in press). the design and implementa­ tion of internet seminars for library users and staff at mcgill university. educajionfor infonnation. smith, r. (1993). report on navigating the internet. electronic mes­ sage posted to public-access computer systems forum discus­ sion list. p acs-l@uhupvml.bitnet, january 12, 1993. stork, judy l. (1993). lc files now on internet. electronic message posted to public-access computer systems forum discussion list. pacs-l@uhupvml.bitnet, may 5, 1993. strangelove, m. (1993). reflections on developments draft rfc. fjectronic message posted to publishing e-journals: publishing, archiving, and access discussion list. vpiej-l@vtml.bitnet, february 15, 1993. tennant, r. (1992). internet basics (eric digest edo-ir-92-7). syracuse, ny: eric clearinghouse on information resources. united states. office of science and technology policy. (1992). the national research andeducajion networkprogram: a report to congress. [washington, dc: gpo]. united states. congress. senate. high-performance computing act of 1991. 102nd congress, 1st session, s. 272. [computer file, available via ftp, nic.merit.edu, nren/hpca.1991/nrenbill.txt] 12 lduolltlon llbrarl" • vol 17, no. 2 articles core competencies for the information professions and the evolution of skill setsl by stuart a. sutton in this article, we consider the mechanisms necessary to distill new skill sets from the profession's core competencies along three out of four dimensions that define practice for information professionals in general and librarians in particular. we explore the emerging information universe and the environmental factors shaping it in order to cast light on the emerging professional contlicts over appropriate niches in the new universe of information work. abbott's processes of reduction and abstraction as mechanism for the expansion of redefinition of a profession's domain are examined along three practice dimensions: (1) the tool making dimension, (2) the information management (tool use) dimension, and (3) the agency (service) dimension. introduction as the close of the 20th century approaches, the profession of librarianship will be confronted with some of the greatest chal­ lenges it has ever faced. not only will it be challenged to adapt to a dramatically changing infonnation universe, but it will be challenged by others outside the profession who see u1e work uwt has traditionally been viewed solely wiu1in u1e domain of librar­ ianshipas part of u1eir own. it is far from clear umt the profession of librarianship can confront either of u1ese challenges success­ fully. to address both of u1ese inextricably related challenges, u1is paper will be divided into t11ree parts. first, t11e emerging information universe will be discussed in order to fnune t11e context of t11e domain of future professional practice �is well as . its core competencies. second, t11e difticult question of how librarians might transfonn t11emselves in order to participate actively in t11at universe will be explored. and finally, some broad outlines of appropriate skill sets necessary to that tnmsfor­ mation will be drawn along t11ree (out of four) dimensions tlutt define professional practice in t11is field. before it is possible to address t11e question of what core compe­ tencies will be needed in t11e 1990s and beyond, it is necessary to reach some level of agreement on what is meant when we speak of u1e core competencies of a profession. however, iliat question is inextricably bound to another-what is it t11at defines a profes­ sion? it is probably most useful in quickly answering boili questions to assume a rat11er simplistic view of bou1 ilie nature of professions and t11eir defining core competencies. as a lawyer illlll as an information professional and as a librarian, it appears to t11is autlwr tlwt professions are basically defined by ilie societal problem (or set of problems) tlwse professions choose to address. given a finite societal problem capable of solution through service, u1e profession develops ilie tools, meiliodologies and service necessary to accomplish that task. for example, ilie lawyer's profession deals wit11 t11e social problems of conflict avoidmlce and resolution. over t11e centuries, lawyers (along wiili the judicial system) have developed procedural rules and meili­ odologies for interpreting and applying law in service of its defining social problem. of course (ru1d tl1is will become important later in the discussion), i this paper is an adaptation of a talk delivered at the special libraries association 85th annual conference, atlan ta. june 1994. much of the content is the result of numerous conversations with nancy van house, acting dean. school of library and information s t udies at the university of california at berkeley. however, responsibility for the half-baked nature of some of the ideas rests with this author and not with acting dean van house. a more thorough explanation of our thinking is forthcoming. -6 education libraries • vol 1 8, no. 3 u1e lawyer's profession is only one of a number of professions u1at have carved out u1eir own niches from the context ofu1e smne societal problem-witness fmnily m1d marriage counseling and u1erapists of all sorts to say nou1ing of arbitrators. 1l1us, we must conclude u1at while the societal problem defines a domain of practice ulat may be shared by more u1an one profession, each approaches resolution of u1e problem witl1in u1e context of a set of core competencies or functions u1at are more or jess its own. given u1is definition of a profession, t11e core competencies of librarianship are ujose rau1er immutable and abstractly stated competencies which are central to its ability to solve u1e societal problem it has elected to address. we keep ll1e definition of ll1e societal problem u1e profession librarianship has chosen to address quite simple by framing it merely as u1e "infomjation problem"-u1e need for a mediated synapse between wl individual information need and one or more infonnation stores containing potentially fulfilling answers. as an anchor to what remains to be said, we need to bear in mind as we look at the shift in what the infonnation universe is going to tie like u1at u1e core competencies of u1e profession will remain much u1e same. ross atkinson (1993, p.201) recenlly reassessed u1e defining competencies in stating tlutt u1c aspects of practice llmt librarians do best are t11e "[s]electing, distinguishing, refer­ ring to, and ot11erwise privileging of individual infonnation units." we do not u1ink that ll1ese core competencies are going to change as u1e society moves deeper into u1e infonnation age and begins to traverse u1at mythical infonnation superhighway. as atkinson points out, u1ese functions have been handled traditionally uuough processes such as collection development, cataloging, and reference. in t11e future, t11e professional will perfonn the same functions but will do t11em in markedly differ­ ent ways. there will be different tools and different services models to accommodate u10se funcions in a ch�mging context; however, the core competencies will remain much u1e smne. 1l1at is why we call u1em "core"-l11ere is something slightly inunutable about what it is tljat u1e profession docs best. given u1at statement, it should become increasingly obvious u1at u1e profession should not be looking at ll1e core competencies m; much as at tile processes by which new skill sets are derived from them to address new contexts in which those competencies will be played out. notice u1at u1e inquiry should be focused on the process by which new skill sets are derived and not on ll1e skill sets u1emselves. 1l1ese is a real and present danger here in gelling too caught up in particular skills. "skills obsession" is perhaps appropriate in periods of professional stability, in periods when change is stable and paced slowly. but skills obsession in a period of swift environmental change c�m be catm;trophic. it is useful in helping beginning students in this field to under­ stmld the dangers of skills obsession by exploring their expecta­ tions of professional study. it is our impression that on the way to school on u1e first day, most students stop off at scars and go to u1e tool department where they purchase a little red metal tool education libraries • vol 1 8, no. 3 kit of u1e kind mechanics and carpenters use. they bring it to school wiu1 u1em u1e first day, u1ey set it down and say"fill it"­ give me dewey, give me lcsh, give me some skills in how to search dialog. any many fill up u1e tool kit and march away at u1e end of ll1eir fom1al education believing fuey are pepared for u1e remainder of u1eir professional lives. 1l1ere may have been a time when change in u1is profession was so slow that such a mind set would work, when one could sail through ones professional life wiu1 u1e tattered tool kit still intact and equally tattered skills still relevant. if tilere were ever such a time in this profession, it is gone forever. 1l1e "little red tool kit" sort of skills acquisition is not the answer to u1e challenges to come. instead, we need to look at how we might educate infonnation professionals capable of continuously deriving u1e new skills from the core competencies which will be necessary to meet the challenges of a shifting domain of profes­ sional practice. 1l1ere are two ways of looking at how we might derive ulose skills sets. one way is to look at u1e demands offue existing profession­ i.e., to look at the pressures on u1e profession's current tools and service models to determine what kinds of skill sets are necessary to handle today' s practice, for example, many librarians remem­ ber catalogs when u1ey were still made of cards. suddenly, along came the computer and new skill sets were required to deal witll transaction processing facilitated by u1e machine. and many librarians acquired ujose skills. but what fuey were actually doing was much the same, just made easier and somewhat more efficient by the computer. in ou1er words, fuese new skills made it possible to do u1e same tiling better. a second way to look at deriving new skills-and ule one used here for u1e remainder of the discussion-is to absolutely assume a change of context: to assume ulat we are in a period of extremely rapid change and u1at what we really need to be looking at is what is it u1at we might be doing u1at is new and better. what is i ulat we could be doing uutt will take us beyond ule current constraints of our own profession? while u1is discussion will touch on tile first of these two ways of viewing u1e task at hand, it will dwell on the second. the emerging information universe-environmental fac­ tors in order to underwmd u1e necessary development of new skill sets, we must first look at u1e information universe that is evolving. second, we have to detennine how librarians are to continually realign u1emselves and what u1ey do as professionals in uwt evolving context. for the most, u1e environmental factors that are shaping where u1e infonnation universe is going are quite familiar and only tile briefest statements of u10se factors need be chronicled here. among ujose factors are the following: 7 tlze fusion of computing and telecommunications: moore's law which states that computing power will double every eighteen months is holding true in all importantrespects. communications technologies such as the evolving asynchronous transfer mode (a tm) and the broadband networks are exciting ti1e interest of ti1e telephone, cable and utility companies nation wide. one cannot pick up the newspaper wit110ut finding someti1ing about "infonnation" �md t11ese companies. when t11ese two rapidly developing technologies are wed, what emerges is a totally new environment for infonnation storage, distribution, manipulation and use. the fusion ofmedia:z ll1e digital revolution is giving rise to new acceptable forms of literacy born in multi­ and hypermedia ti1at are going to change funamentally our definition of literacy as it takes us well beyond t11e linear constraints of text. many see t11is revolution already taking hold in their children and grandchildren. multiand hypern1edia are spawning whole industries in california's silicon valley �md san francisco's multimedia gulch. information abundance and complexity: as anyone who has been out on t11e internet cm1 attest, when t11e first two factors are combined, t11e result is an abun­ dance of infonnation,3 a complexity of infonnation structures ti1at has never before been experienced, <�nd client/server computing models t11at incorporate i11e networking of geographically dispersed products of the intellect from human expertise to t11e human record. social computing: and now, in ti1e 90s, we are expe­ riencing t11e rapid emergence of what john see! y i3rown from xerox p arc calls social (as opposed to personal) computing. competition in the information universe ll1ese factors are defining rapidly a whole new environment for information storage, retrieval and management. and, in a logi­ cally parallel development, t11ese same factors are defining a new domain of practice for librarianship a new domain in which other professions and other disciplines are also interested m1d will compete witl1 librarianship for t11e smne (or overlapping) niches. many practitioners are already beginning to sense ti1e competi­ tion that is out t11ere. information, as ti1e coinage of ti1e infonna­ tion age, will define economic power wit11 increasing frequency and create what a recent issue of fortune magazine calls the ill­ perceived "new economy" t11at will reshape tl1is country and the world. ll1e lawyers and ti1e economists mnrmg us know that power attracts players. so, librariansbip as a profession is not alone in ti1is new domain. in fact it has very, very powerful company ti1at can be seen in t11e mad scrmnble of information content and information transport providers to merge and oilier­ wise realign. in all t11is activity to carve out niches and to realign domains, librarians should hear ti1is clarion call: libraries and librarians do not have very high visibility i1i this emerging domain. as profes­ sionals, librarians are going to have to work actively to stake a claim in ti1is new domain since it is far from obvious to t11e rest of ti1e world tllat ti1ey have a significant role to play. to illustrate t11e accuracy of tlmt statement, we like to tell tlle story of a statement allegedly made by chancellor munitz of tlle california state university system. chancellor munitz presides over t11e largest complex of higher education in the world which is getting ready to build t11e state-of-tlle-art campus for tlle 21st century at fort ord on monterey bay. according to a reporter for ti1e san fran cisco clzronicle, t11e chancellor says t11at t11ere will be no library on t11e new cmnpus.4 now, recalling richard ross' talk at t11e opening plenary session for this annual meeting concerning t11e natural rubber-band-like tension between organi­ zational vision and reality, some would say t11at tlle chancellor's vision is an appropriate one, while ot11ers might say t11at ti1e hook on ti1e end of ti1e rubber band which should be attached to reality is missing. whatever side one lands on, what is interesting here about t11e newspaper report is ti1e fact t11e chancellor munitz allegedly nmned t11e following sorts of partners in building t11e digital library that will exist at monterey bay pacbell, apple and ibm. supposedly, tl1ere was not a single mention of librarians or t11e skills, tools or service models ti1at have been developed over t11e la<;t century: not a word. we ti1ink t11at should give us pause. it should also make us wonder how are we, as a profession, going to convince t11e chancellor munitzs of t11is world t11at we belong in ti1e emerging infonnation universe? in otl1er words, how are we to assert professional dominion over a niche in t11is emerging environment? andrew abbot ( 1988) provides us witl1 a mechanism for exam­ ining t11e phenomenon of shifting and expanding professional domains in his explication of t11e ecology of professions.5 we will review tl10se mechanisms briefly and t11en apply t11em to the context of librarianship. 2 michael buckland notes that the use of the term "fusion" in this context might not be accurate. in the context of digital storage, we are really addressing monomedia; however, even in that context, music remains music and images remain images and are. therefore, not "fused." 3 note that we did not say necessarily "good" information. 4 in all fairness to chancellor munitz, this anecdote is based entirely on a single newspaper article. having been frequently misquoted and having the context of our words distorted in the popular press, we think there is probably a more than 50/50 chance that the report is totally inaccurate. nevertheless, it illustrates a point we believe to be �enerally true. we use abbott's analytic framework without adopting his analysis of the information professions. 8 education libraries • vol 1 8 , no. 3 according to abbot, when a profession wants to shift or expand its domain, there are two ways to argue u1e validity of such a shift or expansion reduction and abstraction. reduction shows uwt u1e solution to some problems in the new domain (e.g.,cyberspace or how one wishes to define ti1at domain) is reducible to a solution which already exists in the profession's current jurisdiction. a reductionist argument might be uutt lcsh is as useful a tool for accessing information in cyberspace a<> it is in a traditional library. basically a ludicrous idea since many believe umt lcsh ill-serves our patrons even in the context of ti1e modem opac let alone in cyberspace. we conclude ti1at reductionist arguments will not work since few of ti1e tools designed to serve ti1e practice of librarianship as it exists have a direct application in tiwt environment. abstraction is u1e second, and much more powerful, argument. abstraction is a process by which u1e profession argues (and ultimately demonstrates) ti1at the abstract knowledge which underlies ti1e tools and service models in u1e profession's current domain are applicable in ti1e new one. a simple example of abstraction might be ti1e argument u1at classification ti1eory underlies many of ti1e tools we have developed, and uwse theories have application to u1e development of new tools suit­ able to ti1e new domain. thus, according to abbott, professions use u1esc two meclla­ nisms (reduction and abstraction) to argue for ru1 appropriate niche and to develop new tools and service models which justify a move into new territory. using abbott's basic conclusions, ti1ese two mechanisms are ti1e weapons needed in ti1is profes­ sion's competition wiu1 the pacl3ells, the apples, and oti1ers. however, there is a problem, ru1d we believe ti1e problem is u1is: we can abstract all we wruh from our current set of tools and service models ru1d we can do reduction all we want ru1d we still will not win. we still cannot make that transition because of a third mechanism abbott does not identify new knowledge. if one looks at the faculties of the schools of library and infonna­ tion science in u1e united states uwt arc moving forward success­ fully in prepruing themselves to educate professionals for the emerging domain, u1ey are developing interdisciplinary facul­ ties. they are incorporating people with backgrounds in cogni­ tive science, conununications, and a host of other disciplines and fields of concern to the "infonnation problem." they are actively trying to wed new knowledge wiu1 the profession's extant knowledge base in order to hybridize a new professional who can function in the emerging domain. if u1e schools of library and infonnation science do their jobs well, it will be to educate professionals who can do the kind of abstracting necessary to create ti1e new tools and service models for a new environment ti1at is just around ti1e comer. if we are are not able to do that, the profession of librarianship is in deep, deep trouble. dimensions of practice the deriving of new skill sets from tl1e core competencies for an expanding or shifting professional domain tllrough tlle processes of reduction, abstraction and new knowledge acquisition will take place (if at all) along four dimensions of professional practice: the tool making dimension, the information management (or tool use) dimension, the agency dimension (we like to call it serv­ ice), and 1l1e management of information organizations dimension. ll1e ordering here is significant. perhaps, while not necessarily denoting u1eir importance in daily practice, we believe tlle order reflects ti1e survival order for ti1e profession; i.e., tlle order of mastery for survival of the profession as it transitions to tlle new environment. tool making dimension 1l1e tool making dimension tends to confuse people; tlley do not understand what is meant when we speak of librarians as tool makers. as a profession, we use tools and service models to solve the problems that ti1e profession bas chosen to address. for example, lcsh is a tool; tl1e dewey decimal system is a tool.6 dewey was a librarian but he was also a tool maker. practitioners at tl1e library of congress and in europe were librarians and tool makers when tl1ey laid the conceptual foundations for lcsh and oti1er organizational schemes. in ti1is profession and in tl1e schools of library and information science, we have largely abdicated our role as tool makers. there was a great period of tool making in librarianship librarianship' s "golden age of tool making," if you willin tlle late 19tll and early 20ul centuries. ll1en, afer the first world war, sometlling happened. tile profession went on auto-pilot; it went to sleep and its practitioners became mere tool users. tool making was someone else's problem now it's ti1e vendor's problem. as a result, we lost much of the power to enable tlle profession.7 an exrunple might help. in general, librarians tl1athave ventured out onto ti1e internet witi1 archie, veronica, w ais, world wide web ru1d ot11er access tools and please note, tools created by someone else have viewed ti1eir role in tl1e following sorts of tenns: 6 the phrase "tool maker" includes not only actual tools such as lcsl-l but also the service models developed to address the societal problem. 7 in general, special librarians may represent the only exception to this abdication. unlike the public and academic libraries, the richly varied contexts of special library practice frequently required developing new designs. technologies and techniques in order to satisfy needs for nontraditional organizational schemes and service models. this stands in sharp contrast to the near rote application of existing tools such <t5 lcsl-1. dewey. and lcc in the public and academic libraries. unfortunately, these issues in special librarianship play a small role in library and information science education. education libraries • vol 1 8, no. 3 9 as complainers about u1e primitive nature of u1ese tools and how u1ey will not scale up to u1e challenges of networked global infonnation; �md as innocent (and perhaps victimized) users, eagerly waiting for someone else (perhaps pacllell, perhaps apple, perhaps ibm?) to develop acceptable informa­ tion retrieval tools. ti1e survival of the profession (to say nothing of playing a significant role in u1e emerging information universe) will re­ quire finding adaptive solutions for u1e new contexts and the profession must begin to do so wiu1 a perhaps not so simple reawakening a renaissance of its role as tool makers in u1is new domain. to do so, its practitioners will have to go back to abbott's "abstraction" to distill u1e existing professional knowl­ edge-base. ti1en, that knowledge-base must be wed to new knowledge from outside u1e profession (e.g., human factors, educational psychology, computer science, cognitive science) in order to create new tools and new service models for new contexts. while this re-awakening will require developing highly technical backgrounds in many instw1ces, it is a develop­ ment u1at must be pursued if the tool making function is to be reassumed ums enabling u1e profession to move into new niches and to expand the old. information management dimt!nsions to address tbe second dimension, u1e information m<magement (tool use) dimension and to see where professionals might develop new skill sets u1at will take u1em into cyberspace, we need to return to atkinson's remark (1993, p. 20 1 ) that the profession is about the "[s]electing, distinguishing, referring to, and ou1erwise privileging individual infonnation units." we observed earlier u1at one of u1e old mechanisms for perfonning u1ese functions was the process of collection development. we will explore the infonnation management dimension using uutt core competency. now, we all know what collection development is, or, at least we think we know what it is. but how do we abstract its foundation in. order to carry it into cyberspace? to suggest an answer, let us engage in some rumor mongering. ti1ere was a rumor some time ago u1at harvard law had no collection policy word had it u1at if it existed, harvard would buy it. while most likely a myth, it is neveru1eless a very instructive one in that it suggests a collec­ tion development continuum. ti1is myu1ical harvard law cw1 be placed at one end of that continuum ru1d at u1e other end there is tbe library u1at functions under severe economic constraints. as one moves along u1at continuum from the mythical harvard law to the library operating under severe economic constraints, we suggest that the collection development librarian engages in a process of building an opinion piece. in other words, at points on tl1e continuum far distant from harvard law, u1e library becomes an expression of t11e librarians's opinion u1e librarirm' s opinion of the best tl1at is out u1ere and how to get it. 1 0 now, we u1ink the 'library as opinion piece" is a good thing. in fact., we believe u1at i� is u1is professional ability to express such an opinion tl1at will define collection development in tl1is new information universe unfolding before us. the question needing to be asked is how do we carry u1e structuring of opinion pieces over into a universe where we do not necessarily collect infonna­ tion containers as we have in tl1e past? how do we do collection development in cyberspace? as librarians, we will build opinion pieces of networked infonna­ tion by what we point to. for example, librarians out in front putting up mosaic clients, servers and home pages are not only auuwring in a new environment, u1ey are doing collection devel­ opment and t11ey are developing a new form of bibliography. and, u1ey are doing botl1 in a new way using new tools. they are engaging in a very healu1y fonn of adaptive behavior rooted in u1e profession's core competencies: deciding what is useful in all of u1e garbage u1at will flood u1e networks and pointing to it building what one might call infonnation architectures. 111us, collection development will become more like authoring and publishing wiu1 librarians structuring infonnation architectures of resources located on u1e global internet and on u1e library's own servers. in aggregate, u1e result will be overlapping webs of opinionwebs of opinion very much akin to the traditional library while neveru1eless stw1ding in sharp contrast. thus, even collec­ tion development has a direct corollary in u1e emerging environ­ ment. ti1e possibility of our potential professional role in tl1is dimen­ sion of practice was recenlly driven home by paul saffo (1994, p.74) of u1e institute for t11e future when he said of the infonna­ tion superhighway in wired magazine in an article titled "it's tl1e context, stupid".: it is u1is pleuwra of content u1at will make context the scarce resource. consumers will pay serious money for anything t11at helps them sift and sort and gather t11e morsels u1at satisfy u1eir fickle media hungers. ti1e future belongs nei u1er to u1e conduit or content players, but uwse who control the filtering, searching, and sense-making tools we will rely on to navigate through the expanses of cyberspace. according to saffo, u1e future will belong neither to the baby bells and/or u1e cable companies nor to t11e time warners, the mead datas, nor the myriad resources on t11e internet. rather it will belong to t11e creators of context of the sort we have been alluding to in our comments. while in his article saffo is speaking of knowbots and ou1er computerized tools, librarians could, should and will play t11e context providing role described by saffo. education libraries • vol 1 8, no. 3 agency or service dimension l11e last of these dimensions of practice to be addressed here is the agency dimension or the service or reference context.8 while the agency dimension is critically importmlt, we are not going to say much about it in this discussion because we think the readers of this joumal, as special librarians, are on the forefront of develop­ ment of this dimension and are already defining the new skills that will shape professional practice in the new infonnation environment. special librarians were the first in the profession to define an altemative to the traditional resource provision model of service in tl1e form of consultative models rooted more directly in solving tl1e information need of tl1e patron. special librarians were among tl1e first to recognize tl1e inadequacy of a service model in which the patron's need for a specific answer is addressed by providing a number of resources potentially containing that answer. a model in which the last mile to extracting [ul answer has to be walked by tl1e patron simply does not meet tlw needs of users in tl1e context of most special libraries. for exmnple, most attbmeys would not be satisfied with a stack of resources pro­ vided by t11e law firm l ibrari<m t11at contained the possible answer when he or she wmlted the actual answer. l11e attributes that define a service model that will satisfy a user such as tl1e lawyer just described are ones we have heard before: (i) tl1e right infom1ation, (2) to t11e right person, (3) at the right time. to tl1ese attributes, tl1e skills necessary to del iver on tl1e model are relatively obvious. unfortunately, in mm1y/most/all of tl1e schools of l ibrary and infonnation science, instruction is stuck on the resource provision model. conclusion in conclusion, we would like to suggest a sort of mind gmne in which the schools of l ibrary and infonnation science and tl1e profession reverse one fundmnental assumption underlying our mental model of professional education in this field. that assumption is this: in the library schools in t11e 70s m1d early 80s it was taken for grmlted tl1at the professional would manage or work in a library environment which would collect containers of information, orgm1ize tl1em m1d make t11em accessible. tiwt . environment would be finite, it would fit within certain walls. however, during that s[ulle period we were confronted wit11 matters such as dialog t11at did not (it tl1e mental model or its underlying assumption. and so, as an uncomfortable appendage, we cloned instruction in networked infonnation. we would like to suggest t11at it might be useful to reverse the mental model and look at educating students that must structure and navigate geographically dispersed digital information and who might manage (incidentally and possibly quite tangentially) some small number of non-digital information bearing objects. if we reverse tl1is underlying assumption of education and practice we will come up witl1 tl1e skills sets necessary to the new contexts without needing to ask the so-called experts. mind games aside, we must educate students through a transition period to an i l l-defined emerging information universe who are as comfortable witll sgml and html tagging and structuring networked information resource architectures for mosaic and ot11er evolving tools as building catalogs witll aacr2 and the marc formats. we have to educate students who are as comfortable with information syntllesis and tlle production of tailored information products for specific users and user groups as witll tlle simple provision of resources. and we must again assume a strong tool making role as we vie for new territory and tl1e redefinition of tl1e profession. references abbott, andrew delano. (1988) the system of professions: an essay on the division of expert labor. chicago: university of chicago press. atkinson, ross. (1993) "networks, hypertext, and academic infonnation services: some long-range implications." col­ lege & research libraries54(3): 199-215. saffo, paul. (1994) "it's t11e context, stupid." wired 2(03): 745. stuart a. sutton is associate professor and director of the san jose state university school oflibrary and information science. he is a member of tl1e califomia bar witl1 a specialization in intellectual property. 8 we omit the management of information organization dimension for one reason: we think it the least important when it comes to the survival or expansion of the current professional domain. we recognize that others might take serious issue with this statement. education libraries • vol 1 8, no. 3 1 1 editorial anne m. galler we are pleased to include two excellent papers which were presented at the education division sessions during the 1992 sla conference held in san francisco (june 6-11 ). the first speaker, dr. john v. ogbu, is an eminent anthropologist, with degrees from nigeria, zambia, princeton and the university of california where he obtained his ph.d in anthropology in 1971. he has done extensive research in three major areas: 1) education and culture, especially comparative study of minority education; 2) cross-cultural human development; and 3) youth transition from school to labour force/adulthood. he is the recipient of many awards and grants and has published several books as well as articles in the field of anthropology. the paper he presented in san francisco deals with understanding cui tural differences and school learning. a selected bibliography of his works appears at the end of his paper. we were also privileged to have as our second speaker, dr. bernard r. gifford, whose paper deals with knowledge management, research and pedagogy in the elec­ tronic age. dr. gifford obtained his ph.d. in radiation biology and biophysics from the university of rochester medical school, in 1971 and also spent a post-doctoral year at harvard university, where he was a kennedy fellow at the john f. kennedy school of government. he has published widely in a number of areas, ranging from applied physics to public policy. in recent years, however, dr. gifford has devoted most of his writing to exploring the barriers to educational change and reform, as well as the impact of personal computer­ based instructional systems on the teaching and learning enterprise. his column on "educational, technology and public policy" appears in both the chronicle of higher education and education week. a selected bibliography of his writings can be found at the end of his paper. sa r t i c l e s s the virtual library for blind and print disabled canadian students by rosemary kavanagh abstract as the information age progresses in technological and electronic areas, so must librarians re-define traditional services for those both with. and without sight. libraries are expected to participate in setting new and better service standards for those with visual disabi lities and/or learning disorders. the canadian national institute for the blind (cnib) library's national network (visunet: canada) supports the premise of a virtual library for print disabled canadians. information resources, services, and international collaborations such as the digital audio based information system (daisy) are producing accessible materials for those who cannot read print. by interconnecting world information resources in any format of choice, and providing the best in content that is both digital and virtual with no limitations, libraries will assist print disabled canadians to better compete for jobs in a rapidly changing working and learning environment. last year canada was awarded the prestigious franklin d. roosevelt international disability award amongst the discordance of activists who felt the government's performance was more promise than substance. discordance is part of every progressive fa�ade, reflecting that canada has balanced some inequities but has not overcome all of them. one area where inequities remain for print disabled canadians lies in library services. only about 3% of the trade books and 0.5% of magazines published annually are accessible, and most are produced in very limited quantities. good library service for sighted students relies on a network of public, academic, and special libraries-many of which have the best collections in the world. it complements resources available in the classroom, neighbourhood bookstore, and the internet. on the other hand, library services for students unable to read print are focused on accessible rather than best content and are dependent on small collections, a variety of agencies, and on-campus services to support course work. there are huge challenges to be overcome in order to provide print disabled students with good content comparable to that available to their sighted colleagues. against this background are the dynamics of the kno . wledge revolution that are reshaping the workplace, schools, education and the learning culture more rapidly than ever before. the world resource of infmmation doubles every two to three years. e-mail, estimated to support over 90,000,000 accounts, is expected to double in ten years. 80% of students and 5% of businesses surveyed in canada said that they use the internet for information. the job market of the next decade will be volatile, uncertain, and unsettled. it will require a workforce that is numerate, literate and more educated than previously . "in 1994, 145,000 j obs disappeared in canada for those with high school education or less, while 42,000 new jobs were created for workers with post secondary education."' literacy among the general population today includes technological competencies as well as the ability to read and write. at the same time the canadian government is committed to making canada the most connected nation in the world and to harnessing the res.ources of the "knowledge revolution." blind and print disabled students will compete for jobs and university placements in this rapidly changing working and learning environment. currently, blind canadians are employed in over l ,600 professions; largely the result of strong advocacy at all levels of society and increasing opportunities for education and training. fawcett's economic portrait of disabled people in canada indicates their l abour force participation improved between 1986 and 1991, up from 48.5% to 56.3%.2 sustaining and improving this achievement is dependent on acquiring competencies pertinent to the information age. among blind students literacy not only means competency with braille but a variety of special access and other technologies. already the technological skills among print disabled people are changing. a study by the book and periodical council of cnib education libraries vol. 23, no. 1 10 a r t i c l e s (canadian national institute for the blind) library clients revealed that 56% of those in the age range 15-65 use a computer for reading and access to information. studies also reinforce that blind persons able to read and write braille are most likely to have higher education and to be employed. consequently new ifla guidelines advocate accessible braille collections throughout libraries) print disabled students are not a homogeneous group. the learning disabilities association of canada estimates that i 0% of the canadian population have a lifelong learning disorder' and the health and limitations survey (halws) indicated over a million canadians have a visual disability. their needs vary depending on primary, secondary or tertiary requirements, the degree of blindness, physical handicaps, or dyslexia, which prevents them from reading print. are the diverse current and future library service needs of these students well understood? the information age with its web technology and electronic publishing is stretching the dimensions of the l ibrarians ' assumptions about the way information is organized, distributed or made accessible, and challenging them to re-invent or re-define the service. "the library without walls is a concept that is making its way throughout the library community . . . . "5 users, whether they are blind or sighted, like both the ability to visit their libraries and/or receive service at home. libraries for the blind are also setting new standards for accessible books for blind people everywhere by creating a new generation of digital audio books. these libraries also recognize that current methods of building accessible collections are too slow and costly and in the next five years collection building will mean linking library data bases and information rich web sites. they are exploring standards to align publishers and libraries for faster access, resource discovery, and distribution of information. in response to these demands for service from print disabled canadians and the dynamics of the information age, the cnib library's national network v isunet : canada is built around the premise of interconnectedness to other l ibraries and information sources. v isunet : canada is based on three modules and supports the premise of a virtual library for canadians unable to read print . it provides opportunities for students to be registered for service anywhere in canada and to access current information independently or to conduct their own research . the visucat module, based on marc standards, provides an online catalogue that can be used by students, partner libraries, and cnib divisions across canada. the v isutext module anticipates expansion of resources quickly, taking advantage of publisher's files and material in electronic format published on the internet or world wide web or already in the cnib library collections . these include braille files and electronic books in the churcher etext collection and other reference tools such as encyclopaedia britannica. students across canada with braille education librari es vol. 23, no. 1 output devices or synthesized speech will be able to read these publications either as hard copy braille, refreshable braille, or as voice output. v isunews is the third major module being developed to deliver current canad�an newspapers, magazines, and other publications. it will provide full text french and english newspapers, magazines, catalogues, and other documents across canada. phase one will introduce a full range of local and national newspapers online. phase two will provide access using the telephone. the ability to make a digital file accessible by phone in !he same time frame as newspapers are delivered to the general public is only one example of how technology is changing service opportunities. within canada, the partners program plans to integrate the information resources and services of libraries and governments with cnib library resources, creating for those canadians unable to read print both a library without walls and one place in which to look for information. several public libraries such as those in markham, pickering, regina, edmonton, calgary, and cornwall are active network participants . excellent advocacy and collaboration are also occurring at provincial levels in alberta and british columbia. international partnerships with the library of congress and the recent agreement with the national library for the blind (nlb) in the united kingdom, signed on february 26, 1999, will expand content for print disabled canadians. both cnib and nlb use the geac advance system and expect to take full advantage of the z39.50 standard, a protocol to interconnect their online catalogues. as more libraries make their alternate format collections available on the internet, such as the recent announcement of louis on the web by the american printing house6, the breadth and depth of accessible content will increase. other consortia such as the digital audio based information system (daisy) and the library of congress nls/niso group, whose members are libraries for the blind, represent outstanding, international collaborative efforts to produce and archive accessible content for those who cannot read print. the cnib library is one of five beta test sites in the world experimenting with the launching of the new generation of digital talking books. it is a member of the international federation of library associations: section of libraries for the blind currently involved in examining initiatives on text encoding and metadata for their impact on producing digital materials for the collection. these endeavours intend to benefit students who will be able to navigate reference works and research materials in a way that is not possible with analogue based recordings, thus providing them with the same or greater access than their sighted colleagues. some initiatives in canada are contributing to these new developments. with industry canada 's leadership, canada's copyright act is one of the most progressive in the world for perceptually disabled people. it is also a leader in publisher's a r t i c l e s 1 1 investigations into how pub]jshed materials can be made accessible to print disabled canadians. canada is also the second country in the world to develop a special digital audio player allowing print disabled students to navigate an audio book as sighted people do. library service is a critical resource to the continuous learning required to compete for jobs and sustain quality of life in a civil society. print disabled canadians expect libraries to set new standards of access and opportunities for learning and to keep pace with change. they know that the depth of participation in the learning culture increases their prospects for employment and independence. v isunet: canada envisions a service which in the next decade will be interconnected and part of the network of other types of libraries, thus creating a world resource of information in any format of choice. it is also about providing best content, setting new service standards, and the transformation to a library that is both digital and virtual, connecting users to a service where format and limited content are no longer baniers to information equity and the same information is available to everyone in the same time frame. in the words of robert wedgworth, former president ofifla: "ideas need no passports from their place of origin, nor visas for the countries they enter. all boundaries in the world of culture and ideas are artificial and all are doomed to be dissolved."7 in the end, the expectations set by the students themselves and the leadership provided by librarians, publishers, and advocates will define the best that is possible and remove the boundaries that limit students' access to information in the learning environment. endnotes 1 david k. foot, boom, bust & echo : how to profit from the com ing demographic shift ( toronto: mcfarlane, walter and ross, 1996) 69. 2 gail fawcett, living with disability in canada: an economic portrait. (ottawa: human resources development canada, 1996). 3 http://www.ifla.org/nii/s31/pub/guide/htm. 4 robert sheppard, "battling the system," macleans 22 june 1998: 46. 5 tim philip, "a library without walls," toronto star 2 mar. 1998, sec. j. 6 jeff ell iott, "american printing house for the blind launches louis on the web," feliciter oct. 1998 : 14-15. 7 international federation of library associations and institutions, if la council report 1995-1997 (the hague, netherlands, 1997) 5. rosemary kavanagh is executive director, cnib library for the blind, 1929 bayview avenue, toronto, on, canada m4g 3e3. phone: (416) 486-2500. education libraries vol 23, no. 1 t h e n ational library of ed ucation by nancy l. floyd abstract the national library of education is the largest federally funded library in the world devoted entirely to education. in march 1994, congress created this new national library, bringing together the former u.s. department of education research library; the 1-800 user service; inet (ed/oeri's internet site and services); and the technology resources center. these units now operate in partnership with the eric to carry out reference and referral services; collection and technical services; resource sharing and cooperation, including internet services (inet); and marketing/public relations. nle is planning a network of national education technology and related resources. the network will promote greater cooperation and resource sharing among education and library professionals, policymakers, the public and other providers and repositories of education information in america. it will also apply information science, computer and telecommunications technologies for the enhancement of education information dissemination. in march 1 994, congress authorized a new national library-the national library of education. the legislation creating this national library was proposed by u.s. congressman major owens (d-ny), a former librarian. on behalf of the library, he said, as the u.s. department of education strives to fulfil its mission to reform and improve american schools, it must have the expert assistance that only the national library of education can provide to make the latest knowledge about the best educational practices coherent and readily accessible to teachers, parents, school administrators, and educational researchers. he also noted, the u.s. department of education is our national engine for educational excellence, and we look to the national library of education to provide the fuel. mission the new national library of education is to be a one-stop shop for all information and referral on education in the country. its customers-students, educators, and researchers at all levels-will benefit from the library's collection, preservation, and use of research and other education-related information. the library will promote widespread access to its materials and expand its coverage. with other major libraries, schools, and educational centers across the united states, it will provide a network of national education resources. education libraries • vol 20, no. 1/2 history the new library had a head start. the u.s. department of education already had an education research library. in fact, the research library was the largest federally funded library in the world devoted entirely to education. this collection on education began a century ago with henry barnard's private collection of american schoolbooks and was nurtured by commissioner john eaton during his tenure (1870-1886). several private donors further enriched the collection. more recently, other special collections were added to the library. material from the former national institute of education, the former u.s. office of education, and the u.s. department of education, including reports, studies, manuals, and other documents, and archives of the former u.s. office of education and national institute of education, including speeches and policy papers, were added. collections today, the national library of education houses onsite more than 200,000 books and about 900 periodicals in addition to studies, reports, educational resources information center (eric) microfiche, and cd-rom databases. currently, it holds books on education, management, public policy, and related social sciences; dictionaries, encyclopedias, handbooks, directories, abstracts, indexes, and legal and other research sources in print and cd-rom; current and historical journals and newsletters; and more than 450,000 microforms. the library also has a legislative reference service that maintains the department's historical record oflegislation affecting education. 2& special collections. the earliest volumes of the library's special collections date to the fifteenth century and include early american textbooks, children's books, and books about education. other special collections include rare books published before 1800, mostly in education; historical books ( 1800-1964 ), early american textbooks (1775-1900), modem american textbooks (1900-1959), u.s. department of education reports, bibliographies, and studies; archived speeches, correspondence, policy papers, and reports; and children's classics. since its establishment, nle has rewritten its collection development policy, as mandated by the legislation, to reflect the expanded scope of the library. the policy outlines the scope of the collection, describes in detail how priority levels will be assigned in future book selection, defines the library's users, and designates what services are appropriate to a national library. along with this, procedures are well on the way for setting up an online public access catalog, essential if the library is to reach out to a larger audience like its models, the national library of medicine and the national agriculture library. services in a recent reorganization of the office of educational research and improvement (the unit of the department in which the library is organizationally located), consolidations were made, greatly expanding the available resources of the library. the legislation had mandated that the education information branch, which operated a toll-free information and free publications line, be merged with the new library. this merge brought to the library additional staff with a wide range of educational subject expertise. at the same time, the department's !net (internet/world wide web) system and the educational resources information center (eric) came on board. the eric unit includes 16 clearinghouses specializing in all aspects of education, adjunct clearinghouses, and support components (access eric, askeric, eric document reproduction service, and eric processing and reference facility). all these new resources have enhanced the library's services to its customers. in its reference and information services division, the library now fields more than 200 phone calls, up to 500 letters, and hundreds of electronic queries daily. this increased volume is being handled by staff rotation. also due to the reorganization a technology resources center has become part of the library. this center is one of the best kept secrets of the educational technology world. here, hundreds of cd-rom and other educational technology media, equipment, and software tools are on loan from vendors. library staff demonstrate the programs and equipment to department staff and visitors from outside, ranging from local school personnel to officials of foreign governments. 28 task force in the summer of 1995, a national library of education advisory task force was named by the secretary of education. this has met twice in washington, dc, and a third meeting took place at the end of july 1996 in los angeles. these meetings will result in a set of recommendations outlining the future direction of nle. public relations early on, the library's management knew that for the new library to fulfil its mission, it first had to let people know that it was there. so they effected a strong marketing and public relations plan. this included publishing its own products such as posters and bookmarks. also, as part of its public relations plan, library staff began giving monthly orientation talks, including overhead charts and informative handouts, for all new department employees. by the end of january 1995, staff published its first bi­ monthly newsletter. the newsletter includes not only recent book acquisitions but also sections on new technology, online resources, new sources from eric, bibliographies, on topics of current interest , maps, and other use ful or newsworthy information for users, such as parental involvement in education, family literacy, and at-risk students. the newsletter is distributed department wide and to a selected mailing list. copies are also available at the circulation desk in the library. a series of fact sheets on a variety of library-related topics are also available by phone, fax, and e-mail. these can also be found on nle ;s world wide web home page (http://www.ed.gov/nle). the library has also published the u.s. department of education world wide web server standards and guidelines and will soon begin publishing a series entitled advances in education research. during national library week 1995, the national library of education celebrated its official inauguration with an open house celebration where the assistant secretary for the office of educational research and improvement sharon p. robinson unveiled the commemorative poster. secretary robinson spoke to a gathering of department staff, public, and press, saying "there 's a pretty well-established appreciation for a federal role in education to provide knowledge and equal access to information . . . the library's future is secure." library staff followed the open house with the first in a series of quarterly lectures featuring notable speakers on libraries, information, and technology. the lectures informed educators, teachers, researchers, librarians, and parents on issues of concern. angela gasparro from the division of libraries in the philadelphia school district spoke on "libraries, technology, and vistas oftomorrow;" dr. william g. durden of the institute for the academic advancement of youth at johns hopkins education libraries • vol 20, no. 1/2 university discussed ''the optimal match: common sense in an uncommon environment," and cheryl graunke from the congressional research service of the library of congress talked about "cybrarianship : the internet revolution in libraries." the fall lecture featured dr. galen godbey, executive director of lehigh valley association of independent colleges, who spoke on "the agility p aradigm : how business, government, and industry must and can change to adapt to the global economy." this summer, dr. carolyn sumners, director of astronomy and physics for the houston museum of natural science, spoke on "making space for the girls, or finding physics for females." to reach out to the education community, the library has put itself at the forefront of the department's strategic partnership with the philadelphia city schools. library staff have been working with the city's school library personnel on developing in-service training for librarians. in addition, library staff have formed a partnership with a baltimore school district to enhance teacher training. the library has also made a special effort to be represented at library and information technology conferences and exhibits. furthermore, the library has been proactive in emphasizing customer service, developing a customer service survey to provide feedback on what services are being used, what is needed, and how services can be improved. networking a division of resource sharing and cooperation has been established in the library that handles inet (the departmp,nt's public access internet site), the toll-free electronic bulletin board system, and data tape sales. this division has liaisons with a number of other information technology groups both in and outside the department. the task for this division will be to expand the library 's cooperative partnerships and resource sharing. staff will look into ways to incorporate electronic resources and access to information, laying the groundwork for nle to become a part of a major network of education resources nationwide. education ubreriea • vol 20, no. 1/2 nle is in the planning stages of setting up a network to bt. known as the u.s. education information network (usein) to provide a forum for discussion of education issues, to take a leadership role in forming a national information policy as related to education, and to make· recommendations to nle on information matters. the network will attempt to strengthen education libraries and information services of all types and to promote cooperation and communication among its members. for your information the national library of education offers its customers a cd-rom catalog of the library's collection, individual study rooms, self-service photocopier, microform reader printers, and group and individual orientation seminars. located on the street level, it is easily accessed by the physically disabled. the library is open 9:00 a.m. to 5:00 p.m. monday through friday except federal holidays. the library is located in washington, dc, two blocks west of uriion station, red line metro stop. the mailing address is national library of education, u.s. department of education, 555 new jersey avenue nw, washington, dc 20208-5721. the views expressed in this article are part of ongoing research and analysis at the office of educational research and improvement and do not necessarily reflect the position of the u.s. department of education. nancy floyd is the writer, editor and public relations d i rector of the nat ional lib rary of educat ion, u . s . department of education, washington, d.c. she has previously taught french in high school and has worked as a school and special librarian, newspaper columnist and magazine editor. nfloyd@inet.ed .gov 27 the review of the j .a. turner professional library part i i: the qualitative component by catherine e. wilkins abstract the setting for this study was the j.a. turner professional library which is the central corporate professional library for the peel board of education which is the largest public school board in canada. the library also provides library services for educators in graduate programs at brock university, the ontario institute for studies in education, york university, and the faculty of education university of toronto to support their professional development and continuing education needs. the focus for the study were the peel and brock consumer groups so as to allow for comparisons. the purpose of this study was to evaluate the services and resources of thej.a. turner professional library by ascertaining the views and opinions of two consumer groups of the professional library at the peel board of education. the author initiated the evaluation for several reasons including: her belief that the library as a service component of the organization must ensure that it's objectives fit the organizational culture and as the peel board was committed to organizational renewal i.e., strategic planning so was the library. the sample consisted of library users drawn from two consumer groups of which there were 127 peel and 50 brock users, and 32 peel and three brock stakeholders. the data collection consisted of a self-reporting questionnaire and selected interviews. for the purpose of analysis the responses were divided into the following two groups peel board of education and brock users. the results indicate that there is a high level of support for the j.a. turner professional library. the interviews provided future directions for the development of thej .a. turner professional library. the study closes with a series of recommendations to enhance the operation of the j.a. turner professional library within the organizational context of the peel board of education. introduction first let us recall that the purpose of this study was to evaluate the services and resources of the j.a. turner profes­ sional library by ascertaining the views and opinions of two consumer groups: the brock and peel users and stakeholders to allow for comparison. the article titled part 1: services of the central education library of the peel board of education serving graduates at brock university and the extension cam­ pus of the ontario institute of studies in education: a survey presented this study and was published in the march 1992 issue of educationlibrarie.s. it presented the general research questions, review of the literature, methodology, data analysis, and the results of the self-reporting questionnaires. the focus for part ll of this article will be to present the results ofthe interview data, the summary and discussion of the entire study and the recom­ mendations. data analysis: qualitatne interview data a word of caution owing to the subjective nature of interview data one must consider the context of the organization, the setting and purpose of the study all of which are described in part one of this article. however, the analysis technique defined by glaser & strauss (1967) and applied by the author-grounded theory building allow for the "telling of the story" which may be of interest to readers. -10 data analysis the interview data was coded and summarized by the principal investigator. the interview data which was analyzed included transcriptions of the interviews of the stakeholders who were interviewed. the stakeholders as described earlier fall into three groups that are not mutually exclusive. these three groups include: peel board senior administration and superintendents, program department co-ordinators, and brock full-time faculty all of whom utilize the library. the analyst utilized the grounded theory building methodol­ ogy of glaser and strauss (1967) to analyse the qualitative interview data. glaser and strauss' (1967) methodology called for joint coding and analysis in a systematic approach which also utilizes theoretical sampling. this methodology allows for creative generating of theory. it is known as the constant comparative method and includes the following four steps: 1) comparing incidents applicable to each category 2) integrating categories and their properties 3) delimitating the theory 4) writing the theory. constant comparison following glaser and strauss (1967), generated theoretical properties or components for each category of analysis. each of the three groups of interviewees, i.e. peel senior administration and superintendents, program depart­ ment co-ordinators, and brock full-time faculty were analyzed as a broad category following from comparison of the data, and the instrument for data collection (i.e. inteiview schedule) further categories and components or properties for comparison were generated. the data from each inteiview group was analyzed distinctly according to the theoretical sampling process, how­ ever, the categories for comparison were the same for each group. these results were summarized in commentary form which was compared further for reduction as the analyst expected to uncover underlying uniformities. the results from the groups were then compared for thematic similarities and dissimilarities. instrumentation stakeholders interview schedule the major themes (seivices, resources, accessibility) con­ tained in the questionnaire have been formatted for the group of stakeholders and are presented in appendix a. the interviewees were asked to rate the same seivices and resources as appear in the questionnaire. the principal investigator handed each inter­ viewee the chart with the categories and examples of seivices and resources. it is intended that this will promote discussion, and educate the stakeholder regarding the themes as they generally are unaware of the complexities of the library because they receive full seivice without utilizing each of the areas them­ selves. the inteiviewees were asked to comment on what they see as the future role of the j .a. turner professional library in the board and the future role of libraries in society at large. data collection stakeholders each of the stakeholders was inteiviewed on site at the h.j.a. brown education centre at their convenience. letters of introduction and thank you were sent. results qualitative interviews data in this section a summary of the inteiviews is presented. the inteiviews were analyzed using a distinct set of categories which included the following: utilization most beneficial seivices components ratings of seivices ratings of resources areas for improvement components specific seivices specific resources • future role of the library • future role of libraries in society in addition, the inteiviews were analyzed individually for the following three groups: group 1group 2group 3 peel senior administration and superintendents peel program co-ordinators brock full-time faculty results for category 1 utilization the process of comparative analysis requires that the analyst break down the story for clear integration of the theory. through­ out the results there are quotations from the data provided as illustrations that tell the story. in terms of utilization, the peel senior administration and superintendents most frequently identified using the literature search seivices and resultant journal articles in order to "broaden their thinking" or "expand knowledge" or "blend experience and research". some individuals cited using this information for committee investigation, speeches, presentation, and keeping current. the program department co-ordinators most frequently identified using the library for a variety of reasons including: the literature search seivices, to maintain current awareness in terms of educational issues, trends and research, send writing teams, and introduce resource staff. the brock full-time faculty utilized the library primarily to introduce and encourage their students to support their own graduate level educational research. the faculty themselves sited the access to the journal collection as one reason for using the library. results for category 2 most beneficial services when asked to identify their most beneficial seivices or experiences with the library, the peel senior administration and superintendents generally identified the search seivices. in fact, individuals often restated their reasons categorized under utiliza­ tion for using the library. the program department co-ordinators specifically identified the search seivices, the personalized con­ tact, the availability of journal articles, and proximity for brows­ ing the library collections. individuals cited search success stories, e.g., retrieval of materials to preview regarding black studies, transition years, school organization, and site-based management. the brock full-time faculty identified staff assistance for locating specific materials pertaining to a topic, library orienta­ tion for graduate students, and the extended hours as their most beneficial seivices comparison of the results for category 1 and 2 it is beneficial to compare the results of the three groups now utilizing theoretical sampling while looking for similarities and dissimilarities. glaser and strauss (1967) maintain that this constant comparison will yield a more integrated theory. similarities the comparison generated the following theory. in each of the groups of stakeholders' results, the information reported re11garding utilization is similar to the information reported regard­ ing the most beneficial services. library users utilize the services they find most beneficial. the first two groups, i.e. peel stakeholders -senior admin­ istration and superintendents, and program department co­ ordinators utilize the library for similar reasons relating to specific services, although the co-ordinators as a group report more specifically about how they use the library in terms of specific reasons or components of services. generally speaking, these groups use the library as a "special library" serving needs within the organization. dissimilarities the brock full-time faculty utilize the library for access to library collections and promotes its availability to their students for their own academic investigations. generally, this groups utilizes the library as an academic library to support graduate level research. results for category 3 ratings components specific services. to gather this information each interviewee was handed a jist of specific services and asked to rate each one that they utilized. the services are categorized under the following headings: search services document delivery services staff assistance library orientation other services the researcher selected this method because it provided an opportunity to discuss each of the services which served to inform each individual stakeholder of the services is in keeping with dewey's (1916) philosophy regarding education in a de­ mocracy. the peel senior administration and superintendents rated the services they utilized highly, specifically, the search services including: educational literature searches and search strategy design. the document delivery services also were rated highly for journal article acquisition and staff assistance was rated highly for search strategy design. many of the services were rated as "not applicable" and the interviewees volunteered that this was because the service they required was "the answer to their queries". although they recognized the various services, they required "the results" and were not overly aware of all services that were utilized to provide those results. the senior administration and superintendents commented that they appre­ ciated this "results" oriented service. the program department co-ordinators also rated the spe­ cific services highly, including their search services, the docu­ ment delivery services, and the staff assistance. co-ordinators found the interview format informative regarding the scope of the library services available and, in particular, found it useful for personal educational purposes. 12 the brock full-time faculty also rated the library services highly and commented positively about the amount of informa­ tion accessible through the j.a. turner professional library. components specific resources to gather this information each interviewer was handed a jist of specific resources and asked to rate the ones that they utilized. the peel senior administration and superintendents tended to look this list over briefly and rated items such as the educa­ tional journals, and the eric cd-rom. the other items were most often not rated or rated as "not applicable". in their comments they specified that "to provide service they expect the library to have resources but, they were not too aware of the specific resources". the program department co-ordinators rated the resources favourably and thoroughly. they rated the recent acquisitions and book collection least favourably. comments were made in the interviews indicating that they understood our fiscal reality; however, they still believed that the library needed more current resources in terms of books for a board as large as peel. the brock full-time faculty rated the resources highly. comparison of the results for the ratings the results for the ratings of services and resources have been compared as a whole owing to the intrinsic or integrated nature of these two components of the library role. similarities the peel senior administration and superintendents, pro­ gram department co-ordinators and brock full-time faculty rate the services and resources that they utilize favourably. both of the peel stakeholder groups of interviewees utilize the library to satisfy information needs or specific queries and frequently "just require the results", which explains the "not applicable ratings". they utilize the library as a special library meeting their needs within an organizational context. dissimilarities the program department co-ordinators provide more spe­ cific ratings of resources than do the peel senior administration and superintendents. the comments from brock full-time faculty are general with regard to the specific resources and services. they tend to utilize the library for academic research and require a breadth of resources and availability of information which they are satisfied within the j.a. turner professional library. category 4 areas for improvement each of the interviewees was asked what services and resources of the library they would like to see improved or enhanced. the responses yielded a wealth of information for constant comparison which merited application of theoretical sampling and the researcher was able to reduce the findings to common themes and then to substantive theory in relationship to areas for improvement. in the process of reduction the services and resources data was compiled into this category following the author's premise that the integrated nature of these components is fundamental to the nature of libraries. the comparative analysis revealed four common themes : individualized informa­ tion needs, library informational tools, communications aspects, and collection development, which will be utilized for discussion for each of the three groups of stakeholders ' responses. the peel senior administration and superintendents talked about their need for more individualized services such as month! y searches on a topic, summaries or reviews of current educational issues. in general they described this as a need for more direct, or pro-active services from the library. the superintendents in particular requested that they be targeted on an individual basis for services and as a group of decision-makers. for example, "synthesis of recent reports and reviews of books", were sug­ gested by one superintendent, and others indicated interest in having searches performed regularly on specific topics e.g., alternatives to suspension, renewal of 7, 8, and 9, and active learning. the second theme related to their request for some informa­ tional library tools suchas: a periodicals list, a recent acquisitions list and a list of services. the superintendents of schools identified these types of tools as being useful for their personal information and to promote the j.a. turner professional library services and resources to their clients who are principals and vice-principals of families of schools. one superintendent of schools was interested in taking the services and resources rating form to his constituents as an example and was pleased to receive our current list of services for dissemination. the third theme that emerged from the data was that the library should take advantage of some of the board's communi­ cations mechanisms e.g., publications and professional networks to promote its services. in the perception of the senior admin­ istration they would like to see more people in the library. superintendents identified greater utilization of the communica­ tions departments publications such as, synergy and p.s., and greater networking with the administrators' , and teacher-librar­ ians ' association as a means to promote services and provide equitable service throughout peel. the senior administration recommended that the library publish "success stories" in the peel newsletters synergy and p.s. as a means of heightening system awareness and providing examples for modelling. the fourth and final theme that emerged was in relation to the improvement of resources. the senior administration and superintendents recommended that the professional library maintain its research library orientation and focus its collection development on themes from board initiatives, i.e. active learn­ ing, leadership development, corporate renewal and coping with change, specifically were cited. this group also requested that the library look into the acquisition of a greater variety of media, i.e. auto tapes were mentioned for listening while travelling "to and for'' peel. as one superintendent stated it "the professional library needs to be seen as a system partner." the first theme the program department co-ordinators talked about related to their needs for more individualized search services "for credence and corroboration", i .e. to be kept current with regard to educational issues in the literature that relate to their board portfolios. a number of co-ordinators sited specific topics for i ndividualized search services e.g. renewal ?, 8, and 9, generic skills, technology in education. several co-ordinators requested that a streamlined version of"contents" be provided as they missed being able to browse their favorite journals on a regular basis. another co-ordinator suggested that the library set­ up a directory along the concept of a "peel network" to identify active committees etc. on particular topics. several co-ordinators wanted to "read what the senior administration and superintend­ ents read !" the terms of the second theme: library informational tools; the program department co-ordinators recommended that the library produce a list of recent acquisitions. with regard to enhanced utilization of communications mechanisms, the third theme, the program department co­ ordinators stressed the need for a more effective curriculum distribution system. they acknowledged that given our current restraints the library was doing well as coul(i be expected how­ ever they believe curriculum distribution to be critical for the system's teachers. there was some controversy here as to whether this was or should be a professional library function. a number of co-ordinators believed that if the library was to provide information services then curriculum distribution was one of those services. there was recognition that the library could provide a bibliographic standard for the curricular materials. several co-ordinators identified concerns regarding centralized curriculum distribution and the boards' move to a decentralized model for delivery of service. one co-ordinator believed that technology would rectify this paradox once we moved to elec­ tronic distribution of documents which they defined as a de­ centralized model. with regard to the fourth theme which relates the improvement of resources, the co-ordinators stressed the need for "recent acquisitions" and "books" frequently, and rec­ ommended areas for collection development e.g., educational and professional leadership, corporate renewal, more british, european, and australian educational journals, and the encyclo­ pedia of education. the recommendations were plentiful and specific, but thematically consistent, as they indicate that we need to develop collections to support board initiatives and educational trends with a focus on research. in terms of areas for improvement the brock full-time faculty commented only on a need for collection development in the area of educational research, theory and administration clas­ sics. one faculty member mentioned that access to an spss workstation in the library for graduate students doing data analysis would be beneficial. comparisons of the areas for improvement similarities. the peel senior administration, superintend­ ents and program co-ordinators comments focus on the four emergent themes: 1. need for more individualized information services synthesis and analysis 2. need for utilization of board communications mechanisms to promote service 3. need for more library informational tools 4. need for collection development to focus on board themes 13 the brock full-time faculty's comments only pertain to the fourth theme. dissimilarities. the peel senior administration and superin­ tendents commented from two perspectives, as users, and as perceptors of the systems' professional library informational needs. the program department co-ordinators commented as users. their comments were detailed with regard to specific areas for improvement in terms of services and resources and often described in detail "a new way to provide information services". the co-ordinators' comments often related to appre­ ciating availability and proximity of the professional library. the brock full-time faculty did not comment a lot with regard to areas for improvement. the comments for all stakeholders with regard to areas for improvement in terms of services and resources are generally expanded dialogue and conceptual discussion flowing from the process of rating specific services and resources. the rating process appears to have served its purpose of stimulating discus­ sion. results of category 5 the future role of the j.a. turner professional library with regard to the future role of the j.a. turner professional library, the interviewees comments fall into common themes such as: • • • • develop a broader role in the organization in terms•of access to information relating to board current and historical information, develop/continue greater integration in the organization as an information resources research centre, continue greater utilization of technology, expand greater linkage with external educa tiona! organizations. these themes will be utilized to report the results for this category. the senior administration and superintendents sug­ gested that in the future the role of the j.a. turner professional library may become (more) coordinated with the research & development department to provide electronic access to board information as well as for research and professional literature. however, one superintendent succinctly qualified the future developments stressing that the library will develop and renew with the organization in our current context which includes fiscal constraints. now is the time to consolidate services and re­ sources while remaining supportive of the decision makers information needs. several superintendents suggested that the future will require "thematic building" of library collections which will promote greater involvement in the organization. the senior administration and superintendents suggested that future will require the library to continue to utilize technology to deliver services. ultimately, this will change work and the way in which we interact as an organization and as individuals. greater utilization of technology may provide a more effective means to 14 provide, promote and delivery library services equitably through­ out the peel board. this group also talked about the library establishing greater linkage with external organizations specifi­ cally, the ontario ministry of education was, mentioned. the program department co-ordinators comments also re­ lated to the four themes. co-ordinators suggestions for the future included access via the library to board information, i.e. current reports and historical. one co-ordinator indicated that he per­ ceived peer and system hesitancy to access this information from the director's office as the library is a "place to research and study." co-ordinators also spoke of the library becoming the centre for information in the board specifically a "hub of informa­ tion." co-ordinators, in trying to wrestle with the curriculum distribution situation suggest electronic dissemination of infor­ mation to the system in a variety of accessible formats, i.e. curriculum on cd-rom and "journal contents" browsing from their workstations. they see a decentralized model for delivery of service. co-ordinators also wondered if the peel board of education professional library could partner with the dufferin peel separate school board professional library. with regard to the future, the brock full-time faculty would like to continue the satellite relationship with the library. they value the availability of the collections. they would like to continue to support distance education by providing access to the j.a. turner professional library. comparisons of results similarities. for each of the three groups of stakeholders the suggestions with regard to areas for improvement point to the future role of the j.a. turner professional library. results of category 6 the role of libraries in our society at large the comments were very global in nature from each of the groups of stakeholders. the common theme that emerged was that stakeholders value libraries for emotional, social, and intel­ lectual reasons. they believe that libraries' roles will expand with greater utilization of technology and multi-media collections. libraries are viewed as information centres for the public at large and foster literacy in our society. summary and discussion recall that the purpose of this study was to evaluate the services and resources of the j .a. turner professional library by ascertaining the views and opinions of two consumer groups namely the stakeholders and the users. the focus for the study were the peel and brock consumer groups so as to allow for comparisons. overall the general findings indicate that there is a high level of overall satisfaction with the services and resources provided by the j .a. turner professional library for the library users in all groups. each of the user groups indicated that the most frequently utilized services are the search services and of next importance are the document delivery services. the staff assist­ ance in the library was also rated highly. there were many positive comments evident in the open-ended responses of the surveys, and, in the interviews, staff assistance was commended consistently. suffice it to say there is a high level of satisfaction with the services and resources provided by the library in terms of the status quo. in terms of specific services and resources the rating ques­ tions provided the users and stakeholders with specific categories to rate in terms of usefulness. the detailed nature of this rating inventory that was presented was intended to elicit a detailed picture of the types of services and resources user and stakeholders found useful while giving them an educational overview of what was available. the design of the question proved effective because the users responded to these questions with a high degree of validity, and there responses were congruent with the re­ sponses from the interviewees. the stakeholders answered these two questions with lesser detail in part owing to the direct way they utilize the library for "results oriented services"by their own submission, as opposed to users who follow a "search oriented approach" to gather their information in the library. however, it is important to recall that the stakeholders were given the opportunity in the next question to comment with regard to areas for improvement and this is where the detail was given pertaining to specific services and resources. the ratings question allowed for the conceptual comments to be focused on specifics. the results of the question with regard to access for improvement are fertile and the following four themes emerged: • more individualized services (filtering, analysis and synthesis of information) • more library informational tools (output-direct proactive) • more exposure of the library in board communications mechanisms • more thematic resources collection development related to board initiatives. looking back to the survey results there was a demand for expanded library services and expanded books and recent acqui­ sitions. it is important to discuss each of the four themes that emerged in their intended context in order that recommendations be defined that meet the needs of the organization. it is likely that these four themes will lay the foundation for the future. first, the stakeholders comments focused on their needs for more individualized services. they cited specific types of needs in terms of topics of interest and suggested methods to provide this individualized service. however, it is my belief that they are really asking for specialized assistance in terms of filtering, (synthesis and analysis) the vast amounts of information they receive. the organization is experiencing tremendous change, as is our evolving information society. in these tumultuous times, the stakeholders have a voracious need for information as deci­ sion-makers. this information must be relevant, timely and related to the peel board's context to effectively support the decision · makers. it is no longer enough to provide access to information, libraries must interpret needs and provide relevant, timely contextual information. secondly, stakeholders suggested that the library produce more informational tools such as: a list of periodicals and a recent acquisitions list. these tools are most useful for reference in the library. however, the stakeholders likely perceive that these tools become a marketing tool that informs and heightens system awareness with regard to what is available in the professional library. third, the stakeholders recommended that the library utilize board communications mechanisms to promote its services throughout the system. it was suggested that professional net­ works and board publications be utilized. the last theme that emerged was in regard to resources building. the intention here was that the library develop its collections to support board initiatives and some specific exam­ ples were given. it should be noted that there was interest in fostering a multi-media approach to the professional collections. the library would necessarily maintain its research-oriented foundation. the themes that emerged with regard to areas for improve­ ment provide a direction for the future role of the j.a. turner professional library. the comments of the stakeholders with regard to the future role of the library are global in scope and generally recommended that they would like to see the library become institutionalized in the organization. many suggestions are given with regard to "how to" accomplish this, i.e. continue to utilize technology with a focus on delivery of services, raise system awareness regarding the scope of services available, continue to develop systems for access to information with a emphasis on board information (historical and current), and expand external relationships with educational organizations. it is important to be cognizant of the social and economic context of the organization and commit to a congruent direction for the future role of the j.a. turner professional library in the peel board ofeducation, russell (1990) and stufflebeam (1971). the recommendations are statements of direction to initially improve the j .a. turner professional library in terms of services and resources and areas forits future development. the recom­ mendations will only be accomplished if there is organizational support. recommendations based on the findings and summary the following recom­ mendations are presented: •a professional library advisory committee be formed (plac) as a forum for discussion, and planning to ensure that the library's objectives are congruent with the organization. the library advisory committee members will be from every sector of the organization and will have an advocacy role to play within the organization •to initiate the committee the library will present its collec­ tion development policy for discussion by the plac. as re­ quired, topics relating to library policy will be presented to plac for discussion. 111•the professional library in conjunction with computer seivices will continue to integrate technology to expedite the delivery of information seivices. areas for specific investigation include integrated library systems. •the library in co-ordination with research and develop­ ment and computer seivices will continue to explore develop­ ment of an information management retrieval system for board related information. •in order to gamer commitment and corporate sponsorship ofthe library. the senior administration and superintendents will be invited: to review books newly acquisitioned by the library. the reviews will be published by the library giving credit to the reviewers for distribution to system partners. to prepare annotated bibliographies on topics relevant to board initiatives with the assistance of the professional library. the library will conduct searches and retrieve materials for annotation as required and publish the annotated bibliography for distribution to the system partners. •the professional library will explore its potential involve­ ment in cooperative education programs in accordance with the peel board of education operating policy. •the library will distribute its periodicals list and recent acquisitions list annually on a systemwide basis. •professional library informational tools will be announced in p.s. and synergy. appendix a j.a. turner professi onal li brary 1 990 user survey name: -----------------------------------------position:---------��--------------------------date of i nterview: location: --------------------------------------1 . how do you utilize the j.a. turner professional library? cues for interviewer if required: 1 professional development; 2 browsing/current awareness; 3 policy forumulation; 4 send students/staff; 5 committee work; 6 research; 7 read newspapers 2. please describe the three most positive/beneficial services you have received from the j.a. turner professional library? 3 please rate in your opinion the usefulness of the following resources/services. hand sheet to interviewee -18 p l ease rate your a s s e s sment/eval uat i on of the var \ ous serv i ce s prov i ded by the j . a . turner profo s s l ona l library. p l ease c i rc l e ha i f you are unsure or have not used the servi c e s . search serv i cos search strategy des i gn ( e . q . , c l a r i f i ca t i on of need) educat ional 11 terature searches < e . g . , eric, ohteris> current awarene s s searches < e . g . , gl obe & hal l l subject spec i f i c l i terature searches < e . g . , s c i ence , med i c i ne > reference serv i c e s < e . g . , pub l i sher i nforma t i on> doc-nt dol i very service< i n t o r l i brary loan eric documont acqul s i t l on journal ar t i c l e acqu h l t lon staff asshtanco l i terature search strategy d e s i gn r e t r i e v a l of i n-house l toms retrieval of external i nformat i on li brary orientation on l i ne pub l i c ac c e s s ca tal ogue co roh tric other services copy r i g h t c l earance cur r i c u l um d h t r l bu t l on loll 1 2 1 2 1 2 i 2 i 2 1 2 1 z 1 2 1 2 1 z 1 z i 2 1 2 i z 1 2 high 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha j 4 5 ha 3 4 5 ha j 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha � p l ea s e rate the u s e f u l n e s s of the resources of t he j . a . turner profe s s i onal li brary. p l ease c i r c l e ha if you art unsurt or havt not used tht resource. resources reference col l e c t i on book col l ec t i on recent acquh i tlon< h l n l s try of education col h c t l on curr i cu l um gu l de l l nos resource documents peel board of education c urr i c u l um docu110nts sel f-servo co roh workst a t i on eric education index onteris books i n p r i n t u l r i ch ' s g u i d o t o period i c a l s educational journa l s col lection i printed abstrach and induu canadi an education index educational adm i n i strati on abstracts chi l d deve l opment abstracts psychol og i ca l bul l e t i n loll 1 2 i z 1 z i 2 1 z 1 z i 2 i 2 1 2 1 2 i 2 1 2 1 2 1 2 1 2 1 2 1 z high 3 4 5 ha 3 4 5 ha 3 4 5 ha ha 3 4 5 3 4 5 ha 3 4 5 ha 3 4 5 ha j 4 5 ha j 4 5 ha 3 4 5 ha 3 4 5 ha j 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha 3 4 5 ha j 4 5 ha 4. as the peel board of education moves into a period of renewal what services would you like to see improved in the professional library? 5. as the peel board of education moves into a period of renewal what resources would you like to see improved in the professional library? 6. what do you see as the future of the j.a. turner professional library in the peel board of education? errata please note that in the table of contents for volume 16, no. 1, we inadvertently put catherine e. williams when it should have been catherine e. wilkins. we apologize for that mistake. 17 -18 e rrata to volume 1 5 n o . 3 winter 1 9 9 1 to be added to page 9 . second column we apologize tor any inconvenience at the divison's business meeting that year, the members voted unanimously to have education libraries published sepa­ rately and available by subscription only. a new division publication, the bulletin, would be sent free to members twice a year and would contain news about activities and events of importance to them. thus began the custom of having two publications for the division. the 70th sla annual conference was held in honolulu in june 1979. pauline rothstein was installed as division chairper­ son, charles missar was chosen as chair-elect and james bradley of the community college of philadelphia was elected secre­ tary-treasurer. there was a co-sponsored program on "multi­ linguistics/multi -cui turalism" and a program featuring profes­ sor pauline atherton of syracuse university. jane westenberger from virginia commonwealth university and suzanne wise from applachian state university became the new bulletin editors. the 71st annual conference was held in washington, d.c. in june 1980. pauline rothstein arranged a panel discus­ sion on the dissemination programs of the u.s. national institute of education. there was a tour of the united states educational research library. at the annual business meeting it was an­ nounced that guest perry and malcolm hamilton were stepping down as editors of education libraries. they were each pre­ sented with gold pens "in recognition of their pioneering efforts and total dedication to the division." susan baughman of the gutman library at harvard university was introduced as the new editor. charles missar took over the chair and judy segal of the bibliographical center for research was chosen chair-elect. the division had matured after several years of rapid growth and development. those who had the vision and vitality to bring all this about were passing on the responsiblities to others. new persons were taking over as officers, editors and active members to carry forward this work. the bylaws and mission were in place. competent members were stepping forward to serve in various roles. the publications program was on course. program planning was challenging and innovative. everything was ready for the division to move forward. let the '80s begin! charles d. missar, retired from the u.s. department of education library, is a partner in missar associates, and two-time past­ chair of the education division. articles ----------------issues 1n electronic publishing, by charles t. meadow abstract this paper contains a discussion of the principal issues related to electronic publishing. the approach taken is to describe the issues and possible impact of changes rather than to propose or advocate solutions. this approach results from the author's sense that too often positions in this area are taken without full consideration of consequences. the major issues are: (1) the creation or "writing" of works, (2) the nature of "reading," (3) the production and distribution of works, (4) the ownership of the intellectual property represented by the works, (5) the retention of published works, together with a record of origin and any changes, ( 6) the technical obsolescence of works, (7) the control of content, (8) the technology used, (9) the equality of access to electronically-stored information, (10) changes in culture induced by changes in media. introduction the putpose of this paper is to identify and discuss the major issues of electronic publishing without arguing for any particular point of view. i believe there has been perhaps too much hasty adoption of the notion that electronic publishing is the solution to all communication and education problems. there can be no question of the enormous potential of several new electronic publishing modes -on compact disks (cd-roms) or the new digital video disks (dvd) or through the internet. i agree with others who feel it is no exaggeration to say that our modem bundle of information technologies may constitute a greater revolution than that generally attributed to gutenberg. but, is this revolution good or beneficial? and, if so, to whom? 1be gutenberg revolution did not happen all at once. his contribution was an invention beautifully suited to its times. 1be renaissance and reformation in europe bad already increased interest in books and learning. gutenberg's invention enhanced that interest. his development of moveable type bad to be converted into an industrial enterprise. for the revolution truly to take effect, people had to become involved in this industry and learn to read and have the motivation and leisure to do so. today, it is heresy to suggest anything other than that the spread of electronic publishing is a good thing. history, in time, will almost certainly say so, because future history will be written by people who grew up in the new electronic world. clearly, we cannot have parallel worlds one of which adopts electronic publishing and one of which does not. thus, we probably can never have a truly impartial evaluation of its impact. in our time, we should be trying to shape the way the future develops, not merely accepting that anything called "progress" is necessarily good. the principal issues as i see them are those surrounding: (1) the creation or "writing" of works for publication, (2) the nature of "reading," (3) the production, distribution and commerce, ( 4) the ownership of the intellectual property represented by the works, (5) the archiving or the retention of published wmks, (6) the technical obsolescence of works, (7) the control of content, (8) the equality of access to electronically-stored information, and (9) other changes in culture induced by changes in media. 1 this article is based upon a talk given at the institute of information studies and librarianship, charles university, prague, czech republic on november 28th , 1996. it was sponsored in part by the professional partnerships program of the canada institute for development assistance and the association of universities and colleges of canada, whose help is much appreciated. education ubrariea • vol 20, no. 3 5i use quotation marks around ·some quite ordinary-seeming words because i believe that their nature will change and that what we mean today by "book" or "reading" will change. i often use the term "work" instead of "book" to stress that "work" has a broader meaning, but i suspect that "book" will continue in use, regardless of form, because we are so used to it, just as we still "dial" a telephone. of this list of issues, numbers 2 and 7 could have profound impact on our education and information transfer in general. we could create a generation of people who always look for, find, and use the best information available, anywhere, on any topic. or, we could create a generation who can easily find something on any topic and lose or never acquire the skills to evaluate and extend others' work. socially, we could go along with no controls on distribution, which may cause degradation of our entire information system, or we could over-impose controls and lose much of our liberty. there are many positions in-between. the question of equality is also a serious one. will we increase accessibility or decrease it, by requiring the use of expensive equipment and much training? these questions are discussed in the following sections. first, what is a book, or rather, what i mean by the word. i have written elsewhere (meadow, 1995) that to me a book is a recording of the work of a human being, be it in the form of text or photography or music, or a combination. that means i do not think of a book as a technological object, an artifact, but a representation of a work of the human imagination. thus, generically, a book can be what we now call a book, or · a magazine, or a newspaper, or a collection of pictures or of music. changing the form of recording does not fundamentally change the nature of the work, although i do subscribe partially to mcluban's medium is the message. the medium may have a profound effect on the message. hence, reproducing a paper book in the form of a cd-rom still leaves it a book but its effect on readers may change. 1. writing electronic publishing calls for writing of text, often accompanied by lavish illustration and sound if we also consider virtual reality, we can add feel and perhaps eventually smell to the senses an electronic publication can reach. illustration may be in the form of full motion video. electronic publications often allow user control over sequence of presentation, making them highly interactive. we may come to write all documents so as to require immediate user reaction. the tradition seems to be developing of using some variation of the hypertext mode in all electronic publications. in hypertext a user is able to move about easily within the publication by following links inserted by the author or by the user creating his or her own ideas of linkage. this suggests that virtually any segment of a work should have a seamless connection to any other, quite a burden for an author, used to 6 sequential works, to learn. a hypertext novel was reviewed on the front page of the new york times book review section in coover [1993]. tbis is an honour, indeed, for any author, let alone one venturing into a new medium which most readers of the times probably cannot access. yet, the medium seems almost to have disappeared already, before it bad time to mature. how will authors make the transition? how will they become trained, when there is little existing literature or criticism as guides? there is some, of course, but compare what is available to a person desiring to become a print author vs one wanting to become a multimedia author. will individual authors disappear, in favour of teams, as in theatre or cinema? it seems unlikely the media can develop any other way, unless authors are trained from a young age to be versatile in all production media. the alternative would seem to be the use of production teams, as in television, theatre, or cinema. there is nothing wrong in concept with these other media and their teams, but it does clash with the hallowed tradition of the lone author hunched over a writing pad or typewriter, producing a work of a single mind. 2. reading do people read text from a computer screen differently than from a printed page? there is some indication that this is so, although it is not surprising that so complex a question bas not been resolved by research to date. many believe it, whether proven or not. that is, they believe people tend to s·can text on a computer, looking for specifics perhaps to be read later, rather than reading it carefully, for comprehension now. or, as bitkerts [1996] suggests, the very offering of nonsequential reading can alter the way we understand what is being read. but, do people even read print today the same as they always did? no. in medieval times much of reading was virtually equivalent to lecturing. [lliich 1993] "lecture," is, after all, from the latin word for "read," not "speak." this change in the practice of reading was not bad, in fact most of us would say it was quite beneficial. but, it should be recognized that new changes in reading habits might come about and perhaps we ought to be thinking of how to bring about the change in a controlled, beneficial way. will differences in reading affect the way we learn or teach? almost certainly. there is enormous potential benefit, especially for teacbing science, art, or music. is it a good way to teach text composition? philosophy? it seems that the subjects likely to benefit most are those that use and need abundant illustration or frequent drill and testing of students. those that require mainly abstract thinking may not benefit, in fact may suffer if readers become addicted to multimedia presentations of everything. one aspect of the potential change is what i call the problem of excavating vs creating. excavating means finding what others have written, and extracting or paraphrasing it into our own education libraries • vol 20, no. 3 work. creating means, to me, reading what others have written, then adding one's own interpretation or extension to it. many students, even today, do only excavating. sometimes teachers insist on this. i have more than once encountered students, in graduate school no less, who have been instructed (or think they have) that "research" means finding what others have said about a subject and duly reporting it, with appropriate credit. they feel that, as students, they are not supposed to offer opinions. it can become a deadly habit if students grow up expecting that all information can be found on the web or in the library and never learning to add their own .thoughts to those of others. the problem, then is that students who concentrate too much on the mechanics of finding information may come to think (and some already do) that this, in itself, is what research is. but research means adding to knowledge, not just finding it. i know that sometimes old knowledge is so buried that it takes an act of true creativity to find it. that is not what i am criticizing here. an appropriate example is a work by blumberg [1995] which teaches biology by guiding students to seek out worlcs of others, assigning projects, having them build their own mental models of biology. it does more than a conventional book by way of encouraging students to do original work on their own. this is the best way to teach agile minds. but it is not known how well it worlcs with the less creative students. 3. production, distribution, and commerce will the traditional concept of publication disappear as the wide open world wide web (www) expands and acquires more users, and self-publishing becomes ever easier? can the internet replace all of publishers' functions: selection, editing, design, marketing, and quality assurance? production costs (or electronic publications will rise, considerably, over those of print publication. instead of a text with a few illustrations, publishers will now have to cope with copious illustrations, background music, narration, and non­ sequential ordering of pages, making copy editing and critical reviewing far more difficult. distribution costs should come down considerably. no more printing factories or warehouses full of books, in what seems to take publishers a week or more to find any one book. no more high shipping charges. this combination of changes will force reorganization. of print-related communications industries, such as the post office, book stores, and libraries. it will also affect the communication industries: telephone, radio, television. there will be some gains and some losses. what will be the change in net price to the consumer? so far, the direction has been lower, especially for reference books, such as encyclopedias. is this temporary, because of early successes, or will we see changes in marketing modes? i am not sure anyone knows. certainly, the lack of a good reading machine (a computer designed to be used to read text and illustrations, do some searching, and allow for annotations) has a depressive effect on the market. education libraries • vol 20, no. 3 we still have little experience in marketing content on the internet. that mode of marketing is just beginning. some magazines and newspapers are online as is the encyclopedia britannica. there is no generally accepted way of paying for this information. technology for secure credit card transactions is being developed. but, not everyone has a credit card or access to a bank account. most users of the internet are not accustomed · to paying for what they find there. remember that a large portion of users are students. we have to see bow this develops. the tradition is growing that information on the internet is or should be free. from this, some feel that all information ought to be free. on the internet today, advertising is paying for much of the information, but most of the better content suppliers seem to be still experimenting, i.e. for-profit publishers are trying to find how they will fit into this new environment. the advertising is of two types, explicit and implicit. the explicit type is familiar. a miniature of the display ads in buses and subways appears at the top of the electronic page. implicit advertising is done by providing free use of software which is really a solicitation to buy this software for customized use by your own company. the issue of fee-free information is not a debate on capitalism vs socialism. no matter what political-economic form is used, it costs something to produce and publish a work. someone has to pay, somehow, whether by directly charging users for each use or by spreading the costs over all tax payers. it is naive to assume otherwise. in one sense electronic documents can be better protected against theft and damage than can books in a library because they can be stored in locations remote from the point of use and, instead of multiple copies, the library would provide multiple access stations. this can virtually eliminate the theft of one-of-a-kind publications from a library or loss by fire or water. if another library has an electronic copy, the work can easily be replaced. but, access requires equipment and equipment requires money. given the demands made on the authors and publishers of multimedia works, it is just about inconceivable that electronic publishing will not cost more than print. i refer here to the efforts from conception to production of the first complete version, the equivalent of galley proofs or a master sound recording. we are no longer talking of a single author producing a manuscript, then copy edited by one person and only then type set, now usually by editing a disk, not keyboarding the text on a linotype machine. we are now talking about full motion video, professional actors reading lines, background music (and the royalties that can entail). mass production, once the master exists, will become easier and cheaper, as will distribution. disks are lighter and cheaper to mail. 4. ownership copyright seems to be the best example of the impact of information technology on a social issue. when the xerox 914 photocopier arrived on the scene in 1959, the world was not ready. it filled a need but left copyright law in shambles. it did not used to be possible for ordinary people to make serious violations. then, 7 libraries, led by the u.s. national library of medicine, began to offer photocopying services to its constituency and then professors used the new technology to save money for students and to assemble customized teaching materials. both activities were tested in court. (report 1972, mcdowell1982) music and then motion pictures recorded on tape offered another arena for combat between performers, authors, and producers on one hand and consumers and serious pirates (not allied) with inexpensive means of making copies. home copying of audio cassettes was easy and inexpensive. copying of movies from video tape a little harder, but the savings are greater. disputes between radio and television broadcasters on one hand and performers, composers, and producers on the other are almost as old as broadcasting. conflicts over pirating of books and computer software became a major international trade issue between the united states and china. personal computers came along and, for the first time, software was owned by individuals instead of large employers. copying a multi-hundred dollar program became tantalizingly easy. the internet has made copying of whatever appears there just as easy. now, authors, performers, producers, libraries, schools, pirates, governments, and consumers are battling over how copyright laws should be rewritten. how is it all going to be resolved? will it be possible to maintain a market for electronic information products when copying is so easy? i have no idea. drafting and enacting legislation is a slow process, far slower than is change in the technology of recording and copying. and new copyright laws probably need to be coordinated internationally. 5. archival storage today, when libraries buy most of their collections on paper, users can have reasonable confidence that the works will "always" be there. they are not always there, of course. any library must sometimes weed its collection and whatever gets discarded will irritate someone. but it is also true that libraries often collaborate on such activities, assuring that some institution within a group of libraries will retain certain kinds of materials. and there are depository libraries that commit to retaining usually government materials that are given them with this understanding. so, without absolute guarantees, library users can be confident that they can find what they want, if once collected. if, by electronic publishing we mean publishing on disks, there would not be much difference. in fact, since disks consume less space, there might not be as much pressure to discard those whose future need is questionable. if we mean publishing on the web or any future equivalent, we might have a different story altogether. one of the great advantages of this form of publishing is precisely that there need be only one copy. w hat would happen if that copy were lost? the question of technological obsolescence is discussed below. but what of fire, flood, war, or accidental weeding? the solution, as usual in communications, is redundancy. more than one library has to agree to maintain copies. the more the better and the more widely spread the better. -a another aspect of archiving is that of maintaining a record of changes. with books, we retain the book as published, possibly along with future new editions. libraries do not normally retain manuscripts with all changes noted. this is the work of very specialized archives. but, books cannot be changed after they are sold, except by issuing a new edition. www documents can be. so, the document we quoted on monday might not have that quotation on tuesday. it is possible for an archive or library to maintain a document and a record of all changes, but this adds considerably to the cost burden of archiving. if the archival or library-stored version of a document can be easily changed, then what is the "definitive" version? does or will this term have any meaning? what happens if a subsequent author quotes from a work and the cited work is then changed so that the quoted material is no longer in it, or is in significantly different form? this could apply to text, pictures, or numbers. the question can be resolved, but what we now deal with is long standing tradition. we are going to have to establish new rules, in a short time, and new rules, with no enforcing authority, are not likely to be universally followed. i have no doubt that most librarians understand these problems and would willingly do their part. what i worry about is whether library boards, city councils, and legislators at higher levels would understand the need to support what could be expensive machinery whose primary function is to back up someone else's collection. such thinking does not seem to fit with the current international tendency to squeeze all budgets. there is much discussion about the possibility of personal computing switching to a mode whereby the personal computer would be little more than a communications terminal. remember the old texas instruments terminals and that lovely thermal paper? the new ones would be smaller, with disk storage, but the computing and data storage would be centralized. there would not necessarily be just one central storage and service location, but not too many, either. we could expect america online, microsoft, and the telephone companies to compete in this market. where would be our guarantees of archival safety? caveat emptor. 6. technical obsolescence we may all have had the experience of finding that our musical recordings or computer files can no longer be read by the most modem equipment. (examples include eight-track audio recordings, eight inch computer disks, and 78-rpm phonograph records -perhaps some celestial objection to the numeral 8.) might this happen to large library holdings if we move more toward electronic publication? no question -it could. no question either, but that we could protect ourselves. what is open to question is whether we will. there is always a period when both old and new equipment is in use. it is always possible to make a machine that will convert from one form to another. in the case of music, these conversions tended to be done by the publishers producing new recordings of the old works, on a new medium, rather than retroactively converting consumers' own stock. the new versions tend to show education libraries • vol 20, no. 3 improvements in quality, because much noise is eliminated. should we, then, count on publishers to reissue works in new forms? should we convert the old forms to new, or should we demand machinery that will continue to be able to read and present to users the content of the old forms? most likely, the republication of old works in new forms would be very hard on library acquisition budgets, as would maintaining machinery that could handle any storage or display medium, past or present. i assume, then, that the solution would lie in locally converting the form. today, we can do this easily, going from 5 1/2 inch floppy disks to 3 1/4 inch disks, and from either to hard disks . very soon we will be able to add digital video disks to the output list but, remember 8-inch computer disks? if you still have any, you will be hard pressed to find anyone who could convert them for you. converting paper books to another form is a far more complex process, but there are signs of hope. the university of toronto has a book preservation program in which books are scanned and a graphic image of the pages stored electronically. the main pu�ose of this program is preservation. but it is only one step from this to using optical character recognition to change the stored images into character fotm, which would then allow for automatic indexing, searching, and mark-up for reprinting or publishing as digital electronic texts. decades ago, the computer industry offered little solace to the user when model changes were made. a change in model often meant reprogramming of all existing software. this seems almost incredible today. things are better now, but hardly perfect. changing computers or even taking a disk from one release of a word processor to another can still be a frightening experience. the conversion process would still be expensive but the expense could be alleviated by cooperative programs among libraries. we might have to have binding agreements among libraries and publishers to do this copying and libraries and arcl:rives would have to accept that future conversion is part of the price they must pay for today's electronic publications. 7. control of content this is probably the most contentious issue. there is a long history of political and religious organizations controlling content of publications. sometimes this has been beneficial, sometimes not. it very much depends on the point of view. aspects controlling delivery of content include: accessibility and selectivity, quality, social acceptability, and government acceptability. accessibility/selectivity. there are two facets to accessibility: that which is made available and that which users know how to or are physically or economically able to access. on the internet there is little control of what is made available except, perhaps, that imposed by the need to recover costs. there have been attempts, none really successful, to bar certain content. the v­ chip of television, a device that enables a set owner to block reception of certain broadcasts, depends on a voluntary classification of programs by their producers or distributors. education ubreri•• • vol 20, no. 3 such a device, either as hardware or software, could be made to work mechanically with the internet but the chances of getting the information providers to classify reliably are slim. · quality is clearly a subjective issue, but its maintenance is important. not all print publications are of high quality, but those who seek quality usually know how to find it -relying on prior experience of author, publisher, sponsor, reviews, librarian, or bookstore. it is hard to believe that any quality control system not based on peer or expert judge review can work. social acceptability means, to me, acceptance by the public, and informal process. it is a large part of the issue of accessibility. how do we define what should be made accessible? the problem would be difficult enough if we all shared the same attitudes on social issues, a clear impossibility. while pornography and hate get the most press coverage, in this regard we must remember that some countries limit the amount of foreign content in television broadcasting, or the language used. others limit by political content or national origin of news. since there is no practical way of achieving universal agreement on acceptable content we will need some form of tagging of works or of association with known publishers as a basis for selection (selection for acceptance or rejection). a few attempts have been made to base rejection on the use of certain words, but these are largely foolish. it is not usually the words that offend, but the manner and context of use. government acceptability. this category includes sedition (incitement of resistance to or insurrection against lawful authority), and just plain fraud. sedition is an offense against a government, not a private person or group. it presents the same difficulties in prevention as does sociai unacceptability. there is clearly a large difference in how much of this governments tolerate. criminal activity includes use of mails or e-mails to defraud, or to conspire illegally. fraud is fraud, but when technology is used it tends to enhance the. chances of the frauder beating the fraudee, hence the governments' extra penalties. so far, no successful automatic system has been devised that can prevent unacceptable content from going out on the internet and many feel it is impossible to do so. however, it is illegal just about everywhere to murder. while such laws do not prevent murder, they do provide severe social stigma and legal penalties for perpetrators, which provide some deterrent. 8. equality of access the internet is often called the most democratic of our institutions because anyone can have his or her say and gain access to any information on the net. it is pretty clear that not everyone can get his or her book manuscript published, except by paying for it to a vanity press, or even have a letter to the editor printed in the newspaper. you have to pass a gatekeeper in these cases. but, is the internet all that accessible? it costs.about $2000 to have the equipment at home and that is before the cost of internet access service. some public libraries offer their clients free use of hardware and many freenets offer free internet access, but these do not reach the majority of the population. many people 9gain access at work or school. but, in general, as we become more addicted to multimedia, the computer and communication costs go up and in these days of government cut backs, the free services are going to be hard hit. will a continued move toward more electronic publication bring all these marvels of the digital age to everyone, equally? i can hardly believe it. i cannot but believe that as the simple act of reading becomes more machinery-dependent, the have-have not gap will increase. 9. changes to culture here are a few more cultural issues about which not a great deal is known or debate carried on. common literary experiences one of the great advantages of electronic publication is that we give out school assignments that allow and encourage each student to have a different experience, researching a topic of individual interest. we can record radio or tv broadcasts for replay at a convenient time and now, we can find these programs on the internet, so we do not have to record them ourselves. they are there when we want to see or hear them. all this is in contrast to the lock-step mode of education where everyone does the same thing at the same time, hence at the same pace, or the broadcast mode of radio/tv where we get the program wh;!n broadcast or not at all. how will this change our culture? combined with a tendency for more literature to be in electronic form, it means that we will less often have the same experience at the same time, whether reading macbeth or watching this week's seinfeld. what difference will that make? will we all become more interesting because of our differences? or, will we lose a sense of cultural cohesion? book technology a frequent argument presented against the spread of electronic publishing forms is the technological excellence of the printed book as a medium for storing and carrying information to its user. will computers of current design push printed books out of the market? the one-word answer is no. desk top computers are not well suited to serious reading, and even laptops have their limits. the usual first words heard from almost everyone discussing the issue mention reading in bed, on the subway, or at the beach. do we have, today, a computer-like device capable of challenging the book for its place in our culture? again, no. could we develop one? i believe we could. i am continually surprised it has not been done. i suspect it is a combination of publishers being hesitant and electronics manufacturers not seeing the potential. i believe the technology exists today and that the market could exist if these two industries could find a way to develop it cooperatively. -10 summary we might see a new world of cheaper publications, even free information. virtually all of us, including children, will be able to get the information we need and correspond with people all over the world. there is enormous research potential if there is enough good material on the web and good software with which to find it. we might see a world swamped with publications of questionable quality, heavily laden with what any given society might see as obscene, politically unacceptable, or actually illegal. we might see children grow up intellectually lazy, expecting everything to be there for them, but lacking inventiveness. we might see marvellous new educational materials that stimulate inventiveness. which? we must all work to be sure we get what we want. references birkerts, sven. 1996. the future of the book. in: birkerts, s., ed. tolstoy's dictaphone. st paul: greywolf press, 189-199. blumberg, roger b. 1995. 'ex libris' in the sciences 35(5), pp. 16-19. coover, robert. 1993. hyperfiction: novels for the computer. the new york times book review aug 29, pp. 1, 8-11 illich, ivan. 1993.ln the vineyard of the text, a commentary to hugh's didascalicon (chicago: university of chicago press). meadow, charles t. 1995. on the future of the book, or does it have a future? journal of scholarly publication, 26(4), 187-196. mcdowell, edwin. 1982. nine publishers sue n.y.u., charging copyright violation. the new york tunes, december 15, p. 19. this suit was settled out of court, hence never went to trial (the newyorktimes,april15, 1983, pp.a1, b4). the publishers exacted no penalties, the university agreed to limits on photocopying. report of commissioner to the court. 1972. the williams and wilkins company v. the united states. reprinted by dfs press, bethesda, maryland. charles t. meadow, who obtained his ms in mathematics at rutgers university, is professor emeritus at the faculty of i nformation studies, u niversity of toronto. he has been the author and co-a uthor of numerous books in the field of information science, communication, telecommuncation a n d on-l i ne sea rc h i n g . he i s a me mber of severa l professiona l a ssociat ions in the f ield of i nformation science, and the recipient of the 1995 research award, given by the american society for i nformation science. meadow@fis. utoronto. ca educ•tion libr•riea • vol 20, no. 3 educational developments, 1he role of the school library and the teacher-librarian in the education of blacks in sou1h africa with special reference to a sample of schools in the cape peninsula by g eorge h. fred e rlks abstract this investigation was undertaken to develop an understanding of the role of the teacher-librarian and the school library at black secondary schools in south africa by locating it in the broader context of political, social and economic change. the theoretical framework used in this investigation consists of elements from both the political-economy theory and the structure agency debate. using the structuralist political-economy approach, the researcher presents educational developments in south africa with special reference to school library development. a critical examination of educational developments in the 1970s and the 1980s and the role of school library and the teacher­ librarian within those periods is also undertaken. introduction the school library should foster a culture of learning and aca­ demic excellence by teaching children the skills of obtaining information and how to evaluate and use this information. if this is a success, the textbook and the teacher will no longer be the sole traditional sources of information. the textbook, as the sole aid for preparing the pupil for the future, bas often been discredited. at best, the textbook is a guide or an outline. it can never be the only or chief source of learning. hannesdottir (1982: 16) argues that the school library can play an active part in the educational process of every school and be supportive of all societal changes and development if the librar­ ian knows bow to involve it in the educational processes and show the teachers how to make use of the informational sources available to them. an important factor which plays a role in promoting the use of a library is a general educational policy. this policy should make provision for the compulsory use of the school library by all teachers. the teacher-librarian should have a clearly defined role which is known to all principals, teachers and inspectors. theoretical framework the theoretical framework of this study takes into consideration kallaway's (1984: 1 -2) warning that any attempt to plan educa­ tion for the south african future that ignores the unwritten assumptions of past and present endeavours, within the broader education libraries • vol 1 8, no. 2 framework of political and economic changes, runs the risk of irrelevance. in general, this investigation strikes a synthesis by using elements from both the political-economy theory and the structure agency debate as the framework within which to analyze the role of the teacher-librarian and the school library. hermeneutics was introduced to the political-economy perspec­ tive in the 1970's. with hermeneutics came the act of interpre­ tation. this theory proposed that human beings are makers of history but not under circumstances of their choosing. the analysis does not intend to reduce south african blacks to mere functionaries of the political-economy structure. south african blacks have, of their own accord, come to realise the injustice of their own position. if this aspect is not spelled out explicitly, it might be interpreted to imply that blacks (or who­ ever may be oppressed) may never consciously realise the injustice which they suffer and that they never resisted the colonisation of their minds. within the structure agency framework, this research will dem­ onstrate how the teacher-librarian and school library and other actors in the educational field e.g. principals, teachers and inspec­ tors, reacted to apartheid education by making alternative mate­ rial available, irrespective of the constraints caused by the exist­ ing political-economy structure of the apartheid regime. 1 9research methodology the researcher made greater use of quantitative than qualitative research methods. the primary focus was the empirical research and a literature review. literature review educational developments in south africa with particular reference to the blacks the political-economy structure in south africa is responsible for the creation of a structure of dominance i.e. apartheid capital­ ism. it has determined class and ethnic positions in south african society from the earliest times until today. this resulted in the creation of separate facilities for different classes and ethnic groups. this in turn, led amongst other deleterious effects, to imbalances in the provision of differentiated and unequal educa­ tional systems. in order to understand the educational situation today, a historical perspective should be taken regarding the education of blacks and the role that the school library and the teacher-librarian played, or did not play. schooling, in general, contributed to the social separation of the blacks and whites who were, however, increasingly integrated economically, even though that integration was grossly unequal. separate and uneq� schooling helped to rigidify racist lines of division which up to the development of capitalist industrialisa­ tion had still been somewhat loose. as stated in the report of ihe 1936 interdepartmental committee, referred to by molteno (1984:63), ''the education of the white child prepares him for life in a dominant society and the education of the black child for a subordinate society." schooling for blacks provided a schooling in inferiority which helped to prepare black students for the subordinate positions which they would occupy in society. it can thus be seen that long before 1948 there was a system of segregated and unequal education in south africa. white educa­ tion was free and compulsory, and the system was expanding. black education on tlle other hand was neglected. shortages of money led to undersupply of schools, not enough teachers and not enough children in schools (christie, 1988:54; molteno, 1984:63-64). introduction and deyelqpment qf bantu. cqlqured and indian educatiqn under the apartheid system, as introduced by the nationalist government in 1948, patterns of educational inequality were entrenched. the different education systems did not provide equal education for the different population groups.the separate education systems have also entrenched patterns of social class division. apartheid is largely to blame for most of the problems of inequality in education today. the national party brought to government a new emphasis on black schooling. in january 1949, a commission on native education under dr. w.w.m. 20 eiselen was appointed. the commission reported in 195 1, and pursuant to its recommendations, the bantu education act was passed in 1953. verwoerd introduced bantu education in parlia­ ment in 1953 with the following words: "i just want to remind the honourable members of parliament that if the native in south africa is being taught that he will lead his adult life under the policy of equal rights, he is making a big mistake" (christie, 1988:93; samuel, 1990: 18). this introduced the era of apartheid education in south africa. the repressive and exploitive intentions of the south african government were well articulated in a speech by h. verwoerd in 1954 in which he stressed the fact that there was no place for the black man in white society beyond certain menial forms of labour (njobe, 1990:44). in 1959, the flrst ethnic universities were established. in 1963, the 'coloured' persons education act was passed. fbis provided for the control of education for children classified 'coloured' to be transferred from the provinces to a division of education within the department of coloured af­ fairs. this transfer of control took place in the cape and the transvaal on 1 january 1964, and in natal and the orange free state on 1 april 1964. the last legislative bricks were laid in the wall of segregated schooling by the indian education act of 1965, which transferred the control of education for people classified indian from the provinces to the department of indian affairs. its provisions were applied throughout natal and at the transvaal college of education for asiatics as from 1 april 1966, and a year later, it came into operation in the transvaal generally. the act came into operation in the cape on 1 april 1970. an education actforwhites was passed in 1967 (kallaway, 1984:9-12; molteno, 1984:93-94). black educational policy was integrated into the overall state strategy. black schools were taken out of the hands of the church and other non-state bodies and control was centralised in preto­ ria. syllabus revision was centralised. the primary school sylla­ bus, which was finally enforced in 1956, stressed obedience, communal loyalty, ethnic and national diversity, acceptance of allocated social roles, piety and identification with rural culture. teachers were to be rigidly regimented. schools were as far as possible reorganised on a 'tribal basis' . the provision of elemen­ tary schooling was greatly expanded. at the same time, the cost per student was reduced by means of, among other things, double sessions, employing more underqualified teachers and paying minimal salaries to black teachers. it became illegal to operate a school not registered with the department of bantu affairs. although the system of bantu, 'coloured' and indian education certainly perpetuated and extended the educational starvation, religious indoctrination and inferiority of earlier black schooling, it was never intended as a simple denial of educational opportu­ nities but represented a more calculated attempt to subvert the political and economic aspirations of black south africans. it was an attempt. tightly articulated with a broader political strat­ egy developed by the political representatives of the superordinate classes, to defend their threatened order (kallaway, 1984:9-14; molteno, 1984:94). education ubraries • vol 1 8, no. 2 the following are a few of the problems and inequalities caused by apartheid education at black schools: shortage of money, too few schools, overcrowded classrooms, underqualified teachers and poor facilities. it is important to bear in mind that demographic changes have resulted in a decrease in enrolments at white schools: in 1989, 26% or 307,598 of 1 ,179,349 places in white primary and secondary schools were not filled. in public schools adminis­ tered by the departmentofeducation and training (det), on the other band, there was a shortage of 60,343 primary and 99,506 secondary school classroom places in 1989 according to then minister of education and development aid, dr. s. van der merwe ( 1989). the author of an article in the sunday times of 1 october 1989, as referred to by bot (199 1 :24) warns that the trends of a decreasing or static white demand for education as opposed to an increasing black demand will accelerate: the number of whites of school-going age is expected to decrease from 1 ,203 million in 1989 to 1 , 186 million in the year 2000, while the african population of school-going age is expected to increase from 10.2 million in 1985 to 14.7 million in the year 2000. there is a marked difference between the education that most african children receive, and that which most white children receive, both in quantitative and qualitative terms. there are defini� imbalances in the provision of education for the dif(erent population groups (christie, 1988: 108). · people's education in the 1970's and the 1980's education became the site of struggle because the masses became aware of imbalances in the south african educational system. the consequences of the increase in the enrolment of secondary school pupils from 307,000 in 1953 to 1 , 192,000 in 1985 was one of the reasons for the upsurge in political activity at schools in the 1980's (resa, 1988). another major reason was dissatisfaction with afrikaans as a medium of teaching and as a subject at schools for africans. the state was increasingly unable to pro­ vide for black education and was faced with providing the facilities for the increase in student enrolment. in addition to providing more teachers for schools. while there was an increase in school admissions, there was no proportionate increase in expenditure on black education, and inequalities persisted. the lower per capita expenditure in black education resulted in inadequate provision for blacks. people's education needs to be understood in the context of the resistance to bantu education by students, beginning with the 1976 soweto revolt. people's education bas two main aspects ­ both the control (management, administration and decision­ making) and the actual content (theory and practice of curriculum content) of education are challenged. new structures of control such as parent-teacher-student associations are proposed as mod­ els for the democratic control of schools (zungu & hadebe, education libraries • vol 1 8, no. 2 1987:2). these structures are also instrumental in the creation of new syllabi for the different subjects. people's education is not just another interesting academic experiment. people's education bas been conceived and devel­ oped out of the crucible of struggle and is broadly characterised by the following directives as laid down by the national educa­ tion coordination committee (necc): the democratisation of education, involving a cross-section of the community in decisions on the content and quality of the education; the negation of apartheid in education by making education relevant to the democratic struggles of the people; the achievement of a high level of education for everyone; the development of a critical mind that becomes aware of the world; the bridging of the gap between theoretical knowledge and practical life; the closing of the chasm between natural science and the humanities, between mental and manual labour with emphasis on worker education and the importance of production (levin, 1989:5). but apart from being merely an alternative and a psychological booster, the concept of people's education does have some positive elements to commend it. not only to the educationally disadvantaged people of this country, but also to any person who happens to be embarrassed by the glaring inequalities inherent in the south african system of education. sisulu ( 1986:27-28) emphasises this aspect when be argues that people's education bas a vision of the people of south africa which transcends racial barriers. reference is made here to elements of: 1 . control 2. curriculum options 3. freedom of educational association 4. strategies for implementation of people's education. these four elements would seem to lie at the heart of the concept of people's education of course they are by no means exhaustive of this concept. but they are crucial to a rounded understanding of what various groupings in our society mean by people's education (berlin, 1969: 1 1 8-172; sebedi, 1988:55). the role of the school library and the teacher-librarian in the educational development of south africa the inequalities within the structural features of apartheid edu­ cation find parallels in the school library system of the different education departments. 2 1 after the second world war the different education departments in south africa started with the provision of school libraries. the development of school libraries for whites was the most rapid and private companies, cultural organisations and individuals played vital roles. school library provision for blacks in south africa lags far behind that of whites. separate education departments cannot provide equal education. in spite of the government's talk about equality, no one could argue that the system gave all children an equal chance and equal school library facilities. teaching practices and the structures of governance within the education system need to undergo trans­ formation. policy debates about the transformation of education have been initiated by the national education policy investiga­ tion (nepi) of the national education coordinating committee (necc), which is a programme of research with principles of non-discrimination and democracy in education. the commit­ ment is to a unitary system of people's education. a school library policy should address the issue of democratisa­ tion and be responsive to local school and community needs. school libraries and their services have a vital role to play in the process of teaching children to learn. it is a fact that this role is somehow recognised by all departments of education in south africa. any country will pay a heavy penalty if it continues to neglect the contribution which school libraries could make in producing citizens who are self-reliant, well-adjusted and, above all, able to make use of information. occasionally, the literature failed to articulate the role of the school library in the era of transformation as a whole, because teacher-librarians were not vigorously critical of the role. as a result of this, the actual role of school libraries in people's education was not explored. the reasons for this may lie in the underdevelopment of libraries in most schools for the oppressed and the fact that it is an underresearcbed topic. this can partially be related to the fact that scbool librarianship in south africa fmds itself within the domain of library and information science rather than in the educational domain. this is one of the reasons why, for example, nepi included school librarianship as part of its scope only at a late stage. in europe and the usa, school librariansbip bas a very close relationship with the respective education departments. the rise of resource eentres in south africa provided mass-based organisations with information and services to which the op­ pressed previously bad no access. resource centres are "charac­ terised by their non-governmental nature and their concern with building democracy in their internal work practices and in society at large. the orientation of these resource centres derives from a situation of mass repression, a manifestation of which is the censorship of information, organisations and persons." (karelse, 1991 :3). the implementation of alternative programmes at schools ex­ posed the poor bookstock of the school libraries. furthermore, the omission of progressive literature emphasised the need to 22 adapt the bookstock to meet the needs of pupils. the pupils were required to research various topics for school projects and in doing so frequented community resource centres where they received "alternative material" on topics such as capitalism, socialism, sexism and the people's struggles. the pupils were made aware and stimulated to become critical thinkers. the issues raised by the development of resource centres have received some attention by local (mainly natal based) education organisations. in 1990 the recommendation of the necc­ affiliated umlazi education crisis committee' s commission included the provision of resources for students. initiatives have been taken by programmes such as each working in education (ewe) (hall, 199 1 ), the south african committee of higher education (sached), careers research and information cen­ tre (cric), education resource and information project (erip) and read, educate and develop (read) to develop creative ways, at a grass-roots level, of addressing the lack of resources available to black scholars. these efforts, while providing access to materials, also aim to empower communities which would be involved in both the selection and dissemination of materials (zungu & hadebe, 1987:4). the lastdecadebasnotbeen without extensive state harassment and repression against resource cen­ tres likeerip, cric and sached. the question couldbeasked why the state has expended so much energy in trying to crush these resource centres. it is because the state is all too aware of the fact that knowledge is power. van zijl ( 1989) argues that projects such as read are to some extent synomynous with the aims of people' s education and offer some kind of alternative to the current under-provision of school libraries in black schools. a crucial component of the people's education thesis is ignored in van zijl' s article according to stadler ( 199 1 :20), viz. that of the call for democratic control of education. van zijl equates non-governmental organisations with people's education (stadler, 199 1 :20). read has at­ tempted to remain neutral to ensure its access to the african schools that it serves and has not concerned itself with the question of control (read, 199 1 :2). in other words, read does not go very far in challenging the status quo. both stadler ( 199 1 :22) and nyangintsimbi (1992: 1 3) argue that there is no "linear relationship" between the provision of a school library and the improvement of the education system. even providing "relevant" books, e.g. those which challenge the status quo on racism, sexism or class, will not transform the education system. the direct correlation between academic excellence and library provision alone is a liberal assertion. future learning styles in our schools will have to change from passive rote learning, single-textbook, exam-orientated ap­ proaches to creative learning and problem solving through the active participation and involvement of pupils in the learning process. this must include hands-on experience in the jabs and workshops, self-study in the library, questioning and discussion, and working together in groups. education libraries • vol 1 8, no. 2 given the fundamental change in curriculum development and teaching methods, would this alone transform the role of school libraries along the principles and aims of people' s education? stadler ( 1 99 1 :22) and verbeek & stilwell ( 1988:2 1 -39) think nol central to the people' s education concept is the aspect of 'governance ' . in most existing traditional school libraries, the selection of resources is bureaucratically controlled by prescrip­ tive booklists. access to the school library is limited to staff and pupils. periods of access are limited to the school day. verbeek and stilwell ( l988 :24) espouse the idea of the school library/resource centre doubling as a community library. the school library/resource centre would be used by the entire (geo­ graphical) larger community. the school library would be used after hours for adult education purposes which would include basic literacy classes as well as classes for literate adults. the school library/resource centre would be kept open longer hours to serve the wider community. an example which verbeek & stilwell ( 1 988:25) highlight is the reading aloud of newspapers to illiterates followed by a discus­ sion session. this idea was successfully introduced by krupskaia (wife of lenin) in rural russia after the revolution of 1 9 1 8 (raymond, 1 979:54, 82 & 170; zinn, 1992: 12). this paradigm of a school library/resource centre is a radical departure from the traditional school library model. the new paradigm includes the community control of the school library. this model follows the aims and principles of people's education and its vision of the democratic control of education as opposed to the present state' s bureaucratic control of education. commu­ nity control and democratic practices would affect the selection process of materials for school libraries, the management. acces­ sibility and opening hours. there are two things school community libraries can learn from resource centres. one is that the unsophisticated user in search of information is easily intimidated by formal, restrictive ap­ proaches of the traditional libraries. school community libraries will have to be more people-oriented than institution oriented. the second point is the importance of gathering of less conven­ tional information sources popularly called grey literature. often these sources of information are highly relevant to the survival and information needs of communities. the community model for school libraries proposed by verbeek & stilwell (1988) is one which draws on community participa­ tion and alliances between the community and schools in the context of a people's education. they argue that an improvement in the provision of school library services will support change in the education system as a whole and that school libraries are necessary for inculcating reading habits. the role of school libraries is understood as providing as wide a range of (multi­ media) resources as possible in order to promote a critical consciousness among students (verbeek & stilwell, 1988:23). this need is increasingly being felt in the rest of africa too and education ubraries • vol 1 8, no. 2 reflects an important aspect of african librarianship. by the beginning of the 1980's a consensus was emerging, amongst writers on the topic, that there was a need for a new type of library, offering a radically different approach to library and information provision for rural populations. this new type of institution is seen as requiring a new paradigm of library service, which would in turn require a new type of librarian. this new librarian would have to be endowed with an extended range of skills and compe­ tencies far beyond those normally associated with the library and information workforce (aboyade, 1 984:243-262; s turges & neill, 1 990: 1 121 1 3). prior to the mid1980' s the local literature written on libraries in secondary schools concentrated on the improvement of school libraries within the context of the reform of apartheid education. with the education-based struggles in the mid1 980's, however, another trend began to emerge. the lack of libraries in schools was criticised, and the need for improvement within the transfor­ mation of the education system began to receive attention in the literature. what is needed is a restructuring of the role of the teacher­ librarian and the school library in the educational system and a move away from a reformist to a transformist approach. given the researcher's conceptualisation of people's education and the importance of educational transformation in south africa, the above mentioned local literature did not respond to cardinal points of people's education e.g. control and empowerment. people's education is considered by many as a remedy to the nation's educational problems. but without a fully equipped and well organised school library, a trained teacher-librarian and a clear policy of resource-based learning, people' s education could fall into the same trap which ensnared "bantu education" and "christian national education." education is, by virtue of its latin root 'educare', a process of bringing out the individual' s full potential. inimical to education i s a system based on the rote learning of limited text and indoctrination. what is needed is an educational system based on the free exploitation of a wide range of resources in the hope of fostering independent thinking. an educational system of this sort will require an evaluation of priorities and, as stated above, an examination of methods. the results of such an examination suggest that teachers will require re-education in order to foster alternative teaching skills; every school will need access to an adequate body of relevant material in the school library (verbeek & stillwell, 1 988: 23-24). for various reasons, however, all the goals of people's education have not been achieved. this was due in part to the movement's incapacity to put structures of authority in place, and because its intellectuals were unable, in the time available and under the conditions of repression, to produce new curricula to comple tely 23 replace those of apartheid education. in the process, gerwel (valentine, 1992) said, people's education lost its distinctive "positive, and creative" content. instead, it became an opposition movement that rejected apartheid education. some extra-parliamentary political organisations not aligned to the anc (african national congress) have made vitriolic criti­ cisms of the whole people's education debate. these organisa­ tions' disparagement of people's education stems from, amongst others, the fear that it must not become another form of gutterised education (zinn, 1 992: 1). the essence of people' s education that it upheld values of equality and democracy and aimed to empower people to partici­ pate actively in the world needed to be retained. only through such an education system could south african society be truly transformed. empducal research introduction teachers, principals and inspectors at secondary schools from the department of education and culture; administration; and house of representatives (hor) from the following regional offices were surveyed in the following townships of athlone, bellville, mitchells plain and wynberg. the main reasons for choosing the cape peninsula was the concentration of hor schools in this area and the researcher's familiarity with these schools. the list, consisting of forty-five schools, included the schools' principals' names, addresses and telephone numbers. from this list a random sample of twenty-one secondary schools was selected. according to this method every region had an equal chance of being selected. a list of names, addresses and tel­ ephone numbers of the four regional head inspectors in the peninsula was incorporated with the original list. it was decided not to include department of education and training (det) schools because there are no functional school libraries at these schools in the cape peninsula. the new comprehensive schools are built with a library room; however these rooms do not contain library materials but are used as ordinary classrooms. every principal, teacher-librarian and subject or department head was asked to complete a questionnaire at each school. the reason for this was that these were the people who were responsible for the implementation of the educational policy of the department regarding school libraries. the researcher made use of the computer facilities at the univer­ sity of the western cape. a data bank was established in the computer by using the statistical package for the social sciences (spss) format. 24 terms referring to population groups it would be preferable not to have to distinguish between people on the basis of colour since there is no rational justification for doing so. since this research study was conducted in a south african context one is consequently forced to acknowledge that people of different colours are treated in different ways. when­ ever possible, the term 'black' is used for all those people not classified as 'white. ' although the population registration act of 1950 has been scrapped discrimination still takes place. the term 'black' will then include indians and 'coloured' people. occasionally the terms indians, 'coloureds' or africans are used, in order to clarify distinctions which are relevant to the argument. fortunately, we are moving towards an era where we hope to reconcile all south africans in a non-racial and demo­ cratic society (gerwel, 1979:67; van den bos, 1986:vii; van der ross, 1973: 850; venter, 1974:5). summary of data collected by means of a survey at selected secondary schools falling under the hor in the cape peninsula in this summary, different viewpoints within the educational system are presented. the control at secondary schools and in the department of education and culture: house of representatives is lodged with the principal, subject advisor and the inspector while the teachers and the teacher-librarians are responsible for the implementation of policy. in order to understand their respective responses to questions, it was necessary to take note of the demographic profile of respond­ ents. factors such as sex, age, level of education, years of experience and whether school librariansbip was part of the respondents' teacher training. the principals, subject advisors and inspectors bad different viewpoints of the role of the school library and the teacher­ librarian from that of the teachers and the teacher-librarians, i.e. the educators working in the present infrastructure who are confronted more directly by forces from within the communities. they are pressured by both the parents, pupils and community on the one hand and the policy makers on the other hand. it is concluded that this factor led to a difference of opinion emerging from these two groups. the majority of the policy makers were not aware of: the policy of the department of education regarding school libraries; the educational premises of this policy; bow content was given to this policy; what role the teacher-librarian should play; whether there was progress in the implementation of this policy. education ubraries • vol 1 8, no. 2 the teacher and the teacher-librarian, on the other hand, are responsible for the execution of the policy. they are also con­ fronted with the urge from the masses for the implementation of alternative programmes and people's education. they are sand­ wiched in-between these conflicting pressures. the pressures emphasize the textbook and examination and, on the other hand, the mass movement opinion away from the textbook and demand for alternative programmes which require additional material. the focus on the examination led to textbook orientation, the prevailing practice at respondent schools. the department's policy regarding the use of the school library is presented in the different curricula of the individual subjects. the respondent schools do not have enough library material. a further problem facing teachers is an overloaded syllabus which does not allow them extra time to use the school library. given these constraints, it is very difficult for the teacher­ librarian to play a proper role in an understocked library, with insufficient space and furniture. the majority felt that they need to have more space, more funds, additional stock and more furniture to improve their performance. the teacher-librarians cannot give content to their role while they are expected to teach other subjects or to be a class teacher. this is a matter of conflict between the ideals of the teacher-librarian and the policy of the department involved. as a result of the apartheid regime some people are rooted in the system. some educators are conservative and are not receptive to change. this could account for their partial ignorance of the role of the library and the teacher-librarian in the process of curriculum change and academic development. many of the respondents are isolated from or ignorant of the educational transformation debate and the potential role of the teacher­ librarian and the library within that context. this leads to an inability to present imaginative responses on how to construct a new and different role. the current educational system has both a race and a class dimension which has a bearing on how challenges are met. this can lead to educators becoming used to doing things their way. given the rootedness of the system it led to the creation of stress. the pressure for change, which incidentally was experienced by this researcher too, came through teachers and pupils on the one hand and through parents and the community on the other hand. the educational authorities were also responsible for applying pressure on these educators. these are all contradictory elements within an interactive envi­ ronment where different role players are involved. differences regarding perceptions, hierarchical positions and ignorance led to a conflicting situation, which necessarily had an impact on the role of the teacher-librarian and the school library. education libraries • vol 1 8, no. 2 summary of the recommendations in the discussion of the theoretical framework, it was argued that the political-economy structure created imbalances in the educa­ tion system in south africa. the structure agency debate applied to the consideration of people's education where people react to stimuli, caused by the imbalances, which were created by the political-economy structure of south africa. this led to educa­ tion becoming a site of struggle where disenfranchised people gave voice to their dissatisfaction with these inequalities in the education system. these inequalities were implicated in the inability of teacher-librarians to fulfil their role properly in the educational system. recommendations regarding the role of the school library and the teacher-librarian in education for blacks in south africa, are grounded in the empirical fmdings. the recommendations were presented under the following headings: a general educational policy, the need for an explicit school library policy, the need to have one centralised department of education, the establishment of school libraries/community libraries, teacher training and teacher-librarian training, the role of research units at the departments of library and information science, the role of professional organisations and the role of the teacher-librarian. conclusion in order to comply with these recommendations considerable funds will obviously be needed. funds should be generated to: create additional posts for teacher-librarians; build libraries at schools where they are non-existent; provide for adequate collections of material a tall schools in south africa; and to train teacher-librarians. this in itself will be a tremendous financial burden on a new south africa. the example of the usa could be followed where the assistance of the private sector was called upon to help finance educational projects. in conclusion, it needs to be stated that the researcher was able to illustrate the value of the role of the teacher-librarian and the school library in a sample of schools in the western cape under the hor in south africa. it is hoped that the significance of the findings will go beyond the explicitly expressed recommenda­ tions, thus contributing to a more general understanding of the role of the teacher-librarian and the school library in the educa­ tion of blacks. moreover, the researcher hopes that the study has demonstrated that the structuralist political economy approach in library and information science research in south africa is feasible. it is 25 hoped that it will make some contribution to the philosophy of 'african librarianship.' the empirical investigation said more about the deficiencies of the school library system but less about the agency debate. it did not reveal a great deal about what the teacher-librarian was doing and what the agent and the institution were doing at a particular political juncture and how or whether they were defining their role in the middle of the educational struggle. teacher-librarians have seldom gone beyond the plea for governments to provide more school libraries. they are still only half convinced of the importance of school libraries for young people and they do not in general place a high value on school libraries. too many teachers persist with the rigid and sterile teaching methods which they themselves experienced as children. such attitudes contrib­ ute to a very unfavourable environment for the improvement of school libraries in general. there is also the need for those responsible for library services in their countries to promote a more positive approach towards school libraries in the courses provided by institutions of teacher training. when both librarians and teachers are more firmly convinced of the case for libraries in schools, there will be scope for a better case to be made to ministries of education than is done at present this is no easy programme but it is a vital one if school libraries are to be an effective part of a new approach to librarian­ ship. . finally, this was an attempt to make a positive contribution to the advancement of school librarianship in south africa in general by proposing a new library model that is less formal, less book­ orientated, more locally rooted, and more precisely targeted at real and potential information users and by suggesting elements of a school library policy. list of references aboyade, b.o. 1984. communications potentials of the library for non-literates. libri, 34, pp.243-262. berlin, i. 1969. two concepts of liberty in four essays of liberty. oxford university press. christie, p. 1988. the right to learn: the struggle for education in south africa. braamfontein: ravan press. gerwel, g. 1979. literatuur en apartheid: konsepsies van gekleurdes in die afrikaanse roman tot 1948. proefskrif -d.lit. et phil. vrije universiteit. brussel. hall, p. 1991. the ewe bookboxes: a community basis for library work. unpublished paper presented at the natal provin­ cial library service conference: an approach to the reading and library n� of the newly literate held at the university of natal, pietermaritzburg, 3 1 july. 26 hannesdottir, s .k. ed., 1982. education for school librarians. in: education of school librarians: some alternatives: munchen: k.g.saur, pp. 1 2-26. kallaway, p. 1984. an introduction to the study of education for blacks in south africa. in: kallaway, p. ed. apartheid and education. johannesburg: ravan press, pp. 1 -44. karelse, c-m. 199 1 . the role of resource centres in building a demographic, non-racial and united south africa. innovation, 3, pp. 3-8. levin, r. 1989. people's education and the struggle for democ­ racy in south africa. in: essex conference: economic change, social conflict and education in contemporary south africa. conference held at grantham england, from 29-3 1 march. molteno, f. 1984. the historical foundations of schooling of black south africans. in: kallaway, p. ed. apartheid and educa­ tion. johannnesburg, ravan press, pp. 45-107. njobe, m.n. 1990. education for liberation. braamfontein: skotaville publishers. nyangintsimbi, l.n. 1992. can the integration of libraries into the curriculum improve the quality of the bantu education primary schools: a review. unpublished paper. raymond, b. 1979. krupskaia and soviet russian librarianship, 1917-1939. metuchen: scarecrow press. read 1991/1992. annual report. resa 1988. the struggle against apartheid education: towards people 's education in south africa. london: resa. samuel, j . 1990. the state of education in south africa. in: nasson, b. & j. samuel. education from poverty to liberty. cape town: david philip, pp. 17-29. sebedi, 1 . 1988. towards the en-fleshmentof adynamic idea: the people's education. in: education for affirmation. conference papers. johannesburg: skotaville publishers, pp. 49-60. sisulu, z. 1986. keynote address. second consultative confer­ ence of the necc in durban, march. stadler, c. 199 1 . competing visions for school libraries in south africa. innovation, 3. december, pp. 15-24. s turges, p. and r. neill. 1990. the quiet struggle: libraries and information for africa. london: mansell. valentine, s. 1992. equality and skills needed gerwel. the argus, special section: focus on education. wed., april 1 . education ubraries • vol 1 8 , no. 2 van den bos, c.y. 1986. people's education for people' s power: political wisdom and educational action. johannesburg: wits university. unpublished m.ed. thesis. van der merwe, s. 1989. interview, (on radio) of the then minister of information, broadcasting services and the film industry, pretoria, 20th september. van der ross, r.e. 1973. a political and social history of the cape coloured people, 1880-1970. unpublished manuscript. van zijl, p. 1989. people's libraries in support of people's education. unpublished paper presented to the kenton confer­ ence, magoebaskloof, october. venter, a.j. 1974. coloured a profile of two million south africans. cape town: human & rousseau. education ubraries • vol 1 8, no. 2 verbeek, j. and c. stilwell. 1988. speculations on the nature of an alternative school library system for a post-apartheid south africa. wits journal of library and information science, 5, pp. 21-39. zion, s. 1992. the role of school libraries in people' s education. bellville: uwc. unpublished paper. zungu, v.e. and n. hadebe. 1987. people's education for people's power: an update. paper presented at the conference for university based adult education, natal university, durban. 2324 june. george h. frederiks is a faculty member in the library and information science department, university of western cape, south africa 27 articles services of the central education library of the peel board of education serving graduates at brock university and the extension campus of the ontario institute of stu dies in education : a survey. by catherine e. wilkins abstract the setting for this study was the j.a. turner professional library which is the central corporate professional library for the peel board of education which is the largest public school board in canada located west of toronto encompassing mississauga, brampton and caledon. the library also provides library services for educators in graduate programs at brock university, st. catharines, and the extension campus park royal, the ontario institute for studies in education at the university of toronto, york university, toronto, and the faculty of education university of toronto to support their professional development and continuing education needs. the focus for the study were the peel and brock consumer groups to allow for comparison. the purpose of this study was to evaluate the services and resources of thej.a. turner professional library by aseertaining the views and opinions of these two consumer groups. the data collection consisted of a self-reporting questionnaire and selected interviews. the results indicate that there is a high level of support for thej.a. turner professional.library. the interviews provided future directions for the development of the j.a. turner professional library. the study closes with a series of recommendations to enhance the operation of the j.a. turner professional library within the organiza­ tional context of the peel board of education. overview of the peel board of education the peel board of education (herein referred to as the board) is the largest public school board in canada located west of toronto encompassing mississauga, brampton and caledon and is continuing to expand. to date, there are 140 elementary schools and 30 secondary schools with a total of94,893 students. there are 70,000 learners served by continuing education. it is estimated that by the year 2001 our number of schools will be 211 with a total student population of 11 1,000. context of the j a. turner professional library the j.a. turner professional library (herein referred to as the professional library) is the central corporate professional li­ brary for the board. the library also provides services to peel educators continuing their professional development while study­ ingat brock university, st. catharines, and the extension campus park royal, the ontario institute for studies in education at the university oftoronto, york university, toronto, and the faculty of education university of toronto. the primary objective of the professional library is to provide library and information services to board teaching, resource and administrative staff. over the years this service has evolved to include comprehensive literature searches, reference searches, document procurrent services, distribution of the board curriculum documents, bibliographic documents, copyright clear­ ance and extensive networking with education libraries inc! uding school board libraries, libraries of institutions of higher learning, government libraries, educational association's special collec­ tions and educational consortiums to extend information re­ sources and sharing. staffing complement currently the professional library is staffed with ten indi­ viduals: four are full-time, and six are part-time temporary assistants. the staff complement includes one professional li­ brarian, two information resources technicians, a library secre­ tary and six library student assistants. sintroduction in our information based society it has become axiomatic that information is a valued commodity. libraries are an integral subset of the total information system. libraries are especially valuable for academia and this value can be generalized to education at large. the purpose of this study was to evaluate the services and resources of-the professional library by ascertaining the views and opinions of two consumer groups-of the-professional library at the board. the focus for the study was the board and brock consumer groups so as to allow for comparisons. one of which are the stakeholders including: (board administration and school support services staff and brock university full-time faculty) and the actual users such as students, teachers, resource staff, administrators, and administrative staff. it should be noted these two groups are not mutually exclusive. individuals may fall into each of, or both categories in the natural course of their role at the board. specifically, the evaluation addressed the following general questions. 1. which of the services of the professional library do you like best? 2. which of the services of the professional library would you like to see improved? 3. to what extent are the resources of the professional library useful for your information needs? 4. which resources of the professional library would you like to see enhanced? 5. what future changes would you like to see in: (a) this library (b) any professional library? these generic research questions were developed by anal yz­ ing the library's objectives. the author was looking for ways to ensure quality in terms of accessibility, services, and resources of the library. parallel to this the author was also looking for ways to enhance or improve these three aspects in keeping with the current organizational renewal initiatives i.e., strategic planning which is the board commitment. the author was also cognizant of the changing roles of libraries in our information society as identified in the literature and intends to be proactive in terms of the evaluation plan for the professional library in keeping with the stufflebeam model (1971) for evaluation in large bureau­ cratic organizations for decision-making. stufflebeam (1971) following tyler (1949) states that the evaluation plan can only begin once the objectives are clarified. tyler (1949) stresses that the objectives must be simple statements with measurable re­ sults/outcomes. russell (1990) defines this as the list of items for �he in�ended curriculum program objectives. stufflebeam (1971) identifies four types of evaluation including: context, input, -· . process and product. context evaluation has the two contrasting components of contingency and congruence. this was the structure for the evaluation plan for the profes­ sional library. stufflebeam's (1971) plan was based on the researcher having credibility within the organization and thus being sensitive to proper data gathering within theoretical sam­ pling. the two groups chosen should generate data to allow comparisons. treatment of the two consumer groups will require particular sensitivity on the part of the researcher owing to their natural intersection. glaser and strauss (1967) also contend that if the data is grouped into well-grounded categories, comparative materials will feed hypotheses from which generalized theory will emerge. again russell (1990) concurs, recommending clari­ fication of the objectives to create a list of the items for the intended curriculum. the items in the list became the categories for investigation or comparison. the categories must be identi­ fied based on the objectives, the relevancies in the data (satura­ tion), and the researcher's knowledge of the context of the evaluation. review of the uterature introduction the purpose for the evaluation of the professional library was grounded in the belief that as a service component within the organization i.e., the board, the library is charged with the responsibility of ensuring that its objectives fit the organizational culture, i.e. information needs in terms of library services, resources and accessibility. the organization is in a period of renewal and the library must renew alongside to ensure a vital role in the emerging culture. the literature of brimseck (1989), russell (1990), sy and walther (1989), and willard and morri­ son (1988) reveals that this library and libraries in general, are responsible for ensuring that their objectives are what the organi­ zation demands. this review of the literature will examine issues that have impact on the role of libraries and librarians in our changing society. in the literature, there are several prevalent issues or themes which have been utilized for organization of the review. these issues include: emerging technology, and professional renewal. each one contributes to our general social values shift from the 1950s industrial model where homogeneity was valued and now in the 1990s heterogeneity is valued. the literature appears to recommend that one must look to past events in order to think about the future. emerging technology most authors recognize that the accelerated development of new technology will have impact on libraries. there is argument also in the principle that libraries are stakeholders in the develop­ ment of new technology. this concept is not new as stanton identified technology has been important to libraries since the alexandrian library. random house defines technology as the tools of the society that one utilizes to accomplish work. this concept of technology remains today. however, by accelerated impact one will see changes in the way in which librarians work and interact with clients (spaulding 1988). senese (1984) notes that according to toffler's observations, contrary to the common intellectual explanation that technology would deprive us of our individuality, the opposite has occurred and the contribution of the individual is valued and protected as seen by freedom of information and protection of privacy legislation. evidence exists in commerce where mass marketing has given way to market segmentation and in communications where broadcast networks have been superseded by cable sys­ tems. rider (1989) who criticized libraries for failing to integrate sources in the past believes the new technologies will change the form of information (e.g. machine readable data files) and provide the impetus for libraries to begin again. his criticism regarding the failure to integrate is an issue identified also by black (1986). black (1986) stresses the importance of the integration of library collection development functions, i.e., serials management, acquisitions, and cataloguing in order to provide an accurate reflection of information holdings for pa­ trons all of which are implemented with the new technologies. degennaro (1982) also supports the concept of integration to develop the "electronic library" following from his perspective that the new technologies will serve to enhance libraries in a fashion similar to the impact of the gutenberg's moveable type in 1437. in terms of the impact of change, changes to work and patron librarian interaction are identified by spaulding, ojala, degen­ naro, and stanton who identify the new end-user systems.! ojala (1986) wisely states that this will be a limited group of library patrons. spaulding (1988) supports this view and declares that patrons have emotional attachments to libraries and librarians and for practical reasons do not wish to do their own searches beyond a cursory level. they want interpretation including analysis and synthesis of information. schuman (1990) also concurs. in her analysis she believes that librarians must be cognizant of theirsocial responsibility to facilitate understanding through knowledge and not swallow the current fantasies of 1) access to excess, 2) information digopoly, 3) full-text fantasy, and 4) business fantasy which are evident in the media. librari­ ans have vital roles as problem-solvers and must be proactive with regard to future technological developments for libraries. if one listens to the media, it is easy to be subsumed by the four fantasies which are an over simplification of reality. librarians have a responsibility to shape the destiny of information systems. professional renewal the literature reviewed identified implicitly and explicitly the need for continuous professional renewal on the part of librarians. spaulding (1988), degennaro (1982) and schuman (1990) indicate· that professional development is required for librarians to be productive with regard to technology and the evolving social role of libraries. professional renewal will be required to cope with our changing society, sophisticated pa­ trons, changing organizational roles, growing library networks, and changes in research. graham (1989) noted that if we support the premise that our society is becoming a learning society, librarians will be continually renewing themselves to meet the needs of their patrons. in summary, the review of the literature reveals common themes are emerging with regard to the role of libraries and librarians. as discussed, they focus on changes resulting from the emerging information society, accelerated development of technologies, and the importance of professional renewal for librarians. the author also notes that much of the literature reviewed reflects on history as a method of projecting future needs. the literature stresses the continuing importance of libraries and librarians for their contributions to society regard­ ing the preservation and dissemination of knowledge to all. in criticism of the literature there is much attention given to the labelling of librarians current and future roles. the authors degennaro (1982), spaulding (1988) and schuman (1990) util­ ize the labelling process as a method of analysis. stanton (1989), on the contrary, utilizes the labelling process as a marketing approach. conclusion it is evident that the majority of authors support the conten­ tions expressed in the literature regarding societal change, tech­ nological developments and professional renewal. however, as our society evolves into the information society, we must be ever cognizant of our values as librarians and the social responsibility of libraries. libraries will continue to require standards to perform information functions and services and increasingly will rely on interlibrary cooperation. librarians will be continually faced with change and as professionals must be proactive in order to uphold our social responsibilities and continue to support indi­ viduals in an interpretive role. it is clear from the literature and professional observation that more will be required in terms of interpretation of needs, and analysis and synthesis of information into relevant packages. increasingly, as we face change, we must also be perceived as being open and flexible to information needs of patrons in order to perform our interpretive role. all changes will be challenging and rewarding to the library community. methodology population and sample the population for this survey consisted of four distinct groups. first, all academic employees including teachers, offi­ cers, consultants made up the first stratification of the sample. students currently enrolled in brock university's master of education program who utilize the library's services comprised the second level. all senior administration (superintendents, regional superintendents, senior executive and program coordi­ nators) made up the third level. the fourth distinct group was brock full-time faculty who utilize the library and encourage their students to do so. the four distinct groups were then combined into two consumer groups, i.e, stakeholders and users for comparison 7based on the researchers' knowledge of their expectations and usage of the library. the stakeholders were interviewed by the principal investigator and the users were surveyed. sampling frame in this section, the method of selecting the sample is de­ scribed. from the overall population, the individuals were categorized into those who utilize the library and those who do not. for the first group, only those who have been using the library services were surveyed. from the list of brock students a sample of 50 stud�nts were selected at random to be surveyed. for the third group, only those who use the library services were interviewed with one exception that is, all program coordinators were interviewed. for the fourth group only brock full-time faculty who use the library services were interviewed. seventy percent of the peel users responded and forty-two percent of the brock users responded. the population included: 800 peel users, 50 brock users and 38 peel stakeholders and 16 brock full-time faculty stakeholders. table 1: summary of sample response group sample rate users peel 127 76% brock 50 42% stakelwlders administration 16 100% coordinators 16 100% brock full-time faculty 3 100% instrumentation survey questionnaire the content of the questionnaire requested users to rate the services, resources and accessibility of the professional library. these primary themes were identified after analysing the library objectives. the investigator was interested in improving these areas (i.e., accessibility, services, resources) of the professional library and wanted to see how effective they are presently, i.e, congruence stufflebeam (1971) "how well is the intended cur­ riculum being taught and what is actually attained?" in each of the questions regarding the services, the resources and the accessibility (communications) the investigator pre­ -a sen ted defined categories and examples for the user to rate. it is intended that these categories will be logical variables or com­ ponents for comparison. the initial question required the users to identify their purpose for utilizing the library and again the response categories have been clearly defined for comparison. the questions move from the general to the specific in each of the three aspects to assist the respondents to focus their thinking for each specific category. there is an area for open-ended com­ ments regarding any aspect ofthe professional library. this has been inc! uded because the principal investigator was aware that in the context of the organization the respondents are writers and will add valuable iilformation when questioned openly. the questionnaire closes with an invitation for those interested in further discussion in focus groups to leave their name. appendix a contains the questionnaire. stakeholdersinterview schedule the major themes (services, resources, accessibility) con­ tained in the questionnaire have been formatted for the group of stakeholders and are presented in part two of the article. the interviewees were asked to rate the same services and resources as appear in the questionnaire. the principal investigator handed each interviewee the chart with the categories and examples of services and resources. it is intended that this will promote discussion, and educate the stakeholder regarding the themes as they generally are unaware of the complexities of the library because they receive full service without utilizing each of the areas themselves. the interviewees were asked to comment on what they see as the future role of the professional library in the board and the future role of libraries in society at large. data collection stakeholders each of the stakeholders was interviewed on site at the h.j .a. brown education centre at their convenience. letters of introduction and thank you were sent. copies of the letters of introduction and thank you were included in the appendices. users using the board courier system, the questionnaire was forwarded to the respective school sites. throughout this study, the board research department reviewed the instrumentation and provided collegial support to ensure that the study was conducted according to the board policy and provided an objec­ tive perspective. there were two follow-up letters sent as required. data analysis the data originating from the users questionnaire was en­ tered on to a personal computer for analysis. descriptive frequencies and contingency analyses were performed on the data. · the interview data was coded and summarized by the prin­ cipal investigator. the interview data which was analyzed in­ cluded transcriptions of the interviews of the stakeholders who were interviewed. the stakeholders as described earlier fall into three groups that are not mutually exclusive. these three groups include: peel board senior administration and superintendents, program department co-ordinators, and brock full-time faculty all of whom utilize the library. the analyst utilized the grounded theory building methodol­ ogy of glaser and strauss (1967) to analyse the qualitative interview data. glaser and strauss' (1967) methodology called for joint coding and analysis in a systematic approach which also utilizes theoretical sampling. this methodology allows for creative generating of theory. it is known as the constant com­ parative method and includes the following four steps: 1) comparing incidents applicable to each category 2) integrating categories and their properties 3) delimitating the theory 4) writing the theory. constant comparison following glaser and strauss (1967) generated theoretical properties or components for each category of analysis. each of the three groups of interviewees including peel senior administration and superintendents, program de­ partment co-ordinators, and brock full-time faculty were ana­ lyzed as a broad category following from comparison of the data, and the instrument for data collection (i.e., interview schedule) further categories and components or properties for comparison were generated. the data from each interview group was analyzed distinctly according to the theoretical sampling proc­ ess, however, the categories for comparison were the same for each group. these results were summarized in commentary form which was compared furtherfor reduction as the analyst expected to uncover underlying uniformities. the results from the groups were then compared for thematic similarities and dissimilarities. results introduction in this article the results of the library survey will be presented in a number of ways. first, frequencies and descriptive statistics will be given. second, the survey data will be recoded into three categories and contingency analysis including chi­ square tests will be summarized. third, the results of the interviews will be summarized and presented in anecdotal format in part two of this article. profile of the users recall that the sample included two distinct groups who were identified as users of the professional library. the two groups included peel teachers and brock students who were queried as to their reasons for using the library. sixty-three percent of peel teachers and 95% of brock students identified continuing education as the reason. eighty-five percent of the peel teachers and 48% of the brock students noted that they used the library for professional development activities. browsing current literature was also mentioned by a substantial number of respondents (peel 54%; brock 27% ). other reasons for using the library included workshop preparation (peel 53%; brock 14%); committee work (peel 42%; brock 24%); and classroom prepa­ ration (peel 17%; brock 5%); respectively for peel teachers and brock students. level of satisfaction with the j.a. turner professional library for the next section the respondents were asked to rate their level of satisfaction on three dimensions of the library. the results are presented in table 2. the results reveal that there is a high level of overall satisfaction from both groups with the three dimensions of the library (70% to 100%). table 2: summary of percentages of overall level of satisfaction for the j .a. turner professional library peel brock overall services level of satisfaction level of satisfaction low high low high 1 2 3 4 5 1 2 3 4 5 services 2 1 8 19 69 0 0 0 30 70 resources 1 6 22 40 30 0 0 19 52 29 accessibility 4 4 14 23 54 0 0 19 38 43 level of satisfaction to complete this section, respondents were asked to com­ ment in an open-ended response. the peel teachers commented slightly less than the brock students (40% to 48%) respectively. the comments from the peel and brock respondents were posi­ tive in nature and consistently mentioned the overall effective­ ness of the library in terms of services, staff and resources (57% and 60%), respectively. they also requested that the library expand its services, collections and hours (24% and 30%), respectively. the peel teachers identified concerns relating to accessibility and system awareness (13% and 10%). some peel respondents indicated that their use of the library was infrequent (6%). rating of services for the next section, the respondents were asked to rate their level of satisfaction with the various services provided by the professional library. the services were categorized under the following headings: search services, document delivery serv­ ices, staff assistance, library orientation and other services. the results are presented in table 3. in terms of search services, the results reveal that there is a high level of satisfaction in each of ·the categories (84% to 100% ). the document delivery seivices are also rated highly by both groups of users (88% to 93% ). staff assistance is also rated highly by both groups (83% to 100%). similarly, library orientation and other seivices are rated highly table 3: summary of ratings of services peel services level of satisfaction low high 1 2 3 4 search strategy design 0 2 9 27 educational literature searches 1 0 4 17 current awarenesssearches 0 13 32 55 reference services 2 2 5 31 document delivery service interlibrary loan 2 2 18 24 eric document acquisition 1 1 7 27 journal article acquisition 0 1 12 28 staff assistance strategy design 0 0 8 21 retrieval in-house 0 1 11 16 external information 3 3 11 16 library orientation online public access 0 3 13 44 cd rom eric 0 0 6 31 other services copyright clearance 4 4 4 37 curriculum distribution 0 5 8 8 summary of raling of usefulness of resources for the next section. the respondents were asked to rate the usefulness of specific resources. the results are presented in table 4. generally both groups of respondents rated the re­ sources highly and the brock users rated the resources more favourably. the book collection was given the lowest rating by both groups (52% to 69%) for peel and brock, respectively. the eric cd-rom was given the highest rating by both groups (95% to 100%) for peel and brock, respectively. summary of level of satisfaction with communications aspects of the j.a. turner professional library for the next section, the respondents were asked to rate their level of satisfaction with the communications aspects of the library. the results are presented in table 5. generally both groups of respondents are satisfied with the communication aspects of the library. the provision of information i.e., making the system aware of its seivices is given the lowest level of -10 5 63 76 0 61 55 63 59 71 72 67 41 63 52 35 by the respondents (85% to 94%) and (78% to 100%) for peel and brock, respectively. overall, the brock students tend to rate the services higher than the peel teachers. brock level of satisfaction low high 1 2 3 4 5 0 0 0 43 57 0 0 11 26 63 0 0 0 10 0 0 0 9 36 55 0 0 10 50 40 0 7 0 21 72 6 6 0 25 63 0 0 5 32 63 0 0 0 29 71 0 0 0 31 69 0 0 10 30 60 0 6 0 22 72 0 0 0 100 0 43 0 0 20 40 40 satisfaction by both groups (37% to 76%) for peel teachers and brock students, respectively. both respondent groups indicated that they receive the highest level of satisfaction with regard to the knowledgeable personnel (94% to 100%) for peel teachers and brock students, respectively. to close the suivey, the respondents were asked to comment in an open-ended format regarding any aspect ofthe professional library. the peel teachers commented more frequently than the brock students (56% and 24%) respectively. the comments are positive in nature and consistently mentioned the overall effec­ tiveness of the library with regard to its seivices, staff assistance, and resources (65% and 60%) for peel and brock respondents, respectively. some peel respondents requested that the library be expanded in terms of services and collections (17%). the concerns identified related to turn-around time and staff assis­ tance (9% and 20%) for peel and brock respondents, respec­ tively. some peel teachers' comments were of a more general nature and stated that the library services and communications had improved during their use of the library. table 4: summary of ratings of usefulness of resources peel brock resources level of satisfaction level of satisfaction low high low high 1 2 3 4 5 1 2 3 4 5 reference collection 0 8 24 39 29 0 0 18 47 35 book collection 4 10 35 29 23 0 6 25 so 19 recent acquisitions 2 4 23 44 28 0 0 9 64 27 curriculum guidelines 0 4 14 24 59 11 0 0 56 33 resource documents 2 0 10 21 67 0 11 0 56 33 peel curriculum1 0 0 6 27 67 0 13 0 50 38 self-serve cdrom 5 0 5 32 59 0 0 0 64 36 eric 0 0 5 28 67 0 0 0 50 50 education index 0 2 2 32 63 0 0 0 55 45 oneris2 0 0 7 21 71 0 0 0 57 43 books in print 0 3 18 31 49 0 0 13 38 50 ulrich's guide 0 0 0 42 58 0 0 0 100 0 educational journals 5 2 9 28 57 0 0 0 62 38 printed abstracts & indexes canadian eduation index 0 0 9 43 49 0 0 8 50 42 eduational administration abstracts 0 13 37 so 0 0 0 8 50 42 child development abstracts 0 4 12 28 56 0 0 25 50 25 psychological bulletin 0 0 17 26 57 0 0 17 67 17 •peel currlculum refers to the curricular core and re11ource documents published by the board following, ontario ministry of educallon curriculum guldelln811, which are proyided to each teacher of a particular course. 'onteris refers to the ontarlo educational r811ourc"" information retrieval system which is a data base developed by the ontario ministry d educauon. it is a data bank of abetracts pertaining to educational information and includes reports, comml11lons, curriculum guidelines, school board currlculum materlals and classroom learning re11ources for teacher and student uae. table 5: summary of ratings of usefulness of resources peel brock communications aspect level of satisfaction level of satisfaction low high low high 1 2 3 4 5 1 2 3 4 5 provision of information 11 21 30 25 12 0 6 18 35 41 direct communication 0 0 6 18 76 0 0 6 0 94 knowledgeable personal 0 1 5 23 71 0 0 0 16 84 indirect communication 1 1 15 29 54 0 0 11 33 56 delivery of service 2 5 15 25 52 0 7 7 43 43 quality of service received 1 2 8 25 65 0 0 0 21 79 11contingency analysis it was of interest to determine if there were differences in response patterns between peel teachers and brock students. consequently, the data was analyzed using contingency analysis (crosstabulation including chi-square). for the analysis, the five categories were collapsed into three with 1 and 2 being combined as well as 4 and 5. for this section only items which were significantly different are presented. the results yielded only three significant chi-squares (p. < .05). these included the ratings of journals articles acquisition (x2 = 7.72, d.f. = 2, p = .02). as well as peel board curriculum documents (x2 = 7.0, d.f. = 2, p = .03) and provision of information (x2 = 9.51, d.f. = 2, p = .009). in all cases, the actual significance may be an artifact of the small sample size. the convention of having five frequencies per cell has been violated and the small numbers probably account for the significant chi-square values. forthcoming in part two of this article the focus for part two of this article will be: • the results of the interview data • the summary and discussion of the study, and • the recommendations. bibliography black, c. (1986). quiet, computer at work. georgia: south­ western college. (eric document reproduction service no. ed 281 526). brirnsek, tobi (1989). portraits of special libraries from the top: the introduction. special libraries, 80(4) 258-263. brown, j.a., jr. (1986). 2010: an information odyssey. ohio: (eric document reproduction service no. ed 282 568). degennaro, r. (1982). libraries, technology, and the informa­ tion market place. library journal, 107(11), 1045-54. dewey, john (1916). democracy and education. new york: free press (1966). glaser, b.g. & a. c. strauss. the discovery of grounded. theory strategies for qualitative research. new york, ny: aldine, 1967. graham, p.s. (1989). research patterns and research libraries: what should change? college & research libraries, 50( 4),433-440. ojala, m. (1986). views on end -user searching. journal of the american society for information science, 37( 4 ), 433-440. rider, f. (1989). the future of the research library. college and research libraries, 50(1), 49-55. riggs, donald e., & sabine, gordon a. (eds.). libraries in the 1990's. new york: oryx press. russell, howard (1990). research in curriculum evaluation. department of curriculum, ontario institute for studies in education, university of toronto. schuman, g.p. (1990). reclaiming our technological future. library journal, 115(4), 34-38. senese, d.j. (1984). the new role of the librarian in the 12 information age. office of educational research and im­ provement (ed). (eric document reproduction service no. 273 275). spaulding, f.h. (1988). special librarian to knowledge coun­ sellor in the year 2006. special libraries, 79(2), 83-91. stanton, r.o. (1989). the evolving role of the information professional in industry. information management review, 5(2), 13-18. stufflebeam, daniel l. education, evaluation and decision­ making. ithasca, ill: f.e. peacock, 1971. sy,karenj. & walther, peg (1989). tracking issues and meeting information needs in government agency libraries. spe­ cial libraries, 80(3), 157-163. tyler, ralph w. (1949). basic principles of curriculum and instruction. chicago: university of chicago press, 1949. willard, ann m. & morrison, patricia (1988). the dynamic role of the information specialist: two perspectives. special libraries, 79(4), 271-276. appendix a j.a. turner professional ubrary 1990 user survey the purpose of the survey is to elicit your feeling and opinions aboutthe j.a. turner professional ubrary. i am appealing to your generosity to take a few momenta from your busy schedule to complete this brief questionnaire. it should teke between 35 minutes to complete. your anonymity and confidentiality are guaranteed. no individual will ever be identified, only aggregate responses will be presented. would you please place the completed questionnaire in the self-addressed envelope and return to me via the board's courier. thank you very much for your support and co­ operation. if you have any questions, lease do not hesitate to call me at 890-1099 ext 2602. please indicate you reasons for using the library: (select as many as appropriate) continuing education (e.g., m.ed., subject cert�ication, principal's, courses etc.) ----professional development _____ workshop preparation _____ committee work _____ classroom preparation _____ browsing current l�erature _____ other reasons (please spec�) for each �em, circle a number that best reflecte your rating or level of satisfaction with the overall services provided by the j.a turner ubrary. for the ratings, a 1 is low and a51s high. if you are unsure or unable to rate your level of satisfaction please circle na. low high services 2 3 4 5 na resources 2 3 4 5 na accessibility 2 3 4 5 na comments: please rate your assessmenvevaluation of the various services provided by the j.a. turner professional ubrary. please circle na if you are unsure or have not used the services. low high search services search strategy design 2 3 4 5 na (e.q., clarification of need) educational literature searches 2 3 4 5 na (e.g., eric, onteris) current awareness searches 2 3 4 5 na (e.g., globe & mall) subject specific literature searches 2 3 4 5 na (e.g., science, medicine) reference services 2 3 4 5 na (e.g., publisher information) document delivery services interlibrary loan 2 3 4 5 na eric document aoquisition 2 3 4 5 na journal article acquisition 2 3 4 5 na staff assistance literature search strategy design 2 3 4 5 na retrieval of in-house items 2 3 4 5 na retrieval of external information 2 3 4 5 na ubrary orientation online public access catalogue 2 3 4 5 na cd rom eric 2 3 4 5 na other services copyright clearance 2 3 4 5 na curriculum distribution 2 3 4 5 na please rate the usefulness of the resources of the j.a. turner professional ubrary. please circle na if you are unsure or have not used the resource. la# high resouroes reference collection 2 3 4 5 na book collection 2 3 4 5 na reoent acquisitions 2 3 4 5 na ministry of education collection curriculum guidelines 2 3 4 5 na resouroe documents 2 3 4 5 na peel board of education curriculum documents 2 3 4 5 na self-serve cd rom workstation 2 3 4 5 na eric 2 3 4 5 na education index 2 3 4 5 na onteris 2 3 4 5 na books in print 2 3 4 5 na ulrich's guide to periodicals 2 3 4 5 na educational journals collection 2 3 4 5 na printed abstracts and indexes canadian education index 2 3 4 5 na educational administration abstracts 1 2 3 4 5 na child development abstracts 1 2 3 4 5 na psychological bulletin 1 2 3 4 5 na in this section we are interested in some of the communications aspects of the professional library. please circle the number that bests reflects your level of satisfaction with: (circle na if you are unsure) low high provision of information: making the system aware of its service, its 1 2 3 4 5 na availability, etc. direct communication telephone or face-to-face: helpful, courteous, getting 2 3 4 5 na the run around, having your calls returned knowledgeable personnel 2 3 4 5 na completed, memos, overdue slips, written 2 3 4 5 na requests for information, letters, etc. delivery of service: turn around time, completeness, convenlenoe, etc. quality of service received: did the servioe meet your expectations? 1 2 3 4 5 na please feel free to comment on any aspect of the j.a. turner ubrary: (e.g., best features, suggestions for improvement) if you are interested in participating in a focus group for further discussion, please submit your name and location on the form provided. name: location: thank you t 3s e le ctions from eric journal articles ej495 177 blake, virgil -l. p. ( 1994). the virtual library hnpacts the school librnry media center: a bibliographic essay. school library media annual (slma), v12 p4-20. defines the concept of the virtual library, reviews factors in its inception, indicates prerequisites for its success, and explores the implications of the concept for librarianship, with an emphasis on the school library media center. (49 references) ej491351 cage, mary crystal. (1994, sept 21). the vntual library. chronicle of higher education, v41 n4 pa23,27. (available uml) although making college libraries accessible by computer appears simple to laymen, developing a fully digitized library is not simple. many technological and behavioral questions are unanswered, concerning copyrights, accuracy, and the issue of who will use the new technology and how. in addition, usex.;s' desire for hard copy persists. ej495 1 85 garland, kathleen. ( 1994 ). uses of telecommunication in k -12 education: an institute in print. school library media annual (slma), v12 p98-102. describes a publicly funded, five-day training program presented by the university ofmichigan's school oflnformation studies, which was designed to train school library media specialists to use and apply virtual library technology. the importance of the virtual library concept, the training rationale, and a day-by-day overview of activ.ities are covered ej472984 gilbert, j. d. (1993). are we ready for the vtrtual library? technology push, market pull and organizational response. information services and use, v13 n1 p3-15. discusses virtual libraries, i.e., librnry services available to users via personal computers; considers the issues of technological development, user demands, and organizational response; and describes progress toward virtual libraries in the netherlands, including networks, on-line systems, navigation tools, subject classification, coordination of collection building, document delivery services, and costs. (contains four references.) 30 ej501671 hurt, charlene. ( 1 995, mar.). building the foundations of virginia's vtrtual library. information technology and libraries, v 14 n1 p50-53. (available umi) describes efforts by academic libraries in vtrginia to increase resource sharing through new technological developments. highlights include cooperative collection development; software designed for resource sharing; regional electronic resources centers; workstations; interfaces to connect on-line catalogs; patron-initiated interlibrary loans; and budget information. ej503498 james catalano, cynthia n. ( 1995, june). the vtrtual librnry. internet world, v6 n6 p26,28. (available internet world, po box 713, mount morris, il 61054.) examines the idea of the whole internet as a library resource, discusses advantages of the internet, and presents a list of the author's favorite internet sites. listed sites include an internet address and a brief description of what information the source provides. ej505459 lankes, r. david. ( 1995). askeric and the virtual library: lessons for emerging digital libraries. internet research, v5 n1 p56-63. explores major issues in creating and maintaining internet services for askeric, an educational digital library started by the educational resources infomiation center (eric) system. highlights include the importance of user input to shape the service, human intermediaries, askeric as a virtual library, future directions, and a copy of the askeric brochure. ej508755 lowry, charles b. ( 1 995). preparing for the technological future : a journey of discovery. library hi tech, v13 n3 p39-53. (available umi) discusses how information technology and information retrieval may be used to build the virtual library, based on examples from carnegie-mellon university. topics include information technology infrastructure, including distributed computing; boolean searching; natural language processing; navigating the internet; and prototypes and problems at carnegie-mellon. (55 references) education ubrariea • vol 1 9, no. 3 ej481905 rooks, dana. (1993). the virtual library: pitfalls, promises, and potential. public access computer systems review, v4 n5 p22-29. (to retrieve this article, send the following e­ mail message to listserv@uhupvm1 or listserv@uhupvml .uh.edu: get rooks prv4n5 f=mail.) discusses components of the emerging virtual library. highlights include adopting technology to enhance library services; navigation problems; shared resources and services; costs; implementation challenges, including library instruction programs; control over intellectual content; technical design issues; and a brief overview of current virtual library projects. (contains four references.) ej499836 rotman, laurie, and others. ( 1995 , mar.-apr.). the draper gopher: a team approach to building a virtual library. on-line, v19 n2 p21-24,26,28. the draper laboratory library created the draper gopher in response to the following factors: library downsizing, the computer services department's changing role, customer needs, and developments in technology affecting the information environment. results of its implementation include user-focused reference services; increased interlibrary loan services; replacement of public catalog; increased library credibility and recognition. ej501670 tennant, roy. (1995, mar.). the virtual library foundation: staff training and support. information technology and libraries, v14 n1 p46-49. (available umi) considers the need for staff training in virtual libraries. highlights include instruction and training, including in-house training , vendor contracts, and self-paced instruction; documentation; current awareness via professional literature, electronic discussions, bibliographies, and conferences; information filtering through selective dissemination of information and e-mail filtering; consciousness raising; mentorship; and support. education libraries • vol 1 9. no. 3 ej506903 tomer, christinger. (1995, spring). virtual libraries, virtual communities, and the future of the public library. journal of computing in higher education, v6 n2 p3-39. a discussion ofthe "virtual library," use of a variety of cost­ effective information technologies to provide high-quality library services to every sector of the community, considers implications for the nature and quality of public library services, especially those of branch libraries and libraries in rural areas. ej495 181 weisburg, hilda k. ; toor, ruth. ( 1 994). the information curriculum: teaching concepts for the virtual library environment. school library media annual (slma), v12 p63-69. describes an information curriculum based on 10 core concepts that form the basis for understanding and using libraries and managing the information they contain. the implications of this resource-based educational approach for evaluating learner outcomes, developing information sheets, and guiding student inquiry are presented. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: uml clearinghouse, 300 n. zeeb road, ann arbor, mi 48 106. phone: 1-800-521-0600. this col u m n wa s p repa red by the staff of the e r i c clearinghouse o n i nformation & technology, syracuse u n iversity, syracuse, ny 13244-4100; (315) 4433640; (800) 464-91 07; eric@ericir.syr.edu 3 1 news from eric eric celebrates 30th anniversary in 1996 eric, the educational resources information center is celebrating its 30th anniversary in 1996. eric began in 1966 with the aim of becoming a nationwide information service that would make education literature readily accessible. today, the eric system consists of 1 6 subject-specific clearinghouses, several adjunct clearinghouses, and support components, including access eric and the educational document reproduction service (edrs). at the heart of eric is the largest education database in the world containing 900,000 abstracts of documents and journal articles. curriculum materials, papers, conference proceedings, and literature reviews, along with abstracts of articles from nearly 800 education-related journals can be found in the eric database. the eric database can currently be accessed at more than 3,000 locations around the world, and via several computer networks. ask eric askeric is the internet-based education information service of the educational resources information center (eric) system. askeric is headquartered at the eric clearinghouse on information & technology at syracuse university. askeric question answering service: teachers, library media specialists, administrators, and others involved in education can send an e-mail message requesting education information to askeric. askeric information specialists will respond within 48 hours with eric database searches, eric digests, and internet resources. the benefit of this personalized service is that it allows askeric staff to communicate directly with users, and provide them with relevant education resources tailored to their specific needs. e-mail: askeric@ ericir.syr.edu askeric virtual library: resources developed from questions received at askeric are archived at the askeric virtual library. the askeric virtual library contains hundreds of lesson plans, including, but not limited to, language arts, mathematics, social studies, and science. also included are electronic versions of cnn newsroom classroom guides, and lesson plans from school library media activities monthly. currently, the askeric virtual library has a database of over 900 lesson plans, access to 20+ listserv archives, 125 askeric infoguides (pathfinders to eric, internet, and print and electronic resources), and the askeric toolbox favorite internet resources frequently used by the askeric question answering service. 32 • gopher address : ericir.syr.edu • telnet address: ericir.syr.edu, login as "gopher" • gopher url: gopher://ericir.syr.edu • www url: http://ericir.syr.edu recognition for askeric the reputation of the askeric service is reflected in the recognition it receives from the education and internet communities. askeric w as a finalist in the 1 994 computerworld smithsonian awards which recognized askeric's innovative use of technology in education. in 1995, askeric won global network navigator (gnn)'s best of the net award in the professional education category. in 1996, askeric was one of 30 k12 education sites given a grade of a+ by classroom connect "chosen for exceptional educational content, design, and interactive innovations." no-cost resources from the eric clearinghouse on information & technology eric digests are short reports that give an overview of topics of current interest and suggest literature for further reading. �re is no cost for eric digests and they may be freely reproduced. there is a minimal charge for postage. order from the address or telephone numbers below or e-mail <janet@ericir.syr.edu.> newest eric/it digests • the field of educational technology-update 1995 donald p. ely • local area networks for k12 schools timoth lederman • electronic portfolios (k-12) anna maria lankes • an introduction to internet resources for l-12 educators part i: information resources, update 1996 nancy a. morgan • an introduction to internet resources for l-12 educators ­ part ll: question answering, listservs, discussion groups, update 1996 nancy a. morgan. • internet basics: update 1996 roy tennant • library collection development in an electronic age linda schamber • technology planning at state, district, and local levels larry anderson • total quality management in libraries denise g. masters • computers for information problem solving: learning and teaching technology in context. michael b. eisenberg, doug johnson this col u m n wa s p repa red by the staff of the e r i c clearinghouse o n i nformation & technology, syracuse university, syracuse, ny 13244-41 00; (315) 4433640; (800) 464-91 07; eric@ericir.syr.edu education libraries • vol 1 9, no. 3 articles international librarianship and its impact on the profession by anne m. galler abstract this article addresses international librarianship from both the point of view of education for international librarianship and librarianship at the internatioruu level. it also addresses research in the field of librarianship, and describes a selection of international associations mostly from personal experience. the author adapted this article from a paper given at the special libraries association conference, held in boston in june 1996. "librarians, by the nature of their affiliation with public, academic and cultural institutions, like museum curators and information center directors, must have an international outlook. "i this article addresses the topic of internationallibrarianship from two points of view: education for internationallibrarianship and libriuianship at the international level. one is the sensitization of librarians during their education for librarianship to the needs of the international library community and the other is the participation of professional librarians in the activities of library associations at the international level. the latter is the consequence of the former the more library education addresses the needs of the international community, the more librarians will eventually participate in library activities at the international level. topics covered are: 1. education for librarianship (curriculum) 2. languages 3. research 4. international associations each topic will be addressed, first at the general level, then from a personal perspective regarding experience with some of these international associations. 1. education for librarianship (curriculum). "library education by and large remains provincial in its outlook and preparation. ''2 a strong statement but unfortunately true. the curriculum in most library schools prepares the students for the local community; reference, cataloguing and classification, children's and young adults literature where it is still taught, are all inward-looking. maybe this is as should be, as the most important role of the librarian/information specialist is to serve the national community. however, especially today with the internationalization of information, it is the duty of library educators to enter the .international arena, if they have not already. guidelines one of the problems when one wishes to become "international" (for lack of a better term) is the absence of basic international standards or guidelines. the ifla section on library schools and other training aspects later renamed section on education and training (1986) proposed standards for library schools. these were published in the iflajournal (1976). as far as could be ascertained, the.se were never disseminated to the library schools nor endorsed by them. 1 amman, mohammed m.innovation for information: international contributions to librarianship. 2idem, p. 112 education ubrariea • vol 20, no. 1/2 6 the next project undertaken by the same section was to develop guidelines to equivalence and reciprocity of professional qualification (fang, fischer, nauta). this was not an easy task and the section members realized that in order to determine professional qualifications worldwide, they first had to survey library and information studies schools throughout the world. as a result, the international guide to library and information science education was published in 1985. an updated version of this survey was published by ifi..ain 1995, entitled world guide to library archive and information science education. editors are josephine riss fang, robert d. stueart and kulthida tuamsuk. it is worth noting that archival education was added to the second edition of this work, and also that, after completing the first and second edition of this publication, the authors neglected to go back to their original plan, namely the establishment of equivalencies. this publication was very useful for obtaining addresses of library and information studies schools for an international study conducted in 1995. trying to establish international standards or guidelines is not an easy task. for example, in north america and the u.k., education for librarianship is mostly at the graduate level; in the third world and many east european countries, education remains at the undergraduate level. this does not mean that one is superior to the other, or more desirable than the other. it is more likely that each type of education responds to the respective countries' needs. however, international guidelines are a goal to work towards. lately, library curricula have concentrated on technology•as opposed to cultural development of the potential graduate, which in my opinion is deplorable. courses in the various literatures, such as children, young adults, have either been discontinued, or are being offered infrequently, thus concentrating solely on technology to the detriment of literature. although technology is an excellent and important tool, hopefully there will eventually be a return to more intellectual pursuits at the library education level. an entire issue of the iflajournal (v. 17 (1991) under the editorship of miriam tees is devoted to education and training. the articles in this issue also discuss other topics, such as distance education for the library profession, library technicians, continuing education for librarians and harmonization of education and training for information professionals. particularly useful is the article, "ifla's contribution to education for library and information science," by josephine riss fang and paul nauta. 2. foreign language requirement in the late fifties, there was a language requirement in library schools (as they were then called.) in addition to english, potential students were required to prove fluency in at least two additional languages, i.e. german and french, or german and spanish were the recommended ones. this was a very good idea, which for unknown reasons is no longer enforced. 8 while it is true that most of the business at the international level, for example, in an association such as ifla, is conducted in english, i found that canadians are much appreciated on international committees. canada is a bilingual country, and it is believed, although not necessarily so, that most canadian delegates speak at least two languages, if not more. the fact that i was able to conduct meetings in french and english was a great asset at the international level. while delegates from germany and the scandinavian countries all speak english fluently, members, especially from latin america do not: to them french is easier to follow than english. internationalism, as a topic, should permeate all courses in library and information studies schools. most courses, such as bibliographic instruction, reference, cataloguing and classification on this continent are taught from american or english textbooks, with very little reference to foreign publications. even in montreal, which is a bilingual city, the language of instruction at concordia university is english, and french reference sources are mentioned only rarely or superficially. there was a great deal of debate before agreement was reached on including the french vedettes matieres in the library studies programme. (a subject headings list in french), published by the universite de montreal and which is very similar to the library of congress subject headings list. this was successful mainly because of complaints received because of complaints received from our students about lack of accessibility to french textbooks and generally little or no reference to french publications. reference sources from all over the world should be introduced into the curriculum. government documents should not only be studied at the local, provincial or state (federal) level, but also at the international level. it is surprising how many librarians are not familiar with how united nations, unesco, and other international, n go documents are organized, how they can be accessed, where they are available (deposited), etc. moreover, students should be introduced to international associations, and the type of work they do. access to foreign periodicals and foreign publications would be facilitated if the library and information studies schools would insist on the knowledge of at least one language other than english. 3. research another extremely important aspect of librarianship is research. it should be encouraged much more in library schools at all levels and in every course. one of the reasons why the profession is not held in high esteem, besides librarians being too modest to talk about their achievements, is the fact that there is still not a considerable body of research that can be pointed to in order to back up many statements. research is, to a certain extent, slowly coming into its own in the library world, with more ph.d. programs being implemented, but it has to be emphasized at every level of study, as well as in the field. education libraries • vol 20, no. 1/2 the excuse practising librarians have always given in the past is that they are too busy to do research. strangely enough, a lot of the work that is being done in libraries is research, (such as the compilation of annotated bibliographies, to give only one example) but it is not recognized as such because it so often remains unpublished. students should be encouraged at every step of the way of their course of study to research. they should be taught research methodology right at the beginning of the course of study, and should pursue it in every one of their courses. even with limited amounts at one's disposal (and iflais a good example of that, because of the limited amounts for research projects) a lot can be done just to launch an idea. i have always encouraged research in librarianship, thus it was most gratifying when i joined ifla to be able to apply for grants for research at the international level. my very first research project, with the help of a small ifla grant, became a manual for school librarianship, co-authored with a local practising librarian. this manual, entitled managing school libraries3 was originally intended for the third world, as it describes methods to run a library on a virtually non-existent or very minimal budget. it became a useful reference tool in canada as well as in some european countries. it was also translated into french and spanish (see bibliography for titles). the project that i am currently involved with has direct impact on this paper. in the fall of 1995 i distributed an international survey of library curricula to library schools around the world, as listed in the publication i mentioned above. approximately 430 questionnaires were mailed. the purpose of the survey was to establish to what degree these library schools have been serving the disadvantaged in their curricula. while this paper concerns international librarianship and not service to disadvantaged, this research is also international, funded by ifla and a lot of information about curricula was received. many of the respondents (the response rate was 20% or 86 replies received) included either a description of the curriculum, or a brochure, a pamphlet, etc. so that quite a bit of information about the various curricula was gathered. as part of the ongoing series on library education that is being published in this journal, it is interesting to note these various approaches to library education and the different names used by library schools. most frequently used of course, is: dept. of library and information science or information studies information management and library studies. school of library, archival and information studies school of information and media faculty of information and documentation college of journalism, library and information science school of library and documentation school oflnformation and media 4. international associations the importance of international associations in the field of librarianship cannot be over-emphasized. what constitutes an international association? although sla has members from canada, (8%), europe and even some members from mexico and japan, according to the definition given by sshrc, the social sciences and humanities research council of canada, it does not meet its standards for international representation, as the composition of the board of sla is almost exclusively from canada and the u.s. recently, a member from the european chapter has been added to the sla board, to make the representation more international. in the mid-eighties, sla was not deemed international while ifla was. sshrc, as a grant-giving body, used to have a category for international representations. the recipient of this type of grant had to be a member of board or committee of the international body to which representation was requested, and the grant would cover the flight to the destination and a per­ diem. unfortunately, due to budget cuts, this category of grant was discontinued a couple of years ago. the international federation of library associations and institutions (ifla) ifla is a worldwide independent, non-governmental organization, it was founded in 1927 and its headquarters are located in the hague, the netherlands. the majority of its members are library associations, libraries and library schools. there are also a few individual members. ifla endeavours to promote international understanding, cooperation, discussion, research and development in all fields of library activity and to be the international voice of librarianship. iflais a very interesting organization which does excellent work on the international scene. it works at many levels: at the grass roots, in third world countries, as well as at the highest administrative and technological level. involvement in ifla, like many other associations, is expensive, time consuming and very, very, rewarding both at the professional and the personal level. ifla is expensive because the meetings are held all over the world (for example this year (1996) in beijing last year (1995) in istanbul) in addition to the fares, the registration is usually around us$400.00 and the attendees are lodged in expensive hotels. the annual conference lasts a week, and in addition to keynote addresses and public meetings, those who are members of committees and coordinating boards have to attend for at least eight days. the only way to get the maximum out ofiflais to participate actively in a committee or round table (of which there are thirty-three). during the annual conference the committees and boards meet several times to take advantage of the presence of a maximum number of members who otherwise would have no opportunity to meet face to face. jqaller, anne m. and coulter, joan a. managing school libraries. the hague, ifla, 1989. education libreriea • vol 20, no. 1/2 7 ifla committees have a maximwn of twenty members who are expected to do all the work: prepare the annual program, edit a newsletter, prepare grant applications, submit annual reports and attend the annual meetings. this is only the beginning of the work. for four years i chaired the section for school libraries, and then for four years (the maximum term of office in each case) i chaired the section for disadvantaged persons, which covers the services to the deaf, the hospital patient, the prison inmate, the mentally and physically handicapped. during my term as chair, guidelines for school library service were updated and published and translated into several languages. while chair of the disadvantaged section, international guidelines for prison service and for services to the deaf were published. currently, members of the section are working on guidelines for easy-to-read publications and standards for hospital libraries. the guidelines are usually published in english first, and then translated into the other ifla languages: french, spanish, russian, and dutch. these guidelines represent the work of members of the committee, in consultation with national and international experts in each field. the work is hard and time-consuming but extremely rewarding. meeting with librarians from all over the world is stimulating and exciting. while i am no longer chair of a section, i am still very involved in the work of both besides working on the above-mentioned international survey for the disadvantaged section, i am also writing the history of the section for school libraries and edit the newsletter for the section for the disadvantaged today, with the advent of fax and e-mail, working at the intemational level has become much, much easier; i started in pre­ fax and pre-e-mail times, in 1982 and in those days it was much harder to cooperate on any of these projects. many east european and african countries have also made the jump into the electronic age and have e-mail while the mail still goes at a snail's pace. of course, with the advent of the internet, working on the international level is constantly becoming easier. ifla has a web page and information regarding the annual conference, and various activities ofifla, are constantly being updated making access much easier than anything you could do in print format. the next issue of the newsletter for the ifla section of libraries serving disadvantaged persons will also be mounted as a web page. we are presently conducting a survey among the members of the section to see how many will be able to access the newsletter in this fashion. until everybody can, we will, of course, also publish it in print format. ifla, apart from publishing various guidelines and standards, is also active in advancing librarianship in the third world. the alp (advancement of librarianship in the third world) project is doing precisely that. there is always a group of librarians who cannot afford to attend the annual meetings who are brought there with unesco grants, or funding from other non-governmental organizations. the exchange between librarians coming from the various cultures that belong to ifla can enhance ones outlook on librarianship enormously. over the years ifla has explored various avenues of cooperation between the developing and developed countries, such as twinning. 8 twinning. as an idea twinning has merit. however, the recipient from the developing country often feels that this is a one way street, and the contributions only come from the haves to the have­ nots. even when it was established that the exchange between two countries is profitable to both, as librarians coming from the disadvantaged areas can teach economical ways of budgeting and channelling meager resources to the so-called haves, there is often unease between the two parties. at the ifla conference in nairobi, kenya in 1984, we were told that the librarians do not even have money for letter-paper, stamps or envelopes, so how can we expect them to participate in an exchange program? as another type of twinning, ifla has encouraged its members to sponsor an institution or association from a third world country for ifla membership. unfortunately, ifla membership is very costly to start with, and with ever-shrinking budgets even members from relatively affluent countries are cutting back on their own membership, and have no money to sponsor others. although various schemes were put forward from various sections, to propose reduced rates for members coming from third world countries, or smaller libraries as opposed to the larger institutions, ifla has adamantly refused to heed these suggestions. there are not too many countries that can currently afford to pay the membership of both their own and that of a "twin." there are several other associations worthy of mention. these include: iasl (international association of school librarianship) the mission of iasl is to provide an international forum for those people interested in promoting effective school library media programs as viable instruments in the educational process. iasl provides guidance and advice for the development of school library programs and the school library profession. iasl works in cooperation with other professional associations and agencies. this international association was founded because some members of the ifla section for school libraries were not happy with the way ifla works they found it too bureaucratic and thus too slow. they also felt that the section did not really respond to the needs of school librarians but was oriented more towards the personnel of library schools and teacher -librarian training institutions. w hile international in scope, the membership ofiasl is dominated by north america, although it is careful to have representatives from all over the world on its board. the current president is from iceland, the vice-president from canada, and the directors are from nine different countries. however, the newsletter editor, the executive director and the executive secretary are all from the u.s. membership in iasl is much lower than ifla, and it also offers a two-tier membership, where members from third world countries pay less. conferences are also held on university campuses and members are boarded in dorms, unless they want to be in hotels, which makes attendance easier for some, although delegates coming from third world countries or eastern european countries still need sponsorship or subsidies to attend. education libraries • vol 20, no. 1/2 iasl is focused on scbool librarianship. in addition to its newsletter, it also bas a web page and a listserv. in 1995 it started a periodical entitled school libraries worldwide. mby (international board on books for young people) ffiby is a non-profit organization that was founded in zurich, switzerland in 1953. it is an international network of people from all over the world who are committed to bringing books and children together. its mission is to promote international understanding through children's books. books will give young people a wider knowledge of other countries, values and traditions and therefore help develop good will among nations and ultimately serve the cause of peace. ffiby is composed of national sections, of which there are more than fifty. i have been on the board of ffiby canada for four years, serving as the representative from quebec. ffib y is organized differently in each country. in canada it bas been dominated by ontario. until very recently, not much bas been done to create a liaison with the french community in quebec. this year, for the first time, two names were put forward for the hans christian andersen award, which is often referred to as the little nobel prize and it is awarded annually to an author and an illustrator of children's booksa category which the nobel prize does not recognize. recipients are selected by a distinguished international jury of children's literature specialists. ibby holds a congress every other year. international youth library this library was founded after the war, in order to introduce german children to the world of international children's books. it is located in a suburb of munich, in a 13th century castle (schloss blutenburg) which has been refurbished as a proper library. it also bas a small two bed-room apartment, to lodge visiting scholars who are the recipients of an iyl scholarship, mostly to do research at the library. (i was the lucky recipient of such a grant, in 1983, during a sabbatical year, and spent two months at the castle). · my fellowship at the iyl consisted of assessing the canadian collection, and find what was lacking. at the time i was encouraged by the children's services librarian of the national library of canada, to do this work. unfortunately, there was no money to provide the iyl with more books from canada. while there i was able to consult children's books coming from a wide variety of countries, and to interview the persons responsible for the various languages. the staff at the iyl is international, and in the past publishers from all over the world sent books to be included in the collection. money was also provided by the different countries for maintaining the books. as time passes, however, there are fewer and fewer contributions and the library is turning more into a german children's library. this is another consequence of shrinking budgets both at the publishing and the national level. education libreriea • vol 20, no. 1/2 association of international libraries the aim of this association is to promote co-operation among international libraries. its working language is english and french, and its membership consists of libraries of international organizations, in particular those of intergovernmental organizations, such as the un (united nations), the ilo (international labor organization), who, (the world health organization) etc. it was founded in 1988. this association is also affiliated with ifla. there are many other international associations in the field of library and information science. the above is, of course, not intended as an exhaustive, not even a selective list of these, but a selected list, mostly based on personal experience. bffiliography amrrian, mohammed m. in innovation for information: international contributions to librarianship. festschrift in honour of dr. ahmed h. helal. edited by dr. joachim w. weiss. essen : universitatsbibliotbek, 1992. gorman, g.e. ed., the education and training of information professionals: comparative and international perspectives. metuchen, n.j.: scarecrow, 1990. harrison, k.s.international librarianship. metuchen, n.j.: scarecrow, 1989. ifla directory 1 99 6-1 997. comp. and ed. by ifla headquarters staff. the hague: ifla, 1966. kawatra, p.s. comparative and international librarians/zip. new york: envoy, 1987. lowrie, jean e. and miekoo nagakura. school libraries: international developments. 2nd ed., metuchen, n.j.: scarecrow, 1992. price, joseph w. and mary s. price. international librarians hip today and tomorrow: a festschrift for william j. welsh. new york: saur, 1985. "special issue on education and training.! ed. by miriairi h. tees.ifla journal, v.17 no.3 (1991). anne m. galler is associate professor of library studies at concordia university, montreal, quebec, canada. 9 editorial a nne m. galler once again we are responding to the overwhelming interest in the internet. three articles are featured in this issue, two of which are geared towards education librarians. the first, "using the internet as a professional development tool: an analysis," provides an overview of the concepts and practice of professional development in library and information science. authors vivienne monty and p. warren-wenk are well qualified in this field. monty is internet co-ordinator for scott library at york university and has written extensively on management issues. the second edition of her book, small business in canada was published in 1991. warren-wenk is the reference and internet resource librarian at glendon college, york university. she has also developed internet training programmes for librarians and faculty at york. jacqueline dealy's article, "keeping up. with the internet," examines the internet in more depth, giving practical instructions for education librarians regarding listservs, electronic journals, indexes and gophers. she is education librarian at concordia university's webster library as well as librarian for webster's interlibrary loan department and media centre. anne wade is manager for the centre for the study of classroom processes (cscp) and a sessional lecturer in online searching, both at concordia university. she has worked extensively with the pro cite bibliographic system and is also a part-time reference librarian at the westmount public library. her article, "the (bene )fits of compiling a specialized database," complements the two internet ones by outlining the problems and pitfalls encountered in setting up a database. our regular columns on eric do not appear in this issue due to nancy preston's resignation. we thank her for her valuable contributions. the column will resume in the next issue of education libraries. education libraries • vol 1 8, no.. 1 5 departments new and forthcom in g at _r ef erence compiled by gladys i. dratch and deborah s. garson benson, allen c. and linda m. fodemski. connecting kids and the internet: a handbook for librarians, teachers, and parents. new york: neal schuman publishers, 1996. 382p. isbn 1-55570-2449. oclc#34 951383. $35.00. geared for teachers, librarians, and parents who want to introduce the internet to young people. provides an overview of the internet, how to get connected, tools and resources, and communication via e-mail, mailing lists, and u senet news groups. chapters include "rules, security and safety for kids" and "online projects for kids." carnegie task force on learning in the primary grades. years of promise: a comprehensive learning strategy for america's children: the report of the carnegie task force on learning in the primary grades. new york: carnegie corporation of new york, 1996. 162p. oclc#3575 9792. $10.00. this third and final report of the carnegie task force, covering ages 3 to 10, examines the major institutional influences on children: the family and community-based organizations, early care and education programs, elementary schools, and the media. the executive summary is available on the internet by accessing either gopher.camegie.org or http://www.camegie.org. prior task force reports are: starting points: meeting the needs of our youngest children ( 19 94) and great transitions: preparing adults for a new century (1995). chambers, jay g. the patterns of teacher compensation. washington, dc: u.s. dept. of educational research and improvement, 19 96. 65p. oclc#34510176. $11.00. reports on the relationship between compensation and specific teacher and job characteristics: public and private school salary differences, teacher sex and racial-ethnic background, differences in school level and type, teacher qualifications and effort, and the impact of working conditions on salaries. includes tables, references, and technical notes. 18 council for exceptional children. what every special educator must know: the international standards for the preparation and certification of special education teachers. 2nd ed. reston, va: council for exceptional children, 1996. 145p. isbn 0-865586-287-7. oclc#35016560. $14.30. a revised set of comprehensive standards and guidelines for the preparation and certification of special educators adopted by the council for exceptional children in may 1996. divided into three sections: part i provides general guidance for professional conduct, part it presents the council for exceptional children's international standards for entry into professional practice, and part m is designed for use by special education professional preparation programs. items in parts ii and ill are coded by area, topic, and knowledge or skill. directory of college cooperative education programs. polly hutcheson, ed. national commission for cooperative education. phoenix, ariz: american council on education and oryx press , 19 96. 219p. isbn 0-87-774 9 98-7. oclc#35096124. $49.95. contains 460 institutions offering cooperative education employment to students. the data is based on a questionnaire pertaining to the 1994-1995 academic year. arranged by state, each entry contains a general institution description, key contacts, ·co-op program description (including number of students placed in 1995), employers, and degree programs offering co-op. index of institutions and list of programs and degrees index. directory of curriculum materials centers. 4th ed. beth g. anderson, ed. compiled by the curriculum materials centers directory revision ad hoc committee of the education and behavioral sciences section. chicago, ll: association of college and research libraries, american library association, 19 96. 165p. issn 1060-5827. oclc#10713 970. isbn 0-8389-7862-2. oclc#36020928. $28.50. education libraries • vol 20, no. 3 the fourth edition lists and describes curriculum materials centers or collections at 278 institutions. information is self­ reported based on a questionnaire distributed during the summer of 1995. entries give location, contact information, descriptive information, and comments. u.s. institutions are listed first, followed by canadian, with both organized alphabetically by state or province. includes institution index. drachler, norman, comp. and ed. a bibliography of jewish education in the united states. detroit; cincinnati: wayne state university press in association with american jewish archives, 1 996. 727p. isbn 0-8 1 43-2353-7 . oclc#1993 1 129. $29.95. covers all aspects of jewish education in the u.s. from preschool through secondary education. broadly organized into four parts: the schools, the profession, community and jewish education, criteria and evaluation. citation sources include educational and general periodicals, yearbooks, books, proceedings, bibliographies and encyclopedias. intended for a diverse audience of lay leaders and educators, graduate and other students and scholars with an interest in judaic studies and jewish education. includes about 600 doctoral dissertations and 400 master's theses. gale encyclopedia of psychology. bernard beins et al., eds. detroit, mich.: gale, 1996. 435p. isbn 0-77876-0372-4. oclc#35086060. $99.00. describes key concepts in nearly 500 entries containing "see also" references and brief suggestions for further reading. targets an audience of high school students, teachers, librarians, and social service professionals. appendix of glossary, bibliography, and organizations. indexes by subfield and by subject. glenn, charles leslie and ester j. de jong. educating immigrant children: schools and language minorities in twelve nations. new york: garland press, 1996. 741p. isbn 08153-1469-8. oclc#34357831 . $75.00. compares school policies and practices for immigrant and language minority children within various oecd nations. the main focus is belgium, the netherlands, germany, denmark, sweden, switzerland, france, spain, the united kingdom, united states, canada, and australia. chapters include indigenous language minority groups; immigrants and host societies; school programs for language minority children; and integrated education for language minority children. provides a sixty-eight page bibliography of references. the government financial aid book: the insider's guide to state & federal government grants and loans. researched and compiled by student financial services. 2nd ed. seattle, wa: perpetual press, 1996. 162p. isbn 1-881199-31-2. oclc#3449753 1 . $9.95. education libraries • vol 20, no. 3 provides prospective undergraduate and graduate students with information on obtaining government grants and federal student loans, filling out forms, and understanding financial aid criteria. contains contacts for state aid programs, financial aid tips, and a section directed at high school students. gray, maryann jacobi et al. immigration and higher education: institutional responses to changing demographics. santa monica: r and, 1 996. 1 1 7p. isbn 0-8330-23 8 1-0. oclc#34669223. $15.00. · reports on the effects of the continuing increase in immigration on higher education institutions based on a study of fourteen institutions in five regions of the country. chapters cover immigrant access to higher education; academic support and retention; instruction for english as a second language; cocurricularprograms. bibliography included one of three rand reports on immigrants in the u.s. educational system : newcomers in american schools: meeting the educational needs of immigrant youth (1993) and how immigrants fare in u.s. education (1996). handbook of educational psychology. david c. berliner, robert c. calfee, eds. new york: macmillan pub. usa, simon & schuster macmillan; london: prentice hall international, 1 996. 1 07 1p. isbn 0-02-897089-6. oclc#33819564. $75.00. focuses on the following areas viewed psychologically: learning processes and learner characteristics of students, the psychology of school subjects, teachers and their methods of instruction, and the social and institutional contexts of schooling. this technical volume, which emphasizes the american perspective, is geared toward practicing researchers, university teachers, and graduate students. it assumes prior knowledge in the fields of education, psychology, and educational psychology. chapters generally have lengthy references. handbook of gifted education . nicholas colangelo, gary a. davis, eds. 2nd ed. boston: allyn and bacon, 1997. 582p. isbn 0-205-26085-3. oclc#34591000. $57.60. first published in 1991, this second edition expands the coverage of research and topics in the area of gifted education. within six parts, fifty-six contributors in 44 chapters provide articles with bibliographical references: introduction; conceptions and identification; instructional models and practices; creativity, thinking skills, and eminence; psychological and counselling services; and special topics. included among the coverage for special topics are articles pertaining to high iq children; gifted performance in young children; gifted adolescents; gifted minority children; and international perspectives. name and subject index. 19handbook of research for educational communications and technology. david h. jonassen, ed. new york: macmillan library reference usa, 1996. 1267 p. isbn 0-02-8646630. oclc#34658862. $85.00. chapters are organized by major topics, which include foundations for researcb; bard technologies : media-related; soft technologie s : instructional and informational design; instructional strategies; issues of organization and change; and research methodologies. seventy-nine scholars have contributed to this work. lengthy references follow each chapter. handbook of the undergraduate curriculum: a comprehensive guide to purposes, structures, practices, and change. jerry g. gaff, james l. ratcliff, and associates. san francisco, : jossey-bass, 1 997. 747p. isbn 0-7879-0289-6. oclc#34590929. $55.00. provides an overview of the debates and reforms on undergraduate curriculum. includes all aspects of the curriculum : purposes, origins, practices, trends, outcomes, obstacles and prospects. describes different philosophies , frameworks, program designs, instructional strategies, and assessment methods being used with curriculum. thirty-four chapters organized into six sections: historical, philosophical, and social perspectives; central aims of undergraduate education; academic disciplines and specialized learning; directions for reform across the disciplines; administration and assessment of the curriculum; and changing _the curriculum. name and subject indexes. international handbook of educational leadership and administration. kenneth leithwood et al., eds. dordrecht: boston: kluwer academic, 1 996. 2 v. isbn 0-79-23330-9. oclc#34409398. $395.00. thirty-one chapters divided into five sections for a resource for practitioners or researchers. the first section provides an analysis of the context for educational leadership and administration across the international arena. section two focuses on development of educational leaders and leadership. section three covers cognitive perspectives on educational leadership and administration. section four focuses on conceptions of educational leadership which have emerged over the past several decades, primarily within north america, europe, and australia. finally, section five contains seven chapters that review critical work on educational administration theory, research and practice. chapter references, subject and name indexes. the internet for teachers and schaal library media specialists: today's applications, tomorrow's prospects. edward j. valauskas, monica ertel, eds. new york: neal-scbuman publishers, 1 996. 23 1 p. isbn 1-55570-239-2. oclc# 34410364. $24.99. 20 essays, stories, and reports written by teachers, media specialists, and school administrators are grouped into four main parts. part i is concerned with developing visions and creating infrastructures, part ii focuses on building models, part ill discusses integrating the internet with the curriculum, and part iv discusses both the technical and educational aspects of web publishing in schools. a postscript deals with future educational applications. appendixes include a bibliography, internet site addresses, and an index. lippman, laura et al. urban schools: the challenge of location and poverty. washington, dc: national center for education statistics, u.s. dept. of educational research and improvement: for sale by the u.s. g.p.o., supt. of docs., 1 996. 1 v. (various pagings). isbn 016-048669-6. oclc#35393727. $ 14.00. describes public school students and their environments, and their educational and economic outcomes in the late 1980s to 1990. using data from several national surveys, compares urban students and schools with their suburban and rural counterparts on a broad range of indicators, including student population and background characteristics, after school activities, school experiences, and student outcomes. a specific focus is bow poverty relates to the characteristics of the students and schools studied. executive summary, figures, charts and tables, data sources and definitions, and bibliography. mccarthy, jane. the directory of innovations in elementary schools. larchmont, ny: eye on education, 1997. 321p. isbn 1-883001-3 1-5. oclc#35212784. $39.95. descriptions of innovative elementary schools nationwide intended to provide teachers, administrators, and others with a vision of possibilities. three broad categories address building for change, structures that facilitate change, and teaching and learning for the 21st century. selected references and appendixes; index by state, directory of programs, and index of terms. national board for professional teaching standards (u.s.). middle childhood/generalist standards for national board certification. detroit, mich. (300 river pl., suite 3600, detroit 48207): the board, 1 996. 49p. oclc#34990428. $10.00. requirements for certification are organized into eleven standards. the report presents a summary of each standard, and an explanation of what teachers need to know, value and do if they are to satisfy the standard at a high level. includes a list of standards committee members. philosophy of education: an encyclopedia. j. j. chambliss, ed. new york: garland pub., 1996. 720p. isbn 0-8 1 -53 1 177x. oclc#34590994. $95.00. education libraries • vol 20, no. 3 a reference work addressed to general readers, university students, and scholars. contains 228 signed articles written by 184 authors. covers philosophical points of view that have bad the greatest influence on educational thinking, from ancient greece to the present. each article bas a bibliography and a list of "see also" references. name and subject indexes. ramsey, robert d. the principal's book of lists. englewood cliffs, n.j.: prentice hall, 1996. 402p. isbn 0-13-4477499. oclc#34990196. $31.45. this practical guide for school administration presents a collection of school-tested models and suggestions on a wide range of topics, such as personnel, discipline, student services, athletics, curriculum review and development, staff development, crisis management, legal issues, and parent communication. meant as a working tool, it contains a contents "list of lists." renyi, judith. teachers take charge of their learning: transforming professional development for student success. washington, d.c.: the national foundation for the improvement of education, 1996. 97p. oclc#35703795. $20.00 the report presents the conditions and policies needed to incorporate teachers' learning into their daily work in schools. identifies incentives, processes, policies, and structures that support teachers' own learning. schwebel, andrew et al. the student teacher's handbook. 3rd ed. nahway, n.j.: l. erlbaumassociates, 1996. 267p. isbn 0-8058-2130-9. oclc#344545539. $24.95. this practical guide covers the period of student-teaching assignments and the early teaching years. among the topics covered are classroom management and discipline, cooperative learning, legal issues, special-needs students, multicultural education, and collaboration with school personnel and with parents. each chapter highlights major topics and critical issues. bibliography of references. trends in the well-being of america's children and youth. u.s. department of health and human services, office of the assistant secretary for planning and evaluation. washington, dc: the office, 1996. 342p. oclc#34838099 and #35297136. $12.00. first annual report from u.s. department of health and human services, it presents the most recent national trends in five areas of the lives of children and youth: population, family and neighborhood; economic security; health conditions and health education libreriea • vol 20, no. 3 care; social development, behavioral health, and teen fertility; and education and achievement. report bas two sections: section one is a quick-reference guide describing national trends for seventy­ four indicators based on data collected by the federal government; section two offers a narrative treatment of a particular topic such as the socio-demographic characteristics of children, youth and their families. references and detailed historical tables. tuma, john and shelley k. burns. trends in participation in secondary vocational education: 1982-1992. washington, d.c.: u.s. dept. of educational research and improvement, 1996. 61 p. oclc#3497809. $4.50. with additional data from 1990 national assessment of educational progress high school transcript study and national education longitudinal study of 1988 , analysis of vocational course-taking among public high school graduates was updated to encompass trends through 1992. also expanded to include additional demographic characteristics such as disability status, parents' education, and limited-english proficiency status. vocational education: draft standards for national board certification. washington, d.c. : national board of professional teaching standards, 1996. 70p . oclc#35817851. requirements recommended by the vocational education standards committee for national board certification are organized into twelve summary standard statements. the twelve standards have been organized around student learning. they are divided into three categories: creating a productive learning environment; advanced student learning; professional development and outreach. provides a summary of the standard and an explanation of what teachers need to know, value and do in order to satisfy the standard at a high level. gives case histories from classrooms. includes feedback form. wyman, andrea. rural women teachers in the united states: a sourcebook. lanham, md: scarecrow press, 1996. 202p. isbn 0-8108-3156-2. oclc#34321265. $35.00. covers rural women who taught from the colonial american period to the late 1930s and early 1940s. six chapters include letters, diaries, and journals; amish women teachers, rural women teachers in fiction, and resources. author and subject indexes. gladys i . dratch is collection development librarian and deborah s. g a rson is head of reference services at monroe c . g utman library, harvard u niversity, graduate school of education . 21 ------------------------------------------------------------------------web browsers: untangling the world wide web joan latta konecky carla rosenquist-bohler university of nebraska-lincoln libraries abstract not only are internet resources expanding exponentially, but they are becoming more sophisticated, incorporating a variety of multimedia and hypertext components. internet documents on the world wide web may contain elaborately formatted text, color graphics, audio, and video as well as dynamic connections to other internet resources via hypertext links. in addition to providing user-friendly access to hypermedia resources, most web browsers (client software) provide a rich graphical environment for authoring and displaying electronic documents locally. 1bis article describes the world wide web and a sampling of the available web browsers. it then discusses a test project developed at the university of nebraska-lincoln libraries designed to explore the potential, demands, and pitfalls of web access to the internet, as well as to investigate hypermedia document creation in an academic library environment. the experiences with the project qonfirmed the importance of the world wide web and web browsers to this environment, so much so that providing access to these internet resources must be seen as mandatory to any academic or upper level educational library providing electronic information access. introduction in the rapidly evolving world of internet, mosaic gained enormous recognition in the popular media during 1993 as one of the brightest stars in cyberspace. due to its vivid appearance, enhanced capabilities and search friendliness, it made the world wide web's hypermedia capabilities readily accessible, quickly eclipsing the well known but simple gopher software. in fact, media coverage of mosaic led many to confuse the mosaic software with the world wide web hypertext system that it searches. mosaic is but one of many world wide web browsers developed in rapid succession to take advantage of the multimedia and hypertext nature of the web. 1bis article will describe both the world wide web and the client software designed to search it. it will also describe the web browser demonstration project at the university of nebraska-lincoln libraries, which used the mosaic client software to explore the capabilities and potential uses of world wide web browsing software in an academic library setting. educetion ubreri" • vol 1 9, no. 1 the world wide web world wide web (aka www, the web, or w3) is a unique internet resource which uses hypertext to link documents on the network. it was developed in 1989 at cern, the european laboratory for particle physics in switzerland, in order to distribute the literature of high energy physics electronically to researchers from many countries. • "by creating computer linkage from the citations of an article to the corresponding source documents, users would be able to navigate through a body of related literature online simply by following the 'electronic footnotes', which would lead readers to the full text of the materials cited in those notes" 2 as the world wide web evolved, the hypertext links expanded beyond just footnotes in documents. currently, hypertext links can appear anywhere within a document, allowing the user to make nonlinear jumps to related information anywhere, simply by "clicking" on a "link" -either some highlighted text, a picture or an icon. the related information 13 may be located in the same document or may be in a source on a computer in a different country, to the user, the transition is transparent. thus, the effortless hypertext links of the world wide web tum widely dispersed internet sources into one vast seamless resource.3 in developing the world wide web, cern employed three universal standards: hypertext markup language (html), uniform resource locator (url), and hypertext transfer protocol (http). html was based upon the standard generalized markup language (sgml) and adds formatting tags to simple ascit files. these formatting tags enable the document author to perform three functions: 1) to "display a variety offonts, images, and highlighting options", 2) to indicate structural elements in the document, such as headers, lists, and paragrapm, and 3) to provide hypertext links to other documents on the internet. 4 the uniform resource locator (url) is a unique identifier for each internet resource and serves as the "address" for connecting to that resource. a url has a standardized format of: protocol:/lhostlpath/filename the first part of the url, protocol, describes the type of internet resource, such as http (www site or hypertext document), gopher, wais, telnet, ftp or file. the second part, host, is the internet address and port of the computer where the information is stored. path refers to the directory or subdirectory on that computer and filename refers to the specific file. it is very important to include the : and i punctuation in a url.5 � the underlying protocol used to transfer documents on the web is http. unlike earlier internet protocols, http permits the transfer and retrieval of documents which have been formatted with hypertext markup language (html) and which may contain graphic, audio or video elements.6 computers that use http to send or deliver html documents to users of the internet are called "web servers." users browse the web using "web client" software (such as cello, lynx, slipknot, netscape or mosaic) on their local computers. the world wide web is a "client/server" system, composed of at least two separate computers, a "server" and a "client". a "server" is the central information provider which stores and, upon request from a "client", provides either the specific information resources or the hypertext links which point to information sources at other sites. one of the advantages of a client/server system, such as the world wide web, is that the user may choose from a variety of client programs, tailored for different needs, preferences and computing platforms.? accessing the web: web browsers the web user interface (the way it looks, how it accesses the www site, and its ease of use) is determined by the web client or "browser" software. there are many different types of web browsers, tailored to the needs, or limitations, of the user 14 and the user's equipment. the world wide web is a multi-protocol system that supports most of the earlier internet protocols; therefore, searchers can use a web browser to access and retrieve internet resources via gopher, ftp, wais, usenet, archie, telnet and bthers, without having to learn the intricacies of these other protocols.s there are a growing number of world wide web browser packages, but among the more popular browsers are lynx, cello, slipknot, mosaic and netscape. these will be discussed briefly later. access to the world wide web became an overnight sensation when the graphical wmdows-based web browsers were developed, beginning with ncsa mosaic, followed closely by cornell's cello, and later air mosaic, netscape, and a host of other competitors. these powerful graphical web browsers make using internet resources as easy as point and click. with graphical web browsers, users can access not only simple ascii text but the full multimedia resources of the internet, including formatted text, full-screen color graphics, audio recordings and video. these browsers use the www document "language," html, to display or print formatted text with headlines, subheadings, bold, italics, and different sizes and types of fonts. in most graphical browsers, the hypertext links are displayed in one color while previously selected links are remembered and displayed in another color. most web browsers are designed with an open framework, using external viewer programs to handle the different types of textual and multimedia data. this open framework allows the browser software to 1 ) be customized with different individual viewer programs, 2) easily evolve to handle new data types, and 3) be able to integrate improved viewers. the web browser software unifies these separate external programs, providing one consistent and easy to use interface for accessing many different types of internet resources.9 web browsers also provide many other capabilities. to improve the speed of access, many browsers store previously retrieved documents in cache memory on the local computer for rapid rebrowsing. an extremely valuable function of all the web browsers is the ability to develop personalized internet resource lists by saving the urls to bookmark or "hotlist" files for future reference. the urls in the bookmark lists are active hypertext links so that the user may jump directly from an entry in the bookmark file to the specified internet resource. these lists may also be exported, loaded or appended for others to use. network access issues there are several issues which must be confronted when accessing the world wide web, including type of network connection, network traffic load and operating equipment requirements. first, there are several kinds of internet connections from which to choose: dedicated or direct ethemet connection, slip or ppp connections and dial up "shell" (unix or terminal) connections. education libraries • vol 19, no. 1 dedicated connections have their own ip address, use tcp/ ip language, have unlimited access for multiple users, are very fast and expensive. slip (serial line internet protocol) or ppp (point-to-point protocol) connections are available for individual dial up users and link directly to the internet through the phone line. slip/ppp connections have complex installations which require the users to configure an ip address, load tcp/ip software, and, if they are using wmdows, load trumpet wmsock software. "shell" account connections are simple, individual connections: the user connects to the unix host as a "dumb" terminal and uses the internet software on the mainframe host, requiring little software or hardware investment. typically, though, the "shell" account user can access only text-based internet resources, such as fi'p, email, and gopher, and has access to the world wide web only through text-based browsers, such as lynx and "www," sacrificing the multimedia aspects of the web documents. recently though, the slipknot browser has circumvented the limitations of a "shell" account, providing full graphical, multimedia access to the web. second, the combination of graphics, multimedia and text in the same document puts a heavy strain on the network traffic, producing a great deal of congestion at the most popular www sites. transfer of multimedia and hypertext over the internet requires a great deal of bandwidth and can be excruciatingly slow, especially video.io this increased load can put a tremendous burden on older network systems, producing system wide slow downs. it is barely tolerable even on a very powerful machine. � the third consideration for world wide web access are the equipment requirements. generally speaking, though some graphical web client software can be run on less powerful equipment, the recommended operating requirements 1 1 are for a fast, well-equipped multimedia workstation: windows version: 80486 or pentium processor 8mg ram 200 mg hard drive wmdows 3.2, and mouse macintosh version: macintosh lciii, system 7 color monitor unix version: super vga color monitor sound board and speakers wmsock.dll 32 bit wmdows extensions (wm32s) (ncsa mosaic) 200 mg hard drive any unix machine with true color support x-wmdows despite these demands, the graphical browsers, like mosaic, slipknot and netscape, have become wildly popular. in addition, for commercial purposes, netscape corporation is offering technical support and more powerful server software which provide secure communications and server authentication for commercial transactions over the internet. many of the emerging web browsers are designed to support business applications and reflect the change of focus in the internet community from academic/research to home and commercial users. education ubrariea • vol 1 9, no. 1 a sampling of web browsers web browsers are under rapid development. within eight months, mosaic, a browser that was hailed as a "killer application" in the mainstream media and popular journals, has been replaced by other critically acclaimed browsers. as new web browsers emerge, new or improved capabilities are introduced in rapid fire, leapfrog fashion. here is a overview of a few of the better known browsers. lynx lynx was developed at the university of kansas in spring 1993 and has dos, vms and unix versions available. it is a full-screen, terminal-based client. because it is a non-graphical (non-wmdows) browser, it allows access to the www from even the lowest common denominator vt100-based terminal or older, slower computer. though lynx can search and access the hypertext resources on the web, it cannot access any of the graphic or multimedia components. l2 because it does not have to transfer the hypermedia content, it provides very rapid, efficient access to predominately textual web resources. mosaic the public domain mosaic browser, created by the national center for supercomputing applications, was first released as a unix x-windows client in early 1 993. by fall of 1993, macintosh and wmdows versions of mosaic were available. this was the first graphical browser that supported hypertext access to the www information resources, while retaining support for the other internet protocols such as gopher, fi'p, and wais. originally, the mosaic browser was problematic to install and configure, and was prone to crashing.b the latest version, enhanced ncsa mosaic, is much more robust with improved capabilities and layout. cello cello is a public domain www client designed primarily for the electronic distribution of legal information. it was developed at the legal information institute at cornell university with a grant from the national center for automated information research in mid-1993. it requires a direct ethernet or slip/ppp connection to the internet and only operates in the microsoft wmdows environment. cello has many of the same features as the ncsa mosaic client, such as history lists and bookmark files, but also includes a straightforward print feature.l4 netscape the current successor to the web browser throne of popularity is the netscape navigator browser. netscape is multiplatform product ofnetscape communications, a company formed by many of the original mosaic development team. netscape also requires a direct ethernet or slip/ppp connection to the internet. the team reduced design flaws inherent in the 1 6 original ncsa mosaic software and created a more efficient and powerful product. netscape is visually more appealing, with improved menu structures, configuration options, and operational functionality. most important, the nets cape browser performs better. netscape appe ars to run more quickly than ncsa mosaic, since the user can begin viewing a portion of the document before file transfer is complete. in addition, actual transfer speed was increased by improved screen layouts, automatic caching of previous pages, and streaming and compression techniques built into the netscape browser client. is netscape was designed for a commercial clientele, though the browser is available free of charge to educational sites. slipknot slipknot is a shareware program that was developed by peter brooks of micromind, inc., when he become frustrated by the trouble and expense of setting up a slip connection to the internet. unlike cello, mosaic and netscape, the slipknot web browser does not require a direct ethernet or complex slip/ ppp (tcp/ip) connection to the internet. slipknot operates under ms-wmdows and provides full multimedia, hypertext access to the world wide web through a dial in "shell" (terminal or unix) account. slipknot uses lynx or another text-based browser, "www'', to retrieve the web documents and images. this "shell" or unix account access makes the world wide web resources readily available to a whole new group of internet users, who only have indirect access to the internet, such as dial in and home users. slipknot still requires a fairly powerfi,,jl machine, at least a 386 with 8 megabytes of memory. though access is not as fast as a regular tcp lip connection, slipknot can retrieve documents in the background while the user continues to work on other tasks. slipknot can display up to five documents at once and queues additional retrieval requests in the background while the user is viewing those documents. the retrieved documents may be saved on the local hard disk to be redisplayed at anytime, even offline.16 although slipknot currently supports the ffp and hitp (web) protocols, it does not yet support gopher, mailto or html "forms" capabilities, though this will probably be remedied in future versions. 17 demonstration project in the fall of 1993, the university of nebraska-lincoln (unl) libraries brought up the internet resources gopher, placing it as a menu option on the libraries electronic information system/online public access catalog (opac). in addition to providing access to internet information sources, the libraries enhanced the gopher by creating original cataloging entries for the internet resources placed on the gopher. in cooperation with the campus computing resources center, the libraries also linked the opac with the campus wide information system (cwis). this cooperative gopher project 16 promoted the libraries as a knowledgeable provider of electronic information on campus, and the libraries gopher bas proved to be popular and dynamic. gopher does not, however, support multimedia or hypertext. since the unl gopher was introduced, a number of more powerful programs have emerged which take advantage of internet hypertext and multimedia capabilities. a windows gopher client bas been developed which supports graphics, but not hypertext. a number of world wide web clients which support hypertext and, in many cases, multimedia, have also been introduced in breathtakingly rapid succession (e.g. lynx, cello, mosaic and netscape). keeping pace with these rapid electronic developments and determining which are best suited to local needs are major issues for libraries with limited time, expertise and resources. in early 1994, the unl libraries' electronic resources program group (erpg) was charged with identifying, researching and making recommendations on current uses and future directions of multimedia technology in an academic library setting. in some ways this was similar to sketching an explosion, but, on the positive side, the project helped library staff feel more comfortable and well-informed about developing technologies. at that time, the world wide web was not well known, either by librarians or other faculty on campus, although the web browser, lynx--which supports hypertext but not multimedia--was available. early on, the committee decided to focus their investigation on the capabilities and design flaws of mosaic, which was the most user friendly and highly acclaimed web browser then available. in order to explore the capabilities of mosaic, erpg decided to create a "demonstration project." they envisioned using mosaic, with its expanded hypertext and multimedia capabilities, to provide services similar to those that gopher was already providing, i.e. connecting to remote internet sites, as well as the authoring and posting of library-related documents. for this project, the erpg multimedia demonstration report was actually converted to a hypertext document using hypertext markup language and made accessible on the web. the report included links to documents on other web servers to demonstrate remote searching and to show examples of sites that others were developing. the project document also contained several multimedia components, including graphics and a brief video. in this way, key issues related to both internet access and local hypermedia authoring were tested. the html version of the report is quite attractive, especially when compared to a simple ascii gopher document. graphics add visual interest and text is displayed in various font sizes and types. bold facing provides emphasis and increases eye appeal and polish. the hypertext links allow users to access only the information they have an interest in, by "clicking" on those links. education librariee • vol 1 9, no. 1 project findings the report, which was completed in the swnmer of 1994, demonstrated that multimedia resources on the internet were rapidly expanding, and recommended that the potential for more highly sophisticated academic uses justified continued investigations of internet multimedia developments and world wide web use. however, the report also identified a number of key issues related to the implementation of web access in the libraries. the first issues had to do with hardware necessary for implementation. mosaic is resource intensive, needing fast, powerful computers and a high speed campus network. the network bandwidth required to transfer hypertext and/or multimedia is much greater than that of simple ascii text via gopher. this was a major problem identified campus-wide. even the limited use of mosaic by one of the high technology laboratories on campus produced a maiked degradation of the campus network. in response to this immediate problem, as well as to prepare for projected network needs, the university embarked upon a complete re-wiring of the entire campus network with high speed category 5 wiring. the libraries were identified as one of the first sites to undergo rewiring. before a web browser could be implemented, however, the libraries had to upgrade many of the older, slower computers. this was already in process, due to the memory intensive requirements of many newer electronic resources. the libraries are moving from a terminal based opac environment to a more flexible and powerful workstation environment for both public and staff use. due to the expense of equipment upgrades, however, this will be an ongoing process over a number of years. another set of issues in fashioning a world wide web site for the libraries revolved around the administration of the web site, i.e. the establishment and maintenance of the system, creation of a homepage or homepages . for the libraries on campus, development of web structure and selection of sites. it was clear that the libraries automated systems office would assume primary responsibility for web administration, as it had for the gopher, since this fell within the existing responsibilities. it was less clear who should be responsible for other duties. it did seem necessary, however, that a number of library staff would need to be involved with establishing the web site; this included learning html, setting up homepages, developing library-related information screens, providing collection development and cataloging information and training other staff as well as the public. issues related to authoring hypermedia documents were also considered. at the time of the demonstration project, there was little html expertise in the libraries or on campus and no available documentation for converting a document into html. only months later, several hypertext guides were posted on the internet, somewhat easing this problem. the task of converting a linear document into a nonlinear hypertext format was also a conceptual challenge, requiring new ways of looking at document education librariea • vol 1 9, no. 1 structure. how does one maintain the intellectual integrity of the document when the searcher has access to a multidimensional maze of interconnected information? the complexity of capturing the multimedia components (audio, video, or graphics) in a digitized format required access to additional multimedia production equipment, computer support and training. integrating these formats into a coherent and unified presentation was a real design challenge, for visualizing and constructing a multimedia guide is vastly different from preparing a linear print document. there were many questions about how various formats would coordinate and how they would appear on the screen. structuring information using hypertext requires a new way of looking at document organization. when developing the gopher, the libraries had applied existing collection development policies to the resources of the internet. subject specialists searched the internet extensively to identify sites appropriate and useful to researchers. gopher, through its two dimensional, hierarchical structure, provides inherent structure and control of internet resources. hypertext, however, provides multi-dimensional search possibilities. could/should. the libraries attempt to structure and organize web access in the same manner as the hierarchical gopher? given the range of materials available, should (or could) the libraries attempt to restrict or "censor" access in any way? in an attempt to improve access to internet resources, the libraries had developed an internet resources gopher that included a locally-developed catalog of the internet sites added to the gopher. this catalog increased the access points to the internet resources. the libraries wondered if catalogers should also do this for web sites? if so, should they continue cataloging gopher sites as well? in fact, should the libraries continue to maintain both a gopher and a web site, or should there be a plan to migrate to only a web environment? providing public access to the world wide web has its own set of issues, including training, time and control. how active a role should librarians take in training the public? what would the training format be like (organized group sessions vs. on­ demand individual sessions), and would the libraries have the ability to provide training support for classroom assignments and in-depth research projects? hypermedia documents are necessarily large files which require a great deal of time to transfer. with some browsers, all parts of the document, text and graphics, must be imported before it will display. even without a video component, this can be quite a lengthy wait. the speed of transfer is also impacted by the traffic clogging the network. should the libraries attempt to restrict the length of time a user can spend on a public access web station if others are waiting? how many workstations will be needed to meet the public demand when sessions can be so lengthy? and a related issue, how many workstations can the libraries "afford" to dedicate to web browsing, without denigrating access to other electronic resources? 17 j dealing with issues the mosaic demonstration project was extremely useful in giving the libraries a greater understanding of the potentials and problems in using a hypermedia web browser (either mosaic or a similar product), both for providing expanded internet access and as a document authoring tool. in order to deal with the issues and questions described above, the libraries formed several committees to oversee various aspects of the introducing web browsers. a multimedia implementation committee was charged with making recommendations about which browser to implement, the placement of browsers, staff training needs, and training development. the committee also developed computer use guidelines to address issues such as time limitations and appropriate use. a homepage committee was created to begin developing the libraries web site. an existing library handouts committee agreed to take on the task of creating informational documents using hi'ml. the multimedia implementation committee was still in the process of evaluating web browsers when the first beta version of netscape was released the capabilities of even the early beta versions were so promising that the computing resources center and the libraries quickly selected netscape rather than mosaic as the browser of choice on campus. currently, nets cape seems to be the most successful web browser available. however, in the rapidly changing internet environment, another browser could quickly take the lead. as of this writing, the libraries are in the process of establishing world wide web access on staff workstations. due to current wiring, bandwidth and equipment capabilities, however, not. all library staff will begin with netscape access. staff who do not need multimedia capabilities will continue to use lynx, which functions well on existing equipment. other staff members will use slipknot, which does not require a direct network connection and does not inhibit access to telecommunications software. the libraries homepage is ready, though certain links are still under construction. the first public access web stations, using the netscape browser, should be available within weeks. the libraries will start with a small number (probably 3-4) public browsers placed in the reference area of main library and one in each of the larger branches. as new workstations are purchased and the campus re-wiring is completed, additional public and staff netscape workstations will be added. staff training is underway. all staff have had the opportunity to attend a general training session and, as they receive access to a web browser, staff are given more in-depth training. in addition, the libraries are in the process of building a new high-tech classroom. recognizing the rapid proliferation of sophisticated electronic library research tools, as well as the increased training required to master these tools, the libraries plan to use this room extensively to provide more comprehensive, hands-on computer training opportunities to both library staff and users. this room 18 should be completed in the fall 1995, and can be used for web training as well as training on many other electronic resources. however, plans have not been made yet for public training, rather, we are waiting to see what the need will be. the libraries are adopting a flexible policy similar to the one that worked well in gopher development; that is, not to attempt to have all the answers or anticipate all the related issues when embarking on the project. although staff have tried to anticipate problems, in such a rapidly changing environment it is impossible (and even counter-productive) to plan for every eventuality. this is something of a paradigm shift for librarians who have in the past been expected to be "experts" (and who are accustomed to knowing the answers). a willingness to experiment and take risks are valuable attributes for librarians in this evolving electronic environment. it is likely that the librarians will be learning right along with (or even from) the users. conclusion the internet continues to expand in resources and in complexity. tools like gopher, which seemed powerful and innovative only a few years ago, are being superseded by next generation client/server programs (web browsers), which access the hypermedia resources on the internet. simple ascii documents are enhanced with a broad range of multimedia components and connected dynamically to other documents by hypertext links. multimedia adds an additional layer of information to documents, augmenting their educational potential. but, perhaps more important, hypertext is redefining the way internet users find and use information, changing the entire concept of what is meant by a "document" and eliminating traditional document boundaries. the dynamic search potential of the world wide web browsers makes them critically important to scholarly pursuits. these browsers allow researchers a new freedom to relate and intellectually process pieces of information from multidisciplinary sources. despite the challenges encountered in attempting to keep pace with increasingly sophisticated technologies, the university of nebraska-lincoln libraries are convinced that providing access to these resources is vitally important to any academic or educational library whlch aims to stay at the forefront of scholarly information access. education ubreriea • vol 1 9, no. 1 bibliography ' herbst, kris. ( 1994 ). the master weaver: an interview with tim berners-lee, creator of the world-wide web. internet world, 5, (7), october, p.78-79. 2 barry, jeff. ( 1994). the hypertext markup language (html) and the world-wide web: raising ascii text to a new level ofusability. the public-access computer systems review, 5, (5), p.5-62. to retrieve this article, send the following e-mail message to listserv@uhupvrn1.uh.edu: get barry prv5n5 f=mail or use the following url: gopher://info.lib.uh.edu:70/00/articles/e-journals/ uhlibrary/pacsreview/v5/n5/barry.5n5 3 powell, james. ( 1994). adventures with the world wide web : creating a hypertext library information system database, 17,(1), february, p.59-66. 4 ibid. 5 morgan, eric lease. ( 1994). the world wide web and mosaic: an overview for librarians. public-access computer systems review, 5, (6), p.5-26. to retrieve this article, send the following e-mail message to l istserv@uhupvrn1.uh.edu: get morgan prv5ns f=mail or use the following url: gopher://info. l ib.uh.edu:70/00/artic les/e-journals/ uhlibrary/pacsreview/v5/n6/morgan.5n6 6 machovec, george s. ( 1994). mosaic: ncsa internet network navigational tool. online libraries and microcomputers, 12,(3), march,p. 1-5. 7 baker, frank m. (1994 ). navigating the networlc with ncsa mosaic. educom review, 29,(1), january/february,p. 46-5 1 . education ubrariea • vol 1 9, no. 1 s morgan, eric lease. op cit. 9 machovec, george s. op cit. 1o polly, jean armour and steve cisler. ( 1994) internet @lj: what's wrong with mosaic? library journal, 1 19, (12), july, p.32-33. u morgan, eric lease. op cit. 12 notess, greg r. ( 1994) lynx to the world wide web. onune 18 ,(4), july,p.78-82. 13 wiggins, richard w. op cit. 14 eager, bill. (1994). using the world wide web. indianapolis, in: que corporation. 15 smith, ben. (1995). internet with style. byte,20,(1), january, p.197-200. 16 mckenna, patrick. slipknot, wrndows browser for the web. newsbytes. october 14, 1994. 17 dern, daniel p. comdex, socks and slipknot. .net--the internet magazine. february, 1995. p. 28. joa n latta konecky is the coordinator for e lectronic r eference services a nd a member of the e lectronic reference program group. carla rosenquist-b uhler is a reference and education liaison librarian and a member of the m u ltimedia i mplementation tea m. both have been a ctively involved in gopher and world wide web deve lopment at the univers ity of nebras ka-lincoln libraries. the a uthors may be reached via e-mail : joank@ unllib. unl .edu carlarb@unllib.unl .edu 19 departmen ts n ew a n d fort h co m i n g at referen c e compiled by gladys 1. dratch and deborah s. garson bottani, norberto. education at a glance. paris: organisation for economic co-operation and development; washing­ ton, d.c.: oecd publications and information centre (dis­ tributor), 1 992. 148p. isbn 92-6403692-x. oclc#26710707. a first effort at gathering and reporting comparative infor­ mation on education in the oecd countries with an international set of indicators that present in statistical form key features of educational systems. four main sections present information on demographic, economic and social aspects of education systems, features of education systems, and outcomes of education. brown's directory of instructional programs. prepared and compiled by brown publishing network. mendham, nj: infinity impressions, 1992. 12v. oclc#25558987. $200.00 (set est.). subject volumes provide detailed descriptions of available instructional programs, including software programs, arranged by publisher for grades k-8 and 7-12. price covers both grade level sets; individual subject volumes may also be purchased. the next edition of this annual publication is expected in march 1993. cabell's directory of publishing opportunities in education. david w. e. cabell, ed. beaumont, texas: cabell pub. co., 1992. 3rd ed. 2v . ( 1 234p.) isbn 0-91 1753-05 -2. oclc#26596834. $69.95. assists authors in determining appropriate journals for manuscript submission by providing such information for indi­ vidual journals as the type of review process, acceptance rate, circulation, type of readers the journals seek to attract, manu­ script guidelines and criteria. covers over 430 journals· arranged alphabetically and by topic areas. the condition of bilingual education in the nation: a report to the congress and the president. washington, d.c.: u.s. dept. of education, office of the secretary, 1992. 80p. isbn 0-16-036028-5. oclc#25806567. free. ito reports on the status of programs, research, and training activities of the office of bilingual-.. eeocation and minority language affairs. the section on identification, placement, and demographics of limited english proficient students is accompa­ nied by various tables. dryer, sharon spredemann. the best of bookfinder: a guide to children' sliteratureabout interests and concerns ofyouth aged 2-18. circle pines, mn: american guidance service, 1992. 451p. isbn 0-88671-440-0. oclc#25998342. $75.00. this volume updates bookfinder by providing selections (676 books) from the three earlier volumes (for books published through 1982) which are of current value and interest for today's youth. lengthy annotations include reading level and other available formats. contains subject, author, title indexes and publisher/producers directory. educational programs that work. longmont, ca: sopris west inc., 1992. 18th ed. 1 v.(various pagings). isbn 0-99458446-2. oclc#26088378. $14.95. gives programs found to be ' ex�mp.lary' by the dept. of education's program effectiveness panel. programs are divided into 18 sections and arranged alphabetically by program title. the 1 8 s ections i nclude ad ul t education, reading, and preservice\inservice training. includes alphabetical eric descriptor index of the programs. encyclopedia of higher education. burton r. clark and guy r. neve, eds. oxford; new york: pergamon press, 1992. 1st ed. 4v. (2530p.) isbn 0-08-037251-1. oclc#25675576. $1500.00. covers the higher education systems of over 135 countries. more than 300 articles by international scholars are grouped thematically within the four volumes. volume 1 contains country reports; volumes 2 and 3, topical analyses; volume 4 discusses the core subject disciplines in higher education. erickson, judith b. directory of american youth organizations: a guide to 500 clubs, groups, troops, teams, societies, lodges, and more for young people. minneapolis, mn: free spirit pub., 1991. 4th ed., 1992-1993. 174p. isbn 0915793-36-9. issn 1044-4440. oclc#25407131 and #18396423. $18.95. focuses on national nonprofit organizations providing ac: tivities under adult supervision for children and youth of high school age and under. arrangement by subject categories with sections of selected readings and resources for administrators and leaders. foertsch, mary a. reading in and out of school: factors influencing the literacy achievement of american students in grades 4, 8, and 12, in 1988 and 1990. prepared by educational testing service under contract with the na­ tional center for education statistics. washington, d.c.: office of educational research and improvement, u.s. dept. of education: for sale by the u.s. g.p .0., supt. of docs., 1992. 64p. isbn 0-88685-126-2. oclc#19920714. $3.75. presents reading assessment results based on nationally representative samples of 4th, 8th and 12th grade students for the years 1988 and 1990. report focuses on relationships between student reading and background factors including home influ­ ences and demographic characteristics. grymes, john a. and irene baden harwarth. historical trends: state education facts, 1969-1989. washington, d.c.: na­ tional center for education statistics: for sale by the u.s. g.p.o., supt. of docs., 1992. 198p. isbn 0-16-038002-2. oclc#26737241. $13.00. this second edition consists chiefly of tables of public elementary, secondary, and higher education data by state and region. excludes race/ethnicity/gendercharacteristics. the fore­ word states that nces will continue this publication as a series. the first edition (1988) covered the years 1975-1985. the handbook of family-school intervention: a systems per­ spective. marvin j. fine and cindy carlson, eds. boston: allyn & bacon, 1992. 477p. isbn 0-205-13024-0. oclc#23217220. $46.95. chapters include a theoretical overview; an exploration of ethnicity in the context of family-school situations (black, asian­ american, hispanic, native american); family problems by type; intervention models; professional issues and future direc­ tions. chapter references generally lengthy. hoffman, charlene et a!. historically black colleges and uni­ versities, 1976-1990. washington, d.c.: u.s. dept. of edu­ cation, office of educational research and improvement: for sale by u.s. g.p.o., supt. of docs., 1992. 93p. isbn 016-037971-7. oclc #26249069. $6.50. consists chiefly of tables and graphs which provide data for enrollment, degrees, staff and salaries, finance, revenue and expenditures. introductory narrative provides an overview ofthe 15 year period. kaufman, phillip. a comparison of vocational and non-voca­ tional public school teachers of grades 9 to 12. washing­ ton, d.c. : u.s. dept. of education, office of educational research and improvement, national center for education statistics: for sale by the u.s. g.p.o., supt. of doc., 1992. 64 p. oclc#25806567. $4.00. describes and compares characteristics of vocational and non-vocational teachers using the 1987-1988 schools and staff­ ing survey. numerous tables together with an appendix contain­ ing methodology and technical notes. kids count data book: state profiles of child well-being. washington, d.c.: center for the study of social policy, 1992. (imprint varies: greenwich, conn.: annie e. casey foundation) . 3 rd ed. 148p. issn 1060-9814. oclc#23125155. $17.50. tables for state and national profiles of child well-being include a variety of family and health indicators for comparison. contains trend data for the 1980's and current national ranking for individual states. this annual began in 1990. mccaul, robert l. and peter p. deboer. annotated list of chicago tribune editorials on elementary and secondary education in the u.s., 1852-1971. lewiston, n.y.: edwin mel len press, 1 992. 312p. isbn 0-7734-9595-9. oclc#26255293. $75.92. arranged chronologically, with indexes to names, titles, subjects, and indexes. national directory of nonprofit organizations, 1992. rockville, md: the taft group, 1992. 3rd ed. 3v. (5767p.) isbn 1879784-55-6 (set). oclc#25750075. $379.05. provides basic information on over 256,000 organizations with incomes $25,000 or over in volumes 1 (2v) and $100,000 or over in volume 3. data source is internal revenue service. subject and geographic indexes. national guide to funding in higher education. stan olson, ruth kovacs and suzanne haile, eds. new york: founda­ tion center, 1992. 2nd ed. 1012p. isbn 0-87954-443-0. oclc#26181482. $143.75. designed for grantseekers looking for foundation and cor­ porate support for higher education. entries total 3,532 grantrnaking foundations and 148 direct corporate giving pro­ grams. entries are arranged alphabetically by state. five indexes to the descriptive entries include types of support index and geographic index. companion volume national guide to fund­ ing for elementary and secondary education (1991). peterson, carolynsue.referencebooks for children. metuchen, nj: scarecrow press, 1992. 4th ed. 399p. isbn 0-81082543-0. oclc#25711184. $43.45. designed as a buying guide for school and public libraries with over 1,000 annotated entries for reference books and selec­ tion tools. arranged by broad subject areas with specific topic subdivisions. includes spring 1991 prices for purposes of selec­ tion. author, title and subject indexes. 2t peterson's colleges with programs for students with learning disabilities. charles t. mangrum and stephen s. strichart, eds. princeton, nj: peterson's guides, 1992. 3rd ed. 660p. isbn 1-56079-080-6. oclc#26132484. $24.95. this third edition contains information on nearly 1,000 programs. information is based on questionnaires sent to accred­ ited two-year and four-year colleges and universities. college profile listings are divided into colleges with comprehensive programs and colleges with special services. includes a quick­ reference table of colleges organized by state. publiceducationalexpenditure, costsandfinancing:ananaly­ sis of trends 1970-1988. paris: organisation for economic co-operation and development, 1992. 218p. isbn 92-6413784-x. oclc#27174965. this publication's purpose is to assess the public effort in favor of education. the focus is on public resources spent on public and private formal education. five chapters cover topics such as pattern of total public educational outlays, public educa­ tional expenditure, public subsidies to private education, and educational financing in oecd member countries. rollock, barbara. black authors & illustrators of children's books. new york: garland press, 1992. 2nd ed. 234p. isbn 0-8240-7078-x. oclc#24630786. $35.00. intended to provide a single reference volume in which works of black authors and illustrators of children's literature are recognized. entries are biographical sketches with photographs for some authors and illustrators. selected bibliographies accom­ pany entries. includes appendixes of publishers, bookstores and distributors. sanders, james r. evaluating school programs. newbury park, ca: corwin press, 1992. 72p. isbn 0-8039-6033-6. oclc#26402800. $14.95. this title is the foundation volume in the series program evaluation guides for schools. contains discussions of objec­ tives, principals, and core issues of school evaluation. intended for use by teachers and administrators in elementary and second­ ary schools. appendix includes annotated bibliography on pro­ gram evaluation. social studies curriculum resource handbook. millwood, ny: kraus international publications, 1992. 408p. isbn 0-52720805-1. oclc#26396469. $19.95. one title of a new series of practical references for curricu­ lum developers, education faculty and teachers. provides basic information on the background of a specific subject, such as social studies, and current information on publications, standards and special materials for grades k-12. each handbook includes 3 main sections: curriculum development; curriculum guides and supplementary materials; and textbooks, classroom materi­ als, and other materials. tools of the profession. washington, d.c.: special libraries association, 1991. 2nd ed. 192p. isbn 0-8711-1378-3. oclc#24373583. $17.50. a this is the second edition of bibliographies on subjects from the 16 divisions of sla. the 13 page education bibliography, authored by mary m. vass of the education division, covers a wide range of basic resources in the field. includes a section on "electronic information sources". vocational education in the unitedstates, 1969-1990. e. gareth hoachlander et al. washington, d.c.: u.s. dept. of educa­ tion, office of educational research and improvement, national center for education statistics: for sale by the u.s. g.p.o., supt. of docs., 1992. 214p. isbn 0-1603-7824-9. oclc#25933725. $12.00. report based on the 1987 assessment of vocational educa­ tion coursetaking beyond· ·students specifically in vocational education. includes information on ethnic make-up of vocational education students. world education report. paris: unesco, 1991. 150p. isbn 92-3-102151-4. oclc#25061473. $40.00. this first fdition focuses on basic education problems of access and effective participation. the information is selectively taken from i�rmation available to the unesco secretariat, both official and unofficial sources. the report complements other unesco titles, such as the international yearbook of education and statistical yearbook. work, study, travelabroad: the whole world handbook. del franz and lazaro hernandez, eds. ll th ed., 1992-1993. new york: (for the) council on international educational ex­ change (by) st. martin's press, 1992. 502p. isbn 0-31207128-0. oclc#25198670. $12.95. this edition has increased the number of countries covered and includes brief descriptions of over 1,200 study, work and travel programs abroad. includes recommendations of books to read and movies to see before traveling. appendixes include listing of high school programs. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. microsoft word kohrman_formatted versions.docx education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       research article current condition of michigan curriculum materials centers and collections in academic institutions rita kohrman1 grand valley state university, grand rapids, mi abstract a 2005 sabbatical study revealed 24 unique curriculum materials centers or collections (cmcs) in michigan colleges or universities. the focus of the study was to investigate the number, characteristics, and quality of these centers and collections supporting education faculty and students. a follow up 2014 study asked how or if the michigan curriculum materials centers and collections changed due to the economic and academic changes that have occurred since 2005. introduction in 2005, the focus of my sabbatical was to investigate the number, characteristics, and quality of curriculum materials centers and collections in academic institutions in michigan. at that time, i found 24 unique centers or collections. my 2014 study asked how or if the michigan curriculum materials centers and collections changed due to the economic and academic changes which have occurred since 2005. curriculum materials centers (cmcs) are specialized centers and collections developed to support teacher education programs within colleges and universities. the cmcs are usually located in libraries or education buildings. instructional materials used in preschool through high school classrooms are found in the collections. many centers also have educational equipment found in school systems such as binding machines, laminators, poster printers, and die cuts, to name a few. henry harap (1932) is given credit for coining the term curriculum laboratory. he used it to describe centers, specialized libraries, or collections set aside for education faculty and students. the term curriculum laboratory was widely used until the 1960s, when center became the preferred designation. the publications of the seven editions of directory of curriculum materials centers have referred to these collections and facilities as centers since 1981.                                                                                                                           1  rita  kohrman  is  currently  the  education,  curriculum  materials  library,  and  juvenile/young  adult  literature   librarian  at  grand  valley  state  university  libraries  in  the  grand  rapids,  mi.  she  received  her  bachelor’s  degree   from  st.  andrews  presbyterian  college  in  laurinburg,  nc.  she  received  her  master’s  in  library  science  degree  in   1993  from  wayne  state  university  in  detroit  with  a  k-­‐12  library  certification.  since  joining  gvsu  libraries  in  1994,   ms.  kohrman  received  a  master’s  in  education  (adult  and  higher  education)  degree  from  gvsu  in  2003.  her   research  interests  include  library,  computer,  and  research  anxieties  of  education  graduate  students  and  curriculum   materials  collections  and  centers.  her  passion  for  teaching  the  research  process  is  reflected  in  her  self-­‐ identification  as  a  teacher-­‐librarian,  and  in  2003,  she  was  awarded  the  pew  excellence  award  for  library  faculty.   education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       while some cmcs may still use the term laboratory, such as michigan’s oakland university’s educational resources lab, many colleges and universities use center, library, or collection when referring to their education curriculum materials and/or equipment. carroll (1961) found the variation in terms (laboratory, lab, center, collection, library, etc.) to be one reason for the confusion and misunderstanding when researchers study cmcs. my 2005 sabbatical study of michigan cmcs confirmed carroll’s observations of name confusion. when initially contacted in 2005, education librarians or education staff or faculty did not understand that i was interested in not just curriculum materials centers. i was also curious if education faculty and students had access to curriculum resources that may or may not be located in centers or libraries. survey respondents would often say something to the effect that they had curriculum materials and/or textbooks located in the library but no machines, which are common in cmcs. the term ‘centers’ seemed to confuse the respondents (kohrman, 2006). literature review the first major study of cmcs located in the united states was by beatrice leary in 1938 and revealed 35 facilities located in academia. frances drag’s 1947 study reported 145 centers or collections. in 1981, lois j. lehman and eva l. kiewitt described 187 cmcs. the 2009 directory published by the association of college and research libraries (acrl) reported 204 centers or collections. an ad hoc committee was appointed in 2014 by the executive board of the education behavioral social sciences, a division of acrl, and was charged to compile information for an updated directory. the 2015 directory survey elicited 161 responses (gregor, kohrman, lueck, teel, & walker, 2015), a 21% drop since 2009 and even lower than the 1981 lehman and kieweitt 187 cmcs (13%), possibly confirming the anecdotal reports of cmc closures. the 2015 decline found in the cmc directories confirmed my 2014 study. there were major changes in michigan’s academic cmcs since 2005 due to financial fluctuations within higher education because of the economic downturn. this was not surprising when remembering how much the 2008 economic struggles (stock market loses, bernard madoff investment fraud, etc.) affected many individuals and organizations, even michigan colleges and universities. methodology in 2014 as in 2006, the education and curriculum interest group (ecig) membership roster provided the initial contact list. ecig is an organization of education librarians and cmc personnel found in michigan colleges and universities. also consulted was the michigan department of education website for a current list of approved education preparation programs. the college/university’s education, library, or cmc websites were located and reviewed for contact information. telephone contact was made with education faculty, staff, librarians, or cmcs personnel gleaned from the websites. personal visits were made whenever possible. interviewees answered a set up questions regarding changes since 2005 to collections and other resources, as well as space. open-ended questions allowed a sense of informal conversations. findings the 2014 michigan study revealed six other collections or centers of curriculum materials that were not included in my 2005 study. two cmcs were not counted in the 2005 study (madonna university and northern michigan university), due to incorrect information given to me at the time. four colleges opened cmcs since 2005 (baker college campuses at education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       allen park, cadillac, and muskegon and miller college). university of michigan had a curriculum materials center in 1955 (st.cyr, 1955), but closed it just prior to the 2005 study due to financial constraints (m. freeland, personnel interview, june 2005). it was not a part of the 2005 sabbatical study as it did not exist when the study commenced. kalamazoo college was in the process of closing their cmc at the beginning of the 2005 study and was included. statistics for the 2014 study were drawn from the 26 cmcs that were operational in 2005. of the 26 cmcs, 62% (n=16) of michigan cmcs remained static or stayed open and had not undergone any major changes since 2005. seven cmcs (27%) either closed completely or were in the process of closing their facilities and giving their collections away to students or faculty or relocating the collections to the academic libraries. four (15%) had their collections or centers dramatically reduced in square footage and deselected their resources. one facility (4%) merged with the second center located near the college of education. a smaller print collection at the main library serves the content faculty and students located on the larger campus approximately 14 miles away. after deselecting their collections, six centers (23%) relocated either all or a portion of the collections to the main library. a variety of reasons for the changes were given by the ten cmcs which either closed, reduced their square footage, or merged with another existing cmc. the two main explanations for the dramatic changes were budget costs (80%, n=8) or needing the space for other purposes (80%, n=8). four (40%) cmcs cited the cost of staffing as a third reason for the changes. low usage was given as an explanation by two (20%) cmcs. one (10%) cmc would no longer offer an education degree/certification program; therefore, the reason for a center was no longer applicable. since my 2014 study, two cmc personnel contacted me directly to report updates. central michigan university at first had reduced their kromer instructional materials center from approximately 9,000 square feet to approximately 900 square feet, when a new education building was constructed. most of the k-12 textbooks and the juvenile and young adult literature collections were moved to the university’s park library. with the implementation of the cmu reading clinic, many textbooks and children’s reading materials were relocated to the clinic for utilization in their k-8 reading workshops. the cmu reading clinic is housed in the college of education and human services (r. alford, personal communication, september 21, 2015). the kromer instructional materials center has broadened their focus by providing “appropriate resources and service . . . with manipulative materials, kits, games, puppets, charts, maps, models, and other resources that can be used in many educational settings” (central michigan, n.d.a, para.4). the center has turned towards a focus on technology that applies to areas that benefit all departments and centers at cmu. kromer still provides access to limited educational equipment such as die cuts, binding machines, and laminators. other centers within the cmu’s school of education have opened which provide more of a laboratory learning environment for in-service and pre-service teachers (central michigan, n.d.b). calvin college’s curriculum center was originally closed in 2014, with more recent and popular materials moving to the hekman library. since then, the education faculty and the education librarian have visited other local cmcs to evaluate the cost and viability of reopening a smaller curriculum collection at calvin college within the library. a materials budget has been allocated and a new location has been designated within the library better suited to meet the browsing needs of the education students. (l. dye, personal communication, august 6, 2015). other changes since 2005 offered interesting possibilities or transitions for cmcs. miller college and kellogg community college (kcc) currently share campus grounds. they have an education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       agreement where kcc provides library services and resources to miller college faculty and students. miller college education department has a small k-5 elementary collection which has slowly decreased in size due to non-return of materials or portions of the kits (m. dodson, personal communication, august 6, 2015). kcc library has a small collection of early childhood materials (k. frost, personal communication, august 6, 2015). a cooperative venture would allow the two colleges to share education curriculum materials and expand the collection for optimum student benefit. sharing resources is not a new concept in librarianship. the sharing of curriculum materials may be one way for colleges and universities with education programs to provide these necessary materials and services to students and faculty. a successful cooperative alliance between university of washington – bothell and cascadia community college (now cascadia college) has been operational for a number of years (d. rowland, personal communication, august 6, 2015). both institutions are located within walking distance similar to miller college and kcc. carr and lewis (2012) emphasized the importance of networking or “the creation of new partnerships and collaborations . . . [between cmc librarians,] teacher education colleagues and their primary clients” (p. 241). many other colleges and universities should consider cooperative programs that share resources. another example for cmcs to consider is to share their resources with those not affiliated with the institutions. public patrons, such as in-service teachers, homeschoolers, religious organizations, or businesses, are known to visit cornerstone university’s curriculum materials center and grand valley state university’s downtown curriculum materials library to use their resources (g. bolger, personal communication, august 13, 2015; d. oster, personal communication, august 12, 2015). an example of this type of outreach being taken to a higher level is at the teaching resources center outreach office (trc) of east carolina university. the trc, in support of the walter and daisy carson clinical schools network in east carolina’s school of education, offers access to an educator library card to approximately “564 schools with over 22,500 teachers who participate in partnership efforts” (east carolina university, college of education, n.d., para.3 ). k-12 educators in a 36 county region of eastern north carolina have “free access to the materials in joyner library, to increase awareness of the resources and materials in joyner library and to show our commitment and support to the area educators (east carolina university, joyner library, n.d.a, para.4). the trc also holds a “networking summit that provides a variety of roundtable discussions on current topics for k-12 school media personnel” (east carolina university, joyner library, n.d.b, para.6). these examples of expanding outreach beyond the intended academic audience and the confines of bricks and mortar are ways cmcs show commitment, support, and viability of their centers and collections to all educators both pre-service and in-service. some michigan cmcs are expanding or re-imagining their facilities with an eye on educational technology and technology sharing. albion college and oakland university have placed greater emphasis on technology found within the k-12 environment. during the 2005 study, albion college’s ferguson center for technology-aided teaching and learning was temporarily closed due to remodeling. since then the facility has reopened with even more emphasis on technology. a few examples for technology at ferguson center includes students’ use of ipads and swivel devices to aid in recording for flipped classroom lessons, creation of websites or webquests, use of interactive whiteboards, and creation of e-portfolios using wordpress or weebly (g. cox, personal communication, september 15, 2015). education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       oakland university’s educational resources lab (erl) continues to find ways to collaborate with local school districts and to integrate currently used technologies into the erl’s collections. they work with education faculty who teach methods courses and students in field placements to support learning and strategies for technology integration into the lesson planning, while not ignoring the use of print curriculum resources available at the erl (b. campbell, personal communication, august 17, 2015). a well-balanced cmc should look to the local community and school districts as well as schools of educations to determine the characteristics and skills for a marketable in-service teacher. recognizing the escalating costs of curriculum materials, cmc/education librarians and staff should investigate the availability and variety of curriculum e-books, including k-12 etextbooks and open education resources (oer). cmc staffs need to stay abreast of the variety and types of educational technology and apps and how to evaluate their usefulness as more k-12 schools are venturing into virtual learning. a concern is how cmcs, faced with the ever shrinking budgets and staff, are to manage the continual changing nature, upkeep, and costs of technologies. while some cmcs may not be able to include technology within their collections, being aware of the international society of technology in education standards (iste) for teachers and students will enhance and guide the cmc mission, vision, services, relevance, and viability. judy walker (2001) stressed the supportive nature of cmc personnel when assisting education students to understand and find appropriate technologies for lesson planning. this allows the student teachers and the classroom students to become “competent in the operation and use of all instructional technology” (p. 161). the final sentence in her chapter on technology within cmcs speaks volumes: “these services may or may not be available within the confines of the cmc; but, regardless of their location, the cmc staff should be able to promote them to students and faculty” (p. 161). discussion and conclusion although some of the above cmcs seem to be outside of the traditional images of cmcs, they fit perfectly with the iste standards. if one paraphrased the iste standards, the cmcs should 1) facilitate and inspire learning and creativity, 2) design and develop learning experiences and assessments, 3) model work and learning, 4) promote and model citizenship and responsibility, and 5) engage and encourage student teachers in professional development and leadership (iste, 2008). when cmcs should provide a variety of services beyond the usual education equipment (die cuts, laminators, binding machines) by making available, promoting, using, and evaluating education technology, software, and apps, then students see how iste’s standard 1 can facilitate and inspire learning and creativity. when cmcs model the endless opportunities for instructional design experiences and assessments (iste standard 2), they are promoting and demonstrating responsible citizenship and professional development (iste standard 3 & 4). reaching beyond the cmcs walls to collaborate with and serve other academic departments, institutions and communities, validates the leadership potential that teachers have in and to society (iste standard 5). cmcs must continue to adapt to the changing nature of education as seen in emerging technologies, resources, services, instructions, and collaboration beyond the cmcs walls (brisco, 2012). budgets, space, staffing, usage, and mission must keep up with the changes occurring in education. how cmcs looked in 2005 and in 2014 is guaranteed to change by 2025. the questions and needs will constantly change. staying relevant is necessary. adapting and education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       transforming is the key. this is the transformative nature of education. this is the transformative nature of curriculum materials centers and collections. references association of college and research libraries, education and behavior sciences section. (2009). directory of curriculum centers (6th ed.). chicago, il: association of college and research libraries. brisco, s. (2012). staying relevant: re-engineering for the future. in r. kohrman (ed.), curriculum materials collections and centers: legacies from the past, visions of the future (pp. 199-224). chicago, il: association of college and research libraries. carr, j. a., & lewis, a. k. (2012). curriculum access and creation in the cmc of the future. in r. kohrman (ed.), curriculum materials collections and centers: legacies from the past, visions of the future (pp. 225-243). chicago, il: association of college and research libraries. carroll, c. j. (1961). an annotated bibliography of curriculum libraries, curriculum laboratories, and instructional materials centers. sacramento, ca: state of california, department of education, curriculum laboratory. central michigan university, college of education & human services. (n.d.a). about the kimc. retrieved from the kromer instructional materials center website: https://www.cmich.edu/colleges/ehs/unit/kimc/pages/about-the-kimc.aspx central michigan university, college of education & human services. (n.d.b). cehs centers. retrieved from https://www.cmich.edu/colleges/ehs/unit/pages/default.aspx drag, f. l. (1947). curriculum laboratories in the united states. education monograph, no. 15. san diego, ca: curriculum laboratory, office of the superintendent of schools, san diego county. east carolina university, college of education, office of teacher education. (n.d.). the walter and daisy carson latham clinical schools network. retrieved from the office of clinical experiences website: http://www.ecu.edu/cseduc/oce/oceinternshipprocedures.cfm east carolina university, joyner library. (n.d.a). teaching resources center library educator card. retrieved from the teacher resource center website: http://www.ecu.edu/cslib/trc/educatorcard.cfm east carolina university, joyner library. (n.d.b). teaching resources center outreach office. retrieved from the teacher resource center website: http://www.ecu.edu/cslib/trc/outreachoffice.cfm gregor, m., kohrman, r., lueck, l., teel, l., & walker, j. (2015). directory of curriculum materials centers and collections (7th ed.). charlotte: university of north carolina charlotte. retrieved august 13, 2015, from http://libres.uncg.edu/ir/uncc/listing.aspx?styp=ti&id=18079 harap, h. (1932, april). the curriculum laboratory. new york state education, 19, 634. international society for technology in education. (2008). iste standards for teachers. retrieved from http://www.iste.org/standards/iste-standards kohrman, r. (2006). a comparison study of the college and university curriculum resource centers in the state of michigan. sabbatical report. allendale, mi: grand valley state university. retrieved from http://works.bepress.com/kohrmanr/3/ education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       kohrman, r. (2014, october). current condition of curriculum materials centers & collections in academic institutions in the state of michigan. poster presented at michigan library conference, lansing, mi. retrieved from http://works.bepress.com/kohrmanr/8 lehman, l. j., & kiewitt, e. l. (1981). directory of curriculum materials centers. chicago, il: association of college and research libraries. leary, b. l. (1938). curriculum laboratories and divisions: their organization and function in state departments of education. bulletin 1938, no. 7. washington, dc: government printing office. retrieved from eric database. (ed542801) st. cyr, c. r. (1955). present and potential users of the university of michigan curriculum materials center (unpublished doctoral dissertation). university of michigan, ann arbor, mi. walker, j. (2001). technology and the cmc. in j.a. carr (ed.), a guide to the management of curriculum materials centers for the 21st century (pp. 148-163). chicago, il: association of college and research libraries. education  libraries,  38:1  (2015)   ©  education  division,  special  library  association       appendix new and forthcoming at reference compiled by gladys i. dratch and deborah s . garson accommodations in higher education under the americans with disabilities act (ada): a no-nonsense guide for clinicians, educators, administrators, and lawyers. michael gordon and shelby keiser, eds. dewitt, ny: gsi publications. new york: guilford press, 1998. 236p. isbn l -57230-359-x. oclc#38580172. $30.00. provides information about the process for identifying and accommodating disabilities under the americans with disabilities act. chapters cover postsecondary educational accommodations, test accommodations, l egal requirements, attention-deficit /hyperactivity disorder, learning disabilities, mood and anxiety disorders, physical disabilities, and visual disorders. includes chapter references, a variety of resources on associations, agencies, and internet sites. also provided are the association on higher education and disability (ahead) guidelines for documenting a learning disability, and adhd consortium guidelines for documenting attention-deficit/hyperactivity disorder in adolescents and adults. american education annual: trends and issues in the educational com m u n ity : a cademic yea r i 9971998. mary alampi and peter m . comeau, eds. detroit: gale, 1999. 804p. isbn 0-7876-3001-2. issn 15221237. oclc#40063558. $ 125.00. contains forty-eight essays and ten reprinted articles on significant issues, research, and events in american education for 19971998. essays include historical context, different positions on the issues, key figures, effects, future impact, a bibliography and further reading. state, local, and national topics are covered, such as the 1997 initiatives in children's educational television, california basic educational skills test, denver's bilingual education program, and national testing standards. includes an appendix of contributors. the general index lists the names, topics, and terms discussed in this volume. future editions will have a cumulated index for names and terms covered in previous editions. advisors to this first edition include sla education division members karen bacsanyi, linda golian, and mary vass. barker, cornelius l. and claudette j. searchwell. writing mea n in gfu l te a c h e r eva l u a t i ons-r i g h t no w ! : th e principal 's quick-start reference guide. thousand oaks, ca: corwin press, 1998 . 60p . isbn 0-8039-6732-2 . oclc#38856096. $59.95. this guide is meant to assist administrators with teacher evaluations. the first part contains performance statements for the categories of teacher proficiency with curriculum, evaluating student growth, preparation and readiness, instructional performance, and interaction/climate. the second part contains suggestions for areas of concern about teacher performance, sample written evaluations, other aids, and a cross-reference of key terms in the text. best ideas for reading from a merica 's blue ribbon schools: wh at awardwinn in g elem e n tary and middle sch o o l principals d o . national association of elementary school principals. thousand oaks, ca: corwin press, 1998. l 40p. isbn 0-8039-67721 . oclc#39765445. $43.95. the descriptions are written by school principals and incorporated into four sections illustrating the best ideas for working with individual students, facilitating reading in small groups, engaging entire classrooms and grade levels, and involving everyone in the school. the 1996-1997 blue ribbon elementary and middle schools are arranged by state. this is the third in the series of best ideas from america's blue ribbon schools ( 1994, 1995). education libraries vol. 23, no. 1 1s d e p a r t m e n t s bozeman, william c. educational technology: best practices from america 's schools. 2nd ed. larchmont, ny: eye on education, 1 999 . 283p . isbn 1-88300 1-59-5. oclc#39 14306 1 . $39.95. compiles exemplary programs and projects in u . s . elementary and secondary schools. several chapters discuss computer technology concepts and instructional computer applications. the program and project profiles are based on a 1 997 literature review and a survey of nominations requested from state departments of education, professional organizations, and leaders in the field. index by keywords, level of schooling, and state. appendix of professional publ ications, associations and organizations. cabell 's directory of publishing opportunities in education. david w.e. cabell and deborah l. english, eds. 5th ed. 2 vols. 1 3 19p. isbn 0-9 1 1 7531 2-5. oclc#40450800. $89.95. entries for over 440 journals provide contact information, circulation data, number of reviewers, acceptance rate, time required for review, the availability of reviewer comments, type of readers, and manuscript topics. manuscript and publication guidelines and format for submission are also described in detail. the index classifies journals into 27 topic areas. chute, alan g. et al. the mcgraw-hill handbook of distance learn ing . new york : m c grawh i l l , 1 999 . 236p . isbn 0-07-0 12028-5. oclc#39923563. $39.95. intended for individuals assisting their organizations to implement distance learning programs. chapters include audio, video, and computer-based distance learning technologies; advanced computer technologies, such as computer conferencing and the internet; designing a distance learning system; program design, del ivery, and evaluation; system management and expansion; and special issues for educational institutions. glossary, appendix of vendors, and index. the forgotten half revisited: a merican youth and young fam ilies, 1988-2008. samuel halperin, ed. washington, dc: american youth policy forum, 1998. 182p. isbn 1-88703 1 -63-4. oclc#40556272. $ 15.00. reports on the accomplishments of youth, ages 1 8-24, since the publication of the previous reports of the william t. grant foundation commission on work, family, & citizenship: the forgotten half: non-college youth in a merica and pathways to success for a merican youth and young families (both 1 988). education libraries vol. 23, no. 1 a summary precedes the introduction. chapters cover a statistical overview, public opinion, the american family, community resources, school reform, postsecondary education employment, and youth service. chapter notes. gender gaps: where schools still fail our children. american association of university women. new york: marlowe & co., 1 999. 208p. isbn 1 -56924-665-3. oclc#40073887. $ 1 3.95. this report, commiss ioned by the aauw education foundation, is the follow-up of the 1 992 report, how schools shortchange girls. the american institute of research conducted the research on the progress toward equity since the early report. chapters discuss and compare progress in course-taking patterns, assessment, standards, educational risks and resil iency, extracurriculars, and student career choices. the final chapter describes some educational trends for monitoring in the next decade. includes tables, endnotes, bibliography, and index. grading the nation 's report card: evaluating naep and transforming the assessment of educational progress. james w. pellegrino et al., eds. committee on evaluation of national and state assessments of educational progress, board on testing and assessment, commission on behavioral and social sciences and education, national research council . washington, dc: national academy press, 1 998. 280p. isbn 0-309-06285-3. oclc# 4004351 4. $42.98. from a congressional m andate the national research council's committee on the evaluation of national and state assessments of educational progress examined naep's mission and measurement objectives; sampling, design, and analysis strategies; framework and assessment development and achievement-level-setting processes; and the reporting and utility of naep's results. incl udes executive summary, references, appendixes, and index. handbook of group intervention for children and families. karen callan stoiber and thomas r. kratochwil l , eds . boston: allyn and bacon, 1 998. 428p. isbn 0-205156959. oclc#37567278. $49.95. this work is intended for students and practitioners; program developers, administrators, and policymakers; and researchers and program evaluators. forty authors contributed chapters grouped under three sections: conceptualization of groups for prevention and intervention, applications for child and adolescent issues, and applications for parent and family issues. chapters contain lengthy references. d e p a r t m e n t s 1s heide, ann and linda stilborne. the teacher's complete & easy guide to the internet. web site resource materials developed by val johnston. revised and updated 2nd ed. new york and london: teachers college press, 1999. 354p. computer laser optical disk (4 3/4 in.). isbn 0-8077-3779-8. oclc#39024743. $29.95. this updated edition for teachers' use offers ideas for school projects, world wide web resources for classroom use, "how to" for developing web pages, information about listservs, e-mail and other onl ine communications, and the basics of internet connections in the schools . appendix includes a sample acceptable use policy and www curriculum links. accompanying cd-rom includes additional links for teachers and students. international handbook of science education . barry j. fraser and kenneth g. tobin, eds. dordrecht, boston: kluwer academic, 1998. 2 vols . ( 127 1p.) isbn 0-7923-3531-7. oclc#37546835. $395.00. a seventy-two chapter overview of international scholarship in science education for use by researchers, teacher educators, policy-makers, advisors, teachers and graduate students. divided into ten major sections including educational technology, curriculum, teacher education, equity, and research methods. each section contains a lead chapter providing an overview and synthesis with shorter chapters giving research and critical thinking on key issues in that area. index of names and subjects. jody, marilyn. using computers to teach literature: a teacher's gu ide . m arilyn jody, mar ianne s accard i . 2nd ed . urbana: il : national council of teachers of english, 1998. 220p. rev. ed. of : computer conversations, 1996. isbn 0-8 141-0825-3. oclc#40126929. $33.95. provides information for english teachers on the use of computers in the l iterature classroom. examines the possibilities of telecommunications as an educational strategy in the literature classroom. seven chapters include books in electronic format, computer conversation basics, networks and conversations online, and an introduction to the world wide web. provides updated information on children's books, electronic texts, funding sources and staff devel opment opportunit ies , state certi fication requirements, and resources for teachers . appendixes and bibliography. latino education: status and prospects: state of hispanic america i998. maria fisher et al. washington, dc: national council of la raza, 1998. 1 1 1p. isbn oclc#406 14222. $25.00. fifth in a series of statistical reports published by the council beginning in the 1980s. this is the first prepared under the auspices of the nclr task force on education which is charged with the responsibility of developing a comprehensive, latina-focused education policy and program agenda. the report is designed for education policy-makers, community-based organizations, and other education advocates, and lay audiences. six chapters include a summary of hispanic demographics, the condition of hispanic children from pre-kindergarten through the 12th grade, and representation of latinos as elementary and secondary school teachers and principals. literacy: an internatio nal handbook. daniel a. wagner et a ! . , eds. boulder, co: westview press, 1999. 526p . isbn 0-8 133-9058-3. oclc#401 19899. $ 125.00. over 100 authors present an historical and contemporary review of l iteracy. chapters are grouped under nine topics : historical and philosophical roots; psychological approaches; · sociological and anthropological approaches; language and literacy; curriculum, instruction and assessment; numeracy; policy perspectives; contemporary regional perspectives; and literacy and new technologies. includes aut)lor and subject indexes. mauch, james e. guide to the successful thesis and dissertation: a handbook for students and faculty. james e. mauch and jack w. birch. 4th ed., rev. and expanded. new york: m. dekker, 1998. 335p. isbn 0-8247-0169-0. oclc#38856278. $59.75. designed to inform and advise about the thesis and dissertation process. ten chapters cover getting started, research advisor, thesis or dissertation committee, writing the manuscript, defense of the thesis or dissertation, and the completed thesis or dissertation. this edition also includes use of technology from research to writing, a section on qualitative research, more than twenty operational models , and a l engthy b ib l iography. appendixes, author and subject index. education libraries vol. 23, no. 1 20 d e p a r t m e n t s phi llip·s, lynn. the girls report: what we kn ow & need to know about cro wing up fem ale. ny: national council for research on women, 1998. 12 lp . isbn 1-880547-24-4. oclc#39503362. $20.00. this second report on adolescent girls from the national council for research on women is a follow-up to the 1991 report, risk, resiliency, and resistance: current research on adolescent girls. provides a forum to share information and examines new trends in research, programming, and policy on adolescent girls in the united states. explores such issues of concern as health, sexuality, violence, schooling, and economic realities. spitzer, kathleen l. information literacy: essential skills for the information age. kathleen l. spitzer et al. syracuse, ny: eric clear inghouse on i n formation & technology, syracuse university, 1998 . 377p. isbn 0-937597-44-9. oclc#4084 13 22. $1 8. 00 builds on earlier 1994 title, information literacy in an information society: a concept for the information age (christina doyle) . traces the h istory and developmen t of the term "information literacy". ten chapters include information literacy research, information l iteracy in the context of national and state standards, information literacy efforts, and technology and information literacy. each chapter includes a summary. contains figures and appendixes. stan da rds fo r reading p rofessionals . developed by the professional standards and eth ics committee of the international reading association. revised. newark, de: i nternational read i ng associa t ion , 1998 . 40p. isbn 0-87207197-9. oclc#39706765. $ 12.95. this revision of the 1992 edition of the same title presents the required proficiencies for reading professionals including role descript ions and academic preparat ion . the matri x of competencies i s div ided in to three categories : classroom professional (from early childhood through adult education); . specialized reading professional (reading specialist, coordinator, teacher educator) ; and al l ied professional (related service professionals, administrator) . the appendixes contain suggested readings, related web sites, competencies for the paraprofessional, conferences and conventions where the standards was reviewed, and the international reading association code of ethics. education libraries vol. 23, no. 1 take this job and love it!: making the mid-career move to teaching. belmont, ma: recruiting new teachers, inc., 1998. 240p. isbn 1-884 139-04-3. oclc#40272977. $ 19.95. addresses common concerns and questions working adults have about making a career switch into teaching. includes a directory of more than 300 programs and institutions that provide teacher preparation programs leading to teacher licensure, and/or cert i fi cat ion, and/or college degree . programs are l isted alphabetically by state, and each entry contains information on program type, scholarships/financial aid, services offered, and contact person. twoyear colleges for women and minorities: enabling access to the baccalaureate. barbara townsend, ed. new york: g ar land pub . , 1999 . 256p . isbn 0-8 153-3 17 3-8 . oclc#40683468 . $57.00. two-year colleges with predominantly women and minority student bodies as well as those with at least a 25% black, hispanic, or native american enrollment are the subject of this book. seven chapters cover collective and distinctive patterns of two-year special-focus col leges, women's colleges, historically black colleges, tribal colleges, hispanic-serving colleges, and church -affiliated colleges. index i ncluded. uncommon mea s u res: equivalence a n d linkage a m o n g educational tests. michael j. feur et al., eds. committee on equivalency and linkage of educational tests, board on testing and assessment, commission on behavioral and social sciences and education, national research council. washington, dc: national academy press, 1999. 1 19p. isbn 0-309-06279-9. oclc#40 193520. $27.00. this report and its companions, evaluation of the voluntary national tests: phase i ( 1999) and high stakes: testing for tracking, promotion, and graduation ( 1999) are the efforts of the national research council's board on testing and assessment. focusing on the issues surrounding the proposed voluntary national tests, these reports also contribute to information about the way tests are planned, designed, implemented, reported, and used for education policy goals. this final report specifically questioned the feasibility of establishing an equivalency scale that would enable commercial and state tests to be linked to one another and to the naep. five chapters cover the challenge of linkage, technical aspects of linkage, linking to naep, tests and testing in the u.s. , and conclusions. references, glossary and biographical sketches. i d e p a r t m e n t s 21 watson, charles r. (charles ray). best practices from america 's middle schools. larchmont, ny: eye on education, 1999. 246p. isbn 1-883001-66-8. oclc#4006 1220. $34.95. program selection was based on national and regional middle-level conferences, the internet, the eric database, and recommendations from practitioners. most programs originated at the school level and were adapted or implemented by teachers, parents, and principals . programs have undergone assessment and evaluation . five broad chapters with su bsections include instruction , curriculum, assessment, at-risk students, and middle-school teachers. includes a matrix of programs and middle level issues. wiles, jon. curriculum essentials: a resou rce for educators. boston : allyn and bacon, 1999. 2 16p. isbn 0-205-279880. oclc#39532920. $30.00. a professional collection of resources on curriculum as a field of study. three criteria were used for inclusion: 1) a time-tested contribution, 2) a contribution of obvious utility in the field, and 3) a widespread practice in schools. five sections cover ideas about curriculum; models, documents, and research bases; development processes; tools for curriculum development; and applications. sections include further readings. appenclixes and index. the wonderful world of mathematics: a critically annotated list of children 's books in mathematics. 2nd ed. diane thiessen et a! ., eds . reston, va: national council of teachers of m athematics , 1998 . 355p. i s b n 0-87353-439-5 . oclc#38595483. $ 17 .95. more than five hundred fifty books are reviewed with sixty percent new titles. each review describes the book's content, illustrations, writing style and activities for readers. books are rated according to usefulness in teaching mathematics concepts. five sections include early number concepts, number-extensions and connections, measurement, geometry and spatial sense, series and other resources. author and title index. working with l:,esbian, gay, bisexual, and transgender college students: a handbook for faculty and admin istrators. ronni l. sanlo, ed. westport, ct: greenwood press, 1998. 459p. isbn 0-3 13-30227-8. oclc#37 187520. $75.00. this handbook is designed to assist faculty and administrators with decision-making processes and to provide guidelines for positive action. book sections address areas that have been the focus of controversy and questioning. sections include career planning and advising, health issues, issues in athletics, and faculty and the classroom. chapters within each section have been written by individual contributors and provide concrete recommendations for implementation. the final chapter, "the lavender web: lgbt resources on the internet," is written interactively with a host web site. the web site allows the web information to be constantly updated and provides a book-order ing source. url is hyperlink http://www.uic.edu/orgs/lgbt/internet_chapter.html. glossary, tables, and references. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. education libraries vol. 23, no. 1 the role of posters i n teacher education programs by justina 0 . osa and linda r. m usser pennsylvania state university abstract posters abound in education l ibraries as decorative objects yet few l ibraries realize the educa­ tional potential of the poster. posters are colorfu l , attractive learning r:nedia which ?an enha�ce the learning environment. this paper describes the value of posters 1n the educational sett1ng, offers suggestions on selecting posters for learning, and includes examples of various types of learning posters. the competence of teachers is contingent to a large extent on the quality of the teacher edu­ cation program that prepared them. the qual ity of the resources that support the teacher edu­ cation program has been recognized as a cru­ cial determinant of the qual ity of the knowledge and skills which the prospective teachers store in their repertoire. 1 the national council for the accreditation of teacher education (ncate), a body charged with ensuring the qual ity of teachers, suggests in an article "what to look for in a teacher preparation program" that one of the questions to ask in choosing a good teacher education program is "does the i l lstitu­ tion have the resources necessary to support each of the programs it offers?"2 furthermore, teachers are progressively being held ac­ countable for student learning. teachers have to devise ways and adopt teach ing strategies that match the learning styles of a l l the stu­ dents in a class . the acceptable practice is for teachers to careful ly select instructional mate­ rials and activities that wil l stimu late al l stu­ dents' brains and facil itate effective learning for a l l students. when there is a fit across materi­ a ls, teaching methods, teachers, and learners, learning for students is enhanced. the role of the education l ibrary in this process is to provide materials that wil l enable teachers to prepare and present curricular topics in a variety of ways, making learning possible for al l students, irrespective of their social , ethnic or cultural background, their abi lity, or learning style. faculty in teacher education programs need to have access to such resources in or­ der to demonstrate their use to teachers-in­ tra in ing. these demonstrations typically occur in method courses during which faculty model methods of: education libraries volume 27, no. 1 summer 2004 • integrating curricu lum and instruction materials into teaching; • creating learning environment that en­ courages active engagement in learning and self-motivation; • creating learning opportunities that are adapted to the needs of d iverse learners; • using a variety of instructional strategies to encourage students' development of critical thinking , problem solving, and performance ski l ls; • devising d ifferent approaches to make the learn ing materials, especial ly com­ plex materials, learnable to all students; and • providing the opportunity for students to interact with information to be learned in diverse and different ways. posters an often neglected type of in­ structional material according to jensen, "our eyes register about 36,000 visual images per hour, while the retina alone suppl ies 40% of all nerve fibers that are connected to the brain ; 90% of the brain's sen­ sory input is from visual sources."3 research­ ers report that the visual sense is responsible for 90% of brain stimulation4 and that vision and visual memory take up to two-thirds of the brain .5 since the absorption of knowledge is the key to success in any educational system, it fol lows that education l ibraries should have collections rich in visual materials. a visit to any education l ibrary will confirm the fact that education l ibrarians are aware of the need to build col lections of visual ly stimulating re­ sources. in addition to text books, curriculum guides, instructional materials, and juvenile books, one can find videos, manipulatives, kits, 1 6 d ioramas, multimedia, and e-media. a closer look at the collection, however, wil l l ikely show few posters. while posters abound in educa­ tion l ibraries as decorative objects, few l ibrar­ ies realize the educational potential of the poster. yet posters are colorfu l , attractive learning media which can enhance the learn­ ing environment. while many of the newer text books are heav­ ily i l lustrated , the text book cannot take the place of a learning poster. most obviously, a student must first open the text book to view the i l lustration with in whereas a poster is im­ mediately in their view on the classroom wal l . additionally, unconscious learning can take place through exposure to the information on the poster. final ly, posters create a more stimulating and interesting environment for learning. why have they been overlooked? it is un l ikely that it is due to their cost since posters are usually very inexpensive. the challenge of dealing with their size and shape is unl ikely to be daunting to education l ibrarians who rou­ tinely handle kits, puppets, and puzzles. per­ haps it is because posters effectively del iver very l imited pieces of i nformation. posters as learning objects are not given adequate atten­ tion by the l iterature. even eric, the premier database of educational resources, does not include many references to posters as sepa­ rate learning objects. in any case, education l ibraries should include these objects as part of their col lection of learning resources. types of learning posters learning posters can be grouped into four categories. those that: • i l lustrate a concept or thing • demonstrate a process • differentiate between simi lar things • capture interest and stimulate emotion. posters that i l lustrate a concept or th ing have several uses. their primary use is to simply provide an i l lustration of something. for exam­ ple, a poster showing a volcano could be used in an earth science un it. a biology unit on bi­ omes would benefit from pictures of deserts and rainforests . a secondary use of this type of poster is in foreign language instruction . a language un it aimed at teaching the names of parts of the body can be made more effective by using i l lustrations in conjunction with termieducation libraries volume 27, no. 1 summer 2004 nology. posters are also an effective means of i l l ustrating processes. examples include post­ ers showing the water cycle from rainfall to rivers to oceans to clouds, or posters showing how food gets from the producer to the table. the third type of poster is one that i l lustrates simi lar things, which al lows users to see the differences between similar objects. an exam­ ple of this type of poster would be one showing basketry from d ifferent cultures. the final cate­ gory, posters designed to stimulate the imagi­ nation and interest in a topic, are the type most commonly found in l ibraries. the best example of this type is the read series of posters pub­ l ished by the american library association . the primary purpose of these posters is to in­ spire rather than to educate. additional exam­ ples of learning posters are provided in the appendix. selecting learning posters most posters are attractive but not all are ef­ fective teaching tools. a poster that promotes learning wil l have some or al l of the fol lowing characteristics. the learning poster wi l l : • motive and inspire students to learn • stimu late interest in the topic • effectively i l lustrate a concept or skill • give the teacher guidance on how to use the poster • provide reproducibles for student use • provide directions for hands-on activities • provide suggestions for additional in­ structional activities. in addition to these criteria, the poster itself should be wel l-designed, wel l-organized , legi­ ble, and attractive. the best learning posters present concepts succinctly, grabbing and re­ taining students' attention and interest. concl usion teacher education programs have the prepa­ ration of teachers as their overarching goal . the raison d'�tre of the education l ibrary is to meet the instructional and research needs of these teacher education programs. the suc­ cess of teacher education programs can be l inked to the adequacy of resources ava i lable in the education l ibrary. education l ibrarians have a rich tradition of collecting d iverse types of materials that can be used to augment and stimulate learning at all levels. posters are in1 7 expensive and useful teach ing tools and de­ serve a place in the collection as well as a place on the wal l . appendix examples o f learning posters the string instruments. st. paul , mn : trend enterprises, 2001 . there is a colorful visual representation of the ten d ifferent string instruments. each image is labeled . on the reverse side of the poster there are vital pieces of information on string instruments such as string instrument facts . to make learning information on the string instru­ ments fun there is an i nstrument scramble which requ i res students to unscramble each of the string i nstrument names. an answer key is also provided. there are reproducible activity pages that teachers can use to help students learn important information on string instru­ ments in genera l and on the ten string instru­ ments shown on the poster. wind instruments. st. pau l , mn : trend enter­ prises, 200 1 . this poster has colorfu l pictures of fifteen wind instruments that are labeled. the instruments are put into two groups -brass and woodwind. on the back of the poster is wind instrument facts and facts on woodwinds and on 'brass. to make learning exciting for students there is also a wind i nstruments crossword . the stu­ dents are provided clues that assist them to complete the crossword . an answer key is provided. there are reproducible activity pages that teachers can use to help students learn important information on wind instruments in general and on the fifteen wind instruments shown on the poster. percussion instruments. st. paul , mn : trend enterprises, 2001 . nineteen percussion instruments are displayed on the poster. on the reverse side are impor­ tant features such as percussion instrument facts, percussion instruments word search , an answer key, and reproducibles for instruc­ tional activities. weather. grand rapids, m l : frank schaffer publ ications, 1 989. this interactive learning chart lets students move an arrow to desired weather photo such as windy, foggy, warm, cloudy, cold, rainy, snowy, sunny. on the reverse side of the poster is useful information including informaeducation libraries volume 27,. no. 1 summer 2004 tion on the weather and tips for activities. there are also reproducible activities. what is a bird? grand rapids, m l : frank schaffer pub. , 1 993. this poster features a total of twenty-four b irds. the front side of the poster presents n ine b irds in beautiful bight colors and a con­ cise definition of birds and their basic biolog ical information. the reverse side of the poster shows pictures of twenty-four birds. each bird is put in a cel l and there is a short write-up on each one of the b irds. the information on the poster is reproducible for instructional use. life cycle of a frog. grand rapids, m l : frank schaffer publ ications, 1 992. this poster presents in very simple colorful . fashion the l ife cycle of a frog. the language is very elementary and understandable for young learners. on the back of the poster, there are d ifferent interesting and educational informa­ tion on frogs titled frog talk, from pol l iwog to frog , frogs and toads, and sleeping ln . the exercise on frog talk al lows students to have fun using professor croaker's code to fi l l in the missing words. correct answers are provided. information in the section titled frogs and toads is presented in overlapping circles that distinctly l ist how frogs and toads are simi lar and different. this presentation method makes it possible for students to complete the as­ signment on how frogs and toads are al ike and different. this instructional presentation of concepts enhances the chances for a l l stu­ dents to achieve in class . there are posters on other life cycles such as life cycle of the but­ terfly, the life cycle of cecropia, life cycle of alaska salmon, the silkworm life cycle. there are several posters that focus on differ­ ent parts and systems of the human body. some of them include: 1 . the nervous system, st. paul , mn : trend enterprises, inc. , 2001 . 2. the digestive system. st. paul , mn : frank schaffer publ ications, 1 992. 3. reproductive, endocrine, & excretory systems. st. pau l , mn : trend enter­ prises, 2001 . these posters provide colorfu l , visual repre­ sentations of the d ifferent systems. the d iffer­ ent parts of each system is clearly labeled . on the reverse side of the posters are learning resource materials to further enhance the level of student comprehension of these systems. 1 8 there are crossword exercises and special activities such as a-maze-ing brains maze for the lesson on the nervous system, and dig those bones for the lesson on the skeletal system. how plants make food. grand rapids, m l : frank schaffer publications, 1 994 . the poster g ives a short introduction on how plants make food. the six steps of the process of photosynthesis are described in simple lan­ guage. there are four reproducibles on the reverse side of the poster. they are: nature's food factory; plant facts; autumn color change; and plants we eat. the brainwork is also provided to stimulate students' critical thinking . parts of a letter ([s. i .] : carson-dellosa publ . , n . d . this poster i s a display of a business letter, a friendly letter, and an addressed envelop. each component part of both the letter and envelop is labeled . there is even a u s mai l with the pick up hours displayed. the mail man can be seen holding the letters he picked up with the ones he is about to distribute in his bag . on the reverse side of the poster there is a rich letter writing resource guide with some ideas for using the poster. students have easy access to useful information on let­ ter writing such as tips for writing both busi­ ness and friendly letters, samples of letter, ad­ dressing an envelop correctly paying special attention to the three important areas the del ivery address, the return address and the stamp, and helpful facts about zip codes. teachers are also given address of possible places to contact to get pen pals for their stu­ dents. the eight parts of speech. grand rapids, m l : frank schaffer publications, 2000. the eight parts of speech is the focus of this poster. a simple brief definition and examples of their usage in short sentences are g iven, and the parts of speech are highl ighted in red to promote easy learning. pictures i l lustrating the parts of speech are also provided. on the verso of the poster there are reinforcement exercises for students. for example the exer­ cise on common and proper nouns instructs the students to change the proper nouns to common nouns, and students are to circle ad­ verbs and adjectives in the review exercises on adjectives and adverbs. education libraries volume 27, no. 1 summer 2004 using sensory words. huntington beach, ca: creative teaching press, 1 999. writing is a challenging activity for most stu­ dents. this poster sparks students' power of imagination and encourages them to be crea­ tive, innovative and free to express themselves in unique ways that make sense to them. the poster gives examples of touching words, seeing words, hearing words, smell ing words and tasting words. there are vibrant i l lustrations of the different groups of sensory words. on the reverse side of the poster there are four reproducibles for teachers to use to encourage students use sensory words effec­ tively in their written assignments. teachers are given ideas on how to use the reproduci­ bles onomatopoetic words, cavorting col­ ors, to promote learning. statistics: collecting and representing data. 'grand rapids, m l : frank schaffer publ ica­ tions, 1 997. this poster exposes students to the process involved in gathering and using data . in this "science court"" science is the law and scien­ tific thinking rules ."6 on the back side of the poster are sections on sample size, random­ ness, bias, and collection data . students are told what to do to properly complete assign­ ment in each of the sections. this is just one of the titles in the science court to serve and observe materials. each poster focuses on one vital science concept, and students com­ plete activities that make them put the science concept they are learning into practice. the mock court activities and scenes make learn­ ing science concepts pleasant and east to learn . other simi lar titles include: inertia, water cycle, work, gravity, work, gravity, and sound. the food pyramid. grand rapids, m l : frank schaffer publ ications, 1 993. this poster is a colorful representation of the food pyramid. on the back side of the poster there is information on what is a serving? there are reproducibles for the teachers to use in class. the food pyramid exercise instructs each student to make a balanced food plan for one day and to draw on the pyramid the foods the student selected. the exercise food for thought instructs the students to keep a re­ cord of everything they eat. the poster makes learn about the food pyramid a meaningful and useful for every day living. 1 9 newton 's apple science series. st. paul , mn : trend, 1 996. this set of posters teach students concepts by answering questions students often ask. these posters take advantage of the inquisitive ten­ dencies in students to spark their problem solving skills, to promote discovery learning. for example, on the poster how does a jumbo jet take off? students are given information on forces. the four main forces -lift, g ravity, thrust and drag that act on a plane in fl ight are explained. on the reverse side of the poster there are i nstructional, hands-on, inquiry­ based , and reinforcement science activities for students. posters in this group include how does television work?, why does a roller coaster make me feel sick?, and why do we cry? social studies posters series. grand rapids, m l : frank schaffer publications, n . d. there colorfu l , simple but very informative posters can enhance the teach ing of social studies and make learning a pleasant and ex­ citing experience for students. such posters are the declaration of independence, the white house, the pledge of allegiance, and state birds and flowers. these posters pro­ vide vital information in very understandable language and form on each of the topics the posters focus on. for example, the poster on the declaration of independence lays out un­ der the heading events that led to the decla­ ration, and the preamble. on the back of the poster are exciting instructional activities such as students' research on the i ntolerable act of 1 774, a new preamble to the declaration of independence, and newspaper assignment on the issue of al l people being equal . the de­ bate time instructs the students to work in g roups of eight students. foreign language posters these posters assist teachers in presenting concepts in languages other than engl ish. i n spanish for example there are posters such as: el alfabeto. new york:_mcgraw-hi l l , n. d . this poster helps teach the spanish alphabet. there are pictures to make it easy for young learners to make the right sounds when read­ ing the alphabets in spanish . education libraries volume 27, no. 1 summer 2004 banderas de europa, . huddersfield, england : schofield and sim, n. d . this poster helps teach students european flags. the spanish name for each of the coun­ tries is g iven, and a colorful flag for each coun­ try is d isplayed . a map of europe reinforces the location of each country. contrarios. huddersfield , england: schofield and sim, n. d . this poster teaches the concept of opposites. pictures are provides to g ive the students vis­ ual meaning of the different examples of oppo­ sites g iven . dias d e ia semana. grand rapids, ml : frank schaffer publ ications, 1 997. on this poster the seven days of the week are written in span ish . the students can write on and wipe off this chart. las estaciones. huddersfield, england : schofield and sim, n . d . th is poster teaches the four major seasons in spanish . los co/ores,_huddersfield, england: schofield and sim, n. d . this poster teaches colors in spanish . nuestro cuerpo. huddersfield, england : scho­ field and sim, n. d . this poster teaches students the spanish names for the d ifferent parts of the human bodies both male and female. que hora es? huddersfie ld , england: scho­ field and sim, n. d . this poster teaches students how to tell the time in spanish . i n german there are posters such as: zahlen 1-20. huddersfield , england : schofield and sim, n . d. this poster helps students learn to count 1 -20 in german . pictures are provided to help the ch i ldren count numbers. unsere korper. huddersfield, england: scho­ field and sim, n. d . this poster helps students learn the different parts of the human bodies, male and female, in german. 20 unser sonnensystem. huddersfield, england : schofield and sim, n . d . this poster teaches the solar system in ger­ man. musikinstrumente. huddersfield, england: schofield and simm, n. d. this poster displays colorfu l visual representa­ tions of thirty musical instruments and their names in german. flaggen europas. huddersfield , england : schofield and sim, n . d . this poster provides a colorful map of europe and flags for each european country in ger­ man. die uhrzeit. huddersfield, england: schofield and sim, n. d . this poster teaches students to tel l the time i n german. references 1 national council for accreditation of teacher education. (2001 ) . what to look for in a teacher preparation program. retrieved on august 1 0 , 2004, http://www. ncate .org/ future/ lookfor.htm. z ___ , 1 . 3 jensen , e. (2000}. brain-based learning in hardiman, m . h . (2003). connecting brain research with effective teaching: the braintargeted teaching model. lanham, md: scarecrow press. 4 visual education. (2003). xy multiply poster: educator's guide. international quality education environment. retrieved august 1 0, 2004, http://www . iqee.com/xy­ ptv5.htm. 5 i nternational qual ity visual education . (2003). about us. i nternational quality education environment. retrieved august 1 0, 2004, http://www. iqee.com/about.html . 6 statistics collecting and representing data. ( 1 997). grand rapids, m l : frank schaffer publications. the next issue will feature ethical issues in educational libraries. some of the im­ portant questions include: • how do librarians teach students and faculty about ethnical practice rela­ tive to research processes? • why is plagiarism such a problem in higher education, and what can be done to address this issue? • how does technology impact ethical issues in educational librarianship? • how are the rights of patrons/users balanced with the needs of the collec­ tive? • what unique ethical issues arise in online reference service, and how can they be addressed? • does the ethical code of the american library association fully cover edu­ cational library services? the deadline for submissions to this issue is march 30, 2005. education libraries volume 27, no. 1 summer 2004 2 1 b o o k reviews meadow, charles t., maggie weaver and francoise hebert. electronic publishing. its impact on publishing, education, and reading. toronto: canadian association for information science. proceedings of the 24th annual conference, 2-3 june, 1 996. 1 56 p. pbk. $30.00. electronic publishing and its m any offshoots are revolutionizing the ways we gather, organize and retrieve information. the implications of such fundamental changes in our working environment are far reaching, and many questions beg to be answered thus, contributions to the body of research in this new field can help us all understand the new directions our work is taking. these proceedings of the 24th conference of the canadian association for information science add to our corpus 6f knowledge, but they illustrate also how we have to begin to look at our work with new eyes and apply our skills in may new ways. specifically, the contributors have begun to answer such disparate questions as: "what are the most useful elements to patrons in an electronically displayed bibliographic record?"; "what is a philosophic framework that can help us to integrate electronic publishing with our educational world view?"; "what makes a useful web site?"; "how has electronic publishing changed the habits of researchers" and "what happens to bibliographic instruction in · an electronic publishing environment?" these questions and others will frame our discussions and inform our work as electronic publishing becomes a more commonplace tool of our trade. can publishing on the internet be profitable? "commercial internet publishing--the practicalities" by john c. and mary m. nash presents a fascinating discussion of an experience in publishing on the internet using shareware. choosing appropriate formatting and packaging, making decisions about marketing, devising efficient ways to take and fulfill orders, presented unique challenges in the fluid environment of the internet. because the technology for direct payment was not in place, many more copies were downloaded than were paid for, so the authors also discussed ways to prevent such losses and make such a venture profitable. 26 what about copyright? hope a . olson and lillian macpherson of the university of alberta discussed whether the concept of intellectual property rights must evolve in response to electronic publishing. in "cyberright: intellectual property rights in the electronic information market" they raise the possibility of shifts in the power structures that underly the concept of copyright. by looking at information as a commodity rather than as the creation of an individual, and discussing who actually holds a copyright and who loses by its infringement, the authors raise questions that become even more pertinent in an electronic publishing environment. how can we facilitate access to collections of electronic journals? ''the electronic resources project of the faculty of information studies" by marie misiek and gerry oxford explains how the electronic sources project at the university of toronto created full searchability for an electronic journal collection by marking up journal issues using sgm, loading issues into an opentext database, and providing a web form for searching. the description of the project is clearly written and wonderfully detailed and provides useful information for the consideration of publishers and librarians of electronic journals. all of the topics covered are important to those whose work is being transformed by electronic publishing. these proceedings are thought provoking as well as informative, a useful addition to any professional li�rature bookshelf. carol s u nd is i nformation special ist at the national education association in washington, dc. education libraries • vol 20, no. 3 ..1 -avis, james, martin bloomer, geoff esland, denis gleeson, and phil hodkinson, knowledge and nationhood: education politics and work, london: cassell, 1 996. isbn 0-304-33580-0 (hbk) $75.00 us, 0-304-33581 -9 (pbk) $22.95 us. this is a book written by liberals about the british situation. it examines education policy and its consequences for the british economy and national interests in the years since 1979 from the liberal point of view. is "flexible workforce" just a euphemism for underpaid, under-trained workers in unstable jobs? is continuous quality improvement a way of forcing workers to concentrate on the small details of their daily work so that they are disenfranchised from the larger concerns of industry and the nation? the authors would not answer these questions in the affirmative, but they argue that in many instances these are the unintended consequences of current practice. the globalization of the economy bas meant that each individual country has less control of its own economic welfare. cotporations, or entire industries which originated in one country may be bought by a company based in another, or may grow to become major international players. an individual national government has little influence on such cotporations, indeed a major international cotporation can often have significant influence on national policy. often this leads national politicians to look to social and cultural institutions to strengthen nc.tional identity. at the same time they may feel the need to try to make their own country more attractive to international business as a way to protect their economies. in britain both of these concerns were acted upon, often in ways that were contradictory. right-wing british governments, beginning with mrs. thatcher's election in 1979, attempted to make britain's business climate more attractive by working to weaken labor unions, avoid setting or raising minimum wages, and lowering worker expectations of job security. average hours worked per week also rose substantially. when industries relocated to other countries and the economy began to falter, the schools were blamed for inadequately preparing the work force. this was not just a matter of teaching appropriate skills, but also an attitudinal problem. in chapter two, esland quotes a 1977 department of education and science green paper as recommending that if the nation was to maintain its standard of living, children must be taught to "properly esteem the essential role of industry and education libraries • vol 20, no. 3 commerce in this process." in order to reform the education system and tum the economic tide, the government adopted a managerial model. managerialism refers to the administrative system that treats the schools as businesses in which the students are customers and their learning the product, which must be produced as efficiently as possible. the british have adopted a great degree of centralization, prescribing both a very detailed curriculum based on traditional subjects and the standardized tests that will measure its mastery. this high degree of centralization was to make the schools operate more efficiently while instilling proper values and offering equal opportunity for learning to all. the authors argue that industrial values are not those of education, nor are they values which will build a strong nation. true nationalism based on economic well being, social cohesion and personal growth cannot be gained via the imposition of a government sponsored and tightly controlled curriculum. education and nationalism must value critical thinking, judgment, responsibility, exploration and imagination. readers in the united states should find this message of interest, as our schools are also being encouraged to look to the needs of industry and form partnerships with business. this is not easy reading, due to economics jargon and britishisms such as "quango," an acronym for quasi autonomous non governmental organization but the points are well made even without a close reading. other more familiar authors like denis lawton and brian simon discuss similar issues, but this work brings greater depth and a partisan liberal viewpoint. readers left wanting an american oriented discussion of these topics could look to joel spring's conflict of interests: the politics of american education. katherine corby is education librarian at m ichigan state u n iversity libraries, east lansing, m l 48824. e-mai l : corby@pilot.msu.edu 27 edward j. power, educational philosophy: a history from the ancient world to modern america, nv: garland publishing co., 1 996. isbn 0-8 1 53-1 971 -1 . $36. volume 3, studies in the history of education. the author reminds us that, although education was a subject of interest for many good minds throughout the centuries, it did not rank as a university discipline until late in the 1 9th century. he traces the history of educational thought he starts with the greeks, to whom be attributes the beginnings of an educational philosophy based on the goals of rational government, ethical standards, and personal nobility. plato 's belief, that a rational system of education, lasting many years, could lead toward the ultimate goal of truth was questioned by !socrates and the sophists. after the conquests of alexander the great (356-323 bc), the hellenists faced the issue of acculturating those in the greek-dominated regions. the tendency was to accept and glorify language, literature, and rhetoric, while rejecting science and philosophy, as inferior to the liberal arts. the romans were influenced by the hellenists and the classical greeks, but held the conviction that education was a lifelong process whose goal was human formation, while schooling was designed to prepare for the practical obligations of life. cicero's de ora tore presents his plan for roman education, emphasizing literature, rhetoric, history, law and philosophy. his work was amplified by quintillian, a supporter of public schools, whose education of an orator had a tremendous influence on educa.tion in europe for centuries. the problems facing christians wanting to educate their children in the early centuries a.d. may have been more severe than those of contemporary fundamentalists, but they were very similar. should they send them to pagan public schools, where they would receive the education necessary to practical success in the community, or limit their studies to religion? it was jerome (creator of the vulgate, the great latin version of the bible) who encouraged teachers to use the classics as a model for style, correct speech, and writing, while ignoring the content. augustine championed the "christianization" of the ancient knowledge, recommending that reason be based on faith, and advocating careful selection of materials, including expurgating "foul" books and parts of them. he fostered the creation of special textbooks that would eliminate the need for classical works as models of style. as the roman empire declined and the need for education was left unfilled, cassiodorus came forward with a plan to improve traditional educational practice so as to replace the classical schools, with the goal being the creation of a basis for solving both religious and secular problems. medieval educators saw the goal of education as "the civilization of intellect, the schooling of persons destined for ecclesiastical life , and preparation for eternity." alcuin, charlemagne's equivalent of an education department head, 28 espoused pedagogic technique especially the teaching of latin and the indispensability of the arts, previously neglected. later christian scholars promoted the view that reading is primary but that the reader must be assisted to know what to read, in what order, and bow. the teacher was not only teaching the student to read, but giving the "correct" interpretation of the material, that is "the meaning intended by god." within the christian fold, the humanist movement became important, allowing that human goals can be noble and rescuing even more of the classical works, while still applying principles of "selection." erasmus combined a commitment to the importance of the classics with an unshakable christian faith. the development of type coincided with this movement, giving it a kind of support previously unknown. the 17th century moravian educator comenius was the first to advocate a public school system at 3 levels: elementary, secondary, and university. john locke based his educational philosophy on the goal of moral formation, utility (i.e., the education of "gentlemen," not scholars), and on empirical methods; be viewed the child as a "tabula rasa" or blank slate, upon which educators may write. rousseau brought the century to a close with the notion of natural education, the antithesis of educational practices of the day. early in the 1 9th century, herbart ushered in the notion of a scientific pedagogy, and of special training for teachers. the american colonists like the ancient romans differentiated between education (a lifelong process) and schooling. they favored the philosophy of b acon, who championed natural science, natural curiosity and investigation as educational principles. although the puritans faced the same dilemma as the early christians, they accepted the need for practical learning, while remaining quite anti-intellectual. the many colleges founded by the colonists taught mainly logic, grammar, and rhetoric. ben franklin was an educational reformer, advocating the primacy of teaching english, and the modification of educational practice to suit the colonists' needs. jefferson was more radical in his educational thought; he proposed the first legislation to make schooling (three years of it) available at no charge to all free children and a broad system of scholarships for higher education; however, be was never able to get the virginia legislature to pass it. 19th century american education was based on the principle of effective citizenship. normal schools were founded beginning in the 1 840's and many teachers' colleges came into being in the last quarter of the 19th century. in 1906, john dewey declared that education was finally accepted as a university subject. educ•tion ubr•riea • vol 20, no. 3 1\vo major philosophical tracks of education in the 20th century were progressivism, a set of methods designed to capture student interest, and essentialism, a belief in a set of core disciplines. the conflict between these two points of view is still widespread. meanwhile, several philosophical systems, among them, realism, linguistic analysis, and logical positivism had an impact on educational thought, promoting as a goal the knowledge of the world and our relationship to it. again, humanists, mostly christians, argued that education should be a means for cultivating the purely human abilities of thought and expression. pragmatism (espoused by dewey) held that the only thing constant is change and that all knowledge is therefore relative, although many tested theories may hold true for long periods of time. this placed more emphasis on the process of education than on its content; stressing how to learn, solve problems, and interact socially. educators flirted with existentialism, marxism, and behaviorism. at the end of the 20th century, there is no one accepted educational philosophy in the u. s., nor is one predominant philosophical system generally accepted at all. for centuries, education and educational philosophy sought to be accepted as university disciplines. by the end of world war ii the growth in higher education and in graduate programs caused a flourishing of ideas, but since then the standing of education as a university discipline has never been very high. if the purpose of educational philosophy is to state the nature, purpose and means for education and then translate that into policies for implementation, it needs to address a number of contemporary issues, such as democratic education, educational equality, the locus of educational support and control, the education and status of teachers, standards of achievement, the role of religion in education, and censorship. the author ends on a rather negative note about the future of educational philosophy. warning against unintelligibility, artificiality, and jargon, he has done a better job of depicting the history of the subject than in convincing the reader of its relevance to present-day education. extremely readable, this work, is very valuable for the factual history and development of ideas; good for philosophy and education collections. joan segal is a consultant at vintage ventures, boulder, colorado. levine, michael. ( 1 996). african americans and civil rights: from 1619 to the present. phoenix, az: oryx press. isbn 0-89744-859-x. series: social issues in american history. african americans and civil rights: from 1619 to the present is an introductory survey for high school and college students as well as the general public. this informative text gives a unique and often overlooked perspective of the development of the united states as a nation through the legal, economic, and political role of african-americans. michael levine also discusses the issue of racism and its influence on attitudes towards and status of blacks in the u.s.a. at times this book is overwhelming with facts and dates, which may be intimidating to the high school student. it is worth the effort because levine presents more than just a revisionist look at u.s. history. he provides many early examples of progressive behavior by individuals , who recognized the unequal treatment of blacks. the 1960s are often recognized as the civil rights era; however, levine identifies early roots of activism in the 1 8th century. in 1780, african­ americans organized the african union society to fight racial prejudice. individual states, too, began to acknowledge the unfair treatment of blacks. pennsylvania revoked laws prohibiting interracial marriages. african-americans continued their fight for personal and education libraries • vol 20, no. 3 constitutional reforms well into the 20th century. prejudice was not the only opposition that blacks faced. changing social and economic conditions brought on by the world wars created more obstacles. blacks had to compete against european immigrants, white women entering the work force, and unions for employment. this book would be a useful addition to any general history collection, as it provides an important look at the interaction and relationships of blacks and whites in the united states. it would be especially useful as a reference tool, because it contains short biographies of significant figures in african-american history (including non-blacks), a chronology of important dates from 1619-1 996, a glossary of terms, and several pages of suggested reading, as well as a bibliography and index. cassa ndra moon is a library intern at act, iowa city, la and a graduate student at un iversity of iowa school of library and i nformation science iowa city, la cassandra-moon@uiowa .edu 29wolverton, mimi. a new alliance: continuous quality and classroom effectiveness. ashe-eric higher education report no. 6. washington, d.c.: the george washington university, school of education and human development, 1 994. xiii + 1 26 p. isbn 1 -878380-62-1 mimi wolverton, the author of this slim book, describes the efforts of seven colleges, universities, and academic programs to systematically improve the effectiveness of classroom instruction. as the subtitle suggests, she portrays these initiatives through the lense of continuous quality (or total quality) principles and language. several of these programs have been previously documented. however, as a comparative study of the teaching and learning process, this work represents a welcome contribution to the quality literature of higher education. new alliance is divided into four chapters. these consist of an introduction to total quality management (tqm); a discussion of the seven case studies; a summary of their common (and uncommon) characteristics; and finally, a description of unresolved issues concerning the application oftqm to higher education instruction. wolverton also provides an appendix with the names of contact persons at each institution, and a bibliography of 1 3 1 citations. on one hand, the work represents a strong introduction to tqm in the classroom. many members of the faculty and administration will appreciate these case studies for their useful, but brief summaries. the former group will find glimpses of actual quality practices, such as fast-feedback questionnaires, student background surveys, benchmarking, fishbone diagrams, teaching labs, personal quality checklists and innovative systems of evaluation. the latter group will discover methods used elsewhere to encourage and initiate quality improvement. these range from teaming and institutional reorganization to staff development, financial rewards, and credit toward tenure and promotion. apart from these individual ideas, readers of new alliance will find a number of thought-provoking syntheses of research. wolverton succeeds most when creating succinct, descriptive lists of characteristics surrounding an issue. for instance, early in the book, she identifies nine barriers to continuous quality improvement in higher education. elsewhere, she defines the five common features of the quality programs in her study (customer focus, administrative commitment, instructional effectiveness, faculty development, and the recognition that continuous quality improvement takes time and money). on the other hand, this reviewer would take issue with two aspects of the work. first--and less important--the brevity of text occasionally becomes a liability for readers not initiated into total quality language, or for others seeking more detailed explanations. secondly, wolverton neglects the role of academic libraries in her discussion of quality and classroom effectiveness. presumably, none of the seven programs surveyed support a strong library component. perhaps the academic library remains the best kept instructional secret on campus. when viewed as an "information lab" where students become engaged through active learning, the library becomes a tremendous tool for quality improvement. nevertheless, new a l l iance represents a valu able contribution to the literature on quality in higher education, and an especially timely work focusing on instruction. as a comparative study with practical applications, it is based on a great deal of personal research and a thorough review of literature. wolverton's book will be important for individuals working in this area, and especially among those beginning to benchmark the efforts of other institutions. dane m . ward is the coordinator of information literacy at wayne state u niversity's 23 1 purdy/kresge library, detroit, m ichigan 48202 . dward@cms.cc.wayne.edu mcdonald, sharen. a gentleman and a scholar. ste� anne de bellevue, quebec: shoreline, 1 996. bibliography. 1 92 pp. isbn 1 -896754-02-3 we are all shaped by the geography, history, economics and social structures of our time. for don barnes, who rose from a blue-collar environment in class-conscious england to a top educator in canada, this is particularly true. sharen mcdonald spends 75 of her 1 86-page biography (roughly 40%) delving into the past machinery that forged don barnes ' future as an educator. she draws the reader, quite effectively, into the world of his youth -1940s and 1950s england from the trauma of war-time bombardments, the rationing of 30 food and commodities, and the evacuations to the post-war reconstruction and the rigid class system. add to this background other early influences : his hard-working and meticulous father; his headmaster, who read st. paul 's "first epistle to the corinthians" and rudyard kipling's "if' during daily assemblies; the prevailing mood of war-tom britain to "never surrender"; and his experiences and attempts at various modes of employment. all these factors sowed the seeds for his later beliefs and practices. education libraries • vol 20, no. 3 although the book tends to jump erratically from topic to topic at times, the author weaves her tale in a reasonably chronological order, beginning with a foreword, through seven chapters (the last being a series of vignettes) and concluding with a bibliography. she devotes considerable space to barnes' early personal years, yet only the briefest of forays into his private, adult life. she skims over his three marriages and relationships with his own children without giving much insight into don barnes the (private) man as opposed to don barnes the (public) educator. she also provides a brief background into montreal 's west island communities and buildings that were home to barnes for thirty years. at times, the descriptions are unnecessarily poetic. while these passages are well-written, they serve no real purpose. the book is replete with quotations and anecdotes, most of them coming from barnes himself. other sources include former colleagues, students, and a few family members. the anecdotes range from humourous situations to those of frustration at a school system that sometimes seems more concerned with finances and public image than the needs of the students they serve. don barnes believed in the philosophy of fair, firm and friendly. he was innovative, visible, and accessible to both staff and students. he instituted several extra-curricular clubs, introduced new courses, initiated school procedures and organized events. he encouraged students to think and to question everything they read. in the final analysis, however, the reader must ask what qualities make a great educator. more important, what did don barnes achieve that sets him apart from other great (unsung) educators? this is never really answered. this biography may be of interest to those who want a bird 's eye glimpse into the inner workings of the lakeshore school board, and to those who hope to be inspired by one man's quest to revitalize education. rosa lie bean is a former educational consultant for adult literacy with the protesta nt school board of greater montreal . she is the a uthor of four books, two a nnotated bibl iographies, and numerous articles and projects that deal with adult literacy and related issues. educational planning: the international dimension, ed. by jacques hallak, fran{:oise caillods, international bureau of education, geneva; paris: international institute for educational planning; ny: garland publishing, 1 995. (the work consists chiefly of a rticles selected from issues of prospects, the u nesco quarterly review a nd based on papers presented at two international meetings, the fi rst a 1 988 seminar m a rking the 26th a n n iversary of t he i nternatio n a l i nstitute of educational planning, and the second an international congress on the p l a n n i n g and m a n a gement of educat i o n a l deve lopment, sponsored by unesco in mexico city in 1 990.} the field of educational planning developed, according to the editors, in the 1960's, in the hope that education would lead to increased development and to economic and social equality. these hopes are now shattered, partly because the concept was insufficiently implemented. instead, rigid, mandated planning has been enforced in many places, leaving untouched the need for a rational framework for the planning of education throughout the world. the volume is in three parts: part 1: "a new agenda for the educational planner," contains eight articles on: improving the quality of the teaching and learning experience; the need for new sources of funding; the need to raise the technological level; decentralization and collective participation; aspects of management and administration of education and; the declining role of the state in education. education libraries • vol 20, no. 3 part ii: ''the practice of educational planning in different regions" includes five papers from five distinct regions: africa, latin america, the arab states, asia, and europe. the articles, written by educators from those regions, describe the history of educational planning in each region. most have statistics which may be of value. part iii: "the future of educational planning," consisting of five articles by authors from diverse regions, suggests possible directions in which educational planning might evolve. the work is set in the style(s) of the journal from which the papers are taken; some in oneand some two-column format, in relatively small type. the international aspects make it valuable for library collections which may not have the prospects issues, or for readings for a class in educational planning or international education. joan segal is a consultant at vintage ventures, boulder, colorado. 31new and forthcoming at reference compiled by gladys i. dratch and deborah s. garson gutman library, harvard university administrator's guide to technology: planning, funding & implementation. aspen education development group. gaithersburg, md: aspen publishers, 2001. 1 v. (various pagings) isbn 08342-1884-4. oclc#45439924. $165.00. issued as a loose-leaf binder, this resource was written and edited by school practitioners. intended for school and district administrators, the seven chapters cover planning, implementation, funding, equitable instructional technology resources, software, staffing, and assessment and accountability. lengthy chapters cover a topic with practical application information and supporting materials, such as sample checklists, sample forms, and resource listings. periodic supplements are published to provide up-to-date information. african american education: a reference handbook. jackson, c. l. santa barbara, ca: abc­ clio, inc., 2001. 294p. isbn 1-57607 -269-x. oclc#45784177. $45.00. provides information and resources about issues in african american education, and while the book offers an historical overview of over 300 years, the primary focus is on the period from 1954, particularly 1980 to the present. as stated in the preface, the book presents a "black perspective" on african american education. the first chapter frames the subject with such topics as educational opportunities: the coleman report and affirmative action, efforts to counter poverty through head start and esea of 1965, titl.e i, the school reform movement, higher education, and an overview of education with quoted african american opinions from various periodical and monograph sources, as well as statistical data. subsequent chapters cover a chronology of african american education from 1619. the chapters address african american schooling ( which includes resource interviews of african americans who represent education libraries vo1.25 no.2 winter 2000 public school and the black independent schooll sectors), historically black colleges and universities (which also includes resource interviews), legal influences on african american education, organizations, associations, schools, and government agencies, and an annotated list of selected print and non print resources. chapter references. the appendix contains a reprint of a 1993 conference paper by arthur e. thomas and robert l. green , historically black colleges and universities: an irreplaceable national treasure . glossary and index. the american college president. 2000 ed. ross, m. & green, m. f. washington, dc: american council on education, 2000.112p. oclc#45145957. $38.50. this is the fourth report published by the american council on education in the national presidents' study series. as in earlier reports, information is provided on presidents of public and private, regionally accredited, degree-granting institutions. the report describes the backgrounds and career paths of college and university presidents as well as personal characteristics . nine chapters cover profile information and data which includes race/ethnicity and sex. for the first time, information about the hiring process such as the use of search consultants , composition of search committees, and negotiation of contracts was solicited and reported . appendixes, tables and figures . american overseas schools. simpson, r. j. & duke, c. r., eds. bloomington, ind.: phi delta kappa educational foundation, 2000. 262p. isbn 0-87367-821-4. oclc#45316977. $22.00. this publication addresses the issues of educators working in international schools. seven chapters cover various types of overseas schools, intercultural 29 dynamics and orientation issues, student-school relationship in american overseas schools, staff recruitment, school management, planning and management of financial resources, and a review of various education programs. with a broad coverage of the issues, the book is intended for educators currently working overseas, those considering an overseas position, and families who may be moving abroad. atlas of science literacy i project 2061. washington, dc: american association for the advancement of science: national science teachers association, 2001. 165p. isbn 0-87168-668-6. oclc#44702260. $45.00. this companion volume to the aaas project 2061 reports, science for all americans (1989) and benchmarks for science literacy (1993), is directed at teachers and curriculum developers who are formulating curricula that will build on earlier skills, adhere to the various program standards for science literacy, and bring coherence to the instruction and assessment process from the kindergarten and primary grades through high school. the atlas presents "strand maps" on a variety of topics, which point out the basic ideas and skills derived from the benchmarks for particular science learning goals and serve as tools to assist teachers and other educators in designing curriculum for different grades and courses, planning instruction, developing or evaluating curriculum materials, and constructing and analyzing assessments of students' understanding. chapter topics include the nature of science, mathematics, and technology, the physical setting ( the universe, processes that shape the earth, structure of matter, and motion), and the living environment ( heredity, cells, matter and energy, evolution) . this edition does not cover the entire set of skills and goals found in the benchmarks publication. the next edition of this atlas will complete the set. illustrations, large-size format (38cm.), an index of mapped benchmarks, and a lengthy list of references . changing perspectives on international education. 0' meara, p. et al., eds. bloomington: indiana university press,2001.419p. isbn0-253-33816-6. oclc#43851505. $39.95. one of two volumes resulting from a national conference in 1998 celebrating the fortieth anniversary of title vi of the higher education act which supports foreign language, area, and international studies programs. the first volume, globalization and the challenges of a new century, is for university classroom use. this companion volume is intended for university administrators, policy-makers, and educational planners. education libraries vo1.25 no.2 winter 2000 selected conference papers as well as current literature on the topic of international education are included in the anthology . six parts present an overview of international education and title vi, current issues in international studies and higher education, accomplishments and challenges in international programs, international education and global studies in elementary and secondary schools, future trends, and international resources. list of contributors and index. the chicago guide to your academic career: a portable mentor for scholars from graduate school through tenure. goldsmith, j.a. et al. chicago: university of chicago press, 2001. 31 op. isbn 0226-30150-8. oclc#45413473. $35.00. geared for college students or those planning on graduate school, doctoral students working on their dissertations, and faculty with appointments as assistant professors, among others, this publication provides guidance through responses in each chapter by each of the three authors to the questions that are presented to cover the various topics. the authors, john a. goldsmith, john komlos, and penny schine gold are professors at ~he university of chicago, university of munich, and knox college, respectively . the perspectives of these faculty members with a range of academic interests and backgrounds result in an informative dialogue. the first part contains chapters on becoming a scholar: deciding on an academic career, considerations for entering graduate school, the mentor relationship, writing a dissertation, and the academic job search. the second part discusses the academic profession: the assistant professor, teaching and research, tenure, competition in the university, and issues pertaining to family, gender, and personal matters within academia. the appendix provides a discussion of the administrative structure of a university, examples of policies on parental leave and shared positions, and eight tables, including salary information. chapter notes, bibliography, and index. creating the council for higher education accreditation (chea). bloland, h. g. phoenix, az.: oryx press, 2001. 245p. isbn 1-57356-233-5. oclc#44573386. $34.95. describes and analyzes the background, founding, and initial development of the council. the major emphasis of this study is on the founding milestones of the 1990s and the first few years of the council. data for the study was gathered from the author's observations on and participation in national higher education association meetings and proceedings. eleven chapters 30 cover the council from inception to the year 2000, including the history of accreditation in the united states, initial meetings and discussions to the development of the organization, the organization's start­ up year, and educational reform's impact on accr~ditation and the council. references, appendixes, and index. college quality and the earnings of recent college graduates. fitzgerald, r. a. & burns, s. washington, dc: u.s. dept. of education, office of educational research and improvement: for sale by the u.s. g.p.o., supt. of docs., 2000. 84p. oclc#45247424. this report addresses the issues regarding earnings of recent graduates relative to the characteristics of colleges and universities from which they graduated, the importance of the college attended versus student choices within the institution as to majors or other factors, and the impact on earnings by sex. the data is from the 1980 high school and beyond study; sources about the hs&b sophomore cohort: the postsecondary education transcript study and the integrated postsecondary education data system, and the college board's annual survey of colleges. the analysis focuses on the 1991 earnings of those who would have graduated college in the mid-1980s, accounting for the variations in student background, labor market characteristics, higher education experiences, and chosen major. includes models and methods, results, with tables, and references. appendixes of technical notes and methodology, standard error tables, and glossary. also available online at <http ://nces .ed .gov> dollars, distance, and online education: the new economics of college teaching and learning. finkelstein, m. j. et al. phoenix, az..: oryx press, 2000. 373p. isbn 1-57356-395-1. oclc#43953881. $39.95. this volume examines information technology (it) costs for teaching and learning in higher education. the focus is broadly on "non print electronic communications media that includes radio, television, and, most especially, the digital computer and the internet." divided into three parts, part i provides an overview of the topic, the conceptual framework and terminology, an exploration of it in higher education, and research studies on costs from the uk, canada, europe, and australia. part 2 offers analytical frameworks and empirical findings with such chapters as a comparison of costs for classroom instruction and distributed instruction, costs of putting a course online, assessing student satisfaction, and case studies of costs at particular institutions. part 3 education libraries vol.25 no.2 winter 2000 presents some of the issues and options with chapters that explore a "wide-angle view" of costs for introducing new technologies to the instructional program, managing costs , and faculty costs and compensation. contains a brief section on conclusions and a section of resources which lists and, in many cases, summarizes core materials on the costs of informf!tion technology in higher education. chapter endnotes and numerous tables and figures. includes an index. educating teachers of science, mathematics, and technology: new practices for the new millennium. committee on science and mathematics teacher preparation, center for education, national research council. washington, d.c.: national academy press, 2001. 205p. isbn 0-309-07033-3. oclc#44934061. $34.95. this report looks at the structure and practice for k-12 teacher preparation in science, mathematics, and technology. in addition to reviewing relevant research and critical issues, the report offers recommendations for the improvement of teaching in these subject areas. report chapters describe a redesign of teacher preparation, examine exemplary and promising current practices for improving teacher education, explore the effectiveness of collaborative approaches between k-12 and higher education communities, and make recommendations for the improvement of teaching as a profession. the content addresses a broad audience including teachers of science, mathematics, and technology, policy makers, professional societies, accrediting agencies, educators, faculty, and educational administrators. executive summary, appendixes, index, glossary, references. a handbook for teachers in universities and colleges: a guide to improving teaching methods. 4'h ed. cannon, r. & newble, d. london: kogan page; sterling, va: stylus publishing, 2000. 234p. isbn 0-7494-3181-4. oclc#42659115. $27.50. first published in 1989, this edition revises and updates the 1995 publication . the purpose of the handbook is to assist university and college teachers with a practical, readable resource . new to this edition is a focus on how effective learning occurs in higher education and how to implement the research findings . the chapters have been reordered to represent this edition's focus on student learning, in addition to providing practical information, guided reading suggestions, and citations to referenced books and articles. chapters cover such topics as helping students learn, student-centered learning, teaching in small and in large groups, conference presentations, teaching practical and laboratory classes, preparing learning and teaching 31 materials and the use of technology, curriculum planning, a handbook for developing multicultural awareness. 3'd ed. pederson, p. alexandria, va: american counseling association, 2000. 230p.isbn 1-55620-177 -x. oclc#42772326. $51.95. this third edition examines multicultural awareness training as a primary prevention strategy in counseling. a guide for counselors, the handbook identifies and presents specific publications and resources available on developing multicultural awareness. ten chapters cover topics such as rules of multiculturalism, alternative and complementary therapies, patterns of cultural systems, ethical dilemmas, unanswered research questions on multicultural counseling, and the triad training model. chapters begin with a stated learning objective and finish with relevant exercises. index and references . handbook of developmental psychopathology. sameroff. a. j. et al., eds. 2"d ed. new york: kluwer academic/plenum, 2000. 813p. isbn 0-306-462753. oclc#43609273. $95.00. this expanded handbook provides a comprehensive study of developmental psychopathology for the clinician and the academician. written by professionals in the field, thirty-nine chapters are divided into nine sections. section i provides an overview of the issues and theories that contribute to developmental psychopathology. section ii looks at mental health within various contexts such as family, school, and culture. section ill considers biology and mental illness . sections iv through ix focus on disorders such as autism, alcoholism, anxiety, eating problems, failure to thrive, and attention-deficit/hyperactivity. chapter references. author and subject index. handbook of multicultural assessment: clinical, psychological, and educational applications. suzuki, l.a., et al., eds. 2"d ed. san francisco: jossey­ bass, 2001. 606p. isbn 0-7879-5177-3. oclc#44683468. $65.00. this edition updates the reviews and topics in the 1996 handbook. forty-one academicians, clinicians, and developers of instruments have contributed to this volume. directed at mental health professionals and for use in graduate courses in multicultural counseling, therapy, and assessment, this resource is divided into two parts: general assessment issues and testing issues. the first part covers general multicultural assessment issues, with such chapter topics as culturally appropriate assessment, ethics, the clinical interview, and diagnosis education libraries vol.25 no.2 winter 2000 of multicultural populations; and daily living assessment, with chapters on diverse family systems, vocational assessment, and quality of life. the second part focuses on testing for personality assessment with major instruments and assessment tools, such as the thematic apperception test, children's apperception test, myers-briggs type indicator, and minnesota multiphasic personality inventory, and assessments of cognitive abilities. other chapters cover ability testing, social and emotional assessment, neuropsychological assessment, older adults, and trends and directions for multicultural assessment. chapter references, tables, name and subject indexes. handbook of psychoeducational assessment: ability, achievement, and behavior in children. jac j. w. andrews et al., eds. san diego: academic press, 2001. 512p. isbn 0-12-058570-7. oclc46724426. $79.95. intended to be a resource for psychologists and clinicians in practice as well as those in training, this title presents current and frequently used empirically validated tests.fifteen chapters are divided into four assessment sections: ability, behavior, achievement, and psychological and educational. each individually authored chapter provides descriptive information on one or more specific tests, as well as administration, scoring, and interpretation guidelines. chapter overviews give background on the use of tests in educational and clinical settings. case studies highlight a test's usefulness as well as its critical features and assets. chapter references and index. handbook of psychological services for children and adolescents. jan n. hughes et al., eds. new york: oxford university press, 2000. 485p. isbn 019-512523-1. oclc#43441384. $50.00. provides a comprehensive overview of current psychological services to children and adolescents in school and community settings. the handbook presents essential components of programs including integration of services, family centered models, and culturally competent services. divided into five main sections: part i examines the issues of providing psychological services; part ii looks at various service settings such as private practice or school-based; part ill explores intervention strategies; part iv covers treatments for specific disorders ranging from hyperactivity to learning disabilities; and part v considers systemic interventions in school and home. twenty-two chapters focus on issues such as preventing alcohol and substance abuse, depressive disorders, and providing psychological services in pediatric settings. chapter references and index. 32 the international handbook of giftedness and tal=nt. kurt a. heller et al., eds. 2"d ed. oxford: elsevier, 2000. 934p. isbn 0-08-043796-6. oclc#43880076. $175.00. this is the revised edition of the 1993 publication international handbook of research and development of giftedness and talent. the intended audience is composed of students, teachers, researchers, decision­ makers, administrators and others interested in nurturing talent. according to the preface, this 2"d edition contains over 80% new material, including 22 new chapters, extensive revision of chapters to reflect developments in the field, contributions from scholars in related fields, and a greater focus on empirical scholarship. divided into 7 parts (59 chapters): changing conceptions of giftedness and talent; development of giftedness and talent; identification of giftedness and talent; gifted education and programming; counseling and nurturing giftedness and talent; examples of country efforts, policies, programs and issues; and the present and future of research and education of the gifted and talented. chapter references, list of contributors, author and subject indexes. knowing good schools: a guide to rating public high schools. warner, d .. westport, ct : bergin & garvey, 2001. 164p. isbn 0-89789 .739-0. oclc#45068565. $55.00. primarily written for parents who are trying to locate a good high school for their children, this book is also meant to serve as a tool for teacher educators, school administrators, teachers, and those who are investigating alternative education . the first chapter discusses the meaning of a good american high school by providing the historical background and descriptions of various research studies and reports, a review of the school effectiveness categories, as well as a table which analyzes effective school factors. other chapters focus on gathering education data, providing a guide to on-site evaluation, with a checklist of organization, staff, and curriculum considerations, and, finally, case studies. appendixes list effective education categories, including data elements; data sources for demographic and education information; and tips from counselors on recommended preparation when transferring to a new school. chapter references, bibliography, and index. literacy in the cyberage: composing ourselves online. burniske, r.w. arlington heights, il : skylight professional development, 2000. 236p. isbn 1-575'17 -280-1. oclc#46061726. $32.95. presents a philosophical and communications perspective on technology literacy while providing education libraries vo1.25 no.2 winter 2000 practical ideas for classroom instruction. nine chapters present specific types of literacy, including discourse, community, visual, global, and evaluative literacies. each chapter contains a case study and learning activities such as online writing workshops, electronic portfolios, and role-playing in online sessions. includes an index of web sites, bibliography, and jndex. promoting a global community through multicultural children's literature. steiner, s. f. englewood, co: libraries unlimited, 2001. 179p. isbn 1-56308-705-7. oclc#45195728. $35.00. developed as a reference source for teachers, librarians, teacher education and library school faculty, and parents, this publication is intended to encourage the regular use of multicultural literature within homes, schools, and libraries. the first four parts provide annotated lists of books, including picture books, poetry, nonfiction, folklore, and fiction, preschool to adult. one section focuses on life around the world with books about food, multicultural games and activities, celebrations, poetry, story collections and travel. other sections present such themes as refugees and the homeless, literacy, and books that promote the idea of a global community. each title indicates the recommended grade range and each section contains "book extensions," which describes activities that could be used with particular books. in addition, there are sections which contain annotated lists of multicultural books in a series, resources for multicultural literature with contact information, bibliographies on resources for promoting children's and young adult literature, and resources for encouraging the use of literature for the teaching of content areas. author and literature indexes. routledge international companion to education. moon, b., et al., eds. london; new york: routledge, 2000.1006p.isbn 0-415-11814-x. oclc#43820434. $165.00. provides an overview of the field of education, both nationally and internationally. this resource is intended for a broad range of audiences, including students, policy-makers, academics, parents, and others with an interest in education . divided into five sections, the volume covers foundations, processes, substantive issues, sectors and subjects. fifty-eight concise, individually authored chapters focus on issues and subjects such as pedagogy, assessment, the role of parents, gender and education, school governance, community education, peace education, multiculturalism, environmental education, teacher education, theatre and drama education, and foreign language instruction. chapter references and index. 33 school, family, and community partnerships: preparing educators and improving schools. epstein, j. l. boulder, co: westview press, 2001 . 620p. isbn 0-8133-8755-8. oclc#45835603. $30.00. designed to be used as a basic text or as supplementary material for a course covering the field of school, family, and community partnerships. selected basic readings and accompanying exercises are organized into two sections: understanding school, family, and community partnerships, and applying research to enhance school, family, and community partnerships. seven chapters present topics such as theory and overview, framework, practical applications, and strategies for action in practice, policy, and research. index. school, the story of american public education. sarah mondale, sarah b. patton, eds. boston: beacon press, 2001. 243p. isbn 0-8070-4220-x. oclc#46884139. $35.00. this book is the companion volume to the four-part pbs television series of the same name, which premiered in september 2001 and was produced and directed by the editors of this publication. this history of american public education is divided into four parts: 1770-1900: the common school; 1900-1950: as american as public school; 1950-1980: separate and unequal; 1980-2000: the bottom line. the introductions to the book and to each of the four sections are authored individually by education historians, david tyack, carl f. kaestle, diane ravitch, james d. anderson, and larry cuban . the text is richly illustrated by more than 125 photographs drawn from special collections, historical societies, academic institutions, and other sources throughout the united states. provides a bibliography, index, list of photo credits, and film credits. information about the pbs series may be found online at <http://www.pbs.org/publicschool > success for all: research and reform in elementary education. robert e. slavin, nancy a. madden, eds.( 2000.) mahwah, nj: l. erlbaum associates. 238p. isbn 0-8058-3810-4. oclc#44413831. $59.95. the purpose of this publication is to present key research on success for all and to describe the dissemination and policy impact of the program. a research-based reform model, success for all is used in more than 1 ,800 schools in 49 states and adapted for use in five other countries. three sections cover research on the program, international adaptations of the program, and implications for policy and practice. nine individually authored chapters consider the success of sfa in an inner-city district school, and the implementation and education libraries vol.25 no.2 winter 2000 impact of sfa in other countries' schools. author and subject index. technology funding for schools. 1st ed. bauer, david g .. san francisco: jossey-bass, 2000. 222p. isbn 0-7879-5040-8. oclc# 42475915. $32.00. this resource explains the basics of grant seeking and fund-raising techniques for educational technology. it serves as a practical guide for administrators, teachers, parents, and policymakers looking for funding opportunities. thirteen chapters include organizing a technology support group, soliciting grants, developing corporate support, cultivating individual donations, and preparing government grant proposals. an accompanying disk contains worksheets and sample letters. bibliography. title i, compensatory education at the crossroads. geoffrey d. borman et al., eds. mahwah, nj: l. erlbaum associates, 2001. 27 4p. isbn 0-8058-35490. oclc#44592660. $55.00. presents summative data and theory on the accomplishments, limitations, and potential for education programs funded by title i of the elementary and secondary education act. nine chapters cover the role of title i in improving disadvantaged students' educational outcomes and supporting local school systems efforts to improve educational programs . chapter topics include legislative history, student achievement, assessment and accountability, parent­ involvement programs, cultural and linguistic diversity, and educational reform. author and subject index. gladys i. dratch is collection development librarian, monroe c. gutman library, harvard university. e-mail: gladys_dratch@harvard.edu deborah s. garson is head of reference services at monroe c. gutman library, harvard university. e-mail :deborah _garson@harvard .edu 34 24 d e p a r t m e n t s sel ec tions from eric journal articles ej 546 279 baker, thomas. (1996). german library networks in the web age. library hi tech, v14 n4 p24-28. 1996. discusses german libraries' access to the internet and world wide web, and reviews german library development and organization. topics include state libraries; research library networks; national scientific service organizations that provide specialized information services; funding; standards; online catalog software; document delivery and interlibrary loan; and future plans, including library education. ej 536 204 bruce, christine. (1996, nov). learning today for professional development tomorrow. education for library and information services: australia, v13 n3 p3-20. because of rapid changes in the information profession, librarians must actively pursue their own professional development. presents strategies to enhance this skill in future librarians, including journal discussion clubs, portfolios, peer review, action learning, current awareness strategies, and learning to approach new technologies independently. analyzes strategy implementation, student reactions, and the impact on lifelong learning. ej 413 637 burgess, susan f.; edwards, susan e. (1990, jun). the transformation of library education in australia. education for information, v8 n2 p 1 17-38. reports results of a qualitative study of australian library educators regarding the broadening of library education to include other information professions. respondents are categorized as conservers (showing little enthusiasm for expanding the boundaries of library education) and expansionists (seeing expansion as desirable). major themes emerging from the study are discussed within each category. (14 references) education libraries vol. 2 1 , no. 3 . ej 426 107 chu, chi-king. (199 1 , mar). a hypercard map information system. computers in libraries, v l l n3 p34-38. describes the development of a hypercard system at the university of hong kong that enables users to retrieve information about maps, aerial photos, or satellite images in a particular area of interest. user needs are discussed, and cartobibliographic information contained in the hypercard stacks is described. ( 6 references) ej 476 353 khoo, christopher s. g.; poo, danny c.c. ( 1994, mar-apr). an expert system approach to online catalog subject searching. information processing and management, v30 n2 p223-38. reviews methods to improve online catalogs for subject searching and describes the design of an expert systems front-end to improve subject access in online public access catalogs that focuses on search strategies. implementation of a prototype system at the national university of singapore is described, and reformulation strategies are discussed. (25 references) ej 503 405 kuhne, brigitte. ( 1995, jan). the barkestorp project: investigating school library use. school libraries worldwide, v l n l p 1 327. describes the barkestorp project that investigated the teaching and learning process for swedish elementary school children after libraries had been introduced into the curriculum. highlights include planning by principals, teachers, and librarians; the librarian's role; cooperation between teachers and librarians; student behavior; library resources; and differences in use by subject areas. d e p a r t m e n t s 2s ej 476 206 limberg, louise. ( 1 993). swedish school libraries for education 2000: fears, hopes, and expectations in swedish school librarianship. school library media annual (slma), v l l p59-64. presents an overview of libraries in swedish schools. topics addressed include restructuring swedish education motivated by new principles for governing schools, economic recession, an� a government proposal for a new national curriculum; cooperation with public libraries; district coordination; school libraries as change agents; information skills programs; and future plans. (5 references) ej 513 824 niinikangas, liisa. ( 1995, fall). an open learning environment­ new challenges for the finnish school library. scandinavian public library quarterly, n4 p 1 1 1 . discussion of the role of finnish school libraries in supporting learning focuses on the development work and further education provided by the further education centre for vocational institutes and administration in finland. highlights include school libraries in comprehensive schools and vocational institutes, resource-based learning, and information skills and information literacy. ej 417 028 pong, lai yeen. ( 1 990, sep). computerisation of library operations in singapore: an overview. international library review, v22 n3 p 163-79. traces the development of computerization of library operations in singapore from 1 970 to 1 989. highlights include the role of the ministry of finance; institutional computerization; consortiums; the singapore integrated library automation service (silas), a national network whose main function is to provide online shared cataloging; and access to online databases. ( 1 4 references) ej 480 988 thompson, janet r.; thompson, richard a. ( 1994, feb). a literary treasure house for teachers: the internationale jugendbibliothek in munich. journal of reading, v37 n5 p38688. describes the international youth library in munich, germany, a resource on children's literature from all over the world which makes available to teachers and researchers books, texts, magazines, journals, essays, news clippings, and special collections as well as a children's lending library of books in 12 languages. ej 485 221 tornudd, elin. ( 1 994, mar). library cooperation for national information provision. information development, v 10 n 1 p2934. examines the national resource library in finland and other european countries to provide a possible information model for developing nations. an evaluation of the national resource library network in finland is presented, and a list of the national resource libraries in finland is contained. (6 references) ej 468 976 yin, clare chiang mei. ( 1990, jun). the class library system in hong kong primary schools. guidelines: a periodical for classroom language teachers, v 12 n 1 p72-79. ways for language teachers to make effective use of a class library are suggested with focus on selection of suitable books, provision of sufficient reading time in class, and varieties of library activities for primary schools. the hong kong approach is cited. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan or, if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48 106. phone: 1 -800-52 1-0600. this column was prepared by the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244. phone: (3 15) 443-3640; e-mail: eric@ericir.syr.edu education libraries vol. 21 , no. 3 26 d e p a r t m e n t s news from eric five electronic information services at eri c/it recently, president clinton announced his "number one priority is to make sure that all americans have the best education in the world." eric/it's internet services respond to this presidential priority by making education information more accessible to educators than ever before. one of eric/it's goals is to provide educators with innovative ways of teaching and learning. in this edition of news from eric, we feature eric/ it's five internet services and update current progress in each project. collectively, these five electronic services and other research projects form the information institute of syracuse (lis). building a virtual reference desk every week, thousands of students, teachers, librarians, parents and other members of the education community receive answers _to their education questions via the internet. facts about dinosaurs, math, staff development, and more stream through the wires, fibers and computers that make up the global computer network. members of the ed.ucation community are not restricted to books, magazines, and other traditional ways of finding answers to their ques.tions. internet aska services such as askeric, the mad sci'entist network, and the internet public library use e-mail to put people in touch with experts or information specialists who can answer their questions directly. the virtual reference desk project, sponsored by the eric clearinghouse on information & technology (eric/it) and the national library of education, is studying how students, educators, and parents use the internet to receive answers to their questions, and how aska services provide some of those answers. experts from schools, colleges, industry, and government are cooperating with the virtual reference deslc project to build a network of expertise, experience, and unlimited possibilities for learning. for more information about the virtual reference desk project, contact dave lankes. e-mail: rdlankes@ericir.syr.edu gateway to educational materials in keeping with president clinton's educational policies, the national library of education advisory task force identified lesson plans and teacher guides as an area of top priority in which nle should apply library and information science expertise. the national library of education is spearheading a consortium effort called the gateway to educational materials (gem). a special project of eric/it, the goal of gem is to create an operational framework to provide one stop access to the thousands of lesson plans, curriculum units, and other educational materials that exist on web and gopher sites across the internet. gem will create a standard way of describing educational education libraries vol. 21 , no. 3 materials, and will assemble these descriptions in a single union catalog, creating easy access no matter where these materials reside on the internet. for more information about the gem project, contact nancy morgan, gem coordinator, e-mail : nmorgan@ericir.syr.edu, or access the gem web site at: http://geminfo.org. askeric thrns 5!! the award-winning askeric service celebrated its 5th anniversary in november 1997. since first opening its electronic doors in november, 1992, askeric's question-answering service has responded to nearly 100,000 questions about the practice of education. askeric has grown tremendously in five years. now, during peak times each semester, the team of askeric information specialists respond to over 1,000 questions per week. in order to handle an increasing volume of e-mail efficiently, askeric has implemented a new digital triage system based on help-desk software. the software also helps askeric locate and retrieve resources that have been archived for future reference. askeric's virtual library has also gone through major transformations over the years. it now features a plweb search interface to the eric database, and boasts an ever-expanding collection of high-quality lesson plans. more new design features and resources are in store for the corning year. a new color poster, listing askeric's new e-mail address: askeric@askeric.org and url: www.askeric.org is now available. dont worry, askeric's former internet addresses will be active indefinitely. come visit asker! c. the digital library is always open ! askln askln (ask the learning network) is the online question -answering and referral service of at&t's learning network. askln was created by at&t and the information institute of syracuse (lis) at syracuse university. askln's mission is to improve educational success by helping educators integrate technology into the educational process. teachers, principals, administrators, library media specialists, parents, and anyone seeking guidance and advice on educational technology are welcome to e-mail askln. askln's primary mission is to help classroom teachers who need assistance in implementing educational technology in the classroom. questions come to askln about software, hardware, use of the internet and the world wide web, technology planning, and other technical issues. askln also provides lesson plans, curriculum materials, and other resources useful to educators. d e p a r t m e n t s 21 what distinguishes askln is its network of information specialists called askln mentors. askln mentors are practicing teachers and school library media specialists who have expertise in educational technology in addition to curriculum specialties. when a question is sent via e-mail or from the askln web site, it is received by the askln program coordinator and then sent on to one of the mentors. mentors answer the questions within two school days, providing accurate and reliable information. to send an e-mail question to askln: e-mail: askln @ericir.syr.edu to access the askln web site, go to: http://ericir.syr.edu/ askln/ kids connect kidsconnect is an internet question-answering, help, and referral service for k 1 2 students. based on the askeric model, kidsconnect is a component of! connect, the technology initiative of the american association of school librarians (aasl). two hundred volunteer school librarians (cybrarians) answer most of the kidsconnect questions. the goals of kidsconnect are to connect students with quality information on the internet and to help school library media specialists fulfill their roles in cyberspace. when a student sends an e-mail question to kidsconnect, the question is routed to a team of cybrarians who usually respond within two school days. the volunteers try to teach good search strategies, help students determine quality resources, and advise students to be aware of bias. since its start in april 1 996, kidsconnect has responded to over 5,000 questions. approximately 43% of the questions are from k-5 students, 1 6% from 6-8th graders, and 3 1 % from 9 1 2th graders. the remaining 10% is from adults, generally asking questions for the students. although most of the questions come from the united states, some come from 27 other countries, and from all continents except antarctica. kidsconnect volunteer cybrarians come from australia, canada, england, israel, japan, malaysia, new zealand, the philippines, and the united states. they gain a sense of satisfaction from assisting students all over the world and from learning new . skills. they are seen as technology leaders in their schools, and gain confidence in training their own faculties and students in using the internet. they also feel a sense of pride in being involved with an innovative, cutting edge, international project. to send an e-mail question to kidsconnect, e-mail : askkc@iconnect.syr.edu to access the kidsconnect web site, go to: http://www.ala.org/iconn/kidsconn.html new products from the eric clearinghouse on information & technology survey of instructional development models, third edition, by kent l. gustafson and robert m. branch this popular text, now in its third edition, presents a brief history of instructional development (id) models and describes how id models influence · the process of teaching and learning. these "instructional development models serve as conceptual and communication tools for analyzing, designing, creating, and evaluating guided learning ranging from broad educational environments to narrow training applications." gustafson and branch select 13 models that are representative of id literature and reflect most of the main concepts found in other models. the authors evaluate and discuss id models that are useful for classroom, product, or system orientations. illustrations of each id model are included. (isbn: 0-937597-43-0), 1 06 p., 6" x 9"; spiral; $20.00 askeric color poster got an education question? . . . . askeric display this color 1 8" x 24" poster that features askeric's e­ mail and web site addresses. the online addresses appear on the poster together with a dramatic apple in the spotlight, a classic education icon. see the poster online at: http://ericir.syr.edu/ithome/pubs.htm askeric poster, 1 8" x 24" ; $5 .00 "eric in action" video, 1997 edition eric in action, a 1 5-minute video, describes the basic structure of the eric system, the major benefits the system offers to its users, the key features of the eric database, and the options you have for locating copies of the materials you decide to use. the eric system is a vast support network that publishes summaries of current education literature and more in the world's largest education database. use this video to introduce the eric system to educators, researchers, and anyone interested in accessing current education information. eric in action video $20.00 news from eric is prepared by the eric clearinghouse on information & technology, 41 94 center for science and technology, syracuse university, syracuse, ny 1 3244-4 100. phone: (800) 464-9 107; (3 1 5) 443-3640; e-mail: eric@ericir.syr.edu education libraries vol. 21 , no. 3 watras, joseph. politics, race, and schools: racial integration, 1954-1994. new york: garland publishing, inc. 1 997. 340 p. isbn 0-81 53-1 766-2. watras provides an in-depth history of the struggles over segregating, desegregating, and resegregating schools in dayton, ohio from 1 954-1994. he offers an analysis of intergroup struggles in one locality for the 40 year period. the way people such as business leaders, clergy, elected officials, judges, teachers, and school administrators reacted to racial desegregation is described. he places the case study of the dayton public schools within the national context of the federal courts and sketches developments in other cities and nationally. racial desegregation was and is a very complicated and unpopular issue. people changed their views as they tried to bring about the racial desegregation of schools. they tried to � use education to reinforce or challenge existing arrangements of social classes and racial groups and encountered all the political controversies that occurred as they tried to bring about change. watras divides his analysis into three parts: federal courts, school desegregation and religion the national context; racial desegregation in dayton city governments, schools, and churches; and curriculum and social reform. education libraries vol. 2 1 , no. 1 / 2 after forty years of trying to racially desegregate schools, the dayton area has remained a segregated community. students in the city schools come from african american or lower-income families and students in suburban schools are mostly from white or professional families. the division between races and social classes is illustrated by higher standardized test scores for the suburban students than for those students in the city schools. the case study in dayton shows the complex political and ethical issues the people struggled with. basically this case study shows how people in all walks of life thought about education and social life. dayton often preferred pluralism over a unified community. this scholarly book makes an important contribution to our understanding of the politics of education, particularly with respect to race and race relations. watras combines the traditional focus on segregation and integration in public schools with careful attention to desegregation efforts in private schools, both religions and non religious. he presents the realities of desegragation efforts and the realities of segregated communities. recommended for university library collections. karen bacsanyi is a reference librarian at wayne state university, purdy/kresge library, detroit, mi, usa 48202 8 0 0 k r e v i e w s 3 3 peterson 's distance learning 1 99 7. pri n ceto n , n j : pete r s o n ' s , c 1 9 9 6 . 4 8 6 p p . isbn 1 -56079-664-2. paper. $24.95 u s , $39.95 canada one of the biggest trends currently in education is distance education. today's students often have other demands (work and family); some are place-bound; highly educated professionals are finding the need for continuing education and advanced technology training is stronger than ever. distance education fills an important role for all of these people. distance education is growing rapidly; this edition of peterson's guide lists 700 accredited north american institutions offering some kind of remote access, whereas the previous edition three years ago had fewer than 100. as the introductory information cautions, "much of the material in this book is time-sensitive . . . you should contact the sponsoring institutions for the most recent information on any given course or subject area." (page ix) even with this caution, this volume is a treasure-trove of information. the bulk of the book is institution by institution accounts expected from the peterson guides. here, the primary listings for each college are: access (some are limited to local students or residents of the supporting state, while others are available worldwide); media (television transmission, internet, videocassette, videoconference, and correspondence classes are only some of the forms that distance learning can take); student services available (supporting libraries, available financial aid, career placement, etc.); information for applying for the course, and cost information. some of the courses listed can be applied to a graduate or undergraduate course at the sponsoring institution, many can be transferred to other colleges, and some offer certificates, or simply the knowledge to those whose lives would be enhanced by it. while the listings are what most people will use, they would be well advised to spend time with the introductory material as well. this gives a nice thumbnail capsule of where distance education is now. this information would also be helpful for those educators interested in initiating or refining their own distance education offerings. for the prospective student, there's information guiding a self-analysis to see if this kind oflearning is right to help choose among the various media used. profiles of successful learners are given, as are study tips. most libraries will want to have this title on standing order. public libraries will find themselves increasingly supporting students at remote universities; academic libraries will find their institutions increasingly involved; and corporate libraries will find distance learning to be invaluable for patrons wishing to maintain currency. debbie bogenschutz is coordinator of information services at cincinnati state technical and cominunity college, cincinnati, oh, usa 45223 gender, equity, and schooling: policy and practice. edited by barbara j. bank and peter m. hall. new york and london, garland publishing, 1 997. missouri symposium on research and educational pol icy, volume 2; garland reference library of social science, vol ume 1 1 43. isbn 0-81 53-2534-7 (hardcover, alk. paper); 0=81 53-2535-5 (paperback, alk. paper). this collection of essays grew out of the second missouri symposium on research and education policy held in columbia, missouri march 30-3 1 , 1 995. the authors of this volume participated in the symposium, but the chapters here expand on their presentations rather than present them as in a conference proceedings. (a volume from the first symposium is also available, devoted to race, ethnicity and multiculturalism.) thirty years ago, during what is known as the "second wave" of feminism, gender equity in the schools was a generally accepted goal. as barbara j. bank writes in the "introduction: some paradoxes of gender equity and schooling," not only was it assumed that gender equity in schooling would result from a straightforward, determined effort to equalize opportunities and treatment across the sexes, but it was also assumed that gender equity in schooling would manifest itself, more or less automatically, in equal outcomes across the sexes. (p. 3) in the united states, several policy changes attempted to address educational equity, including the 1963 equal pay act, title vll of the 1964 civil rights act which forbids discrimination on the basis of gender, race, colour, religion and national origin equity act. bank provides a literature review in which authors differ on education libraries vol. 21, no. 1 / 2 3 4 b 0 0 k r e v i e w 5 whether or not a legal revolution occurred, but agree that 30 years later sexism is still alive and well in the schools. donna eder focuses on "sexual aggression within the school culture" in a chapter that analyses studies of sexual harassment within the schools, and documents the survival of the "double standard." the role of sports in developing masculine aggression, and the girls' participation in reinforcing boys' attitude towards sexuality have been documented in studies cited here. the special needs of african students is the subject of a chapter by cynthia a. hudley. other chapters focus on issues of gender in teachers, principals, and school administration. overall, the book presents a very bleak picture of the progress we have failed to make 30 years after identifying the problem. while girls' grades have shown ·improvement in some studies, teachers still seem to be using different standards in the classroom for males and females. a profession that is largely female (teaching) is still dominated by males in positions of authority. this is not by any means a feminist diatribe. the research reported is adequately documented. this volume contains food for thought for school boards, school staffs at all levels, and anyone interested in future equity. debbie bogenschutz is coordinator of information services at cincinnati state technical and community college, cincinnati, oh, usa 45223 murray, john p. successful faculty development and evaluation: the complete teaching portfolio. washington, d.c. : the george washington university, graduate school of education and h uman development, 1 997. isbn 1 -878380-74-s issn 0884-0040 ashe-eric higher education report no. 8, 1 995. the explosive growth of higher education following. world war ii accompanied and was somewhat masked by the national imperatives of the space race and the cold war of the 1950s and 1960s; however, with the eventual de-emphasis of a large american military establishment and the concomitant reduction in the number and scale of "big science" projects, higher education has come under increasingly critical scrutiny by both members of the public generally and their political representatives in state government. initially, the "race to space" amply justified i ncreased, and sometimes at a privileged few universities lavish, spending on expensive basic research, especially in the areas of science and technology. with the close of the cold war era, presaged by the unusually high level of inflation experienced in the united states during the 1 970s, which had the predictable resultant effects on the costs of higher education generally, there have been heard throughout the country increasingly vocal calls for increased accountabi l i ty of public higher educational insti tutions . accountability in the politically-charged context o f higher education funding usually translates into funding cuts, either in absolute or constant dollar terms. to counteract the public conception that higher education faculty spend little time in class preparation and teaching and devote far too much effort (and too much of the public's money) in research for which no "practical" justification can be easily perceived, murray advocates the use of teaching portfolios as a means of demonstrating excellence and documenting both the quality of teaching and the quantity of time faculty spend both inside and outside the classroom to effect improvements in the quality in their education libraries vol. 2 1 , nos. 1 , 2 teaching. thus, through the process of making and evaluating teaching portfolios, the teaching process itself will be made as visible as research and publication have always been. murray notes that "the introduction of teaching portfolios requires institutions to critically examine what they value, and what institutions value is ultimately reflected in their reward structure." (p.iii) traditionally, colleges and universities have rewarded faculty based almost exclusively on the more easily measured products of research, grants, and publications; however, there is some evidence, especially in the realm of public higher education, that state legislative concerns regarding rising costs in higher education may swing the pendulum away from research and back towards an emphasis on teaching. obviously, higher education institutions need a means of evaluating and assessing a faculty member 's performance in the classroom beyond the traditional means of student evaluations, which all too often focus on "superficial" teaching behaviors such as feedback, setting objectives, etc. although these traits are important, murray argues that they do not reflect more substantive disciplinary matters such as whether the instructor's stated objectives are the best, or even appropriate, ones for the particular course. murray further states that "teaching portfolios can improve the quality of teaching and learning in higher education." (p. l) the teaching portfolio doubtless can, through providing an assessment mechanism, reinforce and promote quality teaching. certainly, the very act of creating a portfolio forces the faculty member to express a philosophy of learning and demonstrate its implementation through examples contained in the faculty 8 0 0 k r e v i e w 5 3 s member's teaching. areas for improvement will presumably be identified, which the faculty member can address in later teaching in a systematic method of accomplishing ongoing improvement. murray also states that the encouragement of teaching portfolios allows an organization to more amply demonstrate that teaching is an institutional priority. murray gives suggestions for the types of materials to be included in a teaching portfolio, and includes his assessment of which types of materials are usually the most effective in demonstrating teaching excellence. he stresses the individual nature of a portfolio and emphasizes that the intended use of the portfolio, whether for individual improvement or for promotion, tenure or merit pay, will always affect what materials should be included, with the only essential element being a statement of the faculty member's beliefs and philosophy of teaching. the author also devotes attention to what he characterizes as the summative and formative evaluation of portfolios, with summative evaluation being appropriate for personnel decisions such as tenure and promotion and formative evaluation being best used for accomplishing self-improvement in teaching and ultimately improvement in student learning. the author stresses the critical importance of the department chair in the higher education faculty evaluation process. if a department chair does not value excellent teaching in summative reviews then a clear message is sent to faculty that research an� publication, not teaching, is what is valued by the institution. if instructional quality is to be improved over the long haul, chairs must create an environment that encourages and rewards excellent teaching. murray mentions several methods by which this can be accomplished, such as travel money for faculty to attend conferences dealing with teaching in higher education, establishing a committee on teaching improvement to which faculty can look for assistance, setting up a bulletin board for teaching-related publications and conferences, etc. chairs can have the most influence in the hiring process by recruiting faculty who show promise as excellent teachers and are attuned to the importance of teaching to the organization. murray's work unfortunately fails to provide actual examples of appropriate portfolio items; however it does contain an extensive bibliography, and several of the publications listed do contain actual examples from teaching portfolios. the book makes reference to community college as well as college and university faculty situations and is, therefore, recommended for academic libraries at all levels. vicki l. gregory is associate professor at the school of library and information science, university of south florida, tampa, fl, usa 36620 hart, betty and risley, todd r. meaningful differences in the everyday experience of young american children. baltimore: paul h. brookes pub. co., 1 995. {1 -55766-1 97-9 hard cover). hart and risley's book caught my eye at work last summer. its colourful jacket is covered in testimonials to the authors' perseverance, insight, and skill in discovering how children learn language and what really enables some children to outshine others. it was promoted as an important book not only for educators, but for parents as well. meaningful differences describes aspects of everyday parenting that contribute to rates of vocabulary growth and affect i.q. scores. what kinds of interactions have a lasting influence on a child's development? the book, although a report of a careful scientific study that includes theory, methodology, graphs, statistics, and discussion of the resultant language database, lives up to its billing as highly readable, informative, and filled with amusing anecdotes and excerpts from what looks like a gruelling project. the authors note in the preface that it is written "primarily for a community of ordinary informed readers." throughout, the quality of the writing and the care the authors show for children especially stand out. the authors began their careers in the early 1960s at the institute for child development at the university of washington. they next started 30 years of collaborative work at the university of kansas. today, dr. hart is professor emeritus of human development at the university of kansas, and dr. risley is professor of psychology at the university of alaska. the book begins by describing their early efforts carried out as part of the american government's "war on poverty." the authors established preschool intervention programs in poor neighbourhoods in kansas city where they noticed that the vocabulary growth rates they saw in the preschool data seemed unalterable by the time the children education libraries vol. 2 1 , nos. 1, 2 3 6 8 0 0 k r e v i e w s were four years old. they wanted to know what happens in the home during the time of early vocabulary growth, whether something other than heredity could explain the different skill levels children have by age four. subsequent chapters describe their goal (to discover relationships between family interaction patterns and vocabulary growth rates), the method used to attain it, and the surprising results. they designed a longitudinal study of 42 families from a variety of socioeconomic backgrounds. the study · generated about two and a half years of sequential monthly hour-long observations in the home, starting before the children were even one year old. the observations meant that everything that was done by the children, to them, and around them was recorded. the observers tape recorded what the children said and took notes on the activities as videotape was ruled out as too expensive, cumbersome, and intrusive. all the tapes were then transcribed by hand. the data ( 1 ,3 1 8 transcripts, each averaging 20 pages, handwritten on both sides) had to be processed by computer. words were coded by category, and utterances were coded as to whether they were sentences or phrases and, if sentences, number of clauses, statements, questions, or demands. codes were also defined to indicate a repetition, an expansion, positive or negative feedback. after six years of effort, the authors were able to see results, outlined in the chapters "the early experience of 42 typical american children," "accomplishments of the 42 children at age 3 and later," and "the importance of the first 3 years of family experience." the book ends with a chapter suggesting effective ways to "level the playing field" for children: "intervention to equalize early experience," references, appendices, and an extensive index. the book is definitely an engaging one. there are many examples of the actual transcriptions to illustrate points and unexpected results: parents start speaking less often to their children once the children learn to talk and having two parents in the house does not increase the amount of time the child spends talking with an adult. this book is recommended for all interested in child development. karen jensen is science cataloguing librarian at mcgill university libraries, montreal, qc, canada h3a 1 y l world guide to library, archive, and information science associations. by josephine riss fang and alice h. songe, with the assistance of anna j . fang a n d alexandra herz. muchen: k . g. saur, 1 990. 5 1 6 p p . om 1 48.00. isbn 3-598-1 081 4-1 , issn 0344-6891 (ifla publications 52/53) the title world guide to library, archive, and information science associations is most appropriate to this comprehensive reference work which provides a directory to both international and national associations. in compiling this work, josephine riss fang and alice h. songe, both of the graduate school of library and information science, simmons college, boston, have achieved their stated purpose of" . . . [providing] information professionals in all countries with a means for professional communication of global dimensions." as is discussed by the authors in the preface and recently confirmed through the cristal-ed mail list discussion entitled "making the most of associations," associations play an increasingly valuable role in the life of a profession and its membership. issued as an ifla publication and published by k.g. saur, this work expands on previous editions published by r. r. bowker (1976, 1980) entitled international guide to library, archive, and information science associations. the main content of the work consists of detailed directory entries for seventy-six international associations and 510 national education libraries vol. 2 1 , nos. 1, 2 associations. the information included for each entry follows a template featuring name, acronym/initialism, address, officer, staff, languages, date established, major field of interest, major goals and objectives, organizational structure and affiliations, sources of funding, membership totals and types, general assembly, publications, activities, use of high technology and a bibliography of works to be consulted for additional information. the overall arrangement of the guide is logical and simple to use. international associations are listed separately from national associations. within the section on international associations, entries are arranged in alphabetical order. similarly within the section on national associations, countries are first listed in alphabetical order with associations listed alphabetically within each country. the utility of the work is further enhanced by a series of lists and indexes which refer back to the main content. these include a list of acronyms, official journals of associations, official names of associations, chief officers, subject index, countries with international associations and countries with national associations. final features include a bibliography of sources on 8 0 0 k r e v i e w s 3 7 professional associations within the field which supplements those previously published, a selection of references on librarianship in developing countries, and a one page table of statistical data. unfortunately, a combination of factors such as the 1990 publication date and the fact that associations are not static entities have rendered this guide somewhat dated. addresses lack any reference to e-mail or web pages, officers change, and the use of high technology by many of the associations will also have changed, in some instances quite radically. nevertheless, this compact work will continue to prove itself valuable as a starting point in the identification of and research into library, archive, and information science associations. joanne locke is associate professor, library studies programme, education department, concordia university, montreal, qc, . canada h3g 1 m8 c lark, carol lea. a student's guide to the internet. upper saddle river, new jersey: prentice hall, 1 996. 1 84p., isbn 0-1 3-44231 0-0. this book does a nice job of orienting the newcomer to the internet. the author has clearly targeted her work as textbook for an introductory course on the internet. she writes in clear non technical prose about a subject that can at times be difficult to understand. her discourse is a nice blend of expository and explanatory styles. she walks the reader through the "how to's" of communicating and searching on the internet and describe� several connection choices that fit a variety of budgets and hardware options. the book has three main divisions. chapters one and two introduce the internet imd provide instructions on how to get connected. part two describes the procedure for using the communication tools (e-mail, listservs, newsgroups, talk, chat, irc and muds) for real time communication over the net. the last part of the book discusses the tools that are used for finding and retrieving information that resides on remote computers. all chapters contain a list of relevant internet addresses and offer assignments and questions on the chapter material. there are some good features in this work. for example, illustrations that show the computer screen as it would appear when operating a p articular tool, help to improve the reader 's understanding and can serve as a valuable reference when actually using the tool. also, internet students who are looking for resources to write a term paper will like the appendix where they will find a list of related book titles as well as a set of instructions on how to cite internet sources in either the mla or apa style format. the book is ideal for an introductory internet course at the college or university level. since the .information is clearly presented it could also be of interest to others who have access to the internet and would like to follow along on their own. in this sense the author has truly produced a guide to the internet. however, as with all internet books, this publication is in danger of quickly becoming obsolete. although the work is still relevant, it is starting to show signs of age, since a few of the addresses mentioned are no longer accessible or have moved. brian smalridge is coordinator of educational technologies and faculty development, champlain regional college, st. lambert, qc, canada education libraries vol. 21, nos. 1 , 2. 3 8 8 0 0 k r e v i e w 5 mathews, david. is there a public for public schools? dayton, ohio: kettering foundation press, 1 996. isbn 0-923993 81p. ppk. $9.50 mathews reports on the results of several research projects conducted by the kettering foundation on the u.s. citizenry and its relationship to public schools. researchers were surprised by their findings: the two (the public and the schools) show strong evidence of drifting apart, and the historic compact between them is in danger of disappearing. he concludes that "the public is slipping away from the public schools and no one is paying attention." the initial, historical mission of public school in america was to secure and make permanent the "new secular culture" that had been promised by the revolution. through the years, as society's needs changed, the purpose of public schools continued to evolve. by the beginning of the 20th century, schools were understood to be responsible for the task of democratizing an increasingly diverse population while establishing a common social order for all its citizens and providing them opportunities for economic prosperity. but it is clear that public schools are now under great pressure. schools as institutions are being required to cope with deeply rooted social problems that they never intended to handle, and are not equipped to deal with. and where is the strong foundation of support for these schools that has always been there in the past? kettering researchers found that one explanation is that the public has changed its view of the efficacy of public schools. on one hand, citizens know that the country needs public schools, just as it has in the past, but on the other, they have formed perceptions via the media, that public schools are not good for children not concerned enough with keeping discipline or teaching the basics. it is this confusion and tension that is damaging the public's confidence in public schools. education libraries vol. 21, nos. 1, 2 another factor is that many communities are experiencing such great changes that it is difficult to nurture the kind of strong public life that maintains all-important civic connections to their citizens. these shifts and disconnections are naturally reflected in local schools in these communities. interestingly. the .distance in citizen's relationship to their schools is sometimes worsened when well­ meaning educators initiate school reforms without involving their constituents in the process., thus the public feels further excluded, resists reforms, and distrusts the administrators. and when citizens distrust their schools, they are unlikely to support them. mathews thus argues that communities themselves must rethink their purpose and reevaluate the quality of their public life. problems in public schools reflect the problems in their communities, so a necessary part of that process must be a renegotiation of the relationship between communities and their schools. "it's not simply that the schools need to be improved; the relationship between the schools and the community needs repair." so to improve the quality of schools, we must first look to the quality of our communities and the ways they are meeting today's difficult challenges. there is a lot at stake. this bookis highly recommended for anyone who is concerned with educational policy, the status of public schools or the future direction of america's democratic process. carole sund is an information specialist at the national education association, washington, d.c., usa 20036-3290 8 0 0 k r e v i e w s 3 9 mckie, craig. (1 997) . using the web for social research. toronto: mcgraw hil l ryerson. isbn : 0-07-552851 -7, 281 pp., paper. incl. glossary and index. mckie's using the web for social research provides an in­ depth look at how the internet, with an emphasis on the world wide web, may be used as an important resource for students conducting research. geared for students in the social sciences, the book is divided up into these four main sections: (i) foundation skills, (it) routine use of the web for communicating and locating .resources, (lll) skills for everyday web use in research, and (iv) an appendix of technical details and instructions. each of these sections will be briefly summarized below. in an attempt to answer the question "why should i learn these skills?," in part / mckie examines the following: those benefits to students in learning how to use the internet, the setting up of a personal computer to gain access to the internet, and the basic services that are available. although mckie tries to avoid technical jargon (and refers the interested reader to the appendix for greater detail), the novice reader may have some difficulty following some of these explanations, particularly those discussing the different types of access to the internet. part ii focuses on how the various sources of communication (such as e-mail, newsgroups, listservs), tools (such as archie, telnet, hytelnet, wais), and search engines may .be used throughout the research process. in the latter instance, mckie unfortunately does not explain how one constructs a search strategy tailored to each of the different search engines. he states instead that the best way to learn the different techniques is simply by using each of the engines and comparing results. next, after a brief description of traditional library resources used in research, the reader is given a tour of the electronic resources that are now accessible via the internet. these resources include: library catalogs, periodical indexes, and the full-text of newspapers, journals, and books. this section discusses many useful web sites, such as the e-library site which provides the full-text of contemporary magazines, trade publications, and some television transcripts. in addition, mckie mentions the biobase shareware software which is designed to store bibliographic citations. however, a greater description of the various bibliographic software programs and their benefits would have been useful for the uninformed reader. in his introduction, mckie states that part iii presents the core material of the book and this is certainly the case. mckie traces the entire research process through a series of twelve steps using the subject juvenile justice to help illustrate the procedure. readers are advised to use the author's home page (see below for the url) as a starting point and from there the reader is shown a number of excellent broad social science resources that are located on the web. for some of the steps only a brief explanation is provided. for example, this reviewer would have liked greater detail on the evaluation of the material, especially given the difficulty of finding "quality" information on the internet. mckie also provides the address of at least one good web site in which to start for more discipline-specific research such as: sociology, anthropology, psychology, geography, political science, women's studies, social work, communication & journalism. two omissions here are in the fields of library & information studies and education. a chapter on designing your own web page, a look at how one can locate .information from the web with e-mail access only, and a concluding chapter in which mckie reveals that "all is not bliss on the web" and looks at some of the issues associated with pornographic material, conspiracy theorists, pernicious politics, fraudulent advertising among others top off this section. part iv provides a closer look at the hardware/software requirements for connection, service providers, how one converts a text-based connection to a slip/slirp line, freenets, winsock mechanics, and the advanced features on e-mail. some highlights of the book are: the numerous examples of frames that provide excellent support of the text; the summary of the web sites listed at the end of each chapter (these will be extremely useful for those who quickly want to consult the book to locate an important site); and the currency of the material, especially given the topic. for example, mckie provides a chapter on some of the latest internet techniques for communication (webcam, interactive software updates, online book stores to name a few). in addition, canadian readers, will appreciate the number of useful canadian resources included, although the canada resource page (url: www.cs.cmu.edu/unofficial/canadiana) was not mentioned. overall, this book will prove to be extremely useful to social science students (both undergraduate and graduate) who have a solid understanding of how the traditional library resources may be used when performing research. for undergraduate students who have no knowledge of how to conduct research, this book should really only be used as a supplement to the other general guides that are available. even then, some of the sections may go beyond the scope of an undergraduate (such as the discussion on data analysis). it is hoped that readers come away with an understanding that the internet should not be the only resource to use when conducting research, even though it clearly is providing more and more access to a wealth of information. craig mckie 's home page may be viewed at: http://www.carleton.ca/-cmckie!research.html anne wade is sessional lecturer of library studies, and manager of the information resource centre, centre for the study of classroom processes, education dept. , both at concordia university, montreal, qc, canada h3g 1m8 education libraries vol. 2 1 , nos. 1 , 2 keeping up with the internet by .jacqueline dealy abstract the internet has enormous power to change the way information and education professionals do their work. it is a ·suitable environment for reference and already has strong links with education, especially in the areas of distance education and educational technology. this article presents the internet novice with instructions on how to get connected. it also presents a sample of library and education related resources and provides sources for an information professional to use to keep up to date. much has been written extolling the seemingly limitless resources of the internet. to make effective use of its resources and not get caught up in irrelevant information requires making an effort to map out those parts of the internet that can be useful to you. an earlier article in this journal covered backgrourtd and setvices on the lnternet1 and a second, its potential as a resource for teaching and research.2 yet another, a bibliography, bears witness to the flood of material being written on this subject.3the purpose of this article is threefold: one, to assemble a sample of education and library related resources; two, to present some useful tips and sources for keeping up to date; and three, to help clarify the often cryptic instructions that are the key to the riches of networking. an internet novice should find enough informa­ tion in what follows to get started and keep going. the information will be organized around internet setvices: listsetv, electronic journals, telnet, archie, gopher and ve­ ronica. like the internet itself where there seems to be no beginning and no end, there is no real beginning or end to this article. the reader will want to refer back and forth from one section to the other or skip straight to the middle if he or she wishes. disclaimer it is impossible to write about the internet without inserting a disclaimer or two. first of all, developments in networking are occurring daily; some (a small percentage) of what is written here will have changed by the time of publication. secondly, this article will not discuss the various differences between local operating systems and telecommunications software or between networking protocols. these are best clarified by local systems support personnel. third, at the micro level there are dissimilari­ ties between macintosh and pc environments to be taken into education libraries • vol 18, no. 1 account. once you get beyond the local system, however, whether you are pointing and clicking or typing your commands, the basics of the internet remain the same. special interest discussion groups: listsetvs one of the easiest ways to get to know the internet is to join a special interest discussion group. on the internet these groups are referred to as 'lists'. individual lists revolve around a particu­ lar topic and may have anywhere from several hundred to several thousand persons subscribed. each list has a co-ordinator and/or a home institution or sponsoring organization. with very few exceptions, a list, and many of the housekeeping functions involved in maintaining subscriptions, is managed by software called listserv. that is to say, when you join a list or cancel your subscription to a list, your requests are executed by a computer. all interactions with a listsetv are sent via electronic mail using the conventions for sending messages that are peculiar to your computer site. it is important to understand that there is no human intermediary at this point of the operation and because of this, your instructions must be precise and sent in the accepted command language recognized by the listsetv software. two basic commands to get started with are subscribe and unsubscribe. these commands are often abbreviated to sub and unsub. a variation on unsub, used on some lists is signoff. upon request you can ask the listserv to send instructions for more complex interactions. when you subscribe to a list you will be sent a welcome letter by the list owner telling you about the list. you will also receive a message from the listsetv with instructions on other listsetv commands such as how to put your mail on hold and how to leave the list. when you join a list you will be told whether or not it is moderated, which means that when a message is sent to the list, 1 1 it must meet certain criteria before it is 'posted' for the list members to read. it is a good idea to monitor a list for a short period of time before you begin 'posting' messages so as to get a feel for the tone and nature of the 'conversation'. network etiquette has evolved over time and is a must. if the list you subscribe to does not send you information on 'netiquette' a few rules to follow can be found in ed krol's, the whole internet user's guide and catalog. 4 subscribing to a list the way to join a discussion group is to send an electronic mail message addressed to the listserv that manages the list you want to join. in the few cases where the list is not managed by a listserv the instructions remain essentially the same, with the difference being the mail message is sent to a person rather than to a listserv. an example of a listserv address is: listserv@ uhupvml.uh.edu.5 to subscribe to a list send a message to a designated list address using the established mail protocols of your system. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe <listname> yourfirstname yourlastname your firstname and your lastname should be the name with which you registered on your local system. to cancel your subscription to a list, send the following electronic mail message to the listserv: unsubscribe <listname> do not put your first and last name in your unsubscribe message. if you are subscribed, the listserv knows who you are and will be confused by the presence of more information on the unsub line. education and library related lists there are literally hundreds of lists to subscribe to with no limit to the subjects covered. for obvious reasons, the fields of education and libraries are a natural for the internet. adult education, education technology and distance education, in par­ ticular, lend themselves well to networking. k12 education is also gaining a presence through fidonet and other bulletin board systems, while those of us working in libraries and information centers are filling the networks with communications on how to handle the network. many lists are regional in nature, being confined to topics that are of local interest to a state or a province. other lists may be moderated or archived by a state institution and may appear to have a geographical orientation but are often international in coverage. the best way to get to know a list is to subscribe to one. a few of the many, many discussion groups that are avail12 able for librarians and educators are mentioned below. due to lack of space and the unpredictable nature of lists, the description is necessarily brief. to find out about other lists, refer to the sources in the section of this article on keeping in touch with the internet. to subscribe to one or more lists follow the basic instructions outlined below. most follow the same procedure. if the procedure [or a list varies it will be mentioned. the lists are in alphabetical order. remember, this is just a sample of what is available. adlted-lcanadian adult education network the adlted-l list provides an opportunity for adult educators from canada and abroad to communicate with one another. discussion on this list tends to be thoughtful. to join adlted-l, send an electronic mail message to: listserv@ uregina.uregina.ca. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe adlted-1 yourfirstname yourlastname aednet adult education network aednet is a list for discussion, information exchange, announcements and queries on topics of interest to adult educa­ tors. a refereed electronic journal, new horizons in adult education is distributed through aednet (see journal section below). to subscribe to aednet, send an electronic mail message to: listserv@alpha.acast.nova.edu. after you have en­ tered the address, leave the subject line blank and type the following in the body of the text: subscribe aednet yourfirstname yourlastname aera-a american educational research association aera-a is a joint effort of the college of education at arizona state university and the american educational re­ search association. there are eleven aera forums, which grew out of the education research list (erl-l ). each aera forum is a separate list corresponding to a division of aera and is identified by a letter of the alphabet as follows: aera-adivision a administration aera-bdivision b curriculum studies aera-cdivision c learning and instruction aera-ddivision d measurement and research methodology aera-edivision e counselling and human development aera-fdivision f history and historiography aera-gdivision g social context of education aera-hdivision h school evaluation/program education llbrarl• vol 1 8, no. 1 development aera-idivision ieducation in the professions aera-jdivision j postsecondary education aera-kdivision k teaching and teacher education to subscribe to one of the lists, send an electronic mail message to: listserv@asuacad.bitnet. after youhave entered the address, leave the subject line blank and type the following in the body of the text: subscribe aera-k yourfirstname yourlastname to join more than one aera list, place individual messages on separate lines. altlearn as the name of this list suggests, it is devoted to discussion of alternative approaches to learning. to subscribe to al tlearn send an electronic mail message to: listserv@sjuvm.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe altlearn yourfirstname yourlastname deos-l distance education online symposium deos-l is an international forum on distance education. the purpose of this list is to facilitate discussion on the issues presented in deosnews (see journal section below) pi us other issues of interest to distance educators. to subscribe to deos-l, send an electronic mail message to: listserv@psuvm.edu. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe deos-1 yourfirstname yourlastname ed poly an education policy analysis forum this list presents a forum for the various aspects of education policy. ed poly an also serves as a bulletin board for posting jobs, meetings and education policy publications. to subscribe to ed poly an, send an electronic mail message to: listserv@ asuacad.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe edpolyail yourfirstname yourlastname edtech edtech is a list for students and faculty in the field of educational technology. it discusses problems and solutions in educational technology, education resources, news events and current research. to subscribe to edtech send an electronic education libraries • vol 18, no. 1 mail message to: listserv@msu.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe edtech yourfirstname yourlastname k12admin k12admin is a world-wide discussion group centred on k12 school administration. conversation focuses on curriculum, operations, technology and activities. to join k12admin, send an electronic mail message to: listserv@suvm.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe k12admin yourfirstname yourlastname kid-media kid-media list encourages communication between peo­ ple interested or involved in the creation, production, distribution and consumption of media targeted at children. it is aimed primarily at children under the age of 12. topics include: chil­ dren's public and commercial television, the role of computers and computer animation, and social issues such as separating illusion from reality in kids media. note: kid-media is not handled by a listserv. to join kid media send an electronic mail message to: kid.media-request@airwaves.chi.il.us. type the word 'subscribe' in the subject line. do not include a message. do not add your name. libref-l libref-l is a list that focuses on library reference issues. it is a well established list that appeared relatively early in the history of lists. the discussion is mixed between academic and other types of libraries. the very nature of the internet, however, tilts the balance toward the academic side. many good natured people belong to this list, who are willing not only to discuss reference issues but to answer difficult reference questions. to subscribe to libref-l, send an electronic mail message to: listserv@kentvm.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe libref-1 yourfirstname yourlastname lm_net (library media) the lm _net list is for school library media specialists and people involved in the school library media field. lm_net sponsors a 'skills index', which is a list of names and electronic 13 mail addresses of persons who have volunteered to answer questions related to network resources. lm _net monitors other listserv discussion groups with related interests such as me­ dia-l, hypercrd and edtech. to subscribe to lm_net, send an electronic mail message to: listserv@suvm.syr.edu. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe lm net yourfirstname yourlastname otela-l ontario teacher education library association the purpose of otela-l is to share news and ideas and to discuss issues affecting canadian education libraries. the list is sponsored through a joint effort of otela and brock university faculty of education. to join otela-l send an electronic mail message to: listserv@dewey.ed.brocku.ca. after you have en­ tered the address, leave the subject line blank and type the following in the body of the text: subscribe otela-1 yourfirstname yourlastname pacs-l public access computer systems pacs-l is a list that focuses on the use of computer technology in libraries. topics include cd-rom, new software and hardware, information retrieval, conferences and other news announcements. to join pacs-l send an electronic mail mes­ sage to: listserv@uhupvml.bitnet. after you have entered the address, leave the subject line blank and type the following in the body of the text: subscribe pacs-1 yourfirstname yourlastname searching a list the contents of past messages on a list can be searched·by sending search commands to a listserv. a listserv can handle simple searches and fairly complex searches involving boolean logic and limit features. even a simple listserv search, however, involves somewhat cryptic syntax. some gopher sites allow you to search lists through the gopher menu or through veronica software both of which are explained below. however, if you want to look for information that has appeared in an earlier discussion in a specific list without going through a gopher, a listserv database search is possible. it is also more explicit and requires less time than sifting through repetitive items retrieved by a veronic search of different gophers. frankly, each search method has its advantages and disadvantages. their individual usefulness depends on the desired result. as you become familiar with both processes you will be able to decide which is best for you. to search a list archive for previous postings on the topic of 'hypermedia', for example, you would send an electronic mes­ sage to a listserv, perhaps, pacs-l, which is archived at 14 listserv@uhupvml.bitnet. leave the subject line blank and type the following in the body of the message. ii database search dd=rules //rules dd * search hypermedia in pacs-l index i* the listserv will return a file with a numbered list of all messages that have appeared on the list with the keyword 'hypermedia' in them. to retrieve the messages a second elec­ tronic message, repeating much of the first message, must be sent to the list giving the numbers of the messages you would like to receive. the second message is typed as follows: ii database search dd=rules //rules dd * search hypermedia in pacs-l print all nnnn, nnnn, nnnn !* a more complete description of this process is available in crossing the internet threshold.6 you can also have the listserv send you a document with all search commands by sending the electronic message: info database to a listserv site. as with a subscribe command, leave the subject line blank. usenet a discussion of lists would not be complete without men­ tioning usenet. there are approximately three thousand discus­ sion groups, referred to as 'newsgroups' handled by a volunteer network called usenet. usenet discussion groups often mirror, i.e. duplicate, discussion groups handled by listservs on the internet, or vice versa. the difference between news groups and internet lists lies in the method of distribution. internet postings are sent to individual subscribers while sites that offer usenet receive a news feed of all use net groups, which are then accessed from a single central location. if you are following a discussion group on usenet, you will sign on to a use net service and read the message from a central location rather than having it sent to your 'mailbox'. unlike other electronic messages use net messages will not wait indefinitely for you to read them. they generally expire after three weeks. you cannot read newsgroup postings unless your site subscribes to usenet. a good article on the advantages of usenet over internet has been written by greg notess in online magazine.7 eleci'ronic journals and newsletters electronic journals come in varying styles and formats. some are refereed and claim scholarly status, others are more of the newsletter type or are extensions of discussion lists. although most electronic journal articles are in ascii format, accompanyeducation llbr•rles • vol 1 8, no.1 ing picture files are becoming more common. many electronic journals are managed and archived by listservs. delivery format varies from journal to journal . you may be sent either the entire journal, abstracts of the articles, or an index to the table of contents. the tables of contents of more and more electronic journals are showing up at gopher sites turning gophers into electronic newsstands. if the format consists of an index or abstract, you will be required to fi'p any article you may wish to read. for information on how to gopher and fi'p refer to the sections on these subjects below. electronic journals in the field of education are varied, with subjects ranging from k12 teaching to higher education admin­ istration. the following titles are included to give you an idea of what is available. for an up to date list of electronic journals refer to the directory of library oriented lists and journals or the directory of electronic serials mentioned below in the section on keeping in touch with the internet. for background infor­ mation on accessing ejournals, the reader is referred to the article accessing electronic journals. 8 academe this week ­ the chronicle of higher education academe this week includes an overview of the news in the chronicle of higher education, a calendar of the weeks events, deadlines for scholarships, and position openings. it appears every tuesday on most gopher servers. it can b� found in the menu under north america/ united states/ele . ctronic journals and newsletters. if your site has a gopher client you can access it by gopher directly as fol l o w s : gopher chronicle.merit.edu. deosnews distance education symposium online deosnews is a bi-weekly, international , electronic jour­ nal of distance education. articles in deosnews vary in tone from scholarly to conference reports and bibliographies. d eosnews is managed by a listserv. the process for subscrib­ ing is similar to joining a list. to subscribe to deosnews send an electronic mail message to: listserv@psuvm.bitnet. do not write anything in the subject line. the complete text of the message should read: subscribe deosnews yourfirstname yourlastname when your request is received by the listserv, you will be asked to confirm. instructions on how to do so will be sent with the acknowledgment. edupage edupage, a service of educom, is a newsletter with education libraries • vol 1 8, no. 1 brief news summaries of happenings in the world of information technology. it is international in scope and covers industry, government and educational topics. summaries are from publi­ cations as diverse as the new york times, wall street journal, bna daily report for executives, consumer reports, toronto globe and mail, and the chronicle of higher education. it also includes notices of conferences. edupage appears twice a week. to subscribe to edupage send and electronic mail message to: listproc@educom.edu. leave the subject line blank. the complete text of your message should read: subscribe edupage yourfirstname yourlastname ipct interpersonal computing and technology: an elec­ tronic journal for the 21st century ipct is a peer reviewed journal. topics of articles in ipct that are of interest to educators and librarians include: use of electronic networks in the classroom and professional communi­ cation. the journal is oriented toward social science or humani­ ties aspects of electronic communication. it is distributed by a listserv. if you are subscribed, you will be sent abstracts of the articles in each issue. each abstract will have a filename. if an article appears interesting, it can be retrieved by sending the electronic mail message: get filename. to subscribe to ipct send an electronic mail message to : listserv@ guvm. georgetown.edu. do not type anything in the subject line. the complete text of the message should read: subscribe ipct-j yourfirstname yourlastname the ipct journal is also available by gopher from georgetown university. if your site has a gopher client you can access it by gopher directly as follows: gopher guvm.ccf. georgetown.edu. jte journal of technology education the journal of technology education is handled by the jte­ l discussion list. the journal inc! udes both text and graphics. the graphic files are in postscript format. to subscribe to jte send and electronic mail message to: listserv@vtvml.bitnet. leave the subject line blank. the complete text of the message should read: subscribe jte-1 yourfirstname yourlastname. lib res libres is a quarterly journal, which publishes both re­ search and application-oriented articles dealing with library and information science. the journal began publishing refereed arti­ cles in october 1993. to subscribe to lib res send an electronic mail message to: 1 5 listserv@kentvm.bitnet. leave the subject line blank. the message should read: subscribe libres yourfirstname yourlastname new hotizons in adult education new horizons in adult education is archived by the aednet discussion list. to get a copy of the index of new horizons send an electronic mail message to: listserv@ alpha.acast.nova.edu. leave the subject line blank. type the following request in the body of the message: index horizons you will receive a mail message from the listserv contain­ ing a list of available new horizons journals. the file name for the different volumes are made up of the volume and number of each issue, i.e. file vol5nl is volume 5 number 1. to receive a particular volume send a request as follows: get horizons vol5nl the contents will be sent to you by electronic mail. if you like you can send several requests in one message. put each request on a separate line. online chronicle of distance education and communication the chronicle of distance education is not a journal but rather publishes abstract of articles published elsewhere. it ap­ pears twice a year and includes course, program and conference announcements, information on new ejournals and discussions on distance education. its scope is international. to subscribe to the chronicle send an electronic mail message to: listserv@ uwavm.bitnet. leave the subject line blank. type the following request in the body of the message: subscribe disted yourfirstname yourlastname public access computer systems review (p acs-review) pacs-review is a refereedjournal concerned with end-user computer systems in libraries. it is published by the university of houston libraries. coverage includes end-user computer sys­ tems, campus wide information systems, cd-rom lans, docu­ ment delivery systems, expert systems, multimedia and more. to subscribe to pacs review, send a message to: listserv@ uhupvml.bitnet. leave the subject line blank. type the following request in the body of the message: 16 subscribe pacs-p yourfirstname yourlastname databases on the internet many library opacs and gopher sites have databases or indexes and abstracts listed on their menus. in most cases, due to licensing agreements, or overload on the system, they are limited to persons affiliated with the institution supporting the opac or gopher. there are, however, a few that are open to the general public. those that are useful for education are mentioned below. canadian education index the canadian education index, which is available at the university of saskatchewan, includes french and english cita­ tions for monographs, theses, reports and journal articles. to access the database telnet to the university of saskatchewan: telnet sklib.usask.ca login: sonia (one of the few logins that us�s upper case) carl uncover article access and delivery the carl uncover database produced by the colorado alliance of research libraries is a journal article database that offers table of contents access, and document delivery, for approximately 12,000 journal titles covering subjects in social sciences, sciences, education, humanities and medicine. un­ cover can be consulted via the internet free of charge. the searcher pays only for those articles that are ordered. delivery charges are indicated clearly before the order is placed and vary depending on the amount of the copyright clearance fee. gateway access is available for a fee. to access uncover telnet to: database.carl.org and follow the on screen instructions for new users. an added bonus with uncover is that it also provides a gateway to the british library document delivery service. distance education database this is the database of the international centre for distance learning at the uk open university. it contains information on theory, policy, access and development of distance education. it also lists courses, distance teaching institutions and journals on the subject of distance education. it is international in scope and can be accessed by telnet. telnet acsvax.open.ac.uk at the welcome prompt type: icdl at the account prompt type: name of your country at the password prompt type: aaa (this does not show up on the screen) follow the menu to search institutions, courses, or the literature database. eric (rie and cde) education libraries • vol 1 8, no. 1 the eric database is available for searching from a number of sites. two popular sites are at the following tel net addresses: university of saskatchewan: l.telnet sklib.usask.ca login: sonia (one of the few logins that uses upper case) syracuse university: 2.telnet acsnet.syr.edu login: suinfo different sites offering access to the eric database have various capabilities in terms of time span of the database or fields that can be searched. to find out which one best suits your purposes you should try the individual sites. you can obtain the addresses for other sites from the eric public access system. the eric gopher will mail you a list of these sites with telnet addresses and logon instructions. at the time of writing the list of internet access points for eric was in the following menu. 1. gopher (askeric electronic library) 3. library of education resources/ 1. full text education information/ 1. askeric helpsheets/ 1. browse helpsheets by topic/ 3. eric internet access. internet tools tel net connecting to a telnet site tel net is an internet protocol that enables a connection from your home computer to a remote computer site. telnetting to another site req uircs the presence of telnetsoftware on your local system. the basic command used to telnet, and the one you will almost always use, is telnet. to connect to another site type 'telnet' accompanied by a telnet address. when you are in telnet mode type a question mark for help or to view the other available commands. once you are connected to the remote site you will receive a 'login' prompt. telnet addresses are usually accompanied by a login password, which will vary depending on the purpose of the telnet session. it is always entered in lower case. once you are logged in, you may investigate any of the options that are designated as available for that particular password. generally the types of information available, are online catalogues, cam­ pus wide information systems (cwis), wide area information systems (w ais), citation or full text databases and archie or gopher servers. telnet instructions for accessing many of these services are included in the section below: keeping in touch with the educ.tlon libraries • vol 1 8, no. 1 internet. file transfer is not an option at a telnet site, however, you can access some gopher sites from a telnet site and have files 'mailed' to you by the gopher. difficulties may be experienced in telnetting to or from an ibm tn3270 site. communicating with these sites requires a different protocol, which must be present on your local system just as the basic telnet protocol is. there are, however, sufficient sites that are not tn3270 to keep you busy for quite some time.9 gopher gopher is software that organizes files at various internet sites and makes them available through a system of hierarchical menus. gopher software has search and retrieval capabilities and many gophers will also deliver requested information to you. to use the gopher mail function, you must first be reading a file. when you exit the file you will be presented with the mail option <m> on the menu appearing at the bottom of the screen. when you choose mail, you will be prompted for your internet address. depending on how busy the network is at the time, the file will arrive in two minutes to two hours. connecting to a gopher site there are two ways to reach a gopher site. one, if you have a gopher client at your site you can gopher directly to another site using the gopher command followed by the address of a gopher site, for example, gopher gopher.cua.edu. (yes, some gopher addresses begin with the word 'gopher'). two, if you do not have a gopher client, you can tel net to some gopher sites and login as 'gopher'. you can then reach other gophers by selecting 'other gopher sites/' from the menu. gophers not only provide access to information at their site and to other gophers, but serve as gateways to other services such as hytelnet and the world wide web (www). most gophers have a menu option offering introductory information about the gopher. it is a good idea to read these introductory files until you are familiar with the site. gopher menu options are identified by either a text abbreviation, a symbol, or an icon at the beginning or end of the menu line. some of the more common menu options are identified as follows: i or <dir> indicates the menu item is a directory. . or <text> indicates the menu item is a text file. ? or <index-search> indicates a searchable file. indicates the item is a binary file. indicates telecommunication connection to a telnet site. indicates a cso phone book. a word of caution: during login, a typographical error in the word 'gopher' will cause the system to prompt you for a pass­ word. even if you spot and correct the typographical error and it appears correct on the screen you will be required to re-enter the 'gopher' login. bypass the password prompt with a carriage return and start the login process again. please note also that with the exception of macintosh files that have been converted to ascii 1 7format (.hqx), non-ascii files cannot be retrieved, displayed or mailed by gophers. if you receive an error message indicating that a file is not available, this is generally the cause. book11ulrks gopher sites are constantly under development, changing re-arranging and adding new information. on a single gopher you will find files on almost any subject, from gardening to white house press releases and presidential speeches . advanced gopher users will want to investigate the ' bookmark' feature that allows you to create your own menus of frequently used directo­ ries by marking them for inclusion in your personal directory. bookmark capabilities vary from site to site. check with your local technical support to see what is available. education related gophers eric public access system eric (educational resources information clearinghouse), supports a gopher at its public access site, called the askeric electronic library. persons who access this gopher will find a cornucopia of education related information. layer upon layer of menus and submenus include: classroom guides; lesson plans; listservs (discussion groups); eric digests; and education sta­ tistics. roy tennant's internet basics10 can be accessed through the askeric helpsheet menu and by tunnelling through a few submenus you will arrive at the university of syracuse eric bibliographic database. the eric gopher also has access to ot�er gophers including: the coalition of school networking; the university of pennsylvania literacy research center; and the national centre for education statistics. to access the eric electronic library telnet to the public access system at ericir.syr.edu telnet ericir.syr.edu login: gopher (lower case) if your local system supports a gopher, you can also gopher directly to eric electronic library: gopher ericir.syr.edu askeric askeric, a que&tion answering service for teachers, admin­ istrators and other persons involved in k-12 education, is avail­ able as a menu option from the eric public access site. "the hallmark of askeric is the presence of a human intermediary to negotiate and respond to all questions posted to the system."11 there are two ways of transmitting questions to asker! c. one, questions can be sent as an electronic mail message to : askeric@ericir.syr.edu. two, you can access the askeric service by telnetting or gophering to the eric public access system and selecting it from the menu as follows: telnet ericir.syr.edu login: gopher (lower case) terminal type : vt100 18 at the moment of writing the askeric feature was at menu option (2) : askeric a question. if you choose this option, you will be prompted for your question and given ins !ructions on how to terminate. the answering service will also provide help with internet related questions. eric assessment and evaluation gopher the eric assessment and evaluation gopher is sponsored by the eric clearing house on assessment and evaluation, the catholic university of america education department and the catholic university of america computing center. the scope of eric/ae includes methodology, research, application of tests, measurement or evaluation of projects and programs, and learn­ ing theory. menu items include, among others, buros test review locator, the princeton ets (educational testing serv­ ice) database and much more. if you have access to a gopher client the assessment and evaluation gopher can be reached directly: gopher gopher.cua.edu when you have connected to the gopher, choose 'special resources/' from the menu. if you do not have access to a gopher, tel net to the eric public access system: telnetericir.syr.edu and select it from the menu of the electronic library. u. s. department of education/oeri institutional communications network (ine1) gopher server the oeri gopher provided under the auspices of the u. s. department of education's institutional communications net­ work is managed and operated by the education information resources division of the office of educational research and improvement (oeri/eird). it provides access to education research, statistics and information about the united states department of education. the gopher includes information produced by, among others, oeri programs such as the national center for education statistics (nces), education research and development centers and eric. you cannot telnet to this gopher. you must gopher to it as follows : gopher gopher.ed.gov. if your internet site does not have a gopher client you can access the oeri gopher through the askeric public access system or on many other gopher sites you will find it under: all the gopher servers in the world/ north america/ usn general/ u.s. department of education/ ibm kiosk for education (ike) user forum this is a gopher server for the exchange of information among faculty, staff and students in higher education on the use of ibm hardware and software systems for instruction and research. among the subjects covered are: l ibraries, business, computer science, and education. new users must register in order to participate in the forum. registration is menu driven and relatively simple. to register telnet to: lsaac.engr.washington.edu. education libraries • vol 1 8, no. 1 follow the on-screen instructions. ike is also available by choosing ibm acis higher education information server ike from many other gopher menus. the library of congress the library of congress gopher, lc marvel, offers access to library of congress information, plus connection to other internet gophers and services. options from the main menu include: research and reference; services to libraries and publishers; copyright; and global electronic library by subject. buried in a submenu is access to the library of congress catalog and other useful resources such as the directory of s�holarly electronic lists,12 and library oriented lists and seria!sy to access the library of congress gopher type the following: gopher marvel.loc.gov if you do not have a gopher client you can also telnet to marvel: telnet marvel.loc.gov or, if you j ust want to search the library of congress catalog, it is available on its own via telnet: telnet locis.loc.gov login: locis ontario institute for studies in education (oise) this information site provides access to a number of educa­ tion resources including the canadian education index, the ontario resources information system database, onteris, pi us a gateway to other gopher sites and the university of toronto library system. and other gophers. to access oise: tel net eloise.oise.on.ca login: eloise if you have gopher capability, you can gopher directly to oise at porpoise.oise.on.ca. searching for gopher files: veronica veronica stands for very easy rodent oriented soft­ ware. in simple terms, it is search software for retrieving files found in gopher menus. veronica shows up as an option on most gophers. you can use veronica for simple searches without knowing much more about it than that. for example, if you wanted to find out about fidonet you would select veronica from a gopher menu and enter the word ' fidonet' at the search prompt. the system will return approximately 50 references to items on fidonet. the gopher software will mail any one of the items to you. if you want to do more complex searches, a help sheet on ' how to compose veronica queries' is available after you education libraries • vol 1 a, no. 1 choose veronica from the gopher menu. veronica can handle complex searches and has features that include restricting a search to certain gopher item types, boolean operators and nesting. given the large number of files that are searched in a veronica search, learning to refine your search is a good idea. searching remote computer sites: archie archie is indexing software with a query module that makes it possible to locate files stored at remote computer sites. remote means anywhere that you are not. literally, this can be anywhere in the world. you would use archie to locate a file or a program that you knew was available via ftp. in order to use archie, you must first telnet to a site that has an archie server. some popular addresses for archie sites are: ds.internic.net; archie.rutgers.edu; archie.uqa.ca; archie.sura.net these ad­ dresses, and more, can be found by connecting to hytelnet at the university of saskatchewan. look for them under 'other re­ sources'. information on how to access hytelnet will be found below under keeping in touch with the internet. once you are connected to the site you want to search, you will receive a login prompt. the login is: 'archie'. do not include the quotes. always use lowercase. telnet archie.sura.net login: archie archie commands can be obtained from an archie site by typing in the help command. to get started, all you need to know is the basic search command which is prog. for example, you have heard of a program called mosaic. a recent article in the new york times says it is free for internet users who are willing to download i t.14 you are intrigued by the wonders of mosaic but no matter how many times you read the article, there is no indication of how or where to get the software. this is a case for archie. you can use archie to find the address of a computer site that is storing mosaic. mter you have logged into an archie site the command: prog mosaic will retrieve a list of addresses that are storing the mosaic program. at first sight, the list may appear cryptic. however, the information is easily decipherable. the first line of an entry lists the ' host', which is the site where the file is stored. the second line gives the date of last update. the ' location' is the directory where the file is stored. directory names usually contain significant information. for example, 'pub' stands for public. these are the files that are open to the public. if one of the directories in the path is 'mac' this means that the software in that directory is for use with a macintosh computer and so on. information on the 'file' line gives the name of the file to be retrieved, its size and date. if you are accustomed to reading dos directories you will note that the information in a unix directory is reversed and that file names appear at the end of a line and can spill over to the next line. also, they do not follow the usual eight character filename rule with a three character file extension. the following is extracted from an archie search for mosaic: 19host ftp.luth.se last updated 16:15 4 feb 1994 location: /pub/infosystems/www /ncsa/mac/1.0 file -r-r-r-663696 bytes ncsamosaicmac.10.sit.hqx host ftp.ncsa.uiuc.edu last updated 15:20 6 feb 1994 location: /pc/mosaic file -rw-r-r250267 wmos20al.zip the file names in these examples are: ncsamosaicmac .lo.sit.hqx and wmos20al.zip. in order to retrieve a copy of mosaic, you must exit the telnet connection and use the ftp command, which is described below. file transfer protocol (ftp) file transfer protocol (ftp), also known as anonymous ftp, is a set of rules that governs the exchange of information on the internet. it is used to transfer files of all types from a remote computer site to your home computer. the ' anonymous' refers to the fact that access to the files in question does not require a user identification. the files you transfer will be located in a section of a mainframe that allows public access. there are a few basic things to remember when you ftp. one, transfer your files during non-peak times if possible. they will transfer faster and you will not be tying up the network. two, if you ftp a shareware program you must register and pay the fee if it is required to do so. three, there are many different file types available for transfer and most ftp sites store a wide variety of them. all non-ascii files must be transferred with the binary command as indicated below. before you ftp a file you can tell what kind of a file it is by the file extension. common file types are .doc, .txt, .ascii, . ms-dos, .hqx, and .zip. a recent article in the computing teacher gives a good explanation of the various file types and how to transfer thern.15 to ftp a file, log on to your home computer in the usual way. at the initial prompt type in the ftp command followed by the address of the site that is storing the file. for example, to ftp to one of the sites that is storing mosaic: ftp ftp.ncsa.uiuc.edu. it is not unusual foran ftp address to contain the letters ' ftp' within the address. when you are connected to the host computer, you will receive a message telling you that the connection has been made. the prompt will indicate the name of the computer you are connected to. complete the connection as follows: at the site prompt, type: login at the name prompt type: anonymous at the password prompt type your email address: soandso@xxxxx. yyy .ca a welcome message will appear and you will find yourself in the root directory. to navigate between directories use the cd 20 (change directory) command. for example : cd /comp.archives/ alt.hypertext. notice that the slashes are forward slashes rather than reversed as they are in a dos directory. to transfer the file, type: ftp>get /path/filename a word of caution: many ftp sites are case sensitive. you must use upper and lower case exactly as it appears in the address. if a file name is ncsamosaicmac, that is the way it must be entered. many unsuccessful attempts to transfer a file are simply the result of typing a single letter in upper instead of lower case and vice versa. binary files, that is to say all non-ascii files must be transferred in binary format. to do this type the word ' binary' at the ftp prompt, before you use the get command ftp>binary ftp>get /path/filename you will then be prompted to give a local file name. this is the name the file will have on your home computer. keeping in touch with the internet finding electronic journals and lists directories of electronic journals and discussion groups can be obtained by electronic mail, or file transfer and can also be consulted at many gopher sites. two of the more popular direc­ tories are: the directory of scholarly electronic conferences, 16 and the directory of electronic serials.17 a selected list of journals and discussion lists of interest to libraries has been put together by charles bailey.18 yet another list is being archived by the committee for institutional cooperation. in order to retrieve any of these list follow the individual instructions below . the directory of scholarly electronic conferences this is a directory to electronic publications including dis­ cussion lists, electronic journals, newsletters, and usenet groups. the size of this list requires that it be broken up into several manageable sized files. it is available in both ascii and hypercard formats. the files can be retrieved by electronic mail or ftp. to retrieve the directory by electronic mail send a message to: listserv@kentvm.kent.edu. leave the subject line blank. the first file you should retrieve is the readme file, which has explanatory notes for retrieving the remainder of the directory. to do this, type the following in the body of the message: get acadlist readme. to retrieve the directory by file transfer, ftp to: ksuvxa.kent.edu. login: anonymous. use your email address as password. to retrieve the readme file, type: get acadlist readme. educatlon libraries • vol 1 8, no. 1 \ 8 t directory of electronic journals this directory of electronic journals, compiled by michael strange love at the university of ottawa, is also very large and has been broken into two sections. to retrieve the directory, send an electronic mail message to : listserv@acadvml .uottawa.ca. the body of the message should read: get ejournll direci'ry f=mail get ejournl2 direci'ry f=mail note that the two files have vowels missing. type the file names as they appear here. library oriented lists and electronic serials this list can be obtained on many gophers . it is generally found under a heading for library/ electronic journals and newsletters/. cicnet cicnet, founded by the committee on institutional coop­ eration (cic), a group working at providing access to internet resources, connects a large number of academic, research, nonprofit and commercial organizations in the midwestern united states. the resource that is most popular on cjcnet is the archive of electronic journals. the archive is a menu choice on many gophers. if you have a gopher client you can gopher directly to: gopher.cic.net. the contents of this gopher are also available via anonymous ftp: ftp.cic.net. directory is :/pub/nircomm/gopher further resources clearinghouse for subjeci'-oriented internet guides the university of michigan library and the school of information and library studies sponsor a clearinghouse for subject oriented internet guides . subjects include: buddhism, law, psychology, education and library studies. there are pres­ ently over fifty guides at the site. the guides are available via anonymous ftp or through several gophers. to retrieve a file, ftp to: una.hh.lib.umich.edu. the directory is : inetdirsstacks. file names in the directory describe the contents of each guide. pick one that interests you and ftp it as described in the file transfer section above. if you have a gopher client, you can gopher directly to : gopher.lib.umich.edu. current cites current cites, published by the library at the university of california, berkeley, is a monthly annotated bibliography covereducation libraries • vol 18, no. 1 ing internet related topics. journals in library and information technology are scanned for selected articles. topics include: optical disk technologies, computer networks and networking, information transfer, artificial intelligence, electronic publish­ ing, and hypermedia. to subscribe send a request to : cites@library.berkeley.edu. alternatively, you can ftp to the archive site at berkeley. the ftp address is ftp.lib.berkeley .edu. the current cite files are in the directory /pub/current.cites. a searchable archive is also available from the brs system at the coalition for networked information (cni). to reach the cni site, telnet to: a.cni.org. login as : brsuser. help-net help-net is a list for network users who want to ask questions about the internet. the questions, which are posted to all list members, cover a broad range of topics from ' how to show picture files' to 'how to receive netnews. ' sometimes it may seem that there are more questions than answers, but the list will at least let you know that you are not alone. to subscribe to help-net send an e lectronic mail message t o : listserv@templevm.bitnet. leave the subject line blank. i n the body of the message type the following: · subscribe help-net yourfirstname yourlastname hytelnet hytelnet is a hypertext based directory of available internet resources kept up to date by peter scott at the university of saskatchewan. hytelnet includes addresses and relevant infor­ mation for accessing online library catalogs throughout the world. in the past year it has added addresses for gopher sites, www sites, freenets and more. hytelnet is as valuable to the internet as a phone directory is to the telephone. (it will not locate individuals, however). it is a menu choice on many gophers, and can also be accessed directly by telnetting to the university of saskatchewan. instructions for using hytelnet are presented to you on the introductory menu. one nice feature ofhytelnet is its efficient search capability. telnet access.usask.ca login: hytelnet (lower case) follow the directions on the screen an electronic version of hytelnet is also available for mounting on local systems. net-happenings net-happenings is sponsored by internic information services. the list monitors several internet sources and forwards postings to members of net-happenings. forwarded mes­ sages include conference announcements, calls for papers, new 21 publications, new lists, network resources, and newsletters of interest to the internet community. there is no discussion on net-happenings, it is an announcements only list. to sub­ scribe send an elec tronic mail message to : listserv@is.internic.net. leave the subject line blank. type the following in the body of the message: subscribe net-happenings yourfirstname yourlastname a searchable archive of net-happenings is also avail­ able using the brs system at the coalition for networked information (cni). to reach the cni site, tel net to: a.cni.org. nettrain nettrain is a list for internet and bitnet users and trainers. discussion centers on methods and procedures for internet training as well as conference announcements and other news events. to subscribe to nettrain send an electronic mail message to: listserv@ubvm.bitnet. leave the subject line blank. in the body of the message type the following: subscribe nettrain yourfirstname yourlastname you will be asked to confirm your subscription. this is not an unusual request for high-volume lists. special internet connections this is a compilation of addresses for internet services updated regularly by scott yanoff. the list includes telnet addresses for gophers and other interesting sites. it ·is organized by subject from aviation through education to space/astronomy. the list can be accessed by ftp: ftp csd4.csd.uwm.edu. cd /pub get inet.services.txt or by gopher: gopher csd4.csd.uwm.edu virtual reference desk the virtual reference desk is a collection of 'bookmarks ' to reference sources, which have been compiled by the university of california, irvine and adopted by many gophers. this gopher item leads to menu i terns as far ranging as email addresses for the white house, internet assistance, english language dictionaries and the directory of electronic journals and newsletters . one point of access to the virtual reference desk is through the university oflllinois gopher. telnet to: uxl.cso.uiuc.edu, login: gopher. the university of illinois gopher also has a list of gopher sites recommended for exploration. 22 faq frequently asked questions, also known as faqs are avail­ able for archie, veronica and the internet itself on many gophers. they answer all the right questions and are an excellent source for basic information on these services. faqs are located on most gopher servers. pick your favorite gopher and go browsing. once you have found the faq you need, have it mailed to you. coalition for networked information (cni) cni is a joint project of educom, cause and the asso­ ciation of research libraries. cni's mission is to promote the creation of and access to information resources in networked environments. menu items include: copyright, coalition projects, network lists, and electronic journals. telnet to a.cni.org. login: brsuser infosource: internic information services this internic service is a collection of information designed to help new and experienced users locate sources on the internet. the infosource will either provide the actual document or give details on how to access other information archives. to find out what is available consult the infosource table of contents. infosource can be accessed through telnet, ftp, and gopher. ftp access to retrieve documents from the infosource using anony­ mous ftp: ftp is.internic.net login: anonymous password: your e-mail address cd infosource get index the index file, which will be mailed to you, contains a list of the filenames and the directories ofi terns archived at lnfosource. files can be retrieved using ftp protocol. to retrieve documents using a gopher client, gopher to: is.internic.net if you do not have a gopher client, telnet to: is.internic.net, login as: gopher (lower case). once in gopher space you can move up and down the menu system to see what is available. the future of the internet there are days when nothing seems right with the internet. connections are refused, searches take forever or longer, every item on a gopher is a binary file that cannot be retrieved, and the remote site refuses to recognize you because you have misspelled 'anonymous' . the present, to say nothing of the future looks bleak. but there are days when an elusive piece of information eduo.tlon llbrarl .. • vol 1 8, no. 1 comes your way without asking, sometimes even before you knew you were looking. all of which make it an understatement to say the internet has a life of its own. its capacity to blend with informational and educational needs is enormous and getting better all the time. new software, for instance, now makes it possible to enter into multimedia connections, and access to opacs and free text sources present new opportunities for information professionals. what has been presented here is a minute part of the internet and networking. there are many aspects that have been impos­ sible to comment on such as specialised educational networks, the proliferation of bbs in the k12 environment, and the emer­ gence of freenets. i hope that by using some of the resources mentioned above, readers will find out about and take an active part in their development. references 1giguere, marlene. (1992). "an introduction to services avail­ able on the internet." education libraries. 16, (2), 5-9. 2silva, marcos and cartwright, glenn f. (1993). "the internet as a medium for education and research." education libraries. 17, (2), 7-12. 3giguere, marlene. (1993). "the internet: a selective annotated bibliography of print material." education libraries. 1 7, (2), 13-23. 4krol, ed. (1992). the whole internet: user's guide and catalog. sebastopol, ca. o'reilly & associates. p. 93-95. s for a discussion on the difference between internet and bitnet addresses, the reader is invited to read: arms, caroline r. (1990). using the national networks: bitnet and the internet. online 14, september, 24-29. cl'fennant, roy, ober, john and lipow, anne. (1993). crossing the internet threshold: an instructional handbook berkeley, ca: library solutions press. 7notess, greg. (1993). "usenet: taming the email flood". online. july, p. 86-88. 8brandt, scott d. (1992). accessing electronic journals. aca­ demic and library computing, 9, (10), november/decem­ ber, p.17-20. 9'fhere is a good discussion oftn3270 sites in: krol, ed. (1992) the whole internet: user's catalog and guide. sebastopol, ca. : o'reilly and associates. 1!yfennant, roy. (1992). internet basics. eric clearinghouse on information resources. (eric digest ed348054). [com­ puter file, available from askeric virtual library. telnet or gopher to: ericir.syr.edu. internet] 11 preston, nancy. (1993) news from eric. education libraries. 1 7, (2), 24-25. 12kovacs, diane, et a!. (1993). directory of scholarly electronic conferences. listserv@kentvml.kent.edu. 13bailey, charles w. (1993). library oriented lists and electronic serials. [computer file, available from library of congress gopher. telnet or gopher to: marvel.loc.gov. internet] education libraries • vol 1 8, no.. 1 14markoff, john. a free and simple computer link.thenew york times, december 8, 1993. p. d1, 5 15harris, julie. (1993). electronic packaging: file types for file transfer. the computing teacher. october, 33-35. 16also available in print. okerson, ann (ed.) (1993). the direc­ tory of electronic journals, newsletters and academic dis­ cussion lists. (3rd ed). compiled by michael strangelove and diane kovacs. washington: association of research libraries, 1993. l1ibid. 18bailey, charles w. op cit. jacqueline dealy is education librarian at the webster li­ brary, concordia university, montreal, quebec, canada. 23 e d i t o r i a l 'i editorial by anne m. galler this issue of education libraries continues the theme begun with our previous issue, vol . 22, no. 3, covering collections outside the mainstream. rosemary kavanagh, the executive director of cnib ( the canadian national institute for the blind) introduces the reader to the virtual library for the blind. as kavanagh states, "among blind students literacy not only means competency with braille, but a variety of special access and other technologies." this article gives a rare insight into library services to this special population. john day continues the theme by addressing issues facing the deaf. he examines web sites which are most helpful to his patrons at gajlaudet university. this should assist education librarians in institutions serving deaf populations to find appropriate materials for their customers. we have abandoned the annual "conference issue" which has caused increasing difficulties in past years. we were unable to secure copies of the presentations on time and/or in the proper format. perhaps this was caused by the fact that many of the educatio11:division 's programs at conferences are increasingly co-presentations with other sla divisions. since they do not have a refereed journal, they are unaccustomed to submitting their presentations to the scrutiny of referees. however, deanna d . wood did submit her paper which was presented at the 1998 conference in indianapolis. the topic, "librarian and unions: defining and protecting professional values" was deemed of interest and we are including it here, although it does not really fit the theme. while abandoning the conference issue per se, interesting and appropriate papers presented at such conferences will be included in future issues of education libraries. this will, of course, depend on the timeliness of the paper and the willingness of the presenter to submit it. the eric column ties in with the theme of the issue as usual, and the new and forthcoming reference books by gladys i. dratch and deborah s. carson cover a variety of interesting new publications. thanks to the contribution of our ever-increasing circle of publishers, the book review column continues to include more and more book reviews. w hile we are not always able to tie in the book reviews with the theme, i would like to draw particular attention to the a f b directory of services for the blind and visually impaired persons in the united states and canada. erratum the first sentence in the fourth paragraph of the article "the deaf col lection at the gallaudet university library" ( vol. 23, no.3) should read: "one of thomas hopkins gallaudet's sons, edward miner gallaudet, (also hearing) followed his father into the field of deaf education." the editors misconstrued the author's sentence by incorrectly inserting the word "impaired ." in fact, both gallaudets had normal hearing. education libraries regrets the error. education libraries vol. 23, no. 1 n ews f r o m er i c submitted by nancy r. preston the askeric service for k-12 educators the latest addition to the eric family is quickly gaining renown as a leading internet resource for education information. askeric, a project of the eric clearinghouse on i nformation resources, was begun in october 1992 to provide question answering, help, and referral to k-12 educators through the internet. the hallmark of askeric is the presence of a human intermediary to negotiate and respond to all questions posted to the system. askeric has grown steadily since its inception, and now an average of 200 to 250 electronic mail inquiries are received weekly. while anyone may post a question to askeric, services are specifically targeted to members of several state and regional networks where askeric is offered as a "menu option." tar­ geted networks include tenet (texas}, sendit (north da­ kota), nysernet (new york), learning link (new york), and community learning network (british columbia). formal arrangements with other networks are expected to be added in the future. in addition to responding to individual inquiries, askeric also offers a growing file of information sources through an ftp/ gopher site. called the askeric free library, this site in­ cludes news and information about askeric, select eric digests in full text, prepared eric searches on current topics, resource guides, lesson plans, a list of popular "qs & as," and the archives of some education-related listservs. introduced in february, 1992, the askeric free library now logs over 5,000 inquiries each week. to send a question to askeric: email to askeric@ericir.syr.edu. to access the askeric free library through gopher: (1) gopher to ericir.syr.edu, and (2) enter port #70. to ftp to the askeric free library: (1) log into your local host, and invoke the ftp program, (2) enter ericir.syr.edu as the remote host computer name, (3) enter anonymous as username, and ( 4) enter your email username as password (e.g. tomt@machine.edu). for more information, contact askeric at 030 huntington hall, syracuse university, syracuse, ny 1 3244-2340; (315) 443-9114; ericir.syr.edu. 24 eric copyright withdrawn in response to public comment requested in november, 1992, the educational resources information center (eric) has with­ drawn its permission allowing the contractor that produces the eric database to establish copyright, and has postponed indefi­ nitely the implementation of a new user-based pricing structure for the database. eric director robert m. stone hill, in an april 9, 1993 letter, summarized the reactions of approximately 40 respondents, comprised mainly of college and university librar­ ians and adminstrators and national organizations including the american library association. according to stonehill, most were specifically opposed to copyrighting the eric database, and almost as many were critical of the higher prices they might have to pay to use eric online or on cd-rom. a small number of respondents supported eric's user fee proposal. internet access to eric internet users can access the latest five years of the eric database through suinfo, a campus information system at syracuse university. searchable fields include author, title, descriptor word, descriptor phrase, and abstract. instructions: 1 . telnet acsnet.syr.edu (or 128.230.1.21). 2. at > prompt, type suinfo. 3. at enter terminal type prompt, type vt100. 4. bypass the userid and password prompts with the tab key. 5. at the command prompt, type suinfo. 6. when prompted, type y (yes) to continue. 7. select eric through the menus, or type eric to enter directly. 8. follow screen instructions to search. 9. to end the session, type logoff. (note: whenever more or holding appears in the lower right corner of the screen, hit the home, enter, or clear key to advance.) free brochures for parents and teachers current issues of interest to parents and teachers are addressed in conclusion brochures, a series of brochures produced by aceduoaltlon llbr•rl• vo1 17, no. 2 cess eric, the outreach and dissemination arm of the eric system. the latest titles in the series include: how important is homework? should gifted students be grade advanced? what do parents need to know about children's television viewing? how can i improve my child's reading? and how can i be involved in my child's education? each brochure includes timely references and sources to contact for additional informa­ tion. up to five copies of each title may be ordered at no charge, and the brochures may also be freely reproduced and distributed. to order, contact access eric, 1600 research blvd., rockville, md 20850-3172; 1-800-let-eric; acceric@gwuvm.gwu.edu. new eric/ir products each year the eric clearinghouse on information resources (eric/ir) produces free and low-cost publications on selected topics in library /information science and educational technology. to order publications, or to request a complete product list, contact eric/ir, 030 huntington hall, syracuse university, syracuse, ny 13244-2340; 315-443-3640; eric@suvm.syr.edu. digests are brief overviews of current topics. they are free with a self-addressed, stamped envelope. (many are also available through the askeric free library; see above.) recent titles include: networking: k-12 postmodern educational technology strategies for teaching at a distance internet basics access· points to eric: update 1992 myths and realities about eric monographs offer in-depth treatment of a selected topic with a literature review. to order, include payment for price listed plus $2.00 shipping and handling for the first item and $.50 for each additional i tern. (make checks payable to information resources publications.) recent titles include: libraries for then ajionaleducation goals, by barbara k. stripling. 1992, 1 19pp. $10.00. trends and issues in educational technology, by donald p. ely. 1992, 66pp. $7.50. computer applications in education: the best of eric 1991, by pamela mclaughlin. 1992, 100pp. $10.00. nancy r. preston, assistant director at the eric clearinghouse on information resources, 030 huntington hall, syracuse university, syracuse, ny 13244-2340; (31 5) 443-3640; npreston(.<vsuvm.syr.edu. education llbrarl• vol 1 7, no. 2 25 b o o k reviews gillespie, john t. editor. best books for senior high readers. new jersey: bowker, 1991. 928p. $44.95, isbn 0·8352·3021·x. best books for senior high readers is the third title in a trilogy. it recommends rna terials mainly for readers in grades 1012, although some works are for younger readers also. over 10,000 titles are listed, each accompanied by a brief annotation which includes review citations for books published and re­ viewed from 1985-1990. there is a table of contents, arranged by subject in the order of appearance, followed by the major subjects listed alphabetically, with entry numbers as well as page numbers given. after the main body of the book there are three indexes, an author index, title index and an extensive subjecv grade level index. best books for senior high readers covers a multitude of subjects, from the mundane to the controversial. the editor states that this is to respond to changes within the juvenile population and to support new trends in education. today's youth have many and diverse interests. it is a sad but realistic reflection of society that there are over twenty-five pages of entries under "fiction: contemporary life and problems." science instruction is less text-book oriented, currently emphasising practical work. ac­ cordingly, there are few entries under "science," a mere sixty­ four compared to over four hundred for "health and the human body." the latter covers many topics, but it is surprising to note that in the section on "alcohol, drugs and smoking" there are only two entries on smoking, compared to over forty on drugs and twenty on alcohol. the section entitled "history and geography" would have been better served by having two separate sections it is somewhat confusing to find the entries interfiled. however, there are an impressive number of entries on the holocaust of world war ii and on the vietnam war, indicating that interest in contemporary history is constant. nothing seems to have been overlooked in the preparation of this mammoth bibliography. it is all there, from careers to paleontology to women's rights. the schools and libraries that have a generous budget are indeed fortunate. there is an abundance of material here and although it is classified for high school readers, much . of it appears to be of a higher level and should prove useful for the university student also. the book is well-laid out and the print is easy to read. it will be most useful to those who make the decisions on purchasing educational material for their institu­ tions. carol r. mitchell concordia university course co-ordinator, library studies distance education. mcgivern, rolland h. educational and psychological tests in the academic library. blnghampton, n.y. : haworth press, 1990. $19.95, isbn 0·86656·915·4. standard tests are used extensively in education, psychol­ ogy and to a lesser extent in business. these tests have become an essential element of academic l ibrary collections. mcgovern begins his resource for test collection development by present­ ing some brief and clear definitions of the terminology cur­ rently in use. he then goes on to outline the steps needed to develop a test �ollection which seem very rudimentary. if this book is directed to librarians, they would surely engage in a needs assessment before establishing any type of special col­ lection. while the author is not specific on the amount of money that should be allocated to such a collection, he offers guidelines. the importance of treating the test collection like any other special collection is stressed, i.e. it should be available in full bibliographic format which would make it easily accessible. the book contains an excellent list of basic resources for a test collection. this is followed by an extensive list of tests, complete with bibliographic and descriptive information con­ cerning the time required to complete the items in a test, the purpose of the tests and the targeted age group within the student body. 25 for librarians contemplating the establishment of a test collection, mcgivern's book should be most helpful. rolland h. mcgivern is highly qualified in this area with many years experience managing and cl'eveloping teat collections in univer­ sity libraries. this book has also been published as behavioural ands oc ial sciences librarian , v0lume 8, numbers 3/4, 1990. joan m. coulter transitioning from curriculum materials center to school library media center in pre-service teacher education by gail dickinson, old dominion university, and edna a. cogdell and karin gavigan, university of north carolina at greensboro abstract pre-service teachers use curricu lum materials centers (cmcs) to find resources to use i n assignments for college-level pre-service cou rsework a n d t o u s e i n practice teaching with pk-12 students. cmcs that visually and environmentally resemble school library media centers can transition pre-service cmc users into classroom teachers who use school l i· brary media centers for personal professional growth and to enrich thei r teaching. this article presents a case study of one cmc to i l l ustrate this transition. introduction curricu lum materials centers (cmcs) exist in most schools and colleges of education. their purpose, as stated by the curricu lum materi­ als center col lection development pol icy of the association of college and research li­ braries (acrl) is to make "readily available for inspection, evaluation, and use, educa­ tional materials of the highest qual ity pro­ duced for use with children from preschool age through grade 12, and adult basic educa­ tion materials when appropriate to the curricu­ lum" (acrl, 1 993). one traditional role of cmcs is to act as a warehouse for materials that can be used by pre-service teachers to encourage the devel­ opment of resource-based teaching. this role is seen as especial ly important with the cur­ rent emphasis on accountabil ity in education. as curricu lum standards and testing continu­ ally change, both pre-service and experienced teachers must select resources to supplement new ways of teach ing as wel l as new content. as early as 1 992, henderson and barron noted that teachers may lack "the necessary information, resources, and/or skil ls to re­ spond to the measures under implementation" (henderson & barron, 1 992, 254 ) . the cmc can serve as a l ink for resources and practical appl ications from pre-service education to use of the school l ibrary media center for new and experienced classroom teachers. cmcs have existed since the 1 920s, but the 1 960s saw a sign ificant increase in the num­ ber of centers, as well as a shift in the types of education libraries volume 27, no. 1 summer 2004 materials available. the first advent of audio­ visual materials in education caused major changes in teacher preparation, along with widespread interest in how teachers were us­ ing these materials (smith & i ngersol l , 1 984 ). new interest in hands-on learning sparked the development of materials for science and math . at the same time that school l ibraries were changing their name and focus into school l ibrary media centers, college and university teacher education programs were wrestling with how to organize and access large vol­ umes of oddly shaped materials. these kits, consisting of manipulatives, filmstrips, fi lm loops, and other materials used for experi­ ments, were contained in huge boxes. stor­ age cabinets for filmstrips, fi lm loops, and tape cassettes began to appear in closets, classrooms, and in faculty offices. few academic l ibraries were prepared to add these materials to their collections. in some cases, the use of the materials required extra space to assemble the materials, or used non­ l ibrary-adapted messy materials such as wa­ ter, sand, dirt, or other items. the kits often included filmstrips, fi lm loops, 1 6mm fi lms, and other materials requ iring audiovisual equipment that needed to be used in dark­ ened spaces. manipu lative materials and sup­ pl ies such as construction paper, scissors, and bul letin board materials required special housing as wel l . schools and colleges of edu­ cation slowly began to organize centralized spaces to house the materials, both to institu­ tional ize their use in teacher preparation, and 11 to provide more consistent access for al l teacher education students. these rooms were little more than storage space at first, kept under lock and key. mate­ rials, if they were cataloged at a l l , were organ­ ized by accession number or subject area. eventually, related hardware to view aud io­ visual materials, and production equipment such as opaque projectors, dry mount presses, and laminators were added to the collections. the curriculum materials center became a d ifferent animal than an education l ibrary devoted to theory. cmcs were evolving into centers ded icated to practical applica­ tions, rather than more research-driven aca­ demic faci l ities such as education l ibraries. with the demise of the innovative educational trends of the 1 970s and the emergence of the back to basics educational trends in the 1 980s, curriculum materials and the centers in which they were housed tended to be on the back burner of teacher education. the materi­ als were sti l l available, and pre-service teach­ ers were encouraged to use them, but very few curricu lum materials centers were funded at the level required to keep the materials up­ to-date. with the current growing attention to re­ source-based inquiry learn ing , curricu lum ma­ terials centers are once again becoming an active part of teacher education. this is driven in part by the demands of the national council on the accreditation of teacher education (ncate) which requ ires teacher education programs to show how teacher candidates gain access to up-to-date teaching resources, along with data on the funding and use of such resources (ncate, 2000). teclehaimanot and patterson's 1 992 study on the nature, function, and value of curricu lum materials centers refers to al l of the above in their survey of colleges of education in the north-central u.s. one often overlooked pur­ pose, however, is the value that curriculum materials centers have in creating a resource­ addiction in pre-service classroom teachers. by creating curricu lum materials centers that visually resemble school l ibrary media cen­ ters, pre-service teachers can transition their use of the curricu lum materials center to the k-1 2 school arena. cmc directors who under­ stand the value and purpose of the school education libraries volume 27, no. 1 summer 2004 l ibrary and who can create a model school l ibrary media center in a university setting can enhance this transition. the school library media center teachers are exiting schools of education across the country with toolboxes filled with vast and varied tools to enhance their teach­ ing careers. some of these teachers have perceptions of school l ibrary media centers gained from using a cmc in their teacher preparation program. others have memories of the school l ibrary media centers of their k1 2 school days. the school l ibrary media profession has the expectation that school l ibrary media centers are an extension of the classroom whose goal is to reflect the curricu lum and "to ensure that students and staff are effective users of ideas and information" (aasl, 1 998). when teachers visit the school l ibrary media center in a school, they can expect to find: personnel. teachers will find a skilled profes­ sional l ibrary media person capable of assum­ ing the roles of instructional partner, teacher, and information special ist. in addition, the presence of a l ibrary media clerk wil l al low the professional to work more effectively with the teachers. books. a collection of print materials that meets the educational and recreational needs of the students and faculty is an essential component of a school l ibrary media center. reference books for research assignments and projects wil l be needed in al l curricular areas. other print resources to support local , regional, state and national guidel ines and standards and professional books that serve as ancil lary material for classroom instruction are also reasonable expectations of teachers. audiovisual material. teachers use audiovis­ ual materials to insure that instruction appeals to al l learning styles and to capitalize on the heightened visual and sensory awareness of today's students. videocassette and dvd re­ cord ings that support the curriculum are often checked out to enhance instruction. other aud iovisual materials that educators expect to find in the media center are games, maps, globes, kits, sound books, posters and cd 1 2 roms. with the new advances in technology, electronic access to encyclopedias, maga­ zine, newspaper and specialized databases also provide easily retrieved information needed by teachers. internet access is not only expected, but a must. technology. today's educators are required to integrate the use of technology in the in­ structional process. while not al l schools are flush with technology, there is an expectation of some basic equipment. basic equipment would include: overhead projectors, com­ puters with internet access, videocassette recorder/players, l istening stations (elemen­ tary), dvd players, data projectors, lamina­ tors, d igital cameras, flatbed scanners, and camcorders. facility. teachers expect schools to have a school l ibrary media center with functional rooms, furnishings and a student-centered environment. furthermore, teachers expect students to be able to come to the school l i­ brary media center as a class, as part of a small group and on an individual basis. leadership. teachers expect school l ibrary media special ists to serve as a l ink between new education reforms and information skil ls that are required to meet identified needs. school l ibrary media special ists wil l be ex­ pected to model and promote l ifelong learn­ ing. special services. special services are some­ times unexpected, but always favorably re­ ceived by teachers. these services, such as assistance with production of instructional or display materials, are varied. some examples include copier services, laminators, el l i­ son/accu-cut machines for construction paper designs for bul letin boards or wall decora­ tions, staff development for teachers, book fairs, book and/or technology clubs for stu­ dents, extended hours and evening media nights. school l ibrary media centers and cmcs focus on the same mission in different ways. school l ibrary media centers strive to ensure that their k-1 2 students are effective users of ideas and information, while cmcs have the same mission in their support of teacher edu­ cation programs. curriculum material centers are learn ing centers where pre-service teacheducation libraries volume 27, no. 1 summer 2004 ers can analyze and evaluate educational re­ sources for use in student teaching and in their future classrooms. case study: teachi ng resources center, un iversity of north carol ina at greensboro the national emphasis on information literacy places new demands on the role of curricu­ lum materials centers in the education of pre­ service teachers. it is imperative that cmcs provide qual ity curriculum-based resources while, at the same time, providing instruction in accessing and evaluating materials both in­ house and onl ine. every effort should be made to guarantee that teacher candidates have positive l ibrary ex­ periences when they visit the curriculum ma­ terial center. these positive encounters help to ensure that pre-service teachers wil l be­ come active users of school l ibrary media centers in their future jobs. the teaching resources center (trc) at the university of north carol ina at greensboro is committed to providing a state-of-the-art, ac­ cessible collection of current interdiscipl inary resources to meet the needs of the education community at uncg. in fulfi l l ing this mission, the trc serves as a model school l ibrary me­ dia center for pre-service teachers. listed below are some ways in which the trc visually repl icates a qual ity school l ibrary me­ dia center. environment the teaching resources center is designed to feel warm and welcoming to students and faculty. the facility itself is located adjacent to the school of education, and has an outside entrance to a grassy courtyard . patrons enter­ ing the trc see k-1 2 instructional books shelved in dewey decimal order with a layout much l ike a school l ibrary media center. post­ ers depicting chi ldren's l iterature and the lat­ est educational websites are located around the room. a big book tree, as well as audio books with plush an imals, is on display along with an ell ison machine, videos, cos and software. 1 3 in col laboration with faculty in the school of education, the director of the trc provides tours to education classes each semester. while touring the center, students observe a variety of resources available for use in their assignments. they are g iven a colorfu l bro­ chure of the trc that lists the center's hours, resources, and services. the brochure d irects them to the trc website that provides addi­ tional information about the center. these tours ensure that most of the teacher cand i­ dates are exposed to the center early in their pre-service training. students are also given a handout entitled "net-worthy resources for educators." this webliography helps guide students toward quality educational websites that they can use as teacher candidates and later in their teach­ ing careers. the brochure, the website, and the handout are visual reminders of what re­ sources and services the trc can provide to pre-service teachers, thus helping to ensure that students move from l ibrary tourists to regular patrons of the facility. displays displays of trc materials are changed throughout the year to ensure that patrons are informed about resources available in the center. themes for displays have included the wright brothers' centennial , english as a second language, the presidential election, and seasonal themes. colorful signage, post­ ers, and other materials enhance the visual appeal of the displays. trade books that are used for class assign­ ments are also displayed throughout the year. for example, six sections of a curriculum and instruction class entitled chi ldren's literature and instructional media were taught i n fall 2004. the faculty members teach ing these classes provided copies of their syl labi to the trc. this enabled the staff to pull together a d isplay of assignment-related books before the students came to the center. one of the showpieces of the trc is the col­ lection of award-winning materials. this area of the center includes books that have re­ ceived the fol lowing awards: • newbery award • caldecott award • ala notables education libraries volume 27, no. 1 summer 2004 • yalsa's best books for young adults • outstanding science trade books • other national awards such as the cor­ etta scott king award , michael printz award , pura belpre' and the sibert inter­ national book award • north carol ina chi ldren's book award • north carol ina battle of the books by providing students with opportunities to view award-winning titles, they are able to learn some of the criteria for assessing qual ity books. additionally, it provides students with visual appl ications of their course objectives. the trc director also prepares selective bib­ l iographies of materials available in the cen­ ter. these bibl iographies are often prepared at the request of the faculty. for example, a professor in the special ized education ser­ vices (ses) department requested a bibl iog­ raphy of "books for chi ldren and young adults about individuals with special needs. " the books l isted in this bibl iography are on display for students to use for ses assign­ ments. since the books are on d isplay year­ round, several students who are not ses ma­ jors have checked these titles out. seeing is believing american library association (ala) defines information literacy as "the set of ski l ls needed to find, retrieve, analyze, and use informa­ tion"(ala, 1 998). the 2000 ncate stan­ dards specify that cand idates preparing to work in schools must be able to integrate in­ formation l iteracy into the p-1 2 curricu lum appropriately and effectively to support stu­ dent learning (ncate, 2000). given these standards, it is imperative that teacher preparation programs provide oppor­ tunities for their students to be exposed to a model school l ibrary media environment that effectively integrates information l iteracy. the teaching resources center at u ncg provides a visual interpretation of a school l ibrary media center on a col lege campus. what better model for pre-service teachers to encourage resource-based teaching and per­ sonal professional growth than curriculum materials centers? 1 4 conclusion the relationship between school l ibrary media centers in k1 2 schools and curriculum mate­ rials centers in schools and colleges of educa­ tion has distinct parallels. both have the role of encouraging resource-based instruction , encouragement of reading, and the effective use of technology in instruction . a review of lare's works on the management of curricu­ lum materials centers indicate that school l i­ brary management texts are often cited as a program administration and management guide (lare, 1 997, 2004). in the above case study, the parallels be­ tween elements of a typical school l ibrary me­ dia program that classroom teachers can ex­ pect to find in schools and the teaching re­ source center at u ncg were a conscious choice . organizing the cmc to assist pre­ service teachers in the same way that school l ibrary media centers wi l l assist them as they begin their careers as educators places the cmc in the center of the pre-service educa­ tion program. o'hanlon notes in her research on l ibrary in­ struction in academic l ibraries that "educators generally acknowledge that elementary and secondary school teachers profoundly influ­ ence pupils' attitudes toward learning and use of educational resources such as l ibraries" (o'hanlon, 1 988, 34 ) . an important role for the curriculum materials center is to guide pre-service teachers to rely on the resources and services that curriculum materials centers and school l ibrary media programs offer. information power: building partnerships for learning mission and goals of the school library me­ dia program the mission of the l ibrary media program is to ensure that students and staff are effective users of ideas and informa­ tion . this mission is accomplished: * by providing intel lectual and physical ac­ cess to materials in all formats * by providing instruction to foster compe­ tence and stimu late interest in read ing, viewing, and using information and ideas * by working with other educators to design learning strategies to meet the needs of individual students. education libraries volume 27, no. 1 summer 2004 references american association of school librari­ ans/association for educational commu­ n ications and technology. ( 1 998). infor­ mation power: building partnerships for learning. chicago: american library as­ sociation. american library association . (1 989). presidential committee on information lit­ eracy: final report. chicago: american li­ brary association . association of college and research librar­ ies. ( 1 993) . model collection development policy. chicago: american library asso­ ciation. carr, jo ann, ed . the nature, function, and value of the curriculum materials center in colleges of education. (ch icago, i l l . , american library association, 2001 . ) henderson, m . , & barron, b. ( 1 992, winter). expanding the role of the curriculum ma­ terials center: chal lenges for the 2 1 st cen­ tury. education, 1 13, 254-255 . ho , m . ( 1 985). competencies of curricu lum materials center directors in teacher­ education institutions. association for educational communication and tech­ nology. proceedings. lare , g. ( 1 997). acquiring and organizing cur­ riculum materials: a guide and directory of resources. lanham, m d: scarecrow. lare, g. (2004 ). acquiring and organizing cur­ riculum materials: a guide and directory of resources. (2nd ed.) . lanham, md: scare­ crow. national council for the accred itation of teacher education. (2000). unit stan­ dards. washington, d .c . , ncate. o'hanlon, n. ( 1 988, summer). up the down staircase: establishing l ibrary instruction programs for teachers. research quar­ terly, 27, 528-534. smith, c . , & ingersol l , g. ( 1 984, sept. ) . audiovisual materials in u .s . schools: a national survey on availabi l ity and use. educational technology, 24(9), 36-38. teclehaimanot, b . , & patterson, a. ( 1 992, feb.). the nature, function, and value of the curriculum materials center in colleges of education. association for educational communication and technology. pro­ ceedings. 1 5 editorial anne m. galler the theme for this issue is electronic publishing. the first article, by dr. charles meadows, introduces the topic in general and gives an overview of the principal issues. some of these are : the approach to writing that is required in this new medium, who owns the rights to electronic articles and journals, and how works published in this fashion could be retained for future generations. the problems and the possible impact of changes are presented logically, without suggesting solutions or panaceas. i hope that presenting the topic in this way will encourage our readers to think about the various problems and perhaps start a discussion on electronic publishing, by way of letters to the editor or any other form of communication. the second article explores electronic publishing from the point of view of an education library, and tackles the issue in a very practical way. the writer, vivienne monty gives a brief overview of what electronic journals are, defines the terms used in this new milieu and offers a selected list of web journals of interest to education librarians. monty also covers some of the issues, notably copyright. although the book reviews cover many diverse subjects, it should be noted that in keeping with the current theme, there is a review of a recent book edited by dr. meadows, entitled electronic publishing: its impact on publishing, education and reading, which should be of particular interest. in memoriam it is with great sadness that we note the sudden passing of murray wortzel on january 30, 1997, following a heart attack. murray was a founding member of the education division, and the recipient of its award for professional excellence in 1993. he was also a long-time member of the social sciences division, serving as secretary -treasurer, chair and archivist. he was inducted into sla's hall of fame in 1989. he attended the 1996 boston sla conference where he had the mandate to write-up the presentations of the education division for the newsletter of the social sciences division. he had a life-long association with social work education, and spent his career at the city university of new york, at hunter and lehman colleges. he retired in 1989 with the faculty rank of associate professor, and later helped plan a library for a projected lehman-hiroshima joint educational venture. he was a kind and thoughtful person, a gentleman of the old school. his wide range of interests included music, theatre, art, literature, travel and culinary recipes. murray will be missed by all his colleagues, both within the special libraries association and the library profession at large. education ubreriea • vol 20, no. 3 3 departments n ew a n d f o rt h co m i n g at ref e re n ce compiled by gladys 1. dratch and deborah s. garson adelman, clifford. the way we are: the community college as american thermometer. washington, d.c.: u.s. dept. of education, office of educational research and im­ provement, office of research: for sale by the u.s. g.p.o., supt . of docs . , 1 992. 70p . isbn 0-16-036105-2. oclc#25614956. $4.00. based on the national longitudinal study of the high school class of 1972, this report summarizes the results of a number of surveys of students enrolled in community colleges between 1972 and 1984. contains 26 statistical tables and a reference bibliography. c 1' c anthony, rebecca and gerald roe. from contact to con�.c i tract: a teacher's employment guide. cranston, r.i.: carroll press, 1 992 . 2nd ed. 84p . isbn 0-91 0328-44-7. oclc#24909211 . $9.95. guide to teachers seeking employment, with chapters on resumes, letters, interviews, application forms, and contracts . an assessment of american education: the view of em­ ployers, higher educators, the public, recent students, and their parents. conducted by harris education research center. new york: louis harris, 1991 . 1v. (various pagings) . oclc#25728250. free. based on a 1991 survey to determine attitudes about the abilities of high school students by those who employ them or provide further education. sections on analysis, tables, method­ ology, questionnaires. sponsored by the committee for eco­ nomic development in cooperation with: the business roundtable, the national education goals panel, the national council on education standards and testing. astin, alexander w. et a!. the american college teacher: nationalnorms for 1989-90 her/ f acultysurvey. los angeles, "l 1 ca: higher education research institute, graduate school of education, university of california, los angeles, 1991. 102p. ' isbn 1-87847-704-8. oclc#23613682. $12.00. survey includes information regarding faculty involvement in teaching and research; instructional methods; professional goals; background characteristics and demographics. separate data tables for male and female faculty. belcher, jane c. and julia m. jacobsen. from idea to ,1 _ _, ' funded project: grant proposals that work. phoenix, ariz: r;, � oryx press, 1992. isbn 0-89774-710-0. oclc#24846742. $19.95. discusses the process for developing ideas and the detailed steps required to see them through to the funded project. de­ scribes the parts of the proposal and the basic resources available. provides sample application forms for such foundations and agencies as department of education, national endowment for the humanities, national science foundation. contains selected annotated bibliography of information sources . -zbenjaminson, peter.publish without perishing: a practical � q v handbook for academic authors. washington, d.c. : nea pro­ �:� .., fessional library, 1992. 144p. isbn 0-81061544-4. oclc#25026514. $13.56. . guides would-be authors through such topics as agents, collaboration, peer review, advances, royalties, copyright, and subsidiary rights. an appendix with information on the national writers union and university presses. cc 0 benson, peter l. and marilyn miles mcmillen. private schools in the united states: a statistical profile with comparii sons to public schools. washington, d.c.: u.s. dept. of educaen-�"-' tion, office of educational research and improvement, national 7 center for education statistics : for sale by the supt. of docs., u.s. g.p.o., 1991. 162p. oclc#23190718. $9.50. provides a statistical overview of u.s. private schools based on school years 1980-81 through 1985-86. contains analysis of findings, numerous tables, and a section of data collection procedures. (x: o boswick, storm. guide to the universities of europe. new york : facts on file, 1991 . 296p. isbn 0-8160-2359. oclc#22509505. $35.00. provides basic information for students on specific univer25 j sities in europe. universities are divided into two sections: eastern europe and western europe. chapters are divided by countries and include such information as application proce­ dures, academic and degree requirements, and tuition fees. includes detailed index and brief bibliography. c. c 0 gillespie, john thomas. best books for senior high read­ ers. new providence, n.j.: bowker, 1991. 931p. isbn 0-83523021-x. oclc#24243174. $44.95. recommended titles forreaders in grades ten through twelve. alphabetically arranged subject areas provide access to 10,805 in-print titles with a one to two line descriptive annotation. c c u brickman, william w. and john t. zepper. russian and review citations are given for books published or reviewed from soviet education, 1 731-1989: a multilingual annotated bibli1985-1990. includes author, title and subject/grade level in-; � q \ ography. new york: garland publishing, 1992. 538p. isbn 0dexes. .d \� \ (' 8240-9052-7. oclc#25049680. $87.15. / \ l.>---t--'\\ v d '-(:\ q <._ ' \ ("> (_ /' r provides a brief historical overview of the subject. contains c_c_0 hammill, donald d. et al. a consumer's guide to tests in 1627 annotated entries for books book chapters and articles· . priiit. austin, tex: pro-ed., 1992. 2nd ed. 197p. isbn 0-89079103 dissertation titles. includes s�bject and langdage indexes./. 648-7. oclc#25246065. $32.40. · 1 reviews and rates the technical characteristics of normchoy, susan p. profile of undergraduates in american . referenced tests for k-12 students. focuses on tests individually postsecondary institutions. washington, d.c.: u.s. dept. o { administered for diagnostic and screening purposes. sections education, office of educational research and improvement, include discussions on measurement and evaluation with test national center for education statistics: for sale by the supt. of descriptions arranged by title and by type. docs., u.s. g.p.o., 1990. 1v. ( various pagings). oclc #23020846. $10.00. compiles data about student background and characteristics from such sources as the national postsecondary student aid study and the high school and beyond study. report relies primarily on fall 1986 data. chapters focus on a particular aspect of enrollment with tables and a written and graphic summary. common-sense guide to american colleges, 1991-1992. charles homer et al, eds. lanham, md . : madison books, 1991. 448p. isbn 0-8191-8244-3. oclc#24504284. $9.97. essays on 60 colleges and universities focus on undergradu­ ate liberal arts -education and the political and social environ­ ment. concise statistical information begins each chapter and a six page dictionary at the end of the volume defines words commonly in use on campuses and in college publications. dey, eric l. et al. the american freshman: twenty-five year trends, 1966-1990. los angeles, ca: higher education research institute, university of california, 1991. 192p. isbn 1-878477-07-2. oclc#24862923. $25.00. surnrnarizes the results of annual surveys since 1966 through texts and tables describing social changes, attitudes, and demographics. separate data for men, women, and all freshmen. includes an appendix on institutional participation. encyclopedia of early childlwod education. leslie r. williams and doris pronin fromberg, eds. new york: garland publishing, 1992. 518p. isbn 0-8240-4626 -9. oclc#25370232. $100.00. six chapters and more than 200 authors provide an overview of the field to include;: the history and philosophy of early childhood practice; curricula and programs; societal contexts; education and training. each chapter contains an outline, an introductory essay, and individual sections, all signed and refer­ enced. ze e c "" 0 handbook of world education: a comparative guide to higher education & educational systems of the world. walter wickremasinghe, ed. houston, tex. : american collegiate serv­ ice, 1991. 898p. isbn0-940937-03-4. oclc#23987299. $98.00. essays on the important features of the educational systems of 1 1 1 countries are written by scholars native to these countries. emphasis is placed on higher education. brief bibliographies generally follow each chapter. c (' � o hispanic americans: a statistical sourcebook. boulder, colorado: numbers & concepts, 1992. 249p. isbn 0-92996011._ 07-6. oclc#23238025. $49.95. subject chapters present table data based on federal govern­ ment statistical information. chapters cover nine topics includ­ ing education and demographics. book is updated on an annual basis. e. ( "0 jacob, susan. ethics and law for school psychologists. brandon, vt.: clinical psychology, 1991. 332p. isbn 0-88422110-5. oclc#24401475. $46.20. chapters cover topics such as privacy and other ethical-legal issues associated with psychoeducational assessment and con­ sultation. the text gives an overview and summary of contitutional, statutory and case law. includse listing of useful periodicals and newsletters for practitioners. l c � o international exchange locator: a guide to u.s. organizations, federal agencies, and congressional committees active in international educational exchange. jynks burton, ed. 2nd edition. washington, d.c. : liaison group for international edu­ cational exchange in cooperation with the academy for educa­ tional development and the institute of international education, 1991. 183p. isbn 87206-189-2. oclc#25454955. $25.00. provides information on programs and services offered by almost 100 exchange organizations. the three sections include organizations which administer international educational and cultural exchange programs; officials in federal government who deal with international exchange; and congressional committees and subcommittees involved with international exchange poli­ cies and programs. has both comprehensive and name index. c/ o international guide to qualifications in education. pre­ pared by the british council, national academic recognition information centre. london; new york: mansell, 1991. 3rd edition. 865p. isbn 0-7201-2085-3. oclc#24143028. $135.00. this edition covers some 150 countries from which students come to britain. each country entry includes the structure of education and marking systems. separate guide for interpreting various foreign certificates, diplomas, and transcripts. lb i medrich, elliot a. international mathematics and science -,_,o� assessments: what have we learned?. washington, d.c.: u.s. j�\z.. dept. of education, office of educational research and improvement, national center for education statistics, 1992. 136p. oclc#25740679. $9.00. summary of past international studies of mathematics and science, describing each study and its primary results. presents the average performance for each country. appendixes include mean scores and means compared with united states, and secondary school retention rates. t c thenasdtec manual1991: manual on certification and preparation of educational personnel in the united states. richard k. mastain, ed. published by the national association of state directors ofteacher education and certification. dubuque, iowa: kendall/hunt, 1991. 400p. (in various pagings). isbn 084037-1047. oclc#25209382. $57.60. . first published in 1984, the 1991 edition has added sections, such as support service personnel and alternative teacher certification. detailed information on state requirements for teaching certification. u national council on education standards and testing (u.s. ). 1 raising standards for american education: a report to con�gress, the secretary of education, then ational education goals panel, and theamerican people. washington, d.c.: the coun­ cil: for sale by u.s. government printing office, 1992. 1v. (various pagings). isbn 0-16-036097-8. oclc#25500906. $5.50. reports on the desirability and feasibility of national stand­ ards and a system of assessments. recommends the structure for developing and implementing them. includes the reports of the eight task forces created to advise the council. l c.. i tj g porter, oscar f. undergraduate completion and persist­ a '"-� ence at four-year colleges and universities: detailedfindings. v , -'washington, d.c. : national institute of independent colleges j 1'i?'fnd universities, 1990. 82p. oclc#22203286. $15.00. study is descriptive and provides a profile of student persist­ ence. gives scope of study, research overview, database and methods, variables, findings, and summary. data based onnces high school and beyond. r c • c'j quisenberry, nancy l. elementary education curriculum folio guidelines for the ncate review process: basic prepa­ ration. wheaton, md: association for childhood education international, 1992. 32p. isbn 0-87173-124. oclc#25281664. $17.10. provides guidelines for institutions preparing an elementary · education curriculum folio for review by the ncate. appen­ dixes include glossary, course syllabus outline, response exam­ ples, and cover sheet. c_ c__ , ) recommended videos for schools. beth blenz-clucas and gloria gribble, eds. santa barbara, california: abc-clio, 1991. 213p. isbn 0-87436-644-5. oclc#23584287. $50.00. a video buying guide which contains over 400 reviews of recently released educational videos for k to 12 audiences. titles were selected from 1990 issues of video rating guide for libraries. reviews include complete summaries, recommenda­ tions for age appropriateness, and classroom use. title, subject and price indexes as well as listing of vendor addresses. 0_ ( statistical record of women worldwide. linda schmi ttroth, comp. and ed. detroit : gale research, 1991. 763p. isbn 0-81038349-7. oclc#23766608. $89.50. entries are divided into 14 book chapters with extensive tables covering such subject areas as attitudes and opinions; income; spending and wealth; religion; and sports and recrea­ tion. comparative and historical data are given with coverage approximately 50% u.s. and 50% international. generally, data goes back no further than 1970. subject and geographic indexes. ('"rteachers indeveloping countries: a survey of employment conditions. geneva: international labour office, 1991. 167p. oclc#24986750. $18.00. chapters cover teaching career, female teachers, working time, and labour relations . latest statistics and data given are for 1985. c c "' o sutherland, zena et a!. the best in children's books: the university of chicago guide to children's literature 19851990. chicago: university of chicago press, 1991. 492p. isbn 0-226-78064-3. oclc#747668. $37.50. a listing of children's book titles published in the years 1985-1990. title selection based on literary quality. contains title, developmental values, curricular use, reading level, subject, and type of literature indexes. cc"' c the world's women, 1970-1990: trends and statistics. new york: united nations, 1991. 120p. isbn 92-1-161313-2. oclc#25789188. $19.95. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. a r t i c l e 5 1 3 learning across generations and cultures ,, by joan segal abstract interests in school l ibrary services and in library services to the disadvantaged ran through much of anne galler's professional work. this paper, a personal descrip­ tion of the author's work with the s ky city community school library (acoma pueblo, new mexico), reflects these interests. likewise, the fact that this work came about as part of an inter-generational and cross-cultural informal learning experience sponsored through an elderhostel service project reflects galler 's personal interest in l ifelong learning, and learning in retirement. the program included intensive learning about the acoma pueblo, about the education of indigenous peoples, and about the culture of the acoma indians. the author concludes that the experience highlighted the value of l ife-long learning. introduction degrees, certificates, and other mementos of educational milestones mark the learning achievements of our lives. the concept of continuous learning stresses that learning begins at birth and can (one could even say should) go on until one's last breath. throughout l ife, learning continues in both formal and informal ways. while returning to the classroom for education in a new and different area of knowledge, or taking a continuing education class to update professional ski l ls are now frequent occurrences, some learning can take place in situations far removed from traditional settings and need not be related to degrees or diplomas. on-the-job training and learning, mentoring, travel, book discussion groups, seminars on financial planning, participation in amateur choral and orchestral ensembles, clubs where presentations are made, and bible-study groups are examples of informal learning experiences. this paper describes an inter-generational and cross-cultural informal learning experience, the opportunity for which came through an elderhostel service project. inter-generational learning one interesting kind of learning often informal -takes place across generations. examples include retirees who voluntarily serve as tutors or museum docents, or who teach from their l ife experience in programs on business or profes­ sional development. interestingly, there are many programs · where children are the pro-active volunteers. children visit nursing homes to share their enthusiasm with shut-in elders; they bring their pets into hospitals and retirement communi­ ties to offer their calming influence. in these settings, children learn about giving to those in need and about how it feels to do something that pleases others. the older people in these settings may come to appreciate that children are not only noisy and disruptive, but also caring human beings. in some educational experiences, older people and children participate jointly. examples are travel programs designed for grandpar­ ents and grandchildren, and theatrical, musical , and dance presentations where young and old perform together. cross-cultural learning while it is extremely difficult to understand another culture fully, there is a special difficulty when the learner is of a group that has historically mistreated members of the other culture. for many in the majority culture, there are l imited opportunities for such learning. often considerable discomfort may be experienced in finding out about historical injustices and deciding how to deal with this awareness in daily l ife. although the decision to participate in learning within another culture carries a certain degree of personal risk (in terms of education libraries vol. 25, no. 1 (summer 200 1 ) 1 4 a r t i c l e s discomfort), to interact and learn from another culture comes with the great potential to open our minds and hearts with mutual benefit. service as an opportunity for learning one kind of learning opportunity comes through service projects which bring the learner into a working relationship with members of another culture, so that the day-to-day experience of mutual engagement minimizes the potential for confrontation and discomfort and makes the most of the chance to learn from one another. projects of this type are among those offered by elderhostel. elder hostel the elderhostel concept originated in 1975, when a few hundred seniors (over age 55) began studying a variety of subjects on a handful of new england college campuses. by 1999, almost 175 ,000 people took advantage of an impressive selection of short-term ( 1 4 week) programs offering travel and learning experiences around the globe. in 1992, elder­ hostel created its service projects to expand its offerings and to meet the needs of communities both in the u. s . and abroad. the goal of the service projects is to permit mature participants " to become part of a global community, dedi­ cated to creating and maintaining a better world in which to live, learn, work, and play." among other possibilities, these service projects include opportunities to teach english abroad, to work on environmental projects, and to assist with archeological research. the u. s. and canada catalog for the summer of 2001 includes 25 different potential "service opportunities. " the 200 1 elderhostel catalog offered an opportunity for a one-week-long project at the acoma pueblo near albuquer­ que, new mexico. this program was attractive to this author for several reasons. the description noted that one would work at the sky city community school, help children learn to read, read stories to students, and/or work in the school library. these opportunities seemed appropriate to a person with a background in story-telling and singing to children, and a long history of l ibrarianship. between registration and the march 2001 start date of the program, staff members at the university of new mexico in albuquerque called the volunteers to plan specific details. they asked about each participant's experience and settled on certain tasks for each. three of the volunteers would work in the l ibrary, some would do singing and story-telling with the education libraries vol. 25 , no. 1 (summer 200 1 ) children during their class's weekly library hour, and one would teach some simple tap dances. preparation for the week of service included preparing . some songs and stories for different grade levels, devising ''a simple set of dance steps that the children could learn, and collecting about a dozen pairs of tap shoes the children could wear to hear themselves tap dance. the elderhostel volunteers for this project consisted of nine women ranging in age from their late 60's to 89; the members came from new york, michigan, minnesota, colo­ rad? and california and brought with them a variety of ex­ penence. over the course of the week, they would share with the children knowledge of the everglades, of polar bears waiting for ice floes to come into the churchil l , canada, harbor so they could walk out to the islands in hudson's bay, of dolphins off costa rica, of the holocaust and its horrors, of careers in writing children's books, editing and librarian­ ship, as well as tap dancing. the elderhostel experience for this service project con­ sisted of three parts: 1) the service component work at the school ; 2) the educational component lectures on native american culture; and 3) the cultural component visits to related sites in the area. the service component the group arrived at the school on monday morning to find the staff eagerly awaiting them. after meeting the princi­ pal and having a tour of the school building, six members of the group were assigned to classrooms and three to the li­ brary. the school library the ·school librarian, ronni chavez, a member of the local grants community, was well prepared for her three volunteers. first, ms. chavez showed them around the li­ brary, located at the center of the school. while there are at present only about 4,000 volumes, a concerted effort is being made to accumulate donated materials and to select carefully for purchases to round out the collection. the materials are arranged by dewey decimal system on attractive shelving of a convement height for the pupils. the reference collection is rudimentary and the librarian is paying special attention to enhancing i t. each classroom has a terminal with access to the internet, and there is one workstation in the library that helps the staff answer questions. an interesting collection of materi­ als in the acoma language, including picture books, readers, a r t i c l e s 1 5 and grammars occupies one section o f the l ibrary. fortu­ nately, the school is blessed with a full-time substitute teacher who helps in the library on days or at times when she is not in a classroom. the library has an online catalog that is available only on the library workstation. there are plans to add more stations. picture books for the youngest children are on racks near the story-telling pit, an attractive corner of the large room where children sit on the semi-circular curved steps while the story­ teller or reader is at their center. audio-visual equipment is available to enhance such presentations. there is l imited seating space in the library. the purchase of furniture, now underway, will permit more extensive use of the library for study, both as a "study hall" and as a resource for students to use in their research. each class has one hour of library time per week. the librarian selects appropriate programming, points out new books that have relevance, and assists the children in select­ ing and checking out materials. the reward for returning books on time is done on a classroom basis. if every child in the class has returned all the items that have been borrowed, all members of the class may borrow two books, rather than one, etc. until the class has reached five titles per student. the 5-book limit was set at the request of the teachers, who gen­ erously assist in tracking overdues. the librarian introduced a program in which staw mem­ bers may buy books from a monthly display set up by a library vendor. not only are the books sold at a discount, but also the library receives a free book for every fiye purchased by staff members. during the week the elderhostel group was there, there were picture books, a gardening encyclopedia, a well-i l lustrated new cookbook, and a travel book with col­ ored photos of ireland among those displayed. the school's "character counts" program emphasizes values considered important. the six "pil lars" of the program (they are mounted on the cafeteria wall) are: trustworthi­ ness, responsibil ity, respect, fairness, caring, and citizen­ ship. the librarian works on relating each of these "pillars" to the library. for instance, "the library is a place where i can practice good character and where i can learn about trustwor­ thiness, responsibility, respect, fairness, caring, and citizen­ ship through my reading. " one volunteer helped with this effort. library projects ms. chavez prepared for the volunteers' arrival by identi­ fying several specific projects to be carried out. these projects included: 1 ) creating a "map wall" in one corner of the library; 2) assigning reading and interest level to a collection of books used in the school 's intensive reading program; 3) making presentations to the clas·s�s as they came to the library for their weekly " library hour " ; and, 4) carrying out an inven­ tory of the acoma language materials. 1) the first assignment for the library volunteers was to complete the creation of a "map wall" in one corner of the library. this involved learning to laminate maps, making legends, creating a large sign to identify the area, and mount­ ing all of these on the walls in the corner of the library. this project was completed by week's end. it gave a focus to the corner, where maps and atlases are located. the design inte­ grated postcards received by the school from various parts of the world, l inking them to their geographic location by means of a ribbon connecting the card to the spot on the map from which it came. 2) the (k-8) school emphasized reading at every level by subscribing to a program called "success for all ," designed to improve reading skills. every child in the school partici­ pated daily in reading activities from 8 to 9 :30 a.m. a special collection of reading materials supported this program and the elderhostel library volunteers were asked to identify and label each book in the collection as to interest and reading level. (for upper-grade students with low reading level, i t is espe­ cially important to have materials that they are able to read, but which are not l imited in interest to the very young.) for this purpose, the librarian provided a vendor's cd-rom database that included interest and reading levels. if the title was not in the database, one of the members of the group with experience in educational publishing was able to provide the needed information. the elderhostel volunteers completed this project in less than a week. 3) from the first day, classes coming in for their weekly library hour were turned over to one volunteer for story­ telling. for the kindergarten and lower grade classes, she sang and shared library books that were new to them. the experi­ ence with the children was extraordinary. in the l ibrary, they eagerly learned new song-stories, participated actively in singing along, and even sang two songs in the acoma lan­ guage for her. the children in the middle and upper grades showed a great interest in learning to tap dance. the volun­ teer taught a simple routine. the lesson integrated the history of tap dance as a means of communicating among an enslaved people denied the right to their native culture. she empha­ sized meter and rhythm as musical elements as important as melody. and she choreographed a routine which, though simple, was based on the zia, a traditional pueblo design. the education libraries vol. 25, no. 1 (summer 2001 ) 1 6 a r t i c l e s dancing was very popular with the children and their teachers. 4) the inventory of the acoma collection was not com­ pleted, at least in part due to an unexpected additional task. the volunteers were needed to complete the purchase of library materials when the purchase deadline was unexpect­ edly moved up.2 the educational component at the very beginning of the week, group members were introduced to the program coordinator, a woman of navajo and acoma heritage, who remained with them throughout the week. she served as driver and constant companion, a trust­ worthy source of information, and provider of both informal and more formal education about indian traditions, history, kinship ties, and spiritual beliefs. not only did she present three hour-long lectures in the evenings, but was available all the time, open to all kinds of questions, and willing to pro­ vide answers from her personal perspective as well as from her traditional background. acoma pueblo the acoma people are one of 19 "pueblo" communities in new mexico. each of the communities has as it� basic location a "pueblo," that is, a set of buildings built in layers, one atop the other. the acoma pueblo, now inhabited only part of the year, is often referred to as " sky city," because it is situated on a high plateau, which protected it from inva­ sion. each of the pueblo communities is slightly different from the others, but they all share a long h istory, similar kinship ties and spiritual beliefs, and a history of subj ugation to the spanish who invaded the area in the 1 6th century. ties of kinship are very complicated and very important. they determine who leads the community, who has a say in family decisions, and how power is wielded and order main­ tained. community decisions are made, not according to the democratic principle that the majority rules, but according to a kind of consensus, where much effort goes into making the final decision acceptable to all. in cases of infraction of rules, the decision about the appropriate punishment is a matter of serious community concern. a solution to the problem is sought that wil l serve to re-integrate the offender into the community in the best possible manner. ceremony and ritual play an important part in the culture and nature is the su­ preme power. the acoma are a matri l ineal people, with the lines of descent traced through the mother and the female education libraries vol. 25, no. 1 (summer 200 1 ) line. the newly-married couple moves into the wife's commu­ nity and the husband gradually becomes part of this commu­ nity. like other pueblo commuhities, the acoma have been affected by the world that surrounds them. many of the young people have left the local area for c ities and have abandoned their traditional values. although there are still individuals, even young people, who remain traditional in their outlook and l ives, many have come to some kind of compromise with the culture of the "outside" world and some have moved completely into that "modern" culture. education of indigenous people one of the coordinator's early lectures concerned the education of indigenous people, including the acoma. from the middle of the 19th century, the u. s. government has provided education for native americans. 1 the purpose of this education was to assimi late the people into the main­ stream of european americans as quickly as possible. under the direction of the department of the interior, and specifi­ cally, the b ureau of lndian affairs (bia) indian children were forcibly removed from their homes and taken to boarding schools, where they were forbidden (under threat of serious punishment) to speak their language or practice their religion. many of the schools were run by church groups, some catho­ lic, some protestant. the chi ldren were taught christianity, the i mportance of european-american concepts of cleanli­ ness, time, the rule of the majority, and, implicitly, the superi­ ority of the white race. teaching methods were severe, with beatings, isolation, and scorn seen as necessary techniques to "civilize" the children so they could become productive members of american society. by about 1 924, the effects of this educational system could be seen in the complete breakdown of the family struc­ ture of the american indians. children raised in the boarding schools had no idea of how to be parents; they were al ienated from their own parents and had been raised in an environment totally lacking in the love and care they needed to raise chil­ dren themselves. they lacked any sense of cohesiveness with each other and had developed a strong sense of self-hatred. at about that time, " underground" movements to maintain tradi­ tional ceremonies led.to increased control by the bia. but the native people began to seek a fairer educational system. this led to the establishment of day schools, which, while they did not greatly change the strategy of assimilation nor improve the punitive nature of the educational experience, did at least allow the children to l ive with their parents and to have some a r t i c l e s 1 7 exposure to their own culture. nonetheless, the traditions of the native peoples were ignored with regard to land use, irrigation, and farming methods. and there were l imits to education for indians. they were encouraged to learn a vocation, whether or not they qualified for higher education. eventually, with community pressure, these barriers began to erode. numerous indigenous students now attend university in their states, sometimes on scholarships, or they may attend one of the indian tribal colleges. in 1968, at the height of the american indian movement, and before it was taken over by violent factions, communities began to rebel. through the next decade or more, there was increased empowerment of indian communities. by 1 985, a movement toward community schools had successfully emerged. lest there be any misunderstanding about these schools, it is good to remember that they are sti l l federally funded and therefore not free of federal control. the federal government pays the staff members directly and provides other support as monies become available and in the form of actual purchas­ ing rather than of fund transfers. the funding for purchasing can be erratic.2 the difference between the traditional bia boarding schools of the early 20th century and the (acoma) sky city community school is extraordinary. although ther!{ is a federal curriculum that is set, this is done with some input from the community. a majority of the teachers in the school are members of the acoma community or other, neighboring native peoples. the l ibrary contains materials that allow children to find role models among their own people. the school provides employment for a number of well-educated community members. and the children are well-cared-for, fed lunches prepared on the premises by members of the community, taught in classes of small size (typically fewer than 20 in a class) by teachers of their own community who attend to their intellectual growth, and who take into account their physical, emotional, and psychological problems. the current movement is toward the establishment of contract schools, which will sti l l be federally funded, but where the curriculum will be free of federal input, more community-oriented, and where funds will actually be placed in the bank for the schools. it should be stated that the native communities are always afraid of the complete withdrawal of federal support, fearing that indian education, if left to the states in which their communities are located, would decline serious] y. 3 the cultural component on monday afternoon, the program provided an opportu­ nity to visit "sky city, " the high plateau where the acomas have l ived for hundreds of years. guides at the site shared information about the pueblo, about some of the traditions of the people, and about their l ife. the participants walked around the pueblo, viewing the 'hature of the buildings, open spaces, and learning some of the history of the acoma pueblo. another half day, on friday, offered participants the chance to visit two major museums. the indian pueblo cul­ tural center emphasizes the culture of the 19 pueblos, each with its artistic specialties and unique history. at the albu­ querque museum, the accent is more on the spanish presence in the area and on the western movement of the european americans, including the founding of the city by the span­ iards and its subsequent role in the development of the state of new mexico. on saturday, a tour of santa fe was offered. there, participants could view museums of native american, span­ ish, and modern art and history, see the layout of the city around its plaza, enjoy typical food of the area, and see the state government buildings, built in the spanish colonial style. high points of the project experience the preparedness of the librarian and other teachers and their knowledge of how to use volunteers successfully yielded a very high quality experience. the elderhostel volunteers all felt they had done useful work and had really been able to make a valuable contribution to the school and the commu­ nity. in the classrooms, the children were extremely interested in the elderhostel volunteers and what they had to say. the elderhostel group members repeatedly remarked on the chil­ dren's behavior and attitude: respectful but affectionate, extremely polite, and attentive to all that was new. a birthday party held for the oldest volunteer, who cele­ brated her 89th birthday during the week, exemplified the personal nature of the experience. it was a double party, since one of the children turned 1 1 on the same day. it was there­ fore, the group was told, a one-hundredth birthday party! there were cake and soft drinks to celebrate the occasion, to which all the volunteers were invited. the accessibility of staff members was surprising. a teacher taught one of the volunteers the acoma lullaby the children had sung. the principal made himself available for an interview about the school and community. the coordina­ tor was always wil ling to answer questions. the librarian and reading teacher, as well as the principal and the coordinator, all agreed to review this paper for accuracy. education libraries vol. 25, no. 1 (summer 200 1 ) 1 8 a r t i c l e s conclusions this experience highlighted the value of l ife-long learn­ ing. for all the volunteers, at an age when many would con­ sider them outside the realm of usefulness or ability to learn, a valuable opportunity allowed them to teach and to learn in a constructive manner. all fel t the importance of service; the notion of giving back to the world something of value that would repay some of the favors received during relatively long lives. all en­ joyed the feeling of being able to make a contribution to this particular community, whose needs are great, but whose determination to succeed is outstanding. the specific learning about native peoples, their tradi­ tions, their culture, and their various ways of adapting to the western world, was integrated marvelously into the volun­ teers' daily lives. respect for these traditions will always be of priority for these elderhostelers. while each volunteer made small contributions: creating a map wall, ordering library materials, labeling a reading collection, sharing song-stories with children, teaching them to tap dance, working with teachers in classrooms, giving talks about polar bears, alligators, or dolphins, all came away feeling they had been both givers and receivers. a goal of this paper is to encourage others to continue learning and service: to find, to create, or to realize opportu­ nities for ourselves and others in order to be useful all the way to the end of life. bibliography cooper, m. l. ( 1 999). indian school: teaching the white man 's ways. new york: clarion books. carter, f . ( 1 976). the education of little tree. albuquer­ que, nm: university of new mexico press. hirschfelder, a. b . ( 1999). american indian stereotypes in the world of children: a reader and bibliography (2nd ed.). lanham, md: scarecrow press. meyers, h. b . ( 1 999). reservations. niwot, co: university press of colorado. szusz, m. ( 1974). education of the indian: the road to self­ determination. albuquerque, nm: university of new mexico press. notes 1 . from the time of columbus' voyages, the indigenous people were known as indians, then as american indians. in education libraries vol. 25, no. 1 (summer 200 1 ) the 1 950's and 1 960's, with the growth o f the american indian movement, the designation native americans became more acceptable to the group. in the 1980's and 1990's, various "tribes" or nations were identified as different from each other and by the 1 990's, the designation first nations began to be used, especially in the eastern part of the u. s . however, the term indigenous people is still acceptable. at this time, according to the coordinator, any of these terms can be used, although there are some people who strongly prefer one or the other. this paper uses all of the terms as a way of acknowl­ edging them as acceptable to some, if not all, indigenous people. 2. the erratic nature of federal funding became abun­ dantly clear to the library volunteers when they arrived at the school library on wednesday morning of the week-long volunteer session. they found the l ibrarian eagerly awaiting them to hold a "staff meeting" to discuss an urgent matter. the principal had called the l ibrarian in on tuesday evening after school hours to say that she was to be allowed to buy $ 1 2,000 worth of library materials, but that she had to spend the money by that friday afternoon and could use no more than two vendors. in anticipation of the release of funds, she had already entered some $6,000 worth of orders into her vendor-supplied order system, where they were awaiting the approval of the business manager. however, she needed help to identify other items from flyers, recommended lists, and catalogs, to check the on-line catalog to avoid duplication, and to place the orders. the volunteers went to work looking through publishers' catalogs, searching the on-line catalog, entering orders into the vendor database (mentioned earlier) and passing titles not found there on to a local vendor repre­ sentative who showed up late in the afternoons with his laptop computer to place the remaining orders. 3. it is possible for native children to attend the public schools in their states. only a few from the acoma pueblo do so. many acoma students stil l attend the local roman catho­ lic parochial school. joan segal is a member of the education libraries editorial committee, and president of vintage ventures, a consulting firm. among other things, joan has been the executive di­ rector of the association of college & research libraries, associate executive director of the american library asso­ ciation, and president of the special libraries association rocky mountain chapter. emai l : j segalvv @earthlink.net e d i t o r l a l editorial by anne m. galler i am pleased to announce that, as mentioned in the previous editorial, the article by diann rusch feja, which had to be omitted from the conference issue, is part of the current issue. thus the theme of education libraries and their role in educational research is being continued. rusch-feja's article covers the development and current status of german education libraries and the european school network. the article by gladys dratch, reference librarian at the guttman library of harvard university, covers not only the special collections at harvard as they support research in the field of education, but includes other special collections and sources in the united states which enable researchers to access and evaluate these collections. in order to provide additional sources from canada, marlene lloyd, a recent graduate in library studies at concordia university, has prepared a list of educational collections on a province-by-province basis. the columns covering new and forthcoming books, prepared by gladys dratch and deborah carson, and the eric bibliography enhance the theme of this issue. it is always interesting to read news from eric, as prepared by eric plotnick, from the eric clearinghouse on information and technology at syracuse university. as our circle of book reviewers expands, we are able to include more and more interesting and in-depth book reviews so as to inform our readership of the latest publications in the field of education. education li braries vol. 22, no. 1 / 2 d e p a r t m e n t s 23 s elections from eric journal articles ej 602 002 ally, mohamed; coldeway, dan 0. ( 1 999, spring). establishing competencies and curricula for the distance education expert at the master's level. journal of distance education. v 1 4 n 1 p75-88. reviews the development phase of a collaborative inquiry initiative undertaken among staff in the center for distance educat i o n , a thabasca u n i versi ty , c a n ad a , to i d e n t i fy competencies required of master's-level experts i n distance education. the competencies are clustered in four skill sets, and basic procedures for deve lop ing taxonomy of cogni t ive /performance levels and an analysis of content/curricula for distance educators are described. ej598567 arbaugh, j. b . (2000, february). virtual classroom characteristics and student satisfaction with internet-based mba courses. journal of management education . v24 n 1 p32-54. five masters of business administration courses used various formats, including part traditional/part asynchronous activity and totally asynchronous. a survey of 88 of 1 08 students showed that flexibility of the medium and an interactive course environment influenced satisfaction more than ease or frequency of access. ej 598 988 brent, brian 0. ( 1 999, fall). distance education: implications for equity and cost-effectiveness in the allocation and use of educational resources. journal of education finance. v25 n2 p229-54. examines distance education's efficacy in nine new york school districts affiliated with boards of cooperative educational services (boces). distance education enables small rural schools to expand their curriculum. districts vary in utilizing distance education. distance-education courses cost considerably more to offer than traditional courses. contains 30 references. ej 6_01 725 carr, sarah. (2000, february i i ) . as distance education comes of age, the challenge is keeping the students. chronicle of higher education. v46 n23 pa39-a4 1 . reports that anecdotal evidence and studies by individual institutions suggest that course completion and program retention rates are generally lower in distance education courses than in their face-to-face counterparts. suggests some of the causes may be that distance students are often older, have more obligations, or that lack of face-to-face contact is not effective with some learning styles. ej 600 641 cartwright, juliana. (2000, february) . lessons learned: using asynchronous computer-mediated conferencing to facilitate group discussion . journal of nursing education. v39 n2 p87-90. a nursing school used asynchronus computer conferencing for student discussion groups and three distance sites and one host site. course evaluation showed students appreciated the ability to review discussions and reflect before commenting and felt team collegiality. a switch to different software reduced the technology learning curve, but instructional design was more important than technology. ej 597 852 grimes, seamus. (2000, january) . rural areas in the information society : dimin ish ing d istance or i ncreasing learning capacity? journal of rural studies. v 1 6 n 1 p 1 3-2 1 . examines prospects for rural areas within the information society, referring particularly to the european union. discusses effects of diminished distance from core markets, increased learning capacity through improved access to information, public pol icy emphasis on bui ld ing i n frastructure, d isappoint ing outcomes for telecommunications initiatives and rural telework, and the potential of rural areas to exploit new technologies. contains 24 references. education libraries vol. 24, nos. 2/3 24 d e p. a r t m e n t s ej 599 653 kirby, elizabeth ; roblyer, m.d. ( 1 999, october). a glimpse at the past, an eye to the future. a review of three video-based distance education programs. learning and leading with technology. v27 n2 p46-50, 52. presents evaluations of three video-based distance education programs star schools, the governor of wyoming's pilot distance learning project, and the ohio schoo!net telecommu ni ty. discusses some common findings and implications for the future of video-based distance learning, including what can be done to make distance education courses more effective. ej 588 447 lever-duffy, judy. ( 1 999, winter). the evolution of distance education. catalyst. v28 n 1 p81 3 . provides an overview of distance-education technologies. discusses synchronous and asynchronous distance-delivery approaches, and the extent to which they offer students the opportunity to interact with other students and faculty. suggests elements that comprise an ideal delivery system, and offers some views on the future of distance education. contains 1 3 references. ej 602 064 macdonald, lucy; caverly, david c. techtalk: (2000,spring). synchronous distance developmental education. journal of developmental education. v23 n3 p38-39. discusses the third generation (g3) model of online education named synchronous online education . reviews termin ology, hardware, different stages of g3, software, and implications of g3 for the future. contains 15 references. ej 599 619 matthews, diane. ( 1 999, september). the origins of distance education and its use in the united states. the. journal. v27 n2 p54,56,58,60,62,64,66-67. explains the origins and growth of distance education, the media used, type of students it attracts, and identifies advantages and disadvantages of utilizing distance education. gives a brief profile of distance education in the united states. education libraries vol. 24, nos. 2/3 ej 591 644 saba, farhad. ( 1 999). toward a systems theory of distance education. american journal of distance education. v 1 3 n2 p24-3 1 . discusses limitations of "comparing distance learning and classroom learning: conceptual considerations," smith and dillon's physical science view of educational technology. suggests that a systems approach is necessary to describe distance education and define a set of principles and rules for its effective use, as well as a set of criteria to determine its effectiveness. ej 588 242 saba, farhad. ( 1 999, 3 may). planning for distance education : too much focus on delivery systems? distance education report. v3 n5 p 1 . discusses delivery systems i n distance education and suggests that too much time is spent on choosing a delivery system rather than analyzing distance education as a whole. presents a distance -education hierarchy that includes hardware systems, software systems, telecommunications systems, instructional systems, educational systems, societal systems, and global systems. ej 5 9 1 645 smith, patricia l . ; dillon, connie l. ( 1 999). toward a systems theory of distance education : a reaction. american journal of distance education. v l 3 n2 p32-36. contends that comparison studies offer one important view from which to frame questions about the study of distance education. responds to farhad saba's "toward a systems theory of distance education" major premises about distance-education research . ej 597 675 swalec, john; regnier, jane. ( 1 999, december 2000, january) . doing our "home-work." community college journal. v70 n3 p42-46. summarizes the steps taken by waubonsee community college (illinois) in offering courses using multiple technologies to serve their diverse "market" of students. describes the creation and development of a pilot distance learning paradigm that would expand upon the existing networks by using television access and computers to send video classes to students' homes. d e p a r t m e n t s 2s ej 593 517 swartz, james d. ; b iggs, bobbi. ( 1 999). technology, time, and space or what does it mean to be present? a study of the culture of a distance education class. journal of educational computing research. v20 n 1 p7 1 -85. uses qualitative research methods to analyze a three-hour (48 contact hours) distance education course. examines the reduction of social abrasion in distance education resulting from the combination of physical distance, emotional d istance, s imul taneous two-way verbal and visual access, private communication, and maintenance of distinct knowledge bases. ej 600 804 zielinski, dave. (2000, march). can you keep learners online? training. v37 n3 p64-66,68,70,72,74-75. reasons people do not complete online training courses include ( i ) no incentives, (2) lack of connectedness, (3) learner preference for instructor-led courses, (4) poor course design, (5) "some is enough," and (6) lack of perks. course delivery must consider three elements: the technology, course design, and the learning environment. how to obtain materials cited in this bibliography: journal article citations are from the eric system's current index to journals in education (c/je). the articles may be obtained from a college, university or large public library, or borrowed through interlibrary loan. the staff of the eric clearinghouse on i n formation & technology, syracuse university, syracuse, ny 13244 prepared this column. phone: (3 1 5) 443-3640; e-mail : eric@ericir.syr.edu education librari es vol. 24, nos. 2/3 2s d e p a r t m e n t s n ews from eric learn about eric the easy way with the eric slide show http://www.accesseric.org/resources/eric_slides.html if you 're looking for a fast, easy, and free way to update yourself or teach others about-the publications, products, and services of the educational resources information center (eric), drop by the eric system wide web site and view the eric slide show. presented in both power point and html, the slide show is a concise yet comprehensive introduction to eric that includes information about how to: • search the eric database, using basic and more advanced search strategies. • obtain eric documents, digests, journal articles, and other publications. • access the popular askeric q&a service, eric listservs, and eric clearinghouse web sites. if you're a librarian or someone else who teaches otheh about eric, download the slide show for use in your presentations and workshops! you can also order free handouts that accompany the slide show by calling access eric at 1 -800-let-eric (538-3742) or by sending an e-mail request to (accesseric@accesseric.org) . view the eric slide show at : http://www.accesseric.org /resources/eric_slides.html. access eric publishes 1\vo new parent brochures access eric, the support and outreach component of the eric system, recently published two new parent brochures. the first,"what should parents know about schools as community learning centers?" explores the benefits and challenges of opening schools up to community members. the second, "what should parents know about information literacy?" explains the concept and importance of information literacy in a straightforward way and provides practical suggestions for parents to help their children become information literate. both brochures can be viewed and downloaded on the eric system wide web site at: http://www.accesseric.org/resources /parent/parent.html. to order paper copies, send an e-mail request including the publication title, quantity desired, and your mailing address to (accesseric@accesseric.org), or call access eric at 1 -800-let -eric (538-3742). education libraries vol. 24, nos. 2/3 eric/cll adds ''directory of resources for foreign language programs" the eric clearinghouse on languages and linguistics (eric/cll) has added to its web site the eagerly-awaited "directory of resources for foreign language programs." co­ produced by the national clearinghouse for bilingual education, the new directory contains links to web sites, online publications, publishers, instructional materials, l istservs, databases, and other resources related to foreign language programs and their improvement. search or browse the new directory today on the eric/cll web site at http://www.cal .org/ericcll/ncbelfldirectory. for more information, call eric/cll at 1 -800-276-9834. askeric adds response archive to q&a service do you have a question about education? perhaps it's been asked before . find out now by exploring the new "askeric response archive" on the askeric web site. this new feature contains more than i 00 responses to questions received through the askeric question-and-answer service. accessing the archive is easy! users can search by keyword or browse by category. archived responses may include eric citations, links to internet sites or discussion groups, or print resources. explore the "askeric response arch ive" at h t tp : ii erici r.syr.ed uni rtual/qa/ archives. submit a question to askeric at askeric @askeric.org. askeric is a special project of the eric clearinghouse on information & technology at syracuse university. eric/he adds faqs on accreditation, education for international students the eric clearinghouse on higher education (eric/he) recently updated the "frequently asked questions" (faqs) section of its web site with information about accreditation and about u.s. education for international students. now visitors to the eric/he web site will find answers to the following questions: • what is accreditation? • how can i find out if a college or university is accredited? • what is the importance of accreditation? • where can international students find information on the structure of the u.s. higher education system? • where can international students find funding to study in the united states? d e p a r t m e ' n t s 21 review the new faqs today on the eric/he web site at http://www.eriche.org/faq/index.html. eric/he publishes new eric trends the eric clearinghouse on higher education (eric/he) recently published eight new eric trends on the following topics: • administration • external constituencies, outreach, and public relations • faculty issues • finance • governance and policy • international higher education • students • teaching and learning eric trends are reviews and analyses of major trends in higher education research and literature. eric trends not only report major research trends in higher education but also describe major concerns in institutional practice. slightly more than half the literature in eric trends is drawn from higher education journals. the remainder comes from conference papers and documents published by educational associations, institutional research offices, research centers, consortia, and state and state and federal associations and boards. each eric trend includes an extensive bibliography. the new eric trends, with the exception of those enclosed above in parentheses, can be viewed and downloaded on the eric/he web site at http://www.eriche.org/trends/index.html. the others will be posted soon. eric/sp adds e-primer on professional development the eric clearinghouse on teaching and teacher education (eric/sp) has added to its web site the second in its new series of e-primers. e-primers are full-text peer-reviewed articles on topics related to teaching and teacher education. the latest e-primer, "characteristics of effective professional development," prepared by the national partnersh ip for excellence and accountability in teaching (npeat), outlines nine key design principles for professional development programs, presents examples of their use, and reviews some of the recent related literature. it also discusses institutional conditions that may nurture effective professional development. read the new e-primer today on the eric/sp web site at http://www.ericsp.org/digests/eprimers.html. npin updates virtual library the national parent information network (npin), a special project of the eric clearinghouse on elementary and early childhood education, has added the following publications to its virtual library: • dual exceptionalities • trends and issues: school reform • holding schools accountable for achievement • girls and violence • helping children master the tricks and avoid the traps of standardized tests • new idea ' 97 requirements: factor!! to consider i n developing a n iep • homeschooling and the redefinition of citizenship • otra perspectiva sabre lo que los nifios deben estar aprendiendo manej ando las burlas: como los padres pueden ayudar a sus hijos • what are charter schools? • family literacy strategies to support children's learning • conferencias de padres-educadores: sugerencias para los padres the virtual library includes full-text publications, summaries of books, descriptions of newsletters and magazines, as well as a special collection of resources for urban/minority families. explore the recent additions to npin's virtual library today at http ://npin.org/new.html. browse or search the complete l ibrary at http ://npin.org /library.html . adult, career, and vocational education (eric/ acve) practice application briefs: • "informal workplace learning"by david cofer, 2000 • "middle school career education and development" by sandra kerka, 2000 • "vocational teacher professional development" by bettina l. brown, 2000 education libraries vol. 24, nos. 2/3 i 2s d e p a r t m e n t s these publications wil l be posted at http://ericacve.org /pab.asp. to order free paper copies, send an e-mail request to judy wagner at (wagner.6 @osu.edu), or write to user services, eric/ acve, 1 900 kenny road, columbus, oh 432 1 01 090. please remember to include your mailing address. community colleges (eric/jc) eric digests: • "academic dishonesty and the community college" by r. dean gerdeman, july 2000 • "strategic plann ing in the year 2000: process over product" by elaine howell, august 2000 these eric digests can be viewed and downloaded at http://www.gseis.ucla.edu/eric/digests.html . counselling and student services (eric/cass) eric digest: • "the 70-percent solution: meeting the need for high skills" by kenneth b. hoyt and james maxey, july 2000 this d iges t can be v i ewed a n d downl oaded at http :/ /ericcass. uncg.ed u/single/hoyt.html . disabilities and gifted education (eric/ec) eric dige�t: • "teac h i n g you ng g i fted c h i ldren i n the regu lar classroom" by joan franklin smutny, may 2000 this eric digest can be viewed and downloaded at http://ericec.org/digests/e595.htm. education libraries vol. 24, nos. 2/3 elementary and early childhood education (eric/ps) eric digests: • "differentiation of instruction in the elementary grades" by carol ann tomlinson, august 2000 • "the role of curriculum models in early childhood education" by stacie g. goffin , august 2000 these eric digests can be viewed and downloaded in html format or as a pdf file at http://ericeece.org/pubs/digests /digoo.html . esl literacy education (ncle) eric digest: • "trauma and the adult english language learner" by janet isserlis, july 2000 this d i ges t can be viewed and downl oaded at http://www.cal.org/ncle/digests/trauma2.htm. urban education (eric/cue) eric digests: • "new trends in language educati on for hispanic students", eric clearinghouse on urban education, july 2000 • "the role of teachers in urban school reform" by laura desimone, july 2000 these d i g ests c a n be v iewed and downl oaded at http://eric-web.tc.columbia.edu/home_files/pub_list.html#digs. news from eric is collected from various eric sources by the staff of the eric clearinghouse on information & technology, 41 94 center for science and technology, syracuse university, new york 1 3244-4 1 00. phone: (3 1 5 ) 443-3640; e-mail: eric @ericir.syr.edu d e p a r t m e n t s 2s s e lections fro m eric journal articles ej 408 526 abrams, mary ; kurlychek, ken. ( 1 989, nov dec) software to go-and it goes ! perspectives in education and deafness, v8 n2 p9l l . this article describes the software evaluation clearinghouse for educators of the hearing impaired at gallaudet university (washington, dc) . software compatible with apple and ibm hardware is collected, rated by clearinghouse members, and described in a printed catalog. tips on starting a software lending library are offered. ej 457 051 sharkey, william f.; hikins, james w. ( 1 993, january). edward miner gallaudet's "remarks on the combined system": an analysis of the "preservative" function of rhetoric of education. communication education, v42 n 1 p50-69. examines edward miner gallaudet's speech, "remarks on the combined system," to illustrate the power of the rhetorical knowledge thesis to account for paradoxes in gallaudet's discourse on educating the deaf student. contends that gallaudet offered his remarks to preserve his ideas for a later age when they might receive sympathetic treatment. ej 362 312 harkins, judith e. ( 1987, fall). greeting the challenge: the impact of technological innovation . gallaudet today, v 1 8 n i p38-42. the role of gallaudet university as innovator, evaluator, monitor, and information source in the development and promotion of technology appropriate for the deaf is detailed. this article describes gallaudet's involvement in projects focusing on computer networks in classrooms, captioning television broadcasts, product evaluations, research and development needs, and information dissemination. ej 362 311 nissen, anne. ( 1 987, fall). learning how to learn: educational implications of employment trends. gallaudet today, v 1 8 n 1 p22-25. this article considers the impact of employment trends on gallaudet university's deaf graduates and describes programs gallaudet has developed to create career opportunities, such as experiential programs off campus. it is recommended that job seekers should be adaptable and flexible and have problem-solving skills, practical coursework, and cooperative educationauinternship experience. ej 481 824 olia, fatemah n. ; martin, david s . ( 1 994, march). ethics and electronic mail: a study at gallaudet university. tech trends, v39 n2 p l 9-2 1 . discussion of the ethical use of electronic mail highlights a study at gal laudet university (district of columbia) that investigated student and faculty attitudes concerning privacy, equal access to information, and social conduct on the system. results for deaf and hearing individuals are compared, and the use of telecommunications to help overcome disabilities is discussed. (6 references) ej 542 762 abrams, mary. ( 1 996, may june). a gallaudet information roadmap. perspectives in education and deafness, v l 4 n5 p23-24. this brief directory of information sources at gallaudet university (district of columbia), which is dedicated to the education of preschool through graduate level students who are deaf, includes descriptions and contact information for ,school enrollment information, general information, books and materials, and deafness-related services. education libraries vol. 22, no. 3 2s d e p a r t m e n t s ej 236 800 edwards, fern. ( 1980, september). the gallaudet college library: its use of technology. american annals of the deaf, v 1 25 n6 p769-72. the technological functions of the learning center at gallaudet college are described, i ncluding making videotapes available, providing microform materials , and developing computer operations. ej 497 570 fox, stephen d. ( 1994, december). metacognitive strategies in a college world literature course. american annals of the deaf, v l 39 n5 p5061 1 . students with hearing impairments at most reading levels in the world literature survey course at gallaudet university (district of columbia) benefited from the inclusion of metacognitive exercises which emphasized prereading, reading, and postreading strategies to improve comprehension and retention. strategies also prompted improved group discussion and teacher student communication. ej 404 214 lawton, bethany. ( 1 989, summer). library instruction needs assessment: designing survey i nstruments. research strategies, v7 n3 p 1 1 9-28. describes the development and use of three questionnaires disseminated to faculty, students, and staff at gallaudet university to assess campus needs in the area of library instruction. the general types of responses to questionnaires are summarized and their usefulness in analyzing the current library instruction program is discussed. copies of the questio n n ai res are i nc l uded. (2 references) education libraries vol. 22, no. 3 ej 310 033 martin, david s . ( 1984, november). infusing cognitive strategies into teacher preparation programs. educational leadership, v42 n3 p68-72. describes a preservice teacher education program of gallaudet college where student teachers participate in the instrumental enrichment program to develop their cognitive skills. includes an illustrated model. ej 111 287 wright, keith c. ( 1 975, february). deafness information center. special libraries, v66 n2 p74-78, gallaudet college's special collection on deafness, and efforts to transform the college library into a functional, user-oriented information center are described. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan or, if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 4 8 1 06. phone: 1 800-52 1 -0600. the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244 prepared this column. phone: ·(3 15) 443-3640; e-mail: eric@ericir.syr.edu d e p a r t m e n t s 21 n ews fro m eric eric clearinghouse directors were asked t o report trends that are affecting eric and how eric is currently responding to these trends or might respond to them in the future. each trend listed below reflects the experience of most or all of the clearinghouses. trend: increasingly more users have access to the internet, and those users expect easy, instant access to full-text information. eric's response: clearinghouses are expanding their web sites to include bibliographies, factsheets, eric digests, frequently asked questions, full-text virtual libraries, prepackaged eric search strategies, directories, extensive referral products and services, and links to additional resources in their scope areas. trend: the eric user base has expanded from primarily re.�earchers and graduate students in the early years of eric to a continually and dramatically growing group of practitioners, students, and parents. people are now looking to eric for ideas, suggestions, and resources to help them with school-based problems. eric's response: clearinghouses are expanding their outreach to these groups by developing publications specifically for them and by making electronic services as user-friendly as possible, knowing that many people who find eric on the internet have had no previous exposure to educational research and information systems. trend: the expanding user base also includes more international users, many of whom are finding eric on the internet. eric's response: eric is increasing international outreach by participating in international meetings; translating digests and other publications into spanish, chinese, and other languages; and forming partnerships with educational institutions in other countries. trend: more people are coming to eric needing help managing the demands of a� inform�tion society. users need help evaluating �he weal�h of m . formatwn available, understanding the range of mformatwn chmces, developing the skills to access and select the most appropriate information, and making effective use of that information. eric's response: eric is injecting its subject expertise into the information dissemination process by providing more evaluative materials such as critical issues publications, researchers' trend overviews, and summ�ies of best practices. eric special projects-such as gem, the vntual reference desk, and the education resource organizations directory (erod)-are integrating information resources and services to make it easier for users to locate what they need and be assured that the resources meet certain standards for accuracy and consistent formats. distance learning, teaching, and teleconferencing are areas that eric is beginning to address. more emphasis needs to be placed on the development of distance training; i . e . , the use of technology to provide interactive, collaborative learning environments to train people to use eric and to convey subject knowledge in clearinghouse scope areas. trend: the number of journals appropriate for coverage in the eric database continues to grow, with several eric clearinghouses reporting that they are unable to cover all of the relevant journal literature within their current funding limitations. eric's response: eric resources will have to be expanded to cover all of the relevant journal literature, or eric will have to be more selective about what is accepted for inclusion in the database. trend: "literature" is no longer just "printed." for example, conference presentations are often done in multimedia, internet­ based, panel, poster-session, and/or workshop formats and cannot be converted easily to paper copy and submitted to eric. more dissertations are being produced in a multimedia format that currently cannot be processed by eric. many authors are posting education libraries vol. 22, no. 3 2s d e p a r t m e n t s their work on web sites, and electronic journals are burgeoning. it has always been eric's policy to provide users with availability information; however, this presents a challenge for internet-based material. one of the great challenges for eric to solve in the years immediately ahead is how to acquire, select, process, announce, and archive purely electronic entities as well as nonprint formats such as cd-roms, videotapes, audiotapes, and mixed-media formats. eric's response: since its founding in 1 966, eric has been tasked with the challenge of capturing and ensuring the permanent availability of education documents, even decades after print copies have gone out of stock. microfiche has long been used as the medium to support eric's archival function because i t i s relatively inexpensive, durable, and easy for libraries and information centers to store. even now that eric has moved to electronic document delivery for some documents, the complete set of reproducible documents is still being stored on microfiche. one of the limitations of microfiche, however, is that it cannot be used to capture nonprint materials such as videos and cd-roms. for that reason, nonprint items have not been systematically included in eric. the advent of internet-based publishing has presented eric with new challenges. the eric processing and reference facility reports that 50 percent of the documents that are sent to eric citing a url (web site address) where they are supposedly available, are no longer available from those addresses when accessibility is checked. in some cases, eric is printing out electronic items to get printed pages that can then be captured on microfiche. one possible solution is for eric to begin archiving in electronic form instead of on microfiche. to accomplish this and to arrange for the components of eric to handle and process education libraries vol. 22, no. 3 purely electronic entities will require considerable system redesign and, perhaps more importantly, additional funding for the new systems that will be required. additional resources will also be required if eric is to provide comprehensive coverage of information that is in multimedia formats. trend: user questions are becoming increasingly complex. given the ease of accessing resources on the internet, users who contact askeric and the eric clearinghouses for help are asking more sophisticated questions. more staff time and subject area or technical expertise is required to answer these questions. eric's response: clearinghouse directors are constantly reevaluating staffing and staff development to maintain the necessary technical and subject matter expertise to respond to changing user needs. user services staff engages i n contentintensive professi o n al development by searching eric, other databases, and the internet; consulting with eric colleagues; and attending training sessions within and outside the eric system. partners, advisory board members, and other experts are also consulted as appropriate. eric provides its question-answering (qa) staff with online support and reference tools such as the private qa listserv and web site. qa staff also benefit from some of the same information services that members of the public use, including erod; the gem web site; and search wizard, a publicly available, thesaurus­ driven database on the web. news from eric is prepared by the staff of the eric clearinghouse on information & technology 41 94 center for science and technology syracuse university syracuse, ny 13244. phone: (3 15) 443-3640; e-mail: eric@ericir.syr.edu the university of virg inia library staff education and development prog ram and vision for the library of tomorrow by betsy anthony abstract this article presents an overview of the university of virginia staff education and development program. it includes a historical perspective of the library, the library and university programs, benchmarking project, statistics, trends, and staff training implications for the library of tomorrow. the web version specific of this article is also provided which includes links to full l ibrary documents and expands material presented in the article. ww satf *e. 11(,:,. fl� 1-t � .-1� seau. � wid e� ad7fat.7�7 if thomas jefferson, founder of the university of virginia, were asked that question today about his l ibrary staff, he would give an enthusiastic and resounding yes! in 1 819, mr. jefferson envisioned his academic village as a vibrant and forward-looking university. he, himself, was progressive in action and thought and an avid inventor. those who study his life see that his insatiable appetite for learning continued throughout his life. because of this, many of his friends called him a "walking l ibrary". he had read and studied virtually every important book written in the western world since ancient times, often prefetting to study each book in its original language. historians have written that mr. jefferson was the most widely read man of his time in america. thomas jefferson, if living today, would embrace change and technology with an open mind and marvel at the complexity and breadth to which his faculty and students are able to access knowledge and information. he probably would add another phrase to his now famous words written to john adams, "i cannot live without books" or the functionality of my personal computer! but mr. jefferson would also be concerned about the well being of his l ibrary staff today. he would question how they were being trained to cope with change and new technologies and more importantly, he would ask if library staff were properly involved in staff development and planning for the l ibrary of tomorrow. historical vision just as thomas jefferson was the architect and founder of the university of virginia, he was also the creator of a li brary collection that would reside in the beautiful rotunda dome room for over a century. the library would be a t ti bute to his love of books, containing a collection which represented the accumulated learning and wisdom of the ages and housed in a building that is the central focus of his architectural design. his enthusiasm for enlightenment and his undying faith in the power of knowledge was evident as he began nis list of books that were to be purchased and arranged for use according to a subject classification he adapted from francis bacon. he chose the first two university librarians and formulated the first li brary regulations. unfortunately, thomas jefferson did not live to see his books placed in the dome room. the collection, both purchased and donated, had to be stored in another building within his academic village due to the delayed completion of the rotunda. in april , before his death on july 4, 1826, he watched the raising of a capital . education libraries vol. 23, nos. 2/3 10 a r t i c l e s on top of a rotunda pillar from the balcony of pavilion ix. and then, at the age of eighty-three, he slowly rode his horse back to his beloved home, monticello. sadly, most of jefferson's books were destroyed in a catastrophic 1895 fire in the rotunda, but the faculty and students managed to save his s tatue, a poignant reminder that his indomitable spirit and love of books would live on at his university. donations of books began to anive from citizens all over america, the rotunda was rebuilt with expanded space, and jefferson's vision of his university l ibrary was once again a reality. in 1924, the growth of the collections and the inadequacy of space prompted the vision and dreams of then president alderman for a new library building, later to be named the alderman library. it was built and dedicated in 1 938 and continues to this day as the main university l ibrary. cunently, alderman library, 10 branch and departmental l ibraries, and 3 professional school l ibraries comprise the university of virginia l ibraries . the three professional school l ibraries-darden business library, law li brary, and the health sciences li brary-remain under the administration of their schools. building today's library within the serpentine walls the university of virginia library of today has been changed extensively by technology. anyone who enters memorial hall of alderman library no longer sees the rows of card catalogs that served students and faculty for so many years. instead, an espresso cafe with the aroma of freshly brewed coffee wafting over rows of computers now greets the university community. not only has technology effected physical change, it has opened the library and its collections to the world. today, the library is at the forefront of change and technology. uva's first online catalog system was an in-house product and introduced to the academic community in 1984. after several generations of online systems, the university of virginia library was one of several major research institutions to acquire the web-based sirsi system in 1995. in mid 1980, the education library took the first step in providing access to databases on networked cd-roms outside of the"physical" l ibrary environment. access was available both to faculty in their offices and in an electronic classroom within the curry school of education, and soon after in psychology department faculty offices across the street. the u niversi ty l i braries have i mplemented further technological initiatives during the last five years. these include electronic reserves; journal articles and other materials from outside sources delivered electronically to u ser's e-mail ; documents in microform format such as eric documents scanned and delivered electronically to a user's home directory/e-mail service; u ser requested materials borrowed or ordered and delivered within 7 days; and digitized multimedia made available education libraries vol. 23, nos. 2/3 for classroom and individual use. more recently, the acquisition of commercial e-books has begun. in order to keep pace with the ever changing technology landscape, a new university program to replace staff and public computers every three years, known as dci (desktop computing initiative), is a reality. a plan to create the university of virginia digital library began in 1992 when the first of four electronic centers was established in the university library. as of today, this initial center, known as the e-text center, has digitized over 40,000 onand off-line humanities texts in twelve languages and more than 19,000 related images. it has become one of the foremost repositories and disseminators of electronic texts and images in the world and currently logs one million visits to its site each month. three other electronic centers serving the academic community are the digital media center, geospatial & statistical data center, and the special collections digital center. two university centers based in the alderman library are the virginia center for digital history (vcdh) and institute for advanced technology in the humanities (lath). vcdh's mission is to develop high-quality, well-researched, and reliable history materials for the web and deliver them to schools, colleges, libraries, historical societies, and the general public. lath explores and expands information technology as a tool for humanities research and creates computerbased projects and software. users of these sites range from a high school student writing a paper on thomas jefferson to a teacher in japan researching the manuscripts of a noted american writer. use of the centers reaches into the academic classroom as well. a professor is now able to teach from a digital version of a rare and historic book available on the web, and students can access the book or document from home or in a library. technology has enabled the university's bayly art museum to create a virtual art gallery, adding images and descriptions of its collection for students to study while scholars and art lovers from around the world can research the collection. the university's distance education has been enhanced through a statewide virtual classroom created with a new communications system which can accommodate simultaneous real-time two-way voice and audio with more than enough bandwidth to accommodate the university's computing network. in the last year, the instructional technology faculty of the curry school of education designed and established an electronic instructional classroom for simultaneous sites using an electronic whiteboard, digital cameras, conference telephones with wireless mikes, and microsoft netmeeting software. technology has also brought together academic libraries in virginia. the virtual library of virginia (viva) is a consortium of the commonwealth of virginia's 39 state-assisted and 32 private non-profit college and university libraries. its mission is to enhance access to virginia's academic libraries and information resources in a cooperative and cost effective manner. today's technology a r t i c l e s 1 1 has vastly increased the capacity of the university of virginia library to serve the academic community through all of these various initiatives. a commitment to training with continuous change and rapidly changing technology come the realization that the l ibrary staff needs more help to keep pace, and a plan for their future professional development. in the early 1 990s, a commitment was made by the university library administration and endorsed by the l ibrary's administrative council to establish a staff education program that would provide an organized staff training and development program for all staff employed in the university libraries. although staff training had been available i nformally in the previous decades , this commitment would initiate library-wide planning for the program, funding support, creation of an electronic classroom, appointment of a training coordinator, a team of trainers, and a curriculum of in-house training opportunities. this commitment formally endorsed the idea that staff development as well as training is important, that change is a continual factor in an evolving academic library environment, and that new technologies are impacting the work environment at an accelerated rate. as further evidence of commitment , the l i brary administration recommended that each staff person spend a minimum of l hour/week or 50 hours per year on training. release time would be given to staff and schedules rearranged for public service personnel. today the commitment continues with high priority given to l ibrary staff development and education and with vision to prepare for the l ibrary of tomorrow and the 21st century while remaining a top ranked university research library. a commitment to funding funding remains a central issue in any staff development and training program. there is never enough to cover all the various activities, especially during times of flat line budgets or budget cuts. in order to preserve and continue the commitment, the university of virginia library administration has put in place innovative ways to fund staff development and training. the five sources of funding are as follows: • associates of the library staff development endowment fund • department delegated fund • faculty research fund • staff education and development general fund • travel fund associates of the university of virginia library (friends of the library) was organized in 1969 to assist in bringing new and important materials to the library and special collections. recently, the associates broadened their scope to support collections and services through their annual gifts and volunteer activit ies . one of their endeavors is the associates s taff development endowment fund. this endowment allows the library to provide appropriate opportunities for training, to bring technology experts to the library to teach the staff, to give tuition assistance for classes and workshops, and to provide additional support for travel to conferences and training sessions. a second source is the department delegated fund. each department head in the university libraries receives a budget allotment for which each may determine the appropriate uses of the fund. special training and development needs of department staff are evaluated and projected costs budgeted and expended for the fiscal year. a third source is the faculty research fund. the l ibrary has a unique and generous program wherein grants of time and/or funds are made available to enable library faculty to conduct research. a library faculty committee administers these funds. the fourth source, a staff education and development general fund, which is administered by the associate university librarian for organi zational d evelopment, supports the tra in ing and development program and its varying activities. and a final source, the travel fund is allocated by the university library administration and administered by a library faculty committee for faculty and staff travel to professional meetings and conferences, training courses, and other professional mandatory travel. the primary recipients of these funds are library faculty with a smaller percentage given to support staff. although these funds do not cover entire costs of an individual ' s activities or projects, it does show administrative commitment and support for staff development and training and leaves the decision making process for awarding the various funding to library faculty. the library program the university of virginia library is committed to staff education and development for all staff. ongoing training provides staff with the skills required to meet the challenge of keeping pace with changing user needs, mastering new and more complex technologies, and adapting to a work environment characterized by constant change. a well-planned program benefits not only the individual but also the library and the university. library training coordinator, suzanne bombard recently commented that "training is a way to say 'we value you ' . it is also a way to enrich a person's worklife." training can provide both an organized professional approach to the job and increased understanding by staff of the changes and direction in which the library is moving. in order to plan this direction the library administration first reviews university goals and strategies, including strategic planning documents such as virginia 2020 and the university strategic plan for information technology. as part of the planning process , the library administration establishes library priorities each biennium, which in turn are reflected in the planning for a staff education and development program. education libraries vol. 23, nos. 2/3 1 2 a r t i c l e s the library does not restrict its training and development to in-house programs only, but relies on university programs to expand staff education opportunities. an outline of both library and university programs i s presented in figure 1 with segments of the library program highlighted in the following descriptions. training coordinator. the library training coordinator develops and designs the training program by conducting needs assessments and designing training for timeliness and trends. she also writes the documentation for course curricula and maintains the web site and staff education calendar. as part of her responsibilities, she works with library technology services department staff and the user services coordinator to plan and develop training for all staff education and training programs. the training coordinator has a reporting l ine to the associate univers i ty librarian for organizational development. web site. a web si te maintained by the library 's h uman resources staff provides information on all staff education and development opportunities including a curriculum of short courses available to staff and a listing of user education courses open to university staff, faculty and students. the list of short courses contains information about the course, training documentation, prerequisites if required, and online registration. also presented on the hr web pages are library policies and procedures, reports and planning documents, organization charts, job openings, forms, and related resources and information. individual plans. for individual planning purposes, a staff member's training plan is included in the annual performance and evaluation document. specific training and development needs are identified and agreed upon by both the supervisor and staff person. the staff development and training program is organized around various approaches to training upon which staff may plan their individualized program. the "i need it now" training provided through short courses or tutorials enables staff to choose when they need the skills training and apply the learning outcomes to current job requirements. short courses. in addition to basic skills training, other skills may be developed through short courses in customer relations training, interpersonal communication, managerial/ supervisory skills , orientations, product knowledge training, technical processes/procedures training, and other professional development activities (figure 2). on the average, most library short courses are 1 • to 2 hours in length and include documentation or handouts, discussion time, hands-on practice time, and an online or printed evaluation form for feedback. if required, courses may be scheduled in series and in sequence. some short courses offer a 30 minute session for the busy librarian or manager as a way to focus on specific applications or segments of software packages such as tips on using style sheets or toolbars in word and excel. education libraries vol. 23, nos. 2/3 specialized training has been established to meet immediate requirements for job specialization or library-wide technologies. as an example, training for groups (circulation, technical services staff) is offered when updates to the sirsi (virgo) online system include newly i mplemented features such as workflows and wizards. orientation. new employees deserve an effective well-planned orientation and training plan. by doing so, new employees feel comfortable in the new work environment and become productive staff members in their job performance at an earlier stage of the process. the university human resources staff conduct general orientations covering benefits, health insurance, parking, payroll procedures, and other employee-related information. a staff fair is held to acquaint new employees with university organizations and libraries. library supervisors develop a comprehensive orientation and training plan for the new employee beginning with job responsibilities, library opportunities, and a checklist of skills the individual may bring to the job. trainers from various units of the university libraries are included in the training plan. this is known as "shared training". a new employee receives specialized training through one-on-one tutorials, thereby establishing contact with staff from other libraries. student assistants. s tudent assistants receive training at individual libraries or units in which they are hired. currently, a library-wide effort to provide customer service training for all new student assistants has been initiated, based on the philosophy that customer service is fundamental to the performance of students and staff alike. the one to two hour mandatory training is required for all public service student assistants and scheduled at three different times to accommodate students' class schedules. training provides basic information about work responsibilities, etiquette and demeanor, service, referring questions, and safety. the program for student assistants serves to present consistent information and emphasizes the importance of excellent customer service to the libraries' patrons . computer support training. of vital importance to the staff education and training program are two areas of training involving a fairly large number of staff. computer support training for lsps (library support provider) requires an in-depth approach on a continual basis and results in a group of well-trained people in technical support who can serve as problem-solvers and consultants to individual library units. the lsa (library support assistant) program, referred to as daves (from the film 2001: a space odyssey), was created to reduce response time for computer, network, and library system-related problems at the department or unit level. daves work in conjunction with lsps (library support providers) to ensure that computer-related tasks are handled quickly and efficiently. a r t i c l e s 1 3 figure 1 university of virginia library staff education and development program (http:/ /staff.lib. virginia.edu/hr) program opportunities library faculty and support staff bi (bibliographic instruction) luncheons-roundtable discussions career planning/advancement univ. of tenn-knoxville is degree program, ltc programs staff events staff fair (fun day), small group brown bag lunches with the univ. librarian, conferences, workshops, national/state/local professional meetings annual staff appreciation luncheon customer service workshops staff sharing supervisors training training of trainers travel library staff email listsrvs communication (current awareness and procedures) lsps (library support provider) and lsa (library support assistant) program-computer support mentoring for new librarians new employee orientations-includes univ. library/unit library staff "shared training" research (faculty and staff) short courses in-house training computer technologies online library system (virgo)all components of sirsi, discussion groups library resources databases, full text sources, digitized collections staff development skills user education courses (open to staff, faculty, and students) 1 999-2000 course curriculum speakers forums invited speakers from both inside and outside the university program resources funding sources associates of the library staff development fund department delegated fund faculty research fund staff education and development general fund travel fund support (leave time, staff assistance, equipment/laptop computer) collection of training resources-videos, online documentation, handouts and tutorials student assistants customer service training library procedures training-various operations of the library (circulation, shelving, ready reference, technical services procedures) library collections and resources, databases . . . online catalog system tutorials other staff policies grants laptop computer policy for research projects promotion and ranks for library faculty telecommuting uva tuition assistance uva tuition reimbursement uva tuition waiver university opportunities univ. of virginia ltc (information technology & communications) ( www.i tc. virginia.edu/i tcweb!help/training!home.h tml) computer workshops computer-based training computer coffees and knowledge exchange events computer survival skills conferences itc-cable and video-based training local training partners-local service provider training program microsoft office user specialist program office technology skills certification teaching resource center-instructional technologies in the classroom training of technical trainers training resources software manuals, video training, handouts, tutorials, cable and other sources web certification univ. of virginia organizational development. and training (www.hrs.virginia.edu/odtl) leadership program management program new employee fair new employee orientation program supervisory program training the trainers education libraries vol. 23, nos. 2/3 1 4 a r t i c l e s figure 2 library staff education catalog of courses (staff.lib. virginia.edu/hr/description.html) virgo courses cataloging workflows training session changes in database access: webspirs to firstsearch the circulation module for non-circulation s taff circulation workflows training session finding legal information on the internet info view searching for the library staff user an introduction to serial orders marc for the masses mhld's in virgo mining the display 1/display 2 item screen not just another virgo class ovid databases passport for windows power to the people: virgo reports for information gathering serials orientation session: version 99.2 statistics refresher workshop virgo order record virgo opac indexes virgo request module web delivery demonstration webcat for library staff webs pirs databases workflows thtorials windows 95:a basic overview web imaging with photoshop computer technology courses access i : basic skills for the new access user access ii : the art of the query cgi for non-programmers\corporatetime: an introduction corporatetime for designates e-text center databases: an overview for library staff eudora: a windows mailer excel i: basic skills for the new excel user excel ii : building your workbook excel iii: becoming a power user excel iv: the advanced power user internet explorer, the b rowser an introduction to vi, the unix editor jove for the power user mac os 8: an introduction netscape communicator netscape for library staff: searching the world-wide web network protocols and topologies office 2000 enhancements: myth and reality outlook express pagemaker i and i i peri l a n d l i education libraries vol. 23, nos. 2/3 powerpoint i and i i regular expressions simeon mail: an introduction understanding file structure and management in windows & unix unix i and ii web page workshop a web page workshop for library staff b windows 95: advanced word 2000: (5 sessions) an overview for the die-hardwordperfect user; autotools: rx for busy employees; doing it with style(s) ! ; mastering mail merges; toolbars and nothing but! ws_ftp for file management staff development series adapting our work habits of today to the library of tomorrow drivers wanted: career strategies for the 90s effective writing i: basic writing skills effective writing ii: e-mail etiquette effective written communication in the workplace iii: writing monthly reports & other communications effective written communication in the workplace iv: evaluations and performance plans effective written communication in the workplace v: writing for success (how to be) the millionaire next door: investing in the stock market on the internet public speaking the role of the supervisor in today's workplace i & ii the supervisor as team leader 1\vo's company, three's a crowd: understanding group dynamics in the workplace turning failure into success when three's definitely a crowd: resolving problems in your group work habits for the new workplace skills for the new workplace series assertive communications the art of brainstorming: how to generate ideas in your group asking the right questions: the reference interview building a team that delivers communication issues in supervision i-iv: basic skills, coaching for improved performance, delegation, and giving/receiving feedback friendly persuasion: the art of negotiating to get what you want from confrontation to cooperation: negotiation skills hearing what they say in the details: the art of the referral it takes two to tang(le): how to successfully resolve your conflicts keeping your cool: dealing with angry, rude, and defensive people reframing the game: learning how to cope with situations you cannot change s/he said: gender-speak in the workplace of the 90s successful customer interactions time management for workgroups and teams wet book recovery a r t i c l e 5 1 s while library technology services staff are responsible for hardware and software infrastructure of the library as a whole, the lsps and daves are responsible for installing and maintaining hardware and software , trouble-shooting computer-related problems, and providing one-on-one tutorials and training in their assigned areas. training for lsps and daves is coordinated by the library training coordinator and provided by library technology services staff, library trainers , and university itc instructors. training the trainers. training the trainers is a program that brings together staff from all departments and units of the libraries who are designated library trainers. these individuals volunteer their time and special skills for training and instruction in the program. once a year a workshop is held for trainers featuring invited guests from the university 's teaching resource center, organizational development and training, and other training agencies or businesses. a monthly trainer meeting is used to cover issues and topics of interest to trainers and to provide updated information on projects and problems encountered at various library sites. career development. staff development is a continuous and gradual learning experience. as part of the university l ibrary's interest in staff career development and education, arrangements were made with the university of tennessee-knoxville school of information sciences to offer a distance education master's degree program using interactive telecommunication technology through the university of virginia divis ion of continuing education. four sites in virginia receive the degree courses via an electronic classroom in knoxville. to date, one university of virginia staff person has received the degree since the program's beginning in 1996, and 38 are currently enrolled in the program. staff may also become certified in computer technologies through the itc programs. both professional and computer technology programs serve to provide avenues of choice for staff. research. as noted earlier in this article, the university of virginia library has a unique and generous program wherein grants of time and/or funds are made available to enable library faculty to conduct research. a faculty research committee administers the library's faculty research program with the mission to provide support for research and scholarship to faculty members of the university of virginia library. these paths of scholarship are important to academic librarianship and are supported by the university. although the primary focus is support for library faculty, staff involved in research projects may also apply. proposals for research projects are submitted to the faculty research committee outlining the research project proposed, the time needed, a detailed breakdown of estimated costs, and a statement indicating what the faculty member hopes to accomplish with the time or funds requested. upon completion of the project, a presentation is made to the library faculty at-large. t he university programs university development and training is an integral part of the training program and is available to library staff for specialized computer training, computer certification programs, and university-wide supervisory and leadership programs. itc ( information technology and communication) and odt (organizational development and training) offer programs to individuals who need more intensive and specialized training. the department of information technology and communication (itc) states on its web site that itc's purpose is to provide and promote information technology and communication within the university community as staff prepare for a world of rapidly developing technological innovations. training services include short courses, training and certification for technologies, local training partners program, cable and video-based training, conferences and round-table discussions, and i nstructional technologies. the department of organizational development and training (odt) offers a range of profess ional and organizational development services to faculty and staff. these initiatives are developed in response to identified needs. services available include training, leadership development, technical assistance, consulting, and trainer/facilitator development. these services are designed to i mprove indiv i dual performance , fac i l i tate organizational change, and enhance the quality of worklife at the university of virginia according to its statement of purpose. odt also administers the educational aid, tuition waiver, and administrative internship programs. odt programs have shifted their emphasis with some workshops wherein previous workshops were planned and individuals attended. now the focus has changed to target programs for special groups, and individuals are recommended for participation by their supervisor or department head. training statistics and observations for planning purposes, library staff was recently asked to respond to a survey indicating their training needs and interests for the coming year. there were no real surprises in the responses. interests expressed ranged from training for new technologies and software applications to providing documentation online and expanding human-based workshops . it has been observed that staff has made positive attitudinal changes toward training. technology is no longer an option. it i s an essential element of both the professional and personal life and is viewed as an opportunity rather than an obstacle. staff has accepted training and understands the necessity for keeping up with technological education libraries vol. 23, nos. 2/3 1 s a r t i c l e s skills. training is no longer treated solely as the supervisor's responsibility but rather a joint effort in identifying training needs for the individual. because of this, staff has become pro-active in requesting training for current job responsibilities. from any group, there will always be one or more who want to take every course offered in the program, then there are those who are working in very specialized job responsibilities and see no need for any participation. as to preferred training times, thursday morning was a first choice with some interest expressed for evening courses. statistics in figure 3 were compiled by the training coordinator covering oct. 1998-aug. 1 999. these will be used for benchmarking analysis and planning purposes in the coming year. a vision for the library oftomorrow as we approach the 21st century, the library of tomorrow will build on library staff training and development programs that have focused on the traditional library and its services in the past decades. the library of tomorrow will offer extensive collections of all media types and will serve a community of users who will expect a more efficient delivery of information. in the next five years, the university of virginia library expects to build its digital collections extensively, including commercial ly purchased collections and shared digit ized collections of other major research libraries nationwide and within the state. it will build on the work that has been established in the last few years to create information communities. these communities will function as learning and teaching environments in which subject-specific web sites are developed around print and digital versions of the library collections. these web-based approaches will reach students, teachers, citizens, and businesses. libraries will create valuable resources and promote higher standards of education for k-12 students and teachers. distance learners will have access to rich collections. innovative technology will be utilized and demonstrated at its highest level. all of this change means reshaping library services to the user, providing s taff expertise in building the collections , and effectively developing and us ing innovative technologies to deliver information. the university of virginia library will continue to foster partnerships in the creation of the library of tommtow's digital collections. the university of virginia curry school of education is an acknowledged leader in the use of technology to link the university's resources and k1 2 schools. in the 1980s, curry school faculty developed a k-12 network known as teacher -link, which connected local teachers with the university's online systems. it evolved into a statewide system called vapen (virginia public education network). now this connectivity will be taken into the 21st century to achieve higher standards of education and enable more effective teaching. education libraries vol. 23, nos. 2/3 figure 3 yearly statistics for uva library staff education courses covering oct. 1998-aug. 1 999 base figures : 1 46 support staff 65.5 faculty 21 1.5 total staff education and training program total number of courses offered average number of courses per month total number of attendees average number of staff per course average number of staff attending per month 109 10 907 8 .3 35 thtorials ( one-on-one) number of staff virgo info view basics workstation training for new employees misc. tutorials with individual trainers 7 9 1 2 courses offered by external trainers number of staff financial planning seminar uva computing survival skills number of attendees (lsps) number passed certification exam (lsas and lsps) sexual harassment workshop american red cross first aid certification 30 8 20 8 7 number of number of %total staff courses taken staff 15 or more 3 10 or more 20 5 or more but less than 1 0 39 3 courses 39 0 courses 2 1 1.3 % 10% 19% 19% 10% a r t i c l e s 1 1 the questions now being asked are: how is this done? how do we make use of digital and print collections available via the internet and found in major research collections? how do we foster an information community that will support public school teachers and develop their expertise in the use of technology to create curriculum packages and content-specific lesson plans while delivering resources that enrich the subject content? how do we prepare education students today for the technological changes and use of digitized library resources and collections in their teaching materials? a partnership between the curry school of education and the university of virginia library has begun on such an adventure and has been funded through a recently awarded grant. while the possibilities are exciting and creative planning goes forward, the challenge to library staff will be an expectation to provide services and expertise in the use of these resources . staffing the library of tomorrow in pursuing such endeavors as creating the library of tomorrow, staff will have to be aggressively reassigned and retrained. special skills, knowledge of new technologies, creative thinking, and the ability to translate the technological innovations into practical products wi l l be required of l ibrary s taff. instructional staff will need to know how to organize and deliver electronic information to users and assist users in creating their own digital collections and products . technical expertise in designing interfaces and software packages will be necessary in addition to building the infrastructure that a digital l ibrary environment requires in server hardware and storage capacity. digital collections require the same extensive quality and standards of cataloging that have been established with print materials. the challenge will be to find ways to re-train existing staff and hire qualified staff with high-level technical skills and expertise. benchmarking staff training the university of virginia library has initiated a new project, a review and evaluation of its staff education programs through benchmarking staff training. by examining what we are doing now, how we can do it better, and identifying and assessing staff training needs for the 21st century, the university library will approach the challenge in an organized and knowledgeable manner. i t will develop new ways to train staff efficiently and cost-effectively for the job requirements in the 2 1 st century. b enchmarking is the practice of measuring a company's product or service against that of a leading company. i t is a management concept that is being embraced by governments, universities, the service sector, and the healthcare industry. benchmarking is a continuous process with the purpose of analyzing what, why, and how the organization is doing compared to leaders of similar organizations. libraries that utilize this practice prepare for a systematic and rigorous examination of a l ibrary service, customer satisfaction, or work processes. the process is then measured against those libraries recognized as the best and the result is changes and improvements in the library organization . the benchmarking process i s fairly simple, consisting of planning, observing, analyzing, understanding, and acting on change. in the 1999 astd state of the industry report, laura liswood, president and ceo of american society for training and development, stated that the research summarized in the report provides clear evidence that increases in education and training investments are followed by improved performance. dollar investments in education and training, while growing, remains smal l , compared to the dollar costs spent on information technologies. another segment of the astd report includes the annual data of benchmarking services which collects information from all types of organizations on the nature of their employer -provided training expenditures, practices, and outcomes. in the report, a group of firms called the "leading-edge" represent the pinnacle of training practices in the u.s . both in the amount of training and the types of human performance practices provided. as part of the university of virginia's library review and evaluation process for benchmarking staff training, best practices in both libraries and businesses should be examined, and a review of the literature for current and future training practices compiled and updated for future reference. a review of eight to ten top -rated schools of library and information science and their curriculums may well be worth investigating in order to understand the education and training graduates receive today and the skills they will bring to the workforce. styles of learning which utilize new technologies should be explored, and a list of training resources and their descriptions developed while assessing current library training documentation and materials for creativity and instructional design. current statistical data of program offerings should be analyzed and compared to other libraries. understanding the current trends, standards, and strategic plans as set forth by the major library associations and divisions such as sla, ala, lit a, mla (medical library association) , and aasl (american association of school librarians) would be beneficial as applied to current training practices. and finally, a list of recommendations, a plan of action, and an implementation schedule should be prepared indicating short-term and long-term changes and expected outcomes. trends and implications what are the implications for the university of virginia library and its training programs entering the 21st century while progressing through a benchmarking project and facing a continuous state of change and technological advances? the trends cited in the 1999 astd report may well be reflected in the library staff education and training program which are projected as follows: education libraries vol. 23, nos. 2/3 1 a a r t i c l e 5 • increases in staff development and training budgets • increases in the number of people trained • increases in use of external training personnel and products • expanded use of learning technologies • emphasis on technical skills training • introduction of innovative training and work practices • collection of statistical data for analysis and evaluation included in staff education programs will be an increase in cross-training or job sharing, team-solving practices, computerized documentation of individual competencies and certification, with an increased focus on evaluation of training outcomes and performance assessment. classroom instruction is the primary setting of training today. it is seen as decreasing with more reliance toward learning technologies or technology-delivered training such as computer-based text products, intranets, the internet, interactive multimedia, simulations, groupware, visual basics, virtual reality, epss (electronic petformance support system), and other self-paced delivery methods. this is not to predict that classroom instruction will be eliminated but it re-enforces the theories for embracing varying styles of learning that will continue to be explored and tested. as educators, we know about the personal touch that a good teacher brings to a class and the give -and-take of classroom discussion that cannot be mirrored in computer-based technologies, but there is room for all forms of learning. of such importance is a training program today, that no one person should be expected to carry the responsibility for planning and implementation alone. to fully carry out a staff education and training program, an appointment of an advisory group composed of professional library staff working with the training coordinator is recommended. this will ensure full input from all library departments and units, bringing to the planning process the necessary training and skills expertise of individuals. the challenge facing the library profession today is that of training staff to use various technologies effectively while developing an understanding of user needs and limitations. our mission will be deemed a success if we are able to impart the knowledge and effectively instruct end-users in the application of these new technologies and resources that we have mastered. will l ibrary staff be able to cope with change and new technologies in the 21 st century mr. jefferson? again the answer will be an enthusiastic and resounding yes!-if staff education and training programs are planned and i mplemented in an organized manner, recognizing that change is an ongoing process. education librari es vol. 23, nos. 2/3 references bassi, lauri j. and mark e. van buren. ( 1 999). "the 1999 astd state of the industry report". training and development, 53 (1), suppl. ,1-33 . clemons, harry. (1954). the university of virginia library 18251 950; sto1y of a jeffersonian foundation. charlottesville, va: university of virginia library. university of virginia library. ( 1 999) creating the library of tomorrow (draft). unpublished document. note: this article is available at the following web address: www.people.virginia.edu/-hla5f/article.html. included are links to university and library staff development and training web pages, full texts of library policies and guidelines, and other sites of interest. specia l thanks to s uzanne b ombard, li brary training coordinator, and gail oltmanns, associate university librarian for organizational development for their help in providing information and statistics for this article. betsy anthony is head of the education library, university of virginia, 405 emmet street, charlottesville, va, usa, 22903. she helped establish the university of virginia's education library, becoming its first education librarian in 1 973. the education library is located in the curry school of education. e-mail: hla5f@virginia.edu. articles using the internet as a professional development tool: an analysis by vivienne monty and p. warren-wenk abstract this article provides an overview of the concepts and practice of professional development in library and information science, and studies the way in which professional development is changing with the advent of the internet. the authors suggest that the incorporation of networking activities into the working lives of l ibrarians is producing fundamental changes in the process of professional development. the article suggests ways in which electroni c sources can b e used t o replace o r enhance traditional modes o f professional development, and concludes with a selection of specific internet resources of interest to education librarians for professional development. professional development: definitions and background the literatures of management, sociology, and psychology agree that professional development is critical to job satisfaction. indeed, of the many job-related variables studied, only profes­ sional development consistently differentiates those who are more satisfied with their jobs from those who are less so. (penn, romano, foat, 1988) in library and information science, professional develop­ ment has become a common buzzword. nevertheless, our profession has not yet devised a standard definition of profes­ sional· development, nor has it outlined a modus operandi to pursue in order to attain professional growth. what the library and information science literature lacks in substantive material, it makes up for in an abundance of lists and descriptions of professional development activities for librarians. theory and practice are rarely combined, and studies to date do not suggest concrete avenues for the practitioner to follow. two definitions of professional development follow: 1) the study and practice of enhancing the learning capac­ ity through the development and application of learn­ ing-based interventions for the purpose of optimizing human and organizational growth and effectiveness (chalofsky, 1992); and 2) "a range of activities aimed at developing and enhanc­ ing knowledge, skills and attitudes ... [which] prepares education libraries • vol 1 a, no. 1 the individual to carry out his or her job in the most effective manner, but also heightens motivation, and contributes to the individual's longer term progress and achievement." (webb, 1992, p. 14) people may seek to get involved in professional develop­ ment activities for personal as well as professional reasons. when undertaken in order to grow and become better at one's chosen field, professional development becomes a form of per­ sonal reward and enrichment. those who practice it for indi­ vidual motives usually improve job performance as much as those who engage in it for purely professional reasons. traditional professional development techniques there are many pathways to professional development. a librarian, throughout his or her career, may try several tacks, depending on individual needs, career goals, and amount and type of institutional support. ai though it is not possible, or even desirable, to map out a single blueprint for professional develop­ ment, one can identify its principal configurations. in the most basic form of professional development, one keeps abreast of the journal literature and new publications in a field. attending conferences and engaging in continuing educa­ tion are other conventional forms. an integral part of any professional development plan is an analysis of one's own work profile, the identification of individual strengths and weaknesses to determine which skills can be built upon and which require 7 improvement. actively participating in a professional associa­ tion orsociety constitutes a key element of professional develop­ ment. self-directed learning and in-service training are other essential activities. (helmer, 1987) informal collegial exchange, though not an organized activity, can contribute significantly to professional growth. more formal programs include taking part in visiting fellowships or job exchanges. participating in a formal or informal mentoring relationship, either as a seasoned mentor or as a new professional, can contribute to the growth of both parties and to the profession as a whole. research and writing are important elements of the professional development process. scholarly research expands the knowledge base of a field, aids practitioners, benefits individual institutions and, above all, provides a forum for the discussion of major or controversial topics. (pemberton, 1993) finally, personal networking is an integral part of any professional development plan and is an irreplaceable means of growth and advancement (lampton, 1989). professional development and the internet the advent of worldwide connectivity, in which library patrons use sources well beyond the walls of the local library, is bringing about fundamental changes in the way we exercise our profession. our professional development techniques need to evolve in a similar fashion. many of the traditional techniques of professional development, outlined above, can be streamlined, expanded in scope, and speeded up by incorporating the inte net into the process. for example, as electronic journals increase in number, the internet becomes a vital tool in keeping abreast of current literature. forthcoming publications are announced and prod­ ucts reviewed on electronic discussion groups, while abstracting services such as current cites render the task of keeping up with the literature infinitely simpler. by subscribing to electronic journals, discussion groups, and current awareness services, librarians extend the boundaries of the information they receive, while establishing filters to streamline the process and control the flow. continuing education assumes a differentform on the internet, and librarians can take a variety of courses offered electronically. for example, the e-course "let's go gopherin'," offered by richard j. smith and jim gerland in october/november 1993 as the third in a series of "navigating the internet" workshops, attracted over 17,000 subscribers from more than 50 countries. conference attendance, traditionally a cornerstone of pro­ fessional development, is similarly facilitated as conferences become electronic and, in many cases, on-going. participants in electronic conferences need not secure release time, travel to distant points, seek institutional support for funding, or incur the out-of-pocket expenses typical of traditional conference attend­ ance. electronic mail has expanded the notion of collegial ex­ change. now, librarians can converse with colleagues in the next office and in the next country with equal ease. opportunities for personal networking abound. through both e-mail and elec­ tronic discussion groups, the internet provides access to experts 8 and to expertise not readily available to those 'out of the loop' or to newcomers in the field. in posting material or asking for information on the network, librarians can receive responses from experts worldwide, and those responses may well come from a cross-section of professions, thereby broadening profes­ sional perspective substantially. education librarians can choose from a large number of electronic discussion groups, newsletters, and journals, some peer-reviewed. (for listings of discussion groups and e-journals, see the directory of electronic journals, newsletters and academic discussion lists by michael strangelove and diane kovacs, also available electronically. engaging in research is an important element of professional development. electronic networking greatly enhances the re­ search process, as the internet opens up a world of resources to librarians from their desktops. library catalogues and other databases can be searched and, in some cases, full-text sources retrieved almost instantaneously. research costs, too, can be affected by the internet. software that a single researcher might find prohibitive! y expensive can be shared among several on the networks. likewise, library consortiums can share database licensing costs, as groups of libraries band together to purchase joint access to databases for all consortium members. the writing process is undergoing a similar metamorphosis in the electronic arena. coauthors in distant locales can write in tandem, sending a piece of work back and forth across the network as they write and edit, and even submit the finished product for publication electronically. collegial feedback can also be solicited much more effi­ ciently by electronic means. stevan hamad laments that "the written medium is hopelessly out of synch with the thinking mechanism" for lack of a capacity to "support the requisite rounds of feedback, in tempo giusto." (hamad, 1991) the internet provides that real-time medium. using a technique called "scholarly skywriting" (hamad, 1991) or posting work­ in-progress to an e-journal (e.g. psycoloquy), and inviting com­ mentary, an author can produce multiple versions of an article, reworking it at several reprises as feedback comes is, thus accelerating the give-and-take of scholarly discussion. each successive version of the work could then reposted electronically so that the document is actually 'published' numerous times. it may or may not appear in print in a final version. those who have practiced scholarly skywriting report that these multiple ex­ changes enhanced their creativity. (lemke, 1993) in a recent 'net' article, ann okersonstates that "it is well to remember that the ancestor of today's fancy scholarly journal was the diary or logbook (the original journal) in which the scholar or scientist recorded data, thought, ideas, meetings and conversations, much as do today's networked electronic lists." (okerson, 1991, p.18) she notes that some articles are discussed and debated on the net months before they appear in print. in this manner, not only can we see the progression in the development of thought, but we can choose to partake in it as it is happening. the ability to participate in the process of another's research and writing has not heretofore been possible to this degree. the internet is very rich in professional development sources for education librarians. the "subject tree" facility available at numerous gopher sites (marvel.loc.gov or chico,dce.edu) points education libraries • vol 18, no. 1 to important resources in education and in librarianship. path­ finders such as j. harris' internet resource directory, david riggins' gopher jewels, or t. matthew ciolek's internet voy­ ager: social scientist's guidebook. .. are invaluable. thus, one can quickly identify the important gophers in the field of educa­ tion or find easy links to large e-projects such as nysernet's empire schoolhouse project, carnegie mellon's internet in the schools, or m.i.t.'s multi-user simulation environment micromuse. among bibliographic databases, the multidisciplinaty carl uncover can be used not only to iden­ tify citations, a free service, but also to purchase full-text hardcopy for overnight delivery (telnet to pac.carl.org). other important databases are eric for school library and some general library science journals in addition to education, and eric digests, for full-text eric documents both hosted by the university of syracuse (gopher to spc.syr.edu) and accessible through other "gopher" pointers. unique internet services include askeric, an e-mail help and referral service sponsored by the eric cl eari ngho use (e-mail to askeric@ericir .syr .ed u) and b u bl, a bulletin board service for librarians (gopher to ukoln.bath.ac.uk 7070). reshaping professional development for the electronic age "education is in the midst of a monumental technological paradigm shift, one that will eventually change the way �hat all instructors teach and the way all students learn." (jensen, 1993) similarly, the internet, with its ready access to worldwide re­ sources, is reshaping the world in which librarians operate as well as many of their opportunities for professional growth. we too are in the midst of a 'paradigm shift.' many of the traditional techniques of professional development converge on our desktops. new possibilities surface. in the preceding section, we have seen how specific profes­ sional development techniques have been altered by the internet. now,let us look at ways in which some underlying attributes of professional development have been changed. one of the most notable changes which the internet brings to the professional development process is an opportunity for cross­ fertilization among many fields. the internet helps to break down the barriers separating different fields, so that interaction is no longer limited to those in a single sphere. it allows for vast interconnections of people and ideas within a large group of disciplines. the internet opens the meeting place to a much broader spectrum of people and a wealth of knowledge from many fields, thus adding an important new dimension to profes­ sional growth. distance learning takes on new meaning in cyberspace. physical distances are bridged by electronic access measured in nanoseconds. while the internet changes the way we conceive of space, it allows us to control our time in new ways too. librarians can exchange e-mail messages or participate in elec­ tronic conferences at times of their own choosing. as these activities no longer depend on a fixed locale, they take place entirely at the individual participant's convenience. the internet education libraries • vo1 1 8, nc.. 1 allows us to overcome some of the obstacles of space and time. traditionally, some professional development activities have depended on strong institutional support in terms of release time and funding. (havener, stolt, 1994) today, the availability of the internet engenders less reliance on institutional support. though helpful, support from one's institution is no longer requisite, as the internet brings many professional development activities within the reach of everyone with a connection. networking projects connect schools and libraries across the continent and beyond, and librarians enjoy an electronic learning community at their desks. conclusion although the internet has not changed the fundamental definitions or goals of professional development, it has enhanced and facilitated techniques. internet users are greatly empowered by the ability to learn, read, conduct research, write, network, teach, and attend conferences from the convenience of the desktop at low individual cost and at times of their choosing. interactivi ty and "participative problem-solving" (zuber -skerri tt, 1992) across space and in record time are the new order of the day. the internet, with its flattened organizational structure, allows users to bridge physical distances, diverse subject fields, and myriad other barriers in order to access a host of information worldwide. for education librarians, the internet opens possibilities of learning and research on a multinational and multi-dimensional scale that, in the past, was reserved for a privileged few. the potential for learning and developing new skills from a single base is only beginning to be explored. many years ago, marshall mcluhan was engaged in design­ ing an 'innovation centre' at the ontario institute for studies in education (toronto). in this centre, mcluhan aspired to create an environment, replete with the technological advantages of the time, where researchers could work, free of the temporal, spatial, and technological restraints of the usual workplace. the project came to a halt, for the resources necessary to realise mcluhan's vision did not yet exist. today, the internet may well be the prime innovative learning environment of our time. references chalofsky, n. (1992). a unifying definition for the human resource development profession. human resource de­ velopment quarterly, 3, 175-182. december, j. (1993, december). information sources: the internet andcomputer-mediatedcommunication. (online]. available ftp: ftp.rpi.edu directory: pub/communications file: internet-erne dern, d.p. (1994). the internet guide for new users. new york: mcgraw-hill. 9gelfand, j. (1985). professional development for reference and adult services librarians. rq, 24, 402-403. hamad, s. (1991). post-gutenberg galaxy: the fourth revolu­ tion in the means of production knowledge. public access computer systems review, 2, 39-53. harris, j. et.al internet resourcedirectory (education). [online]. available ftp: una.hh.lib.umich.edu directory: inetdirsstacks files: education:harris1, education:harris2, education:harris3, education:harris4. havener, m. & stolt, w. (1994). the professional development activities of academic librarians. does institutional support make a difference? college andresearchlibraries, 55, 2536. helmer, d. & mika, j.j. (1987). continuing education: the pathway to professional development. journal of educa­ tional media and library sciences, 24, 329-336. houle, c. (1980). continuing learning in the professions. san francisco: jossey-bass. jensen, r. (1993). the technology of the future is already here. caut bulletin, 40, 14-15. kurman, t. (1992). coping with change and computer lists. illinois libraries, 74, 506-508. lampton, w. (1989). networking for personal and professional growth. fund raising management, 20, 55-56. lemke, j. l. (1993) education, cyberspace and change. [serial publication online]. electronic journal on virtual culture, 1, 1-18. oberg, l. (1993). collib-l: listservs in library communiflltion. c&rl news, 54, 632-634. · okerson, a. (1991). the electronic journal: what, whence and when?. the public access computer systems review, 2, 524. pemberton, m. (1993). a profession without professional litera­ ture. records management quarterly, 27, 52-55. penn, m., romano, j., & foat, d. (1988). the relationship between job satisfaction and burnout: a study of human service professionals. administration in mental health, 15, 157-165. rauschenbach, t. (1992). sind nur lehrerpedagogen? disziplihare selbstvergewisserungen im horizon! des wandels von sozial und erziehungsberufen. zeitschrift fur pedagogik, 38, 385417. 1 0 riggins, d. (1994, january). gopher kewels. [online]. avail­ able gopher: cwis.scu.edu menu: other gopher and information servers file: gopher-jewels. strangelove, m., & kovacs, d. (1993). directory of electronic journals, newsletters and academic discussion lists (3rd ed.). washington, dc: association of research libraries. webb, s. (1992). continuing professional development: the way forward. information management report, 2, 14. yanoff, s. (1993, november). special internet connections. [online] available gopher: gopher.uwaterloo.ca menu: electronic resources around the world/guides to internet serv­ ices file: special internet connections. york, j. (1990). a lifetime of ;earning. best's review (property/ casualty), 91, 75-76. zuber-skerritt, 0. (1992). professional development in higher education. a theoretical framework for action research. briston, pa: taylor and francis. vivienne monty is senior libarian, scott library, york university, 2030 york university, 4700 keele st., north york, ont. m3j 1 p3. p. warren-wenk is assistant reference librarian, frost library, york university, 2275 bayview ave., toronto, on m4n 3m5. education llbr•rl•• • vcl 1 8, no. 1 editorial by noreen b. blake the prison library is a crucial component in the rehabilitation of incarcerated persons. library resources give information, points of view, attitudes, philosophy, escapism, and sheer enjoyment. books and all they represent constitute a vital means by which prisoners may come to terms with their situation and make new beginnings. this issue centers on three aspects of the prison library. vibeke lehmann is a veteran in the administration and planning of library systems for state institutions in wisconsin and the author of several papers and articles on prisoners' rights and the role of the prison library. here she presents for us a comprehensive background on the development and management of prison libraries, based on national and international guidelines, and an examination of the roles a modern prison library plays in assisting inmates to cope within the prison and to prepare for re-entry into society. in the second feature article, glen singer tells us how the prison library differs from the "traditional" library and presents us with an invaluable inside look into the constant demands and ever-present challenges faced by prison librarians today. a third aspect comes from the writings of four inmates of the correctional system. they relate (one in fiction format) how the use of the prison library has significantly helped them personally in expanding their education and alleviating stress during their incarcerations. we owe thanks to our long-time department contributors. their columns direct us to the latest reference works, journal articles, and net resources and provide plentiful leads to further exploration for those interested in the theme of prison libraries. news from eric continues to point readers to new publications in education and how to order them. our book reviewers represent a varied sampling of librarians, teachers, information specialists, and education consultants. books selected for review here range from guides to children's fiction, the world wide web, and multimedia materials, to an encyclopedia of american humor and an investigation on how education helped disadvantaged girls achieve success. education libraries will continue to present thought-provoking themes in its articles, columns and book reviews, all aimed at alerting readers to current and useful publications relating to the library profession. the editors welcome readers' comments. education libraries vol. 24, no. 1 20 a r t i c l e s h ow my library affects my life in prison by mark knudsen have you ever had one of those days at work that made you want to escape to a far-off land or maybe a deserted island? have you ever had the urge to take off and go, but never had the time or money? do you sit at home on a rainy night, complaining because there is nothing interesting on tv and you are really bored? when was the last time you went to your local library? do you know where it is or what it has to offer? as an inmate in the wisconsin correctional system and an avid, voracious reader, i use my library extensively. my institution library has become a very substantial part of my life. i do not think i would have been able to handle stressful situations if the library was not readily accessible to me. my library is more than a place to find a book. it has become a significant friend. i use my library for many different reasons, ranging from perusing the new issues of gq and maxim, to keeping updated on the current events of the outside world. i also enjoy using the library to expand my creativity and to enhance my literary knowledge by reading a large variety of the books that our library has to offer. although our library is small, it has a vast array of materials. whether one's interest is in westerns, sci-ft, adventure, religion, fantasy, romance, or even self-help, my library has selections for everyone. i feel that my library puts forth a very valiant effort to help me and the rest of the inmates in this institution to expand our knowledge. it plays a very significant role in my quest to continue the development of my mind, and greatly helps me to excel in expanding my literary knowledge. but, more than simply providing dissipation for me when i become bored, the library provides a means of letting my mind elude the everyday monotony and tensions that can build up and cause a person to end up in education libraries vol. 24, no. 1 solitary confinement. my library is not just for me. a lot of inmates use it. some of them come to read their local paper, to find a book on drawing techniques, or just to pick up another book. the library not only provides current newspapers, magazines and books by a wide classification of authors and interests, but also provides a channel for our stress other than violence. it allows us, or actually assists us, in finding an alternative means of venting our frustrations. it lets our minds go beyond everyday life and venture anywhere we choose. we can visit the wreckage of the titanic, ride the range in the old west, explore the great pyramids or soar to the vast expanse of the galaxies beyond our own. because of the vast selections i can go somewhere different every day. i have dived deep into the ocean to observe the titanic (national geographic), delved into the fantasy world of xanth (piers anthony), and followed dc detectives from washington to london to track down a serial killer. (james patterson). all in all, my library has become a best friend since my incarceration. it has been there for me in my many times of need. when i am down, i can find a book that will bring happiness to my weary and tired mind. from day to day my library continues to bring great joy as well as helping to expand my literary knowledge. it allows me to escape the on-going stress and monotony of being unable to see the outside world first hand. because my library is there for me, i can go anywhere, take any adventure, live any fantasy, or float off into the deepest reaches of the galaxy-all in the serenity of my very own mind. all i have to do is read a book. as long as the library is available to me i will continue to strive towards a limitless literary knowledge. my library has helped me find the courage and strength, not only to overcome my incarceration, but also to strive for a more honest and productive future. mark knudsen is an inmate at jackson correctional institution, black river falls, wisconsin. he wrote his views and opinions on his institution's library in march 2000. a r t i c l e s 1 3 jstor an update on content by sarah e. sully abstract this article explains the role of jstor, which has selected and electronically converted 100 of the earliest and most important scholarly literature in the humanities and social sciences. its database now contains over 2 million pages and continues to expand. old files are digitized frqm the first issue published. database usage by both publishers and college/university staff and students is growing rapidly, and increases in production capacity are ongoing. jstor plans to offer access to the relevant fields which libraries prefer rather than encompass a whole cross-disciplinary group. to ensure useful and well-rounded titles, experts in the field are consulted to rank the most important files. response to jstor's accomplishments to date has been overwhelmingly enthusiastic .. jstor is a not for profit organization developing a unique research database of 100 of the most important scholarly journals published in the humanities and social sciences. with thousands of users at academic libraries across this country and canada, jstor has experienced exponential growth in its short existence. we are now expanding our efforts to include journals in the sciences, and to offer the collection beyond u.s. institutions of higher education. jstor has had to break new ground in the areas of licensing, business approaches, and technology. as an organization creating new methods we receive inquiries concerning every aspect of the project, from pricing issues and legal constructs, to the nature of email that we receive from users. i am often asked to field questions concerning our approach to developing content, how we decide to include titles in the jstor database, and how our efforts in this area are succeeding. the following provides a summary of the content side of jstor. background jstor (i.e. journal storage), was initially a project of the andrew w. mellon foundation designed to test the feasibility of electronic storage of journal back files and their delivery to users over the world wide web. jstor is now an independent not-for-profit organization dedicated to helping the scholarly community take advantage of advances in information technologies. the jstor database of scholarly journals currently contains more than two million pages from 46 research journals in 11 fields, and it is growing. jstor's focus is on journal back files; every journal included in the database is digitized from the first issue published. in order not to put publishers' main source of revenue at risk, current issues are not included; there is a 3 to 5 year delay between the most current issues of each title and the issues that appear in the database. in the case of some titles this means over 100 years of material is available for full-text searching through jstor. (a full list of journals now available in the database may be found at http://www.jstor.org/abotitlcontent.htrnl). users can conduct full word/phrase searching or can search by author, title or keyword. articles are delivered to the user in the form of page images, and can be printed from standard printers at up to 600 dots-per-inch resolution. jstor's approach to licensing is a "site license." all faculty, staff, and students at a college or university may access the database from their desktops, as can walk-ins to the library. the database was first offered to academic libraries on january 1, 1997, and over 250 libraries in the u.s. and canada are now participating. (a list of participating libraries is available at http://www.jstor.org/ aboutlparticipants_na.html.) use of the database is high and is growing at a remarkable pace. between september and november 1997 usage increased 340 percent. february 1998 saw our heaviest usage to date, with 28,000 articles printed and nearly 90,000 searches performed roughly 3,000 per day. total jstor activity in february exceeded the previous monthly high by 29 percent. higher education institutions in the united kingdom now have the opportunity to participate in jstor through an arrangement with the joint information systems committee, an agency representing the four regional higher education funding councils of the u.k. government. a mirror site of the database has been established at the university of manchester, and access is provided over the government-funded high-speed network known as janet. this exciting development is likely to be followed by mirror sites in other locations around the world. education libraries vol. 21 , no. 3 1 4 a r t i c l e s jstor phase i once it was determined that the hypothesis behind jstor held promise and that academic journal content could successfully be delivered to users over the internet, our next step was to develop an economic model that would enable jstor to survive on its own. the mellon foundation was not going to subsidize the project indefinitely. we needed to define a "product" that libraries could evaluate and that would represent good value, with the goal that jstor participation would save libraries money in the long run. we settled on a plan to include 100 titles, and called this set jstor phase i. our target for completion of phase i is the end of 1999, and progress is ahead of schedule. we have signed agreements · with 45 publishers for 75 journals in 13 different fields. (the list of these titles is available at http://www.jstor.org/about/ field.list.html) these include 11 titles in the field of history, 11 in economics, and 8 in mathematics, political science, and population studies. some of the most recently signed titles include review of economic studies, international organization, and philosophical quarterly. we will continue to fill out the list of titles in phase i, further developing our list of journals in literature, philosophy, and asian studies. decisions about the titles to include in phase i have been difficult. . when jstor began, the idea of digitizing 100 journals seemed like a huge undertaking. howe�er, limiting ourselves to choosing 100 titles distributed over a dozen different fields has proved equally challenging. jstor's initial test phase consisted of 5 titles in history and 5 in economics. to grow beyond those ten we undertook a study of the important journal titles in core academic fields. a series of factors was examined and considered in our decisions. these factors included the length of a journal's run, which is important for those libraries that will utilize jstor to help save shelf space, the number of institutional subscribers to the title in the u.s., citation impact factor data, and finally, rankings from experts in the field. this last factor proved to be crucial in making sure that we ended up with a well-rounded and useful set of titles in each field. in some fields, we invited a small committee to rank the most important titles. philosophy is an example of this approach, where we were ably served by a group of 5 scholars who helped us to assess the literature of the field and rank the important journals. benefits for publishers in pursuing its mission jstor takes a system wide perspective. we are dedicated to help all participants in the scholarly communication process learn and benefit from this project. for publishers such benefits include help with a transition into electronic publishing. jstor foots the entire education libraries vol. 21, no. 3 _ cost of converting the journals, including finding a complete run and shipping it to our offices, checking the materials for missing and torn pages, scanning every published page, keying in new indexes for citation data, and seeing the title up and available for searching. once the back files are available in the jstor database, publishers can utilize them as a platform upon which to build new electronic projects. due to the difficulty of finding and retrieving articles in paper or microfilm formats, much of the material in jstor is presently little used, and is generating little revenue for publishers. by increasing their accessibility, the oldest volumes of the journals are brought back to life. as usage patterns become established, publishers can learn whether there are special articles hidden in the back files that are of particular importance to researchers. in addition, individual access is possible, allowing publishers to provide a new service to members and subscribers. for those publishers planning e-current issues, we will work to link the back files to the current issues to allow seamless searching of the whole run. more production capacity "keep up the good work. i am amazed at how quickly the investment in jstor has paid off our faculty loves it. their only request is (you guessed it) ... more, bigger, faster." -susan harris, dean, salazar library, sonoma state university one of the most asked questions from jstor users is why we can't move faster. every scholar would like to see his/her own favorite journal added to the database! we currently run 100,000 pages a month through our production process. by the end of 1998 we expect to be digitizing 300,000 pages a month. we are adding production space contiguous with our present office in ann arbor, michigan and are opening a new production space in princeton, new jersey. as we near completion of phase i, we are beginning to plan for phase ii, and with these increases in production capacity we will strive to meet the needs of scholars not only in the fields already represented in the database, but in new fields of study as well. jsto r phase i i as we look ahead to phase ii, we are beginning to ask questions about which fields .to include in what order, and how to decide which journals to ill'clude in those fields. much remains unknown, but we are certain of a few things. for starters, we will not ask libraries to acquire access to 100 titles in a variety of disciplines as we did with phase i. we have learned from talking to librarians that being able to obtain journals in the fields that are most relevant for a given college or university would be preferable to having to license a whole cross-disciplinary group. therefore, we will approach phase ii with a cluster concept, offering libraries access to those fields they would most like to have. we will invite input from libraries as we try to make decisions about which fields to do a r t i c l e s 1 s sooner rather than later. early thoughts include an expanded offering in ecology, an interdisciplinary sciences cluster, and a cluster around the fields of business/management/finance. our criteria for deciding which titles to include within the phase ii clusters will evolve from those used in making decisions about phase i. furthermore, we will not limit ourselves to 10 or 12 titles per field. as with phase i, we will rely on experts in each field to provide guidance, ensuring that sufficient depth and breadth is present in phase ii to enable meaningful research in the database. conclusion building the js tor database continues apace. we will continue to add content as long as the demand from scholars, librarians, and publishers supports that effort. as the entity that has undertaken the electronic conversion of some of the earliest and most important scholarly journal literature, we are committed to archiving and preserving it for use by future generations of scholars. this is a serious responsibility, as is the challenge of meeting the high expectations for jstor that are emerging in the scholarly community. if the e-mail that we receive from scholars and students is any indication (following are a few examples), the jstor database is proving to be a valued and important resource. we are pleased to report our progress and the accomplishments of our first full year, but there is a lot of work to be done! "jstor is fantastic! i 'm a senior in biology at rice university, and the three . ecology journals you provide are making my life much more pleasant this semester. it's wonderful to see an electronic service that provides complete coverage of periodicals, not to mention going back more than a couple of years like the cd-rom scis and such do." -jennifer drumond, student, rice university "i just had the chance to logon to www.jstor.org and found it to be a dream site for research. we are all in your organization's debt." -brian uzzi, professor, kellogg graduate school of management, northwestern university "i just wanted to say that you have a wonderful service. and you are updating your sociological section so fast. your service is invaluable. i am so amazed that i am lost for words. all i can say is thank you and please keep this service available. i'm a graduate student at the university of texas at arlington and find this just totally amazing. thanks again." -la dorna goff, student, university of texas at arlington sarah e. sully is director of publisher relations and acts as genetal counsel for jstor. she is responsible for all matters relating to jstor's content and assists with its management. education libraries vol. 21 , no. 3 the statistical information func tion in. the national library of education by dr. vance grant abstract this article describes both the historical and current roles that educational statistics play in the national center for education statistics and the more recently established national library of education. discussed are several sources and publications that dr. grant has found to be the most helpful in his long career of responding to diverse and far-reaching queries on american education. he draws on population, economic and education surveys; census results; directories of u.s. school districts; reports on enrollment, staff and revenues of elementary, secondary and post-secondary institutions; and state assessments of educational progress in the u.s. in particular are cited 3 annual publications from the national center for education statistics which provide inquirers with the most wide-ranging and indispensable information on american education. until 1994, the education information branch was the body responsible for providing information on the research and statistics coming out of the u.s. department of education office of educational research and improvement. in that year came public law 1 03-227 , the goals 2000: educate america act. this legislation established the national library of education and transferred the functions of the education information branch into the library. shortly thereafter, my colleague and friend rod pelton and i found ourselves as resident statisticians in the national library of education. dr. pelton now has other interests, but i continue to spend much of my time on the telephone, responding to people's requests for facts and figures on american education. the calls keep coming in on the 800 line in large numbers from all over the united states, and sometimes from other countries such as england, ireland, france, germany and especially canada. the kinds of inquiries received range from the sublime to the ridiculous, and there is almost never a dull moment. the workdays are busy, and some days can be described as frenetic. but all in all, this is the best and most interesting job in the u.s. department of education. i still identify with the national center for education statistics (nces) and certainly emphasize the data from the center in my work, but i actually use statistical information from numerous sources. if, for example, i were going to an international conference and could bring with me only three publications to provide statistics on this country to foreign audiences, i would choose the world almanac, the statistical abstract of the united states and the department's own digest of education statistics. these are general publications, of course, which provide useful information on many diff,nt subjects. if i were not to bring along these publications (assuming that most of the audience is familiar with them), i would select a number of publications from nces and other agencies that i find especially useful in my day­ to-day work. first and foremost among the publications from other agencies are two based on the current population surveys of the bureau of the census. data for the report on social and economic characteristics of students are collected in the october current population survey, while the statistics for educational attainment in the united states are collected in march. the data on social and economic characteristics have been collected annually since 1 94 7, and the report on educational attainment has been done for each year since 1 964. when combined with the data from the decennial censuses of population, these publications provide a good picture of trends in enrollment by age, race, and sex, as well as the levels of education completed by the adult population over a long period of years. another useful statistical publication is from the bureau of labor statistics, dealing with the employment status and college attendance of recent high school graduates. this release enables one to respond to the frequently asked question " how many high school graduates go on to college in the fall following graduation?" in the recent past, the answer has been that about 40 percent go on to a four-year college or university, and 22 percent enroll in a two-year college program. economic indicators, a monthly report from the president's council of economic advisers, is a very useful source of current information on the gross domestic product, personal income, the consumer price index, unemployment rates, education libraries vol. 21, no. 3 6 a r t i c l e s and federal government finances, all of which relate in one way or another to our data on school finance, college enrollment, and college costs. finally, a report from the national center for health statistics shows the number of live births in the united states in the years ending in november 1 995 and 1996. if these reports are consulted regularly, it will be found that 1990 was the peak year for births in the past 35 years and that there have been small decreases since 1990. for the education statistician these figures, along with the population projections from the bureau of the census, indicate that enrollment in public and private elementary and secondary schools should peak at about 54 million in 2006, and that small decreases should follow. the peak year for high school graduates in this cycle should be 2008, when the number of graduates will approach, but not surpass, the all-time record established in 1977. that was the year when 3 , 152,000 baby boomers completed their high school education. i would like to mention here the u .s . department of education and the national center for education statistics. there was no organization with the title national center for education statistics until 1 965, but the statistical surveys of what is now the u.s. department of education go back almost 1 00 years earlier. it all began in 1 867 when president andrew johnson signed legislation passed by congress creating a department of education, "for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several states and territories, and of diffusing such information respecting the organization and management of schools and school systems and methods of teaching as shall aid the people of the united states i!l the establishment and maintenance of efficient school systems, and otherwise promote the cause of education throughout the country." this newly created department of education did not have cabinet status, with a secretary of education . rather, a commissioner of education headed it, and it soon became a bureau within the department of the interior. it remained there for 70 years; from 1 869 to 1939. from 1 939 to 1 953 it was part of the federal security agency, and from 1 953 to 1 980 it was one of the components that made up the department of health, education and welfare. finally, in 1 980, the department of education became a separate agency with its own secretary of education, whose role as a member of the president's cabinet is to· be a spokesperson for education. the statistical surveys of what is now the national center for education statistics (nces) date from 1 870. the earliest surveys of public elementary and secondary schools collected statistics on basic items such as enrollment, attendance, teachers and their salaries, high school graduates and expenditures. the early surveys of higher education requested data on the number of colleges and universities, enrollment, faculty, and bachelor and higher degrees conferred. we now have 1 25 years of data on some of the key statistics that were asked for in 1 870. education libraries vol. 21, no. 3 it may also be useful to discuss how the surveys of nces differ from those conducted by the bureau of the census. the census bureau does house-to-house or population surveys in which a member of the household describes the school enrollment or educational attainment of the persons within the household. census data are particularly useful if one is interested in the demographic characteristics of the population being sampled. a minor drawback is that they are sample surveys that provide good approximations rather than precise numbers of the population being surveyed. nces, on the other hand, conducts mainly what can be described as "institutional" surveys, i.e. the respondents in most of their surveys traditionally have been schools, colleges and universities, and state departments of education. when a 1 00 percent response is received from the state department of education, there is no sampling error involved. there could be a non-sampling error, if a state fails to give the correct information, or if the information provided is not strictly comparable from one state to another. the one drawback to this type of survey is that it is not possible to obtain information from the states on what is collected from the local school districts within their states. today, nces conducts jti6j many surveys for all of them to be mentioned within this article. however, i would like to mention briefly the three surveys that i find most useful in my work. the survey of public elementary and secondary schools, known in the office as the common core data, is conducted through the state departments of education. the statistics for each state are summarized in three reports: one provides information on schools and school districts, the second on enrollment, staff, and high school graduates, and the third on the revenues and expenditures of public schools. the office has also prepared the directory of public elementary and secondary education agencies, which gives the names, addresses, telephone numbers and a limited amount of statistical information about each local school district in the country. in our survey of institutions of higher education, known in the office as the integrated post secondary education data system, or ipeds, data on institutional characteristics, enrollment, faculty, degrees conferred, revenues and expenditures is collected directly from individual colleges and universities. much of the information from the ipeds survey is summarized in the following report: enrollment in higher education; staff in post secondary institutions; degrees and other awards conferred; and current funds revenues and expenditures. another publication, directory of post secondary institutions, contains a limited amount of information about each recognized college and university in the country. a third survey worthy of special mention is the national assessment of educational progress, or naep survey. the national assessment measures the achievements of a nationwide sample of students in grades 4, 8 , and 1 2 in a variety of fields. the earliest testing was done in the late 1 960s and early 1 970s, so we now have a quarter of a century of national data on the achievements of students in reading, mathematics, and science. tests in other fields, a r t i c l e s 1 such as writing, history, geography, and civics have been given over a more limited time span. more recently, each state has been invited to participate in these tests , and about 40 states have chosen to do so. tests scores are not available for the participating states on 4th grade reading, 4th and 8 th grade mathematics, and 8th grade science. the state comparisons can be found in the naep 1994 reading report card, the naep 1996 mathematics report card, and the naep 1996 science report card. this has been only a cursory look at what the n ational center for education s tatistics and the national library of education have to offer. however, i would like to mention what is sometimes referred to as the "big 3" among the national cen ter's publications: digest of education statistics; projections of education statistics; and the condition of education. each of these annual publications covers a wide range of areas within the broad field of education statistics. the digest, in particular, is an indispensable source of information for anyone whose job i t is to respond to questions about american education. dr. vance grant is senior specialist in education statistics in the national libraary of education of the u.s. he holds graduate degrees in pyschology and poli tical science from columbia university, florida s ta te university, and the universi ty of maryland. during his long career in the national center for education statistics, he was the author and co-author of numerous articles and reports dealing with american education from a statistical perspecitve. he joined the staff of the national library of education in 1 994. he is the recipient of an award from the u.s. department of education for his long and distinguished career in the field of education statistics. he is also known for the excellent introduction he wrote to the book entitled 120 years of american education: a statistical portrait which was published in 1 993 by the u.s. dept. of education. bibliography barbett, samuel f. and korb, roslyn a. (1997). e.d. tab: enrollment in higher education: fall1995. washington, dc.: u.s. government printing office. broyles, susan g. (1996). 1995 directory of postsecondary institutions, vol. 2. washington, dc.: u.s. government printing office. fernandez, rosa. (1997). e.d. tab: fall staff in postsecondary institutions, 1993. washington, dc.: u.s. government printing office. gerald, debra e. and hussar, william j. (1997). projections of education statistics to 2007. washington, dc.: u.s. government printing office. mcdowell , lena and sietsema, john. (1997). directory of public elementary and secondary education agencies, 1994-95. washington, dc. : u.s. government printing office. morgan, frank b . (1997). e.d. tab: degrees and other awards conferred by institutions of higher education: i994-95. washington, dc. : u.s. government printing office. o'sullivan, christine y.; reese, clyde, m.; and mazzeo, john. (1997). naep i996 science: report card for the nation and the states. washington, dc. : u.s. government printing office. reese, clyde m., et al. (1997). naep i996 mathematics report card for the nation and the states: findings from the national assessment of educational progress. washington, dc.: u.s. government printing office. smith, thomas m. (1997). the condition of education, 1997. washington, dc.: u.s. government printing office. snyder, thomas d.; hoffman, charles m. ; and geddes, claire m. (1997). digest of education statistics 1997. washington, d.c.: u.s. government printing office. white, sheila. (1997). statistical analysis report: naep i994 reading report card for the nation and the states. washington, d.c. : u.s. government printing office. education libraries vol. 21, no. 3 a r t i c l e s online deafness and deaf culture information resources by john michael day abstract the world wide web is particularly suited as a communication medium for the deaf community. a wealth of deaf-related online information ·i s available on subject specific, special purpose, and comprehensive sites that provide i mportant resources for deaf people, their families, and involved professionals. librarians now face the challenge of devising new procedures for teaching users how to search for information and more importantly, how to evaluate the quality of what is retrieved. introduction established in 1864 and located in washington, dc, usa, gallaudet university is the only 4-year l iberal arts university for deaf people in the world. the university, funded by congress, has as its pr im ary m i ss ion the education of deaf and hard-of-hearing united states nationals; nonetheless, students come to gallaudet from countries all over the world. the gallaudet university library serves all of the traditional information and research needs of its faculty and student populations as does any other college or university l ibrary. however, this library has also developed the world's premier collection of materials on deafness and deaf culture . i t has a comprehensive deaf col lection development policy requ i ring the subscription to every deaf-related periodical known in the world and the purchase of at least one archival and one circulating copy of every deaf-related book regardless of language. exceptions are journals and books dealing primarily with the medical aspects of the ear and the physical process of hearing. such materials are collected and readily available in many national and international medical l ibraries nationally and internationally. with over 1600 periodical titles and nearly 100,000 volumes, the gallaudet library deaf collection is unrivaled by any other collection anywhere in the worl d . the library ' s c ata log may be searched by v isit ing the g al laudet university l ibrary homepage at www.gallaudet.edu:80/-library/. further information about this special collection may be found in "the deaf collection at the gallaudet university library" by thomas r. harrington, education libraries, vol. 22, no. 3, 1998. understandably, the university, its faculty, students, alumni, and deaf people everywhere are proud of this special collection devoted to deaf people and deaf culture and the library has long recognized its role in combining the development, promotion, and preservation of this unique collection. all along, a central feature of this collection has been that it is comprehensive; as reasonably close as possible and within the scope laid out in the previous paragraph, this collection contains every book and journal on deafness and deaf culture known to the library staff. within the past 3 to 5 years, a new medium of information storage, retrieval, and dissemination has emerged and grown to enormous proportions. for many years, the internet functioned solely as a vehicle of information and file exchange between the government and high-level researchers. with the development of the world wide web (www), electronic information on all subjects has grown at an astounding rate. information on deafness and deaf culture has been no exception and indeed, may be growing at a particularly fast rate because of the suitability of the www as a communication medium among deaf people. deaf culture the term "deaf culture" is used throughout this article and may be confusing to people who are unfamiliar with the cultural aspects of deafness. many people who are either born deaf or become deaf before the acquisition of speech, adopt sign language as their primary language and their social interaction is with other people who are deaf . of those people who are born deaf, education libraries vol. 23, no. 1 s a r t i c l e s approximately 10% are genetically deaf, i .e. , are born of deaf parents and sign language is passed down from parent to child in the same manner as spoken languages. additionally, many attend special schools for deaf children where sign language is the medium of instruction and, again, the language is passed from one generation to the next. sign languages are natural languages with their own unique vocabularies and grammars and they differ as much as do spoken languages from country to country. most people are surprised to learn, for example, that british sign language is completely different from american sign language. even though english is the standard spoken language of both the united states and the united kingdom, their sign languages are not based on english and they developed independently. as a consequence, deaf people have developed their own unique cultures rich in shared language, history, humor, heroes, and villains. for more information regarding deaf culture, please see www.signmedia.com/aboutdeafculture.html#about. the world wide web libraries everywhere are still working to understand the nature of information "on the web," i.e., on the www, and to determine what role they have in relation to such information. at gallaudet, the l ibrary is facing this same issue both in tem1s of information in general on the web and, in particular, information related to deafness and deaf culture. this paper looks specifically at the scope and characteristics of the web's d.eaf-re lated information, particularly as a resource for the deaf community. initially, many people saw the web only as a novelty because, although the information one could find on the web was colorful, much of it lacked important content. and, since anyone who put information on the web could also take it off, much of what was able to be found one day was gone the next. however, individuals, corporations, and institutions everywhere quickly learned that the web had a tremendous potential for storing and disseminating information much more effectively and inexpensively than the traditional methods and the web began to mature as a serious information and research resource. the expression, "information explosion" has certainly been overworked; yet it does describe the massive increase in information on the web in just the past 3 to 5 years. certain areas of information have grown faster than others for a variety of reasons. information about computers, computing, hardware, and software has grown much faster than, for example, information about gardening. although no studies have been done comparing the rates of growth and breadth of coverage by subject area on the web, it appears that there may be an unusual wealth of deaf-related information. if this is true, there may be a few readily identifiable potential causes. in many areas of the world, there has been an increased emphasis on the rights of minority .groups. likewise, there has been a similar growth in the focus on education libraries vol. 23, no. 1 the rights .of and accommodations for persons with disabilities. consequently, deaf people have received attention from both angles since deafness has been traditionally viewed as a disability. recently deaf people have been increasingly recognized as a cultural minority, due in part because of the recognition, in many countries, of sign language as a distinct cultural l anguage. further, deaf people appear to have a particular affinity for the www. although sound has now certainly emerged as a feature on the web, the web began as a wholly graphic interface. that feature allowed people who are deaf access to everything the web had to offer and on a level equal to that held by people who can hear. alone, that characteristic would make the web attractive to deaf people. however, the web is not only a source of stored information, i t is a l so an e ffective medium of visual communication. the combination of those two aspects, graphic interface and effective medium of visual communication, has led to a particularly rich body of deaf-related information available on the web. an examination of information on deafness, deaf people, and the deaf culture does show the www as an important resource for deaf people, their families, and involved professionals. online resources in reviewing online deaf-related resources, the web sites appear to fall into three loose categories: subject specific, special purpose, and comprehensive collections. as the purpose of this paper is to provide but an introduction to the wealth of deaf-related information online, only a few examples in each category will be shown. nonetheless, it is hoped that this introduction will be sufficient to inform libraries about the great variety of information available and the value in using the web reach to serve people who are deaf. subject specific sites more often than not, subject specific sites provide information about the medical or physical aspects of deafness or simply provide information about a specific organization, service, or company. an example is the web site of the nationwide flashing signal systems corporation (www.nfss .com/). nfss uses its web presence to provide information about its products for deaf and hard of hearing people. wholly different yet falling into the same category, is the k wa zulu natal deaf association's home page devoted to the betterment of the kwa zulu natal deaf population on the east coast of the republic of south africa (www.tradepage.co.za/kznda/) (figure 1). a r t i c l e s 1 l!fwif'iwhmh!iimifidwut!ft!!\i _q@;t§.ji§i.!j-jjr§ji§hm!i.wfft!®'•l , � fr:il �� �o ftvede• h� ,fad..teu[�] ntp;/l-��co.z6jbrww _!olxl th1 kwtl zulu natal lnaf .assodalit'n (k..z.n.d.a.) is,a deq/sod#jyin k"a zulu natal, a prcvinct on the &sl cost ojtht &public of south )jrlcaijowtdtdix 19jz. 71f• pro vim� has a populj:jiicn of 8, 505,3 81 jcnf, of which has hearing loss in yarying d•gnuu;. /% pmfoundly deaf (8j,054), j%extnm•/y hard of h•aring (l5j,i60), 6% hard of h"'ffng (510,!20). mission statement of k.z.n,d.a. to identify and meet the deve\opmeolal, emotional, tultulal, rec.reat:ional. and physical needs of the deaf and hard of hearing cornmwlily ofkwa zulu natal we will take ouc full part in community hfe by creating an awareness of our objectives aroowlg the g�eril pub5c the society plays an importan1 role mlhe lives of the deaf community ofkwa zulu natal -providing apecia!iud snvices, educationalmd life skills training to aninueasingnumbu of people with heann,glou. we strive to cnate deafawareneu. so as 10 enhance the acceptmce of the deaf community by the heanns community, an.d providing a vtui.link between (the deaf � h� 0«-• ' _-·'l . !-t:� lli�r.et lo"'e i figure 1 special purpose somewhat broader in scope is the better hearing institute 's "hearing help-on-line" site (www.betterhearing.org) . the same holds true for advanced otolaryngology services (www.aos-jax.com/) although it does limit itself to the purely medical aspects. these special purpose sites serve to provide comprehensive information within a specific range of interest. for both the subject specific and special purpose types of sites, the fastest way to locate them is to use any one of the web search engines that provide boolean search capabilities and to search using the general term, "deaf," limiting the search with "and" terms such as "assistive", "africa", or "medical" as were used in these examples or with others depending on the desired results. -start! ��5�hpl-j_.j[!ja4d»pf!ocia6ka...j �snhaw:.aneio...ui.!):tn;t dial rer.-.� j�iih'ttlji'§id!!'i'mifi:jim''m••man;•. '"'''''"t!ib!ihim!fflti'l j [lo fdl ij.ia'i tio f,-.uhs li� }adcien �� l-llp:l,._:.-demb5)'.0fo/ the deaf resour·ce library is the deaf rl!5ource library? deafrcsowce l"bra.ry (httt:.j:"wvr.�· it.:mnt.r.l""'.":!:rcl is an onane couection of reference matenill hnks mtended to educate and tnform people about deaf culrurcs 1t1 japan and the uruted states; as deaf and nard of hemui.& related toptcs. while i have a bw towards culruraldeaf modeh,l also tj")'inb to include more ma.tenal about hard of hearing issues ;u well ,_,_,__,"'-"�'.lh• mformation is couected here as a servu::e lo the deaf, hard of hearing, and heario.g corrmuruties i gladly welcome co[itributions to this onhne hbrary by e-mail <}'.aten_nakwtura@yale.edu). however, due to the large vohlme of e-mau that i recewe and the requuemenu of my fun-11me job as a doctoral student i!\ arulu"opology, not to mention the fact !.hat i'm cwnnlly in the 6eld (fokyo, japan) conducting my fieldwork. i� ur.fortunately not able to respond to questions about deaf culture or deaf soetety. please check the frequt:ntiyasked ouesbons (and thetr answers) hst that you will autornag�cally when you e:-maji me please nou that ut �neral, i wid not answer quesb:ons for term papers and take home exams the deaf resource library (m asl d-r-l or deaf-library) has moved to a new http server and address (\;;\;. :1•.-i!\-j;' .j�.::!'::::·r .. r·· .. ,f) since yale wam't providing reliable service for us. the deaf resource u"brary is a non-profit project that fve been running since 1995 and i recein no funding for 1ts maintenance who ami? figure 2 ..,;j, comprehensive collections comprehensive web sites attempt to provide access to the universe of deaf-related information and organizations. two of the best are the deaf resource library (www.deaflibrary.org/) (figure 2) and the deaf world web (www.deafworldweb.org/) (figure 3). for people who are unfamiliar with the range of deaf-related information available and the search terms to use, these sites may well be the best places to initiate a search. the deaf resource library, created in 1995 by karen nakamura who is a doctoral candidate in the department of anthropology at yale university, provides reference material focusing primarily on deaf-related information and deaf culture in the united states and japan. this site is a col\e�tion of web links and is organized in linear fashion; i .e. , the homepage consists of a series of section headers and each section header is followed by a set of related links. the user navigates the site by scrolling down the homepage through the various headers, e .g. , deaf bibliographies, deaf community resources, deaf related and network resources. this is a very useful resource, especially for those looking for cultural and education-related information. figure 3 also established in 1995, the deaf world web was created and is maintained by jolanta lapiak of alberta, canada. she received the canadian association of the deaf "award of merit" in 1998 for her efforts. the deaf world web appropriately bills itself as the "largest and leading multipurpose deaf-related website, providing information on al l subj ects from sociocultural resources to references around the world." (dww.deafworldweb.org/info/dww.html) while the deaf resource education librari es vol. 23, no. 1 a a r t i c l e s library has a l inear organization, the deaf world web presents one, well-organized homepage with hyperlinks to various collections of information. the homepage also includes deaf world news with links to recent articles or other news items of interest to the deaf community. one of the most useful features is the online encyclopedia of deaf-related information . while both the deaf resource library and the deaf world web sites provide site­ specific searching, the deaf world web site provides advance search capabilities to help focus searches by using boolean operators, sub-string matching, and date limitations. implications in looking at the information found on the www related to deafness and deaf culture, it can be seen that there is an extensive electronic resource on this subject for librarians, for deaf people, and for persons desiring information ranging from the purely medical, across the range of social, national , and reference, to the personal information offered by individual deaf people. this constitutes a broad source of information able to be tapped by anyone with an internet connection and standard search software. most indications regarding the future direction of the web show that it will continue to grow at a phenomenal rate and continue to stabilize, thereby enabling it to be used more and more as a standard medium of communication, publishing, and reference. although it is clear that the web has a great value as a cunent resource, what is not clear is how to answer the traditional questions of information quality, e.g., a collection of "selected" information, education libraries vol. 23, no. 1 and information preservation. librarians will have to address these issues and help define new protocols and procedures and new means for teaching the public how to search for i nformation and how to weigh the qual ity of what is retrieved. the emergence of publishing on the web also draws into question the notion of complete or comprehensive collections , such as gall audet university 's deaf collection . in conjunction with librarians everywhere and especially those who work with any kind of special collections, gallaudet's librarians will have to face these questions and devise the new paradigms for collection building and preservation. at the same time, the gallaudet university library continues to add to this wealth of deaf-related information by digitizing selections from its co!jections and making them available on the world wide web. john michael day is the university librarian and associate professor of business administration at gallaudet university, washington, dc. at gallaudet, he has established a faculty, staff, and student technology training program, a faculty technology fellows program, and has encouraged campus-wide intiatives to incorporate technology into the curriculum. e-mail: john.day @gallaudet.edu pettersson, r. (n.d.) . information design. retrieved on december 6, 2004, from: http://www . idp.mdh. se/forskning/amnen/informationsdesign/publ ikationer/pdf/id-opuscula.pdf in this lengthy paper (62 pages), pettersson reviews d ifferent l iteracies (computer, information, media, television , and visual) and their impact on information design with a look at learning theories. the author concludes by stating " information design is a multi-discipl inary, multi-dimensional and worldwide consid­ eration with influences from areas such as language, art and aesthetics, information , communication , be­ haviour and cognition, business and law, as well as media production technologies." sankey, m. (2001 ) . are images being widely utilised as learning tools in instructional materials produced by usq? if not why not and what would be the benefits. retrieved on december 6, 2004, from: http://www . usq .edu.au/users/sankey/resources/lnd_%20report01 .pdf sankey provides an extensive review the l iterature in the area of visual l i teracy and the use of images to enhance student learning and investigates the area of communication theory, cultural issues, student cognition, information retention and the need for an awareness of visual l iteracy. a summary of the results of a visual survey of teach ing materials produced by the university of southern queensland (usq) is provided along with recommendations for those who are responsible for the writing, design and produc­ tion of these materials. stokes, s . (2002). visual literacy i n teaching and learning: a literature perspective. electronic journal for the integration of technology in education, 1(1 ) retrieved on december 6, 2004, from http://www .schoolnetafrica.neufileadmin/resources/visual_literacy_in_t_l .pdf stokes provides an introduction to visual l iteracy and includes a review of studies that investigate the ef­ fects of i nstruction that incorporates varying degrees of visual components including no visual support, sti l l visual aids, and animated visual sequences. the purpose of this literature review is to stimulate inter­ est in using visual enhancements in teach ing and to promote the development of learners' visual ski l ls in combination with their development of verbal , reading, and mathematical ski l ls ." access to visual resources art libraries society of north america. ( 1 996, april 22). staffing standards for art libraries and visual resources collections. retrieved from the arlisna web site on december 6' 2004, from: http:// www.arlisna .org/staffing provides standards for staffing in art l ibraries and visual resources. i ncludes sections on professionals, paraprofessionals, technical and support staff and a section on staffing by type of collection . appendi­ ces include self assessment criteria , responsibil ities by type of position and an extensive bibliography. besser, h . , & yamashita, r. ( 1 998, july) . the cost of digital /mage distribution: the social and eco­ nomic implications of the production, distribution and usage of image data. retrieved on decem­ ber 5, 2004, from http://sunsite.berkeley.edu/lmaging/ databases/ 1 998mellon the result of a grant from the andrew w. mel lon foundation, this project examined the costs of digital image distribution for educational purposes by looking at an experimental project: the museum educaeducation libraries volume 27, no. 1 summer 2004 27 tional site licensing project. this comprehensive report summarizes "the issues l ikely to affect the eco­ nomic viabil ity of one specific type of digital l ibrary: a collection of photograph-l ike dig ital images of cul­ tural heritage objects and accompanying descriptive metadata, as distributed to university communities." chrisfield, t . , & cosgrove, r. (n.d.) . building digital audio visual collections for research & teaching: a collaborative approach. retrieved on december 6, 2004, from http://www .vala. org .au/vala2000/2000pdf/ chr _cos. pdf this paper d iscusses a collaborative project, completed in 1 997, between the la trobe university library and the university's department of archaeology. a working model for bui ld ing multimedia web resources for research and learning is presented . advantages of digital del ivery from l ibrary systems, along with educational outcomes are addressed. although the technology has advanced in the last seven years, les­ sons learned are sti l l relevant. goodrum, a. (n .d . ) . image intermediation: visual resource reference services for digital libraries. retrieved on december 5 , 2004, from : http ://quartz.syr.edu/di i/lmage%201ntermediation.pdf goodrum presents a description of the challenges in providing dig ital image intermediation and presents a research framework for addressing these challenges in digital l ibraries. signage and web sites association of research libraries. ( 1 995, may). spec kit 208: effective library signage. retrieved on december 5 , 2004, from: http://www .arl .org/spec/208fly.html the arl provides the resu lts of a survey of 81 member l ibraries who reported on effective l ibrary sign­ age. issues related to design, construction , location, installation, vandalism, and the use of temporary signs are addressed . includes a l ink to a sa�ple library signage manual . bundy, a. (2004, february 5-6). places of connection: new public and academic library buildings in australia and new zealand. paper presented at the library buildings conference (bournemouth, uk). retrieved on december 6, 2004, from: http://www. l ibrary.unisa.edu .au/ about/papers/places-of-con nection .pdf bundy's paper discusses how "the emphasis in the burgeoning and sometimes outstanding new l ibrary bui ldings and major rebui lds in austral ia and new zealand is on bui ld ing social and educational capital. this is being achieved through attention to d istinctive spaces for user groups, reta i l ing approaches to ambience, interior design, furniture, l ighting, signage, pervasive ict and eating and drinking faci lities. there is an increasing number of new joint use l ibraries between public and educational l ibraries, which have special design needs. the user response to , and professional satisfaction with , many of the new bui ldings reflects the growth in consultation with stakeholders. i t also reflects architects and consu ltants with l ibrary experience who are responsive to the aspirations of l ibrarians for attractive, flexible and effi­ cient l ibrary bui ld ings." cooke, h . , hornsby, e. , & todd, h . (n.d . }. the cybrary seamless for the customer, fine needle­ work for the staff. retrieved on december 7, 2004, from: http://bl indio. l ibrary.uq .edu .au/ papers/ht2001 seamless. pdf cooke, hornsby & todd examine how high qual ity customer focused innovative information resources, services and programs are integrated with , and central to, teaching, learn ing and research activities at the un iversity of queensland cybrary. 'the cybrary website www. cybrary.uq.edu.au enables customers to access information more or less seamlessly anywhere anytime. this paper wil l go behind the seams to d iscuss some of the technologies that underpin service del ivery and some of the impl ications for the cy­ brary's human, physical and financial resources." i ncludes the use of physical space and signage. u .s . department of health and human services. national cancer i nstitute (nci). communication techeducation libraries volume 27, no. 1 summer 2004 28 nologies branch (ctb). research-based web design and usability guidelines. retrieved on decem­ ber 7, 2004, from: http://usabil ity.gov/pdfs/guidel ines.html#1 the communication technologies branch of the national cancer institute has developed guidel ines "to assist those involved in the creation of websites base their decisions on the current and best avai lable evidence. the guidelines are particularly relevant to the design of information-oriented sites . . . the primary audiences for the guidel ines are website designers, managers, and others involved in the creation or maintenance of websites. a secondary aud ience is researchers who investigate web design issues." in­ cludes chapters on design process and evaluation, optimizing the user experience, accessibi l ity, page layout, navigation, text appearance, graph ics, images, & multimedia, writing web content, content organization and searching. links to sites arl is.net. (n .d . ) . directory of art, architecture, and design resources. retrieved on december 5, 2004, from: http://www . arlis .neudirectory.php based on responses to a questionnaire sent out to 450 organizations, this d irectory "l ists more than 250 organisations that have books, magazines, arch ives and other material on art, architecture or design . the database includes names, addresses, opening hours, web site addresses and detai ls about access ." arizona state university. (n.d.) . joel and irene benedict visual literacy collection. retrieved on de­ cember 5, 2004, from: http://www.asu .edu/lib/archives/vislitl inks.htm provides a list of l inks related to visual l iteracies . computers and history of art group, uk. (2004, november). world wide web virtual library of art history. retrieved on december 5, 2004, from http://www .chart.ac.uk/vl ib/index.html this site is aimed at everybody interested in art, with a special focus on the academic study of art h istory. international federation of library associations. (n .d . ). international directory of art libraries. re­ trieved on december 5, 2004, from http://artl ibrary.vassar.edu/ifla-idal/ this directory provides "access nearly 3,000 l ibraries and l ibrary departments with special ized hold ings in art, architecture, and archaeology throughout the world . data recorded for each institution includes ad­ dress , telephone and tale-facsimile numbers, hours of operation, annual closings, and listings of profes­ sional personnel . it also includes electronic mai l addresses of individual l ibrarians and d i rect web l inks to institutional home pages." university of cal ifornia at berkeley. architecture visual resources library. (2004, january 9). spiro: architecture visual resources library. retrieved on december 5, 2004, from: http://www.mip. berke­ ley.edu/spiro/about.html spiro is the visual online public access catalog to the 35mm slide collection of the architecture visual resources library (avrl) at the university of cal ifornia at berkeley. "sp iro was named in honor of the late architectural h istorian professor emeritus spiro kostof, and stands for "slide and photograph image retrieval onl ine. sp iro is freely available on the world wide web." compi ler's note: text that is enclosed within quotations marks has been taken d irectly from the docu­ ment. anne wade is manager and information special ist at the centre for the study of learning and perform­ ance and has taught in the i nformation studies program at concordia un iversity for ten years. emai l : wada@education.concord ia.ca education libraries volume 27, no. 1 summer 2004 29 birnbaum, r. (2004). speaking of higher educa­ tion: the academic's book of quotations. westport, ct: praeger. 28 3p. isbn 0-275-98071 5. oclc#52750064. $39.95 with a stated purpose to "inform and delig ht, " each quotation selection was based on either its explicit reference to higher education or that it was made in a h igher education setting . offers over 1 670 quotations sorted into th i rteen chapters using 99 subject headings. the subject headings in each chapter are arranged alphabetically. quotations within subject categories are l isted chronolog ically for purposes of quotation change over time. each quotation entry has source, quotation, and author. subject heading and author index. complete bib­ liographic information for almost all the books and journals cited can be found in the library of con­ gress online catalog at http://catalog . loc.gov. christensen, l . , & karp, s . , eds. (2003). rethink­ ing school reform: views from the classroom. milwaukee, wi : reth inking schools. 337p. isbn 0942961 -29-3. oclc#531 57700. $ 1 6 .95 this collection of articles orig inally appeared in rethinking schools. the introduction states that they are meant to represent the journal's best writ­ ing on the topic of school reform. the book is d i­ vided into five parts: critical teaching, includ ing an article by the jou rnal ed itors on teaching for equ ity and justice in the classrooms; taking bias seriously; education policy and pol itics; standards and test­ ing ; and roads to reform. other contributors include howard zinn, lisa delpit, bob peterson, gary or­ field , stephen krashen, gerald coles, gloria lad­ son-bi l l ings, and lani guinier. index. education libraries volume 26, no. 2 winter 2003 clements, d . , & sarama, j . , eds. (2004). engag­ ing young children in mathematics: standards for early childhood mathematics education. mahwah , nj: lawrence erlbaum associates. 474p. isbn 0-8058-421 0-1 . oclc#51 223726. $99.95 part i is based on a final report from the confer­ ence on standards for pre-kindergarten and kin­ dergarten mathematics education, held in may 2000. while the conference focused on pre­ kindergarten and kindergarten, the book expanded the recommendations and standards to cover pre­ kindergarten to grade 2. organized into two main parts with an online appendix (http://www.gse. buffalo.edu/org/conference/). part i consists of major themes developed from the con­ ference contributions and specific recommenda­ tions for mathematics education for young ch i ldren. part ii is an elaboration of major themes and rec­ ommendations organized into sections: standards in early chi ldhood education; main standards and gu idelines; curriculum, learning , teach ing , and as­ sessment; professional development; and imple­ mentation and policy. author and subject index. cu l l inan, b . , & person, d . , eds. (2003). the con­ tinuum encyclopedia of children's literature. new york: continuum. 863p. isbn 0-8264-1 5 16-4 . oclc#531 58554. $60 .00 a single volu me reference source describing the development and current trends in chi ldren's litera­ ture throughout the world. with an emphasis on english-speaking countries and/or works appearing in engl ish translation, the work contains 97 topical entries arranged in an alphabetical sequence with cross-references to related entries. additionally 30 there are 1 200 biograph ical entries on authors and i l l ustrators include biographical data and critical discussion of their work. author or i l lustrator selec­ tion was based on an evaluation of their contribu­ tion to the field by a board of advisors. i ncludes some author and i l lustrator photographs. demarrais, k . , & lapan, s . , eds. (2004). founda­ tions for research: methods of inquiry in edu­ cation and the social sciences. mahwah, nj : lawrence erlbaum associates. 432p. isbn 08058-3650-0. oclc#523 1 1 90 1 . $47. 50 designed for introductory research courses, this publ ication is meant to assist students and beg in­ ning researchers with an overview of research methodologies and to provide a background for understanding approaches to research in the pro­ fessional fields and social sciences. it focuses on research eth ics; the relationsh ip of theory and re­ search design ; and methods for implementing re­ search, util izing various strategies to convey the content to its aud ience. twenty-three contributors have written twenty chapters to i nclude such topics as h istorical research; focus g roups; narrative in­ qu i ry; fieldwork trad itions; case study research; evaluation stud ies; multimethods research; survey research; and experimental research to inform ed ucational policy. incl udes contributor oiogra­ ph ies. table s and figures. lengthy references, au­ thor and subject indexes. friedman , i . (2004) . education reform. new york: facts on fi le . 264p. isbn 0-81 60-4962-9 . oclc# 53708574. $45 .00 part i provides an overview of the top ic. following an introductory chapter with h istorical background on education reform, chapters cover the law and education reform, with descriptions of key leg isla­ tion , background information , key aspects of leg is­ lation, and impact; a chronology of important events in the h istory of education reform; bio­ graph ical l isting of key individuals in the history of u .s . education reform; g lossary of important terms related to education reform; organizations and agencies. part i i is a gu ide to further research with a chapter on how to research education reform issues. it contains a lengthy annotated bibl iogra­ phy which includes books, articles, i nternet docu­ ments, and other media; an annotated l ist of or­ gan izations and agencies. appendixes include ex­ cerpts of major reform documents. i ndex. education libraries volume 26, no. 2 winter 2003 goethals, m. howard , r. , & sanders, m. (2004). student teaching: a process approach to re­ flective practice: a guide for preservice and lnservice teachers. 2nd ed. upper saddle rivers, nj : pearson/merril l/prentice hal l . 286p. isbn 01 3-098744-1 . oclc#5 1 1 72269. $33 .00 'i directed at students and intern teachers, this re­ source is meant to encourage reflective th inking, practice, and writing. chapters cover observation techniques; designing and planning instruction; use of technology to enhance teaching and learn­ ing; models and strategies for teach ing; multiple assessment instruments; collaborative efforts with parents, col leagues and community; and informa­ tion to assist students and interns with job searches. appendixes include gu idel ines and forms for cooperative learn ing groups, faci l itator tips for approaches, new teacher standards, lesson plan models, professional portfol io assessment criteria, evaluation forms, and add resses for state offices of certification . figures and tables. chapter references. i ndexes. hal l , n . , larson, j . , marsh, j . , eds. (2003). hand­ book of early childhood literacy. london: sage. 436 p. isbn 0-76 1 9-7437-7. oclc #54790045. $ 1 30.00 this handbook describes its approach as a "broad interpretation" of early chi ld hood l iteracy (ages birth to eight years old) . i nternational in scope, 45 authors have written 33 chapters organ ized into five parts: perspectives on early chi ldhood literacy, wh ich introduces the h istory, research, social , cul­ tural , political, and economic factors; early chi ld­ hood l iteracy in fami l ies, communities and cu ltures, which focuses on the differences with in particular settings; early moves in l iteracy, concerned with the processes for the acquisition and development of l iteracy in early chi ldhood ; l iteracy in preschool settings and schools; and researching early chi ld­ hood l iteracy. as explained in the preface, this re­ source does not cover chi ldren with l iteracy difficul­ ties in order to more fully devote chapters to its broad perspectives of the topic. chapter refer­ ences and notes; index. huffman , d. (2003). health problems in the classroom, prek-6: an a-z reference guide for educators. thousand oaks, ca. : corwin press. 372p. isbn 0-761 9-4577-6. oclc#52090629. $79.95 31 i ntended to provide an easy reference for school personnel to use with students experiencing health problems or concerns in the classroom. health problems are identified by their common names and medical nomenclature. three sections cover health issues in the classroom; health problems a­ z; and health policies and procedures. each health problem entry has add itional selected resources. bibl iography and index. huffman , d. (2003). health problems in the classroom 6-12: an a-z reference guide for educators. thousand oaks, ca: corwin press. 456p. isbn 0-761 9-4563-6. oclc#51 72871 6 . $79 .95 three sections provide a concise, practical re­ source for adolescent health problems occurring in the classroom environment. three chapters cover common health issues in the classroom; fami ly and community issues; and stigma and .self-esteem. part i i is an alphabetical reference guide to 1 50 health problems that affect adolescents including body piercing, d iabetes, drug abuse, eating disor­ der, fever, and obesity. part i l l covers a variety of useful procedures and guidel ines such as care of casts, med ical emergencies, pets in the classroom, and immunizations. bib l iography and index. jackson, c. (2003) . historically black colleges and universities: a reference handbook. santa barbara, ca. : abc-clio. 253p. i�bn 1 -851 09422-9. oclc#52750226. $45 .00 written for those interested in learn ing about and conducting research on h istorically black colleges and un iversities. designed with specific focus on h istorically black col leges and universities, whether publ ic or private, two-year or four-year, or g raduate and professional levels. provides information on current circumstances and concerns in these insti­ tutions, and describes how these institutions influ­ ence and shape the personal and professional l ives of black individuals and communities. d iscus­ sions and analyses are based on research about historical ly black colleges and un iversities, gov­ ernmental and other reports and data, and conver­ sations with experts. seven chapters cover: an overview of h istorical ly black colleges and un iversi­ ties for the past 1 64 years; a ch ronology of h istori­ cal and current events; important legal decisions; the role of ph i lanthropy and government relations; the innovative h istorically minority un iversities bio­ science and biotechnology program in itiative; a suggested research agenda; and a d irectory of education libraries volume 26, no. 2 winter 2003 organ izations and print resources. append ixes include a l isting of h istorically b lack col leges and un iversities by state and selected notable gradu­ ates. glossary and index. johnson, m. (2003). bridging the gap: leader­ ship, technology, and organizational change for university deans and chairpersons. madi­ son , wi : atwood. 1 73p. isbn 1 -891 859-48-x. oclc#52477394. $29.95 provides background information for students and admin istrators on the leadership role in higher education. the fi rst four chapters offer an overview of leadership, technology, and organizational change in the un iversity; academic leadership for deans and department chai rpersons; practical leadership perspectives and strateg ies; and man­ aging change: styles, stages, and effective leader­ ship. chapters 5 to 1 1 a re based on the experi­ ences of practicing deans and chairpersons. con­ tri buting authors developed the chapters through written and oral interviews. editors conclude by d iscussing futu re leadersh ip for higher education . chapter references, tables, figures, index. kornhaber, m . , fierros, e . , & veenema, s. (2004). multiple intelligences: best ideas from re­ search and practice. boston : pearson/al lyn and bacon. 222p. isbn 0-205-34259-0. oclc#52822545. $31 .00 based on a national investigation of forty-one schools using the mu ltiple i ntel l igences (mi ) theory developed by howard gardner in their approaches to teach ing, this book is authored by long-time re­ searchers at project zero at harvard's graduate school of education , gardner's research affiliation . the primary target is kindergarten th rough grade 8 educators wishing to incorporate m l into their eve­ ryday practice: teacher educators, classroom teachers, school administrators, educators of spe­ cial needs chi ld ren, professional development per­ sonnel , educators intending to en large the incorpo­ ration of ml to schoolwide practices, school board members and other pol icymakers. part i provides an overview of the ml theory and tools for creating ways that al low ml to be implemented in class­ rooms and schools . part i i presents overviews of implementation within six publ ic elementary schools through detai led examples of curricu lum un its, strateg ies, and activities. an appendix de­ scribes the forty-one schools from which data was gathered. i l lustrated with charts and photographs. name and subject indexes. 32 kovalchick, a . , & dawson , k. , eds. (2004). educa­ tion and technology: an encyclopedia. santa barbara, ca. : abc-clio. 2 v. (71 3p . ) isbn 1 57607-351 -3. oclc#53091 028. $ 1 85.00 an introduction to educational technology's nu­ merous appl ications and relevance to many educa­ tional endeavors. alphabetic entries range from acceptable use policies to wireless networks. each entry's content was classified into seven overall categories: foundations; implementation ; issues; · leaders; professional associations; projects; and research and theory. an index of conten ts by cate­ gory is provided. entries have references and a see also reference. i ncludes g lossary and index. lerner, r . , & ste inberg , l . , eds. (2004) . handbook of adolescent psychology. 2"d ed. 852p. isbn 0471 -20948-1 . oclc#521 60235. $95 .00 divided into three broad sections, 25 chapters cover the foundations of adolescent development, the contexts of adolescent development, and spe­ cial chal lenges and opportun ities that arise at ado­ lescence. the first section presents adolescent issues such as puberty and psychological devel­ opment; moral cogn ition and pro-social respond­ ing; sex, gender and gender role development; and risk and resil ience. the second section focuses on immediate and broader contexts: adolescent de­ velopment across h istory, cultures, and reg ions of the world ; with in the fami ly and peer relationsh ips; and in neighborhood contexts. the final section examines chal lenges and opportun ities that impact healthy adolescent development: physical i l lness, internalizing problems, externalizing problems, and substance use and abuse. i ncludes an afterword on the future development of adolescent psychol­ ogy. author a nd subject index. national research council committee on a strate­ gic education research partnership. donovan , m . , wigdor, a . , & snow, c . , eds. (2003 ) . strategic education research partnership. washington, dc. : national academies press, 2003. 1 43p. isbn 0-309-08879-8. oclc#52079589. $59.95 this publ ication follows ups and bui lds on the 1 999 report improving student learning: a strategic plan for education research and its utilization. i t is the result of the work of a committee, composed of education practitioners, researchers, and lead­ ers of successfu l organ izations. it sets forth a pro­ posal for the strategic education research part­ nersh ip (serp), described as a program, an or­ ganization, and a partnership among research and education libraries volume 26, no. 2 winter 2003 practice commun ities. i ncludes an executive sum­ mary and five chapters that d iscuss serp's de­ sign , its vision for how it would attract participation and funding, and examples of work it might under­ take. chapters cover the need for a new partner­ ship, why an infrastructure such as the proposed serp has the potential to justify a new education research and development infrastructure to benefit k-1 2 educational practice; the serp organ ization ; serp networks; and a course for action . i ncludes references. appendixes with a brief h istory of fed­ eral investments in education research and serp cost projections. the companion volume is learn­ ing and instruction: a serp rese arch agenda . national research counci l committee on i ncreas­ ing h igh school students' engagement and moti­ vation to learn . (2004). engaging schools: fos­ tering high school students' motivation to learn. committee on increasing high school stu­ dents' engagement and motivation to learn , board on ch i ldren, youth , and fami l ies, division of be­ havioral and socia l sciences and education. washington, dc: national academies press. 286p. isbn 0-309-08435-0. oclc#5281 3725. $75.00 analyzes the research and issues connected with academic motivation and engagement of adoles­ cents in urban high schools, and offers evidence for the necessary conditions to provide optimal school environments for increasing disadvantaged students' desire to learn and be engaged in school programs. chapters d iscuss student engagement and d isengagement in u rban h igh schools; the na­ ture and conditions of engagement; teaching and learning; cl imate, organization , composition, and size of schools; fami ly, community and peers; meeting students' nonacademic needs; education through theme-based learn ing communities; and comprehensive h igh school reform designs, includ­ ing descriptions of twelve reform in itiatives with urls. the final chapter summarizes findings and recommendations. lengthy bibl iography and refer­ ences; index. national research council panel on learning and instruction . donovan, m . , & pellegrino, j . , eds. (2004). learning and instruction: a serp re­ search agenda: panel on learning and instruc­ tion, strategic education research partnership. washington, dc: national academies press. 1 88p. isbn 0-309-09081 -4. oclc#531 62362. $39.95 prepared by the panel on learn ing and instruction, this is a companion document to the strategic 33 education research partnersh ip (serp) commit­ tee's report. the committee's report proposed an organizational design for connecting research and practice. the design utilizes networks, which focus, coord inate, and sustain programs of research and design in schools or schools districts serving as field sites. the panel's task was to create a re­ search and development agenda that would pro­ duce research that informs and improves class­ room practice . that agenda is organ ized by d isci­ pl ine. three chapters cover read ing, mathematics, and science. a fifth cha pter describes a program to advance science and practice. the final chapter discusses how the proposed agenda addresses issues of education research qual ity and impact. references and executive summary. plomp, t. , et a l , eds. (2003). cross-national in­ formation and communication technology policies and practices in education. greenwich , ct: inform ation age . 580p. isbn 1 -5931 1 -01 9-7. oclc#52386206. $31 . 95 a com pendium of papers documents educational information and communication technology policies and practices in over thirty countries. thirty-six chapters, each devoted to a specific country, cove r the structure and nature of the educational system; information and communications technolcgy poli­ cies with examples; special issues, if any; current trends in policies and practices; and future expec­ tations. chapter content uses results from the second information technology ' in ed ucation study (sites) survey ( 1 998) of 26 countries and 2001 -2002 case studies of innovative practices from 28 countries. two summary chapters precede cou ntry chapters, and address curriculum; staff development, and technolog ical infrastructure. skandera, h. (2003). school figures: the data behind the debate. stanford , ca. : hoover institu­ tion press/stanford un iversity. 342p. isbn 0-81 79 2822-7 . oclc#53099002. $ 1 5 .00 with the intent to foster d iscussion and debate, the volume presents educational problems with rele­ vant data through text, g raphs, and tables. s ix chapters address specific areas of educational ex­ perience: schools; teachers; achievement; expen­ d itures; school reform; and students and their fami­ l ies. each chapter contains problems presented as propositions with accompanying facts, such as: teachers' education levels have increased whi le students' ach ievement have not, and special edu­ cation is an expend iture, staffing, and classroom conundrum. an appendix includes very basic education libraries volume 26, no. 2 winter 2003 demographic and educational data including the u .s . popu lation and makeup (by age, sex, race, ethnicity, family s ize). sweitzer, h . , & king, m. (2004). the successful internship: transformation and empowerment in experiential learning. 2nd ed. belmont, ca: brooks/cole. 294p. isbn 0-534-55879-8 . oclc#52899279. $38.95 the intended aud iences are students and facu lty of human service education programs, prog rams outside the behavioral sciences, and the area of academic service learn ing. the book may be used as part of a seminar or as a gu ide for students in­ volved in field experience. organized into fou r sec­ tions, this resource presents the conceptual framework with chapters on the developmental stages of an internship and understanding yourself as an intern; discovering the issues and concerns involved in getting started in the internsh ips, with chapters on clients, colleagues and supervisors, the placement site, and the community; challenges of the internship provides reflections on the d isi l lu­ sionment and confrontation stages; the final sec­ tion d iscusses the competence stage, the profes­ sional , ethical and legal issues, and the culmina­ tion stage of the internship . each chapter contains questions for further reflection , additional re­ sources, and references. figu res and tables. name and subject index. vi l laverede, l. (2003). secondary schools: a reference handbook. santa barbara, ca: abc­ clio. 255p. isbn 1 -57607-98 1 -3 . oclc#52575807. $45 .00 i nvestigates the purpose of secondary schools throughout h istory and today, and is i ntended to serve as a resource in understanding pol icy, legis­ lation, and reform. eight chapters cover: introduc­ tion and h istory; chronology; secondary school cur­ ricu lum; urban, suburban , and rural secondary schools; standardization of secondary education; commercialization of secondary education; organi­ zations, associations, and government agencies; selected print and non-print resources. i ndex. gladys i. dratch, head of col lection develop­ ment, and deborah s. garson, head of research services, gutman library, harva rd un iversity. email : g ladys_dratch@harvard .edu, deborah_ garson @harvard.edu 34 a r tic l e s visual literacy and library instruction: a critical analysis by nerissa nelson university library abstract this paper d iscusses the concept of visual literacy and its impl ications for librarians teaching information literacy components. the author concludes that, while visual teaching methods should be incorporated in l ibrary instruction , teach ing visual literacy competencies is most effectively done in connection with d isci­ pl ine-specific content and thus falls outside l ibrarians' role. introduction in our fast-paced era of media bl ips and bytes, visual images and symbols have now more than ever an immediate and frequent presence in our culture. technological ad­ vances resulting in new media types nave dynamically altered trad itional modes of communication . choices for producing and consuming information are vast, and formats from standard text to graphical interfaces, d igitized images, streaming video and hyper­ media have created a complex and layered system of i nformation flow. i nformation is no longer bound by text or sim­ ple i llustrations since technological innova­ tions have created a rich visual culture, im­ pacting business, education and social envi­ ronments (new london group, 1 994; walker & chaplin , 1 997). making sense of visual im­ ages and symbols requires more than just passive observation, but rather a new compe­ tency visual literacy to understand , analyze and "read" the essence of these images (abilock, 2003). "read ing" visual images in this sense also requires "integrating other sensory experiences" according to the i nter­ national visual literacy association ( ivla) . it is qu ite clear that as technology becomes "obsolete, evolves and expands," the increas­ ingly intricate visual world demands a skill to interpret these messages beyond sheer ob­ servation (walker & chaplin , 1 997). education libraries volume 27, no. 1 summer 2004 visual l iteracy is not necessarily a "new" con­ cept, but it has transformed into a more for­ malized area of study in both the k-1 2 envi­ ronment and higher education . from a theo­ retical perspective, visual images and sym­ bols have become so integrated and impor­ tant in our social structure and identity that understanding the effects of our image-rich world has resulted in a new field of study in academe: visual culture studies (walker & chapl in , 1 997). on a more practical level , vis­ ual l iteracy has become part of the curriculum by virtue of technology-enhanced resources, thus expanding the range of visual teach ing tools with graph ics, videos or web sites being incorporated into classroom lectures and li­ brary i nstruction (wiley & hemmerich, 2003). while, trad itionally, l ibrarians have dealt pri­ marily with · text-based information, recent changes in technology have led to a gradual shift. with images and symbols playing an increasingly important role, and with educa­ tors calling for the development of visual l iter­ acy, librarians need to ask what their role should be in all of this. just as various facets of literacy, such as information literacy, have been of concern to librarians, should l ibrarians now get involved with the newly emerging area of visual l iteracy, and what should be the nature of such involvement? while this ques­ tion raises a number of issues, the purpose here is to provide a broader perspective from 5 which to launch a discussion of the l ibrarian's role with respect to the increasing importance of visual literacy. specifically, this article fo­ cuses on two questions: first, should l ibrari­ ans be involved in teaching visual l iteracy? second, should librarians tailor instruction toward visual learning styles? what is visual literacy? attempts to define visual literacy in more depth are made d ifficult by the lack of an ac­ cepted definition among experts. while defini­ tions of visual l iteracy do exist in the l iterature, the meaning varies depending on the context in which it is grounded. one recent study attempted to arrive at a definition of visual l iteracy by surveying ex­ perts in the field (bri l l , kim & branch , 2001 ). while the responses to the survey were not conclusive, they led the authors to suggest the following consensus defin ition . visual lit­ eracy encompasses a . . . g roup of acquired competencies for inter­ preting and composing visible messages. a visually l iterate person is able to: (a) d iscriminate and make sense of visible objects as part of a visual acuity; (q) cre­ ate static and dynamic visible objects ef­ fectively in a defined space; (c) compre­ hend and appreciate the visual testa­ ments of others; and (d) conjure objects in the mind's eye. (p . 6) working from the premise that visual literacy is a group of acquired competencies, eisenberg , lowe and spitzer (2004) briefly discuss visual literacy from a larger framework famil iar to the l ibrary profession the re­ search agenda for library instruction and in­ formation literacy, published by the associa­ tion of college and research libraries (acrl, 2000). the research agenda outlines research questions related to instruction in academic l ibraries. based on the ideas of moore and dwyer (1994) and wileman (1 980) , eisenberg , et al , regard visual l iteracy as a core model comprised of three main con­ cepts: visual learn ing, visual thinking and vis­ ual communication. they further describe these three concepts as the abil ity to con­ struct meaning from visual experiences (visual learning), organize information based on the composition of images (visual thinking), and education libraries volume 27, no. 1 summer 2004 use symbols to express meaning (visual communication). marcum (2002), a scholar in the l ibrary and information science field, takes a more far­ reaching view of visual literacy. he challenges · the library profession to move away from the " information-processing paradigm" and to consider a visual ecology system that he de­ fines as "a comprehensive and continuous participatory event, a universe of action , and a world of knowledge and learning rather than of information transfer" (p. 1 89). in simple terms, marcum suggests the profession re­ think its current "text-based" phi losophy and move toward a new system that is more grounded in the visual and interactive technologies of today. it is clear from these few examples that visual l iteracy carries d ifferent mean ings depending on the contextual framework. despite these variations, and for the purpose of this article, visual literacy in its broadest sense wil l be understood as the processes by which images are constructed , organized and expressed to communicate meaning, as well as the compe­ tencies associated with these processes. be­ fore d iscussing whether librarians should be involved in visual literacy it is important to look at how competency in this area is taught. how is visual literacy taught? teaching visual literacy goes beyond learning a specific set of ski l ls, but it is rather a social practice that looks at how images are created and communicated (bamford , 2003). images are forms of visual communication repre­ sented in any medium, such as fi lm , televi­ sion, advertising, digital images, graphic­ enhanced designs or photographs to name a few. students develop visual l iteracy as they engage in the study of images or objects for their form, structure, symbols, cultural repre­ sentation and social interactions (bamford; messaris, 2001 ) . the impl ications of teaching visual literacy, as expressed by bamford , in­ clude the development of critical thinking skills, understanding image and manipulation techniques, examining design principles, and analyzing embedded codes and conventions with in images. there are numerous examples of how visual l i teracy has been integrated into curriculum 6 models in both k-1 2 and higher education environments. paul messaris, a leader in the field of visual education , uses fi lm making to get students to th ink about how subjects and images are portrayed and if these representa­ tions are contrived, manipu lated or real. he finds th is technique effective in examining the process of visual literacy from both the con­ sumer and producer perspective. the impl ica­ tions for visual l iteracy, he says, become an active process where students " . . . move be­ yond the use of visual media as simple 'win­ dows on reality' to an actively oriented visual education" (messaris, 2001 ). another example of teaching visual l iteracy is george's (2002) composition class using "vis­ ual arguments" in place of the traditional writ­ ten paper. she assigns a "visual argument" based on course readings. although the ar­ gument uses any form or medium decided upon by the student, such as a new book jacket, map, chart, web page, flyer, painting, collage or d iagram , the visual form sti l l re­ quires the elements of making and supporting a claim with evidence. one student, for exam­ ple, based her argument on the read ing of "king leopold's ghost. " she decided to redes­ ign leopold's congo free state flag to .i llus­ trate how she interpreted what europe really brought to congo. some colleagues ques­ tioned george's method that her "visual ar­ gument" assignment did not equal the same "weight" as a written paper. she contends that students are engaged in a "technology­ saturated and image-rich culture, and that questions of communication and composition absolutely include the visual , not as attendant to the verbal but as complex communication intricately related to the world around them" (p. 32). should librarians teach visual literacy? i nstruction , both formal and informal , has al­ ways been a function of l ibrarians whether it is d irect or ind irect, within or outside the class­ room, a "one shot" session or a full credit­ course. library orientation, bibl iographic in­ struction and information literacy are fre­ quently used terms to describe the teaching functions of librarians. while the fundamental aspects of these terms have been debated in the library l iterature, especially with regard to information literacy, the bottom l ine is that education libraries volume 27, no. 1 summer 2004 many of the practical functions within these models overlap regardless of how the term has been "repackaged" in the profession. despite the relative ease with which informa­ tion is now available onl ine, the complexity of technology makes l ibrary instruction far from obsolete. interfaces change, databases ap­ pear (and sometimes d isappear), journals are d iscontinued or no longer available onl ine, and new meta-search faci l ities are introduced which sti l l do not cover all information sources. students struggle to sift through this "stuff' trying to make sense of it all so that they can get the information needed for their paper, presentation or exercise. serving as partners, supporters or collaborators with fac­ ulty, l ibrarians respond to this situation by teaching technical skills and evaluative com­ petencies in connection with course objectives and assignments. it is not uncommon for academic l ibrarians to teach semester long credit courses that focus on foundations of information l iteracy or l ibrary research methods. librarians create instruc­ tional materials using the technology of the day, such as web-based tutorials, subject specific web directories, research tutorials, pathfinders or bibliograph ies. the design, im­ plementation and methodology of instruction vary depending on the nature of what needs to be accomplished. typically, l ibrarians con­ centrate on the concepts and mechanics of identifying, searching, accessing and evaluat­ ing appropriate information util izing different technologies (dewald , 1 999; acrl, 2000). among the characteristics that dewald consi­ ders to be "good l ibrary instruction" is the l ink­ ing of library instruction with courseor as­ signment-related objectives and activities. in the same vein , mcdonald (2004) argues that if i nstruction in information l iteracy is connected through a context tied to a discipl ine or a spe­ cific assignment, then the respective compe­ tencies are taught in isolation , and the instruc­ tion is ineffective. plausible as this argument is for instruction in information literacy, does it is also apply to the teaching of visual l iteracy? if so, what does it mean for the l ibrarian's role? if information literacy should be tied to the content covered in students' classes and their respective assignments, then the call for such 7 connection should be considered equally val id with regard to the teaching of visual l iteracy. this statement does not imply, however, that librarians should get involved in the teaching of visual l iteracy. on the contrary, teachi ng visual literacy goes beyond the l ibrarian's role-for the following reason: un l ike the con­ cept of information l iteracy, the concept of visual literacy revolves around the content analysis of images, their meaning, not so much about the techn ical skills of finding them and their qual itative evaluation in terms of authenticity, currency, etc. teaching in a dis­ cipline-specific context thus takes on different meanings for l ibrary literacy and visual l iter­ acy. for the former, it means teaching search and source-evaluation ski l ls ; for the latter, it means using images as information sources and making sense out of them by critically analyzing their meanings. while involvement in the former task is generally considered to be an essential aspect of l ibrarianship, in­ volvement i n the latter falls within the exclu­ sive domain of the subject instructor, not the l ibrarian . teaching how images (such as a political poster dating back to the french revolution) are constructed, organized or ex­ pressed to communicate meaning goes as much beyond the role of librarians as the teaching of any other discipl ine-specific con­ tent (such as robespierre's concept of l ib­ erty). no one would , or should , expect l ibrari­ ans to take on this task. while the above argument arrives at the con­ clusion that l ibrarians should not teach d isci­ pl ine-specific content, the use of visual com­ ponents in l ibrary instruction is a different is­ sue to be addressed in the following section . tailoring instruction toward visual learning styles the proliferation of technology-enhanced re­ sources has fundamentally changed instruc­ tion methods in many academic d iscipl ines. technologies used in classrooms today, whether traditional , distance education or hy­ brid courses, range from standard applica­ tions, such as m icrosoft powerpoint to more complex multimedia, such as streaming desk­ top video capture. more and more teachers now require students to use these tools i n connection with their assignments, papers or presentations. education libraries volume 27, no. 1 summer 2004 new technologies have created opportunities for new, innovative teaching methods that accommodate i ndividual learn ing styles and thus provide more flexibil ity in student learning (tyckoson and jacobson , 1 993). while the concept of "learning style" is a relatively old idea, it still bears much currency. rita and kenneth dunn's ( 1 993) defin ition of learning style is how an individual concentrates, proc­ esses, internalizes and remembers academic content. most recently, denig (2004) picks up this defin ition and d iscusses the authors' 21 elements that model learning style prefer­ ences, including the perceptual element per­ taining to students who learn best by seeing complex material. the d iscussion of learning styles in the con­ text of the classroom, brick-and-mortar or vir­ tual , is typically tied to the idea of presenting class content in multiple formats in order to provide effective instruction to all students, no matter what their learning styles may be. for example, wiley and hemmerich (2003) and dewald ( 1 999) emphasize the importance of utilizing multimedia in the classroom: by pro­ viding multiple representations of the same information, multimedia-based instruction can accommodate the needs of students with ver­ bal , visual or auditory learning styles . the au­ thors also describe specific types of informa­ tion , such as maps, charts and d iagrams that require visual representation in order to be understood . focusing on information literacy, brown, murphy and nanny (2003) argue that instruction must provide for visual and other learning style preferences in order to be effec­ tive. the recent acrl research agenda reflects a greater emphasis on learning styles in l ibrary instruction than before (acrl, 2000). accord­ ing to dalrymple (2002), who surveyed in­ struction l ibrarians to determine whether they were util izing learn ing style theory in their teaching, results had a mixed answer. the survey found that l ibrarians were generally aware of learni ng styles (visual and others), but that they were uncertain about how to adapt their instruction to the diverse learning styles in the classroom setting. her study also found that l ibrarians typically use lecture-style formats and computer demonstrations of searching opacs, databases and the web, tai lored to course assignment objectives. some of the respondents indicated that they 8 lacked ideas on how to incorporate other technologies outside the standard computer demonstration i nto the "one-shot" 50-minute instruction session . despite this concern, most respondents were enthusiastic about experimenting with new technologies to ac­ commodate d iverse learn ing styles in the classroom. dalrymple concluded that l ibrari­ ans, now more than ever, are focused on stu­ dent learn ing. templeman-kiuit and ehrenberg (2003) pro­ vide a current example on how to meet visual learning preferences. based on their experi­ ences at the bobst library at new york un i­ versity (nyu), they recognized the need for better methods to reach distance learners and to enhance library instruction through a more visual mode. the authors wanted to create a "human form of onl ine instruction ." after a few trials and errors, they took an existing text­ based html tutorial, "how to find a book" and , using a product called camtasia, created a streaming med ia component with voiceover narration. once this was accomplished , they transformed other onl ine tutorials and experi­ mented with new technologies, such as flash mx, to create higher qual ity images and en­ hanced interactivity for students. judged by its d iscussion in the l iterature, the attention g iven to it with in the acrl research agenda, dalrymple's survey, as well as real­ world projects (of which the one at bobst li­ brary is just one example), it is clear that the issue of students' preferences for certain learning styles, and the need to tailor instruc­ tion to those, are on the radar screen of in­ struction l ibrarians. as jacobson & ignacio ( 1 997) point out, adapting to students' visual learning styles is not accomplished necessar­ ily through a prescribed method , but rather through a flexible approach that is more in­ tune to the individual development of stu­ dents. ways in wh ich this is being practiced is evident in nyu's progressive effort to create innovative tutorials utilizing the most current technology to meet the needs of users with visual (and aud itory) learning styles (temple­ man-kiuit and ehrenberg, 2003). conclusion the purpose of this paper was to d iscuss whether l ibrarians should be involved in visual literacy, and, if so, what form this involvement education libraries volume 27, no. 1 summer 2004 should take. teaching visual literacy the processes by wh ich images are constructed , organized and expressed to communicate meaning goes beyond the l ibrarian's role. pertinent competencies are most effectively taught in connection with courses in subject­ specific d isciplines, such as history, physics, business , cultural studies etc. however, li­ brarians should continue to make ample use of visual teach ing methods, thereby accom­ modating their instruction to the visual learn­ ing style that, in the current age of multimedia technology, may work best for many, if not most, of the students. the discussion of "visual literacy" and its im­ plication for librarianship in this article is not meant to be exhaustive. of future questions yet to be addressed, only two shall be men­ tioned here. first, are current trends in collec­ tion development adequate in light of the im­ portant role of images as information carriers? second, how can the greater emphasis on visual teaching methods be balanced with the needs of those students who learn most effec­ tively by non-visual means-be it because of their "learning style" or because of a sensory (visual) impairment? references abilock, d. (2003, november). a seven-power lens on 2 1 st century literacy: insti l l ing cross-discipl inary visual, news media, and information-literacy skil ls. multimedia schools, 10(6), 30-36. association of college and research librar­ ies. (2000). research agenda for library instruction and information literacy. re­ trieved july 14 , 2004, from http:l/www .ala. orglala/acrlbucket/is/iscommittees/webpa ges/research/re searchagendalibrary.htm. bamford, a. (2003). the visual literacy white paper. adobe systems pty ltd . , australia. retrieved september 9, 2004, from http://www .adobe. co. u k/ed ucation/pdf/ adobe_visual_literacy_ paper.pdf. bri l l , j . , kim, d . , & branch, r. (2001 ). visual l iteracy defined : the results of a delphi study can ivla (operationally) define visual literacy? in r. griffen, v. williams & j. lee (eds.), exploring the visual fu­ ture: art design, science and technology. blacksburg , va: the international visual literacy association . 9 brown, c . , murphy, t. , & nanny, m . (2003, november). turning techno-savvy into i nfo-savvy: authentically integrating in­ formation l iteracy into the college curricu­ lum. journal of academic librarianship, 29(6), 386-399. chanlin, l., & chang, b. (2003, december). web-based l ibrary instruction for promot­ ing information skil ls. journal of academic librarianship, 30( 4 ), 265-276. dalrymple, c. (2002, may). perceptions and practices of learning styles in l ibrary in­ struction. college & research libraries, 63(3), 261 -273. denig, s. (2004, january). multiple intel l igen­ ces and learning styles: two complemen­ tary dimensions. teachers college re­ cord, 106(1 ), 9611 1 . dewald, n . ( 1 999, january). transporting good l ibrary instruction practices into the web environment: an analysis of onl ine tutorials. journal of academic librarian­ ship, 25(1 ), 26-31 . dunn, r . , & dunn, k. ( 1 993). teaching sec­ ondary students through their individual learning styles. boston: allyn & bacon. eisenberg, m . , lowe, c. , & spitzer, k . (2004). information literacy: essential skills for the information age (2nd ed.) . westport, ct: l ibraries unl imited . george, d . (2002, september). from analysis to design: visual communication in the teaching of writing. college composition and communication, 54(1 ), 1 1 -39. grassian, e. (2004, may/june). do they really do that? librarians teaching outside the classroom . change, 36(3), 22-27 . international visual literacy association (n .d . ) . what is visual literacy? retrieved august 28, 2004, from http://www.ivla.org/ org_what_vis_lit.htm#definition . jacobson, f . , & ignacio, e. ( 1 997, spring). teaching reflection: information seeking and evaluation in a d igital l ibrary environ­ ment. library trends, 45(4 ), 77 1 -803. marcum, j. (2002, apri l) . beyond visual cul­ ture: the challenge of visual ecology. pareducation libraries volume 27, no. 1 summer 2004 tal: libraries and the academy, 2(2), 1 89206. mcdonald, j. (2004, july 14). information l it­ eracy or literate information? mla forum, 3(2). retrieved september 5, 2004, from http:l/www.mlaforum.orglvolume l l l/issue21 conf3 .html. messaris, p . (2001, february). new literacies in action: visual education . reading online, 4(7). retrieved september 9 , 2004, from http://www. readingonl ine.orgl newliteracies/action/messaris/index. html . moore, d .m . , & dwyer, f .m . , (eds.), ( 1 994). visual literacy: a spectrum of visual/earn­ ing. englewood cliffs , nj: educational technology publications. new london group. ( 1 996, spring). a peda­ gogy of multil iteracies: designing social futures. harvard educational review, 66(1 ), 1 -28. new york university. (n .d.) . bobst library. online tutorials. retrieved september 1 0 , 2004, from http://l ibrary.nyu .edu/research/ tutorials/book/. tempelman-kiuit, n . , & ehrenberg, e. (2003). library instruction and onl ine tutorials: developing best practices for streaming desktop video capture. fe/iciter, (2), 8990. thibault, m., & walbert, d . (2003, septem­ ber). reading images: an introduction to visual literacy. retrieved september 4, 2004, from http://www.learninc.org/index. nsf/doc/vlintro0602?0pendocument. tyckoson, d.a. , & jacobson, t.e . ( 1 993, spring). technology instruction and learn­ ing styles. education, 1 13(3), 356-360. walker, j . , & chapl in , s. ( 1 997). visual cul­ ture: an introduction. new york: man­ chester university press. wileman, r. ( 1 980). exercises in visual think­ ing. new york: hastings house. wiley, j . , & hemmerich, j .a. (2003). learning from multimedia sources. in the encyclo­ pedia of education (2nd ed.) . (vol . 4, pp. 1 493-1 497). new york: macmil lan refer­ ence. 1 0 a r t i c l e s library i nstruction is a two-way street: students receiving course credit fo r peer teaching by jana ronan and mimi pappas abstract librarians of the george a. smathers libraries at the university of florida, part­ nered with the anthropology department to develop a peer-to-peer program to pro­ vide outreach to undergraduates taking anthropology courses. the peer instructors, librarians and anthropology department developed a three-credit-hour independent study as a way to compensate the peers for their work. the peer instructors devel­ oped a lesson plan, provided classroom and individualized instruction, and developed assessment techniques to evaluate the program. this article discusses the develop­ ment and implementation of the peer instruction program and presents the results of the surveys. there is a long history of peer teaching in our culture that ranges from the "archons" or student leaders who assisted aristotle in ancient greece to the early days of the american school system, when older students attending one­ room schoolhouses routinely instructed their younger peers. what is peer teaching? lilya wagner ( 1980) defined it in her historical examination of the instructional method as "the concept of students teaching other students in formal and/or informal school learning situations which are delegated, planned, and directed by the teacher." in most cases, the peer teachers work individually with students, or in small groups. students engaged in instructing other students are variously cal led advisors, teachers, assistants, tutors, leaders, instructors and counselors in the literature, depending upon the services they render and the nature of the program that employs them. we will use the aforementioned terms interchangeably in this article to refer to any student specifically employed to deliver academic, social or instructional services to other students in a college setting. this article wil l present a new twist on this t ime-honored instruction method, relating how undergraduate peer instructors at the university of florida (uf) extended library outreach by teaching library research skil ls to groups of anthropology undergraduates in a computer lab setting, in conjunction with an academic department for class credit. peer teaching, counseling or learning has been used successfully for years by university support services to assist students in adj usting to col lege. when we decided to investigate the possibilities that peer teaching held for extending our instructional outreach, we discovered that there is a large body of l iterature detailing the use of peer teachers or counselors in the field of education, and in academic services to college students. these students typically work one-on-one with other students, but also deliver educational presentations to small groups of students. programs using peer-to-peer education are often tied to academic credit and a two or more semester commitment to the program on the part of the peer tutors. peer advisors, tutors or counselors are frequently enlisted to address issues such as alcohol consump­ tion, sexuality, study skills, stress and multiculturalism among college students. campus writing centers often use peers to reach other college students in need of tutelage in math and writing skills. russel ( 1987) notes that 80% of college orientation programs util ize students to lead tours and other orientation acttvtttes. it is a popular method to extend services to college students; at the university of florida, there are at least 1 6 programs that util ize peer-to-peer education. in addition, research supports peer programs as an effective means to assist nontraditional and/or minority students in adjusting to college l ife and helps increase retention (macadam, 1 996). while peer i nvolvement in tutoring, orientation, advising and counseling activities is common in university academic and health services, this teaching and outreach technique seems to be slow to catch on in libraries. a review of articles in education and library journals, and responses to an 1 9 education libraries vol. 25, no. 1 (summer 200 1 ) 20 a r t i c l e s informal posting on the acrl bibliographic instruction listserv, bi-l, revealed that only a handful of l ibraries use peer-to-peer instruction. when libraries do use peers, they use them to assist at the reference desk, to staff library computer labs or offer assistance with software in library information commons, to staff research paper cl inics, and in a very limited fashion in the classroom (auer, 200 1 ; avery 200 1) . by l imited, the authors mean that students assist l ibrarians in the classroom by managing �omputers, by handing out papers, and by roving during hands-on training sessions to keep students on task. some libraries, such as the university of michigan's undergraduate library, train students to work side-by-side with librarians at the reference desk, answering questions of a directional nature or assisting with software problems and in helping students learn how to use the catalog and general indexes (macadam & nichols 1989). at mercy college, information l iteracy peer tutors provide similar services, with some working in extension sites without librarians (kiavano, 1 995). only a couple of libraries were found to actually use peers to directly enhance and follow-up bibliographic instruction. binghamton university's advisory program is an example of this, with peers that assist librarians with classroom training, then follow up the training by offering students one-on-one tutelage on concepts covered in class (stell ing, 1996). at the university of maine libraries at farmingham, "students assist in all aspects of [the] instruction program" and team-teach classes with librarians (furlong, 1999). regardless of the application of peer assistance in library public services, the one thing that is agreed upon is that "peer tutoring can be an effective learning and teaching method . . . [andl some students do learn better from a pe.er." (lindsay, 2000). library instruction at the university of florida overview the nine libraries of the george a. smathers libraries system participate in a comprehensive information l iteracy program designed to serve approximately 44,000 students at each stage of their research and informational needs. the program consists of four tiers. the first level focuses on basic awareness of l ibrary services and resources. awareness is followed by orientations to l ibrary information sources and services, which progresses to introductory training in use of the catalog and an interdisciplinary periodical index for freshmen. this stage of the instruction is implemented largely through the freshman english program. the fourth tier of l iteracy is the stage where librarians teach advanced subject areas and databases to upperclassmen and graduate students. interested readers can learn more about the uf libraries' instruction program at <http://web.uflib.ufl.edu/ instruct/teach.html>. the uf libraries' largest outreach initiative, the freshmen english program, is designed to target the university's 6,000 odd incoming freshmen through a core english composition class, enc 1 1 0 l . students are oriented education libraries vol. 25 , no. 1 (summer 200 1) to the l ibrary system in 50-minute training sessions, and learn basic ski lls such as use of the library catalog and expanded academic index, an interdisciplinary periodical index. librarians teach an average of 90 sections of enc 1 101 each year, supported by three under raduate instruction assistants. when not assisting in classes, these undergraduate students compile instructional statistics, revise and prepare handouts, maintain instructional and reference web pages and provide any other kind of help that the teaching librarians might need. in addition, the assistants often aid users in the information commons near the reference desk with basic searching and printing questions. despite the wide outreach achieved through the freshman english program, librarians are aware of the number of students who miss library training because they do not take enc 1 1 0 l . a great number of students test out of enc 1 1 0 1 , substitute a technical writing course, or transfer credit from a non-uf composition class. one very visible population of students who have missed this basic instruction are those enrolled in the popular anthropology elective, ant2301 human sexuality. this large lecture class of 500 to 700 requires students to write a research paper exploring some issue relating to sexuality. like clockwork, a large number of these students line up at the humanities and social sciences reference desk each semester the course is offered, waiting for assistance with their papers. many experience trouble in formulating a narrow enough thesis for the paper, which is understandable as they are often given complex topics as shown below: "compare and contrast the marriage customs of two different cultural groups. be sure to be historically and culturally specific. discuss the simi larities and differences in cultural contexts and social implications for these ceremo­ nies." another thing that confounds them is that they are expected to cite at least four refereed journal articles in this paper. overall, many of these students experience great difficulty in locating appropriate articles and books, and require an orientation to library basics. the instruction coordinator had been searching for a creative way to extend outreach to these students for some time, to improve their information li teracy and to relieve the burden on the reference staff. the challenge was to find ways to teach these students without taxing librarians already overcommitted to teaching in other large-scale instruction initiatives. an unexpected solution to this situation presented itself when one of the instruction assistants approached the l ibrary instruction coordinator with a proposal to create a peer instruction program targeting these anthropology students. peer teaching project the instruction assistant who proposed the project, amy, was a fourth year student majoring in anthropology. amy and the library instruction coordinator brainstormed for quite some time, to figure out a way to offer a peer instruction a r t i c l e s 21 program which would compensate the assistant for her efforts. offering credit hours through the auspices of the libraries was not a possibility, but working with the department of anthropology to supervise a shared independ­ ent study was feasible. discussions ensued between the chair of the humanities and social sciences reference department, the l ibrary instruction coordinator, the anthropology bibliographer, amy and the undergraduate coordinator for the department of anthropology, which led to the formulation of a three-credit-hour independent study. the focus of the independent study was to teach research and information retrieval skills to first and second year anthropol­ ogy students. the anthropology undergraduate coordinator was enthusiastic, and recognized the need for more instruc­ tion in the use of library resources. she coordinated two independent studies with the libraries, starting with amy's in 1 999, followed in 2000 by marina (another instruction assistant with a background in anthropology). after arriving at a mutual ly satisfactory framework to supervise and evaluate each student as well as to reward them for their work, the next tasks were to formulate goals for the project, to identify the target audience and work out methods for teaching the students and publicizing the project. while librarians thought of the new program as the peer teaching project, both of the students that participated in the project in 1999 and later in 2000 elected to call it the anthropology research skills project. goals working with the anthropology undergraduate coordinator, amy and the library instruction coordinator developed the following goals: 1 . to target the large number of lower division undergraduate students taking anthropology classes 2. to provide classroom training and individual tutoring in basic library resources. the training was designed to prepare students to learn the following ski l ls : • find a book by author/title/subject/keyword • identify articles in journals • find if the library subscribes to journals • evaluate the information sources that they identified 3 . to increase student awareness of core anthropology reference works and specialized databases 4. publicize library services in the anthropology department these goals and objectives dovetailed with the library instruction program's overarching goals of providing basic awareness, orientation and training. planning the anthropology research skills project began as any project does, with a great deal of planning. because the peer instructors were also employed by the libraries as instruction assistants, it was possible for the instruction coordinator to assign them planning activities a semester before the project started. this ensured that the anthropology research s kil ls training started promptly in the fall . the l ibrary provided the peer teachers with an office and their own computer so that they could have a space wher1e they could plan the project, store their work and consult quietly with students. the office also created a professional atmosphere for consultations. each peer went through the entire planning process to develop; 1) a script for delivery of instruction, 2) evaluation instruments and strategies, and 3) marketing and communica­ tion strategies to encourage students to attend the training labs, office hours and tutoring sessions. the peers also planned the creation of a project website, and completed readings on teaching methodology. preparing the peers to teach while amy and marina had some grounding in teaching from their experience as instruction assistants, training in teaching was still . needed. assisting with the enc 1 1 0 1 classes exposed them to a wide variety o f different teaching techniques and approaches used by various librarians. working with students one-on-one during the free searching segment of the classes allowed them to practice their own approaches to teaching. in addition, as preparation ' for teaching on their own, the students team-taught several classes with the instruction coordinator and other librarians. amy and marina also completed readings on the subject of library instruction and learning styles. while these experi­ ences helped the peer teachers learn to teach and to build their own unique strengths, more work lay ahead. lesson plan and teaching the peer teachers planned to teach students in labs scheduled in the libraries' computer classroom, by individual appointment or by walk-in during the peer teacher's office hours. it was necessary to develop a lesson plan or a script to ensure that students attending the labs would receive consistent information and training. the instruction coordinator and the anthropology undergraduate coordina­ tor supervised the peers at every step of preparation, offering suggestions and approving the final script. the foundation of each peer instructor's script was the lesson plan used in the freshman english program. this script was revised to use examples from the field of anthropology and expanded to introduce additional databases such as anthropological literature and sociological abstracts. the searches were carefully chosen to yield consistent results across the databases and to model essential skills for the attendees. an additional component added to the script was a section on the finer points of boolean searching. these scripts varied slightly from 1 999 to 2000, reflecting the peer teacher's own unique teaching style. education libraries vol. 25, no. 1 (summer 200 1 ) 22 a r t i c l e s evaluation with a teaching script in place, the peer teachers turned to developing evaluative strategies to measure two factors; 1 ) the attendees' l ibrary experiences and 2 ) the attendees' acceptance of peer teaching as a technique to deliver library instruction. each peer teacher performed a l iterature review and read many articles about assessing instruction and developing effective surveys. finally, each peer teacher created her own survey, the results of which are presented later in this article. the only task left to plan was publicity. publicity developing publicity for the project was perhaps the most enjoyable part of the planning process. the peer instructors, the instruction coordinator and the undergraduate advisor brainstormed together to plan many strategies to get the word out about training to teachers and professors. methods included i) posters and flyers with project details and contact information, 2) visits to classes, 3) networking with anthropology faculty and teaching assistants in meetings and by email and 4) developing an informational website for the project. implementation at the conclusion of the extensive planning stage, the peer teachers, instruction coordinator and anthropology undergraduate coordinator began the project by asking anthropology professors to promote the workshops in their classes. professors announced the project in their classes, handed out flyers and in some cases gave peers class time to make a short "pitch" for the training. faculty were somewhat wary at the beginning, but increased their support as they became more familiar with the goals and benefits of the anthropology research s kil ls project. this is in contrast to the graduate teaching assistants, who embraced the project eagerly and encouraged undergraduates to attend training and tutoring sessions. announcements in classes were not the only methods of advertising used. the anthropology research skills website featured the peer' s contact information, a bibliography of information sources, training lab times and locations, and rosters of attendees. large 1 1"x 14" posters featuring tear-off tabs with the url of the project's website were regularly posted in the offices in the anthropology department, accompanied by stacks of the anthropology bibliographer's extensive reference guide. flyers were placed in faculty and graduate assistant mailboxes. these posters and flyers featured the url of website, contact information for the peer teacher and most important of all, t imes and dates for the training labs. posters and flyers were also distributed around the libraries, and librarians used quarter page flyers kept at the reference desks to refer students to the labs. lastly, amy and marina kept in contact with anthropology faculty and graduate teaching assistants by visits and by email, notifying education libraries vol. 25, no. 1 (summer 200 1 ) them o f upcoming training labs and attendance, which proved to be very effective in marketing the project. those faculty who made lab attendance mandatory were able to track student compliance by consulting the rosters on the project website. ,, the peer teachers offered several different types of training to accommodate learning preferences. there were scheduled labs for hands-on group instruction, walk-in office hours and scheduled tutoring sessions. the hands-on training labs proved to be the most popular method of reaching the students. while students were encouraged to sign up for the labs, many students just showed up for training, especially as the end of the term grew near. training labs held later in the semester were much better attended than the ones offered earlier in the semester. the peer instructors also learned to "wing it" as many instruction l ibrarians do in the real world. they learned to adjust the pacing of the delivery to meet the needs of the audience and they learned voice modulation. they also learned strategies for troubleshooting problems that arose during the lab sessions, such as network crashes, slow databases and database connectivity problems. one peer instructor even arranged a spontaneous lab for a section of 20 students when their teaching assistant brought them into the library without warning. there were 6 labs offered in 1999 and 5 in 2000. in 1999 few students took advantage of the one-on-one options, while in 2000 the attendance was more equally distributed between labs and one-on-one sessions. the attendance in 2000 was more equally distributed between labs and one-on-one sessions, with even some repeat customers. a total of 49 students received training in 1999, and 44 in 2000. results attendee response to the peer instructors at the end of each tutoring or training sessions, students were given surveys to complete. selected results are given in the table in figure 1 . because the peer teachers were given freedom to develop their own evaluation instruments for their independent studies as a learning experience, the surveys handed out during the two semesters were not identical. the tables above compare questions that the instruments had in common, even though they were sometimes worded or formatted slightly differently on the actual surveys. the responses indicated that we did reach a large number of untrained freshmen students; 73% of the respondents in 1 999 and 63% in 2000 had never attended a general library training session. this confirmed anecdotal information from reference librarians that the ant2301 anthropology classes were an important area in which to extend outreach. a key question on both surveys was question number 5 , which concerned the comfort level o f the attendees with peer­ to-peer instruction. this was a free-response question and students were given space to explain whether they, "felt more comfortable being taught by the undergraduate instructor" a r t i c l e s 23 figure 1: anthropology research skills attendees survey question fall 1999 fall 2000 1 . what year are 79% freshmen, 78% freshmen, you? sophomores sophomores 2. how often do 77% daily, 50% daily, you come to the weekly or weekly or library? monthly monthly 3. do you think 95% yes 90% agree or the library strongly agree should offer instruction in how to use the l ibrary? 4. would you 7 1 % classroom 56% classroom prefer a classor both room setting or individualized instruction? 5. did you feel 6 1 % yes 69% yes more comfortable being taught by the undergraduate instructor than you would have with a librarian? 6 . have you 73% no 63% no ever attended a general library training sessian? than a librarian. responses were interpreted and broken down into the categories of either positive responses, negative responses or neutral responses. most respondents (6 1 % and 69%) indicated that they were comfortable with an undergraduate teaching the sessions. attendees commented that the peer was "more on my level than a librarian would be," and "less intimidating." one person wrote, "she seemed to want to answer the questions, teaching me 'how to fish ' , not just giving me the fish." w e interpreted that answer to mean that the attendee thought the peer teacher was interested in teaching the students the process of finding information on their own, rather than supplying quick answers. another student commented that, "being taught by one of my peers made me feel more at ease." the neutral and negative responses to the comfort level question were very similar to each other in that the respondents indicated that they did not have a preference for educational level as long as the instructor was competent. some selected neutral or negative responses were, "either way is ok by me;" comfortable with either," and "i didn 't realize that these titles were mutual ly exclusive." we were troubled by the last comment, but awareness of educational preparation for librarians is a topic that does not fit the purview of thi article. the attendees indicated a very positive experience with training as a whole, a question that was not represented on the table above; it was phrased differently on the two instruments. the fall 1 999 survey asked, "please rank your overall experience in this l ibrary training session," and asked attendees to use a sliding scale to rank the experience from poor to excellent. 83% responded good or excellent. the peer teacher for fall 2000 modified that question for her survey and asked students to rank their overall experience for content (86% excellent), pacing of delivery (82% excel­ lent), and instructor's knowledge of content (86% excel­ lent). the question, "how did you hear about this training session?" was also not included in the table because it was asked in fal l 2000 only. 63% of the respondents answered that they heard about the training sessions via the marketing presentations the peer teacher made in the anthropology classes. the response to this question was meaningful to our instruction librarians, as it i ndicated that visits to classes are important when advertising l ibrary outreach. another free-response question, "what new information did you learn from this training session?" was not included in the table but the responses indicate that we were meeting our goal of reaching students who were in great need of basic information about the libraries. students wrote that they learned: "how to find journals;" "more understanding of computer library system;" "new databases for anthropology;" "how to research for my coming paper;" and "how to use my library effectively." these responses and the rest of the responses to this question, which were similar, told the l ibrarians that the attendees gained valuable information from the peer teachers' labs and assistance. how the librarians benefited from the project the librarians profited greatly from the anthropology research skills project. the peers trained many undergradu­ ates who would not have been reached through the existing outreach efforts. in addition, the relationship between the library and the anthropology department was strengthened leading to a systematic program to work with every section of the ant2301 students. an unexpected outcome of the project was that the peer instructors refreshed the l ibrarians' outlook on library instruction. the project was in many ways as much a learning experience for the l ibrarians as for the peer teachers. the in-depth conversations with the peers about teaching philosophy, goals and learning styles helped us to see where we had gotten mired in old habits. in many cases instruction librarians learned new, and more concise ways to deliver education libraries vol. 25; no. 1 (summer 200 1 ) 24 a r t i c l e s content that had become rote. working with the peer instructors provided the unique opportunity to see the library through a student's eyes. how the peer teachers benefited from the experience while the l ibrarians benefited greatly from having the peer instructors teach classes the peer instructors may have gained more. one wonderful benefit for the students was that they were able to receive academic credit for a project that they had a voice in creating and that held deep interest for them. the independent study developed into an honors thesis for one of the peer teachers. they not only learned advanced skills in using l ibrary databases and resources, but also gained experience in how to perform an extended research project involving survey data. the project was a practicum in performing effective instruction, starting with lesson planning, then teaching and final ly assessment. conclusions and future directions the peer teacher project presented some challenges and successes. the hard work of the peer teachers, the librarians and the anthropology undergraduate coordinator met our goals and opened new doors. an exciting outcome that we did not expect was a new partnership between the liqrary and the anthropology department to provide a more formal program of outreach for ant 230 1 . the peer teachers were very happy with receiving course credit for a project that they were able to develop. we don' t know if their experiences in the peer-teaching project were influential, but both amy and marina are currently complet­ ing library science degrees. and we are so pleased with the success of the peer-to-peer teaching methodology that we are looking for new ways to incorporate it into library instruction. as we think of new ways to utilize our student assistants we keep these words from gartner and reiss man ( 1999) in mind, "young people are influenced far more by each other than they are by parents, teachers, or other authority figures. they talk the same language, and they l isten to each other far more than to adults. they model themselves on other young people. behavioral science research suggests that people are more l ikely to hear and personalize messages resulting in changing attitudes and behaviors if they believe the messen­ ger is similar to themselves and faces the same concerns and pressures. peer education draws on the credibility that young people have with their peers, leverages the power of role modeling, and provides flexibility in meeting the needs of today's youth." references auer, n. (2001 , april 19. ) peer advisors. b i-l. [online] . available email : bi-l@l istserv.byu.edu. avery, b. (2001 , april 1 9. ) peer advisors. bi-l. [online]. available email : bi-l@listserv.byu.edu. education libraries vol. 25, no. 1 (summer 200 1 ) edwards, j., patterson, m . & gleeson, a. ( 1999, june). seize the moment: how to use peers as teachers to expand your instruction program. poster session presented at the annual meeting of the american library association, new orleans, la. ,, furlong, k. (200 1 , april 19 . ) re: peers in instruction. bi­ l. [online]. available emai l : bi-l@listserv.byu.edu. furlong, k., nicotera, c. & reny, j.a. ( 1 999, october). what 's in it for me ? a student 's look at technology­ enhanced teaching in the college librmy. poster session presented at the annual meeting of educause, long beach, ca. deese-roberts, s. & keating, k. (2000). librmy instruction: a peer tutoring model. englewood, co: libraries unlimited. gartner, a. & reissman, f. ( 1 999). the future of the peer movement. social policy, 30( 1 ), 5. klavano, a. m. & kulleseid, e. r. ( 1 995) . bibliographic instruction: renewal and transformation in one academic library. reference librarian, 5 1 -52, 359-83. lindsay, e. b. (2000, winter). undergraduate students as peer instructors: one way to expand library instruction and reference services. loex news, pp. 7, 1 3 , 1 6. macadam, b . & nichols, d. p. ( 1 988) peer information counseling at the university of michigan undergraduate library. the journal of academic librarianship, 1 4( 2), 80-8 1 . macadam, b. & nichols, d . p. ( 1 989). peer information counseling: an academic library program for minority students. the joumal of academic librarians/zip, 15(4), 204-209. russel, j. h. & thompson, d. ( 1 987). evaluation of a program of peer helping for 1 st-year students. joumal of college student personne1 28(4), 330-36. russell, j . h. ( 1 986). peer counseling: establishing a network in training and supervision. journal of counseling and development (64), 457-459. stelling, p. ( 1 996). student to student: training peer advisors to provide b i. research strategies 1 4( 1 ), 5055. wagner, l. ( 1980). a historical base and rationale for peer teaching. (doctoral dissertation, university of florida, 1980). dissertation abstracts international, 4 1 , 05a. jana ronan is program director for undergraduate library services, humanities & social sciences services at george a. s mathers libraries, university of florida, gainesville, fl 3260 1 -70 1 1 , usa. phone: (352) 392-49 19 ext. 17 1 1 ; e-mail : jronan@ufl.edu mimi pappas is instruction coordinator for the freshmen english program, humanities & social sciences services, george a. smathers libraries, university of florida gainesville, fl 3260 1 -70 1 1 , usa. phone: (352) 392-49 1 9 ext. 1724; e-mail : mimipa@ufl .edu using oclc to create a core list of educational titles by �ohn d'amlcantonlo and �anet campbell introduction the authors have prepared below a bibliography of core holdings for libraries that include materials for teacher educat­ ion. all the materials listed are held by over 100 libraries nationwide. several of the titles are, in fact, held by over 400 libraries. when the authors originally began to consider devel­ oping a core collection of educational materials they were motivated by a desire to target books that would benefit students in the graduate school of education (gse). with the onslaught of reduced book budgets and diminishing staff in libraries and universities, it has become even more imperative to identify methods of helping students that are less labor intensive. librar­ ians at california state university, long beach (csulb) have developed bibliographies of appropriate subject holdings for years, so updating an existing bibliography of educational mate­ rials seemed logical. ! many of the students in the graduate school of education are already teaching school, either as a substitute, or using an emergency credential until they are fully certified. many of the students are also interested in obtaining a second credential even though they may currently be workingjn a public school district as a counselor or other important student personnel position. with this in mind the authors wanted to develop a bibliography that would be truly useful and accurate one that students would be able to rely on for finding "core" information. the authors used an already existing in-house bibliography that listed approximately 135 titles of monographs, records, juvenile books and curriculum guides and updated it using specific criteria for the bibliography. the purpose of preparing this selected bibliography, which includes library of congress call numbers, was to make it easier for students to locate materials in the csulb library. · selection criteria in order to be included in the bibliography each title had to be copyrighted no earlier than 1980. more importantly, the materials selected must be useful in disciplines that are taught in the teacher education and single subject departments. using the official university bulletin made identifying appropriate subject areas or disciplines relatively easy. a sample of subjects taught include reading, language arts, social studies and science among many others. criteria for the bibliography also main­ tained that the materials on the bibliography must be owned by the university library. additional criteria would be included later. -12 identifying subject headings the first step in identifying items for the bibliography was to determine wliich library of congress subject headings would be appropriate for our students. topics of frequent interest to future elementary teachers include areas such as lesson planning, early childhood education and educational games among others. those preparing for secondary credentials take courses in tradi­ tional subjects like english, social studies, science and foreign languages. the authors used these disciplines to determine appropriate subject headings. the books in the bibliography are listed according to locally selected categories, then subdivided by appropriate subject heading. for example, a typical category might be "storytelling." within each category the list is divided into the appropriate library of congress subject headings that would be applicable for that category. for instance, the category reading/literature is divided into seven lcsh groups: children books and reading; children's literature; individualized reading instruction; reading (primary); reading (elementary); reading (secondary education); storytelling. titles meeting the criteria listed above were then selected for each subject heading. this resulted in up to ten titles for each heading. in order to determine if these titles were indeed "core" titles for a teaching education collection, the authors than compared each title to oclc records. each title was searched on oclc to see if other libraries in the u.s. held these in their collections. of the 139 titles searched only 20 had less than one hundred libraries holding the title. there seemed to be no rhyme or reason as to which titles had such low holdings. the twenty were scattered throughout the selected categories. (we were disappointed that the video version of"alexander and the terrible, horrible, no good very bad day" was held by fewer than 100 libraries.) the copyright dates varied as did the themes of the books. all the books selected, however, are broad in their scope rather than being too specialized. no more than three titles were selected for each subject heading. since so many of the 139 titles were held by so many libraries the authors decided to set their final criterion requiring that at least one hundred libraries must hold the title to make the "core" list. the titles which follow "made the list." core list for teacher education lb1140.5 a7j46 rj505 a7r8 2984 n350 h47 1985 lb1591 l36 1983 n350 w26 n350 l465 1980 n350 r47 1988 juv ti160 b768 1983 selected bibliography arts and crafts art -study and teaching (primary) jenkins, peggy davison. art for the fun of it : a guide for teaching young children. englewood cliffs, n.j. :prentice­ hall, c1980. rubin, judith aron. child art therapy : understanding and helping children grow through art. 2nd ed. new york: van nostrand reinhold, c1984. art-study and teaching (elementary) herberholz, donald w. developing artistic and perceptual awareness: art practice in the elementary classroom. 5th ed. dubuque, iowa : w .c. brown, c1985. lanier, vincent. the visual arts and the elementary child. new york: teachers college, columbia university, 1983. wachowiak, frank. emphasis art : a qualitative art program for elementary and middle schools. 4thed. phila­ delphia : harper & row, c1985. art-study and teaching (secondary) linderman, earl w. teaching secondary school art : discovering art objectives, art skills, art history, art ideas. 2nd ed. dubuque, iowa : w.c. brown, c1980. research readings for discipline-based art education: a journey beyond creating i stephen mark dobbs, editor ; hermine feinstein and ronald n. macgregor, assistant editors. reston, va. :national art education association, 1988. handicraft-juvenile literature brown, osa. themetropolitanmuseum of art activity book. 1st ed. new york: the museum: random house, c1983. juv ti160 g82 1981 lb117 e38 1988 lb1139 l3g46 1989 lb1140.2 m67 1988 lb1029 06d38 1983 lb1140.2 l358 1987 lb1523 s66 1985 lb1067 f678 1981 lb1140.2 g73 greene, peggy r. things to make. new york : random house, 1981. early childhood education early childhood education egan, kieran. primary understanding : education in early childhood. new york; london: routledge, 1988 gibson, linda. literacy learning in the early years : through children's eyes. new york: teachers college, columbia university, c1989. morrison, george s. early childhood education today. 4th ed. columbus : merrill pub. co., c1988. education, primary day, barbara. early childhood education : creative learning activities. 2nd ed. new york : macmillan, c1983. lay-dopyera, margaret. becoming a teacher of young children. 3rd ed. new york : random house, 1987. spodek, bernard. teachingintheearlyyears. 3rd ed. englewood oiffs, n.j. : prentice-hall, c1985. nursery schools forte, imogene. kids' stuff : kindergarten and nursery school. rev. ed. nashville: incentive publications, c1981. griffin, elinor fitch. island of childhood: education in the special world of nursery schools. new york: teachers college press, 1982. 13lb1029 g3c7 1985 lb1029 s53h44 1983 hq782 j63 1987 lb1137 p553 1988 lb1137 s335 1987 lb1139 l3l3245 1986 lb1139 l3w44 1986 lb1576 m43 1986 14 games educational games cratty, bryant j. active learning: games to enhance academic abilities. 2nd ed. englewood cliffs, nj: prentice-hall c1985. heitzmann, william ray. educational games and simulations. rev. ed. washington, d.c.: national education asso­ ciation, c1983. play johnson, james e. play and early childlwod development. glenview, ill. :scott, foresman, 1987. play as a medium for learning and develop­ ment : a handbook of theory and practice i edited by doris bergen. portsmouth, n.h.: heinemann, c1988. school play : a source book/ [edited by] james h. block, nancy r. king. new york: garland 1987. language arts children-language language development in the school years i edited by kevin durkin. cambridge, mass. : brookline books ; lon­ don : croom helm, c1986. wells, c. gordon. the meaning makers : children learning lang­ uage and using language to learn. 1st ed. portsmouth, n.h. : heinemann, c1986. creative writing (elementary education) mealy, virginia. from reader to writer : creative writing in the middle grades using picture books. metuchen, n.j. : scarecrow press, 1986. lb1576 s36 1988 pe1405 u6c7 1989 lb1631 p66 lb1631 s684 1982 shelnutt, eve. the magic pencil : teaching children creative writing : a workbook for parents and teachers. [atlanta, ga.] :peachtree publishers, [ c1988]. creative writing (secondary education) creative writing in america: theory and pedagogy i edited by joseph m. moxley. urbana, ill.: national council of teachers of english, c1989. powell, david. what can i write about? : 7000 topics for high school students. urbana, ill. :national coun­ cil of teachers of english, c1981. stanford, gene. a guidebook for teaching creative writing. 2nd ed. boston : allyn and bacon, c1982. english language--composition and exercises lb1576 h43 1985 lb1576 p29 1986 pe1066 t6 1986 hillerich, robert l. teaching children to write, k-8 : a complete guide to developing writing skills. englewood cliffs, n.j.: prentice-hall, c1985. peacock, colin. teaching writing. london ; dover, n.h. : croom helm, 1986. to compose : teaching writing in the high school / edited by thomas newkirk. port­ smouth, n.h.: heinemann, c1986. english language-study and teaching (elementary) lb1576 b94 1984 lb1576 d467 1984 lb1576 s798 1980 burrows, alvina treut. they all want to write : written english in the elementary school. 4th ed. hamden, conn. : library professional publications, an imprint of the shoe string press, inc., 1984. distefano, philip. elementary language arts. new york: wiley, c1984. stewig, john w. read to write : using children's literature as a springboard for teaching writing. 2d ed. new york : holt, rinehart, and winston, c1980. english language-study and teaching (secondary) lb1631 e788 lb1631 132 1983 lb1050.5 w488 1982 lb1137 h78 lb1140.5 l.3m68 lb1576 a616 1988 lb1576 h334 1986 lb1576 t375 1989 lb1631 134 1984 pr37 r43 1987 evans, tricia. teaching english london : croom helm, c1982. idea exchange for english teachers. urbana� ill,: national council of teachers of english, c1983. wilkins, gloria. strategies for success : an effective guide for teachers of secondary-level slow learners. new york: teachers college press, 1982. language arts (primary) humphrey, james harry. help your child learn the 3r's through active play. springfield, ill. : thomas, c1980. moxley, roy. writing and reading in early childhood : a functional approach. englewood oiffs, n.j. : educational technology publications, 1982. language arts (elementary) anderson, paul s. language skills in elementary education. 4th ed. new york: macmillan; london: collier macmillan, c1988. hennings, dorothy grant. communication in action : teaching the lan­ guage arts. 3rd ed. boston, ma : houghton mifflin, c1986. teachers and research : language learning in the classroom i gay su pinnell, myna l. matlin, editors. newark, de : international reading association, c1989. language arts (secondary) ideas plus : a collection of practical teaching ideas. urbana, ill. : national council of teachers of english, c1984 readers, texts, teachers i edited by bill corcoran and emrys evans. upper montclair, n.j.: boynton/cook, c1987. lb1028.35 d53 1985 lb1027 h396 1984 lesson planning lesson planning dick, walter. the systematic design of instruction. 2nd ed. glenview, ill. : scott, foresman, c1985. henak, richard m. lesson planning for meaningful variety in teaching. 2nded. washington, d.c. :national education association, c1984. mathematics mathematics-study and teaching (primary) qa135.5 f627 1984 qa135.5 j47 1984 forseth, sonia dalek.i. creative math/art activities for the primary grades. englewood cliffs, n.j.: prentice­ hall, 1984. jensen, rosalie. teaching mathematics to young children : a basic guide. englewood oiffs, n.j. : prentice­ hall, c1984. mathematics-study and teaching (elementary) qa135.5 e35 1989 qa1 n3 1989 elementary mathematical methods i diane thiessen ... [et a!.]. 3rd ed. new york: macmillan, c1989. new directions for elementary school mathematics i paul r. trafton, yearbook editor; albert p. shulte, general yearbook editor. reston, va.: national council ofteach­ ers of mathematics, c1989. mathematics-study and teaching (secondary) qall f37 1988 qall 1.378 1985 qa12 r43 1988 farrell, margaret a. secondary mathematics instruction : an inte­ grated approach providence, r.i. : janson publications, c1988. larcom be, anthony. mathematical /earning difficulties in the secondary school : pupil needs and teacher roles. milton keynes [buck.ingharnshire) ; philadelphia : open university press, 1985. readings for enrichment in secondary school mathematics i edited by max a. sobel. reston, va : national council of teachers of mathematics, c1988. 15qa241 b787 1984 qa95 g325 1988 qa95 m34 1984 record 9867 m1627 f648 1984 juv m1997 g6 1987 mt1 w28 1989 m1993 w776 mathematical recreations brandreth, gyles daubeney. numberplay. new york: rawson associates, 1984. gardner, martin. time travel and other mathematical bewilderments. new york: w.h. freeman, c1988. mandl, matthew. unusual mathematical puzzles, tricks, and oddities. englewood cliffs, n.j. : prentice­ hall, c1984. music children's songs carfra,pat. songs for sleepyheads and out-of-beds! [sound recording]. scarborough, ontario : manufac­ tured and distributed by a & m records of canada, 1984. folk songs north america sings : a source book for all teachers i by richard johnston. toronto : e.c. kerby, c1984. go in and out the window : an illustrated songbook for young people/ music arranged and edited by dan fox ; commentary by oaude marks. new york : metropolitan museum of art; h. holt, c1987. music-instruction and study walker, darwin e. teaching music : managing the successful music program. new york :schirmer books, a division of macmillan ; london : collier macrnillan, c1989. singing games wilt, michele. music experiences for young children. west nyack, n.y. : the center for applied re search in education, 1982. gv443 es gv1799 j69 1980 gv1799 s75 1988 gv443 g14 1989 gv443 g15 1987 gv443 k47 1989 physical education/dance dancing-children's dances elementary curriculum, theory and practice : educational gymnastics, educational games, educational dance i sponsored by the council on physical education for children, a council of thenationalassociationforsportandphysi­ cal education. reston, va. : american alli­ ance for health, physical education, recrea tion, anddance, c1982. joyce, mary. first steps in teaching creative dance to children. 2d ed. palo alto, calif. : mayfield pub. co., 1980. stinson, sue. dance for young children : finding the magic in movement. reston, va. : american alliance for health, physical education, recreation, and dance, c1988. physical education for children gabbard, carl. game, dance, and gymnastic activities for children. englewood cliffs, n.j. : prentice­ hall, c1989. gabbard, carl. physical education for children : building the foundation. englewood cliffs, n.j.: prentice­ hall, c1987. kirchner, glenn. physical education for elementary school children. 7th ed. dubuque, iowa : w .c. brown publishers, c1989. psychology/creativity/self-esteem lb1062 a47 1989 lb1062 k44 1988 creative thinking (education) amabile, teresa. growing up creative : nurturing a lifetime of creativity. new york : crown publishers, 1989. egan, kieran. imagination and education. new york: teachers college, columbia university, c1988. emotions in children lb1050.53 russell, david harris. r87 reading aids through the grades : a guide to bf723 harris, paul l. 1981 materials and 501 activities for e6h37 children and emotion : the development of individualizing reading instruction. 4th ed. i 1989 psychological understanding. oxford, uk ; by annemariemueser. new york:teachers new york,ny, usa: basil blackwell, 1989. college press, 1981. hq769 isaacs, susan. reading (primary) 178 "i think i can, i know i can!" : using self-talk 1989 to help raise confident, secure kids. 1st ed. lb1525.7 fullerton, claire jessup. new york: st. martin's press, 1989. f84 teaching reading comprehension : a ten step program. saratoga, calif. : r & e publishers, bf723 neuman, susan b. c1984. e6n48 exploring feelings : activities for young 1983 children. atlanta, ga. : hurnanics limited, lb1525 schickedanz, judith a. c1983. s34 more than the abcs : the early stages of 1986 reading and writing. washington, d.c. : national association for the education of reading/literature young children, 1986. children-books and reading reading (elementary) pn1009 wilson, george. lb1583.8 bosma, bette. a1w547 books for children to read alone : a guide for b67 fairy tales, fables, legends, and myths : using 1988 parents and librarians. new york: bowker, 1987 folk literature in your classroom. new york : 1988. teachers college press, c1987. z1037 wilson, mary e. lb1573 devine, thomas g. a1w645 representing children's book characters. d44 teaching reading in the elementary school : 1989 metuchen, n.j.: scarecrow press, 1989. 1989 from theory to practice. boston : allyn and bacon, c1989. children's literature lb1573 fields, marjorie vannoy. juv classics of children's literature i edited by f5 let's begin reading right : a developmental pz5 john w. griffith, charles h. frey. new york: approach to beginning literacy. columbus, c57 macmillan, c1981. ohio: merrill pub. co., c1987. 1981 reading (secondary education) pn1009 probst, robert e. a1p76 adolescent literature : response and analysis. lb1632 classroom strategies for secondary reading i 1984 columbus : c.e. merrill pub. co., c1984. c555 edited by w. john harker. 2nd ed. newark, 1985 del. : international reading association, individualized reading instruction c1985. lb1050.38 carbo, marie. lb1632 karlin, robert. c37 teaching students to read through their k3 teaching reading in high school : improving 1986 individual /earning styles. englewood cliffs, 1984 reading in the content areas. 4th ed. new n.j.: prentice-hall, c1986. york: harper & row, c1984. lb1050.38 holdaway, don. lb1632 roe, betty d. h64 independence in reading : a handbook on r64 secondary school reading instruction : the .1980 individualized procedures. 2nd ed. 1987 content areas. 3rd ed. boston : houghton gosford, nsw ; new york : ashton mifflin, c1987. scholastic ; exeter, n.h. : distributed in the u.s.a. by heinemann educational books, 1980. 17lb1042 l.54 1987 z718.3 s55 1987 z718.3 s65 1989 lb1067 h62 1985 lb1067 k63 1984 lb1140.3 p48 1986 lb1532 k554 1984 lb1532 p67 1985 storytelling livo, norma j. storytelling activities. littleton, colo. : libraries unlimited, 1987. sierra, judy. the flannel board storytelling book. [bronx, ny]: h.w. wilson co., 1987. smith, charles a. from wonder to wisdom : using stories to help children grow. new york : new american library, c1989. science learning by discovery hodgkin, r. a. playing and exploring : education through the discovery of order. london ; new york : methuen, 1985. kolb, david a. experiential/earning: experience as the source of learning and development. englewood cliffs, n.j. : prentice-hall, c1984. peterson, rosemary. the piaget handbook for teachers and parents: children in the age of discovery, preschool­ third grade. new york : teachers college, columbia university, c1986. science-study and teaching (primary) knight, michael e. the leaves are falling in rainbows : science activities for early childhood atlanta, ga. : humanics limited, c1984. poppe, carol a. science learning centers for the primary grades. west nyack,n.y.: center for applied research in education, c1985. science-study and teaching (elementary) lb1585 f69 1986 18 friedl, alfred e. teaching science to children : an integrated approach. 1st ed. new york : random house, c1986. lb1585 s33 0181.3 s37 0181.3 s35 1986 schmidt, victor e. teaching science with everyday things. 2nd ed. new york: mcgraw-hill, c1982. science-study and teaching (secondary) science and the early adolescent i compiled by michael j. padilla. washington, dc: national science teachers association, c1983. science in schools i edited by joan brown . . . [et al.]. milton keynes, england ; philadelphia, p a, usa: open university press, 1986. social sciences social sciences-study and teaching (elementary) lb1584 e445 1986 lb1584 m43 1988 h62 p685 1984 elementary school social studies : research as a guide to practice nirginia a. atwood, editor. washington, d.c. : national council for the social studies, c1986. michaelis, john udell. social studies for children : a guide to basic instruction. 9th ed. englewood cliffs, n.j. : prentice-hall, c1988. principles of social studies : the why, what, and how of social studies instruction i james l. barth . . . [et al.]. 2nd ed. lanham, md. : university press of america, c1984. social sciences-study and teaching (secondary) bf575 p9g3 lb1029 t6l433 1987 tt174 m38 1983 gabelko, nina hersch. reducing adolescent prejudices : a handbook. new york : teachers college press, columbia university, 1981. teaching aids educational toys lederman, ellen f. educational toys and games : a practical guide to selection and utilization. springfield, ill., u.s.a.: charles c. thomas, c1987. mcconkey, roy. making toys for handicapped children : a guide for parents and teachers. rev. american ed. englewood cliffs, n.j.: prentice-hall, c1983. lb1 140.35 t68s56 1986 lb1027 b72 1986 lb1043 t487 1988 u75 s3t88 1985 lb1 140.35 c74c48 1983 gv1201 v56 1984 lb1537 w3 1985 sinker, mary. toys for growing : a guide to toys that develop skills. chicago: year book medical publishers, c1986. project method in teaching brandes, donna. a guide to student-centered learning. oxford, ox, england : blackwell, 1986. teaching-aids and devices thomas, james l. nonprint production for students, teachers, and media specialists: a step-by-step guide. 2nd ed. englewood, colo. : libraries unlimited, 1988. turner, philip m. helping teachers teach : a school library media specialist's role. littleton, col. : libraries unlimited, 1985. teaching ideas/activities creative activities and seat work chenfeld, mimi brodsky. creative activities for young children. new york : harcourt brace jovanovich, c1983. vinyard, gayle. super treasury of300+ activities, games, arts and crafts. jefferson, n.c. : mcfarland, 1984. wankelman, willard f. a handbookofartsandcrafts. 6thed. dubuque, iowa : w.c. brown, c1985. john o'amicantonio, senior assistant librarian at california state university long beach, received his msls from the catholic university of america in 1988 and his msed. from the state university of new york in 198 1 . he is currently a social and behavioural sciences librarian. janet campbell, senior assistant librarian at california state university long beach has a msls from ucla. she is currently arts and humanities librarians for csulb, where she also worked as a cataloger for over 20 years. 1en ew and forthcom i ng at reference compiled by gladys i. dratch and deborah s. garson, harvard university beckman , j . (ed . ). (2004). affirmative action: an encyclopedia. westport, ct: greenwood press, 2004. 2 vols. isbn 0-31 3-33024-7. oclc#53443248. $ 1 75 .00. i ntended to provide an overview of current scholarship on topics related to affirmative ac­ tion and impacting an array of disciplines such as law, h istory, and sociology. almost 500 en­ tries provide current, basic information on rele­ vant concepts, events, individuals, organ iza­ tions, statutes, court cases, movements, and ethnic groups. contributing authors were drawn from many parts of the world , including i ndia, japan , and the caribbean, as well as from a diverse array of d isciplines and institutions in the united states. arranged alphabetically, entries include "see also" cross-references to related entries and a bibl iography of information re­ sources, both print and electronic. the volumes also contain a series of entries exploring issues of equal ity and affirmative action in other coun­ tries, a t imel ine of important events since 1 865, a guide to related topics, and two append ixes reprinting the ful l text of the affirmative action decisions handed down by the supreme court in june, 2003. breaking ranks ii: strategies for leading high school reform. (2004). reston, va: na­ tional association of secondary school princi­ pals. 2 1 9p. isbn 0-8821 0-353-9. oclc#54673797. $22 .00 (nonmember) . as stated in the foreword, this publ ication is a "working document" for school principals. it be­ gins with a review of the first breaking ranks publ ication , breaking ranks: changing an american institution (nassp, 1 996). this edieducation libraries volume 27, no. 1 summer 2004 tion focuses on the specific recommendations in the earlier edition in which principals have a sig­ n ificant role.the first chapter outlines the core thirty-one recommendations organized under key areas: col laborative leadership and profes­ sional learning communities; personalization and the school environment; and curriculum, instruc­ tion , and assessment. the three chapters that follow are guides for implementing each of these areas, with steps and i l lustrative material , and a h igh school profi le. a section on strategies and recommendations highl ights and describes the work of thirty-three schools. includes references for general resources on school restructuring and strategic use of data; references for each of the thirty-one core recommendations; websites. appendixes include an academic self­ assessment tool; an example of a personalized learning plan, an instructional practices inven­ tory. volume references and index. hunt, t. , joseph, e. , & n uzzi, r. (eds.) . (2004). catholic schools in the united states: an encyclopedia. westport, ct: greenwood press. isbn 1 -57356-532-6. oclc#54503736. $ 1 75.00. aims to provide a comprehensive resource on k-1 2 cathol ic education . an introductory section covers the history of catholic schools in the united states. three hundred and forty alpha­ betically arranged entries cover the basic tenets, issues, and movements in catholic education . a guide to related topics organizes the encyclope­ dia's entries into larger subject areas such as admin istration; anti-cathol icism ; church docu­ ments; curricu lum; education associations; and vatican persons and agencies. includes a lengthy l ist of references and index. 22 clay, d l . (2004). helping schoolchildren with chronic health conditions: a practical guide. new york: gui lford press. 1 78p. isbn 1 -59385-043-3. oclc#53950905. $30.00. designed to be a resource guide for school per­ sonnel , including administrators, counselors, teachers, school psycholog ists, and social work­ ers for chi ldren and their parents, and for health care professionals. information covered includes the common issues associated with specific health conditions, practical information, specific strategies for dealing with related issues, spe­ cific interventions, and tips for min imizing the negative impact a health condition may have on a child's abi l ity to attend and benefit from school . lists of specific strategies, tables of checklists, handouts, and assessment instruments are available for photocopying and use with individ­ ual cases. issues and specific health care condi­ tions are cross-referenced. seven chapters cover topics such as legal responsibi l ities of the school , developing 504 plans, helping with chronic health cond itions, and a case example. references and index. hoxby, c . (ed . ) . (2004). college choices: the economics of where to go, when to go, and how to pay for ft. chicago: university of chi­ cago press. 435p. isbn 0-226-35535-7. oclc#56548030. $ 1 28.00. the editor notes that the authors' contributions to this volume make it clear that col lege atten­ dance is not affected by new policies, but that new policies impact on students' other col lege choices. chapter contributions discuss col lege enrol lment and col lege completion with an analysis of different educational outcomes; merit aid; federal tax credits for higher education ex­ penses; financing college tuition; financial aid; financial aid and students' col lege choices; resi­ dent and nonresident tuition; students percep­ tions of col lege opportunities; peer effects in higher education. numerous figures and tables. each chapter contains references and scholars' comment; author and subject indexes. hammack, f. (ed.) . (2004). the comprehen­ sive high school today. new york: teachers col lege press. 1 57p. isbn 0-8077-4456-5. oclc#5391 9236. $22.95. a col lection of selected papers focusing on the idea of comprehensiveness in u .s . secondary education. seven chapters cover an offered definition of the core dilemma of secondary edueducation libraries volume 27, no. 1 summer 2004 cation, how changes in u .s . society have changed the landscape of secondary education , research on detracking schools, a survey of re­ cent projects that connect schools to their com­ munities, and the future of the comprehensive h igh school. i ndex. kincheloe, j . , & wei l , d. (eds.) . (2004). critical thinking and learning: an encyclopedia for parents and teachers. westport, ct: green­ wood press. 532p. isbn 0-31 3-32389-5. oclc#52208343. $99.95. as stated in the preface, "this encyclopedia de­ velops a conception of critical thinking that re­ spects the intellectual abil ities of teachers and assumes that educational practitioners are ca­ pable of developing sophisticated cognitive abi l i­ ties and passing such rigorous modes of think­ ing along to their students in every curricular domain." the lengthy introduction helps utilize this work, highl ighting entries that develop the theory of critical thinking and offers ways that teachers can implement these ideas in the classroom. thirty-seven topics, from art to xenophobia, are explored by the contributors' sixty-eight articles. other examples of subjects covered: bi l ingual education , bloom's taxonomy, childhood and adolescence, cultural studies, curriculum, diversity, educational psychology, empowerment, identity, l iteracy, organizational change, race and racism, thinking ski l ls. bibl iog­ raphy; index; biographical notes about the con­ tributors. decker, c. (2005). planning and administer­ ing early childhood programs. 81h ed . upper saddle river, nj: pearson/merrill/prentice hal l . 490p. isbn 0-1 3-1 1 2548-6. oclc#5381 4498. $66.00. following an overview of early chi ldhood educa­ tion programs, this resource is organized into three parts: constructing early chi ldhood pro­ gram frameworks (planning, implementing, and evaluating the program; regulations and policy establishment); operationalizing the program (personnel, physical facil ity planning; financing and budgeting); implementing chi ldren's pro­ grams (planning; nutrition, health, safety ser­ vices; assessing, recording, reporting progress; working with the family and community; contrib­ uting to the profession). appendixes include a bibl iography of resources for program planning; state l icensing and certification agencies; com­ petencies for administrators of early care and education programs; accreditation criteria ex23 amples ; professional organizations; suppl iers of materials and equipment; financial assistance. references; author and subject indexes. monolescu, d . , sch ifter, c . , & linda greenwood, l. (eds. ). (2004 ). the distance education evo­ lution: issues and case studies. hershey, pa: information science. 326p. isbn 1 -591 40-1 208. oclc#521 2 1 358. $59.95. intended as a practical guide to those involved or interested in effective d istance education, such as educators, admin istrators, faculty, and students. two sections cover d istance education issues and case studies. the first section pre­ sents chapters on such topics as evaluating a distance education program, onl ine teaching and copyright, and faculty participation in distance education programs. the second section g ives case studies from a number of different d isci­ pl ines. chapters i nclude teach ing a studies-in­ race course onl ine, media entrepreneursh ip , and a social psychology course. index. eisenberg, m. carrie a. lowe, c . , & spitzer, k. (2004 ) . information literacy: essential skills for the information age. 2n ed. westport, ct. : libraries un l imited. 408p. isbn 1 -591 58-1 43-5. oclc#53059361 . $47.50. this book provides the background for the term "information l iteracy." essential ly a gu idebook for this topic, it begins with the chapter defining the term and exploring its meaning with regard to visual , media, computer, d igital , and network l iteracies. the chapters that fol low include the developments in the evolution of the concept (national and international); information l iteracy research; the economic perspective, particularly related to workplace ski l ls; k-1 2 education in­ formation l iteracy in connection with national and state standards, educational restructuring, and specific k-1 2 efforts; higher education informa­ tion literacy; technology information literacy; and a summary chapter. contains extensive refer­ ences to documents on the subject. appendixes include information literacy standards for student learning; chronology of the topic; correlation of information l iteracy skil ls with selected national subject standards; acrl information l i teracy competency standards for higher education; ref­ erences; and an annotated eric bibl iography. numerous charts and tables. juvonen, j. et al. (2004). focus on the wonder years: challenges facing the american mideducation libraries volume 27, no. 1 summer 2004 die school. santa monica, ca: rand. 1 55p. isbn 0-8330-3390-5. oclc#54831 085. $27 .50. describes find ings from a rand research project to assess the effectiveness of middle schools and identify the schools' major challenges. the research team reviewed twenty years of relevant l iterature and analyzed existing national and in­ ternational data . ten chapters cover project goals and methodology, educational h istory of the u .s . middle school , core practices, aca­ demic achievement, cond itions for student learn­ ing, principals, teacher competence, parental involvement, reform models, and conclusions and recommendations. appendixes include characteristics of publ ic schools serving middle grades, international and national data sets, and research recommendations. frey, p . (2004). standards of practice for teachers: a brief handbook. larchmont, ny: eye on education. 94p. isbn 1 -930556-73-x. oclc#53330837. $29.95. the authors present six standards of practice: bel ief, communication, curricu lum, instruction, assessment, and professional development. the standards are a synthesis of practical ex­ perience and the growing body of literature on qual ity teaching. each standard presented has a narrative and a continuum. the standards de­ fine four levels of mastery: a novice level for new teachers; apprentice level for beginning teachers in their early years; professional level for practic­ ing teachers; and expert level for teachers at a leadership level . at the end of the standards section is a series of vignettes to demonstrate practical appl ications for the continuums. gerler, e. (ed . ) . (2004). handbook of school violence. new york: haworth reference press. 368p. isbn 0-7890-1 623-0 . oclc#52377490. $59.95. addresses the causes of school violence, the prevention of school violence, and interventions in cases of school violence. a compan ion work to the journal of school violence. the handbook content includes a web site (http://genesis l ight.com/hsv%20fi les) for scholars and practi­ tioners to work onl ine. eleven chapters cover topics such as connectedness and school vio­ lence, student threat assessment, peer media­ tion , weapons in schools, understanding youth gangs, and school crisis interventions. i ndex. 24 jones, l . , & olkin , i . (eds.) (2004). the na­ tion's report card: evolution and perspec­ tives. bloomington, in : ph i delta kappa educa­ tional foundation i american educational re­ search association . 598p. isbn 0-87367-848-6. oclc#54976696. $69.95. this book describes the h istory and the chal­ lenges of the national assessment of educa­ tional progress (naep). the ed itors' introduction is fol lowed by a chronology of naep, 1 9632003, part one d iscusses the evolution and per­ spectives with chapters to include the begin­ nings of naep, interviews, naep and the u .s . office of education, a history of the national as­ sessment governing board (nagb), a view from the national center of education statistics; part two discusses the development of assessment materials: the assessment of citizenship , writing and mathematics; part three focuses on sam­ pl ing and scoring, with chapters on survey de­ sign issues, sampling and field operations at westat, 1 983-2001 , and emerging technical in­ novations in naep. part four covers recent chal­ lenges, with a chapter on innovations in instru­ mentation and d issemination, and a section on references. the append ixes include a glossary; an abbreviations list; l istings of u .s . commis­ sioners and secretaries of education, nagb members, naep executive directors , various committees; a summary report of two confer­ ences on a national assessment of educational progress; naep assessments, 1 969-201 2; name index. biograph ies of contributing authors . lare , g . (2004). acquiring and organizing curriculum materials. 2nd ed. lanham, md: scarecrow. 265p. isbn 0-81 08-4841 -x. oclc#55489939. $69.95. intended to be a comprehensive tool for collec­ tion development and an important reference regarding sources of curricu lum materials. mate­ rials have been gathered from companies, asso­ ciations, projects, and government agencies that publ ish, produce, and distribute curriculum ma­ terials. these materials are l isted by curriculum subject area and material format. additional ly, there is an extensive list of world wide web sites and l inks that provide teaching activities and lesson plans, curricu lum guides and stan­ dards, and curricu lum resource l inks . twenty­ two chapters include processing and access, professional associations providing curricu lum materials, textbook acquisition and organization, and ancil lary textbook materials publ ishers. i n­ dex and appendix. education libraries volume 27, no. 1 summer 2004 mcpherson, m. & nunes, m. (2004). develop­ ing innovation in online learning: an action research framework. london: routledge falmer. 1 48p. isbn 0-41 5-3351 3-2 . oclc#531 624 1 0 . $ 1 59.95. designed as a resource for education manag­ ers, course developers, and educational re­ searchers, the book covers both the theory and practice of applying action research principles to develop onl ine learn ing. seven chapters cover the four basic bui lding blocks of action research in onl ine learn ing: the organizational context; the pedagogic model ; the educational setting; and the evaluation model . each chapter begins with an academic d iscussion and concludes with ref­ erences to a longitudinal case study. includes bibl iography, appendix with n icls module online, glossary of acronyms, and index. moon, j. (2004). a handbook of reflective and experiential learning: theory and prac­ tice. new york: routledge palmer. 252p. isbn 0-4 1 5-3351 5-9. oclc#531 45493. $ 1 30.00. considers reflective and experiential learning as forms of generic learning as well as presenting practical methods of using experiential and re­ flective learn ing. twelve chapters d ivided into three sections cover topics such as the process of learning, exploring experiential learning, as­ sessment issues, reflective activities, and en­ hancing reflective and experiential learning. a resources section with practical exercises, g los­ sary, bibl iography, and index. · pandiscio, h . (2004). job hunting in educa� tion: an insider's guide to success. lanham , md: scarecrow education. 1 69p. isbn 1 -578861 1 6-0. oclc# 53896573. $39.95. a guide for those seeking positions either as a teacher or administrator, and also, those re­ sponsible for h iring teachers and admin istrators. eighteen chapters include resumes, cover let­ ters, interview preparation , interview guidel ines, and interviewing committees. cross, c . (ed . ) . (2004). putting the pieces to­ gether: lessons from comprehensive school reform research. washington, dc: the national clearinghouse for comprehensive school reform . 1 78p. intended for parents, policymakers and educa­ tors, this volume is designed to inform readers about comprehensive school reform or csr. 25 with contributions from multiple authors, four chapters cover the h istory and context for the development of comprehensive school reform (csr), challenges faced in implementing csr programs, evidence about the effectiveness of various models, and a researcher's and a practi­ tioner's perspective of csr. the center for comprehensive school reform and improve­ ment web site (http://www . csrclearinhouse.org) is the successor to the nccsr web site. teacher education programs in the united states: a guide. (2004). westport, ct: prae­ ger. 487p . isbn 0-275-981 56-8. oclc# 5576441 6 . $95.00. this resource was publ ished in cooperation with the american association of col leges for teacher education and is part of the american council on education/praeger series on higher education. the directory provides data for 872 institutions that offer teacher education pro­ grams. the information was col lected through a questionnaire, an internet search , and data­ bases maintained by the national center for educational statistics. the data is current for the 2002-2003 academic year. i ncludes the member institutions of the american association of col­ leges for teacher education and reg ionally ac­ credited institutions that responded to the ques­ tionnaire . arranged alphabetically by state and by name of institution , the entries include the institution description; institution control (public or private) ; calendar; officials; faculty number; degrees awarded; admission requirements; fees and expenses; financial aid; accreditation; un­ dergraduate programs; graduate programs; li­ censure/reciprocity. thomas, p. (2004). numbers games: measur­ ing and mandating american education. new york, ny: p. lang . 1 66p. isbn 0-8204-6825-8. oclc#53903700. $29.95. geared to general and professional audiences, this publ ication is concerned with the predomi­ nant assumption in american public education that the best assessment of student learning is based largely on the use of numbers, quantita­ tive data . the author expresses his advocacy for broad-based l iteracy education and for greater inclusion of qual itative data for student assess­ ment. part one d iscusses the numbers games, american style , with two chapters: the american psyche and politics media and education . part education libraries volume 27, no. 1 summer 2004 two discusses the numbers games with in and against the classroom, with chapters on the numbers and forces behind teaching practices and d ismantling publ ic education by the num­ bers. references . wakefield , s . , et a l . (eds.) . (2004). unfocused kids: helping students to focus on their education and career plans: a resource for educators. greensboro, nc: caps press, llc; american counseling association fdtn. isbn 1 1 56 1 -091 05-7 . oclc#56558744. $47.90. intended to provide a hands-on resource for educators to include school counselors, career special ists, classroom teachers, administrators, curricu lum d irectors, schools board members, and others. divided into e ight sections the book is a compilation of a broad variety of career guidance ideas, suggestions, resources, and programs. the eight sections cover societal trends and workplace issues, comprehensive school counsel ing programs, project-based ca. reer guidance models, innovative approaches to workplace training, parent involvement in career planning, career development activities/games, career development practices for special popu la­ tions, internet del ivery systems in career guid­ ance. thirty-two chapters by ind ividual contribu­ tors and authors offer an encyclopedic coverage to the topic of career gu idance. a conclusion addresses how to and what needs to be done. withrow, f. (2004) . literacy in the digital age: reading writing, viewing, and computing. lanham, md: scarecrow education. 1 07p. isbn 1 -57886-033-4. oclc#52495523. $21 .95. directed at a general aud ience, this publ ication offers an overview of the topic that is both per­ sonal and informed by the author's experience as an educator. chapters discuss how infants and children learn ; signs, codes, and symbols; reading and writing; literacy and technology; l it­ eracy, curriculum, and school achievement; learning in the twenty-first century; the role of the federal government in learning technologies. references. gladys i. dratch, head of col lection develop­ ment, and deborah s. garson, head of re­ search services, gutman library, harvard uni­ versity. emai l :g ladys_dratch@harvard .edu , deb­ orah garson@harvard .edu 26 articles issues in electronic resource services in k-12 school library settings by lesley s. j. farmer dept. of edpac, california state university long beach, ca abstract school libraries constitute a unique niche in librarianship relative to electronic resource collection development for several reasons: •loco parentis status •need for free access and services •adherence to institutional demands and priorities •educational mission . this article focuses on the unique factors that online electronic resources pose in school library settings relative to professional issues of planning and administration, selection and acquisition, organization, instruction, and appropriate use. underlying considerations in addressing these factors and examples of best practices are offered to help librarians provide effective service using these materials. introduction a few years ago, a california high school librarian had his budget slashed. he could barely buy any paper backs, let alone reference . but he was clever, and rea­ lized that the telephone bill was not part of his budget neither were computers. so he networked the comput­ ers and used a free university account to enable stud­ ents to log onto the internet. using lynx, his students could find documents for their research projects. access was slow, and the text was not glamorous, but useful information was available. at the time, his pract­ ices were considered controversial, not only because he seemed to be putting the library's permanent colle­ ction in jeopardy but also because he was perhaps practicing less that truly fair financial habits. education libraries volume 25, no. 2 winter 2002 as of fall 2000, 98 percent of u. s. public schools (cattagni) and over 80 percent of high school librar­ ies (miller) provided access to multimedia electronic resources through the internet. the issue is not so much, can it be done, but do all students have equi­ table access to these important sources? for students can find images, sound and videos clips as well as text. the web's gui interface enables students to ex­ plore hyperlinks in accordance to their own interests and needs; they control the learning environment more than ever before in ways that reflect their individual learning styles. web-based resources particularly address the needs of english learners. they can take advantage of visual clues to help them comprehend the text, access documents in world languages, and use translation programs such as altavista's babe/fish to change english into their primary language. 6 the benefits seem obvious. even more obvious is the interest that many students display relative to electronic resources. the author has observed high schoolers standing in a line twenty minutes to use an electronic encyclopedia rather than consult a current print encyclopedia right behind the computer station. at the same time, some students may be lulled into a false sense of competency as they happily locate a thousand "hits" on the internet, only to find that none has exactly the desired information . no, the actual picture of electronic resources is not as simple as plugging in a computer and clicking on internet connection. many costs are associated with this service, and intellectual and even psychological considerations make these resources a complex set of issues . indeed, school libraries constitute a unique niche in librarianship relative to electronic resources for several reasons: • loco parentis status, which impacts access to inappropriate sites and staff supervision issues • need for free access and services • adherence to institutional demands and priorities • educational mission while other types of libraries share some of these features, school librarians must deal with their combination .this article focuses on the unique factors that electronic resources pose in school library settings. underlying considerations in addressing these factors and examples of best practices are offered for librarians providing service using these materials. appropriateness the very first question that needs to be posed is: are online electronic resources appropriate for all schools? within this population, the librarian needs to consider both students and staff. some educators, such as jane healy (minkel) do not think that primary students should use web-based resources at school . they contend that youngsters need to touch actual books and work with materials first hand (i.e., crayons, clay, plants). they point to the difficulties that small hands have with adult keyboards (although child-size keyboards are obtained easily these days) and typing techniques. they assert that the internet does not have a sufficient number of good sites that are educational sound and developmentally appropriate for young minds. they note the preponderance of text-based materials that are difficult to read, and suggest that youngsters do not have sufficient experience or analytical skills to ferret out untruths or biased information . education libraries volume 25, no. 2 winter 2002 furthermore , the issue of protecting youth from pornographic or otherwise inappropriate material can discourage the school librarian who either tries to locate an effective filtering program or has to figure out the technical means to limit access to inquisitive minds .the majority of educators favor internet access for children (leu; children's partnership) asserting that the resulting access to worldwide resources broadens and enrichs the child's world. with the increasing number of sites that incorporate visuals and sound, children can enjoy and understand more concepts than previously possible. particularly with the baby boomlet, educational and commercial producers see the increased interest in child-oriented web sites. mass media routinely support web links to complement their principle products : discoveryschool, pbs, scholastic, and timeforkids are just a few of the thousands of child -sensitive resources. youth organizations and professional groups also use the internet to offer materials for children. from these and many other supplies, school librarians and their classroom teacher peers can select age-appropriate web site that support the curriculum . additionally, librarians and other entities have organized these links. the american library association, for example, maintains a list of more than 700 urls for children and families. librarians at the university of california, berkeley, have developed a well-indexed directory of children's sites:kidsc/ick, which even assigns dewey decimal classification numbers to the links. commercial enterprises such as aol and britannica also index child-centered web sites. to combat fears of unbridled access, school librarians in elementary settings often create secure web portals that list selected resources. the school and district may also reinforce security by installing proxy servers that limit internet access. on a more constructive note, school librarians teach the entire school community students, staff and parents how to evaluate electronic resources . they show exemplary sites, and point out the critical features that the user should consider. thus, the uneven quality of internet documents is turned into a learning opportunity. in the final analysis, the decision to provide web-based electronic resources remains an educational decision . in the broad scheme, the main academic issues become: • content • incorporation into the curriculum • access. naturally, these decisions also have to be predicated on the availability of fiscal and facility resources as well as staff training and support. 7 strategic planning school libraries exist within the construct of the school itself and the legal entity of the school district. as such, the library's program must align and support the school's mission . electronic resources, unlike print materials, rely on the school's and district's technological infrastructure . administration and school boards typically select the internet service provider (isp) and also determine the kind of access both within the school site as well as remote access for families . while school libraries constitute a logical facility for internet access, since they act as information centers, school librarians cannot assume that such will be the case, so they need to participate in strategic planning meetings. just in terms of equipment and lines, several decisions need to be made that have impact on the school library: • how will internet-ready equipment be distributed: in computer labs, single systems in classrooms, "pods" of thin-client systems throughout the school? will the library contain a computer jab or be situated alongside a lab? if internet access is limited to the library, then scheduling issues will arise (who has priority? how often can a class use the library 's systems?). in th is scenario, the librarian will probably have the responsibility of teac11ing students and faculty how to use the internet effectively. on the other hand, if internet access is ubiquitous, then teachers may bypass the library, assuming that their students can "get everything they need" off the 'net. teachers will likely have to teach navigation skills, and some do not have the expertise or see the need for such instruction ("aren 't today's kids born computer-ready?") • how will the internet access be distributed: from an instructional server in a separate room, through the library server, or confined to one room or portion of the school? this issue points out the need for network management, and the possible demands put upon the librarian to maintain the system. in other cases , when the library node must go through the site server to access the router and outside services, some resources may be blockedand if the main system crashes , the library too suffers. • will the school maintain a web server? will it allow remote access to electronic resources? a corollary of the prior issue, the answer impacts student use of electronic resources from home. if remote access is possible, then the school library web page education libraries volume 25, no. 2 winter 2002 should take advantage of family participation to extend information literacy learning. internet access also involves control issues: • will stations be configured to allow, or forbid, telecommunications (i.e .; email and chats)? the school librarian can encourage students to send downloaded files or original documents to their email accounts if email is possible, and students can contact experts in the field if telecommunications is available. however, such access is a two-edged sword: anonymous email preference makes it difficult for students to get responses, and adult chat rooms can weary the supervising school librarian. • can hard drives be accessed for installation, troubleshooting, and storing documents? for security reasons, systems may need to be locked down. if school librarians can access the systems, then they can make changes independentlyif they know how. yet if those systems are closed to librarians, then they have to rely on others to do that work whenever it fits into their workload . • what security exists: firewalls , passwords, acceptable use policies (aup)? who is responsible for handling passwords and a up? in some cases, a technician handles these processes; in other cases , the librarian must assume that task. • who has internet access for web page development and maintenance? in some districts or schools , one person is authorized to make changes. while this approach limits possible mishaps, it can stifle timely changes for library web pages, particularly as web links come and go. alternatively , it may be the librarian who gets that "honor'' to maintain the web, which can take away valuable time from other professional duties. administrative issues while not a central aspect of collection development, library catalogs interface with school administrative programs, such as sasi, becomes an integral part of library service since maintaining accurate records of student materials also includes accounting for overdue and lost materials. additionally, the library's web portal usually links with the school's web page. as librarians (and schools) permit remote access to electronic 8 resources , then technical protocols about passwords and dynamic ip addresses need to be determined. site licensing agreements need to address these issues, particularly if the agreement is based on the number of users. without robust measures to limit access to the intended school community, the library's resources may be accessed worldwide with thousands of users on the other end of the line overwhelming local access lines. selection and acquisition because the school library needs to support the school's mission, curricular needs constitute the core selection criterion . when locating useful reference sources that are available for free on the internet, then the same selection criteria can be used as apply to print resources, taking into account technological features such as navigation ease and compatibility with existing hardware and operating systems. school librarians also consider the reading ability of their clientele/ thus, multimedia sites are attractive because students can access the information using visual and sound cues alongside text. particularly since schools need to serve a// their students, language and learning style differences must be considered in selecting these resources. the real challenge occurs when selecting those resources that may cost thousands of dollars. particularly since school library budgets tend to be limited and online databases can be costlyonly the most accessible and high-use resources are likely to be selected . particularly since all resources need to be accessed gratis by the school community, funding must come from the school and its supporters. thus, school librarians look for products that span subject areas and formats, such as e-library and the nici virtual library (rather like a "mutual funds" of resources). as with other libraries, electronic collection selection includes basic reference materials such as encyclopedias, serials and databases, and citation tools. in each case, the issue of format must be addressed. co-roms are appealing because they are permanent, and work even when the internet crashes. however, they require additional work installing and maintaining them (both in terms of updates as well as keeping them secure). additionally, questions of networking technicalities and legalities may seem daunting to many school librarians. the internet, on the other hand, provides easy access and immediate timeliness. for the remainder of this article, emphasis will be placed on online resources. librarians also have to weigh full text databases against citation databases; usually school librarians opt for full education libraries volume 25, no. 2 winter 2002 text because the two-step process of finding the citation and then locating the periodical can frustrate students. also, space constraints also makes online periodical databases an attractive solution; many school libraries subscribe to few print magazines except for general news titles (i.e., time) and high-interest browsing titles (i.e., sports illustrated, seventeen, etc.) of course, such a decision may backfire when funding is scarce and online subscriptions have to be curtailed; the library is left with a dearth of access to periodicals. particularly since librarians usually cannot download databases permanently, they have nothing to show for their years of access fees. since the selection process should be done collaboratively with the rest of the school community, school librarians need to seek input from faculty, in particular. this task, however, is two-edged, since most classroom teachers do not have a broad knowledge of electronic resources . in some cases, faculty may remember university collections and suggest databases such as psych abstracts, which are generally too advanced for high school students (as well as too expensive). furthermore, if school faculty are unaware of high­ quality online databases that are appropriate to k-12 settings, such as sirs, then they will need to be trained in their useand usefulness by the librarian in order to optimize that expenditure. fortunately, many suppliers allow librarians to preview their products for 30 days by using a time-sensitive guest password or demo disk; school librarians can then publicize th e potential electronic resource and have the school community assess its value . not only does the school site community get involved in selection, but in some cases, school districts, regions and even states enter into the equation. the los angeles unified school district (the nation's second largest district) leveraged its student population and financial coffers to entice database producers to provide access to their products for a semester to test their usage. then the most highly used products would be chosen as part of a district-wide resource "package." this practice, now considered commonplace in higher education, is increasingly done in k-12 settings . the california state department of education now has agreements with major electronic resource providers so schools can get deep discount subscriptions. in fact, libraries of different types have been forming consortiums for years. one of the most recent efforts was a statewide set of electronic databases for all libraries in nevada. by pooling funds, libraries have gained power in numbers . the price they pay is less control in the selection process. 9 'j as with other libraries, another major factor in selection and acquisition is the equipment to access these materials. schools sometimes must settle for older hardware and slower internet connections. they might not have ongoing technical help, particularly in terms of networking oversight, so products need to be easy to access or install. fortunately, e-rate provisions facilitate internet connectivity, especially in impoverished school district. however, long-term governmental support still cannot be guaranteed, so school librarians need to keep lobbying for reasonable access costs. organization on one level, organization of electronic resources is easy if the school library has few titles. typically, a basic school library would have an online library catalog, subscribe to an online magazine index service such as proquest, own a cd-rom networked or subscribe to an online encyclopedia, link to a local or regional library system, and have access to the internet through a commercial or educational service provider. thus , a simple library web page could handle these links. however, if the school librarian wishes to organize aspects of the internet itself; that is , choose appropriate urls and organize them for easy access, the task can become much more complex. the following reflect the most common solutions: • • • provide a megasite or a screenful of "rich" links to other libraries with strong indexes pages, such as the university of michigan or the university of california riverside (which actually catalogs and indexes educational web sites). use the dewey decimal classification system to offer a digital collection of urls. this approach reinforces the rest of the library's organizational system, but if those sites are not fully catalogued or given metatags, then some students may find the arrangement artificial and abstract. index selected urls by curriculum area, often one linked "page" per topic. teachers tend to prefer this approach. however, one web site may be appropriate for several academic areas, so duplication may increase. some librarians balance this approach by providing a list of general sites, such as the american library association's list, the equivalent of general reference sources such as a dictionary, a short list of major search engines and directories,and subject-specific sites. education libraries volume 25, no. 2 winter 2002 increasingly, school librarians develop library web portals that include the following elements: • general library information (hours, services, staff, facilities) • current library news (recent acquisitions, programs, events) • interactive service (homework help, online book club, reserves, scheduling) • links to other aspects of the school and district • community outreach (with parents, local libraries, government agencies) • as well as electronic resources (catalog , magazines, curricular and personal interest web sites). as with traditional resources, organization of electronic resources must be maintained . particularly since urls change frequently, providing a lengthy list of specialized web sites in a timely fashion can absorb an amazing amount of time unless that task can be delegated to trained volunteers. therefore, school librarians need to think carefully before making that decision and ascertain the amount of support the school is willing to allocate to this function. a safe approach is to develop a highly focused, highly selective set of stable resources on a clean page using simple web scripting . intellectual access: instruction physical access to electronic reference tools does not guarantee their use. therefore, instruction in the use of electronic reference resources is a key function of school librarians. they are, after all, teachers. both students and staff need this training because these electronic tools were not part of the educational preparation of some veteran teachers. in an era where school instruction is largely driven by standards, it should come as no surprise that information literacy and technology literacy standards exist for k-12 students. the american association of school librarians (aasl) and the association for educational communications and technology (aect) developed information literacy standards (information power, 1998) that focus on the effective and efficient access, evaluation and use of information in socially responsible ways. the international society of technology in education (iste) developed national technology standards (2000) for students so they can use technology effectively in research, problem-solving, production and communication. just as a print reference section represents just one part of the library's total collection, so too does the electronic resource "section" potentially constitute just one part of a library's web presence. 10 thus, standards-based instruction that partners school librarians and classroom teachers helps students intellectually access these electronic references. two major factors differentiate traditional library skills t::la±1±g arrl work b. the e::ectjon±:: jealn :evaluation and navigation . the internet, examined in its entirety, does not have the some quality controls as print-based publishing. thus, the school community has to learn how to critically evaluate online information; no longer does the school librarian have exhaustive selection control. however, those electronic reference resources purposefully chosen by the school librarian continue the concept of high-quality collection development, and, as such, should be publicized. parents, in particular, can rest at ease knowing that a professional has located appropriate materials for their children. for that reason, school librarians should provide links to these sources on the opening screen of library web portals . if that issue is resolved, the issue of navigation becomes paramount. some students still struggle with the concept of an index volume to an encycloped ia. now they have to understand and use a variety of electronic search strategies . "which box do i type in ?" "what 's the difference between a browser and a search engine or a directory?" "can 't i just type in a question and have the computer find it?" "boolean ???" powerful search engines and algorithms facilitate quick access to the specific information desired, but they also require careful attention to key terms, alone and in combination . interestingly, early technology nay-sayers thought that children would not need to spell or read well with the advent of the internet; if anything, students have to be even more accurate in their spelling and reading habits these days. indeed, the entire research process becomes a more conscious, deliberate act in the electronic age. school librarians can use technology as a motivator to engage students in thorough and thoughtful practice throughout the process: 1 . what is the task or assignment? what information do you need in what format and to what extent? librarians need to teach the concept of key words and controlled vocabulary . they also need to emphasize that different resources use different terminology. education libraries volume 25, no.2 winter 2002 2. where will the information be found? what kind of electronic resource will be the most fruitful? librarians need to point out the key features of different kinds of resources, just as they would in the print world . 3. how credible is the information? does it pertain to the assignment? is it appropriate in depth and readability? even within authoritative databases, perspectives differ across sources. 4. what is the meaning of the information? what conclusions may be drawn? librarians can show students how to take reflective notes using the computer, moving effectively between software applications. some online encyclopedias such as encarta incorporate note-taking features into the product. 5. how should the findings be organized and synthesized? in what format should the findings be presented? electronic resources may include tables and charts that show students how to present information in an organized way. students can also export reference elements (i .e., diagrams, video clips) into original multimedia presentations. 6. how will the process and product be evaluated? librarians and teachers need to use rubrics , or other assessment tools , that focus on content as well as on technology as well as process of both researching and presenting . school librarians have to decide whether to develop these aids themselves or locate existing high-quality products . teaching aids might be produced commercially, developed by educator or library professionals, or created by students. as with other selection processes, choosing a product depends on objective, quality and budget. will a generic tutorial work, or does it need to be customized for the specific library? what time and human resources are available to create an original instructional aid? the more that school librarians can collaborate with others in this endeavor, the more the results will be cost-effective and time-efficient . the advent of electronic reference sources opens new possibilities and issues -for school librarians . this article does not detail the comparative issues of electronic resources in differentformats, i.e., cd-rom, 11 dvd or digital video. it does not explore the issue of in­ house produced electronic reference information or 24/7 online reference help. nor does it delve into all the ramifications of the digital divide. electronic reference collection development and its associated services is an ever-widening, open-ended field. certainly, today's professionals need to keep current about technology trends and practices . particularly as the student population in the united states also becomes more diverse, school librarians need additional support to insure that a// students have the physical and intellectual access to high-quality, relevant electronic resources that a global society can provide. anything less constitutes a failure to educate the future. references american association of school librarians and the association of educational communications and technology. (1 998).1nformation power: building partnerships for learning. chicago: american library association. cattagni, a. & farris, e. (may, 2001 ). internet access in u.s. ·public schools and classrooms: 19942000. statistics in brief. washington, dc: gpo. eisenberg, m. &johnson, d. (1996). computer skills for information problem-solving: learning and teaching technology in context. syracuse, ny: eric clear­ inghouse on information andtechnology. farmer, l. & fowler, w. (1 999). more than information:the role of the library media center in the multimedia classroom. worthington, oh:linworth. international society for technology in education.(2000). national educational technology standards for teachers. eugene, or: iste. lathrop, a. & foss, k. (2000). student cheating and plagiarism in the internet era: a wake-up cal/. englewood, co: libraries unlimited. leu, jr., d. (2001) internet project: preparingstudents for new literacies in a global village. reading teacher, 54, 6, 568-573. education libraries volume 25, no.2 winter 2002 miller, m. & shontz, m. 2000). location is everything. school library journal, 46:11 , 50-61. minkel, w. (2000). tech comes later. school library journal, 47, 5, 39 . nolan, c. (1 999). managing the reference collection. chicago: american library association. online content for low-income and underserved americans: the digital divide's new frontier(2000). santa monica, ca: the children's partnership. dr. lesley s. j. farmer is associate professor, dept. of edpac,california state university, long beach, ca. e-mail:lfarmer@csulb.edu i 562.985.4509 12 standards and assessment by dr. lesley s. j. farmer this issue of education libraries marks the first one publ ished under the d i rection of the special libraries association, education division's new editor dr. lesley farmer. the change in editorsh ip took more time than anticipated, so the forthcoming issues wi l l be disseminated more closely to complete the ful l publication schedule. dr. farmer i s the professor of library media at cal ifornia state university, long beach , and coord inates thei r library media teacher program. she also teaches educational technology. dr. farmer has worked in k-1 2 settings in both public and independent schools as wel l as in specia l , academic and public l i braries. her most recent editorship was the cal iforn ia school library association journal. she has written eighteen books and over a hundred articles on l ibrariansh ip . her most recent book is student success and library media programs: a systems approach to research and best practice (libraries unl imited , 2003). the theme for this issue, "standards and assessment," rose from the 2003 conference sessions sponsored by the division, and also reflects the growing emphasis on accountabi l i ty and effective programs. the two articles take total ly d ifferent approaches to this issue. � tirupalavanam ganesh critically examines peer-reviewed ejournals in education in terms of thei r qual ity and their multimedia features. he notes that, while ejournals may provide a cost-benefit savings to scholarly publishing , he rightly points out that these same publishers are , by and large, neglecting to take advantage of the unique features that multimedia offers. just as most l i brarians now scoff at commercial co-roms that dupl icate a print version of a document, so too should l ibrary professionals demand that ejournals provide value-added features possible only in a digital environment. jana varlejs analyzes the courses offered by l i brary and information science programs relative to special l i brarianship. in her broad brush sweep, she notices uneven treatment rather than a systematic approach to special l ibrarianship. considering the extensive knowledge and ski l l sets expected of entering l i brary and information professionals, she fi nds the relative dearth of special l ibrary offerings not surprising . she also commends the continuing education efforts of sla and other special l ibrary associations to address the specific needs of this population. sti l l , one might consider the possibil ity of a two-tiered degree program: basic l ibrary and information science foundation, and a second level concentration in at least one special ization. the department columns continue to provide t imely reference sources in print and onli ne. gladys dratch and deborah garson summarize leading 2003 and 2004 reference books. anne wade focuses on the theme as she notes relevant web sites on distance education , information l iteracy and l i brary instruction, users with disabil ities, and other non-grouped urls on the theme. a long series of book reviews completes this issue, with several new reviewers contri buting their efforts. the next issue, which has the theme "management issues," wi l l concentrate on more articles. submissions are warmly accepted . education libraries volume 26, no. 1 summer 2003 4 general american association of school librarians. (2004). position statement on the role of the school li­ brary media specialist in site-based management. retrieved from the ala web site on may 1 9, 2004, from http://www.ala.org/ala/aasl/aaslproftools/positionstatements/aaslposition statementroleschool. htm describes key elements of the site-based management model as it relates to the role of the l ibra ry media specialist. looks at how site-based management impacts fou r key areas of decision making: personnel, curriculum, budget and faci l ities. discusses the need for the l ibrary media specialist to take a proactive, leadership role in i nforming their community of users about the value of this model. canadian library association and the canadian school library association. (2000, nov.). position statement on effective school library programs in canada. retrieved from the cla web site on may 19 , 2004, from http://www.cla.ca/divisions/csla/ pub_3.htm emphasizes the crucial connection between the school l ibrary program and the education of young peo­ ple. thus, "the role and responsibi l ity of the school l ibrary l ies in the development of resource-based pro­ grams that will ensure that all the young people in our schools have the opportunity to learn the skills that will enable them to become competent users of information . " provides key factors that are critical for the success of these programs. · saetre, t. p. & wi l lars, g . (2002). ifla/unesco school library guidelines. retrieved from the i fla web site on may 1 8, 2004. from http://www. ifla .orgni i/s1 1 /ssl . htm#3b informed by the i nternational l ibrary community, saetre and wil lars have compi led these guidel ines for school l ibraries based on the principles outlined in the iflaiunesco school library manifesto: the school library in teaching and learning for all. "these guidel ines have been produced to inform decision makers at national and local levels around the world , and to g ive support and guidance to the l ibrary community, a l l written to help schools to implement the principles expressed in the manifesto. " for a copy of the manifesto in engl ish, see http://www. ifla.org/ vl l/s1 1 /pu bs/manifest. htm tasm ania. dept. of education library and i nformation centre. (2003, may 29). tasmanian school li­ brary guidelines. retrieved on may 29, 2004, from: http ://www.education.tas.gov.au/ de l ic/school-lib­ gu idel ines/ intended primari ly for tasmanian government school l ibraries, however, a useful source for any school l ibrary. i nclu des chapters on: effective l ibrary services, information management and collection develop­ ment, information services, professional development and d isaster management. "the handbook has been compi led using information available in existing handbooks, websites and print publ ications and has been researched by l ibrarians and by teacher-l ibrarians working for education department l ibraries." available in . pdf format. education libraries volume 26, no. 2 winter 2003 35 human resources abels, e. jones, r . , latham, j . , magnan i , d. , & gard marshal l , j . (2003, june) . competencies for in­ formation professionals of the 21st century. (rev. ed . ] . prepared for the special libraries association board of directors by the special committee on competencies for special l ibrarians. retrieved from the sla web site on may 1 8, 2004, from: http://www. sla.org/content/learn/ comp2003/index.cfm ' i provides an extensive list of professional and personal competencies for information professionals. american association of school librarians. (2004). position statement on appropriate staffing for school library media centers. retrieved from the ala web site on may 1 9, 2004, from http://www.a la.org/ala/aasl/aaslproftools/positionstatements/aaslpositionstatementappropriate. htm outlines the major principles of staffing patterns in school l ibrary media programs, and suggests that a fu l l complement of professional, and support staff is critical. association for tea cher-librariansh ip in canada and the canadian school library association. ( 1 997, nov. ) . students' information literacy needs in the 21st century: competencies for teacher­ librarians. retrieved on may 1 8 , 2004, from the cla web site from http://www.c la.ca/ d ivi­ sions/csla/pub_2. htm provides a comprehensive l ist of professional and personal competencies for teacher-l ibrarians. gendron , c. (2000). competency profile of information management specialists in archives, li­ braries and records management: a comprehensive cross-sectoral competency analysis. re­ trieved from the cla web site on may 1 9, 2004, from http://www.c la .ca/ resources/competency.htm establishes a competency profile for professionals and techn icians working as information resources special ists. suggests the p rofile has a number of appl ications: " i t can indicate the range of ski l ls needed to work in this area, thereby allowing for an assessment of the ava i labi l ity of corresponding train ing. it is important to those who share responsibil ity for developing, providing and purchasing train ing. in a similar fashion, _ the profi le can be used by individuals to evaluate their own skil ls and to determine areas where they should pursue add itional train ing. on an institutional level , this material can be applied in developing ind ividual position descriptions." a con densed version of this document has been publ ished in vol . 46, no. 3 (2000) of feliciter. hisle, w. l. (2002) . top issues facing academic l ibraries: a report of the focus on the future task f orce. c&rl news, 63(1 0). retrieved on may 2, 2004, from http://www.ala.org/acrl tem plate.cfm?section=novmonth&template=/contentmanagement/contentdisplay. cfm&contentid=971 6 presents the results o f a task force that consulted with l ibrarians over a n 1 8-month period to "help the . association meet the challenge of keeping our focus on the big questions-those questions which have the potential to help academic l ibrarians shape and change their services to further improve learning and research . " i ncludes recruitment and retention of academic l ibrarians within the top ten issues. education libraries volume 26, no. 2 winter 2003 36 manag ing change conference board of canada. (2003). innovation skills profile. retrieved from the conference board of canada's web site on may 1 9 , 2004, from: http://www.conferenceboard.ca/ education/ learn ing­ tools/isp. htm " isolates the un ique contribution that an ind ividual's skil ls, attitudes, and behaviours n'lpke to an organ iza­ tion's innovation performance by focusing on creativity and continuous improvement ski l ls, risk taking ski l ls, relationsh ip bui ld ing ski l ls, and implementation skil ls." avai lable in . pdf. edwards, e. ( 1 997, sept. ) . change and uncertainty in academic libraries. ariadne. retrieved on may 4 , 2004 from http: //www.a riadne.ac. uk/issue1 1 /main/ discusses the increasing importance of the role of managers in a dynamic environment faced by aca­ demic l ibraries. based on interviews with 80 l ibrary and related support staff in a sample of i mpel2's case study sites, edwards reviews some of the factors seen to contribute to this environment, especially the use of information technolog ies and its impact on organizational change and planning. edwards, c . & walton, g . (2000, march 22) . change and the academic library: understanding, man­ aging and coping. retrieved on april 27, 2004, from http://on l ine. northumbria.ac. uk/ facul­ ties/art/information_stud ies/impel/change1 . htm provides a d iscussion and some practical steps for managers to help cope with change. also describes some of the benefits of the " learn ing organization." groen f. k. ( 1 998 ) . the change in the university library: towards the twenty-first century. paper presented at new missions of academic libraries in the 2 1 st century: an i nte rnational conference (pe­ king un iversity, october 25-28, 998) . retrieved on apri l 28, 2004, from: http://l ibrary. brand eis.edu/beijing_ conference/ · examines three questions concerning .change in the un iversity l ibrary in the 2 1 51 century: the content of l ibraries, the staff and leadership of l ibraries, and the chang ing external environment. she points out that barriers wil l be broken down in the trad itional ly " rigid" organizational structure of academic l ibraries due to technolog ical change and a new breed of managers. success will depend on the abi l ity of the entire staff to plan for change. siddiqui, m.a. (2003). management for change in acquisitions in academic libraries. electronic library, 21 (4), 352-357. retrieved on may 1 8, 2004, from: http://dois.mimas.ac.uk!dois/datal arti­ c/es/julfpcatty:2003:v:21:i:4:p:352-357.html "this paper d iscusses the essential elements of management for change in academic l ibraries, the ways in wh ich acqu isitions managers can exhibit leadership in this environment, and how acquisitions l ibrarians can cope with this change . " li nks to sites bertland, l. (n .d . ) . resources for school librarians. retrieved on may 1 8 , 2004, from http://www. sldi­ rectory.com/libsf/resf/evaluate. html#top provides l i nks to sites on school library standards, job descriptions, evaluation, school library m ission statements, action plans for l ibrary improvement, conducting action research, annual library reports and school library statistics. education libraries volume 26, no. 2 winter 2003 37 bubl link: library management. (2004, march 1 7) . retrieved on april 30, 2004, from http :// bubl .ac. uk/l ink/1/ l ibrarymanagement. htm provides a selection of l inks for topics on l ibrary management, includ ing : managing change, employment, services, preservation etc. library management. (n .d . ) . retrieved on may 4, 2004, from http://www.electron ics-ee.com/ re­ sources/library _management. htm provides 30 l inks to documents on l ibrary management related topics. special libraries association . (n .d . ) . library strategic plans articles. retrieved from the sla web site on may 1 8, 2004, from: http://www. sla.org/contenuresources/infoportals/libstrat.cfm provides a bibl iography of resources related to strategic planning, not al l of wh ich are available onl ine. requires sla member id to access. special libraries association . (n .d . ) . management: general library resources articles. retrieved from the sla web site on may 1 8 , 2004, from: http://www.s la.org/contenuresources/ infopor­ tals/gentops.cfm provides a bibl iography of general resources related to management, not al l of which are avai lable onl ine. requires sla member id to access. compiler's note: text that is enclosed within quotations marks has been taken directly from the document. anne wade is manager of the centre for the study of learn ing and performance and has taught in the i nformation stud ies program at concordia un iversity for ten years. email : wada@education.concord ia.ca education libraries volume 26, no. 2 winter 2003 38 scrase,timothy j. ed. social justice and third world education. new york: garland publishing, 1 997, 2 1 3 p. garland reference library of social science, vol. 1 1 30. reference books in international education, vol. 37. isbn 0-81 53-1 1 68-0. social justice and t hird world education is an easy read for researchers on two very important and valuable topics. as is typical of any edited book with a number of individual chapters each with its own author or authors, the quality and readability of the chapters vary. despite this the book does an excellent job of covering a number of countries and ethnicities throughout the world. covering two very important issues as the title implies, the authors do an excellent job of demonstrating how these two areas overlap. the book is a must for those working in a number of academic areas such as comparative and international education, political science and sociology. this book is part of a series on comparative and international education. as indicated in the introduction, the "aim" of the book is to reverse the trend of examining international education in terms of just educational opportunity and to examine "education justice" as it is linked to "full and unhindered opportunity to participate in society's major institutions." each of the chapters in the book examines the questions of what education should be doing for the population and why in some nations education has simply been reduced to job training. furthermore, the book explores how education has the potential to go beyond just merely helping individuals (individual justice), and how in fact education can improve the status of whole groups of people (social justice) in addition to examining those societies where education has failed to raise the social status of its population. the book is divided into two parts. four chapters in part i are devoted to problems and issues; policy and implementation. part ii looks at the issues that affect the policies and theories of social justice articulated in part i, and provides several case studies. included in those problems outlined in part i is colonialism. in chapter one m. k. bacchus argues that the colonial policies of the past have created the inequality of today. even within less developed countries where there may be money (e.g. southeast asia) there is a disparity in terms of who is getting the money. bacchus further argues that the traditional notion of the more educated people in a country the less inequality there will be in that country is not supported by the statistics. he illustrates that school enrollments have increased dramatically in the third world while malnutrition, ill iteracy and inequality of income have increased. bacchus' arguments are supported in chapter two by john martino's assertion that the "notion of social justice has been all but abandoned." martino maintains that third world nations have abandoned social justice as it applies to education. he also focuses on economic principles and the problem of money filtering down to only some of the people, which results in an uneven system of education that seemingly only supports the elite and upper middle class. in the chapter on national unity ibrahim alladin discusses the problems of race and ethnicity in the postcolonial third world. this is an interesting chapter that examines such topics as assimilation and the melting pot as well as multiculturalism. alladin also suggests that education has been linked with economic growth and can in fact play a more effective role in liberating marginalized groups. part ii includes discussions of education in africa, india, grenada, china, south america and the arab world. the chapter entitled "social justice and the micropolitics of schooling in india" addresses education in india as a conduit for national unity. the author, ruchina ganguly-scrase, addresses the goals of the indian government to raise literacy levels and eradicate educational inequality. she argues that an equal education for all implies a "unified national outlook regardless of class, gender, and caste." the author focuses on the rabi das community in particular and the efforts made by the state to introduce them to education. many of the problems highlighted here reflect the stigma of social caste systems in india. in fact, the rabi das suffer a marginalized status in india due to being untouchables. the chapters on china and the arab world, though not alone in treating their subjects accurately, are noteworthy here. ronald price writes in "social justice and education in china" that the traditional ideas of hierarchy as laid out in the confucian practice of filial respect has had a great impact on china's education and justice systems. in fact, he indicates that china is still mostly rural, education libraries vol. 22, no. 1 / 2 46 b o o k r e v i e w s with the majority of the chinese not receiving formal education. similarly, khadiga m. safwat argues in her chapter, "arab women and social justice" that the accepted hypothesis of "economic democracy leading to political democracy and social justice" as a result of an equal education is not always the case. in fact, despite their efforts at improving educational opportunities for all throughout the arab world, women in particular are at a disadvantage due to restraints placed on them by islamic teaching. given the many topics here, the importance of the book is obvious to researchers and is highly recommended to all . john d' amicantonio is associate librarian at the university library of california s tate university, long beach, 1 250 bellflower blvd., long beach, ca 908401 90 1 . phone: (562) 9858228; fax: (562) 9851 703 ; e-mail: jdamican @csulb.edu johnson, david w. academic controversy: enriching college instruction through intellectual conflict. ashe-eric higher education report volume 25, n umber 3. wash ington d c : the george was h i ngton un iversity, g ra d u ate s c h o o l of e d u ca t i o n a n d h u m a n d e v e l o p m e n t , 1 9 9 6 . isbn 1 -878380-75-3. issn 0884-0040. ultimately, one of the goals of higher education is the development of good citizens. the future of this global community depends upon people who can achieve in a constant "blizzard of information" and adapt to learning rapidly changing slqlls. the authors successfully review the teaching style of structured academic controversy, which promotes intellectual conflict and shapes students into critical thinkers, not passive learners. when using this teaching style, instructors take students through a process of learning whereby they must "engage in controversy and seek to reach an agreement." this process includes researching and preparing a position on a given issue, presenting and advocating the researched position, refuting opposing view points and rebutting attacks on the presented position, reversing perspectives or "striving to see the issue from both perspectives simultaneously," and creating a decision that all involved can commit to support. chapters are devoted to guiding the instructor through each of the steps. in addition, an explanation of the teacher's role in structuring successful controversy is provided. preinstructional preparation includes setting objectives, planning i nstructional materials, explaining the task, structuring the controversy, explaining the criteria for success, providing academic assistance, and assessing learning. acknowledgment is given to the fact that "controversy does not produce its potential effects if students do not have the interpersonal and small-group skills required to manage conflict." skill in "confirming another's competence while disagreeing with their positions and challenging their reasoning" can be a difficult lesson in and of itself. the ability to "separate one's personal worth from criticism of one's ideas" is a formidable skill to acquire. education librari es vol. 22, no. 1 / 2 these are lessons of leadership, trust building, communication skills and conflict-management. how many instructors have these skills themselves? yet the authors do state that "implementing structured academic controversies is not easy. it can take years to become an expert." reasons why faculties do not widely use this teaching style are discussed. these reasons include "the personal tradition of lecture," the academic culture's opposition to conflict and controversy, and the overwhelming power of the status quo. the research that has led to the benefits of practicing this style of teaching is clear. they are: increased achievement and retention of information, higher quality problem solving and decision-making skills, more frequent creative insight, more thorough exchange of expertise, greater task involvement, more positive interpersonal relationships, greater social competence, increased self-esteem, and greater abilities to cope with stress and adversity. examples of planned controversies are provided throughout the monograph, and an extensive bibliography is listed. this title is recommended for purchase by academic libraries at all levels. beyond the instructor, it is recommended reading for managers, supervisors, administrators and other academics involved in leading and developing people. deanna britton is education bibliographer and head of the social sciences department, the university of georgia libraries, main library, athens, georgia 30606. phone: (706) 542-0680; e-mail: dbritton @uga.cc.uga.edu 8 0 0 k r e v i e w s 47 wormsley, diane p., and frances mary d'andrea, eds. instructional strategies for braille literacy. new york: afb press, 1 997. isbn 0-891 28-936-4. both authors are eminently qualified to write about the topic of braille literacy. diane p. wormsley is coordinator of the education of children and youth with visual and multiple impairments program at the pennsylvania college of optometry. she is also education manager at overbrook school for the blind in philadelphia, pennsylvania. prior to that she was director of the american foundation for the b lind's national initiative on literacy. she is also the co-author of foundations of braille literacy and the video understanding braille literacy. the co-author, frances mary d'andrea, is manager of the national initiative on literacy and coordinates the national braille literacy mentor project of the american foundation for the blind in atlanta, georgia. she is editor of dots for braille literacy and was previously a teacher of visually impaired students. she has worked in residential, itinerant and other settings. the stated purpose of the authors, as indicated in the foreword, is to attempt to capture the oral tradition of teaching braille reading and writing. this oral tradition began when braille became the literacy medium for blind or visually impaired children and adults. another reason for producing this publication is the fact that the pioneers of this oral tradition, i.e. the many braille literacy teachers and instructors with years of experience, are now at the age where they are retiring from the field. thus it was high time to compile this book and record the findings of the authors for future generations. the book is divided into eight chapters, covering everything from "braille as the primary literacy medium" in the first chapter, to the latest i n technologies, i . e . "access to i nformation : technology and braille," covered in the last chapter. each chapter begins with a paragraph describing a special case of either a blind reader, or a visually impaired person child or adult in need of using braille. for example, in chapter i, entitled "braille as the primary literacy medium: general guidelines and strategies" the case of cassandra, a grade six student with low vision, is cited. also mentioned is the case of an adult, a keynote speaker at a national conference, because he worked partially from his braille notes, allowing him to maintain eye contact with the audience. chapter ii, entitled "fostering emergent literacy," also starts with a brief description of two case histories, one of a two-year old legally blind toddler, and the other of a four-and-a-half year old boy, also legally blind, from glaucoma. this chapter tackles, in great detai l , how blind children are introduced to literacy. promotion of early learning experiences, language development, interaction with the environment and body image are all covered from the child's perspective. perhaps some of the most interesting chapters of the book are chapters five and six, entitled "teaching braille to students with special needs" and "teaching braille reading and writing to students who speak english as a second language," respectively. it is, of course, a special challenge to teach braille to children who are legally blind or visually impaired. however, since 60 percent of young children with severe visual impairments happen to have multiple disabilities, students may, in addition to their visual impairments, have other, very special needs. not to be omitted are all the visually impaired youngsters who came to the united states from other countries such as mexico, thailand and haiti, whose special language needs, in addition to visual needs, must be individually addressed. often these children require more attention because their disabilities had been neglected in their countries of origin, where facilities such as those found in the united states are regrettably unavailable. at the end of the book there is a lengthy, though (according to the authors) not exhaustive, list of resources which is of great help to teachers who are providing instruction in braille reading and writing. the list includes sources of curriculum materials, products and teaching materials as well as resources for parents and names of national organizations in the field. worth mentioning is a companion volume to this publication entitled foundations of rehabilitation teaching with persons who are blind or visually impaired authored by paul e. ponchillia and susan v. ponchillia and also published by afb press. anne m. galler is associate professor, library studies, in the department of education at concordia university, montreal, canada. for eight years she was a member of the section for disadvantaged persons of ifla (the international federation of library associations and institutions), four of which she was chair of the section ( 1 9891 993 ). currently she is honorary adviser to the section. education libraries vol. 22, no. 1 / 2 4s b o o k r e v i e w s i maddock, j ames w. , ed. sexuality education in postsecon dary and professional training settings. new york: the haworth press, 1 997. 1 93p. isbn 0-7890-0027-x. this monograph has also been published as journal of psychology & human sexuality, volume 9, numbers 3/4, 1 997. most of the nine articles were presented at the 1 995 annual conference of the society for the scientific study of sexuality (ssss) and represent diverse approaches to the topic. the focus of this work is the current status of sexuality education in postsecondary and professional training settings. the first chapter, well written by the editor, highlights historical trends in the last century and outlines planning for future education efforts . another important chapter deals with developing comprehensive course objectives for an undergraduate course in sexuality. subsequent articles deal with feminist pedagogical approaches and the perspectives of non-dominant groups; controversies in sexuality courses including sexual harassment, diversity and course conduct guidelines; student behavior change through sexuality education; contraceptive use; the preparation of physicians; education of the clergy; and hiv i aids prevention. all of the chapters include references and some provide notes. the variety of articles in this work creates some unevenness despite the editor's statement of scope or the title of the work. in particular the three chapters, "evaluating the effectiveness of workshop interventions on contraceptive use among first-year college students," "sexuali ty education in seminaries and theological schools," and "trends in sexuality education in united states and canadian medical schools," although interesting, seem out of place. as a collection, the articles do not lead to a conclusion. for these reasons, the purchase of this monograph is not recommended for a large research library that subscribes to the journal. non-academic practitioners, however, may wish to consult the journal. deanna britton is education bibliographer and head of the social sciences department, the university of georgia libraries, main library, athens, georgia 30606. phone: (706) 542-0680; e-mail: dbritton @uga.cc.uga.edu worthington, janet farrar an·d ronald farrar. the ultimate college survival guide. princeton, nj: peterson's, c1 995. isbn 1 -56079-396-1 . pbk. $11 .95. previously published as college 101, this guide, written by a "not-too-long-ago college graduate and her father, a college professor with 30 years ' experience teaching and advising students" (p.3) really is the ultimate guide to college survival for the high school senior soon-to-be college freshman. the authors certainly have their target audience pegged. older returning students will have to look elsewhere for information. the guide is written in a friendly, colloquial style and is well designed to enable readers to dip into just the part they need at the time. dozens of actual students are featured in vignettes illuminating the points made by the authors. the authors address all issues, large and small, both inside the classroom and without. it takes until page 90 to get to the academic side of college, and then it is suggested "the academic adjustment may be the easiest part of your freshman year. let's face it, you already know how to be a student, you've been doing it for the last 1 2 years." the academic information is very sound. the authors emphasize the following: using faculty advisors wisely (but remember, they give advice: students are responsible for their own decisions); getting to know the professors and using their office hours wisely; and keeping up with assignments and participating in class discussions. students are advised to expand their horizons and to take classes outside of their major. even the medical schools, the education libraries vol. 22, no. 1 / 2 writers insist, prefer well-rounded students to those who have overloaded on science courses. they explain the college hierarchy and advise students when to use the academic appeals process. most of the guide addresses time outside the classroom, which, they point out, is 90% of the student's week. they talk about such diverse issues as decorating a dorm room, balancing a checkbook, and making decisions about sexuality. they recommend taking advantage of all the services available to students such as dormitory resident advisors, psychologists and special needs counselors. they deal with the seemingly small problems which, they acknowledge, can grow to overwhelming proportions (finding privacy in the communal bathroom) and the far more serious issues (date rape, substance abuse, sexual harassment). this book is highly recommended for libraries supporting high school and college populations, and for that college-bound teenager of your personal acquaintance. debbie bogenschutz is coordinator of information services at cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (5 13 ) 56916 1 1 ; fax: (5 13 ) 559-0040; e-mail: bogenschutzd@cinstate.cc.oh.us b o o k r e v i e w s 49 h u nt, t h omas c . , and james c. carper, eds . religion and schooling in con tempo ra ry a m erica : confronting our cultural pluralism . n e w york: garland p u b l i s h i ng , 1 997. garland reference l ibra ry of social science, vol. 1 1 27 . source books on education, vol. 50. isbn 0-81 53-2472-3 (alk. paper). both editors have a long-standing interest in religious schools, this being their eighth collaborative work dealing with this topic. they state in the introduction that, while they do not support government advocacy of religion, they are dismayed by the tendency to push religion to the side and place it solely in the private realm. individual chapters by various authors reflect this viewpoint. authors and editors seem to agree that it would be appropriate for the government to make available more choices for parents in their children's education by means of financial assistance to pay for the schooling of the parents' choice. the many varieties of religious beliefs and practices in the united states are presented as a part of the multicultural challenges facing schools today. catholic schools are most frequently mentioned, but other religious traditions (primarily christian), are also included. the first two chapters address religious issues in public schools. items discussed include what types of religious teaching are appropriate to the public schools (e.g., teaching about religion as opposed to advocacy of a religion), religious curricula that are developed for use i n publ ic schools , and what kinds of accommodation should be made by public schools for the individual practice of religious faiths. the remaining chapters focus on private religious schools, their history, and a variety of issues facing these schools. such issues include the differences in the application of law from public to private schools, the relationship between the state and religious schools, and how such schools are, or could be, funded. chapter 5 provides an international context to the u.s. scene, examining how religious schools have adapted to varying legal, political, cultural, and financial structures in different countries. for example, whereas the u.s . has traditionally avoided providing any public funds to religious schools, religious and other private schools in holland receive 80 percent of their funding from the government. there are some omissions. for example, while the case of aguilar v. felton is mentioned briefly, the more recent case of board of education of kiryas joel village school district v. grumet, which is closely related to the felton decision, is never discussed. chapter 6, "law and church-related schools," refers to no case more recent than 1 990. the earliest schools in the u.s. were established by religious groups, thus founding a long tradition for the schools discussed in this book. for many years public schools were essentially mainline protestant schools. with the increasing multiculturalism of the u.s. , including the variety of religious traditions predominant in various cultures, the public schools began to take a more inclusive and increasingly non-religious approach. this volume supports religious schools; both in their right to exist and in the positive contributions such schools make to american society. avoided are issues such as the divisive effect religious schools may have on a pluralistic society. nonetheless, this is a welcome contribution to the discussion of the place of religious schools in the united states. christina cicchetti is curriculum/reference li brarian at la sierra university library, 4700 pierce st., riverside, ca, usa 925 1 5-8247 . phone: (909) 7 85-2552; fax: (909) 7 85-2445 ; e-mail : ccicchet@lasierra.edu e ducation libraries vol. 22, no. 1 / 2 so b o o k r e v i e w s peterson 's professional degree programs in the visual and performing arts 1998. princeton, nj: peterson's, c1 998. 585p. isbn 1 -56079-854-8. students contemplating the visual or performing arts as an area of study will find this specialized guide to be an invaluable source of information. covering over 1 000 programs, this 4th edition of the guide upholds the high standards and qual i ty associated with the peterson p ublications. i n addition to a comprehensive list of programs in studio arts, dance, music and theatre offered at recognized institutions in the united states and canada, a small section covering summer programs is also included. program descriptions are based on information obtained from a questionnaire completed by members of the institutions listed. the format and organization of the guide allow for ready access to both a quick overview of the schools covered as well as detailed descriptions of specific programs. two main sections comprise the major part of the directory. section one consists of a quick reference chart of programs presented in tabular format. it is organized geographically by state with an alphabetical listing of all institutions within each state. information includes the degrees offered in the four main disciplines, student enrollment and tuition fees . cross-references to the second section are provided where more complete entries for the schools are presented. the second section of the guide is organized into subsections that cover the four discipline areas: studio art, music, dance and theatre. within each subsection all inst i tutions, l i sted i n alphabetical order, provide a brief description of programs, general details about expenses and application procedures as well as the names and addresses of contacts. some of the institutions also present supplementary promotional information outlining special features and facilities available. two smaller sections are found at the end of the work. one lists institutions that offer bachelor of arts degrees and the other· is a general index. designed to provide guidance in addition to basic directory information, this source offers practical and useful advice. in a brief introduction to each of the four areas in section two, users will find tips on how to prepare portfolios and/or auditions as well as a checklist of questions to help in evaluating programs or institutions that will meet particular needs. further guidance relating to questions of tuition fees and other financial concerns is accompanied by a c lear s tep-by-step outline covering the procedures for applying for financial aid. this guide is an invaluable reference work for high school, college and university libraries as well as for art and career centres. because of the specialized coverage, users will discover more detailed information than can be found in general guides to college and university programs. melinda reinhart is acting visual arts librarian, webster library, concordia university, 1 455 de maisonneuve west, montreal, qc, canada h3g 1m8 . phone: (5 14) 848-77 1 5 ; fax: (5 1 4) 848-280 1 ; e-mail: mel@ alcor.concordia.ca world guide to library, archive and information science education. 2nd revised and enlarged edition. edited by josephine riss fang, robert d. stueart and ku lth ida tuamsuk. m u nchen : k.g. saur, 1 995. 585 pp. isbn 3-598-21 799-4. issn 0344-6891 . ( ifla publications 72/73). as did its predecessor, the international guide to library and information science education published in 1 985, this second revised and enlarged edition, world guide to library archive and information science education, continues to respond to aims which were set forth by the ifla section on education and training in 1 977. even before the use of the term "global community" was widespread, it was recognized that a publication which included professional education and training programs worldwide would enhance the opportunity for the " . . . mobility of librarians and information specialists across national boundaries . . . facilitate professional exchange and cooperation [and] provide a basis for education libraries vol. 22, no. 1 / 2 comparison and in ternational recognition of professional qualifications." (world guide, p. ix) the world guide, under the proven editorship of josephine riss fang, robert d. stueart and kulthida tuamsuk is truly a cooperative effort with many contributing organizations and individuals. the guide profiles programs cmtently offered in library, archive and information science education worldwide. although arranged alphabetically by country, a number of handy indexes provide additional access by place name and name of school. the data included for each country features a table which outlines the general education system of that country. this is followed by 8 0 0 k r e v i e w s s1 information on a specific institution and the relevant programs being offered by that institution. division of the entry into these two categories contributes to the clarity and ease with which the user can compare entries. a surprising amount of detail is provided for each entry, ranging from full location of the institution and contact information to the existence of financial aid, continuing education avai lability and reciprocity agreements. for the individual programs within the institutions, information spans admission requirements to duration and credit hours to completion requirements. new information not featured in the previous edition includes institution e-mail addresses, fax numbers, tuition, and detail aimed at foreign student requirements. similarly, many of the categories of information previously included have been significantly expanded resulting in not only additional detail, but again, clarity. a review of the entry for canada reveals that the information provided responds to the variations in the education system from province to province and a sincere attempt at accuracy. the editors do point out however that the amount of detail and the accuracy of the individual entries is dependent on the institutions responding. this is a concise resource of value to both the potential student of library, archive and information science who wishes to identify the appropriate educational instruction program and to the practicing professional who wants to investigate a new geographic location or a return to school. joanne locke is associate professor, library studies programme, education department, concordia university, montreal, qc, canada h3g 1m8 fuld, leonard m. the new competitor intelligence: the complete resource for finding, analyzing, and using information about your competitors. new york: john wiley, 1 995. 482p. isbn 0-471 58-509-2. pbk. $50.00 one of a series called new directions in business, fuld's book is defi ni tely that. while business intelligence/competi tive intelligence has been around for years in many forms, it is now being recognized and formalized. this is the basic text. from laying the foundations, to road maps and lists of sources, to analysis and action stages, no step is missed.a general disclaimer wisely given is that this is a guide or model. it teaches the basics, shows the practitioner how to proceed with the process, and how to present the final report. the action part tells readers how to build an intelligence system for corporate use and describes this kind of system as imperative for survival in today's market place. from an in-depth table of contents to a well-prepared index, this book contains examples, lists, case analyses and war stories. although written primarily for an american audience, the theory is international. the references are from both u.s. and foreign sources. it is up to the practitioners to develop and maintain their own lists of important contacts and sources. fuld is a fan of librarians and libraries. sla is mentioned, and he repeats frequently that all libraries are valuable sites for collecting intelligence. the spy connotation of intelligence is dispelled by the fact that the sources quoted are all public. from telephone directories and newspapers, to online databases and the internet, no stone is unturned. what turns raw data or information into intelligence is the analysis function. this can be intuitive and it can be learned. the analysis section shows problems, processes and results. the reference question-interview procedure, well known to librarians, is presented as the first step to focus and guide the process. while many people may think they are good analysts or good researchers, this book fills in the gaps and smoothes out the rough edges of procedures that may hamper or skew results. intelligence is a team effort. no one person can do it all, see the big picture, the results and consequences, and act quickly on the findings. there are roles for many different talents and when properly coordinated and used effectively, the results are exceptional. usually undertaken under a stressful deadline, the team approach allows for quick collection, coordination, analysis, and reporting of findings. the book's final section on security is a small warning that what may be considered confidential information is often very easily found, and disclosed unwittingly on trade show floors or other venues where experts gather. an excellent book, now available in cd-rom, this should be part of every busi ness library collection and included in every management and business l ibrary course . web site: http://www.fuld.com/ franki elliott is a consultant at information research services, p.o. box 640, hudson heights, qc, canada jop ljo. phone: (5 1 4) 458-7397; e-mail: franki @hudson.net education li braries vol. 22, no. 1 / 2 s2 b o o k r e v i e w s harris, mary b., ed. school experiences of gay and lesbian youth: the invisible minority. new york: harrington park press, 1 997. 1 1 5p . j o u rn a l of gay and les b i a n socia l services. vo l . 7 . isbn 1 -56023-109-2. due to the increasing exposure of gay issues in this decade, lesbian and gay youth are proclaiming their sexual orientation earlier today than did previous generations. despite this increasing visibility in the larger culture, however, the experiences of gay and lesbian youth ineducational settings have gone largely unnoticed. in this collection of research articles, editor mary b . harris attempts to shed some light o n this issue b y presenting the school experiences of gays and lesbians from many different perspectives. in one article, susan l. morrow explores career development of gay and lesbian youth, which, she discovers, is greatly impacted by the pressures of coming out and dealing with homophobia. another article, by kathryn hen, discusses the disproportionate school dropout rate of gay and lesbian youth often prompted by continuing heterosexism and homophobia. other articles consider the anti-gay attitudes and behaviors of heterosexuals, as well as the coming out process in a school setting. e ducation libraries vol. 22, no. 1 / 2 overall, the articles in the book reiterate the difficulty of being gay and lesbian in the school environment. several remedies are offered to deal with this problem. the article by janet h. fontaine suggests that media specialists maintain a collection of educational resources concerning homosexuality for teachers, counselors and students . she also ins ists that schools update their anti -discrimination policies to include verbal and physical abuse of gay and lesbian students. harris and bliss recommend in their article that sexuality education should be provided for all students, regardless of sexual orientation. perhaps the greatest value of this book is its success at filling a void in current research literature. gay rights' advocates are encouraged to focus more on schools in order to further the cause of the gay movement. in addition, youth advocates, schoolteachers, administrators and academic researchers should be challenged to read this volume in order to develop a better comprehension of the relationship between gay youth and the school situation. this book is recommended for l i braries where these school professionals are trained, such as graduate education schools. tracey st ivers is li brary assoc iate in the circulat ion department at cinc innati s tate technical and community college, 3520 central parkway, cincinnati,oh, usa 45223 . phone: (5 1 3) 5691 606; e-mail: stiverst@cinstate.cc.oh.us ,.,----------------· ----------------------------s elections fro m eric journal articles ej 524 840 mcconnell, bruce w. ( 1 996, may june). new wme in old wineskins: u.s. government information in a networked world. journal of government lnformation,v23 n3 p217225. (available umi) electronic information transforms relationships among the elements of traditional publishing, creating new opportunities and new challenges, especially for the sustainability of information. a new model of information ecology suggests that current government information dissemination institutions and practices must transform themselves if access to public information is to be maintained and expanded. ej 5 1 8 341 sharp, diana. ( 1 996, january february). partnering with electronic books and literature. media & methods, v32 n3 p24-25. provides suggestions for combining electronic books with traditional printed materials in a school literacy program. discusses introducing the printed version of the story to students, having students read this version to others, and encouraging student-produced cd-rom presentations. a sidebar presents a list of electronic book publishers. ej 505 43 1 lancaster, f. w. ( 1995, spring). the evolution of electronic publishing. library trends, v43 n4 p5 18-527. discusses the evolution of electronic publishing from the early 1960s when computers were used merely to produce conventional printed products to the present move toward networked scholarly publishing. highlights include library development, periodicals on the internet, online journals versus paper journals, problems, and the future of disseminating academic research results. ej 523 221 machovec, george s., ed. ( 1996, april). electronic journals: trends in world wide web (www) internet access. online libraries and microcomputers, v14 n4 p1-6. 22 examines issues surrounding the publication of electronic journals and describes publisher solutions to these issues. topics include pricing, security, electronic page layout, copyright, backfile availability, and reliability and accessibility of data. describes some electronic journal projects and lists electronic journal services available via world wide web access. ej 528 068 macewan, bonnie; geffner, mira. (1996). the committee on institutional cooperation electronic journals collection (cic-ejc): a new model for library management of scholarly journals published on the internet. public-access computer systems review, v7 n4 p5-15. describes the development of an electronic j ournal collection placed on the internet by the committee on institutional cooperation. topics include publisher approval, archiving and preservation, world wide web home page design, cataloging standardization, and staffing. concludes with a discussion on the future of the resource and the responsibilities of electronic materials management. ej 521 772 james, frnnk: (1996, january). electronic publication-does lt count? interpersonal computing and technology, v4 n1 p34-56. describes the modernization of the administrative building of the sacred heart college senior school in adelaide, south australia. reviews one professor's personal experiences of writing an article for publication in an electronic journal. discusses the concept that electronic publishing allows interaction via electronic mail between an author and readers of the author's work. ej 5 1 9 191 burbules, nicholas c.; bruce, bertram c. (1995, november) this is not a paper. educational researcher, v24 n8 p12-18. explores some prospects for electronic publishing in educational research. advantages and drawbacks of electronic publishing are reviewed. decisions about electronic publishing are actually debates about views of knowledge, writing, and the nature of the scholarly community. education may be affected more significantly than other fields by changes in electronic publication. educ•tion libr•riea • vol 20, no. 3 ej 505 434 tenopir, carol. ( 1995, spring). authors and readers: the keys to success or failure for electronic publishing. library trends, v43 n4 p571-91 . the goals o f authors and readers must be satisfied in order for electronic publishing to succeed. requirements include timely and widespread dissemination, low creation and distribution costs, peer review, and feedback. the goals of communication, collaboration, interactive publication, and quality can be met with e-mail, listservs, bulletin boards, review copies, and refereed journals. ej 516 687 tompkins, philip. (1995). homesteading on the outskirts of the gutenberg galaxy. community & junior c allege libraries, v8 n1 p87-92. examines ways in which the internet and other electronic publishing media have changed the intellectual, academic, and social geography. describes the possibilities of these new methods for organizing information to create new outlets for intellectual, artistic, and educational pursuits; conceptions of libraries; and avenues of communication. ej 5 1 0 428 mcadams, melinda. ( 1 995 , july). inventing an online newspaper. interpersonal computing and technology, v3 n3 p64-90. summarizes the issues, debates, and decisions that helped to shape ''the washington post's" online service, digital ink. highlights include: differences between online and print versions ofthe newspaper, structure of the user interface, organization of information, content, searching and navigation, and advertising. ej 505 441 brichford, maynard; maher, william. (1995, spring). archival issues in network electronic publications. library trends, v43 n4 p701-71 1 . addresses issues of electronic publishing from an archival perspective, including authentication, mutability, reformatting, preservation, editorial and administrative policies, costs, the role of librarians and archivists, technical procedures, access and the rights of privacy and freedom of information, and standards. ej 505 433 bishop, ann peterson. (1995, spring). scholarly journals on the net: areader's assessment. library trends, v43 n4 p544570. assesses the ease of use and usefulness of networlc journals through a review of content, format, and policies of seven scholarly journals published primarily on the internet. discusses problems, advantages over print journals, and requirements for future scholarly network journals based on current technology, industry trends, and interviews with faculty and students. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48106. phone: 1-800-521-0600. this col u m n was prepa red by the staff of the e r ic clea ringhouse on i nformation & technology, syracuse university, syracuse, ny 1 3244-4 1 00; (31 5) 443-3640; (800) 464-9 1 07; eric@ericir.syr.edu news from eric new website for eric clearinghouse on information & technology http://ericir.syr.edu/ithome visit eric/it's new world wide web site and explore a world of resources in the areas of educational technology and library and information science. you will find eric/it digests in full text, and you will be able to search the eric database via eric/ it's new and easy to use plweb search interface. we hope you will find your journey through these web pages an adventure in information. set your url to http://ericir.syr.edu/ithome education libraries • vol 20, no. 3 then select the following: welcome: welcome to eric/it! click here, and find out more about us: who we are; what we do; bow to contact us; and even see a picture of our home. database: search eric, the world's largest educational database. discover bow to order eric documents and journal articles, and bow to submit your own work to eric. publications: here you will find descriptions of eric/it publications and products. you will find out bow to order 23 p-------------------------------------------------------------------eric/it monographs, digests , networkers, mini­ bibliographies and the eric video. you can also read our semi-annual newsletter, eric/it update. digests: eric/it digests provide brief overviews of topics of current interest, and references for further reading in the fields of library and information science and educational technology. you will be able to read eric/it digests in full text. library and information science: key associations in lib racy and information science are listed here including their names, addresses, and links to their web pages. you will also find the titles of many frequently read library and information science journals, including subscription addresses . check out some interesting library and information science resources. educational technology: associations specializing in educational technology are highlighted here. browse the titles and addresses of frequently read educational technology journals. link to the web pages of organizations specializing in technology planning, and to full text articles and reports on technology and education reform. new: eric/it is constantly growing and changing. click here to find out about the latest products and projects at eric/it. links: link to a wealth of sites covering library and information science, educational technology, and k-12 education and the internet. find out about the eric system and eric clearinghouses all over the united states. communities: electronic or virtual communities, commonly referred to as listservs, allow people with common interests to share success stories or concerns and receive feedback from fellow members. eric/it archives several listservs. here you can link to the archives of lm_net, big six, and edtech. askeric: connect to "askeric: education information with the personal touch." this award winning education web site began right here at eric/it. explore theaskeric virtual library, and if you have an education question, you can "askeric" right from the home page. gateway to educational materials the national library of education (nle) advisory task force identified lesson plans and teacher guides as top priority area in which nle should apply library and information science expertise. nle 's goal is to improve the organization and accessibility of the substantial, but uncataloged, collections of such material which are already available on various federal, state, university, non-profit, and commercial internet sites. in association with nle and the u.s. department of education, 24 eric/it at syracuse university bas agreed to spearhead a one year project to provide an operational framework to provide the nation's teachers with "one-stop" access to these internet lesson plans. according to michael b. eisenberg, director of eric/it, "this project's goal is to provide a new set of tools to get information into the bands of educators quickly and easily so that children can learn." project goals there are thousands of lesson plans and other curriculum units in web and gopher sites across the internet. in general, these valuable resources are difficult for most teachers to find in an efficient, effective manner. the goal of the gateway to educational materials (gem) project is to solve this resource discovery problem. at the completion of the project in september i october of 1997, a teacher will be able to do the following: from any computer capable of browsing the internet, be or she will be able to access the lesson plans in the digital libraries of the participating sites through the ilpc catalog. the teacher will access the ilpc catalog by first navigating to one of the internet sites participating in the project the "host" site. it won't matter which of the participating sites the teacher selects. the ilpc will make available the resources of both the host site and the other participating sites. at the host site, the teacher will be able to browse through the ilpc catalog of lesson plans using well designed w3 pages or search the contents of the catalog by using a web search engine. using either a search or browse method for locating useful lesson plans, the teacher can then go to the home site of the plan to retrieve it by simply clicking on a link. to find lesson plans appropriate to the teacher's task, the catalog will provide a number of "access points." for example, in addition to topic, subject and grade or age ranges, the catalog will make it possible for the teacher to find lesson plans through links to state and national curriculum standards. part of the work of the project staff and participants (stakeholders and users) will be to determine the optimal profile or set of attributes that should-be present in the catalog data and made available to the teacher for purposes of searching and browsing. project issues to achieve the goals of the project, there are a number of issues that will be addressed. these issues appear to cluster around five broad topics: education ubreriea • vol 20, no. 3 1 . metadata profile: the establishment of a metadata profile for lesson plans on the internet that will support user needs; 2. metadata representation: the establishment of a "syntax" or representation scheme for that metadata; and 3. access technologies: the identification of candidate technologies that will meet existing circumstances and yet provide a migration path to more powerful retrieval states. 4. curriculum standards: the mapping of the lesson plans to state and national curriculum standards. 5. quality indicators: the development of some scheme for identifying levels of quality at the level of the individual lesson plan. more information on the gem project can be found at the gem website: http:/ericir.syr.edu/-ilp looking for internet resources? need information on "writing across the curriculum," "school to work" or "technology plans for school library media centers?" resources on these and over 120 other topics can be found in askeric infoguides. askeric infoguides are the educators ' guide to internet and eric resources. topics for askeric infoguides are chosen from frequently asked questions received by askeric's award winning question and answer service. check outaskeric infoguides by visiting the askeric www site: http:/ /ericir.syr.edu select virtual library select askeric infoguides recent eric publications (items may be ordered from the address listed below) helping with homework: a parent's guide to information problem solving. by michael b . eisenberg and robert e. berkowitz. this handbook shows parents a tested approach for helping children of all ages learn and achieve in an information society. by applying the big six skills for information problem-solving model, parents c an help students fully understand and successfully complete homework and other school tasks. eisenberg and berkowitz apply the big six model to sample assignments in language arts, science, math, social studies, as well as to real life situations. the authors also discuss the benefits of using computer software and hardware, the internet, and other educational technology tools as part of the information problem­ ·solving process. ir-102; 1 82 pp., 6" x 9"; $20.00 plus $3.00 shipping. (isbn: 0-937597-42-2) education ubrariea • vol 20, no. 3 the bread & butter of the internet: a primer and presentation packet for educators virtual dave lankes written for educators, this book provides simple explanations for using internet resources like e-mail, listservs, telnet, ffp, gopher and the world wide web. internet addresses are provided for many popular professional educational resources. this book also features a teacher training presentation packet, complete with 45 overhead transparency masters and presentation notes. you can use this book and presentation packet to bring others up to speed on internet technology too. ir-101 ; 173 pp. 11 "x 8.5"; $20.00 plus $3.00 shipping. (isbn: 0-937597-41-4) trends in educational technology 1995 donald p. ely identifies and discusses eight current trends in this growing field: computers in schools educational technology in the community networking . new delivery systems for educational technology television in the school technological literacy for teachers advocacy for educational technology educational technology for educational reform this content analysis of nearly 1 ,200 journals, dissertations, conferences, and eric documents identifies current trends in educational technology. ir-99; 79 pp., 6"x9"; $10.00 plus $3.00 shipping. (isbn: 0-937597-40-6) subscribe to the itpubs listserv subscribe to the ltpubs listserv and learn about eric/it publications the moment they are released. itpubs subscribers will also be the first to hear about limited time offers and special book sales. when you subscribe to itpubs, you will be sure to know about the latest information eric/it publishes in the fields of library and information science and educational technology. subscribing to itpubs is easy: 1 . open an e-mail message. 2. address it to listserv@listserv.syr.edu 3. leave the subject line blank. 4. in the body, write: subscribe itpubs [your first name] [your last name]. 5. send the message. this col u m n was prepa red by the staff of the e r i c clea ringhouse on i nformation & technology, syracuse un iversity, syracuse, ny 1 3244-4 1 00; (3 1 5) 443-3640; (800) 464-9 1 07; eric@ericir.syr.edu 2& a r t i c l e s 1 s distan ce learn i n g : su ccess requ ires s u p p ort by wendy lowe and richard malinski abstract · as the ranks of distance learners grow and distance programs develop, the differing needs of students enrolled in such courses must be examined and supported. a sample mo�el o� how courses are adapted for distance learning at toronto's ryerson polytechnic umvers1ty show how this institution has addressed these needs by providing a cohesive and unified support infrastructure. ultimately, a high degree of co-operative collaboration between university and college departments is essential in creating effective distance education programs and resources. students and faculty on campus are familiar with the idea of online databases, available internet resources, and services of interlibrary loans units. but imagine yourself try ing to research the essay you're writing while l iving 300 km from the nearest college or university l ibrary. this is just one issue facing the learner who, for one reason or another, has chosen to pursue education at a distance. the concept is not new. people have been learning in non-traditional ways for more than a century. in fact, it's been suggested that st. paul's letters to the corinthians were one of the earliest forms of distance education. this example illustrates the kind of flexibility and adaptabi lity to specific audiences that is one of the outgrowths of distance education. students have learned and still learn independently using paper manuals , study groups, radio programs, videotapes, and a combination of any of these. they learn at home, on oilrigs, in submarines, in prisons, or in the desert. as the ranks of distant learners grow and our distance programs develop, we need to provide the services that these remote students will need. the goal of these services should be to support these distance students o n the same level as their on-campus counterparts. student needs to consider how best to do this, it is necessary to understand this emerging audience with its rapidly changing needs and the concurrent impacts on universities. apart from examples such as the open university in the uk and athabasca university (the first university in canada to offer courses only at a distance), both which were created for the sole purpose of offering education at a distance, most educational i nstitutions have added distance learning in response to differing needs expressed by students. these needs may be related to ongoing professional development, to physical distance from educational institutions or to a preference for learning more independently. in addition, institutions may want or need to broaden their appeal to a wider student audience. a department in the university or college, or in many cases, a school, creates a bne oou:r::e, only to fud thatm ore students are inte:re.stb::i and are dan anding m o:re ofthe s3ffi e cypes ofoou:r::es. jhev:iiably, the anc:illa1y nee:::!s ofthese studentsm ake than s3jves know n and the ca.se furciistant students.1pportdevebps. education libraries vol. 24, nos. 2/3 1 6 a r t i c l e s why would a person choose to take a course at a distance? there are as many reasons as there are different types of learners. a working person might seek a professional or academic upgrade, an undergraduate might wish to graduate early, a handicapped person might have difficulty getting to campus, or a working mother may not have the time to commute. most of these people will succeed at their chosen courses if they possess the required perseverance and discipl ine. they don ' t expect a classroom atmosphere and will often, if allowed, work through a course independently without ever asking a s ingle question of the instructor. one model at ryerson polytechnic university, in toronto's busy downtown core, it was decided two years ago to set up a unit within the continuing education department that would be responsible for guiding and supporting faculty through the process of adapting courses for distance. the s ituatio n at ryerson illustrates the phenomenon of an emerging educational continuum that stretches from the face-to-face structured in-class presentation to the complete distance delivery of all aspects of the course. along this continuum a variety of delivery methods and options occur. in some cases, students can choose to attend a scheduled class or simply access the material online. some distance and in-class students l isten to the same live radio broadcast and submit questions by e-mail . in addition to the regular lecture, instructors provide practice and enrichment on their webct sites. they also provide support while students work i ndependently through a printed manual and complete self-test quizzes online to check their progress. the learning continuum research has shown that students who experience a course in a more interactive way will experience more satisfaction and may learn better (gilliver, randell & pok, 1 998) . online course development and the use of computer-mediated conferencing have gone a long way towards reducing the "transactional" distance felt by learners who couldn' t communicate with other class members. a key impact of this use of computer technology on the learning and teaching process is the rising expectations of students and faculty. new students enter class expecting the use of web-based activi ties .faculties who move to the web to supplement their in-class activities may not only i ncrease student interest but also the need for support. this support is not only technical but also administrative. rising dependence on computers, on web-based activities, and onl ine resources, requires new approaches to learning and the resolution of the many hurdles education libraries vol. 24, nos. 2/3 ----------------------------------------------------tradi tional administrative process creates. moving along the continuum towards an "anytime, anyplace"open learning model necessitates being aware and acting on all the implications( see diagram). one route to addressing these various issues resulting from expectations and concerns is the development of a unified support infrastructure. where the learning i nstitution is providing a cohesive, integrated set of student support services, learners tend to feel less isolated. wegner and holloway ( 1 999) found that students had more positive reactions to all aspects of a course in its online form than their counterparts in the classroom-delivered course. student support what types of support do students need, whether at a distance or in the classroom? they need to be able to get technical, administrative and academic help when they require it . technical help is generally provided through computing services, with different degrees of hotline availabil ity. administrative help can be provided through information on a web site and a telephone assistance system. academic help might be provided through a writing or study skills center, and/or through library services. at ryerson, we believe, along with others (buchanan, 2000; frieden, 1 999), that there must be coordination among these various systems in order to provide seamless support for students of all types. formerly, a student could physically seek out help by walking into the necessary office. as we see the emergence of more flexible learning activities, students will need access to much of this support both by computer and telephone. these students may not necessarily be "distance" students. support services should be the same for all , and changes in one service will often affect how others provide support (carswell, 1 999). it is important that the different services communicate with one another to avoid redundancy, save labour, and provide the student with the best support solutions. the library at ryerson is a good example of how to implement this seamless use of an academic service. the library answers a student's research needs while he or she attends on-campus courses. until recently the distance student has not had equal access to this valuable resource. many institutions opt to send library materials by mail to students. others have avoided the issue by creating " coursepacks" which are assembled reading materials purchased by the students as a package through the bookstore. currently ryerson students access the library at any time from any computer correctly configured and connected to the internet. at the library website, students search hundreds of online journals, as well as for citations to the permanent collection. they check a r t i c l e s 1 1 faculty their records, put a hold on a volume, and/or request an interlibrary loan . they can receive help from 9 a.m. to 1 0.30 p.m. for most of the academic year through the library "hotline" where a l ibrarian answers research requests and assists in logging onto the library website. open college, the distance education unit in continuing education at ryerson, works closely with library staff to connect the sources mentioned within distance courses directly to the l ibrary databases of full-text holdings or to selected reserve readings. library staff has developed an online tutorial to help students get the most out of the resources (http://www.ryerson.ca /library/tutorial/). the library staff also col laborates with open college student support staff to coordinate the allocation of library barcodes to new distance students, some of whom cannot come to the campus. conclusion understanding changing student demographics whi le coordinating the various types of support services is a complicated task. a high degree of collaboration between university or college departments is necessary to create the structure that wil l accompany a student who is learning at a distance. while faculty are learning how to adapt teaching strategies to the world wide web, other areas, such as registration, learner support centers, and libraries are proposing new ways of offering services to students that directly respond to the needs of learners at any place along the educational continuum. changing student bibliography acrl guidel ines for d istance learn ing library services . [available online: http ://caspian. switchinc.org/-distlearn/ guidelines/ ] accessed october 2000. buchanan, elizabeth (2000). institutional support for distance education : [available online: http://www.ed.psu.edu/acsde/ deos/deosnews/deosnews .asp] (available to deosnews subscribers) carswell,l. , thomas, p. , petre, m. , price, b . , and richards, m. ( 1 999). [available online: http://www.aln.org/alnweb/journal/ jaln-vol3issue l .htm] accessed october 2000. frieden, sandra ( 1 999). support services for distance education. [available online: http:/ /ifets.ieee.org/periodical/vol_3 _99/ frieden .html] accessed october 2000. gilliver, r .s . , randall, b. and pok, y.m . ( 1 998). learning in cyberspace: shaping the future. journal of computer-assisted learning, 1 4 ( 1 4) 2 12-222. ryerson university library research skills tutorial: [available on i i ne : h ttp.: / /courses . ryerson . c a : 890 1 /webct/pu bl ic/ show_courses.pl] accessed october 2000. wegner, s . , holloway,k. c. , and garton, e. m. ( 1 999). [available o n l i n e : h t tp : //www. a l n . org/al n web/j ourn al/j al nv o l 3 issue2.htm] accessed october 2000. wendy lowe is i n struct ional des ign manager, d is tance education, at ryerson polytechnic university, 350 victoria street, toronto, on, canada m5b 2k3. phone: (4 1 6) 979-5000, ext. 7024; fax : (4 1 6) 595-9602; e-mail : wlowe@ acs.ryerson.ca richard malinski is d irector, open college in continuing education at ryerson polytechnic university, 350 victoria street, toronto, on, canada m5b 2k3. phone: (4 1 6) 979-5 1 32 ; fax : (4 1 6) 595-9602 ; e-mail : richard@ryerson.ca education libraries vol. 24, nos. 2/3 management by dr. lesley s . .j. farmer "gee, it doesn't look l ike winter . . . " for those subscribers who are looking at the current issue's masthead as it was just publ ished , the timing may look suspicious. fear not. education libraries, a biennial journal , is making up for lost t ime and is near on schedule. thanks go to the editorial board , the department contributors, the book reviewers, the business and circu lation manager, and the publ isher. their continued speedy efficiency wil l be needed for the next issue, and by then educational libraries will be back on its time track -and th is editor will not have to push so hard . this present issue theme, therefore , may be prescient: "management." how many education l ibraries must operate similarly to the way this journal operates: feel ing a semester behind , cal l ing on the good wil l of staff and volunteers, trying to provide a h igh-quality "product" that wil l satisfy its cl ientele? the two lengthy articles offer an overview of stu d ies and best practice of basic management issues: leadersh ip and staffing . in terms of these topics, l ibrary and information science has long drawn upon the related fields of business, sociology, and psychology. probably the most salient domain is organizational behavior. nevertheless, education l ibraries have existed for decades, and need to conduct more research focuses on their own domain . weiner suggests some good areas for investigation . it should be noted that the peer reviewers were rather taken bacl< by the lack of current stud ies, and thought more contemporary work was being done. at the very least, education l ibrary-related researchers and presenters need to d is­ seminate their efforts more widely. in this area of permeable staff borders between professional and paraprofessionals, largely because of budget constraints and technology advances, osa reminds l ibrarians of various techniques to use in order to bui ld a strong staff team. qu ite frankly, as ed ucation focuses more on student outcomes rather than l ibrary inputs , staffing practices should also reflect that same focus on impacting students and faculty rather than mirroring maintenance of titular caste systems. anne wade offers useful web sites related to management and admin istration . she remarked that finding such sites was a surprisingly d ifficult task, which might imply that management in general prefers doing than documenting. such a situation is prevalent among l ibrarians, an ironic testament to a profession that prides itself on gathering, organizing , storing and retrieving information. kudos to the harvard ladies with their eag le eyes on current reference books of interest to education l i­ brarians. their annotations are succinct, pithy, and "spot on." readers wi l l also appreciate the thorough reviews of featured books in this issue. more reviewers are welcome; contact ed itor dr. lesley farmer at lfarmer@csulb .edu if interested. a growing pi le of good books await. · the next theme is "the visual side of education l ibraries ," based on 2004 sla conference presenta� tions. visualize a great article to contribute . education libraries volume 26, no. 2 winter 2003 4 a r t i c l e 5 1 3 cooperation, collaboration and coordination : education librarians in michigan by katherine corby, shellie jeffries and darle ne p. nichols abstract formation of the michigan research libraries triangle consortium in 1 991 served to bring the education librarians of michigan state university, the university of michigan and wayne state university into a working relationship. the education programs at each institution have unique histories shaped by demographic, political and economic forces. the evolution of the programs profoundly influenced the physical and philosophical development of the education libraries at each institution and the education librarians have based their cooperation on the historic roles and unique strengths of each library's collection. the level of activity and opportunity for cooperation has fluctuated over the years due to institutional changes. the education librarians of michigan state university at east lansing, university of michigan at ann arbor, and wayne state university in detroit began meeting regularly in late 1 994. their initial meeting in ann arbor was an attempt to find ways for the three institutions to cooperate, particularly in the area of collection development. cooperative collection proved an elusive goal, but the regular meetings and e-mail contact led to an intertwining of their professional lives. this paper looks at how their relationship has grown and continues to grow, while at the same time exploring the unique qualities of each i nstitution's history that present challenges to their cooperative endeavors. michigan research libraries triangle (mrlt) michigan research libraries triangle was founded on may 3 1 , 199 1 by the l ibraries at michigan state university, the university of michigan, and wayne state university. these three are the only members of michigan's association of research libraries (arl). the goals of the initiative were to increase the resources avai lable to residents of michigan , particularly researchers at the institutions, by making the existing resources of each readily available to all, and by coordinating acquisitions to avoid unnecessary duplication. the goals, the technical language of the agreement, even the name of the consortium were adapted from the highly successful triangle research libraries network (trln) in north carolina (byrd, davis, gosling, & herman jr. , 1985). mrlt began its work with four task forces to address the various issues the coalition wanted to engage: interlibrary loan (ill), reciprocal borrowing, automation, and cooperative collection development. the interlibrary loan agreement, which already had received substantial work, was in place very quickly. it called for shortened response times, oclc ill, faxes for photocopies, and daily courier service for loaned material . reciprocal borrowing privileges for faculty and graduate students went into effect in 1 993. both of these initiatives continue to the present. the automation task force directed its attention toward bringing in new money. in october of 1 993, they obtained a department of education title ii-a grant for $300,000 to initiate a project that allows each institution access to the others' online catalogs and links certain proprietary databases for use at all three. the grant also called for implementation of a patron-initiated ill capability, but technical problems have prevented implementation. the assistant directors for collections from all three libraries began meeting almost immediately, looking for cooperative collection possibilities, areas where overlap could be avoided or in-depth collection of certain specific topics could be distributed among the three libraries. over the course of the next four years they tried various approaches. they looked at subject funds appropriation levels, and current subscription lists. they did a survey of bibliographers to identify any existing formal or informal agreements. they even held a retreat. while education was education libraries vol. 22, no. 3 14 a r t i c l e s mentioned in some of the early discussions, only french studies, agricultural economics and u.s. history ever got to the point of having a draft written agreement. progress may have been hindered by staff turnover. the chief collection officer at each school changed at least once, and in one case twice during the period. each l ibrary system also had a change in dean/director during the period. another problem was the extent to which the collections officers worked alone. they made attempts to involve selected librarians, but never approached faculty for support as dominguez and swindler ( 1 993) indicate was vital to the success of similar efforts in north carolina. the mrlt education librarians also had difficulty finding common ground for cooperative collection work. dane ward, then education librarian at wayne state, wanted to find a way to work together on textbooks or test materials. neither of these were areas that all three institutions wished to pursue but the meeting did serve to give each one a better picture of the other's operations. as with other mrlt efforts, the new spirit of cooperation and coordination provided a tool for communication between colleagues. wayne state is an urban institution and its education program focuses on service to local schools resulting in a strong collection in urban education and multiculturalism. michigan state started out as an agricultural institution and its first education efforts were directed toward farmers and rural life. it still maintains an excellent collection of agricultural education materials. the university of michigan has always been strong in educational administration and research. there was a consensus that these varied strengths fit together well, but no formal agreement was written. mr. ward agreed to ask wayne state to host a listserv for state education librarians that would allow the three librarians and colleagues throughout the area to exchange ideas. the group met again in the summer of 1996. by that time there was less pressure from mrlt for selectors to find areas for collection cooperation. furthermore, each librarian had taken on added responsibilities. all agreed that there was little time left for new projects. they looked for ways that they could do more with less. ms. corby, michigan state's education librarian suggested that they create web pages that would have original content, such as brief reviews of smaller press and foreign education monographs, which might be of value to many selectors. ms corby and ms. nichols, the education librarian from the university of michigan, agreed to work on the book review project, while mr. ward continued with the listserv. the web page entitled "education book reviews" (http://www.lib.msu.edu/corby/reviews/index.htm) has attracted significant positive response, winning a "top site" award from education index, and being "adopted" as a monthly column by the electronic journal education review (http://www.ed.asu.edu /edrev/). education libraries vol 22, no. 3 after considerable fluctuation in job assignments and personnel in the past eighteen months, all three mrlt institutions now have librarians assigned to education who do have time to focus on that effort. with this new sense of opportunity, the education librarians' group turned to the issue of cooperative collection once again. in coordinating cooperative collection, paul mosher ( 1 986) cites some statistics that seem almost impossible. a 1 975 california study found 75% of berkeley's holdings were unique in the north, and 45% of ucla's in the south. yet there was only 53% overlap between berkeley and ucla. in new york, 87% of records at suny and cornell are unique. statistics from the triangle research libraries of north carolina are similar. clearly cooperation can have a significant impact. since building on historical strengths seemed like the most promising avenue to pursue, the three education librarians undertook a review of their institutional histories. origins and early years educating educators in the michigan research libraries triangle michigan state university, wayne state university and the university of michigan all offer teacher-training programs and provide library services in support of those programs. as public institutions subject to social and economic trends, they share some common patterns, but there are factors, which make each institution unique. the origin of each university's education program reflects the traditional strengths of the parent institution. michigan state university michigan state has a long tradition as an agricultural school and be a! ( 1 9 15) notes that its college of education grew out of an agricultural education program which began by teaching agricultural topics to farm families and rural high school students. wayne state university wayne state has strong ties to the city of detroit. the detroit normal school was established in 188 1 for the purpose of training female high school graduates to become teachers i n the understaffed detroit public school system. between 1 889 and 1920 the addition of new courses and teaching requirements, night classes, summer sessions, and male students, extended the two­ semester program until, in 1920, detroit normal school became a four year institution and was renamed the detroit teachers college. when graduate studies were offered for the first time in september 1 930, about 50% of the graduate students were in education, with a large percentage of them employed and studying · part-time. the present university structure was formed, when the detroit board of education, which governed five city colleges, decided to unite them into a university. at this time, the teachers a r t i c l e s 1s college became the college of education. in 1 934, the consolidated institutions became wayne university. doctoral programs were first offered in 1 946. wayne state library's education collection traces its roots to the normal school. in 1 930 the normal school moved into the former central high school building (later known as old main) sharing the space with the college of the city of detroit (ccd). a year later its "fairly adequate professional library" (hanawalt, 1 968) was integrated into the ccd library's holdings, bringing the collection of the college to 27,000 volumes. when wayne university was established, this relatively small collection became its l ibrary. for many years, the detroit public library newly built and only blocks away, supplemented the university collection. the university of michigan at the university of michigan teacher training has deep roots. in 1 879, it became the first american college or university (outside of normal schools) to establish a permanent chair devoted exclusively to teacher preparation. in 1 92 1 , the department of education became the school of education offering a bachelor of science. the school emphasized research in addition to teacher training in an effort to differentiate from the normal school located only a few miles away in ypsilanti. other notable events in the school's early history included the opening of two demonstration schools, university high school in 1 924 and university elementary school in 1 930. the school added a doctoral degree in 1938. library materials in education were housed in the general library, about a block away from the school of education offices, but the school wanted an onsite collection . after several years of discussion and planning, a new branch library opened in january of 1 94 1 , on the fourth floor of the university high school. the school transferred its curriculum collection, textbooks, and pamphlets to the new facility. use of the room was restricted, due at least in part to space constraints, remarked on even in the library's first year of operation (the university of michigan, 1 9401941 ). the boom years for education schools: from postwar through baby boomers emphasis on teacher training increased greatly after world war ii, when returning military personnel used government benefits to pursue higher education in record numbers. at the same time, the rising birth rate led to a rise in the number of teachers needed in the schools. the annual msu enrollment report offers a graphic example of this boom. from 1 947 to 1 952, enrollment in the elementary education program at michigan state remained steady at around 300 students. by the 1 955-56 school year, the new college of education boasted 1 ,868 undergraduate and 7 1 9 graduate students. the boom continued: 5 ,000 students in 1960; 6,500 in 1 970, when enrollments leveled off and began to decline. wayne state's college of education also experienced an influx of students after world war ii , which, by 1 948 , increased the instructional load of the college by 50%. from a low enrollment of 798 undergraduate students and 9 1 7 graduate students in 1 942, numbers of matriculating students rose steadily to a high of 4,074 undergraduates and 3,957 graduate students in 1 969. this pattern held true at the university of michigan as well. each institution responded to the pressure to accommodate this expansion in its own way. michigan state university the college of education at michigan state, with its emphasis on k12 teaching had an instructional materials center from the first days in its new building in 1 957. as technology changed the classroom, the college of education kept pace and instructional materials became essentially media equipment that could be plugged in. print materials were an afterthought, as professors donated materials from their own collections of k1 2 texts and children's l iterature. michigan state opened its new main library building in 1956, the same year that the school of education became the college of education. towne ( 1 96 1 ) notes that the new library was organized into subject divisions, and an education division was present from the start. these divisional units operated like separate libraries, with separate staff, budgets, reference services, and reserve reading. they relied on centralized circulation, acquisitions and cataloging. this model was progressively less satisfactory as enrollment continued to rise. in 1 965 , reorganization merged library resources with a newly erected graduate research library adjacent to the existing facility, which became an undergraduate library. the 1 964 -65 year was the last for operation of the education division, which became part of the newly centralized services. michigan state university responded to the problems created by increased enrollments by consolidating facilities and services. wayne state university over the years, the college of education at wayne state maintained a close working relationship with the detroit public school system, whose board governed the university. it was not until 1 956 that wayne became a state university managed by a board of governors. the relationship between the board of education and wayne university was unique in the nation and defines, even today, the relationship between wayne state and its students. wayne state identifies itself as an urban institution and works to accommodate the needs of its urban students, 88% of who are drawn from the tri-county area of wayne, oakland and macomb counties. as wayne university grew, so did its libraries. the space for the combined collection of the college of the city of detroit and the teachers college was "unable to contain tbe growing college collection" (engle & borgman, 1 984, p.2 1 ). the university library had created an "education laboratory collection," most likely educatio n libraries vol. 22, no. 3 1 s a r t i c l e s founded on the original teachers college core collection. in 1 949, that collection was physically separated from the university library's holdings and moved to space on the fourth floor of old main, a former high school lunch room. in this way the first incarnation of the wayne state university education library as a physically separate collection came to be. after thirteen years of planning, library director g. flint purdy obtained funding to build a new library and, in 1 950 construction began on a general library and a science library, two separate but adjoining buildings. the new general library opened its doors in 1 953, with the education library filling the fourth floor of the new building and employing a head librarian, 4 1 /2 reference librarians and an average of eight part time students. other floors in the building supported the humanities and social science divisions of the library; each division had its own staff, and its own reference and circulation desks. in 1 970 the education library moved into the kresge building when the science library moved out. wayne state university accommodated the expanded enrollment and increased demands on its facilities and services by organizing and expanding into separate facilities and maintaining branch libraries. the university of michigan the postwar period also saw rapid expansion at the university of michigan school of education. many new programs were -added, such as higher education, and guidance and counseling. enrollment skyrocketed. the school's graduate program enrolled a significant percentage of the university's graduate students: 25% during the regular school year and close to 50% in the summer sessions (williams, 1 997, p.32). the school was stretched to its limit and halted the growth of enrollment in the early 1 960's. the education library existed as a separate facility during the boom years. the library collection grew steadily-with many faculty donations-and won occasional laudatory mention in the school's annual report. in 1 950, for example, particular notice was made of the library's text and thesis collections. demands on the physical facility, however, could not meet the growing school's needs. the seating capacity was 58 (university of michigan library, 1 953), hardly adequate for a student body of over a thousand. it was the space issue that led the library to move this branch into the undergraduate library building when it opened in january 1 958. even that new space rapidly became too small. by 1 964 arrangements were made for readers to use adjoining space in the undergraduate library. although now in a separate building from the library, the school of education continued to keep a hand in planning. in 1 964, the school established a faculty library and instructional materials committee charged "to develop further the use ofthe existing library" (the president's report, the university of michigan, 1 9641 965, p. 48). like the library, the committee, too, remarked on the need for more money and more space (the university of michigan, 1 9651 966, p. 42). education libraries vol. 22, no. 3 the 1970's and beyond in the early 1 970's, a statewide economic crisis created a significant impact on public universities. at the same time the demand for teachers, which had fueled the rapid expansion of the schools of education , began to decline. retrenchment and reorganization were constant over the next few years. michigan state university through the 1 970's, enrollment in michigan state's college of education dropped from its 1 970 peak of 6,500. by 1 985 it had reached 2,000-2,500 students, about equally divided between undergraduate and graduate programs, where it remains. in the late 70's, the college received a major federal grant to set up the institute for research on teaching. it turned to the main library for help in hiring a librarian to work with that project and help with the acquisition of print materials for the media center. when the center outgrew its home, print materials were left in the original location and media were moved to another floor. this left a librarian and library clerk in charge of the collection of texts and children's literature. in the early 90's, this teaching resources library was eliminated and its collections dispersed. in the 70's, the main library experienced a complex of financial problems. major serial deselecting projects were carried out, but there were years when there was no money at all for monographs. staffing for the research library was also a problem. the bibliography unit had only three librarians, each of whom had to cover large subject areas. many collection maintenance functions were being neglected. as the seventies drew to a close the library again instituted a major reorganization, eliminating the separate research and undergraduate libraries and unifying services at the main library. the eighties saw a gradual growth in the numbers of librarians given collection development duties. 1 986/87 was the first year that a few librarians were officially listed as holding dual positions as both public services librarians and bibliographers for a given discipline (annual report, 1 986-87). this model, currently the norm at michigan state, was followed when a new bibliographer /reference librarian was appointed in 1991 to serve the college of education. during the n ineties the computer has become a focal point for change in most libraries. michigan state's education librarian and college of education now work together on a variety of electronic related projects. software for classrooms, particularly at the kindergarten to grade 1 2 level has been one ongoing concern. the software needs to be accessible for faculty uses in the classroom and for students who need to familiarize themselves with it both from a mechanical and a pedagogical standpoint. the usual access problems are compounded by the often-restrictive licensing agreements of the producers. in the last few years the a r t i c l e s 1 1 college of education has offered an increasing number of distance and · web based courses. service to these students is an evolving scenario that changes as quickly as what can be posted on the web and how sophisticated a computer set-up the library feels it can require. the education librarian is called upon to be involved in copyright permjssion issues and web page design consultations that were unheard of only a few years ago. wayne state university in 1 97 1 , wayne state's college of education undergraduate enrollment began to fall drastically, continuing to a low of 5 1 5 students in 1 985. the drop in graduate enrollment was not nearly as precipitous; 2,035 graduate students were enrolled in 1985. even today, with recent figures placing wayne state's college of education enrollment at 28% of the total of graduate students, the college has the largest proportion of the student body of any college at wayne state . and, as was the case in the 1 930s, a vast number of these graduate students are employed and studying part time. decline in the enrollment of wayne state's college of education was paralleled by a similar decline across the university. because of this, the library system suffered a budgetary crisis that led to the unification of the separate divisional l ibraries housed in the purdy and kresge buildings. in 1 985, the education library collection was integrated into the purdy library collection of humanities and social science materials. the education eibrary as a separate entity ceased to exist. the former education librarians were assigned other duties, with one being designated as the education librarian. at this time, one librarian is assigned liaison duties to the college of education . she is currently focusing on collaboration, investigating the ways in wruch she and the college of education faculty can work together more closely and cooperatively to enhance library services to both faculty and students. in the near future she will need to introduce education faculty and students to the library's new horizon online catalog, and teach them how to utilize the variety of education related databases to which the library will be subscribing. additionally, she will be closely involved with creating web-based pathfinders in the field of education as the wsu library system increasingly incorporates web sites into its online catalog. the university of michigan in 1 969 an external review described the university of michigan school of education as fragmented and lacking well­ defined goals. streamlining was critical and within a year the university of michigan followed other state universities by closing its iab schools. many programs were eliminated or consolidated. the school of education took over the entire building that had housed the lab schools and began retooling. streamlining did not preclude the addition of new programs and, following emerging social trends, the school began to develop activities related to urban education, school desegregation programs , and minority recruitment. the school of education was not the only unit to suffer cutbacks during this period. campus-wide, units tightened their belts, cutting services and programs. driven by financial constraints the dean of the school of education and the director of the university library agreed to close the education library in 1 973. collections and services supporting education were dispersed into the undergraduate and the graduate libraries. each library was expected to maintain and develop those areas as part of its regular, ongoing responsibilities. the education librarian was appointed to a position in the school of education and his reference and collection management responsibilities were assigned to librarians already in the undergraduate and graduate libraries. a new crisis struck the school in 1 982. the university was facing a $ 1 2 rllillion budget shortfall and the school of education became one of three units under consideration for major reductions or elimination. ultimately the school took a 40% budget reduction over five years. in the years since, the school has restored some losses. it has remained strong in research and continued to develop innovative programs, particularly in the use of technology. library services in education have changed over the two decades s ince the branch l i brary was c losed . the spl i t responsibilities led to collection overlaps in some areas and gaps in others. split collections left users uncertain of where to go for the bulk of materials relevant to their research . in partial remedy of this confusion , the graduate library agreed in the 1 990's to become the primary location for all research-level materials in all areas of education. the undergraduate library agreed to retain the materials already in house and to continue collecting materials appropriate to undergraduate education. the two libraries continue to work together to refine collections and services to the school of education. currently at the university ofmichjgan, the librarian is seeking to forge closer ties to the school of education, meeting with staff from the school ' s information technology unit to discuss cooperative efforts, including the possibility of developing new digital resources. looking to the future an important development for cooperation in michigan was the appointment of george needham as state librarian in 1 996. his priority is to bring a statewide information system to michigan. among the components of his plan, called accessmicrugan, various state library organizations cooperate to provide the michigan electronic library of freely accessible web sites, oclc interlibrary loan, state-wide 24 hour courier service, and access to proprietary education libraries vol. 22, no. 3 1 s a r t i c l e s databases through firstsearch and umi. the statewide model of equal access for all will necessitate a broader scope for grantwriting and cooperative projects than mrlt or its three education librarians had originally envisioned. gathering this history has clarified each institution's unique mission. the lessons learned both from the history and the review of the literature of other cooperative efforts have forced a focus on certain realities. the historic strengths of our collections will continue without formal agreement. presently, serials and electronic access are more appropriate points of attention than monographs. for education related subjects, current mrlt plans include coordination of journal and microform selections to broaden access or avoid duplication. there has been some discussion of sharing access to little used and expensive reference resources, which in the case of print materials, would involve a change in current interlibrary loan policy. deselection is another area where the librarians' shared historic knowledge will assure that one institution is not disposing of resources that would be valuable to a sister institution. beyond this, for now at least, the future appears to be on the web. the book review page continues. institutional efforts will increasingly make unique historic collections available in full on the web, many of which will be significant for educational researchers. for example, michigan state has just received $200,000 in funding from the national endowment for the humanities for an "historical voices" project which includes funds to digitize many of the resources of the vincent voice library. this will make the voices of historic world figures freely available on the web for use by educators at all levels. these types of projects generate excitement and truly allow us to teach in ways that would not have been previously possible. they also confirm the importance of coordinated effort and explicit priority setting to assure that existing strengths and traditional functions continue to be part of our service equation. the institutional histories we have shared, and the professional relationship we've built will assure that our efforts will continue to be coordinated at an important, if informal, level. references annual report. ( 1 986/87). east lansing, mi: michigan state university libraries. beal, w. j. ( 1 9 1 5 ). history of the michigan agricultural college and biographical sketches of the trustees and professors. east lansing, mi: the college. byrd, g. d., davis, j. y., gosling, w. a., & herman jr., l. r. ( 1 985). the evolution of a cooperative online network; lessons from the history of the triangle research libraries network. library journal, 1 10, 7 1 -77. dominguez, patricia buck, & swindler, luke ( 1 993) cooperative collection development in the research triangle university libraries: a model for the nation. college and research libraries, 54, 470-496. engle, constance b . , and borgman, betty c. ( 1 984) profile of the kresge (education) library. education libraries, 9, (fall) 2 1 -24. hanawalt, l. l. ( 1 968). a place of light: the history of wayne state university. detroit: wayne state university press. michigan state university. office of the registrar ( 1 9541995). enrollment report. east lansing, mi: the university. mosher, paul h. ( 1986) a national scheme for collaboration in collection development: the rlg-ncip effort. in wilson luquire (ed.), coordinating cooperative collection development: a national perspective (pp.21 -35). new york: haworth press. towne, jackson e., ( 1 96 1 ) a history of the michigan state university library, 1855-1959. rochester, ny: university of rochester press for the association of college and research libraries. education libraries vol. 22, no. 3 a r t i c l e s 1 9 the university of michigan. ( 1 9401 94 1 ) . the president's report ann arbor, mi: the university of michigan. the university of michigan. ( 1 9641965). the president's report. ann arbor, mi: the university of michigan. the university of michigan. ( 19651966). the president's report. ann arbor, ml: the university of michigan. university of michigan library. ( 1 953). the library situation and the program of plant extension. unpublished report to the library committee of the college of literature, science and the arts. williams, b. a. ( 1 997). the science and the art ofteaching: the 75th year of the university of michigan school of education . ann arbor, mi: the school of education. katherine corby is education and psychology bibliographer and reference l ibrarian at m i c h igan s tate university, east lans in g , m i , usa. e-mail : corby @pilot.msu.edu shellie jeffries is the education and anthropology librarian at wayne state university in detroit, mi, usa. e-mail: ac0656@wayne.edu darlene p. nichols is educatiop and psychology librarian at the graduate library, the university of michigan, ann arbor, ml, usa. e-mail: dpn @umich.edu education libraries vol. 22, no. 3 digital resources and the education library by patricia o'brien libutti, ph-d., guest editor this theme issue on digital resources and the education library developed from a chapter on virtual collection development policies in j. carr's recent book: management of cur­ riculum materials centers: the promise and the challenge (ala/ acrl, 2002). as often hap­ pens when writing on one subject, an author finds out that there is much more to the topic as a written piece is prepared. the concepts inherent in the advent and incorporation of digital resources in the daily work of education librarians were only sketched in that chap­ ter; ~uch more was yet to be examined. two new publications addressed the range of topics: this journal and a book to be published by ala/ acrl on an expanded vision of the topical area. the journal and the book represent a cross-fertilization of ideas and contribu­ tions from members of both organizations, as well as from author-practitioners active in higher education, library and information science, and school and library media positions. the initial chapter from dr. leslie s. j. farmer frames subsequent ones. the issues ad­ dressed in dr. farmer's writing go beyond the school library media center. appropriate­ ness, administration, strategic planning, and the 'ripple effect' of activity beyond the school library media center. the questions she poses in each section can be asked in any educa­ tional scenario where working with use and evaluation of the web is central to lessons taught and learned. in fact, the pragmatic issues central to organizational thinking about the advent of the web into a school district, graduate school of education, -even the university or library consortiumare asked in this article. dr. farmer has succeeded in presenting an overview useful to many practitioners in the education arena. jo ann carr, director of the cimc at the university of wisconsin-madison, h as gained recognition over the last decade as a thinker and action-oriented practitioner who involves fellow librarians at many levels in product development for the web. she documents three case studies that are supposedly range from a local project to a national endeavor. project. yet, due to the nature of the web and the merit of the resources, the range far exceeds the author's designations . the 'local' project, an annotated database of education journals, was set in wisconsin at its origination. in march 2002, the product, a database of annotated education journals was made available to the public, indicating that on the web, there is rarely a 'local' project, if the work is useful to many beyond the geographical boundaries. education libraries volume 25, no. 2 winter 2002 4 --------------------------------------------------------------------------~ carr's careful documentation of consultation, delegation, and leadership in organizations demonstrate the necessary component of relationships as essential in product develop­ ment, inauguration and maintenance. she points to phases in project development that faltered due to lack of institutional commitment and then proceeded to gain such commit­ ment. the resulting three web resources show the 'nitty-gritty' aspects and persistence needed for quality resource management. repman and carlson take the reader through a sequence of implementation with k-12 school age students of existing web resources the resources, evaluated and explained from the view point of 'what works' with students, provide the reader with a ready listing of tips and techniques that are useful and thought provoking. the inclusion of dr. loriene roy's article on the emergence of the oksale native american resource web site highlights the most valued use of the web : the visibility of resources once difficult to obtain and use, now available for the student and teacher alike. readers are provided with a visual and narrative excursion into the thinking needed to make these rare resources available to all. a note on the composition of this journal is in order. unlike the apa format which specifies the inclusion of urls in the body of the text, this editor has, instead, concentrated on presentation of the author's thoughts . links are listed in the back of education libraries as bookmarks by article author. hyperlinked documents have the advantage of presenting the explorer with options at any point in the document. it is many-branched, indicating the choice of deciding to examine a path on the way through the writing is the readers; however, the print counterpart, with the visual and conceptual clog of urls in sentences, does not afford the reader such a luxury and may, instead, provide obscurement of com­ prehension. it is the opinion of this guest editor that this 'approximation' of the value of hypertext by inclusion of urls in the body of text stimulates rethought on the dubious value of the change in writing style due to such approximations. patricia o'brien libutti, ph.d., is the social sciences/ education librarian at rutgers university libraries, archibald alexander library, new brunswick, new jersey. she has focused on issues involved in developing virtual collections in positions as cybrarian, thinkquest and presently in the development of a virtual educational materials collec­ tion. past publications include librarians as learners, librarians as teachers: the diffu­ sion of internet expertise in academic libraries . presently, a book ensuing from this journal on the wealth of digital resources in the discipline of education is in preparation by patricia and scott walter, co-editors: digital resources and education libraries: inventiom, innova­ tion, and implementation, to be published by ala/ acrl in late 2002. e-mail: libutti@rci.rutgers.edu. education libraries volume 25, no. 2 winter 2002 5 bookreviews scott walter, university of washington, pullman, book review editor ely, d. p. & plomp, t. (eds). ( 2001). classic writings on instructional technology, vol. 2. englewood, co: libraries unlimited, isbn 1-56308854-1. $60.00. instructional technology (it) is a discipline that is easily misunderstood . it is a relatively new discipline, with roots in educational psychology and the development and application of instructional media for instruction (e.g ., comenius's orbis pictus, the use of "magic lantern" slides, educational film and television, and the use of personal computers for instruction). because it often includes the design and creation of instructional media, it has traditionally received greatest attention when there is a perceived need to find a reliable method of teaching a large number of learners efficiently and quickly. the instructional films developed to instruct servicemen and women during world war ii are one example of this phenomenon; the push to improve the american school system after the soviet union's launch of sputnik is perhaps the most famous example. because of its connection to computers and the current popularity of infusing school settings with digital technologies, it is receiving increased attention due to public interest in using computing tools in classroom settings as well as interest in using networked computers for distance education. however, the discipline of instructional technology is more than the clever use of media as a teaching tool. classic writings on instructional technology, volume 2 offers the reader considerable insight into it, its history and the research members of the field. the stated purpose of the volume is "continues the purposes of volume 1: to provide a convenient collection of seminal papers that are considered to be foundations for the field .. . " (p. xi). the works collected in volumes 1 and 2 are required reading for anyone interested in instructional technology. the articles selected for volume 2 were chosen by leaders in the professors of instructional development and technology (plot) group that meets annually, with additions of some of the editors' favorites. from over fifty nominees, fifteen articles were chosen, using frequency of citation and mention within it literature as part of the screening process. the result is a collection of articles that are by and large the most influential to the development of it as a discipline. the volume is divided into four parts: definition and conceptual background, design and development functions, delivery options and the profession. brief essays by the editors placing in context the articles chosen for each part provide a sense of the interests and challenges faced by it researchers and practitioners. this book, along with volume 1, is an important addition to any educator's library. abbie h. brown, ph.d., is assistant professor of educational technology, college of education , washington state university. e-mail: abbie_brown@wsu.edu . education libraries vol.25 no.2 winter 2000 38 toma, j. d. & palm, r. l. (1999). the academic administrator and the law: what every dean and department chair needs to know (ashe-eric higher education report volume 26, no. 5) . washington, dc: the george wash ington un iversity, graduate school of education and human development. isbn: 1-878380-85-0. $24.00 in recent years , lawsuits have become progressively more commonplace in american society . increasingly, litigation is selected as the preferred mode of resolving contractual and due process disputes as well as violations regarding civil and individual rights, affirmative action, discrimination, sexual harassment, malpractice, licensing agreements, and copyright. litigious issues such as these are no longer limited to the public sector; they have spilled over into the higher education arena. a glimpse at recent issues of the chronicle of higher education indicates the magnitude and complexity of legal issues currently under discussion . the academic training of most administrators has prepared them for leadership within departments and research communities . however, this training has done little to provide them with the knowledge and skills necessary to field the wide variety of legal issues that arise in higher education institutions. despite the availability of legal assistance on campus, mistakes can still occur with significant legal and economic consequences. therefore, administrators, deans, department heads, and others associated with human resources and student services need a strong understanding of higher education law, particularly as it pertains to their professional responsibilities. toma and palm, both assistant professors of higher education at the time of publication, offer college and university administrators a primer on the law as it affects higher education. their primary purposes are to present "academic administrators with the general background necessary to recognize legal issues when they emerge on campus", "to encourage academic administrators to be active participants in resolving legal issues that arise at a school or in a department " and "to prompt academic administrators to consider and impleme.nt prevent law strategies." the academic administrator and the law helps university leaders deal with the effects of the "growing litigious environment on their roles" by "providing a more generalized, non-legalese discussion and offering a broad understanding of the complex legal situation facing higher education institutions." the authors have organized the book into four major sections, an extensive reference list, and an excellent index. each section provides a discussion of relevant background and salient concepts and issues, laws, and federal and state cases related to the topic. section 1, the law, the courts, and counsel, seeks to describe representative college/university legal issues including sources of higher education law, the distinction between public and private institutions, attorney/client relationship, pretrial and trial procedures, and liability for individuals and institutions. detailed discussions, from both individual and institutional perspectives, provide a rich context in which to examine these topics. the sections on legal procedures and liability, as they relate to authority, are particularly useful to educational leaders, as is the section that describes three typical models of legal services in colleges and universities today. section 2, the employment relationship with faculty and staff, discusses issues related to employment contracts, collective bargaining, and constitutional and statutory protection regarding employment discrimination, disabilities, age, affirmative action, privacy, immigration, academic freedom, and personnel issues at religious institutions. this section also contains extensive discussion of laws and legal issues related to the interview and hiring process, reappointment, tenure, promotion, performance evaluations, post-tenure review, employee misconduct, retirement, and dismissal. section 3, students in the academic education libraries vol.25 no.2 winter 2000 39 setting, focuses on institutional and student roles, rules, and regulations regarding academic and disciplinary matters. academic issues involve admissions, discrimination, students' academic records, dining services. the section concludes with discussion of legal implications related to regulations established by institutions regarding expression, student organizations, and publications. the importance of due process is emphasized and substantial references to legal process and procedures, and relevant cases are included. the authors present perspectives regarding the issue of student supervision and institutional liability at the college level and the shift from the "long-standing doctrine of in loco parentis" to an implied contractual the section concludes with discussion of legal implications related to regulations established by institutions regarding expression, student organizations, and publications. the importance of due process is emphasized and substantial references to legal process and procedures, and relevant cases are included. section 4, regulation and oversight in the school and the department, examines the influence of federal and state regulations on the administering of higher education. the authors point out that "although most deans and chairs have little direct contact with certain regulatory statues -federal environmental laws, state sales taxes, or local zoning ordinances, for instance several other regulations have a substantial effect on administrative decisions." additionally, professional associations impact accreditation issues and ultimately affect institutional programs. consequently, it is important that deans and chairpersons are alert to and conversant with academic and legal regulations particularly as they impact the institution at hand. the balance of this section provides detailed information about legal issues and regulations concerning copyright, trademarks, and patent law, openness and disclosure, family and medical leave, research and teaching, taxation and fundraising, and accreditation . at a time when legal issues and concerns have become part of the fabric of higher education, this volume provides administrators, deans, and chairs with a well organized, clear, and concise overview of legal topics relevant to everyday roles and responsibilities. the authors have succeeded in providing a "synthesis and analysis" to law as it pertains to higher education and the legal environment that exists today. it complements important resources such as the law of higher education (kaplan and lee 1995), the law and higher education (olivas 1997), and complying with federal law: a reference manual for college decision makers (weeks 1995). highly recommended, this book deserves a place in academic libraries as well as in the office of every administrator, dean, and chairperson to help identify relevant legal principles and to suggest appropriate practice and procedures. francine m. defranco is education librarian at the university of connecticut libraries . email: francine.defranco@uconn.edu. nebraska educational media association (nema). (2000). guide for developing and evaluating school library media programs (61h ed.). englewood, co: libraries unlimited. isbn 1-56308-640-9. $39.00 the 6'h edition of the nebraska guide is both a guide and a model for the evaluation of the k-12 school library program. the preface outlines the history of this state publication, which has been tied closely to revisions in national standards for school library media programs and in-state curricular initiatives. the 6'h edition goes beyond product to process, so that other state library associations can model and create their own state-based evaluative guide. however, as a stand-alone evaluative tool, the guide was designed to be used beyond state borders. although the beginning matrix correlates the latest national information literacy standards with the regional accreditation standards and the state curricular framework, ?lank pages illustrate the model for the process to be repeated with other states and regions . the same 1s true for state certification guidelines. education libraries vol.25 no.2 winter 2000 40 of rationale, a description of expectations, and checklists for evaluation from the perspectives of the library media specialists, teachers, and administrators. with some elements, student and parent checklists are included as well. the guide covers all elements of the library media program within the context of the school thoroughly, with perhaps the element of access. a fault rather than a flaw, the open and free access to library resources and materials concept is not as thoroughly evaluated or the ideal practice described, as are other elements of the school library program. the responsibility of the library media specialist and library support staff to create a warm and emotionally safe environment for students are teachers is not directly addressed either on the descriptions or evaluative checklists, although students are asked if they liked coming to the library. circulation is addressed in a limited fashion, only in terms of automation, not as a comprehensive procedure. students' emotional, physical, and intellectual access to library resources, programs, and facilities would be an excellent addition in the next edition.however, the volume is so well constructed that the above omissions do not mar its usability. it is an excellent source for the school library media specialist as an evaluative guide. it can be used as a resource for classroom teachers' use in planning for information literacy skills collaboration with the school library media specialist, or as a companion text in school library or information literacy methods classes.because the guide for developing and evaluating school library media programs is tied to national standards and current practices in school librarianship, it can be used as an evaluative guide for any state standards outline. helpful resource documents from the american association of school librarians (aasl}, the american library association (ala) and other sources are included in an appendix. a glossary of terms and index is also included . gail k. dickinson, is assistant professor, department of library and information studies, university of north carolinagreensboro. e-mail: gkdickin@uncg.edu livo, n j.( 2000}. celebrating the earth: stories, experiences, and activities. englewood, co: teacher ideas press. isbn 1-56308-776-6. $24.50. livo continues her notable contribution to folklore and storytelling-related curriculum materials with the publication of celebrating the earth: stories, experiences, and activities. as the title suggests, this book shares world folktales about animals and the natural world, and includes the author's personal experiences with nature and activities for the classroom that relate to the stories. this book aims to help elementary school students explore and develop their "naturalist intelligence," as described in gardner's frames of mind: the theory of multiple intelligences (1983}.the environment has become an important area of discussion, and this book can help teachers explain consideration for the natural world in an appealing style for children. there are more than thirty stories in the resource, which address amphibians and reptiles, flying creatures, four-footed animals, constellations, plants, creatures from the water, the natural phenomena of floods, lightning, and rainbows, and american folklore. the stories come from an eclectic mix of cultures and countries such as the hmong, native americans, japan and finland, and include nursery tales and greek myths. livo's passion for folktales and the environment is evident, and teachers can use this resource to help students cultivate their own enthusiasm for nature. celebrating the earth is a solid addition to any library's curriculum collection. contact information for additional resources, a bibliography and an index are included in the back of the book. elaine gass is reference librarian and education bibliographer, lewis & clark college. e-mail: elaineg@lclark.edu. education libraries vol.25 no.2 winter 2000 i •. 41 bluh, p.m. (ed.). ( 2001 ).(managing electronic serials: essays based on the alcts electronic serials lnstitutes,1997-1999. chicago: american library association. isbn 0838935109. $38.00 in her introduction to managing electronic serials, bluh attempts to draw a correlation between the dynamic characteristics of electronic serials and the shape-shifters of mythology. as bluh suggests, the process involved in the management of these information resources requires us to be ever on our toes, is a never-ending and forever shifting challenge, and is particularly frustrating to library practitioners. unfortunately, we do not have benefit of a more relaxed historical perspective that would allow us to examine this phenomenon from a comfortable distance: it is happening all around us and it is happening now. as an illustration of the manic course of evolution the digital information universe (in particular, the serials part) has followed, managing electronic serials contains eleven essays: nine based upon presentations made at electronic serials institutes sponsored by the serials section of the american and library association's association of library collections and technical services (alcts) since 1997, and two solicited contributions intended to "enhance the publication and make it more balanced and well-rounded" (biuh, ix). it also includes a section on sources and resources: online resources annotated annotated section on contributors and an index. this collection may not answer all questions or eliminate all uncertainties about the complex world of the electronic serial, but it will inform the reader with some well considered viewpoints as to where we have been and where we might and should go from here. the quality of the essays is uneven, but varied and timely. discussions are centered on issues of complexity, economics, and technology. however, the authors manage to discourse on topics as far ranging as seriality; delivery of information; management and technical implications; licensing, cataloging, and public service ramifications as well as a challenges to some of our profession's own long-held beliefs. friedemann a. weigel cautions us to remember the past as he reminds us of a parallel between today's digital information audience and the movable-type audience of gutenberg's day in terms of its ability to understand, embrace, and take advantage of publishing developments. weigel, managing partner and director of information systems for the bookseller harrassowitz, concludes that we shouldn't think of electronic serials as only an issue of technology, but as an information resource whose best use will come from the effective application of tried and true library tools. highlights include ronald e. larsen's essay on the destabilizing effect of the digital revolution on traditional library practices historically intended to optimize collection development efforts . larsen, executive director of the maryland applied information technology institute (maiti), concludes that optimization in the digital milieu requires an increased focus on the user's attention made possible through advances in information technology. the rapid and universal acceptance of the internet as an information resource and the pressure placed upon librarians to lead the digital revolution has promulgated a variety of myths as regards the acquisition of and access to electronic journals. dan tonkery's essay is an attempt to provide a pragmatic response to several of the most popular of these myths. tonkery, president of faxon, rowcom's academic and medical services, finds it "counterproductive" (p .94) to order e-journals directly from the publisher and recommends an update of methods to order these resources more in accordance with technological developments and what they make possible. "a license to kill for ... " by faye chadwell is an informative and comprehensive read for librarians who want to provide expert service to library patrons and have encountered or will encounter a myriad of complications unique to the electronic serial and the essential need to license it. chadwell, education libraries vol.25 no.2 winter 2000 42 r chadwell, head of collection development at the university of oregon, provides an engaging narrative. appendixes with relevant information on licensing resources and examples of common problems en­ countered in this process are included. managing electronic serials attempts to provide a glimpse into the exhilarating, frustrating, and ever­ changing universe of the electronic serial. the invasion of thee-serial is upon us; the resources contained within it are, by nature, elusive; and its immediacy requires immediate response. this collection of essays is one of many historical signposts that serve to illuminate the thinking of those caught in this information maelstrom as they prepare to address the issues and concerns brought on by the next wave. mark jacobs is electronic serials cataloger, washington state university libraries . e-mail: majacobs@wsu.edu. andriot, l. ( 1999). uncle sam's k-12 web: government internet resources for educators, students, and parents. medford, nj: information today, inc. 244p.isbn: 0-910965-32-3.$24.95. as most librarians and researchers already know, the government issues some of the most reliable and best information available on the world wide web today. uncle sam's k-12 web captures and organizes for users a selected list of web sites for students, their parents and teachers, and general readers. this sourcebook is divided into sections according to audience, with part i devoted to information for students, part ii for parents, and part ill for teachers; it also includes appendixes and an index. under each section one finds subsections comprising broad academic subjects. however, a few categories such as "community and people," and "research resources" cut across all disciplines. entries include the name of the web site, the url, and a brief annotation . annotations for the student section of the book focus on enticing activities available for kids. as and riot writes in her introduction, "the wonderful thing about the internet is that it doesn't just tell, it demonstrates." next to each annotation in the student section are grade levels or ranges of grade levels, to help readers find age appropriate materials. the brief list of parent web resources includes link$ for the protection of children in cyberspace, drug education information, and eric parent brochures. teacher resources include curriculum materials such as askeric lesson plans, or web sites that offer teaching ideas and resources by subject. the only problem with the book is that some of the addresses for the web sites are already out of date. about three out of ten items do not link now with the given addresses, a general problem for printed works involving web resources. however, the author regularly updates information and links at her web site < http://www.fedweb.com/ >, if users have access to a password that comes with the book. the appendixes offer a general guide to finding government information online, an index of government agencies used in the book, and a general index. this useful book is recommended for its intended audienceeducators, students and parents. susan a. ariew is college librarian for education and human development, virginia polytechnic institute and state university. e-mail: saa@vt.edu. education libraries vol.25 no.2 winter 2000 43 davis, robin works. multimedia storytimes. fort atkinson, wi: alleys ide press, 2000. isbn 1-57950-028-5. $16.95. in multimedia storytimes, davis extends the scope of multimedia to include the internet and co-roms. her illustrated book provides an intriguing resource that aims to aid "teachers and librarians in selecting, evaluating and using multimedia" with children in such a manner that computer technology becomes as natural to them as using books and adds new dimensions to their learning. the introduction states that the forty story hour programs (average length 30 minutes) included in the compact book are intended for children ages three through seven. the author's introduction supports the information literacy standards found in the american association of school librarians' information power. arranged alphabetically from abc through human body to zoo doings, with most of the themes involving animals, the multimedia storytime programs include fingerplays, songs, poems, puppets, and books as well as web sites, videos, and co-roms. most of the traditional activities tend to appropriately reflect choices for the designated pre-academic group; however, the web sites inspected seemed, in general, to be geared toward an older audience. for example, the story that appears on the web site for the farm life theme (41-43) at <http://execpc.com/byb/> had only one small picture and lots of text in a small font (despite the fact that my default font size was set to 16). as such, the web site did not offer much of an advantage over a book. on the other hand, the "egg-citing" theme was enhanced through a university of california web site that allowed for close inspection of the inner workings of an egg <http :/www. ucmp. berkeley .edu/vertebrates/tetrapods/amn iota .html>. davis, described on the book's back page as an educational technology manager at the dallas museum of art, includes in the book's introduction good. sections on multimedia use and activities, getting started suggestions and timelines for implementing the.multimedia storytimes, resources for evaluating multimedia, and equipment recommendations . having worked in a k-8 school library for nine years, i was intrigued by the contemporary twist that multimedia storytimes offered to the traditional story hour. the internet and computers have become an integral aspect of american social life. how, i contemplated, could the internet and co-roms be integrated into story hours? to my surprise, despite the known instability of web sites, most of the sites listed in the book as part of the 40 storytime programs actually worked. ironically, the url given for updates <www.hpress.highsmith .com/rwdup.htm> proved to be one of the very few web addresses that did not work! modifying this url to <www.hpress .highsmith .com >and doing some exploring, i found a cover picture and brief description of the book and its price ($15.95) but none of the promised web links or updates. since i checked this site first, its failure didn't bode well for the usefulness of the book's content urls . to my surprise and delight, most of the sites for the storytimes worked and proved intriguing beyond the potential appeal for the age 3-7 audience. in general, the web sites seemed geared toward a grade school or even higher audience. the ability to verify the accessibility of the co-roms listed, proved more difficult since the book lacks a master list of the cd-r oms and the companies, which produce them . (there is a multimedia index that provides the titles of cd-roms in bold, but there is no easy way to group these to check catalogs or access via the web.) the addition of a master list would make checking and ordering much easier. spot­ checking revealed availability of many of the cd-r oms with most costing about $29.95. since the programs tend to schedule 3-6 minutes for use of the co-roms, purchasing all 26 listed for the 40 programs may be beyond the finances of many institutions, especially if use is so limited . many of the suggested read-aloud books seemed more obscure than i had expected . although the multimedia index includes the titles of web sites, videos, and cd-roms, there is no listing of books by author. although librarians or teachers using multimedia storytimes may select the program by theme, a bibliography and other alphabetical listings by author, title, and publishers would be most useful. another education libraries vol.25 no.2 winter 2000 44 helpful addition would be a calendar of programs by appropriate months and/or holiday. without reading the text of "buzz" (34-35), the librarian or teacher would not know that september is national honey month, the time to use this program about busy bees. the instructions given for preparation of the technological equipment required to effectively use the book's multimedia storytimes seemed somewhat dated and limited . the suggested screen size for the monitor (15") seems rather small for a group of kids. i would expect that if the multimedia storytimes programming was successful through the forty programs that the number of kids attending would increase and make the purchase of the small size seem wasteful. the lcd projection equipment, however, might compensate for this choice. set-up for some of the multimedia storytimes (e .g., "egg-citing," p. 39-40) would include a tape recorder, a costume and props, a computer with an internet link, a cd-rom player and disc, a video player, books, and craft materials. scheduling only 3-4 and at most 8 minutes for the technological aspect seems burdensome. i was exhausted thinking about the logistics needed to pull off just one of these programs. granted the targeted audience of 3-7 year olds does have a short attention span but allowing longer for fewer activities might better serve the goals of introducing children to the naturalness of learning with technology. the limitations noted in this review should not deter librarians, teachers, and parents from exploring the concept of using internet and computer technology with children . the materials contained in the book could supplement or expand any story hour program offered in a school or public library. the efforts made to equalize access to technology for all children outweigh the difficulties cited in this review. carolyn karis is library information specialist at the urban school of san francisco. e-mail : ckaris@urbanschool.org. mceimeel, sharon l. 100 most popular picture book authors and illustrators: biographical sketches and bibliographies. englewood, co: libraries unlimited, 2000.1sbn 1-56308-647-6. $55.00. the newest addition to libraries unlimited's "popular authors" series, this collection is a useful complement to the author's earlier 100 most popular children 's authors (1999). as in her earlier collection, mceimeel provides short biographical sketches of leading authors and illustrators aiong with short bibliographies of works by and about each subject. with a nod to the research habits of contemporary students, mceimeel also provides listings of relevant multimedia and web-based information resources (where available); entries for leading authors such as tomie depaola and eric carle, for example, provide urls for related web sites (complete with date of last access) . any collection claiming to identify the "most popular" authors and illustrators of a literary genre is bound to give rise to question about how subjects were selected for inclusion. as m.ceimeel puts it: "when choosing authors and illustrators to share with young readers, there seems to be as many sets of criteria as there are authors and illustrators" (xxviii). mceimeel provides a helpful explanation of the criteria used in her work, noting, for example, the central role of a national survey of students and teachers conducted in 1997. the result is a balanced collection of classic authors such as beatrix potter, maurice sendak, and theodore geisel and contemporary authors such as jon scieszka, chris van allsburg, and jane yolen. a number of authors representing diverse racial and cultural backgrounds are also included, for example, andrea and brian pinkney, faith ringgold, and allen say. there is some overlap between the authors selected for inclusion in this collection and those profiled in the author's earlier work, but it is relatively slight (with the result that the pair are far more complementary than repetitive) . while none of the entries provided in this collection is comprehensive, each provides enough information to help a student begin his or her research on picture book authors and illustrators, as well as references to more substantive information sources. in addition to a "general index" that includes author and title entries, mceimeel has compiled a "genre index" that identifies authors and illustrators who address education libraries vol.25 no.2 winter 2000 45 similar themes in their work, e.g., "african american culture," and "family relationships." the result is a useful reference work that has a place in any library supporting teaching and research in children's literature. scott walter is head of the george b. brain education library at washington state university, and editor, education libraries. e-mail: swalter@wsu.edu. farmer, lesley s. j. cooperative learning activities in the library media center (2"d ed .). englewood, co: libraries unlimited, 1999.1sbn 1-56308-542-9.$28.50. the first edition of this title, which presents ways to incorporate cooperative learning activities into the middle school and high school library, was published in 1991 . in the introduction to this edition, the author acknowledges that, while cooperative learning itself hasn't changed substantially, other influences have taken on greater significance. with the second edition, she has integrated a discussion of diversity issues, outcomes-based education, team planning, and information literacy into the treatment of cooperative learning. the book is divided into two parts , the first providing an overview of the concept of cooperative learning and the second offering sample lessons that conclude with student projects designed to encourage research . part one is valuable for its excellent explanation of cooperative learning, including benefits the approach offers and ways to involve students. the author explores both its academic and social values . she points out that helping students learn to manage time and resources and drawing upon individuals' strengths to maximize the group's productivity are primary advantages. farmer emphasizes the necessity of adequate teacher preparation and the value of teacher-librarian collaboration . she touches upon the role of accountability and assessment and offers an explanation of the types of cooperative learning. this overview would serve to bring up-to-date anyone unfamiliar with current education trends and jargon. the author has a refreshing ability to distill concepts into clear and easily understood language. she effectively incorporates diversity issues, critical thinking, multiple intelligences, and rubrics into the updated coverage of cooperative learning. recognizing the growing role of information literacy, farmer draws upon various models and emphasizes the effectiveness of teachers and librarians working together to help students find, evaluate, and use information . cooperative learning and information literacy complement each other very well. part two is comprised of sample lesson plans. farmer has retained some original lessons but most are new, many based on technology themes . in addition to such "classic" themes as dinosaurs and time capsules, the second edition includes more current topics such as webquests and food on the internet, one of the foreign language activity plans. the revision encourages more in-depth student involvement with its inclusion of a multifaceted project for · each subject. although the lessons are designed for secondary school libraries, some are adaptable for lower grades. chapter six outlines the structure of the activity plans. each plan includes several components: a brief description of the activity; content outcomes (what students will know or be able to do); information literacy outcomes; prerequisite skills; rationale for the process; a detailed activity description, including grade level, time frame, resources required, grouping suggestions, group tasks, and helpful tips; assessment suggestions; and activity variations. chapters seven through eighteen include activity plans for various subject areas, including art, english, mathematics, music, psychology and sociology, science, and technology. each subject area has four detailed activity plans, some with brief bibliographies . the lists of "idea starters" at the end of each chapter offer more possibilities. including the helpful glossary and index adds to the book's utility .farmer's guide to cooperative learning is valuable to both librarians and classroom teachers . while some might implement activity plans as presented, many will use these as inspiration education libraries vo1.25 no.2 winter 2000 46 to create their own plans. cooperative learning activities in the library media center is a very useful source. barbara wales is reference librarian and education/psychology bibliographer at central missouri state university. e-mail: wales@libserv.cmsu .edu . glandon, shan. ca/decott connections to language arts, englewood, co: libraries unlimited, 2000.1sbn 1-56308-846-0.$27.00 & glandon, shan. caldecott connections to science, englewood, co: libraries unlimited, 2000. isbn 1-56308-687-5. $29.00 glandon has created two indispensable resources for teachers and librarians looking for interdisciplinary classroom projects which integrate literature into the curriculum. glandon, a library media specialist, is the author of three books exploring connecting caldecott books to the curriculum. they are ca/decott connections to science, ca/decott connections to language arts and caldecott connections to social studies. the first two titles were available for review. both books, caldecott connections to science and caldecott connections to language arts are easy to follow, inventive handbooks. these books can be used as resources for lesson plans, activities, and as a tool to foster collaboration between library media specialists, art, science, language arts, and technology teachers. glandon has arranged the lessons according to the "engage, elaborate, explore and connect" lesson plan formula that she devised in 1994. the author's introduction gives an overview of this formula. the engage portion of the plan contains opening elements that engage the attention of the students . the elaborate portion uses "multiple intelligences" strategies to elaborate important skills and concepts. the explore portion contains in-depth activities that allow students to explore lesson content. the connect portion gives the students opportunities to. make connections to real -world settings. glandon also provides a brief, easily understood overview of gardner's multiple-intelligences theories used in the lesson plans. additional sources of theoretical information are mentioned . both books are arranged similarly . each chapter begins with a bibliographic summary, the award year, artistic techniques used in the illustrations, curriculum topics and instructional activities. each activity description contains a materials list, student activity sheets and handouts. there are notes covering which multiple intelligences are stimulated by the activity . the lesson plans include teacher trigger questions and possible student responses. technology applications such as the use of digital cameras, video or audio recorders, word processing, useful web sites, and internet downloads are also included . both books contain an index and end with an activity on randolph caldecott. some of the books_caldecott connections to science contains lessons for include: frog went a-courting (frog unit), make way for ducklings (animal habitats unit), many moons (astronomy unit), song and dance man (human body systems unit) and sylvester and the magic pebble (weather and air unit). many of the extension activities connecting the story and the art in the illustrations of the books are quite insightful. the art of the funny little woman is used to highlight a science unit on geology. glandon notes (p .27) that most of the surface scenes are in color; all the underground scenes are in pen-and-ink; and, there is a progressive loss of color in the illustrations as the main character travels below the surface. some of the books and curriculum ties included in_caldecott connections to language arts are: lon po po (problem solving, fairy tales, chinese art techniques), the polar express_(writing "memory" stories), rapunzel_(folklore, plot analysis), sam bangs and moonshine_(fact vs . fiction, poetry, lighthouse research), and snowflake bentley (vermont research, photo essays) . glandon's books give teachers and librarians an opportunity to rediscover the creativity and genius of old favorites and share them with students. caldecott connections to language arts has a superb page by page analysis of the artistic composition of time of wonder. aside from a very minor error in caldecott connections to science (p .57), make way for ducklings won in 1942 not 1970, these books are highly recommended for school, classroom public, and academic libraries, and for homeschoolers. sheila kirven is education services librarian at new jersey city university. e-mail : skirven@njcu.edu . education libraries vol.25 no.2 winter 2000 47 ~----polette, nancy j. , (ed.). celebrating the caretta scott king awards: 101/deas & activities. fort atkinson, wi: alleyside press, 2000. isbn 1-57950-055-2. $16.95. this is a wonderful resource for teachers and librarians looking for books and related curriculum resources either written by or illustrated by african americans for grades 1-6. of special note are the suggested internet activities provided .both as a former teacher and children's librarian and as a current selector of children's literature at a university library, i was delighted to see this publication. palette highlights 19 books, published from 1977 to 1996 that received the caretta scott king award. the chapters are divided into a summary of the book, a brief bio of the author and illustrator, an activity to be done with the class before reading the book, activities for after the reading and internet activities. also included after each chapter are additional readings, useful in assisting the teacher in putting together a complete unit on a particular theme.the summaries of the books are interesting and informative by themselves. the books chosen represent a wealth of information on african american accomplishments, culture, customs, folktales, history, life in africa, struggles, singing, slavery, spirituality, symbols, traditions, values and victories. reading the summaries of the books and looking through the suggested activities alone left me with an incredible portrait and sense of having experienced some of what the author intended for the reader. i enjoyed the captivating glimpses of the lives of the authors and illustrators. palette not only gives a brief bio of the individual{s) but also includes a fact or personal item that might resonate with elementary school children and perhaps spark their interest even further. the activities throughout this book foster cri tical thinking and listening skills . the exercises are provided in a format that can be easily reproduced as worksheets . in the before reading activities, for example, students are asked to brainstorm about a particular question and are asked questions that might bring out some misconceptions or preconceptions about a particular topic. there are also interview questions for the students where they have to find out what they have in common with the characters in the story. these exercises help set the stage for discussions. among the after the book activities are what-if questions, open-ended questions, questions to think about and discussion questions. several exercises encourage them to make an intelligent guess if they don't know the answer and then find the correct answer through an internet activity or further library research . additional activities include crafts that can be done, language arts exercises (such as writing poems and writing exercises), guessing games, and other games that can be done in small groups. the internet sites provided are from respected national associations, institutes, online encyclopedias and other sites that are most likely to remain constant, although there were a few sites that wouldn't load, and some that were extremely slow. examples of sites include: african dancing masks; animals, habitats and biomes; biographies of famous african americans, egyptian pyramids, operas, the phases of the moon; quotes; recipes; a tour of the underground railroad and the wind . some of the exercises can be printed off for teachers to use in the class, whereas others require that they be done live. the teacher, however, may encounter some explanations and examples that need to be clarified before presenting this to the children, especially in the before reading activities. there were a few chapters where i felt that those activities might serve better as an after reading activity because there was just too much that was assumed that the student already knew. the teacher may need to modify these activities with examples or definitions. a brief introduction to various activities in the after reading activities would be useful in order to explain how this activity relates to the story or is culturally relevant. for example, there are exercises that have students create or do an acoustic poem, a biopoem, a campfire story game, a data bank, a food chant, a foot poem, a folk musical or a story square. a paragraph prefacing how this connects or is relevant to the story or the culture would have been useful. palette provides this in some instances but not all. although the internet sites provide some good starting points for some of the biographical information, a list of recommended library resources for these would also be a good resource for teachers. palette has compiled a valuable resource for librarians and teachers interested in using this outstanding literature. she has provided exercises and examples as a basis for a complete curriculum unit that incorporates art, crafts, language arts, library and internet research, math, music, science, and , social studies . this book is highly recommended for curriculum resource centers , practitioners and school libraries. lori 5 . mestre, m.a.l.s., ed.d. , is coordinator of instructional and curriculum support services, w.e.b. dubois library, university of massachusetts amherst. education libraries vol.25 no.2 winter 2000 48 -~ ------------------~ ~------~ -----electronic bookmarks by article author -~ -------farmer: altavista's babe/fish: http://www.babelfish.org/ librarians' lndex to the internet http://www.lii.org discovery channel: http://www.discoveryschool.com pbs http://www.pbs.com scholastic: http://www.scholastic.com timeforkids http://www.timeforkids.com kidsciick http://www.kidsciick .org e-library: http://www.elibrary.com nici virtual library. ww~~~~~~~~~~wuhlm~----------~ carr: the annotated list of education journals. http://cimc.education.wisc.edu/ref/resources/journals/ index.html the ideas portal web site. http://www.ideas.wisconsin.edu the eisenhower national clearinghouse web site . http://www.enc.org anti-imperialism and the white man's burden. http ://tic . ai .org/lessons/anti i mpe. htm electronic journals at university of california . http://www.lib .uchicago.edu/e/su/edu/elists .html. world wide web subject catalog. http://www. uky .edu/subjecueducatio nail . html yale university social science libraries and information services subject guide: education .. http://www.library.yale .edu/socsci/subjguides/education/ education . html repman=& carlson yahoo! http://www.yahoo.com/ librarians' lndex to the internet http://www.lii.org google http://www.google.com education libraries vo1.25 no.2 winter 2000 fast search {http://www.alltheweb.com) northern light (http://www.northernlight.com/) lxquick {http://www.ixquick.com) metacrawler {http://www .metacrawler .com/) alfy {http:// alfy.lycos.com/) altavista's image search {http://www.altavista.com/sites/ search/simage) ditto {http://www.ditto.com/) google 's image search {http://images.google.com/) kidsciick! http://www.kidsclick.org/ searchopolis http://www.searchopolis.com/) eduhound http://www .eduhound.com edview http://edview.apple.com/ "educational" con free {federal resources for educational excellence) http://www .ed .gov/free/ kathy schrock's guide for educators http :1/schoo i. discovery .co m/sch roc kg u ide s.c. o.r.e. {http://www.sdcoe.k12.ca.us/score/ cyberguide.html) gander academy's theme related resources on the world wide web {http://www.stemnet.nf.ca/cite/ themes.html roy nwic oksale program virtual library http://www.gslis.utexas.edu/vlibrary koger, c. {2000) . less than 1 percent of teachers ar ~ american indians, but a $10 million federal program hopes t d add 1,000 more within five years. http://www.inform.umd.edu/edres/topic/diversity/specific race/specific/native_american_resources/announcements teachers .html if i can read, i can do anything. http://www.glis.utexas.edu/-ifican 49 i --------------------~----------------instructions for contributors ---------------. ----------about education libraries education libraries (el) is published by the education division of the special libraries association . its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, aca­ demic libraries, public libraries, and school libraries. manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information profes­ sional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for pub­ lication in future issues. three hard copies and one electronic copy should be sent to scott walter, editor, education libraries, brain education library, 130 cleveland hall, p. 0 . box 642112, washington state university, pullman wa 99164-2112. inquiries regarding contributions are welcome and should be directed to mr. walter via mail or e-mail <swalter@wsu.edu>. preparation of manuscripts 1.aii manuscripts should be submitted with an electronic copy on a 3.5" disk and in ibm-compatible ms word format. if elec­ tronic copy cannot be provided, please contact the editor for alternative arrangements. please contact the editor prior to submitting electronic copy via e-mail attachment. 2.aii manuscripts should be typed or word-processed on 8% x 11-inch paper, double spaced, with 1 %-inch margins on all sides. references should appear on separate pages at the end of the article. 3. education libraries follows the publication manual of the american psychological association, 5th ed. (2001 ). citations to electronic resources follow the "electronic reference formats recommended by the apa," available online at: <http://www.apa.org/journals/webref.html>. 4. the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and e-mail address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively . 7.tables and illustrations should appear on separate pages at the end of the article. lndicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1 ). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted on disk. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions . review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completion of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concern­ ing the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, pre-k-16 education,children's literature, and schoollibrarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site education libraries vol.25 no.2 winter 2000 50 new an d for t h coming at referen ce compiled by gladys i . dratch and deborah s . garson blank, rolf k. et al. state education indicators with a focus o n t itle i . washington , dc : counci l of chief s tate school officers, u .s . dept. of education, 1 997 . 1 2 1 p . isbn 1 -884037-40-2. oclc#385922 1 0. $ 1 8 .00. first published in 1 987 as state education indicators, this second report, with its focus on title 1 , has new information and a new format to assist policy makers and practitioners, parents and students, the media and the public in reviewing and interpreting key factors about education in the u.s . the 1 997 report provides a two-page profile for each state. state indicator profiles include state characteristics ; state content standards; data on student enrollments, schools and districts; student demographics; and student achievement. the 1 997 indicators also provide a baseline for monitoring the progress of states in implementing new assessment systems for the title i program (improving america's schools act of 1 994 ). boesel, david et al. educational and labor market pe1jormance of ged recipients . washington, dc: u.s. dept. of education, office of educational research, national library ofeducation, 1 998. 1 47p. oclc #38846745. this is the first in a series of reports, sponsored by the national library of education, which synthesize research on issues of concern to the public in the field of education. provides an executive summary, and chapters on the background and functions of the ged, postsecondary outcomes, and labor market performance of ged recipients. includes bibliography and appendixes of tables, technical issues, and ged follow-up surveys. clery, suzanne b. et al . gender differences in earnings among young adults entering the labor market. washington, dc: national center for education statistics, u .s . dept. of education, office of educational research and improvement, 1 998. 72p. isbn 01 6-049503-2. oclc#39 1 82547. this study is based on data from the high school and beyond cohorts of the national education longitudinal studies program of the national center for education s tatistics . discusses educational attainment, employment consi stency, gender dominance of major field of study, and annual earnings of the 1 980 sophomore class in 1 992. examines the income differences between men and women at different levels of education and the factors associated with the earnings differential. includes twenty-two tables, a glossary, technical notes, and a bibliography. committee on the prevention of reading difficulties in young children. preventing reading dijficulties in young children . committee on the prevention of reading difficulties in young children, commission on behavioral and social sciences and education, national research council; catherine e. snow et al . , eds. washington, dc: national academy press, 1 998. 432p. isbn 0-309-064 1 8-x. oclc#386q2428. $39.95 . the committee was established by the national academy of sciences to conduct a study of effectiveness of intervention programs for young children at-risk for reading difficulties. emphasis is on the development of reading and factors related to reading outcomes. sections include the process of learning to read; predictors of success and failure in reading; instructional and organizational strategies; recommendations for practice, policy, and research. references, biographical sketches, and index. cuccaro-alamin, stephanie. postsecondary financing strategies: how undergraduates combine work, borrowing, and attendance. washington, dc: u.s. dept. of education, office of educational research and improvement, national center for education statistics, 1 998. 67p. oclc#3904373. examines the postsecondary fi nancing strategies of undergraduates. describes how undergraduates combine work, borrowing, and attendance to support their postsecondary enrollment, and considers the relationship between various financing strategies and students' persistence in postsecondary education . report uses data from the 1 99 2-93 national postsecondary student aid study and the beginning postsecondary s tudent longitudinal study. appendixes with glossary and technical notes. education libraries vol 22, no. 1 / 2 3a d e p a r t m e n t s groth-marnat, gary. handbook of psychological assessment . 3rd ed. 8 1 6p. new york: wiley, 1 997. isbn 0-47 1 -05220-5 . oclc#3479 8 1 88 . $55.00. beginning chapters discuss the roles of the clinician, the context of clinical assessment, the assessment interview and behavioral assessment. eight chapters provide an overview of the most frequently used tests. a final chapter offers guidelines for the psychological report, a discussion of the report format, and sample reports. appendixes include tables related to the tests. references (79p.) and author and subject indexes. this title updates the 1 990 edition. guidelines for educational use of copyrighted materials: designed for educators and librarians in the higher education setting. peggy hoon, ed. pullman, wash . : washington s tate un ivers i ty press , 1 99 7 . 34p . isbn 0-874221 6 1 -7 . oclc# 37843687. $ 1 5 .00. these copyright guidelines, researched by washington state university copyright specialist, attorney peggy hoon, were originally published for use by wsu and subsequently made available as a result of the demand by other universities and libraries. covers printed materials, av materials, music, and computer software. highlights "frequently asked questions," such as those related to scholarly j ournals, classroom use, l ibrary reserves, library photocopying, interlibrary loans, pictorials works, audiovisual materials, and music. appendixes provide guidelines for classroom copying, off-air recordings, educational uses of music; sections of the copyright act; and examples ofwsu leaflets of information. harwarth, irene et al . women's colleges in the united states: history, issues, and challenges. washington, dc: national institute on postsecondary education, libraries, and lifelong learning. u.s. department of education: for sale by the u.s. g.p.o., supt. of docs., 1 997. 1 22p. isbn 01 6-049 1 15-0. oclc#373 12434. $ 1 2.00. chapters cover the historical background of women's colleges, recent issues and changes, a statistical portrait with graphs and tables, and an overview of past research and potential future research. includes an executive summary, bibliography, and an appendix of tables. available as eric document: ed4098 1 5 . education libraries vol. 22, no. 1 / 2 international handbook of education and development: preparing schools, students and nations for the twenty -first century. william k. cummings and noel f. mcginn, eds. kidlington, oxford: elsevier science ltd. , 1 997. 907p. isbn 0-08-0430678. oclc#3721 380 1 . $ 1 28.50. forty-nine chapters include the sections on general issues in reforming modern education, issues in specific countries, changes in the relationship between education and development, changes in the environment for education, and possibilities for the future organization and operation of education. chapter references and author and subject indexes. international handbook of educational change. andy hargreaves et al. , eds. boston, ma: kluwer academic publishers, 1 998. 2 vols. 1 200p. isbn 0-7923-35341 . oclc#38090990. $395.00. four sections, with i ndividual editors, address 1 ) the foundations concerning the theory and research on educational change (ann lieberman, ed.) ; 2) controversial issues in the literature, such as race and gender and such change concepts as organizational learning (andy hargreaves, ed.) ; 3) educational change strategies on a large-scale, in relation to countries, school systems, and within the profession (michael fullan, ed.) ; 4) the practice and theory of school improvement (david hopkins, ed.) . the collection includes contributions by leading authorities, newcomers, and critics of some of the basic assumptions about educational change. name and subject indexes. international handbook ofteachers and teaching. bruce j. biddle et al . , eds. dordrecht: boston: kluwer academic, 1 997. 2 vols . 1 474p. isbn 0-7923-3532-5 . oclc#3 80734 1 2 . $355.00. the introductory chapters of each volume, written by the editors (bruce j. b iddle, thomas l. good, ivor f. goodson), discuss the perspectives and focus of these volumes. the first volume, in seventeen chapters, provides review articles covering recent research on the lives and careers of teachers and surrounding issues and problems, as well as new contributions to the subject. volume two, with sixteen chapters, focuses on the study of teaching and offers an overview of the current scholarship on such topics as student thinking, peer cultures, teaching and social policy, and reform efforts in the schools. chapter references, name and subject indexes. d e p a r t m e n t s 39 levine, roger e. et al. public school districts in the united states: a statistical profile 1987-88 to 1993-94. washington, dc: u.s. department of education, office of educational research and improvement, 1 99 8 . 96p . isbn 01 6-049420-6 . oclc#3907 1 670. statistical information on public school districts is supplied in s ix chapters c o veri ng geographic and demographic characteristics; racial and ethnic composition of students and teachers and trends in minority representation; newly hired teachers, describing qualifications and hiring criteria; recruitment and retention of teachers; salary levels and collective bargaining; graduation requirements and state and local reforms. numerous tables and figures. the appendixes provide additional district and state tables. mendrinos, roxanne baxter. using educational technology with at-risk students: a guide for librmy media specialists and teachers. westport, ct: greenwood press, 1 997 . 227p. isbn 0-3 1 3-29369-4. oclc#3604 1 864. $39.95 . presents the research, case studies, and lesson plans of school library media specialists and teachers who successfully integrate educational technology into the curriculum. in seven chapters the focus includes the at-risk student, library media centers, al)d the partnership with teachers in the curriculum areas of language arts, library science, social studies, and science. the final chapter provides case studies by five middle school and high school media specialists of exceptional educational technology programs, which have been successful with at-risk students. the appendix includes an excerpt from an eric digest on computer skills (ed 392463). bibliography ( 1 3p.) and index. national science resources center (u.s.). resources for teaching middle school science. washington, dc: national academy press, 1 998. 479p. isbn 0-309-057 8 1 -7 . oclc#38494856. $24.95. provides annotations of middle school science curriculum materials, published 1 9871 998, which are in accordance with national science education standards. the focus is on print curriculum materials, of about 400 books and units, arranged by fields: physical science, life science, environmental science, earth and space science, multidisciplinary and applied science. entries include bibliographic information, with annotations, which include recommended grade level , pr ice and p u b l isher/suppl ier information. although computer software and audiovisual materials are not included, a chapter covers information sources on educational software and multimedia programs. a reference section covers other resources, such as places to visit, professional associations, u.s. government organizations. this is the second publication in a series of k1 2 guides. the 1 996 edition covered elementary education. t he new press guide to multicultural resources for young readers. daphne muse, ed. new york: new press: distributed by w. w. norton, 1 99 7 . 690p. isbn 1 -5 65 84-339-8 . oclc#38063796. $60.00. a reference guide with over a thousand critical reviews of multicultural children's books for grades k-8 . each review gives, as appropriate, author, editor, illustrator, and translator as well as publisher and year of publication. a synopsis with a brief assessment is provided, and a more comprehensive review of 250 to 500 words follows. themes or topics including community, family, social justice, and cultural traditions organize the guide. includes listings of children's book awards, resources, special bbrary collections, notable bookstores, and an index of authors, illustrators, titles, and ethnicities. pathways to the science standards: guidelines for moving the vision into practice.s teven j. rakow, ed. middle school edit ion . arl ington , va : national s c ience teachers associ ati o n , 1 99 8 . 1 5 1 p . i s b n 0 8 7 35 5 1 66-4 . oclc#39337077 . $29.95 . intended for the middle school teacher, this guide to the national science education standards provides discussion, application, and resources. chapters cover the five standards: teaching, professional development, assessment, content, program and system standards. in each chapter a discussion of the standards is followed by resources for the road, a list of pertinent articles, and a changing emphases chart. the content section has effective teaching and assessment strateg ies . appendixes include a history of the science standards movement, a complete list of all the national science education standards, and recommendations for setting up a middle level science facility. sanders, rickie. growing up in america: an atlas ofyouth in the usa. new york: macmillian library reference usa; london: prentice hall international, 1 988. 29 1 p. isbn-02-897262-7 . oclc#375 1 3 1 8 1 . an analytic reference work which presents how children live, who they are, how well educated they are, and the state of their health. five chapters profiling america's children include extensive tables and figures. references and index. education li braries vol. 22, no. 1 / 2 4o d e p a r t m e n t s sarkisian, ellen . teaching american students: a guide for intenzational faculty and teaching assistants in colleges and universities. rev. ed. cambridge, ma: derek bokcenter for teaching and learning, harvard university, 1 997. 1 09p. isbn 09662468-0-2. oclc#3901 7565 . $ 1 1 .95 . a guide based on materials used in a harvard university program "teaching in english," which began in 1 9 8 1 at the derek bok center for teaching and learning, discussions with foreign faculty and teaching assistants, and classroom examples. six chapters cover such topics as the assumptions that affect teaching within the american classroom, how to approach your students and to help them approach you, giving presentations that students can understand, leading a discussion, and understanding meanings beyond words, as in body language, voice, and eye contact. the appendixes include course preparation questions, a checklist for giving lectures, and tips for the first day of class. other resources provided are selected readings on teaching and culture and on teacher training, and selected books on language, l istening, pronunciation, and usage. glossary and index. science achievement in the primary school years: lea's t hird international mathematics and science study (t/mss). michael 0 . m artin et a! . chestnut hi l l , ma: timss international study center, 1 997 . 1 v. isbn 1 -88993'8-05-x. oclc#37693 1 67. $25.00. this report focuses on the science achievement of primary school students in twenty-six countries. four content areas were covered in the science tests: l ife science, physical science, and environmental issues and the nature of science. special emphasis was placed on the fourth-grade results, i nc luding selected information about students' background and classroom practices in teaching science. five chapters include gender differences in science achievement, students' reports on educational aids in the home, how science classes are organized, and students' attitudes toward science. figures and tables. this report also is available on the world wide web : http://wwwcsteep.bc.edu/timss. t he state of literacy in america: estimates at the local, state, and national levels. washington, dc: national institute for literacy: for sale by the u.s . g.p.o. , supt. of docs. , 1 998. 1 v. oclc#38739365. $44.00. the 1 993 national adult literacy survey (nals) profiled the literacy abilities of the nation's adults on three scales: prose, document, and quantitative literacy. the survey took a random sample of nearly 25,000 adults, age 1 6 and over, across the country. this report presents an extrapolation of the nals data for states, counties, congressional districts, and cities with adult populations education libraries vol. 22, no. 1 / 2 of over 5,000. the report, as well as research data on other levels of literacy, is available in a searchable database on the national institute for literacy's homepage: http://www.nifl.gov. united states. department of education. u. s. department of education strategic plan, / 998-2002. washington, dc: u.s. g.p.o., 1 997. 1 15p. oclc#38 1 68603 . as required by the government performance and results act of 1 993, the department prepared a strategic plan for 1998-2002. the plan reflects the department's seven priorities and integrates them with the mission and program authorities. presents the department's mission statement and the four strategic plan goals and objectives. appendixes give supplemental information on performance indicators and descriptions of program evaluations and other studies. report available at department's web site: http://www.ed.gov/pubs/stratplan98 united states. department of education. national center for education statistics. projections of education statistics to 2008. debra e. gerald and william j. hussar. washington, dc: u.s. department of education, office of educational research and improvement, 1 997. 1 92p. oclc#2635373. this report, the twenty-seventh in a series, provides national projections for elementary and secondary enrollment, high school graduates, earned degrees conferred, and classroom teachers. there are also projections for expenditures of public elementary and secondary schools as well as institutions of higher education. state level projections cover public elementary and secondary enrollment and public high school graduates. the appendixes contain projection methodology, supplementary tables, data sources, and a glossary. numerous figures and tables. available through the nces web site: http://nces.ed.gov university teaching: international perspectives. james j. f. forest , ed . new yor k : garland press , 1 99 8 . 458p . isbn 0-8 1 53-2460-x. oclc#38024298. $72.00. presents several comparative and international perspectives through essays and case studies on teaching in postsecondary education. chapters are organized into four categories: issues of instruction; research and perspectives on student learning and assessment; the training and development of current and future university teachers ; and i nstitutional policy, structure and organization. selected bibliography and index. gladys i. dratch is collection development librarian and deborah s . garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. editorial by noreen b. blake it is my pleasure to join the team of contributors to education libraries as assistant editor. this is an exciting time of transition for libraries and librarians as technological developments continue to explode and we become more deeply involved in a rapidly emerging digital world. indeed, the theme of the annual sla conference held in seattle in june of 1 997, centered on change as opportunity. this issue includes papers that were given at that conference. two informative statistics papers were presented, but only one was submitted for publication. we are grateful to dr. vance grant for his comprehensive survey of helpful statistical guides relating to american education. marlene lloyd, a library studies student, prepared the bibliography for this article as part of her course of study. • anne galler's paper is a follow-up to the successful international librarianship presentation of 1 996. it deals with selected education collections around the world. another library studies student, annie tetreault, assisted in the preparation of this article by searching the internet for appropriate entries. unfortunately a related paper on education libraries in europe by diann rusch-feja has been delayed due to circumstances beyond our control. we look forward to its inclusion in a future issue of education libraries. a third article, by sarah sully, describes the function of the jstor database and emphasizes further the changes occurring in the information world. important scholarly literature is being digitized daily in order to meet the needs of students and researchers. in the final article, laura gasaway discusses copyright issues that have arisen as the domain of digital archives expands. as professor of law and director of the law library at the university of north carolina, she is well qualified to present her views on this topic. lastly we acknowledge the departure of carol mitchell who has resigned after many years of dedicated service as assistant editor of this publication. the editorial board regrettably accepts her decision and extends sincere appreciation for a job well done. good wishes are extended to carol in her future undertakings. education libraries vol. 21, no. 3 34 d e p a r t m e n t s resou rces on t h e n et: pro f essio nal development compiled by anne wade this column identifies a selective sample of web-based sources related to prison librarianship and inmate literacy. it is by no means a comprehensive listing. sites were retrieved from the databases of hotbot, altavista, fast search, northernlight, google, and metacrawler search engines using the following search strategies: "prison librar*"; (inmate* or prison* or jail*) and literacy. please note that some abstracts have been taken directly from the papers. resources movement for canadian literacy. (no date). bibliography [online] . available: http://www.literacy.ca/litand/crime /biblio.htm [2000, june 15]. a list of resources on literacy and prisons in canada. each entry includes contact information and some include annotations. ohio department of rehabilitation and correction, ohio central school system & library services. (no date). prison librarianship clearinghouse [online] . available': http: //www.seorf.ohiou.edu/-xx132 [2000, may 1 8]. this site consists of a non-classified listing of over 50 sites. while it is not dated and there are no annotations, this site may still be useful to those looking for links to prison or law libraries. prison links. (2000, may 10): [online] . available: http : //www.wco.com/-aerickllink.htm [2000, june 1]. a comprehensive array of links pertaining to correctional education spanning ten pages. links are organized by subject and include such topics as: prison information and resources; corrections, education, history, international, law, prisoner pages etc. this site is well maintained and very thorough. education libraries vol 24, no. 1 rios, l. (2000, january 8). correctional education connections [online]. available: http://www.io.com/-ellielcontents.html [2000, may 20]. the purpose of this site, as stated on rios' home page is to increase professionalism within the adult education field; to increase cross training between correctional educators, substance abuse counselors, and corrections personnel; and to build awareness of the importance of correctional education and counseling. well organized and easy to navigate, this site provides access to a wealth of information on correctional education. sections of interest include: vocational training, u.s. colleges and universities offering correctional education courses ; correctional education history and research links; dropouts; and culture and families. u.s. department of education. office of vocational and adult education. ( 1999, december). catalog offederal domestic assistance: literacy programs for prisoner [online]. available: http://aspe.hhs.gov/cfda/p84255.htm [2000, june 1 6]. this site provides a summary of a u.s. funding program which is designed to assist persons incarcerated in a prison, jail, or detention center to achieve functional literacy, and to reduce prisoner recidivism through the development and improvement of life skills for reintegration into society. the average amount of a grant is $345,000. complete information on the application process in also given. u.s. department of justice. federal bureau of prisons. (1999, december 7). bureau of prisons library. available: http: //bop.library.net [2000, june 15]. the federal bureau of prisons library (bop) offers a wide variety of traditional and automated information services. resources cover the field of corrections and related fields of study including, criminology, sociology, psychology, and business. this d e p a r t m e n t s � site provides information on how to borrow material, along with a list of periodicals and videos in the bop collection. readers may also search the opac from this site. u.s. office of correctional education. ( 1 998, january). recidivism study summaries[online] . available: http: //www.ed.gov/offices/ovae/oce/19abstracts.html [2000, june 1 5] . an annotated bibliography consisting of articles on recidivism rates and correctional education. each entry includes a summary, along with the study strengths and weaknesses. articles and reports american library association. association of specialized and cooperative library agencies. ( 1 992). library standards for adult correctional institutions [online]. available: http: //www.ala.org/ascla/adultcorrectional.html [2000, june 15]. this excerpt from library standards for adult correc�ional institutions provides a summary of access privileges; number and qualifications of staff required for specific prison population sizes; seating; budgets; and size and type of material for prison library collections. provides ordering information for the complete report. boe, r. ( 1998, february; updated 1 999, october 23). a two-year release follow-up of federal offenders who participated in the adult basic education (abe) program [online]. prepared for the correctional service of canada. report r-60. available: http://www.csc-scc.gc.ca/text/rsrch/reports/r60 /toce.shtml [2000, june 5]. the correctional services of canada (csc) attempts to manage the safe re-integration of federal offenders after they have served time in custody. literacy and employment needs have been identified as major obstacles to this for a majority of federal offenders. the adult basic education (abe) programs and vocationavwork programs were developed by the csc to address these needs. this study presents a retrospective view of offenders who were enrolled in abe programs between 1 988/89 and 1993/94. the three areas measured by this study (positive inmate attitudes and experiences with the abe program, literacy-gain and release outcome) all support a similar conclusion-abe participation provides significant benefits for offenders and contributes to their safe reintegration to the community. provides extensive statistics on education, literacy levels, and employment of canadian prisoners and some u.s. statistics. tables and bibliography included. educational testing service. ( 1 998, july 29). nation 's prison population growing, but not educationally (online]. available: http://www.ets.org/research/pic/pr/prison.html [2000, june 5]. highlights of a study entitled captive students: education and training in america 's prisons which looked at the literacy skijls of persons incarcerated in u.s. prisons, the training and education programs offered to such inmates and the impact of these efforts on recidivism. includes ordering infonnation for the complete report. hu, s. ( 1999). prison library design project. [online]. available: h ttp ://www. inst.eecs. berkeley . edu/-stevehu/sims290 -ldp.html [2000, may 30]. this paper, completed by a berkeley graduate student, was a requirement for a class that explored the purpose, organization, and administration of library services and their place in the institutions and communities that they serve. specifically, hu's library design project dealt with how to design a library system in the california prison system. section ii compares california's education and prison systems to provide a perspective on the prison system. section iii explains why libraries are even allowed in prisons. section n outlines a model prison library system in texas. section v introduces the san quentin prison system, which was the prison that was used as the model for the design project. section vi-viii discusses the logistics in redesigning the library services at san quentin. appendices include salary estimates for prison librarians. includes a brief bibliography. education librari es . vol. 24, no. 1 as d e p a r t m e n t s lehmann, v. ( 1994, august). prisoners ' ri ghts of access to the courts: law libraries in u.s. prisons. paper presented at the 60th annual meeting of the international federation of library associations and institutions (august 2 1 -27, 1994). [online]. available: http://www.ifla.org/iv/ifla60/60-lehv.htm [2000, may 15]. this article examines the history that led to the establishment of law libraries in state and federal prisons in the united states. the author explains the fundamental right of prisoners' access to the courts and provides examples of how this access is granted. the law library is the most widely used option to guarantee prisoners' constitutional rights, including the right to file writes of habeas corpus, sentence appeals, and claims relating to civil rights violations and the conditions of confinement. the article examines the challenges and problems of operating law libraries in the unique environment of prisons, including the areas of administration, col lect ion management, staffing, space utilization, 'security, physical access, and inmate services. includes bibliography. lehmann, v. ( 1 999, august). prison librarians needed : a challen gin g career for those with the ri ght professional and human skills. paper presented at the 65th annual meeting of the international federation of library associations and institutions (bangkok, thailand; august .20-24, 1 999). [online] . available: http://www.ifla.org/iv /ifla65/papers/046 1 32e.htm [2000, may 15]. the paper examines the background and roles of prison libraries in north america and europe. the similarities and differences between public libraries and prison are described. the information needs and reading interests of inmates are highlighted and-reference is made to international and national prison library standards and guidelines. the author also looks at the educational and human qualifications needed to be a successful prison librarian and explains the difficulties and rewards inherent in this still "untraditional" career choice. includes brief bibliography. loewan, r.j. ( 1 997, october). transition to the community: prison literacy pro grams and factors which lead to success in the community [online]. prepared for human resources development canada. national literacy secretariat. available: http://www.nald.ca/fulltext/transitions/abstract.htm [2000, june 7]. this study took place in five prisons in manitoba and saskatchewan with a sample of five teachers and 57 male students. data was collected through focus groups and interviews. loewan education li braries vol 24, no. 1 examined what occurs in prison schools, reasons for prison school attendance, school-related goals upon release, and self-identified factors influencing success of these goals. conclusions pointed to the importance of a safe and respectful prison school environment in order for learning to occur. the type of learning environment and subject content in prison schools are influenced, in part, by the philosophical orientation of teachers, prevailing penal philosophy, goals of the local prison administration, and the security level of the prison. it was also found that teachers play an important role in helping prisoners set realistic goals for release. a proposed second phase of this research seeks to follow up with students after they have been released to the community. extensive bibliography. newman, a.p., lewis, w., & beverstock, c. ( 1993). prison literacy: implications for pro gram and assessment policy. national center on adult literacy technical report tr93l , co-published with eric clearinghouse o n reading and communication skills . [online] . available : http : i lwww. nald .ca/fu lltext/report3/rep2 8/rep28-0 1 . h tm [2000, june 5] . this in-depth report touches on many aspects of prison literacy including: who is at risk, the link between criminality and illiteracy, the various paradigms of prison education, the benefits of implementing a model program and how to assess the effectiveness of a program. the appendices include a questionnaire designed to measure the effectiveness of literacy instruction. includes a bibliography. @@@@@@ this is the second in a new column entitled resources on the net. this column wil l contain a variety of interesting, and informative sites on special topics of interest to education l ibrarians. it is hoped that readers will find many of these sites worth bookmarking for future reference . if anyone has a site they would l ike to see included in a future column please send me the url at : wada@education . concordia .ca. anne wade (m.l.i .s . ' 86) is research coordinator and information specialist at the centre for the study of learning and performance, education department, concordia university and is a lecturer in the information studies program, concordia university. e-mail: wada@education.concordia.ca editorial note by noreen b. blake in this final issue of the 20th century we sadly salute anne galler, long-time editor of education libraries. her death has left an enormous gap in the lives of her family, friends, and colleagues. those who watched her bravely struggle against a terminal illness admired her greatly. not once did she complain. courageous and dignified to the end, she set about to make her good-byes and to ensure that a l l professional ends were methodically organized and tied up. if life were fair, anne would have been allowed more years to enjoy her family and her work, but it was not to be. at her funeral it was stated that she wished "to be remembered as she was." all of us whose lives she touched will remember and miss her warmth, diligence, insight, wisdom, and the boundless, cheery vitality with which she approached projects and challenges . her constructive ideas brought a significant contribution to the library profession and were reflected in the many awards she received. fittingly, in june 2000, at the sla conference in philadelphia, her colleagues will bestow on her a deserving honour. she is to be inducted for distinguished service in the hall of fame of the special libraries association. in our opening pages, carol mitchell, former assistant editor of this journal, remembers anne in a personal tribute. staff development in the form of training and retraining at all levels of technological competencies is more vital than ever in today's electronic environment. outmoded methods arise all too frequently. libraries must have a mandate for change and offer opportunities for both professional and non-professional staff to participate in development activities. in her commentary, joanne locke provides a background on staff development needs. examples of how two u.s . university libraries are dealing with these urgent needs are presented for us by b etsy anthony, education library head at the university of virginia, and by co­ authors suzanne m. brown and trudi ditrolio of the university of florida. both articles examine the strategies and methods that these universities are implementing in order to meet ongoing challenges facing librmies today. reference works selected by gladys dratch and deborah garson for the new and forthcoming column reflect current topics in education. ranging from teacher guides and handbooks to desk reference tools, educators from primary to university level will find them useful and interesting. eric's journal article citations focus on topics related to staff development. readers m·e pointed to a wide variety of resources i ncluding media l ibrary development, quality l ibrary management, and perspectives on technological training for information specialists. in news from eric, we can always expect the newest advances in the field of education information to be covered by eric plotnick and his team at the eric clem·inghouse. we are given helpful directions to new developments on its projects and web sites. the clearinghouse is happy to respond to any queries on its resources and publications either by phone or e-mail. this issue sees the debut of a new column, resources on the net, which will alert readers to web sites related to the theme of the journal . anne wade brings to this task a background of expertise from her experience as information specialist in the field of librm·y research and teaching. i am certain that readers will find it helpful and informative. we look forward to her future annotated selections. our popular book review section contains a potpourri of books based on a variety of educational topics of interest to the reviewers. we hope to expand this section and encourage inquiries from our regulm· subsctibers, readers and contributors about books available for reviewing for upcoming issues. the editors are happy to receive your e-mail requests and to supply you with further information. at the onset of this new millennium education libraries hopes to continue to deliver new ideas and valuable educational information. edu cation libraries vol. 23, nos.2/3 in memoriam s farewell to anne -a personal perception recently, i was about to send an information sheet to a new reviewer for education libraries when i noticed that queries were to be sent to anne galler, editor. i reached for a container of whiteout and deleted her name. that is when i realized, despite having attended her funeral, that anne was really gone. there would be no more phone calls starting with "hi, it's me. when are we going to have lunch?" there would be no more confidences exchanged or aggravation shared, no more discussions of the best way to edit an article and no more announcements of the birth of a new grandchild or exchange of the joy the sayings of grandchildren bring. those who knew anne felt her warmth and enthusiasm in every word. anne was the most vibrant, energetic, dynamic person i have ever known. her interest in people was farreaching. a dedicated teacher, she took great pride in her students. she used her considerable networking skills to find positions for graduates of the library studies program, and went to great lengths to help if she knew that someone was in financial straits. she possessed great generosity of spirit as well as of kind. occasionally, she would call me to tell me of an opening to see if i was interested in submitting an application. when applying for my current position i asked my prospective employer if the position would be posted within the university and was told it would not be. i ventured to ask if this meant that i had the job. the reply was, "if you 're good enough for anne galler, you're good enough for me." "librarians, by the nature of their affiliation with public, academic and cultural institutions, like museum curators and information center directors, must have an international outlook." (education libraries 20: 112) thus anne started an article in 1996, quoting from mohammed m. amman's innovation for information: international contributions to librarianship, without realizing that she was the epitome of the consummate international librarian. anne was passionate about the need for l ibraries and the need for librarians. her record speaks for itself; she was involved with many organizations and served on many committees. seen on paper, they represent an impressive list but with anne at the helm, they were so much more. much of the above is known, so here i remember anne on a more personal level and try to capture for you the essence of the anne i knew. i first met anne in 1986. as a potential mature student into concordia's library studies program, i had an appointment with the director. all i had been told was that she was a small, lively, red-haired woman and that i would like her. i sat nervously trembling in the hall outside her office until i was called. then we chatted like old friends for over forty-five minutes until she realized that others were waiting. i was hooked. anne always made you want to do your best. for my final paper in the program, she assigned my topic, something usually left to the student. she wanted research on the librarian's image and to know how many famous people had started out as librarians. she particularly wanted to find women in the field. i could not find any at that time. ironically, a few weeks after her death, i discovered, while reading a student's paper, that audre lorde, a well-known feminist writer, had started out as a librarian. while working as co-ordinator for library studies distance education program, a brainchild of anne's which began as a pilot program for inmates of canadian penitentaries, her office was within earshot of my desk. anne maintained an open-door policy. she wished to be visible and available. her phone rang frequently and i never ceased to marvel at the enthusiastic greeting she gave to each caller. she exuded warmth and energy. she rarely seemed to have a bad day. she cared about what was happening in the lives of everyone around her. she took great interest and concern in their situations, whether there were health problems, j oyous occasions, professional or other problems. after her many trips, whether for ifla or other conferences, or for vacations, she would always bring back a memento for her colleagues and friends. we knew that when anne returned from her annual visit to switzerland there would be lindt chocolate bars for all . in her leisure time, for want of a better word, anne crocheted exquisitely and gave beautiful doilies as gifts. anne greeted the arrival of technology in her workplace with a passion and with the assistance of her colleagues who had expertise in the field, she became computer literate in no time. she enjoyed checking her e-mail each morning, keeping in touch with her colleagues and friends around the world. anne was an extremely hard worker; spending much of her time planning and organizing her many endeavors whether it be the writing of conference papers, the compiling of the sla directory of the eastern canada section or the devising of a manifesto for school libraries. she had confidence in her colleagues' abilities and made them feel an equal part of her team. for several years i was assistant editor of education libraries. often when i received material from her, she had already proofread it herself. she was a perfectionist and would be upset if any errors were found on the pages of the publication. her energy was boundless and even after an overseas trip, she rarely showed fatigue and would put in a full day's work. it is hard to accept the fact that she is not on vacation and that her dynamic energy must now be carried on by others and in doing so, honour the profession she loved so much. she has left a fitting legacy. i hope that we can live up to it. carol r. mitchell documentalist, simone de beauvoir institute concordia university montreal, quebec edu cation libraries vol. 23, nos. 2/3 editorial by anne m. galler the theme for this issue is faculty-librarian partnership. the lead article is based on research conducted by the author to query both librarians and faculty about learning outcomes with which they feel students enrolled in an education program should become familiar. the survey is described in detail in the article, as well as the strategies she developed subsequently in order to teach information retrieval skills to students. the next article suggests strategies for the strengthening of teacher preparation through a well-structured library program, and also explores the possibility of a strong link between teachers and librarians. as the authors state, many education faculty do not make it compulsory for education students to attend library instruction sessions. this results in some students never acquiring the necessary information retrieval skills for their life-long education which, of course, the authors deplore and intend to remedy. in a lighter vein, the third article is somewhat different as it offers an insight into librarians as characters in novels. it would probably appeal to all librarians, not just education librarians, as it lists fiction titles the author studied in order to elucidate . information about the protagonist's character. education libraries vol. 21, no. 1 / 2 d e p a r t m e n t s z g selections from eric journal articles ej 501 807 barron, daniel d. (1995, may). may the force b e with you: school library media specialists and technology. school library media activities monthly, v 1 1 n9 p48-50. suggests school library media specialists should be responsible for promoting the integration of technology into education. topics include resource allocation in the past; school library funding; the political climate and educational planning; technology teachers; library policies; and librarian and teacher cooperation. provides a list of resources for "tested" uses of technology. ej 443 313 buboltz, dale, and others.( 199 1 , nov-dec). teaching library skills for the 1990s. book report, v10 n3 pb15 , 17, 19-29. includes 10 articles that address issues involved in teaching library skills in middle schools and junior and senior high schools. topics discussed include computer-based technology; blending print and electronic sources; search strategies for online systems; expert systems for reference questions; information skills and thinking skills; and teacher librarian cooperation. ej 518 314 byron, suzanne. (1995). preparing to teach in cyberspace: user education in real and virtual libraries. reference librarian, n5 1 -52 p241-47. discussion of librarians' training for teaching user education focuses on experiments at the university of north texas in providing resources and empowering education for librarians and staff members who teach. the use of computer-based education principles and ranganathan's laws of library science are explained. ej 382 547 jacobson, frances f. ( 1988). teachers and library awareness: using b ibliographic instruction in teacher preparation programs. reference services review; v 1 6 n4 p51 -55. discusses the necessity of incorporating bibliographic instruction courses into the curriculum of teacher preparation programs and reviews the literature in this area. a unit which introduces elementary education maj ors to school library servi�es as a part of a required children's literature course at western state college of colorado is described. ( 1 6 references) ej 496 602 morrill, martha. ( 1995, jan.). roles 2000: how to contain an ever­ expanding job. school library journal, v41 n 1 p32-34. discusses the changing role of the school library media specialist. highlights include the impact of an increase in job complexity and decreases in library funding; strategies for delegating; circulation; equipment operation; and empowering teachers. a sidebar lists 1 1 different perspectives of the media specialist's role. ( 1 1 references) ej 536 912 northrup, pamela taylor, little, wesley. ( 1 996, may-jun). establishing instructional technology benchmarks for teacher preparation programs. journal of teacher education, v47 n3 p213-22. examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. education libraries vol. 21 , no. 1 / 2 3 o d e p a r t m e n t 5 ej 516 579 pappas, marj orie l . , tepe, ann e. ( 1 995) . preparing the information educator for the future. school library media annual (slma), v13 p37-44. considers the role of the library media specialist as information professional and educator as changes in the learning environment and curriculum take place. topics include roles as information manager, curriculum consultant, teacher, and manager of an information center; leadership; change agent; staff development; and needed competencies. ej 491 627 rothenberg, dianne. ( 1994). information technology in education. annual review of information science and technology (arist), v29 p277-302. discusses information technology in teacher education, teaching and learning in elementary and secondary education from 1991 -93. topics addressed include school reform; the effects of information technology on student achievement; networked schools; telecommunications; information services and technology in school library media centers; internet use; information skills instruction; and future possibilities. ( 1 1 5 references) . ej 513 701 stoffle, carla j . ,williams, karen . ( 1 99 5 , summer). the instructional program and responsibilities of the teaching library. new directions for higher education, n90 p63-75. successful higher education institutions of the next century will be learning-centered; successful college libraries will become teaching libraries that equip students with lifelong learning skills; librarians ofthe future will be knowledge managers. libraries must become user-centered, which will require a substantial initial investment that will not generate short-term dividends. education libraries vol. 2 1 , no. 1 / 2 ej 531 159 turner, philip m. ( 1 996, summer).what help do teachers want, and what will they do to get it? school library media quarterly, v24 n4 p2081 2. asked to list ways their school library media specialist could help them become better teachers, teachers wanted training in instructional technology and design as well as access to high-quality instructional tools. in turn, teachers said, they could help media specialists help them by enhancing cooperative communication and providing emotional and practical support. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48 106. phone: 1 -800-52 1 -0600. this column was prepared by the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny d e p a r t m e n t 5 3 1 ala won issn 1 069-7799 volume 6, n umber 56 july 1 6, 1 997 department of education's draft 1 998-2002 strategic plan available online according to today's edtech-alert news, the u.s. department of education has published an online draft of its strategic plan, 1998-2002. the plan will provide direction for the departments operations, through its goals and objectives. the draft plan is organized around four goals: goal 1: help all students reach challenging academic standards so that they are prepared for responsible citizenship, further learning, and productive employment. goal 2: build a solid foundation for learning. goal 3: ensure access to postsecondary education and lifelong learning. goal 4: make ed a high-performance organization by focusing on results, service quality, and customer satisfaction. technology issues in the draft plan include: objective 1 .7 of goal 1 : schools use advanced technology for all students and teachers to improve education. performance indicators: all teachers and students will have modern multimedia computers in their classrooms by 2001 . the percentage of public school instructional rooms connected to the information superhighway will increase from 1 4% in 1996 to 25% in 1998, and an increasingly larger percentage thereafter. at least 50% of teachers will integrate high-quality educational technology, high-quality software, and the information superhighway into their school curriculum for effective support of student learning by 2001 . core strategies: technology connections, especially for high-poverty schools. use the federal communications commission's universal service fund discounts, and "netdays" to wire schools to use educational technology, connect every student and school to the information superhighway. modern computers, especially for high-poverty schools. encourage local, state, federal and private sector partnerships to provide access to modem computers for all teachers and students. the technology innovation challenge fund will provide $425 million of funds for states and districts to plan, purchase and effectively use modern computers and other educational technology. the entire plan is available at: http://www.ed.gov/pubs/stratpin97/index.html education libraries vol 21, n.o. 1 / 2 d e p a r t m e n t s n ew an d forth c o m i n g at referen c e compiled by gladys i . dratch and deborah s . garson andelman, clifford. answers in the tool box: academic intensity, attendance patterns, and bachelor's degree attainment. wash ington, dc : u. s . dept. of education, office of educational research and improvement; jessup, md: (distributed by) education publications center, u.s. dept. of education, 1 999. 1 24p. oclc# 4 1 906042. a study on the factors that contribute most to the completion of a long-term bachelor's degree by 4-year college students. the study drew upon high school and college transcript record.s, test scores, and surveys of a national cohort from the time they were in the 1 oth grade in 1 980 until roughly age 30 in 1 993. principal data are drawn from the new ( 1989) restricted edition of the hi gh school & beyond/sophomore cohort files. examples of study recommendations are: address dual enrollment, direct provision of secondary school curriculum by college instructors, an 1 1 month rolling admissions cycle for all 4-year colleges, using internet-situated courses to keep college students continuously enrolled, and advisement that is both sensible and sensitive. appendixes and references. barr, margaret j. the handbook of student affairs administration. margaret j. barr, mary k. desler and associates. 2d ed. san fr�ncisco: jossey-bass, 2000. 661p. isbn 0-7879-4720-2. oclc#43095965 . $55.00. a basic reference for student affairs professionals at all levels of administration and management as well as a text for doctoral programs. included in the text are updated materials plus new subject matter such as understanding assessment, translating theory and assessment results to practice, creating partnerships with academic affairs, and fundraising. thirty-three chapters are organized into five parts with topics covering the administrative environment for student affairs, organizational and management issues, practical advice to practitioners, methods and means to acquire and develop essential administrative skills, competencies and knowledge, and future issues such as diversity and leadership challenges. name and subject indexes. the directory of university libraries in europe. 1st ed. london: europa, 2000. 4 1 3p. isbn 1 -85743-07 1 -9. oclc#43906108. $ 3 1 5 .00. intended to serve as a companion volume to the world of learning. includes information on a wider range of individual libraries with special emphasis given to listing the most important collections of each university, and to covering the major academic subject areas taught. covers western, central and eastern europe, including those republics of the former ussr that lie wholly within europe, and spans from greenland to ukraine. divided into country chapters within which universities are listed alphabetically. includes index of universities and index of libraries. distance education at postsecondary education institutions, 1997-98. laurie lewis et al. washington, dc: u.s. dept. of education, office of educational research and improvement, 1 999. i v. (various pagings) isbn oclc#43552497. presents findings from the second nationally representative survey of distance education by nces. conducted in the winter of 1 998-99, the survey collected information about the 1 2-month 1 997-98 academic year. it updates and expands upon the findings from the previous report. the current survey expands the universe of institutions from which it collected data, from higher education institutions to all 2-year and 4-year postsecondary institutions. additionally, it presents new information about fields of study and instructional levels of courses and programs offered through education librari es vol. 24, no. 1 1 24 d e p a r t m e n t s distance education. eight chapters cover topics such as degree and certificate programs, distance education technologies, tuition and fees, and changes in distance education since 1 994-95. references, appendixes, and tables. fideler, elizabeth f. lea rning the ropes: urban teacher induction programs and practices in the united states. elizabeth fideler and david haselkorn. belmont, ma: recruiting new teachers, 1 999. 3 1 1 p. oclc#4205098. $50.00. a national study, conducted by rnt, examines the role of i nduction programs in developing and retaining teaching professionals and creates a baseline for policy development and a resource for best practice. research was drawn from a comprehensive literature review; surveys mailed to school districts in the nation's central cities and largest towns, with phone follow-up as needed; site visits to exemplary programs ; and surveys of state and philanthropic support for induction programs. in-depth profiles of induction programs in ten selected school districts appear in this report. the profiles create a detailed composite overview of how in ductio n programs work in american's largest urban school systems. references and appendixes. gregory, vicki l. et al. multicultural resources on the inte rnet. the united states and canada. englewood. co: libraries unlimited, 1 99 9 . 3 6 6p. isbn 1 -56308-676-x . oclc#39654745. $28.00. organizes and brings together internet and web sources dealing with multicultural issues that are likely to be of interest to an english-speaking audience in the united states and canada. locating sites and resources was accomplished through the monitoring of electronic mailing groups used by ethnic groups as well as the use of internet search engines. divided by ethnic groups into thirteen chapters, chapter 2 covers those sites dealing with multiple ethnic groups and cultures. the chapter author or authors examined every entry to determine inclusion appropriateness. site/sponsor index. education li braries vol. 24, no. 1 handbook of qualitative research. norman k. denzin, yvonna s. lincoln, eds. 2d ed. thousand oaks, ca; london: sage publications, 2000. 1 065p. isbn 0-76 1 91 5 1 2-5 . oclc#44439093 . $94.56. the second edition represents a complete revision of the first edition ( 1 994). 11 includes 33 new chapter authors or co-authors, six new chapter topics, and revision or rewriting of original chapters. the organization moves from general to the specific, from past to the present. part i locates the field, starting with history and moving to the politics and ethics of field research; part ii considers the major historical and contemporary paradigms; part iii isolates the major strategies of inquiry ; part iv examines methods of collecting and analyzing empirical materials; part v explores art and practices of interpretation, evaluation, and representation, and part vi looks to the future of qualitative research. author and subject indexes. handbook of the sociology of education. maureen t. haling, ed. new york: kluwer academic/plenum publishers, 2000. 588p. isbn 0-306-46238-9. oclc#43487303. $ 1 03.20. the aim is to present the most theoretically grounded and empirically rigorous sociological analyses of schools to date. twenty-four chapters divided into six sections: theoretical and methodological orientations, development and expansion of education, study of access to schooling, study of school organization, study of school outcomes, and policy implications of research in the sociology of education. author and subject indexes. inquiry and the national science education standards: a guide for teaching and learning. committee on development of an addendum to the national science education standards on scientific inquiry, center for science, mathematics, and engineering education, national research council. washington, dc: national academy press, 2000. 202p. isbn 0-309-06476-7. oclc#4332361 5 . $36.98. the first in a series of planned addenda to the standards. as required by the charge to its authoring committee, the committee on development of an addendum, the guide has been designed to serve as a practical guide for teachers, professional developers, administrators, and others who wish to respond to the standards' call for an increased emphasis on inquiry. the guide is divided d e p a r t m e n t s 2s into eight chapters and three appendixes. images of inquiry in k1 2 classrooms, making the case for inquiry, and supporting inquiry-based teaching and learning are featured. index. issues in web-based pedagogy: a critical primer. robert a. cole, ed. westport, ct: greenwood press, 2000. 4 1 4p. isbn 0-3 1 3-3 1 226-5. oclc#42476677. $ 8 1 .70. takes up the nontechnical issues associated with world wide web-based pedagogy. twenty-seven individually authored essays appraise the form and content ofweb-based instruction, from both qualitative and quanti tative grounding. part i focuses on philosophical and theoretical considerations of web-based pedagogy and part ii focuses on empirical and practical considerations. index. kordalewski, john. standards in the classroom: how teachers and students negotiate learning. john kordalewski; foreword by catherine g. krupnick. new york: teachers college pres s , 200 0 . 207 p . isbn 0-8077-3947-2. oclc#43328877. $38.70. classroom standards are examined through a look at one educational effort, a humanities class, during the 19931994 school year, at earl powell high school. the study depicts classroom standard setting as a process of negotiation. part i looks at the observation of standards within the classroom and presents portraits of four individual students. part ii analyzes the standards in the classrooms and the process of negotiation. it looks at the standards of both students and teachers, and describes how standards developed in an interactive classroom environment. epilogue, references, index. landscapes in early childhood education: cross national perspectives on empowerment, a guide for the new miilennium. jacqueline hayden, ed. new york: p. lang, 2000. 467p. isbn 0-8204-3735-2. oclc#42643435. $32.95. the collection of papers and essays in this volume explore early childhood issues and policy perspectives in australia, canada, new zealand, and hong kong. chapters are organized broadly under national landscapes, the landscape of policy and practice, the professional landscape, and the classroom/curricular landscape. chapter references and glossary of terms. this is volume four of the rethinking childhood series. lascarides, celia and blythe hinitz. history of early childhood education. new york; london: garl and, 2000. 350p. isbn 0-8 153-1 794-8. oclc#43478 14. $55.90. examines the impact of history on current practice by focusing on the history of early childhood education within each time period. covering the age span from birth to 8 years, the text describes child-rearing practices in specific societies and features brief biographies, descriptions of the work, and selected writings of creators of educational programs, as well as descriptions of selected examples of early childhood education programs. part i considers antiquity and european roots of early childho�d education; part ii details the evolution of programs and ideas after they reached the u.s.; part ill presents four of the diverse cultural and ethnic populations beginning with native american society, and including black, asian, and hispanic american children; part iv describes the evolution of some professional organizations and offers conclusions. appendixes and index. li, tze-chung. social science reference sources: a practical guide. 3d ed. westport, ct: greenwood press, 2000. 495p. isbn 0-3 1 3-304831 . oclc#4 1 4 1 1989. $99.50. provides lists and lengthy descriptions of resources. part l covers social sciences in general, with chapters on electronic reference sources, research resources, access to sources (such as guides, bibliographies, indexes and abstracts, research in progress), sources of information (encyclopedias, directories, biographies, handbooks), statistical sources, and government publications. part 2 focuses on disciplines of the social sciences in ten chapters: cultural anthropology, business, economics, education, geography, history, law, political science, psychology, and sociology. contains 1 600 source entries. this 3rd edition does not retain most titles published before 1980, as well as several other features found in the 2nd edition. for the most part, december 1998 is the cut-off date. name, title, and subject indexes. education libraries vol. 24, no. 1 2s d e p a r t m e n t s linking literacy and technology: a guide for k-8 classrooms. shelley b. wepner et al., eds. newark, de: international reading association, 2000. 252p. isbn 0-87207-258-4 . oclc#43 1 1 5069. $24.95. in three sections, the authors introduce preservice and inservice teachers, reading teachers, curriculum consultants and supervisors to the importance of enhancing instruction through technology. the why and how technology supporting literacy learning is explored in the first section, followed by specific and practical ideas for reading, writing and content area learning, including hardware and software information. the final section includes a chapter describing the classrooms in which teachers make significant use of technology. lessons and unit plans are given as examples in the various chapters, as well as web site addresses. chapter references, an appendix of software company addresses, author and subject indexes are included. locke, lawrence f. et al . proposals that work: a guide for planning dissertations and grant proposals. 4 th ed. thousand oaks, ca: s age, 2000. 350p. isbn 0-76 19-1706-3. oclc#4 1503072. $59.95. presented in five chapters, the first part focuses on the writing of the proposal: the functions of the proposal, regulations, format, specific tasks; ethics of the research process, writing and publication; developing the thesis or dissertation proposal; content of the proposal; style and form in writing; and oral presentation. part ii discusses money for research: how to go about seeking help, funding student research, and preparation of the grant proposal . part iii provides four specimen proposals: an experimental study, a qualitative study, a quasi-experimental design, and a funded grant. changes in this edition include a new chapter on funding for student research, a rewritten chapter on qualitative research, and two new specimen proposals. the appendixes contain an annotated bibliography of supplementary references, standards for the use of human subjects, and specimen forms for informed consent. references and an index. education libraries vol. 24, no. 1 macwhinney, brian. the chiwes project: tools for analyzing talk. 3d ed. mahwah, nj: lawrence erlbaum, 2000. 2v. isbn 0805 8-2995-4 (v. l ); 00805 8-3572-5 (v.2) . oclc#43403520. $85.98 (set). the first volume focuses on the tools designed to improve research carried out in the field of language learning (transcription format and programs), the chat manual for transcription, and the clan manual for use of the program, based on the child language data exchange system (childes). the second volume describes and documents the research projects in the childes database: for example, monolingual children conversing with their parents or siblings, bilingual children, older school-aged children, adult second-language learners, and children with learning disabilities five directories organize the work: english data, non-english data, narrative data, data from clinical populations, and data from bilingualism and second-language acquisition. the index lists the studies, arranged alphabetically. data transcripts in 26 different languages are provided. a bibliography of work on child language is included in the database. the data files are found in the accompanying cd-rom, which includes a windows and a macintosh directory file for use on both system s . file updates are avai l able at: h ttp :// childes.psy.cmu.edu mitchell, bruce m. and robert e. salsbury. multicultural education in the u.s. : a guide to policies and programs in the 50 states. westport, ct: greenwood press, 2000. 28 l p. isbn 0-3 1 3-3085q-4. oclc#41445709. $75.00. presents a narrative for each state, which includes information based on a 1 998 questionnaire survey. each entry provides a brief multicultural history of the state, information about the education system, multicultural education efforts, and references. all but two states responded to the questionnaire, but the authors provide supplemental i nformation for the missing and incomplete responses to the survey. the survey questions are reprinted in the introduction . selected bibliography and index. d e p a r t m e n t s � o 'brien, nancy p. education: a guide to reference and information sources. 2d ed. englewood, co: libraries unlimited, 2000 . 1 8 9p. i s b n 1 5 6308-626-3 . oclc#42080358. $40.00. this second edition of education: a guide to reference and information sources ( 1 989) by lois buttlar, updates many entries of the first edition. most entries, however, are new titles or have not been previously included. the coverage is 1 990 through 1 998, with selective inclusion of significant earlier publications. the guide is divided into fourteen categories: general education sources; educational technology and media; early childhood, elementary, and secondary education; higher education; multilingual and multicultural education; special education; adult, alternative, continuing and distance education; career and vocational education; comparative and international education; curriculum, instructio n , and c o n tent areas; educatio n al administration and management; educational history and philosophy; educational research, measurement, and testing; and educational psychology. publication types are: bibliographies; dictionaries and encyclopedias; directories and almanacs; guides, handbooks, and yearbooks; indexes and abstracts; statistical sources; world wide web and internet sources; journals; and biographies . excluded are education associations and organizations, sources on children's and young adult literature, and general social science reference sources. the citation for each publication, which includes the price, is accomp_anied by an abstract describing the resource. contains near! y 250 journal titles. title and subject indexes. schweizer, heidi. designing and teaching an on-line course: spinning your web classroom. boston: allyn & bacon, 1999. 1 21 p. isbn 0-205-30321-8. oclc#4 1478138. $24.95. intended as a practical guide for course development, on­ line teaching, and on-line assessment for both novice and experienced on-line teachers. the author defines course design as "out�ome-based, performance assessed, and collaborative." the courseware (software) utilized and referred to in the book is called learnings pace (lotus notes/ibm). chapters cover the following topics: guidelines for on-line course development, creating performance based assessments, planning on-line activities and resources, creating on-line discussion groups, being a "visible" instructor, technology, evaluation, and visual design. the text provides examples from on-line courses and screen reproductions. appendixes include a sample welcome letter, a taxonomy of verbs, a checklist of objectives and elements for desktop publishing projects, necessary hardware and software, and a course evaluation survey. the author is affiliated with marquette university's online masters degree program: instructional leadership. standards for technological literacy: content for the study of technology. international technology education association and its technology for all americans project. reston, va: international technology education association, 2000. 248p. isbn 1 -887 1 0 1 -02-0. oclc#4407 1 668. $30.00. this resource describes the learning goals and accomplishments for students in grades k-2, 3-5, 6-8, 91 2. twenty standards, along with the benchmarks for these levels, are defined with explanations and suggestions for implementing them. vignettes within chapters provide examples of how to put standards into practice. standards are divided into major categories: the nature of technology, technology and society, design, abilities for a technological world, and the designed world. the appendix includes a history of the technology for all americans project, a listing of technology content standards, a compendium of the maj or topics for the standards, and a curriculum vignette for grades k-12. references for the standards, glossary, and index. the state of state standards, 2000. chester e. finn, jr. and michael j. petrilli, eds. washington, dc: thomas b. fordham foundation, 2000. 1 77p. oclc#43432172. this 2000 report updates the earlier fordham monographs on state standards: english ( 1997), the 1 998 reports on history, geography, mathematics, science standards ( 1 998), and the summary, state of state standards ( 1 998). it contains an overview essay, analyses and reviews for the five subjects by the same authors of the earlier monographs, and state-by-state reports. the appendixes provide the criteria for the subjects, the listings for each state, and a section that lists all state documents examined for this report. available on the fordham foundation web site: http://www.edexcellence.net education libraries vol. 24, no. 1 2s d e p a r t m e n t s the state of the world 's children 2000. carol bellamy, exec. director, united n at i o ns c hi ldren's fu nd . new york: unicef, 2000. 1 20p. isbn 92-806-3532-8. oclc#43297040. oclc#9856203. $ 1 2.95 . contains essays, with photographs, summarizing the progress and problems over the last decade in meeting the goals of the 1990 world summit for children. discussions of early childhood care, hiv/aids, poverty, conflicts and violence, gender discrimination, education are included. text figures and maps illustrate such topics as child and adolescent populations, life expectancy, learning and education, and children and adolescents at risk. data is provided on under-five mortality rankings and eight statistical tables cover the basic indicators of nutrition, health, education, demographic indicators, economic indicators, women, and rate of progress for 1 93 countries. available online:http:// ww.unicef.org sum, andrew. literacy in the labor force: results from the national adult literacy survey. washington, dc: u.s. dept. of educat ion , office of educational research and improvement, national center for education statistics: for sale by the u.s. g.p.o., supt. of docs., 1 999. 342p. isbn 016-0501 75-x. oclc#430960 1 0. $33 .00. this report, based on the results of the 1 992 national adult literacy survey, focuses on literacy proficiencies of the civilian labor force, employed and unemployed. the nals data was collected from a sampling of adults aged 1 6 and older who responded to literacy tasks that were categorized by type as prose, document, and quantitative. the first chapter analyzes the mean and median literacy proficiencies for the u.s. labor force, range of performance on tasks, distribution ofliteracy ievels, labor force behavior and employment status, literacy proficiencies and weeks worked. chapters two to seven consider literacy proficiencies of the labor force by key demographic, socioeconomic, and regional subgroups of the labor force; by industry and occupation; earnings; adults' educational attainments, school enrollment behavior, and education libraries vol. 24, no. 1 literacy training experiences; employability and earnings potential of the unutilized and underutilized working-age population; estimated effects on labor market activities, earnings, and incomes. the final chapter summarizes the findings. the appendixes interpret the literacy scales and provide an overview of procedures used in the nals. numerous tables. this report is one in a series of reports based on the nals. available online: http://nces.ed.gov zeigler, lee. film and video resources for international educational exchange. 2d ed. yarmouth, me: intercultural press, 2000. 98p. isbn 1 -877864-781 . oclc#43569529. $8.95. first published in 1 992 by nafs a : association of international educators, this revised edition is directed to individuals in the field of international exchange, including those who orient new students and immigrants to the u.s. the introduction also indicates the usefulness of the resources for u.s. students going overseas, as well as for esl teachers and teaching assistants from foreign countries. this directory lists materials "that describe the united states, show cultural differences or cultures in conflict, or deal with multiculturalism or esl instruction in some other way." in the first section, each documentary film entry includes title, year of release, length, formats available, description, and disu·ibutor, including address, phone number, fax and e-mail, if available. these titles are listed by category in the appendix. the section on feature films describes a selection of important productions worldwide, which deal with cultural issues. other film and video sources are noted in the introduction. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. international librariansh ip and its impact on t h e p rofession by diann rusch-feja abstract this paper is adapted from a presentation at the slaannual conferences, slaeducation division, june 11, 1996 in boston. it focuses on time aspects of international librarianship and its impact on the profession: language and the national imbedment of certain information sources, especially that of the education field as part of the social sciences in general; cooperation (international, national, regional) for gathering and evaluating relevant internet resources; and a demonstration of the german educational resources server as an example of what could be done theoretically. i. introduction how do we define "international" librarianship? what is "internationalism?" what is "international librarianship?" without taking webster in hand, i would like to define "internationalism" as "the ability to identify or create a common understanding between different nationalities and different cultures." this involves both recognition of the cultural similarities, but more importantly the differences and distinctions. within the "leveling" effect of becoming "international" assimilating in several cultures there is a precedence to maintain respect and separatedness for the individuality of the individual nations and peoples. taking the word literally in its etymological stem, we mean we are being between nations, joining the common parts, but recognizing the non-overlapping aspects as being larger and just as important, as well as understanding them. so what is "intemational librarianship?" it is not enough to understand the language, or see the similarities or differences between various countries, nations or populations. lt is defining and moving in those professional realms where common ground and interests form essential, universal goals shared by all within the periphery of distinctly individual social customs, laws, educational and work systems, mentalities, economic standards, etc. in librarianship, these essential, universal goals are easy to list and define. usually the introductory library school courses deal with them, although pethaps their impact is not revealed until one truly deals with internationalism in librarianship. these include preserving the freedom of expression, the freedom of education libreriea • vol 20, no. 1/2 access to information, the right not the privilege of learning to read, and the right to protection from discrimination, injustice, persecution, etc., for actively protecting these other rights and freedoms. these can be applied to the local, national and international level: on the international level, the uap (universal availability of publications) program and other ifla core program activities help to fulfil these goals. impact on the profession internationalism has great impact on the profession. the creation of the ifla (international federation of library associations) is an indication of this impact and the profession's attempt to bridge international gaps and successfully plan and carry out international projects and programs to further the supranational goals , those going beyond the power and jurisdiction of the individual countries. librarians' exchanges, such as the ala fellows program, create the chance to share professional experiences intensively, especially in countries where inter-national-ism was carefully defined and confihed to interaction between countries with similar political structures. student exchanges offer great opportunities for learning about the internal structures of libraries and librarianship, as do consulting work by professionals, international training seminars and workshops, etc. so for our profession, internationalism is not only based on common, universal goals, or understanding differences, but also being able to apply methods from one culture in another effectively or to use exchange and input from several to create new methods of solving problems and maintaining the above goals. 13 this paper will touch on three aspects of international librarianship and its impact on the profession. these are: 1. language and the national imbedment of certain information sources, especially that of the educational field as part of the social sciences in general, 2. cooperation (international, national, regional) for gathering and evaluating relevant internet resources, i.e. the aspect of internationality which internet has brought to all areas, but especially to information provision professions, and 3. a demonstration of the german educational resources server as an example of what could theoretically be done, including the experience drawn upon for international cooperation among educational libraries. it is hoped that the experiences related here could encourage or maybe even inspire more efforts at international cooperation in librarianship to make a positive impact on the profession. ll. 1. language and the national imbedment of certain information sources, especially in the field of education language is a product of cultural, sociologically imbedment phenomena. language skills show direct correlations to cognitive skills and development. there is also research which indicates that a national language itself is a product of certain aspects of a "national" mentality, religion or philosophy. some people ev�n believe linguistic characteristics of a language could be related to geographical phenomena, etc. this may be taking the hypothesis too far, but i do believe there are definite relationships between a language, its structure, its composition of words, and its environment, i.e. , the social structure of the country, the mythology or "collective unconscious" of a people. this also poses the chicken and the egg question: is language a process of thought, does cognitive mapping of the environment also prescribe how linguistic structures are built? similar questions could continue, but must be dealt with by more competent anthropological linguists and perhaps even then, there is no definitive answer. however, the results of divergent linguistic structures (ways of describing things, ways of categorizing and thinking about things), as well as the structures themselves belong to national qualities which provide distinction. translation from one language does not always establish the common ground to talk about the subject at hand. incompatibilities arise when directly comparing or even verbally describing social systems of various countries. i the problems begin at the linguistic level of verbal descriptors. this can extend from difficulties in the translation or description of the terms and their meaning. for example, compare the meanings of the german words "kindergarten" and "vorschule" to the american equivalents "kindergarten" and "pre-school." even many people who understand german and english are tempted to see the similarities of these words and translate them accordingly. however, one must be acquainted 1 4 with the educational and social structures i n which these words are imbedded. the german "kindergarten" can only be translated into english as "pre-school" or "nursery school" and the german "vorschule" is actually the equivalent of the level of the american "kindergarten." (did carl schurz and his wife reckon with this one hundred and forty years ago when in 1856 mrs. schurz started the first kindergarten in watertown wisconsin and shortly thereafter her husband pleaded in congress for german and the national language?) but the incompatibilities of language, understanding, and socially imbedded structures do not end there. because the structure and content of many of the social sciences are closely interrelated with the social systems of the individual country (educational system, societal practices, parliamentary and legal system, social services structures and other contextual aspects of human life), the organization and representation ofthe content often remains very individual, distinctly non-international and sometimes even contradictory. consequently, the ways of describing their information collections also hide certain incompatibilities. some international similarities cab be distinguished some can also in part be attributed to the impact of new technology in both the field itself and in information worlc, especially the work of attempting to define internationally valid descriptors and equally valid classification systems. but if one talked about key issues in the german educational system, for instance, the "zweiter bildungsweg" or the "duales system," and translated them as "second way to education" and "dual system," nobody would have any idea of what was meant? can these concepts be related to practices in other countries? and even if not, is there an indication of what is meant by these terms? these examples show that the sociological structures of a country determine how we talk and conceptualize about them. thus, the high proportion of both content and linguistic individuality of a nation remains to challenge librarians who want to step beyond the home language bounds towards internationality. the increased use of the internet presents an analogous situation and thus creates subject-oriented challenges to the librarian. this affects not only the methods and instruments used for information retrieval and acquisition, but also the development of v alueadded services which can place appropriate information in the correct context and also provide targeted information in a vastly expanding field. to be more concrete, a german descriptor might not get many hits from a query using a particular search engine. this may indicate a lack of materials on the internet in the german language which is still a definite fact. but, even using a translation into english combined with "german" or "germany", the results, when looked at more closely, may also indicate that the translation for this word or concept is focused on the basis of a structure in one linguistic world which, however, does not exist in the language used for the search or in the selection of documents used as the basis for the particular search engine. this is a phenomenon which holds true for many non-english sources, not just pertaining to those in the german language. whether this means education librariea • vol 20, no. 1/2 that non-english producers of internet documents should create them in english or at least create parallel editions to the native language documents is a question which may have to be decided on individually. many disciplines have already agreed upon english as the language of scientific communication, but others especially in the social sciences have not. also the matter of language or more precisely not using the native language is often a very political matter in a country, and is looked at differently in various countries. some smaller countries use english extensively, even for entire university or technical college courses to prepare their graduates for international work. here the libraries function totally in english and their collection has about 90% english language texts. in other countries, there is a latent fear that if the native language is not used in key situations, it will be lost or die out, or the country will not remain authoritative in the particular scientific community. so there is a very strong emphasis on publishing in both the native language and in english. one solution to this problem would be the creation of metadata for internet sources in english for foreign language documents which would at least enable searching. 2 this creates content accessibility, but still does not overcome the language problem per se. furthermore, english equivalents of foreign concepts for metadata may not completely correspond to the concepts or structures being described the translation is either "empty" of meaning, or even more critical, the english concept may be used as the translation or equivalent for concepts in various countries which do not correspond to each other at all. in the field of education, increased use of the english language as a communications means among educational researchers, especially as a publication language, a conference language, and the language of resources in the internet may relieve some of the jncompatibilities of meaning between the translation and the original concept. but, as mentioned above, translations may not always be completely accurate because of the limitations of the english language or the limitations of comparing two completely different sociopolitical structures. there is an internationalizing effect of working with the internet. for foreign librarians with international clientele and for their own attempts to keep up with the developments in other outstanding countries, the internet offers a variety of means to improve communication, create access to new sources and strengthen the foreigners' knowledge of the english language. for instance, being a participant in several international discussion lists, can serve as a "current awareness" alert to new developments, identify people with similar problems or interests, and easily create contacts. it can also be used as a sort of continuing education substitute for increasing familiarity with the english terms for a foreign staff. especially in international institutions with a high ratio of foreign guest researchers, post­ docs and doctoral candidates where english becomes the lingua franca, each member of the foreign library staff must be able to speak, understand and work in the english language. for instance, in our institute library, we currently have nine non­ german language researchers, four native english language secretaries of the directors, and one native english speaker as education libreriea • vol 20, no. 1/2 editor of the berlin aging study publications. so a flair of internationality prevails in the institute, which is evident in many of the 66 max planck institutes and approximately 30 research groups affiliated with and temporarily financed by the max planck society. the library provides monthly library tours and ad-hoc introductions for institute staff in german, english and french. many of the staff are fluent in english and can answer reference questions in english. this means the librarianship is practiced in a basically international background. similar aspects of internationality can be found in many research institutions all over the world, as well as in institutions with large international markets, political and social influence, etc. however, the real aspects of international librarianship arise through contact with librarians in similar special libraries in other countries. this is especially true for the one-person-libraries in very specialized institutions. here, despite the isolation of these "solo librarians" in their own country, the contact facet of international librarianship can play an important role in supporting the daily work of the one-person-library. 2. cooperation (international, national, regional) for gathering and evaluating networked (internet) resources, i.e. the aspect of internationality which internet has brought to all areas, but especially to information provision professions the basic role of international librarianship is harnessing multinational efforts for cooperative projects which could not otherwise be carried out. the ifla is a prime example for this, as is the conference of national librarians. international cooperation will be more library type or subject oriented. important aspects are concerned with information access and provision beyond the international borders and the restrictions of languages. cooperative agreements are well known in these areas (exchange agreements for official and government publications, international interlibrary lending, etc.).3 similar to the traditional fields of international cooperation, now the massive opening of access to even more information resources in the internet creates an even greater need for cooperation among librarians and information specialists than ever before. subject specialists even in a single country cannot keep up with finding, evaluating and classifying internet resources in their field. ideally, this could be achieved more satisfactorily if the concept of"distributed information systems" which is the basis for world wide web clearinghouses, virtual libraries, subject gateways, subject trees, and other similar collective information resources sites, could be coordinated internationally. this may be analogous to the many attempts at international databases and bibliographies for certain subject fields in the past. however, the internet offers extended access to information in the internet to virtually anyone, unrestricted publication possibilities (i.e., not having to be published in an indexed journal), and currency which contribute to making such an undertaking as "indexing the web" paramount to a sisyphus task impossible to be achieved by a single person, group or company. this was evident again to me when looking at what deborah s. garson has accomplished with her web site at the 1 6 harvard gutman library site and what we have experienced in setting up our web site.4 especially during the efforts to set up a clearinghouse for project-oriented networked information, we have searched the internet, collected and evaluated sites for their informational value for the researchers in the institute and structured them into several web pages resource pages for general or more project-specific pages. (examples of the clearinghouse entry page and a resource page for educational resources (general) are included here as figures 1 and 2). the institute also has about 6 major cross-national research projects, for instance the third international mathematics and science study which focuses on empirical data from classroom observation of mathematics and science teaching in the u.s., germany and japan (see figure 3). the institute is also involved in multinational studies for the study of teaching ethics in school, as well as several projects on changes in schools, social structures and work situations in the former socialist countries in comparison with western countries. one of the psychology department's studies looks at empirical data on children 's scholastic achievement in relationship to their self-appraisal and control beliefs in los angeles, tokyo, moscow, and berlin. these projects require collecting a great deal of background information for these researchers, some of which have been collected using the internet. in addition, these areas will continued to be maintained in a web site at our institute with a link from the internet coordinator at the major psychological special subject library in germany, the center for psychological information and documentation in trier. similarly, resource pages referripg to subject information in the internet pertinent to some of our sociological research projects will be linked from the information center for the social sciences in bonn in coordination with their efforts so that a minimum of duplicated effort occurs. certain national efforts to organize subject-oriented collection and indexing of internet resources exist in germany. . more encompassing national programs are underway in great britain (bubl5, niss, roads6, 0mnj7, sosicj8 etc.) and au.stralia (anu www virtual library information servers9). it would be a worthwhile contribution to international librarianship if librarians in other countries could be instrumental in achieving similar structures. another example of international cooperation which will increase in importance in the future is the exchange of ideas and opinions on information quality concerning resources on the internet. since april of this year, an e-mail discussion group on information quality has been created and the interaction on this list has been very active. a web site on information quality has been created by the list moderator t. matthew ciolekto (in australia). this includes a section in which he collected various criteria for defining information quality on the internet. other participants contributed greatly, so that already this web site is a rich source of thought, literature, and preliminary standards (for instance citation standards for citing netwotked information) on this topic. this is a prime example of cooperative efforts which achieve the goals of international librarianship. 1 6 3. the german educational resources server, an example of how national cooperation can flourish and where international cooperation among educational libraries could contribute even more to making a positive impact on the profession. in germany, a web-site is just being created for german educational resources" on the basis of cooperation between the 16 german states or lander, various professional societies for educationalists and education researchers, subject librarians responsible for collections focusing on various aspects of education, schools and teacher training institutions, teachers, and even subgroups of other professional societies involved with the didactics of teaching their particular subject area. they are submitting materials to the deutscher bildungs-server i german educational resources server which is being coordinated by professor peter diepold at the humboldt university in berlin with initial support by the german research network (deutsches forschungsnetz) and financed by the german federal ministry of education and research (bmbf). the english language home page of this server is included here as figure 4; figure 5 shows the menu page for one of the four sections, "resources." in addition, professor diepold has developed a set of metadata indicators which will be filled in by the person submitting a html document to be linked to from this server. thus, the person who is familiar with the content of the document will also index it. it is hoped that this practice will increase accuracy of the indexing terms. this will also bring more specific hits when searched by search engines. it should also reduce time delays in including links to documents which would be caused by submitting documents to editorial boards for indexing and cataloging. english-language terms will also be assigned by researchers who are familiar with the difficulties in translating german and english educational terms and relating the various german educational and vocational systems to those in other national structures. as part of the team which has conceived this site, we are looking forward to comments and to further expanding this site with links to other national educational web sites. despite the difficulties in translating and transforming nationally imbedded concepts and structures in the educational field, similar efforts a:t the international level could produce very important contributions to understanding different educational structures and supporting information access. surely similar efforts can be seen in the web site of the national library of education. theoretically, these experiences could be drawn upon for international cooperation among educational libraries, including both more exchange on their activities and perhaps informal coordinapon of cooperative efforts. the reduction of complexity of communications means and of the spatial restrictions of the past could result in more efforts at international cooperation in the field. in the anglophile countries (the u.s . , great britain, australia), special libraries have a more solid, higher standing than in many non-english speaking countries. this is due to the education ubrariea • vol 20, no. 1/2 fact that english serves as the international language of librarianship, thus making it possible to expand these prime examples of international cooperation, particularly for the libraries in the sla education division. more international contact, cooperation and joint results would certainly have a very positive impact on the profession, especially in those countries which are looking at the united states, great britain and australia for leadership. 1 see peter wagner, bjorn wittrock ( 1 99 1 ) : s tates, institutions, and discourses: a comparative perspective on the structuration of the social sciences. in: discourses on society, the shaping of the social science disciplines. vol. xv. eds. peter wagner, bjorn wittrock, richard whitley. dordrecht etc. : kiuwer, 1991, pp.331-357 2 this is often done in scandinavian countries. 3 these are delineated in anne galler's paper from this same session. 4 the web site for the max planck institute for human development and education is currently being set up, but should be available under the following address by the end of august 1996: http://www.mpib-berlin.mpg.de/ education ubreriea • vol 20, no. 1/2 s <http://www.bubl.bath.ac.uk/bubl/> 6 <http://www.ukoln.bath.ac.uk/roads/> 7 <http://www.omni.ac.uk/> s <http://www.sosig.ac.uk/> 9 <http://www.anu.edu.au/> 1o <http://coombs.anu.edu.au/wwwvl-infoquality.html> [13 may 1996] 1 1 <http://www.schule.de/> (click on the underlined title "german educational resources" to obtain the english-language pages of this site.) a description of the server concept and database can be found at <http://www.schule.de/dbse.html> diann rusch-feja is the director of library and research documentation at the m ax planch i nstitute for human development and education. berlin, germany. prior to this, she has taught at universities and colleges in the un ited states and germany and is also a specialist in computer systems for i nformation systems. email: ruschfeja@mpib-berlin.mpg.de 1 7 professional competencies for the dig ital age: what library schools are doing to p repare special librarians by jana varlejs rutgers school of communication , information and library studies abstract what l ibrary/information science education offerings are relevant to preparing graduates for careers in the special l ibrary sector? the strengths and weaknesses of education for special l ibrarianship; the match between sla's competencies statement and what is being taught in l is master's degree programs; and the role of sla in continuing education are discussed. nearly seven years after the special libraries association (sla) approved its statement, "competencies for special librarians of the 2 1 51 century" (http://www. sla.org/content/sla/professional /meaning/comp.cfm) , i t seemed t ime to ask whether the docurnent was sti l l viable. given the changes in the economy, technology, and g lobal ization, what ski l ls and knowledge are now needed by information professionals? these issues were addressed by a panel at the 2003 annual sla conference, sponsored by the education division and the pharmaceutical and health technology division. . the session sought to give the audience an impression of what l ibrary/information science (lis) education was offering that was relevant to preparing graduates for careers in the special l ibrary sector; the strengths and weaknesses of education for special l i brarianship; the match between the sla's competencies statement and what was being taught in l is master's degree programs; and the role of sla in continuing education. it should be noted that a revision of the competencies statement has since appeared on the sla web site (http://www. sla .org/content/sla/professional /meaning/comp2003.cfm). there is one significant change that is noted below. this paper publ ished is a sl ightly edited version of one of the 2003 sla conference presentations. education libraries volume 26, no. 1 summer 2003 what course catalogs show the following "snapshot" is based on a quick review of the web sites of 53 of the 56 master's in library/i nformation science programs accredited by the american library association (http://www.ala.org/content/navigationmenu /our _association/offices/accred itation 1 /lisdi r/lis_directory.htm) almost all programs offer basic courses in management, onl ine searching as well as i nformation sources and services, information technology, and organization of information (including indexing or something else on control led vocabulary) . if they do not have courses devoted to business and government information, they do have one covering the social sciences. most provide a practicum or i nternship, and many al low i ndependent study. thus a student with an interest and background in a special ized field such as business could focus term projects and papers and pursue individual research and field experience in that field , and graduate reasonably well -prepared for the chosen specialty. two-thi rds of the programs have courses devoted to special l ibraries/ l ibrarianship i n general . almost as many have courses in health sciences, and somewhat fewer have courses on legal information ard/or law l i brariansh ip . other specialties are rarer, but 1 6 there are over twenty programs that have courses i n music, art, and other specialties. seventeen programs offer courses in marketi ng/publ ic relations; seven offer knowledge management, six competitive intel l igence, and seven entrepreneurship (including information brokering and consu lting). only four have courses on communication. user instruction is becoming more common, but i t is hard to tell whether a given course covers the specia l l ibrary settings. a l l schools have a reasonable array of technology courses, and quite a few have d igital l ibraries or electronic resources and services courses. most seem to have integrated on l ine information into their reference courses. web site and database design are included in technology courses, but often are presented as separate courses. recent trends include freestanding courses on information architecture, metadata, and data min ing. there are very few courses concerned with the economics of information and the information industry, and there seems to be a paucity of courses deal ing in depth with financial aspects, such as vendor negotiation. most surprising is the fact that there are sti l l relatively few courses on user needs and information seeking behavior. the revised sla competencies statement incorporates the association's statement on the importance of evidence based practice (http://www . s la. org/ contenumem berservice/r esearchforum/rsrchstatement.cfm) . in l ight of this addition, which calls for the application of research to decision making, it is important to note the dearth of research methods courses in lis programs, as reported by dan o'connor and soyeon park in american libraries (january 2002, 50). what strengths and weaknesses exist in mlis programs vis-a-vis special librarianship? strengths: • core courses have evolved to incorporate technology; • management is recognized as basic; education libraries volume 26, no. 1 summer 2003 • special ized information resources are covered to some extent almost always; • students have opportun ities to customize their program of stud ies; • faculties seem to be able to introduce new topics as they arise; • practitioners are teaching those courses that need to be grounded in current practice. weaknesses: • mlis programs for the most part are too short to al low students to learn al l that is now required of entry level special l ibrarians; • faculties are stretched th inly, so many courses cannot be offered as regularly as they should be; • what is offered and how it is taught depends on current faculty i nterests and not necessari ly on the demands of the marketplace. how well does mlis program content reflect sla's competencies? except for the subject expertise that must come from other study, mlis courses general ly address the professional competencies, although no program covers them al l . some of the personal competencies are also fostered in mlis courses that promote service orientation , good management, and professional ism . because programs are short and students are often mature individuals, however, ingrained attitudes and personal ity traits are unl ikely to be changed. i n regard to the sla competency document, mlis courses are probably at thei r best i n honing students' technical i nformation ski l ls and shaping their service orientation, and at their worst in developing "soft" ski l ls. what are implications for continuing education? sla does a fairly good job at identifying ce needs and using i nnovative methods, such as virtual seminars , to meet those needs. teleconferences and webcasts on topics such as communication with management, marketing, and vendor negotiation seem to 1 7 be on target, and do not take l i brarians far away from thei r workplace. there never seems to be enough on user behavior, evaluation, and costing/valuing information within the specia l l ibrary context. quite a few of the generic business ski l ls that would benefit special l ibrarians are taught i n workshops offered by organizations such as the american management association. teaching and presentation ski l ls can a lso be sought through non-l ibrary organizations. the role that the sla should play more aggressively is that of promoter of the entire range of ce. i t should i nform members about learn ing opportunities emanating not only from sla and other l ibrary organizations, but from other sources also, especial ly those del ivered electronically. sla might want to consider creating a recognition system along the l i nes of the one instituted by the medical library association. concluding comments the snapshot that has been presented here is somewhat fuzzy -more courses on special l ibraries specifically than one might expect, but spotty coverage of some of the ski l ls that sla thinks are important. one has to remember that mlis degree programs are mostly very short, and that the typical lis school or department suffers many constraints, faculty size being the most significant. on top of that, there are marketplace fai lures -employers do not education libraries volume 26, no. 1 summer 2003 always h ire the best prepared person , nor do they always prov ide for adequate and appropriate continuing education. at the same time, professionals do not always pursue the career path for which they prepared . some personal anecdotes i l lustrate the point: at sla conferences, i sometimes run into people who started out to be children's l ibrarians, whi le at the new jersey library association conferences i come across alumni working i n public l ibraries who graduated well qual ified to be law l ibrarians. even when students arrive at l ibrary school with a sol i d subject background in a field in which they wish to work as an i nformation professional , accidents of geography, or tim ing , or hiring freezes may mi l itate against success in landing the desi red position upon · graduation. meanwhi le , good opportun ities in certain businesses and industries may go begging, because there are so few mlis graduates who have appropriate degrees in the sciences, business, law, or other fields not typically recruited into l i brarianship. better recruitment strategies and more scholarships are needed , and the sla might want to cons ider doing something about that. dr. jane varlejs is an associate professor at rutgers un iversity. emai l : jvaljes@rutgers.edu 1 8 faculty-librarian partnerships by renee nesbitt abstract this article describes a framework in which education faculty and librarians can collaboratively develop instructional strategies to address new technological advances in academic research. a survey was designed to query both groups about the learning outcomes education students should have acquired at various stages in their academic careers. the instruction strategies developed from the survey results were utilized in developing instructional programs to teach education students information retrieval skills .needed to access information from electronic resources. introduction preparing future teachers to meet information technology and research challen�es requires the collaborative development of instructional strategies by both education faculty and academic librarians. education faculty and academic librarians have traditionally worked together to help students develop research skills. however, these partnerships generally centered around the development and implementation of a bibliographic instruction session. while bibliographic instruction has and will continue to play a major role in assisting students with their research needs, faculty and librarians continually strive to design, implement, and evaluate instructional strategies that address new technological advances in academic research. recently, a discussion series entitled the academic library in the information age: changing roles identified ways in which the academic community could seek new partnerships in the information age (consortium for educational technology for university systems, 1 997). one area of focus for academic community partnerships was the changing role of academic librarians. in the discussion series, key role changes included partnering with discipline faculty and other specialists for delivery of information and instruction, designing instructional programs for information access, developing and implementing information policy, and serving as leaders and facilitators in introducing information technologies and ensuring their effective use. the role changes outlined in the discussion series provide a platform on which collaborative development of instructional strategies between education faculty and librarians can be discussed. one approach to collaborative development would be to query faculty and librarians about the specific learning outcomes education students should demonstrate in the area of information retrieval. utilization of this approach provides a framework for planning, implementing, and evaluating instructional strategies. the information obtained may be used to integrate new technological developments into existing instructional programs or to formulate strategies for developing new programs. in the following article, a survey that was designed to foster the collaborative development of instructional strategies between education faculty and librarians at a state university in california is presented. methodology introduction in november 1995, an affirmative action professional development grant was awarded to develop the electronic information survey. the purpose of the survey was to identify potential teaching strategies for integrating a cd-rom network and the use of two electronic classrooms into the library 's instructional program. while the cd-rom network merely added more bibliographic databases to the existing collection of electronic information resources, the two electronic classrooms offered a new and interactive approach to providing library instruction. previously, librarians utilized transparencies, handouts, and videotapes to teach students how to use electronic resources. students would then utilize the terminals in the reference area to obtain actual experience in using a particular electronic resource. with the electronic classrooms, librarians were able to provide simultaneous instruction and utilization of a particular electronic resource. education libraries vol. 21, no.1 / 2 6 a r . t i c l e 5 the goals were to formulate standards and policies for the utilization of library electronic resources, and to support the scholarly endeavor of the university community by identifying and providing access to electronic information resources. there were four objectives: ( 1 ) to develop criteria for decision-making in the utilization and implementation of electronic information technology, (2) to determine criteria for selecting electronic information resources to meet instructional needs, (3) to identify the electronic information needs of education students and faculty, and ( 4) to diagnose problems underlying and identify opportunities for addressing electronic information needs. instrumentation the electronic information survey was designed to query education faculty and librarians about the learning outcomes related to the information retrieval skills undergraduate education students should have acquired at different stages in their academic careers. the learning outcomes corresponded to instructional objectives identified in the taxonomy of educational objectives (bloom, 1956). the taxonomy provides a classification of educational objectives that consists of a set of general and specific categories encompassing possible learning outcomes that might be expected from instruction. the classification scheme outlines a taxonomy for the cognitive, affective, and psychomotor domains. it was developed by psychologists, teachers, and test experts for us� in curriculum development, teaching, and testing. the system is based on the assumption that learning outcomes can be best described in terms of changes in student performance, and is touted as being knowledge instructional objective knows common terms. especially useful to educators who are attempting to state their instructional objectives in performance terms. for this study, instructional objectives and learning outcomes were developed for the cognitive domain. the cognitive domain "includes those objectives which deal with the recall or recognition of knowledge and the development of intellectual abilities and skills " (bloom, 1956). there are six major classes of objectives that are arranged in hierarchical order on the basis of the task complexity (knowledge, comprehension, application, analysis, synthesis, and evaluation). knowledge, representing simple tasks, is defined as the remembering of previously learned material (e.g., defining an electronic resource such as the educational resources information center [eric] database). comprehension is defined as the ability to understand the meaning of material (e.g., identifying specific parts of the bibliographic information found in eric). application refers to the ability to use learned material in new and concrete situations (e.g., using bibliographic information found in a primary source to locate information a secondary source). analysis refers to the ability to break down material into its component parts so that its organization structure may be understood (e.g., illustrating the steps of locating information in eric). synthesis refers to the ability to put parts together to form a new whole (e.g., devising a relevant strategy to locate information in eric). evaluation, representing the most complex task, refers to the ability to judge the value of material for a given purpose (e.g., judging the usefulness of a research strategy that will be used in locating information in eric) . the instructional objective and four learning outcomes developed for each classification are presented below. learning outcomes identifies a definition of an electronic resource. describes information in an electronic resource. list primary uses in an electronic resource. selects appropriate use of an electronic resource. comprehension instructional objective learning outcomes understands procedure. identifies specific parts of the information in an electronic resource. identifies the order of steps to find information available in an electronic resource. distinguishes between correct and incorrect application of a research strategy. explains an appropriate use of the information in an electronic resource. education libraries vol. 21 , no. 1 / 2 a r t i c l e s 7 application instructional objective learning outcomes analysis instructional objective learning outcomes synthesis instructional objective learning outcomes evaluation instructional objective learning outcomes demonstrates correct usage of procedures. distinguishes between plausible and implausible applications of a research strategy. identifies errors in the application of a research strategy. uses information found in primary sources to locate relevant information in a secondary source. uses information found in secondary sources to locate relevant information in a primary source. establishes a logical sequence of steps when using a procedure and/or a source, moving from general to specific. illustrates the steps of a research strategy. identifies the relationship between parts of an electronic resource. identifies the relationship between primary and seeondary sources. distinguishes between essential and unessential elements of an electronic resource. formulates a new scheme for organizing information. devises relevant strategies to locate information in an electronic resource. combines relevant parts of a research strategy. formulates a valid strategy for organizing information. explains the relationship between research strategies. judges the relationship between problem-solving strategies using external criteria. discriminates between plausible and implausible research strategies. judges usefulness of a research strategy. compares the relationships between research strategies. judges the organization of information located in an electronic resource. education libraries vol. 21, no. 1 i 2 s a r t i c l e s data collection and analysis the survey was distributed to 85 faculty members, 74 education and 1 1 library faculty, during the spring 1996 quarter. the response rate was 38% for the total group, 30% for the education faculty, and 9 1 % for the library faculty. faculty were asked to identify which of the 24 learning outcomes education students should have acquired prior to entering college, prior to beginning their upper division course work, and prior to graduating from college. the same list of learning outcomes was used for each of the three identified stages in a student's academic career. to account for the recency effect, the order of the items was varied for each stage. percentages were then computed and compared for each learning outcome. results of interest to this study was the identification of learning outcomes to be utilized in designing, implementing, and evaluating instructional strategies related to information retrieval from electronic resources. the percentages of learning outcomes identified by education and library faculty were compared within each of the identified stages of a student's academic career. the learning outcome was targeted for integration into the instructional program if it was selected by more than 50 percent of either the education or library faculty. those not meeting this criteria would be evaluated for inclusion in a future survey. table 1 identifies the learning outcomes education students should have acquired prior to entering college. only one outcome was identified by both education and library faculty. sixty-eight percent of the education and 70 percent of the library faculty selected a synthesis outcome, identifies the relationship between primary and secondary sources. the learning outcomes education faculty selected for inclusion in the instructional program were application outcomes: uses information found in primary sources to locate relevant information in a secondary source and uses information found in secondary sources to locate relevant information in a primary sources, 59 and 55 percent respectively. the learning outcomes library faculty selected were knowledge, identifies a definition of an electronic resources (70%) and list primary uses in an electronic resource (50%); analysis, illustrates the steps of a research strategy (50%) and identifies the relationship between primary and secondary sources (50%); and synthesis, formulates a valid strategy for organizing information (70% ). table 1 percentages of learning outcomes education students should have acquired prior to entering college education librarians faculty (%) (%) 41 70 18 50 59 30 55 40 27 50 45 50 68 70 education libraries vol 2 1 , no. 1 / 2 learning outcomes knowledge id:mtifies a refinition of an electronic resource. list primary uses in an electronic resource. application uses information found in primary sources to locate relevant information in a secondary source. _uses information found in secondary sources to locate relevant information in a primary source. analysis lllustrates the steps of a research strategy. irentifies the relationship between the primary and secondary sources. synthesis formulates a valid strategy for organizing information. a r t i c l e s 9 table 2 identifies the learning outcomes education students should have acquired prior to beginning their upper division course work. fifteen of the 24 outcomes were selected by more than 50% of both education and library faculty. the learning outcomes selected by library faculty only were comprehension, distinguishes between correct and inco"ect application of a research strategy (70% ); analysis, identifies the relationship between parts of an electronic resource (50%) and distinguishes between essential and unessential elements of an electronic resource (50%); and synthesis, combines relevant parts of a research strategy (50%). education faculty did not select any other outcomes other than the 15 selected by both groups. as expected, all 24 of the learning outcomes were selected by more than 50 percent of both education and library faculty as outcomes education students should have acquired prior to graduating from college. education faculty (%) 55 50 59 68 55 64 32 50 73 59 55 41 77 41 68 32 68 36 55 table 2 percentages of learning outcomes education students should have acquired prior to beginning upper division course work librarians (%) 80 90 100 80 80 70 70 60 50 70 70 50 50 50 60 50 70 50 80 learning outcomes knowledge ld!ntifies a d!finition of an electronic resource. describes information in an electronic resource. list primary uses in an electronic resource. selects appropriate use of an electronic resource. comprehension id!ntifies specific parts of the information in an electronic resource. id!ntifies the ord!r of steps to find information available in an electronic resource. distinguishes between correct and incorrect application of a research strategy. explains an appropriate use of the information in an electronic resource. application uses information found in primary sources to locate relevant information in a secondary source. uses information found in secondary sources to locate relevant information in a primary source. analysis dlustrates the steps of a research strategy. ld!ntifies the relationship between parts of an electronic resource. id!ntifies the relationship between the primary and secondary sources. distinguishes between essential and unessential elements of an electronic resource. synthesis devises relevant strategies to locate information in an electronic resource. combines relevant parts of a research strategy. formulates a valid strategy for organizing information. evaluation discriminates between plausible and implausible research strategies. judges usefulness of a research strategy. education libraries vol. 2 1 , no. 1 / 2 1o a r t i c . l e 5 summary of the results the survey was designed to provide academic departments and the library with information to be used in the collaborative development and/or evaluation of instructional programs. the focus of this study was the information retrieval skills education students should acquire during their academic careers. the procedure may be utilized by academic departments and libraries seeking to foster partnerships. it should be noted that interpretation of the information obtained is department-specific. while the results may not be generalized to other departments within the institution nor similar departments at other institutions, it is likely that the instructional programs developed will be of benefit to all students. the information obtained for this study was used to provide a framework for integrating new technological advances in academic research into the library's instructional programs. the framework was centered around integrating the library's new electronic classrooms into the instructional program. one classroom contained 24 ibm-compatible computer terminals and the other 18 macintosh computers. both classrooms provide access to the library's electronic resources, including the internet. library faculty received funding from campus grants to design and develop instructional programs for the electronic classroom environment. the following is a list of programs that were developed and implemented. the university 100 workbook was designed to supplej¥ent the library component of the university studies 100 course, a course designed to provide freshmen with academic and practical skills necessary to succeed in college. the workbook provides students with a walking tour of the library and information on the online catalog, periodical indexes, electronic resources, and advanced searching techniques. conclusion the collaborative development of instructional strategies by education and library faculty is vital in preparing education students for the technological challenges they will encounter during their academic careers. this article presented a form of collaboration that was utilized at a state institution in california. the information obtained from the electronic information survey provided a platform for discussion. both education and library faculty received information that was used in planning, developing, and designing instructional sessions. this information included the technological advances in academic research that was incorporated into the education curriculum, the information retrieval skills students needed to complete research assignments, the research areas targeted for library instruction, and the strategies utilized in teaching education students how to retrieve the information needed to complete their assignments. education libraries vol. 2 1 , no. 1 / 2 bibliography bloom, b. s. (1956). taxonomy of educational objectives: the classification of educational goals. new york: longmans, green. bodi, s. (1992). collaborating with faculty in teaching critical thinking: the role of librarians. research strategies, 10(2), 69-76. consortium for educational technology for university systems (1997). the academic library in the information age: changing roles. seal beach, ca: the trustees of the california state university. gronlund, n. e. (1991). how to write and use instructional objectives. new york: macmillan. renee nesbitt, ph.d is head of reference services at the john m. pfau library, california state university, san bernardino, ca, 92407. her ph.d is in educational measurement and statistics with a cognate in information science from the university of iowa. she received the california state university, san bernardino's outstanding librarian of the year award for 1996/97. the dual natu re of staffi ng in the education library : management issues a n d sol utions by dr. j ustina 0. osa pennsylvania state university abstract the dual nature of staffing in the education l ibrary, just as in most academic l ibraries, often con­ stitutes a major source of management problems. the blurring and shifting of tasks for profes­ sionals and paraprofessionals, and budgetary constraints do not help the situation. professionals and paraprofessionals must work in concert and in harmony, pul l ing in the same d i rection. this article identifies and d iscusses some enabl ing variables that can help the education l ibrary leader bui ld a wel l-integrated staff team of professionals and paraprofessionals who work towards a common goal in a su pportive workplace environment. introduction education l ibraries, l ike other academic l ibrar­ ies, are staffed by both professionals and paraprofessionals. this dual nature of staffing often constitutes a major source of manage­ ment problems. the labels -professional and paraprofessional -assigned to distingu ish these two groups of employees have not helped to ease the tension, animosity, and d is­ trust that sometimes exist among members of both groups. this tension has increased as the roles of pro­ fessionals and paraprofessionals h.ave become qu ite complicated and less distinctive as they used to be. "over the past twenty or more years, automation of l ibrary processes, declin­ ing budgets, contraction of higher education generally, and entry into the electronic informa­ tion age have changed l ibraries. new l ibrary tasks have been created and others re­ aligned."1 tasks on ce seen as exclusively pro­ fessional are now been shared with, or as­ signed to, paraprofessionals, and there is a growing emphasis on paraprofessionals as managers, especially of day-to-day operations. " in l ibrary l iterature the term ' routine' is fre­ quently used to differentiate between the work done by l ibrarians and paraprofessionals. this d istinction seems inappropriate to the jobs held by a growing number of paraprofessionals whose responsibi l ities require sophisticated judgment cal ls , supervision, and complex op­ erations. "2 furthermore, many paraprofession­ als come into positions with significant aca­ demic credentials and experience; some para­ professionals in the education l ibrary have education libraries volume 26, no. 2 winter 2003 academic degrees in education and have even been classroom teachers in an earl ier career. even though there are sti l l some tasks that require professional knowledge and skil ls, some paraprofessionals might believe that there is no difference in what they and the pro­ fessionals do. such practices can lead to hard feel ings on the part of the paraprofessionals, the performance of any organization or unit is judged by the level of productivity and by the qual ity of the outcome. for the education l i­ brary to become and remain a h igh performing unit the professionals and the paraprofession­ als must "work in concert and in harmony. they need to be harnessed and pul ling in the same d irection, not in different ones. "3 the importance of bui ld ing an effective, strong, and well-integrated staff team cannot be overrated . in the article "the basics of team bui ld ing" a team is defined as "a group of people working towards a common goal. team bui ld ing is the process of enabling that g roup of people to reach their goal . it is therefore a management issue . . . "4 consequently, the leader in the edu­ cation l ibrary becomes a very crucial factor in uniting professionals and paraprofessionals into a cohesive, goal focused, and happy team. he/she has to devise a plan to influence, motivate, and lead all staff and get them to work together wel l . there are certain variables which if well managed under the d i rection and leadersh ip of the head of the education l ibrary could remove inh ibitors and promote enablers in coalescing professionals and paraprofes­ sionals into an effective team, even in this time of change. this article identifies and d iscusses variables that can help the leader create group 1 9 synergy in the ed ucation l ibrary, influen ce and inspire all employees to voluntarily perform at a h igh level on a consistent basis and enjoy doing it, and to make goal realization a real ity. establishing a shared purpose the head of the education l ibrary should pro­ vide the leadership needed to coord inate the activities of al l the staff towards attain ing pre­ determined goals, which g ive the staff a sense of d i rection and pu rpose. goals should exist as l iving written documents that are revisited regu larly and appropriately revised as the edu­ cation l ibrary grows and changes. it should be made up of three component parts: vision, mission , and task l ist. as a nkarb rightly puts it, the vision "frames" the work of the team. the vision is a "preferred future state, a bridge from today to tomorrow"5 the mission helps the education l ibrary plan how it is going to get to that desired future, and should be stated in clear, measurable terms so that the l ibrary knows when it gets to where it wants to go. al l the professionals and paraprofessionals should collaborate to: 1 . determine the purpose of the education l i­ brary; 2. agree on a mission statement; 3. identify the core tasks necessary to reach the predetermined goal. as avery stated, a wo rking team· needs to "es­ tabl ish shared clarity. discu ss . . . the mission , the del iverables, and the outcome of [the] team's work until [members] can articu late to­ gether a common and clear description of [the team's] purpose. " 6 a pu rpose statement should be straightforward and brief, the resu lts of al l professionals and paraprofessionals de­ veloping it. all education l ibrary staff should spend adequate time l istening to each other and working until they can reach an agreement on statements that each can l ive with and sup­ port. "purpose and principle, clearly under­ stood and articulated , and commonly shared, are the genetic code of any healthy organ iza­ tion . to the degree that [the team] holds pur­ pose and principles in common among [mem­ bers], [the team] can dispense with command and control . people wil l know how to behave in accordance with them, and they' l l do it i n thou­ sands of un imaginable, creative ways. the organ ization will become a vital, l iving set of beliefs."7 the vision statement should be posted prominently so that staff members coneducation libraries volume 26, no. 2 winter 2003 stantly remind themselves of what they are striving for. the education l ibrary should crea­ tively share and use the purpose and vision in as many ways as possible such as on the edu­ cation l ibrary web page, the logo, and letter­ head . 'i the shared goal or goals should be realistic, feasible, atta inable, inspiring , and challenging. the human and material resources needed to attain the goal are vital variables ·when devel­ oping and setting the shared goals. i f the goal is too ambitious and beyond the efforts of the human and material resources available, staff get frustrated , d isi l lusioned , and may give u p try ing. the staff may also break up into oppos­ ing camps of professionals and paraprofes­ sionals, blaming each other. but when the goal is reasol)ably h igh , chal lenging but attainable, al l staff can join forces, focus on the goal , and pu l l al l their efforts together towards attaining the goal . they see the goal as "ours" instead of "theirs". they real ize that they need to team up to succeed, and each member of staff is wil l ing and ready to step in and perform what­ ever is needed to be done for the education l ibrary to arrive at the target goals. establishing role clarification and responsibi lities some tasks require professional knowledge, ski l ls , and expertise; whenever possible, pro­ fessionals should let paraprofessionals know some of the " real" professional tasks they do. other tasks can be performed competently by paraprofessionals, who should be valued for their contributions to overall l ibrary services. thus the roles and tasks for professionals and paraprofessionals be defined and that each employee knows the tasks he/she is being held accountable for. th is would enhance peacefu l col laboration, task performance, and productivity. basical ly, the education l ibra ry exists to pro­ vide teacher education majors the resources, services, and assistance they need to meet both the state and national requ i rements and standards. accreditation agencies and state certification office are very interested in how prospective teachers are prepared for their jobs in the real classroom. i t is a general belief that, g iven the right cond itions and resou rces, all chi ld ren can learn . towards that end, the education l ibrary has to provide teacher educa20 tion majors the resources and services they need to learn and to become experts in pre­ senting and packaging learning materials in a way that makes concept mastery and effective learning a reality for al l students , even all stu­ dents in the inclusive classroom. both profes­ sionals and paraprofessionals in the education l ibrary need to collaborate in providing the re­ sources and services necessary to meet those needs . . education library functions for peaceful coexistence and collaboration, professionals and paraprofessionals need to know not just what they are expected to do, but also why they are to do it, and when and how it must be done. hence, team-bui lding procedures for accomplish ing tasks must be developed and adopted. ideally, the entire education l ibrary employees should meet to d iscuss the task that needs to be done. if it is not possible to have all staff meet, care should be taken to ensure that employees who wil l have to implement the procedure understand the task and see the rationale for determining how the task wi l l be done. whenever possible, conditions shou ld be establ ished to gu ide in­ stances when the prescribed procedur� that should be fol lowed routinely becomes impos­ sible. the adopted procedure should be re­ viewed at reasonable intervals to check for adequacy and currency. the lead er should ensure that procedures that stifle employees or that put unnecessarily constraints on staff are avoided . needs a ssessment in order to provide an optimal education l ibrary program, needs assessments must be con­ ducted and analyzed regularly. "needs as­ sessment serves as a systematic d iagnostic tool to careful ly and to cautiously identify what the cl ienteles need , what the thrust of the col­ lection should be, and what the l ibrarian should be doing to effectively and efficiently meet pa­ trons' needs. ''8 most of the activities required for effective needs assessment for bui ld ing and mainta ining a responsive and functional collection are the responsibi l ities of the profes­ sional l ibrarians. for example. they • conduct environmental scan • analyze available records and statistics • develop, administer, analyze, and interpret surveys education libraries volume 26, no. 2 winter 2003 • interview different focus groups of potential cl ienteles • know the resources required by the state, specialty professional areas such as inter­ national reading association ( ira), and accreditation agencies, such as the na­ tional council for the accreditation of teacher education (ncat e), and translate those requirements into l ibrary resources and services • keep current on trends, issues, and prac­ tices in the field of teacher education and instruction material collections • develop, evaluate, and manage the in­ structional materials collections. though professionals are primarily responsible for these tasks enumerated above, parapro­ fessionals may assist with some of them, such as d istributing survey instruments. they clearly know that the professionals are in control of the survey. l i kewise, after analysis of the data collected , both professionals and paraprofes­ sionals can brainstorm the best ways to use the information gained to improve l ibrary activi­ ties and operations. because every em­ ployee's input is solicited and is appropriately used in modifying l ibrary activities a sense of ownersh ip and commitment and a feel ing of "we" is experienced by both paraprofession­ als and professionals. selecting materials for acquisition "collection development has always been about making choices. "9 some of the tasks involved in material selection require profes­ sional knowledge while others do not. for ex­ ample the professionals are responsible for: • knowing the curricu lar offerings in the col­ lege of education • knowing how the collection wil l be used • assessing the col lection and identifying its suitabi l ity • knowing when to request for copies for preview • assessing the adequacy of the contents of the materials • evaluating the treatment and presentation of subject matter • assessing the· coverage in terms of scope and depth , and • assessing the value of the special features such as images, charts, tables, etc. paraprofessionals know that they can suggest materials for acqu isition, but they know that the final selection decision rests with profession2 1 als. paraprofessionals assist professionals in verifying information about materials, locate reviews, and prepare materials for use. as paraprofessionals assume specific procedural roles to support professional l ibrarians the en­ suing relationship is cordia l , supportive, nurtur­ ing , and enabling because each employee knows the tasks he/she is responsible for. when there is a healthy balance between as­ signment of tasks and interdependence, staff interact and the education l ibrary staff team functions smoothly. reference desk duties library budget constraints have made it im­ possible for most education l ibraries to have a professional l ibrarian on duty on the reference desk to provide qual ity services at all times the l ibrary doors are opened . moreover, so me pro­ fessional l ibrarians may have fewer hours at the physical reference desk because they are heavily involved in providing reference ser­ vices electronical ly. as a resu lt, l ibrari ans in­ creasingly have to schedule more consu ltation sessions and work with patrons by appoint­ ment. there is no consensus among l ibrarians on the issue of assigning non-professional l i­ brarians to staff the reference desk. some­ times there is double coverage when both types of staff are schedu led to work on the ref­ erence desk. but when a paraprofessional works alone on the desk, a prof�ssional l ibrar­ ian should be "on cal l ," read ily available when professional expertise is needed . additionally, the paraprofessional on the desk is not left completely on h is/her own recourse if he/she has access to professionally-developed l ibrary web pages containing useful information to answer frequently asked reference questions . . i n the event that the paraprofessional has problem locating information to answer patron questions or he/she feels that the question is not being adequately answered by h im/her, the professional l ibrarian "on call" can be con­ su lted to work with the patron on the reference desk, on the publ ic workstation, in the stacks, or in h is/her office. consequently there is col­ laboration and consu ltation in the provision of reference services to patrons. providing qual ity reference services becomes the product of both professionals and paraprofessionals working together as an effective work team. schedu ling makes it possible for them to join forces and work for a common goal. instruction education libraries volume 26, no. 2 winter 2003 in recent times instructing patrons on how to access and use materials has acqu i red great significance. because both types of employees work on the reference desk, paraprofessionals are offered staff development sessions on how to provide relevant point-of-need instruction to patrons. by bui ld ing on other•,l ibrary functions, the roles of professionals and paraprofession­ als vis-a-vis instruction can be such that it is safe for staff to seek assistance and to pursue self-development. decision-making decision-making is a choice process which if properly undertaken has the potential to make the professionals and paraprofessionals to come together as a team to earnestly seek and choose the best solutions to problems. it in­ volves choosing from among alternatives. de­ cision-making is a rational activity that involves going through a log ical sequence of decision making steps. these steps include: 1. problem definition. it involves "sizing up" the situation. the l ibrary staff recognize a problem or opportunity, descri be it, and make a diagnosis; 2 . problem analysis. this is when the staff "dissect" the problem or issue in an at­ tempt to gain a clearer understanding of the problem before trying to solve it; 3 . thinking of alternatives. the staff brain­ storm for possible alternative solutions to the problems or issues; 4 . the staff arrive on a consensus on the best solution after weigh ing the pros and cons of each alternative; 5. the staff team translates the chosen deci­ sion into effective action. the necessary procedure for implementing and for enforc­ ing the decision is designed; and 6. the staff develop a monitoring and as­ sessment system for the effectiveness and efficiency of the decision. patton states that in g roup decision-making process, decisions are the product of interper­ sonal decision processes and group dynamics. the head of the education l ibrary "must be concerned with leading the group from a col­ lection of ind ividuals to a collaborative decision making unit . "1 0 he/she should also be alert and prevent a situation where the staff are d ivided along professional and paraprofessional l ines to make decisions. on the other hand, g roup think should be avoided . groupthink "happens when in-group pressures lead to a deteriora22 tion in mental efficiency, poor testing of reality, and lax moral judgments. it tends to happen in h igh ly cohesive g roups in wh ich group mem­ ber's desire for consensus becomes more im­ portant than evaluating problems and solutions realistically. " 1 1 there are several decision mak­ ing techniques that could enhance the coales­ cence of professionals and paraprofessionals as a result of col laborative and participatory decision making . brainstorming brainstorming is an excel lent g roup decision making technique that enables a group to come up with as many creative and imag ina­ tive alternatives and solutions as possible to problems. it encourages group members to focus on the problem, th ink out of the box, and come up with radical solutions. in brainstorm­ ing , ideas and the analysis and evaluation of the ideas are separated . as ideas are gener­ ated, often in qu ick succession, they are re­ corded and are later evaluated for efficacy and feasibi l ity. the prim ary idea is to generate as many alternatives as possible. evaluating al­ ternatives as they are suggested could stunt idea generation and creativity. nominal group techniq ue nominal group technique is a structured proc­ ess wh ich encourages group members to nominally generate solutions anp ideas for solving the target p roblem or issue. members are instructed to think and work independently. the nominally generated ideas and alternative solutions to problems are recorded on a chalk board or fl ip chart. they are then discussed to ensure that al l members understand the re­ corded ideas or solutions. then each member secretly ranks the potential of each idea to solve the problem. the highest ranking idea is then chosen. this strategy is particularly useful because each suggested solution or idea gets equal consideration, which can reduce the er­ rors in aggregating ind ividual judgments into group decisions. devi/'s a dvocacy devil's advocacy is a strategy to poke holes in a decision. an ind ividual or subgroup is ap­ pointed to critique a decision and identify prob­ lems to consider before the decision is finally taken. though devil 's advocacy is not purely a decision making technique, it helps the group analyze and validate the strength of alternative solution to a problem. six thinking hats six th inking hats technique is a strategy to look at a problem, alternative solutions, and the decision made from as many perspectives and view points as possible. each th inking hat represents a d ifferent approach to th inking and problem-solving . edward de bono created this tool . he identified these six th inking hats. 1 2 hat (perspective) description white (observer) white paper; neutral ; focus on information avai lable, objective facts, what is needed, how it can be obtained red (self, other) fire, warmth; emotions, feelings, intuition, hunches; present views without exp_lanation, justification black (self, other) stern judge wearing black robe; judgmental ; critical; why someth ing is wrong; logical negative view; ma kes plans "tougher" and more resilient yel low (self, other) sunsh ine; optimism; logical positive view; looks for benefits, what's good. green (self, other) vegetation; creative thinkin g ; possibi l ities and hypotheses; new ideas blue (observer) sky; cool ; overview; control of process, steps, oth er hats; chai rperson, organizer; th inking about thinking the blue hat is worn by the ind ividual chairing the decision-making meeting . when running into d ifficulties because ideas are running dry, he/she may direct activity into green hat thinkde bono suggests steps for using the six th ink­ ing hats group decision making strategy. ing . when contingency plans are needed, he/she wil l ask for b lack hat thinking, etc. 1 3 education libraries volume 26, no. 2 winter 2003 they are: step 1 : present the facts of the case -white hat 23 step 2: generate ideas on how the case cou ld be hand led -green hat step 3: evaluate the merits of the ideas• list the benefits -yel low hat • list the drawbacks -black hat step 4: get everybody's gut fee l ings about the alternatives -red hat step 5: summarize and adjourn the meeting -­ blue hat 1 4 pm/: weighing the pros and cons and implica­ tions of a decision pmi stands for plus/min us/implications. this process enables the group to log ically weigh the pros, cons, and impl ications of the group's decision and plan under consideration using visual representations. for example, the group draws a 3-t chart or table, and label the col­ umns plus, minus, and lmpl icalon. all aspects advantages, d isadvantages, and impl ications -of a proposed decision are recorded under the appropriate column, and g iven positive or negative scores. based on the sum of the scores, employees decide to choose or to re­ ject the candidate decision. plus minus implication total grid analysis grid analysis is particu larly good for making a de­ cision when the team has some really good alter­ natives and many variables to consider before making its choice . alternative solutions are visual ly represented and assigned individual weights based on relative importance. the alternatives are designated as row labels, and the variables are variable 1 variable 2 weights alternative 1 alternative 2 alternative 3 alternative 4 group decision making strategies and activi­ ties make the professionals and the parapro­ fessionals come together to work as a team to make decisions. they stand behind the chosen alternative because it is the decision of the entire staff. col laborative, participatory deci­ sion-making helps every l ibrary staff member bel ieve that he/she is important and that h is/her contribution to deciding what happens in the l ibrary is sign ificant. confronting and resolving conflict education libraries volume 26, no. 2 winter 2003 positive negative designated as column head ings. each alternative is scored by how adequately it satisfies each of the variables; the score is mu ltipl ied by the weight of the variable. the total scores for each alternative are calculated. the team then adopts the alterna­ tive with the h ighest score. below is an example of a grid analysis table. variable 3 variable 4 total conflict can be defined as a d isagreement be­ tween two or more employees who are inter­ dependent. while conflict is a natural , vital part of l ife, the dual natu re of staffing in the educa­ tion l ibrary adds another variable into the chances for conflict. depending on how the differences that threaten to d ivide members of the education l ibrary staff is hand led , it could be destructive or constructive to the smooth runn ing of the l ibrary. when conflict is under­ stood , it can become an opportun ity to learn and to create. the leader can skil lfu l ly use the 24 arguments, disputes, and frustrations staff ex­ perience to deepen relationsh ips that promote acceptance, respect, and promote task com­ pletion. conflict management ski l ls are essential for the head of the education l ibrary because con­ flicts have personal , professional , and organ­ izational effects and are interconnected . con­ flicts affect employees' emotions, their th inking process, perception, and their behaviors. if not adequately handled, conflicts can adversely affect the qual ity of education l ibrary service -­ and the qual ity of employees' work l ife and morale. education l ibrary leader should remember that not al l conflicts among professionals and para­ professionals can be prevented or resolved . some confl icts can only be managed with the goal of control l ing the adverse impact on the qual ity of task performance and effectiveness. sti l l , when conflict occurs, it must be tackled. avoiding confrontation can prove toxic to the l ibrary because it reinforces the destructive cycle of confl ict. often, leaders and employees feel overwhelmed and resign themselves to the idea that avoidance either by thei r own si lence or by threatenin� others into silence is their only avenue. 1 real istically, conflict management can be viewed as consisting of several related goals. . • prevent escalation. escalated confl icts of­ ten results in d isruptive behaviors. avoid actions that escalate the confl ict, forcing a response counter-response chain reac­ tion of negative behaviors; • solve the real problem. often the real problem is wall-papered or d isguised as something else. get to the bottom of the situation. • de-personalize the d isagreement. get employees to think in terms of the situation rather than how hurt their feelings are . • invent solutions. think outside the box, think broadly and creatively. • bui ld relationsh ips. never miss a chance to bu i ld a relationship . share interests, concerns. inspire trust. • ach ieve workplace goals. managing con­ fl ict does not occu r in a personal vacuum. how you deal with it has broader profes­ sional and organizational impl ications. 16 the leader can choose from several alternative strategic approaches, based on the situation education libraries volume 26, no. 2 winter 2003 and the nature of the conflict. .masters and al­ bright suggest five strategic approaches to confl ict. they are : 1 . accommodation. a party concedes to the other's position. it is not assertive of own interests or needs or positions. 2 . avoidance. a party igno res, denies, es­ capes. it is proactive in avoiding confront­ ing the other party or issue. 3. col laboration. a party see ks a win-win out­ come that is natural ly satisfactory. it is assertive of own interests and empathizes with the other party's. 4 . competition. a party is sel fishly motivated and behaving. it is interested in winning , pure and simple. 5. compromise. a party is wi l l ing to settle for half a loaf. it is inclined to split the differ­ ence to get the matter settled if not re­ solved .1 7 often during the conflict discussion and nego­ tiation compromise is necessary. both profes­ sionals and paraprofessional should be ready to g ive up something so as to get something from other staff members . "when people be­ l ieve their goals are cooperative (we are in this together. " "we swim or sink together. ") , they are committed to promoting each other and helping each other be effective . . . " 1 8 as one views the education l ibrary staff as a team formed by professionals and paraprofes­ sionals, participatory conflict management can be effective. participatory conflict management means that al l the affected ind ividuals and par­ ties are invited to join in the process of seeking solution to the confl ict. having all of them pre­ sent g ives cred ib i l ity to the process and to the genuine desire of the leader to resolve the conflict. however, thei r mere presence does not necessarily ind icate that they wish to re­ solve the confl ict; they may be there just to fulfill a job requ irement or may be there just to observe, while they intel lectual ly and emotion­ ally d istance themselves from the d iscussion. the leader should aspi re for inclusiven partici­ pation: getting the commitment of the affected ind ividuals or parties to come to the meeting, a ready to negotiate, and earnestly seeking a confl ict resolution. the head of the education l ibrary should be aware of what cloke and goldsmith called h id­ den layers and complexities of conflict. they capture them through the metaphor of the ice25 berg . the chart below is a visual representation of the iceberg of conflict. 1 9 personalities emotions interests, needs & desires self-perceptions and self-esteem hidden expectations unresolved issues from the past a w a r e n e ·s s o f i n t e r c o n n e c t i o n the leader of the education l ibrary should never let the staff lose sight of their shared common goal which must be the driving force behind every thing they do. the shared purpose controls and tames ind ividual interests, un ites the professionals and the paraprofessionals, and promotes the common good . it could be helpfu l for the leader to: • be sensitive to early signs of conflict. • do not hide from conflict -confront it. • know what the conflict is and what it isn't. • realize that most conflicts wil l not go away tackle them. • never lose sight of the shared goals. • approach confl ict in a way that defuses defen­ siveness and enhances healthy and frank d is­ cussions. • do not th ink that the presence of conflict means the leader is not effective. education libraries volume 26, no. 2 winter 2003 • remember that the team can learn from the current conflict. • develop hearing and l isten ing ski l ls . • watch employees' body language. • encourage staff to change their mindset to en­ courage appropriate decisions, behaviors, and outcome. • seek inclusive participatory conflict resolution and management. • recognize the difference between "buy-in" and consensus. • know that reconci liation is not always possible; • as much as possible, make conflict manage­ ment a win-win situation for all involved. • strive to make employees feel safe whi le con­ fronting and deal ing with confl icts. workplace climate how professionals and paraprofessionals unite and work hand in hand . to attain a common goal 26 reveals that their relationsh ip and may be the sin­ g le most important variable in the process of bui ld­ ing a unified education l ibrary staff. when the leader establ ishes and maintains a workplace cli­ mate that fosters h igh levels of inclusion, affection, acceptance, support, and trust the staff stick to­ gether as a unit. when employees feel good about the education l ibrary they become committed to the l ibrary goals, and would go beyond the call of duty to ensure that the shared purpose is upheld . when the group morale is h igh , the workplace wil l be a happy place, services to patrons wil l be of h igh qual ity, empl oyees wi l l go out of their way to help each other, and the workplace wil l resemble a warm and caring family. as employee s spend more time with colleagues, it is crucial that the workplace cl imate be healthy, nurtu ring , safe, non­ threatening , and welcoming. thus, the question becomes, how can the leader create a positive climate that would promote unity and sing leness of purpose for professionals and paraprofessionals? there are some factors that impact the workplace climate which the leader needs to be aware of. communication communication is a significant ingredient in the effective interaction within a team. for communica­ tion to be effective, the target of information must receive what the speaker really has the intention of transmitting. " in add ition to the content of our mes­ sages, language conveys feel ings. our voices are colored with emotion and attitude. add the subtle nuances of pitch and loudness, intonation, rate, facial expression and posture. now we have a complex pattern of behavior with the power to in­ fluence our l isteners."20 effective communication ski l ls should be encouraged within the education l ibrary because they can bind employees together and tear down walls of d ivision. channels of com­ munication should be established . the leader should ensure that there is a mechanism in place to keep every employee informed of relevant in­ formation in a timely fashion; otherwise, those left out may gang up or ind ividual ly work against the unity of the team. althoug h the interpretation that each type of staff will have for being left out may d iffer, any effects m ay be detrimental to g roup co­ hesiveness. therefore, the leader must guide against situations that precipitate il l feel ings. meetings staff meetings should be scheduled and an agenda for each meeting should be d istributed be­ fore the meeting. this helps each staff member education libraries volume 26, no. 2 winter 2003 prepare for the meeting, complete assigned tasks to be d iscussed during the meeting , bring neces­ sary materials and information to the meeting; it also facil itates good time management. during the meeting, contributions should be sought from both professionals and paraprofe_ssionals. the seating arrangement should encoura'ges participation, in­ teraction, and member visib i l ity. good manners are the lubricating oi l of good human relationships; the leader should model and promote proper work­ place etiquette and civi l ity, encou raging specific behaviors that help foster a sense of g roup unity: bui ld ing up each other, smoothing out misunder­ standings between members, enhancing a suppor­ tive atmosphere, relieving tension, and promoting ind ividuals' sense of being part of the unit. when employees get along with each other there are few cl iques in the workplace. staff development most tasks require specific tools, expertise, knowl­ edge, and skil ls. when staff members believe that they have the requ ired knowledge and ski l ls to per­ form their duties satisfactorily, they feel comfort­ able and self-confident, and help make the staff team work together cord ial ly. because the con­ stantly changing nature of l ibrary service requires that staff continual ly update thei r knowledge and ski l ls, the leader should provide needed training within a systematic staff development program so staff members can continue to feel that they are competent performing their duties. often a profes­ sional l ibrarian is put in charge of the staff devel­ opment program. genuine efforts should be made to solicit input about the contents of the program from all staff members; when staff bel ieve their professional growth impacts l ibrary service, and feel safe , they wil l open up and ask for help when they need it. facil itators for each session should be determined; for some sessions professionals can offer their expertise to the entire staff, and for other sessions paraprofessionals can lead better than professionals. in all cases, staff must be made to feel they are treated as competent and respected human beings, and that the leader and their colleagues have their best interests at heart. motivation motivation is that force and that d rive within em­ ployees that move them to d i rect their energies, efforts, and actions towards the attainment of the predetermined goals of the education l ibrary. u lti­ mately, the goal of motivation is performance. the leader is responsible for making each employee feel that h is/her contribution to the smooth running of the unit is valued. the leader should ensure that 27 the team engages in activities that bui lding trust and engender mutual respect. each employee has to believe that h is/her interest is being protected . he/she should be given the support needed to be successful and to excel . "good coach ing ski l ls let the leader empower the staff without setting them adrift . . . keep them on track without rid ing hard . . . and push them to be their best -without push ing them too hard . "2 1 that is when the chances of bui lding a cohesive and col laborating team of professionals and paraprofessionals are h igh . informal workplace relationships staff relationships are the l ibrary's true asset. they are the energizing force that tremendously impact the unity and success of the unit. if staff l ike each other, they wi l l support and look out for each other, and get the job done wel l . although the leader cannot make professionals and paraprofessionals l ike each other, he/she can provide opportunities for them to interact informally and get acquainted to each other, such as: • shared lunch. staff order lunch to be brought into the staff lounge. and al l eat together. • pizza day. • winter blahs. staff members sign up to bring in food and share it to brighten the winter months. • birthday celebration. staff contribute to�pay for the celebrant's lunch , and each employee pays for h is/her own lunch . • delicacies corner. staff members bring to work food items they want to get · rid of for eve­ ryone to enjoy; often there are unhealthy del i­ cacies they do not want to binge on. • holiday dinner. staff meet off-site, often in a member's house, to usher in the hol iday sea­ son. games, g ift exchanges, and other festive activities are enjoyed by all staff. these interactions promote trust, esprit de corps, team spirit, pride, group identity, and motivation. such teams of p rofessionals and paraprofessional can attain the l ibrary goals, and can successfu l ly handle d ifferences and situations that could tear other g roups apart. conclusion a task-focused and cohesive team of professionals and paraprofessionals does not just happen. it takes time, cost, and conscious efforts to establ ish and to maintain . the complex task of uniting pro­ fessionals and paraprofessionals requires that the team establ ishes clearly defined roles and respon­ sibi l ities, hand les d ifferences and problems skil l­ fu l ly, bu i lds trust and healthy workplace environeducation libraries volume 26, no. 2 winter 2003 ment and relationships, and keeps the shared l i­ brary purpose as the driving force beh ind al l activi­ ties. managing and lead ing a staff team of profes­ sionals and paraprofessionals in a way that pro­ motes collaboration and unity of purpose is a chal­ lenge for the l ibrary head . the leader has to influ­ ence and motivate the staff to join forces to ach ieve the goal of the l ibrary in a congenial at­ mosphere. when there is synergy between profes­ sionals and paraprofessional a formidable work team of individuals with different knowledge and skil ls is bu ilt, bringing together the unique contribu­ tions of every member to attain the predetermined goals of the education l ibrary. the l eader, who skil lful ly appl ies the variables discussed in this arti­ cle; can remove barriers and logjams that can in­ hibit the staff qual ity performance and goal realiza­ tion. references 1 oberg , larry r. ( 1 995). library support staff in an age of change: util ization, role definition and status. eric digest. syracuse, ny: eri c, 1 . 2 american library association, office for l ibrary personnel resources standing committee on li­ brary education. ( 1 99 1 ) . role definition. world book-ala goal award project on library support staff. issue paper #9. chicago: american l ibrary association, 1 . 3 bacal & associates. (n.d . ) . the retail sector con­ flict, cooperation, prevention and customer service. retrieved march 4, 2004, from http://www. work9 1 1 .com/confl icusecretai l . htm. 4 team technolo gy. (n. d . ) . the basics of team building. retrieved march 4, 2004, from http://www.teamtechnology.co. uk/tuh-articl/tb­ basic. htm 5 ankarb, lo ren. ( 1 995). 9 traits of highly suc­ cessful work team s: basic training for bui ld ing and growing effective te ams audionideo work­ book. overland park, ks. 6 avery, christoph er m . (2004). 1 0 secrets to a shared purpose . . . from: brenda herchmer. mes­ sage posted to http://www2.community leader­ ship.net. 7 chaordic commons of terra civitas. (2002). bui ld ing the commons: annual report to owning members. san rafael , ca: chaordic commons, 1 7. retrieved on march 1 0, 2004 from 28 http://www. chaord ic.org/commons/ cc2002ann1rpt. pdf. 8 osa, justina 0. (2003) . collection development: curriculum materials center. the acquisitions li­ brarian, 30, 1 34. 9 macewan, bonnie. ( 1 999) . understanding users' needs and making col lections choices. library col­ lections, acquisitions, & technical services, 23 (3), 3 1 5 . 10 patton, bobby r. ( 1 99 1 ). decision making group interaction. in f. lunenburg & ornstein, al­ len (ed.) . educational administration: concepts and practices. belmont, ca: wadsworth, 1 71 . 1 1 lunenburg, fred c. & ornstein, al len c. (eds. ) ( 1 991 ) . educational administration: concepts and practices. belmont, ca. : wadsworth, 1 73-4. 12 nagasundaran, m. (2001 ) . edward de bono's six thinking hats. retrieved on march 1 7 , 2004, from boise state university creative thinking and prob­ lem solving web site: http:// cis­ pam. boisestate . ed u/murl i/cps/sixhats. html 13 m ind tool s . (n.d . ) . six thinking hats looking at a decision from all points of view. retrieved on march 1 7 , 2004, from http://www. mind­ tools.com/pages/article/newted 07. htm 14 nagasundaran, m. (200 1 ) . . 15 tjosvold, dean. ( 1 993). learning to manage conflict: getting people to work together produc­ tively. new york: lexington books, 3. 1 6 masters, marick & alb right, robert. (2002) . the complete guide to conflict resqiution in the work­ place. new york : amacom, 72-75. 1 7 ___ , 76 . 18 tjosvold, d. ( 1 993). 8. 19 cloke, ken & goldsmith, joan. (200 1 ) . resolving conflicts at work: a complete guide to everyone on the job. san francisco: jossey-bass, 1 1 4. 20 brunkhorst, steven. (2004). making communica­ tion effective: 4 language filers. se/fgrowth. com. retrieved on march 1 9, 2004, from http://www.selfgtrowth .com/articles/ brunkhorst5. html . 15 practical coaching skills for managers, video training. (n.d . ) arroyo grande, ca: on with learn­ ing . dr. justina 0. osa is education and behavioral sciences librarian at pennsylvania state univer­ sity. email : joo2@psulias. psu.edu. . the theme of the next issue of education libraries is "the visual side of edu­ cation libraries." some of the potential topics i nclude: :> art col lections in ed ucation l i braries :> pictu re books in ed ucation l ibraries :> public art in ed ucation l ibraries :> cataloging/indexi ng visual materials :> access to aud io-visual materials :> visual aspects of l ibrary i nstruction :> c reating attractive l ibrary spaces :> web page desig n , i ncluding ada compl iance :> visual factor of public relations :> the professional " look" : is it sti l l a factor? :> visual l iteracy can you picture it? can you write it? you r contributi ons are welcome. deadl i ne for submissions is september 1 5 someth ing to do th is summer. education libraries volume 26, no. 2 winter 2003 29 3o d e p a r t m e n t s sel ect ions from eric journal articles ej 574 025 anderson, mary alice. (1998, september-october) teachers and media specialists: off to a crisp start in the fall. multimedia schools. vs n4 p23-24. presents the following tips for getting the school media center off to a good start in the fall : refocus to-do lists; be ready for business; provide advance scheduling; deal with perceptions; conduct new staff orientation; focus on teachers of new students; and provide ongoing staff development. ej 518 380 anderson, mary alice. ( 1 996, january-february). technology dollars from pennies saved. book report. v 1 4 n4 p 1 3-15 . suggests ways to stretch media center budgets for technology, based on experiences at winona middle school(minnesota) . topics include keeping statistics, hardware purchase and wartanty information, centralizing purchases, planning for the reallocation of hardware and software, creative financing, working with business and community groups, staff development, and grant writing. ej 524 762 burgin, robert; smith, duncan. (1995). transfer of training in libraries. journal of library administration . v22 n1 ps l -66. to investigate whether library staff development activities produce lasting changes in behavior, a questionnaire was given to 277 north carolina l ibrary personnel. findings differed by type of workshop, professional status, number of years at present position, and library size and type, but it is suggested that transfer of training could improve with more frequent training. survey questions are included. contains 21 references. education libraries vol. 23, nos. 2/3 ej 469 102 butcher, karyle s. (1993). total quality management: the oregon state university librar·y 's experience. journal of library administration . v 1 8 n 1 -2 p45-56. describes the oregon state university library 's experience with total quality management (tqm) from initial training and development of two teams to its use as an impartial problem -solving tool that anyone can use. staff concerns and fears about tqm are discussed, and benefits are explained. contains five references. ej 531 128 grealy, deborah; and others. ( 1996, fall). staff development and training in college and university librar·ies: the penrose perspective. librwy administration & management. v 10 n4 p204-09. a strategic planning task force at denver university's penrose library conducted needs assessment and established a staff development program to address: orienting new staff; software training; and professional and personal development. postprogram evaluation found improved morale, communication , and recognition of different learning styles, plus the need for flexible scheduling, continuing education, and group-focused hands-on training. ej 532 909 hallmark, julie; garcia, c. rebecca. ( 1 996, september). training for automated systems in libraries. information technology and libraries. v 1 5 n3 p157-63,166-67. the automation administrators of 49 recently automated libraries were interviewed regarding staff and user training for the systems. discussion focuses on training objectives and procedures, timing and effectiveness, problems encountered, and d e p a r t m e n t 5 31 factors necessary for training success. vendor perspectives on library needs for detailed and customized training plans, effective trainers, and user documentation is also represented. ej 491 560 hert, carol a. ( 1 994, fall). a learning organization perspective on tra in ing : cri t ical s uccess factors for i nternet implementation. internet research. v4 n3 p36-44. argues that training is a critical success factor for internet implementation in organizations, both in teaching internet skills and in enabling trainees to participate in planning how the internet could transform the organization. conceptual areas relevant to the development of training and the associated theoretical perspectives are suggested. contains 26 references. ej 479 835 houff, suzanne g. ( 1 994, april). developing a multicultural library media program. school library media activities monthly. v l o n8 p28-29. describes the development of a multicultural library media program based on experiences at a virginia middle school. highlights include the media center as a cultural and cunicular resource, establishing philosophies and goals, reviewing current materials and establishing guidelines for new material selection, staff development, and an integrated library media curriculum. contains six references. ej 566 615 johnson, doug. ( 1 998, may-june). librarians are from venus; technologists are from mars. technology connection. v5 n3 p47-48. describes the ideal environment in school libraries for retaining professionals who combine the best tasks and skills from library science and technology. institutions should have: a desire for change; ample support staff; staff development opportunities; high priority on people skills; and high expectations of staff and leaders. ej 559 853 kalnin, mary t. (1997, november-december). some thoughts on role-bluning and staff development. librg.iy mosaics. v8 n6 p8-10. discusses library personnel role bluning driven by budget cuts, technology, and promotion requirements for professional staff. notes that hard feelings must be overcome, the need for compensation must be acknowledged, and job descriptions rewritten. concludes with a discussion on the importance of staff development. ej 532 863 miller, marilyn l. ; shontz, marilyn l. (1996, october). live wires: high tech media specialists get connected. school librg.iy journal. v42 n l o p26-32. a survey of high-tech (n=289) and non-high-tech (n=219) school library media centers revealed that most high-tech schools (38%) are in the south and that most (35%) are high schools. analyzes patterns in funding, types of technology, automated management, expenditures and collections, staffing and salaries, participation in staff development activities, and services offered to teachers and students. ej 516 579 pappas, marj orie l . ; tepe, ann e. ( 1 995) . preparing the information educator for the future. school library media annual (slma). v 1 3 p37-44. considers the role of the l ibrary media specialist as information professional and educator as changes in the learning environment and curriculum take place. topics include roles as information manager, cmticulum consultant, teacher, and manager of an information center; leadership ; change agent ; staff development; and needed competencies. education libraries vol. 23, nos. 2/3 32 d e p a r t m e n t s ej 412 104 peters , tom ; and other s . ( 1990, s ummer) . s taff development and training. lib rat)' administration & management. v4 n3 p l 27-48. six articles discuss the need for improved training of library personnel and strategies for attaining this goal. areas discussed include training objectives, training methods, the role of library education, staff development at indiana state university, the role of library management, and the creation of effective training methods. ej 454 752 soete, george. ( 1 992) . the rhetoric of performance management: a training problem and two solutions. journal of librmy administration. v 1 7 nl p l 071 8 . a workshop held at the university of california at san diego's research library focused on improving the quality of goal-based self-reviews as a training approach for performance management. participants benefited from the mixed groupings of librarians and paraprofessionals and from the detailed look at individual goals and objectives. contains three references. education libraries vol. 23, nos. 2/3 ej 412 098 weaver-meyers, pat . ( l 990, may) . arl libraries and staff development: a suggested model for success. college and research libraries. v5 1 n3 p25 1 -65. presents the readiness, planning, training, implementation and maintenance model (rptim) for staff development. the results of a survey of staff developers that examined the appropriateness of the rptim model to academic and research library settings, and the extent to which existing staff development programs meet needed criteria, are discussed. the questionnaire is appended. contains 33 references. how to obtain materials cited in this bibliography: journal article citations are from the eric system's current index to journals in education (cije). the articles may be obtained from a college, university or large public library or borrowed through interlibrary loan. the s taff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244 prepared this column. phone: (315) 443-3640; e-mail: eric @ericir.syr.edu d e p a r t m e n t s 33 news from eric eric/cll receives federal funding for special project the eric clearinghouse on languages and linguistics (eric/cll) has received funding from the u.s. department of education to publish "what elementary teachers need to know about language," a paper by catherine snow and lily wong fillmore. the paper will serve as the basis for institutes being held at the united states department of education's 1999 regional conferences on improving america's schools. the theme of the conferences is "the dawning of the education millennium: educational excellence for all children." the focus of the institutes is "helping limited english proficient students learn to read: what all educators need to know." for more information, call the clearinghouse at 1 -800 -276-9834. eric/ec publishes fall 1999 "research connections" the eric/osep (office of special education programs) special project at the eric clearinghouse on disabilitie,s and gifted education (ericiec) recently published the fall 1999 issue of "research connections," a biannual, eight-page topical review of proven school-based research in special education. this i ssue, "universal design: ensuring access to the general education curriculum," will be posted on the ericiec web site soon at http://ericec.org/osep-sp.htm. · for more information or to order free paper copies, call the clearinghouse at 1-800-328-0272. silverplatter and ovid online link to edrs if you use silverplatter 's webspirs 3.x or ovid online to search the eric database, you will be pleased to learn that obtaining electronic document images just got a lot easier. silverplatter and ovid online now link document citations directly to the eric document reproduction service (edrs) web site. one click and you 're ready to order. in addition, if you also subscribe to the edrs electronic subscript ion service, e*subscribe, you now have seamless access to the eric electronic document repository for downloading documents in pdf. this repository contains copyright-cleared documents published from 1996 to the present. documents published in 1995 will be available soon. if you 're not an e*subscribe customer, you can still link from si lverplatter or ovid online to the edrs web-based ordering service to purchase documents on a per-transaction basis. edrs is exploring opportunities to link with other information providers as well to expand value-added services for eric users. for more information on eric full-text document delivery, call edrs at 1-800-443-3742. information institute of syracuse wins ednet 99 pioneer award the information institute of syracuse (lis) won the ednet 99 pioneer award for its outstanding contributions to educational technology. affiliated with syracuse university's school of information s tudies, lis houses a variety of federally funded research and development programs that service the k -12 education community, including the eric clearinghouse on information & technology, askeric, the virtual reference desk, and the gateway to educational materials. the ednet pioneer award recognizes both non-profit and for-profit organizations that contribute significantly to the growth of markets for educational technology and telecommunications. a committee of independent judges selects the winner from a pool of nationwide nominations. past winners of this prestigious award include microsoft, nasa classroom of the future, and apple computer. "we are very excited and proud to receive this award," says r. david lankes, director of the information institute of syracuse and assistant professor of information studies. "it is great to be recognized for our long-term contributions to education. the award also validates our commitment to public and private partnerships in creating and advancing educational markets." coordinated by the heller reports and desktop ednet, the 1 999 annual award program was co-sponsored by florida educational technology corporation, national educational computing association, inc., quality education data, and the american education corporation. access eric adds "a virtual tour of eric" if you' re new to eric or haven't used it for a while, drop by the eric systemwide web site and view "a virtual tour of eric." presented in both powerpoint and html, the new slide show is a lifesaver for anyone who needs a good introduction to the eric database and related search techniques, or to eric's extensive publications, products, and services. if you're a librarian, teacher, educator, or someone who instructs others about eric, download the virtual tour for use in education libraries vol. 23, nos. 2/3 34 d e p a r t m e n t s your presentations and workshops. then, order handouts to accompany the slide show by calling access eric at 1-800 -538-3742 or by sending an e-mail to access eric@accesseric.org. take the virtual tour on the eric systemwide web site today at http://www.accesseric.org/resources/eric_train.html eric/ud adds links to violence prevention publications the eric clearinghouse on urban education (ericiud) web site now links to special violence prevention briefs published by the institute for urban and minority education (iume). the briefs, products of iume's "choices in preventing youth violence" initiative, synthesize and analyze single issues of specific concern to educators and communities involved in youth violence prevention programs. the following briefs are now available: "an overview of research on girls and violence" by jeanne weiler "improving school violence prevention programs through meaningful evaluation" by daniel flannery "developing social competence in children" by wendy schwartz links to these and other new publications appear on the eric/ ud web site at http://eric-web.tc.columbia.edu. eric/cs adds search engine and links to children's literature in september, the eric clearinghouse on reading, english, and communication (eric/cs) launched a redesigned web site that not only allows visitors to navigate more easily but also includes two new features. the "whole site" search engine makes finding information on the eric/cs web site easy. in addition, visitors can use the search engine to explore the entire web. eric/cs has also added an extensive compilation of web links related to children and adolescent's literature. visitors will find the links and associated resources conveniently arranged into groups, such as authors and i llustrators, b ook reviews, bookstores, publishers, and more. vis i t the redes igned eric/cs web s i te at http : // www.indiana.edu/-eric_rec. explore the new section on children's literature athttp://www.indiana.edu/-eric_rec/comatt/childlit.html. education libraries vol. 23, nos. 2/3 eric/cll links to abstracts for "language in education" series the eric clearinghouse on languages and linguistics (eric/cll) now links to abstracts for all books in its "language in education" series . visitors browsing the series on the eric/cll web site need only click on the title of interest to link to the corresponding abstract. all abstracts conveniently reside on the delta systems web site, through which the books can be ordered. browse the language in education series and enjoy the new online feature today at http://www.cal .org/ericcll/minibibs /publist.cll.html#language. eric/he adds faqs on college degrees, carnegie classifications the eric clearinghouse on higher education (eric/he) recently updated the "frequently asked questions" (faqs) section of its web site with information on college degrees and carnegie classifications. now visitors to the eric/he web site will find answers to such questions as "what is the difference between a ba and bs degree?" or "what are the carnegie classifications?" or "where can i find colleges and universities l i s ted by classification type?" review the new faqs on the clearinghouse web site at http://www.eriche.org/faq/index.html. look no further! the u.s. department of education's education resource organizations directory (erod) contains more than 2,400 organizations that provide information on a broad range of education-related topics. searching erod is fast, easy, and free. • save time by searching a specialized directory. • perform simple or advance searches. • enjoy free online access -no fees, noaccounts, no passwords. visit the erod web site at http://www.ed.gov/programs/ erod. news from eric is collected from various eric sources by the staff of the eric clearinghouse on information & technology, 41 94 center for science and technology, syracuse university, new york 13244-41 00. phone: (800) 464-9 1 07 : (3 15 ) 443-3640; e-mail : eric @ericir.syr.edu editorial by m. suzanne brown with this issue, we celebrate the life of anne m. galler, editor of education libraries from 19901999, who died november 26, 1 999, in montreal, quebec, canada, after a brief illness. those of you who knew anne in the sla education division (or in one of the many other professional organizations to which she belonged) remember the distinctive personal and professional qualities that led to her being described, at different times, as "tireless and energetic," "professional ly excellent," "gracious and generous of nature," and "an inspiration to her colleagues and friends." to many of us, anne was "the ultimate professional." of her editorial influence on edu­ cation libraries, it was said that "she seemed to move forward with a self-generated wealth of themes and ideas," and that "she really worked hard to promote l ibraries and librarianship." many of us last saw anne at the sla annual meeting in 1999. there she was with her radiant smile, gorgeous red hair, impeccable attire, infectious enthusiasm, a questioning, creative intellect, and her easy-going, can-do attitude. inseparable were her compassion and passion about educational and professional issues of con­ cern to us all, and her self-effacing, q uiet generosity of time and resources that ensured a carefully crafted jour­ nal , education libraries. the challenge for the education division is to carry on valiantly, continuing anne's high standards, and to improve on them. we are indeed fortunate to have a new editor of the journal, scott walter of the washington state university libraries, who is committed to high standards and to broadening the article contributor base beyond the education division to other education and educationally related professional organizations. educa­ tion libraries is the only refereed journal sponsored by the special libraries association. we welcome your comments and your contributions of book reviews and scholarly articles. please send your comments or inquir­ ies to scott walter <swalter@wsu.edu>. in this issue, we tried to keep to subjects that anne held near and dear to her heart, including "libraries and academic achievement," "multicultural or multilingual l ibraries," "peer teaching," "school librarianship," and "teaching and learning in retirement." our lead article is a review essay and analysis of the articles published in this journal during anne's tenure as editor. anne oversaw more than fifty feature articles from 19901999, and this article identifies the major themes running throughout these articles and suggests future directions for education libraries. the second article is a personal narrative featuring a combination of several themes of keen interest to anne. i chose this article because it promotes several themes in a personal, rather than strictly scholarly, way that is indicative of anne's spirit and legacy. this article promotes life-long learning, service to communities and schools, the ideal of taking opportunities to commit us to projects that add meaning to our l ives and others, and it promotes cultural awareness in an active sense. increased cultural awareness is not passively learned in this ex­ ample, but gained by action that involved a certain amount of risk taking and the possible discomfort of placing education libraries vol. 25, no. 1 (summer 200 1 ) 4 e d i t 0 r i a l ourselves in new cultural situations. it encourages us to improve our understanding of the cultures of our indige­ nous peoples. the final article examines another of anne's special interests, peer teaching. peer teaching and learning is a concept that has documented success in elementary, middle, and secondary education. in this example, the development of a college age peer-to-peer program providing outreach to undergraduates in anthropology courses by partnering with the university of florida smathers libraries is described. reaching significant num­ bers of undergraduates with traditional library instruction is challenging, and this article describes another oppor­ tunity using peer-tutoring instruction to reach this population. in addition to these articles, this issue contains our regular feature by gladys dratch and deborah gar­ son, "new and forthcoming at reference," and a number of book reviews. both of these sections help us to make quality selections for our col lections and alert us to publications of interest. many of our new reviewers come from sibling organizations such as the education and behavioral sciences section of the association of college & research libraries and the american association of school librarians, and we hope that you can take advantage of these resources and the variety of professional perspectives brought to the task by our expanded pool of reviewers. our thanks to the authors who submjtted articles for consideration and review, and to our book review­ ers and column contributors. please indulge my need to note here my deep gratitude for the assistance and pa­ tience of the education libraries editor, scott walter, the editorial board, the division's executive board, and the special assistance of martha wilding with desktop publishing, without which this issue would never have made it to print. education libraries vol. 25 , no. 1 (summer 2001) e d i t 0 r i a l anne galler education libraries editor 1990-1999 anne m. galler, retired acting chair of education, concordia university, died november 26, 1999, in montreal, que­ bec, canada. throughout her long and distinguished career of forty years dedicated to the library and information science profession, galler pmiicipated in a wide range of professional activities and contributions to the field. galler received her bachelor of arts from sir george williams university in montreal and her master of science from simmons college, sls, in boston. she began her career in 1958 as head librarian at canadian marconi company in mont­ real. from 1961-1968, she was associate librarian fqr the national film board of canada, and from 1965-1968, she was head school librarian at otrement high school in montreal. after five years as a school board library consultant, she en­ tered academia in 1974 as assistant coordinator of the library studies program at concordia. she was associate professor and director of the program for twelve years. in 1997, the library studies program merged with the department of educa­ tion, and in 1999 she became acting chair of education. galler focused her attention on literacy, services for the disabled and disadvantaged, school librarianship, and the im­ provement of prison librarians and inmates. she was named fellow of the national library of canada in 1994. in this ca­ pacity, she worked on an international survey of national school library policies and a canadian school libraries needs sur­ vey. she recently served as president of the canadian school libraries association. galler was an active member of the special libraries association (sla) serving as chair of the h. w. wilson com­ pany award committee ( 1997-98) and the standards committee( 1990-91 ), and as a member of the task force on the en­ hancement of the image of library and information profession ( 1988-99) and of the government relations committee ( 1998-99). she was chair of the education division ( 1986-87), and editor of the division's journal, education libraries ( 1990-99), which became peer-reviewed under her leadership. president of the eastern canada chapter ( 1988-89), she also served as chair of many chapter committees. she established the joint sla/qla (quebec library association) fund­ raising event for the canadian organization of the development of education (code) to purchase books for the mobile libraries in kenya, ethiopia, and jamaica. galler's publication record was extensive and included numerous articles, book chapters, manuals, and papers. galler was the recipient of many awards including the annual award for professional excellence of the education division (sla) ( 1995), the 1992 librarian of the year award from the sla eastern canada chapter, a scroll from the council and executive board of ifla in 1991, and the 1991 outstanding service award from the qla. anne was also active in the international federation of library associations (ifla), the canadian library association. anne was posthu­ mously inducted into the sla hall of fame in 2000. thanks to the special libraries association for the use of this photo. 5 education libraries vol. 25, no. i (summer 2001) i a r t i c l e s 1 7 some p ortraya ls of librarians in fic tion a discussion by christopher brown-syed and charles barnard sands abstract this article explores portrayals of librarians in selected works of fiction, notably those involving mystery or detection. it begins with a summary of information derived from descriptions of about one hundred and twenty contemporary or recent works, then discusses particular stories involving detection or mystery, with occasional references to other genres such as science fiction, historical fiction, espionage, and romance. in 1 996, we began to compile a bibliography of fiction involving librarians to accompany a graduate course introducing the profession. entries were obtained through searches of online catalogues and databases, as well as through queries posted over internet listserv s. about 120 individual works and about a dozen bibliographies were included in the resulting list. · in many instances, librarians and their places of work were presented as intrinsically interesting and appealing. in more than half of the works, librarians played leading or major supporting roles. following a categorization of the roles of librarians in these works, the article examines images of the profession in the works of umberto eco, l.r. wright, and charlotte mcleod. we contend that, even in works which present casual glimpses of the profession, or even in those which stress less desirable images of its members, accurate details of its techniques and working realities are sometimes discernible. we suggest that further research concentrate upon the work done by fictitious librarians and upon their centrality to plots. in contemporary new england, a professor of agriculture returns home from his christmas break to find a dead librarian behind his sofa. she was an officious busybody, with no professional credentials, and thoroughly disliked on campus. the professor is not saddened by her demise, merely inconvenienced by her choice of venue. on british columbia's sunshine coast, a small-town librarian disappears. she has been kidnapped by a man on a quest for the ideal mate a serial killer who stalks his prey at library association meetings, and uses his position to research their backgrounds. he is a professor of library science. there was once a book too valuable to destroy, and so dangerous that anyone caught reading it must die. there was a librarian so zealous that he would easily murder, and even take his own life to protect it. he was a medieval monk, and the book he guarded so obsessively was aristotle's treatise on comedy. today, scholars believe it to be lost. perhaps somewhere, a librarian knows better. these scenarios are the creations of 20th century novelists. the plots come respectively from rest you merry ( 1978), the first in charlotte mcleod's "professor peter shandy" books; a touch of panic by l.r. wright, and umberto eco's modern classic, the name of the rose. this article explores portrayals oflibrarians in these and other selected works of fiction. it also includes a summary of information derived from descriptions of about one hundred and twenty contemporary or recent works obtained from reviewing sources and from direct examination. librarians frequently appear in these works as protagonists or as major supporting characters detectives or villains, suspects or nuisances, or as partners or foils for the protagonists. in the summer of 1996, we began to assemble a bibliography of works of fiction involving librarians for use in an "introduction to the profession" course in a school of library and information science. we examined an initial list of 121 titles, many culled from the online indexing and abstracting sources, some supplied to us by readers' electronic mailing lists, or known to us personally. we also became aware of several bibliographies of librarians in fiction, which we have cited below. the exercise was meant to assist on two levels. it would provide material for book review assignments, and it would help students in the introductory class learn about the public image of their chosen profession. while this article deals mainly with detective fiction, it also makes brief forays into other genres, such as science fiction, historical fiction, espionage, and romance. in many instances, librarians and their places of work are presented as intrinsically interesting and appealing. however, even in works which present education libraries vol 21 , no. 1 i 2 . 1 a a r t i c l e s less desirable images of the profession, accurate details of its techniques and working realities are sometimes discernible. furthermore, this article contends that an author 's use of a despicable and villainous librarian in a plot, or of a library as a setting of intrigue, implies that the writer considers librarians and their workplaces sufficiently interesting to arouse and hold a dramatic interest. this project was motivated by sympathy for the kuhnian notion that mature sciences not only work, but are seen to be working by those outside their confines. the professional literature of librarianship, while not replete with studies of the phenomenon, has by no means ignored its importance. for example, american libraries, through its regular feature "image," has regularly provided summaries of media portrayals oflibrarians, and occasionally, made reference to novels written by librarians or about them. for instance, a sidebar to a 1995 article in public libraries devoted to romance lists a dozen novels in the genre which feature librarian heroines (linz, et al., 1995: 149). the journal, the indexer has published several accounts of indexers in fiction. (anon. 199 1 and 1984). lengthier treatments of the subject have included gregg sapp 's discussion of about fifty novels involving librarians as main characters. (sapp, 1 987). sapp provides brief characterizations of these protagonists, culled from the sources themselves, but does not attempt to synthesize the material in this sampler, or to draw inferences about the portrayals of librarians in various genres. alison hall, writing in canadian library journal, discusses. the image oflibrarians in eco's the name of the rose, bowes' between the stacks, pd james' a taste for death, mortimer's rumpole and the age of miracles, goodrum's carnage of the realm, and other works of fiction. reminding her readers that "batgirl was a librarian," hall suggests librarians learn to laugh at the profession's negative image, and that they act individually to improve it. (hall, 1992). the task of identifying all the works featuring librarians in main roles, much less of analyzing them, exceeds the scope of the current article. however, we can make an attempt to categorize the roles oflibrarians occurring in a sample ofthe material available and to draw some tentative inferences from them about the profession's literary image. dramatis personae fiction, especially detective fiction, demands action. however, we tend to imagine real or fictional librarians as quiet, demure, and reticent book-lovers, rather than as men and women of action. we have come to think of the librarians of fiction as possibly clever, but probably officious, obsessively methodical, pedantic, stodgy and old-maidish. though certain fictional librarians have been portrayed as objects of desire, their depiction as both personally attractive and professionally qualified would seem rare. what is more, whether or not this is the predominant media image we ourselves have come to believe it to be. it would be unreasonable to expect authors to populate their works with inherently dull people, or set them in uninteresting locations. our work has hitherto been mainly cerebral and thinking education libraries vol. 2 1 , no. 1 / 2 does not lend itself easily to dramatic representation. however, the tools of the librarian's trade especially computing devices are becoming more visible, and hence more dramatically interesting, as librarians themselves increasingly take on roles beyond the confines of the stacks. ( cf. beaty, 1996). scholars and philosophers, archivists and librarians, do not capture the popular imagination as readily as doctors, lawyers, or spies. the library and the scholarly carrel lack the immediate dramatic appeal of the hospital or police station. however, the college with its gothic passages, and the library with its "book lined alcoves" and mysterious denizens, do provide natural settings for intrigue. nor should we be surprised when authors find librarians themselves intriguing. real librarians have played important roles in maj or historical movements. hypatia, the neo-platonist philosopher and head of the great library of alexandria, was killed by a mob of anti-platonists (gates, 1990). yurii vladimirovich got' e chronicled the russian revolution, became head of the lenin library, and incurred the ire of stalin (got'e, 1 988). nor can we fail to note another revolutionary l ibrarian, nadezhda konstantinova krupskaya the spouse of v. i. lenin. (mcneal, · 1972; raymond, 1979). it is unlikely that reticent, routinized, or socially inept, individuals would be seen as "dangerous" enough to become political targets. hypatia, for instance, was both an attractive and sociable individual and a technically competent philosopher. one poet went so far as to dub her "adorable." this mix of professional acumen and sociability is surprisingly common among the librarians of mystery fiction. mcleod's professor peter shandy becomes involved with an erudite female librarian named helen, who holds a ph.d. in lis. wright's librarian "cassandra" pens articles for library quarterly, and as we shall see, finds her middle-aged attractiveness occasionally detrimental. librarians have also fared well in works of science fiction. in one of the original star trek episodes, "all our yesterdays," a computer-generated librarian named "atoz," controls the fate of a planet's population. in his 1971 utopian novel, knowledge park, stephen franklin envisaged a global resource library situated near cochrane, ontario, founded by a visionary male intellectual known as "the originator," but planned by a female librarian and renaissance woman named alex. isaac asimov's librarians are among the social engineers who build a galactic civilization in the "foundation " series. perhaps the social value of an information profession is apparent to writers in this genre, with its frequent allusions to robotics, cybernetics, and computing. canadian sf writer spider robinson exemplifies the positive trend in this passage from the callahan touch: "mary kay, is one of the hidden masters of the world a librarian. they control information. don't ever piss one off." weighing the evidence methodology this article grew from an attempt to compile a bibliography of fiction involving librarians, to accompany a graduate course introducing the profession. the bibliography itself was obtained a . r t i c l e 5 1 9 through searches of online catalogues and databases, as well as through queries posted over internet listservs, notably jesse and docdis. as well, an online search of dialog's books in print file yielded many such titles. about 1 20 individual works, and about a dozen bibliographies were obtained through these means. at this point, we will examine and attempt to categorize portrayals of the librarians and their roles and situations evident in some of these works, and to determine their relationships the plots and protagonists. during the summer of 1 996, we examined an initial list of 121 such works. since that time, librarians and lis students have continued to add works to the list. when we categorized the roles of librarians in this initial sample, we found that in the genres represented mainly mystery or detective fiction, librarians figured as protagonists a refreshing 34.8% of the time. categorization of 129 roles in 121 works of fiction category raw score percentage protagonist 45 34.8% partner/mentor 30 23.3% suspect/nuisance 1 3 10. 1 % � love interest 5 03.9% victim 4 03. 1 % other/setting 32 24.8% 1 29 100.0% in the "other/setting" category, we have included works notable because they are set in libraries. for instance, john austwick takes readers on a grisly tour of the british public library system in a series which includes murder in the borough library, the county library murders, and the mobile library murders. (austwick, 1 959, 1 962, 1964). it should be stressed that these data were obtained in the main from plot descriptions given in the online sources, rather than from a reading of all 1 2 1 texts. this informal and no doubt statistically questionable sampling method was intended merely to confirm the supposition that a substantial number of mystery writers do indeed cast librarians in leading roles, and do view libraries as suitably dramatic settings. a summary of roles librarians feature as detective protagonists martha grimes old contemptibles ( 1 99 1 ), as they do in over a third of the works in this list. charlaine harris ' aurora teagarden series features a librarian turned detective. it includes real murders ( 1990), a bone to pick ( i992) and three bedrooms, one corpse ( 1 994). no mention of librarians as detectives would be complete without reference to charles goodrum's mysteries, featuring chieflibrarian betty crighton jones and the crime teams she assembles from among the staff of her academic library. goodrum's classic dewey decimated ( 1977), has been joined by titles like best cellar, the subject was murder, and a slip of the tong. other examples of works featuring librarians as protagonists include do unto others (abbott, 1 994), katie 's terror, (fisher, 1 982), north star conspiracy, (monfredo, 1993), sneeze on sunday, (norton, 1991). in other novels, librarians who have turned to other professions, like book selling or authorship, become embroiled in various investigations. for instance, in barbara michaels' naked once more ( 1989), the librarian has become a romance writer. ann cooper's ice storm ( 1982), involves a librarian turned detective, and in kate morgan's home sweet homicide ( 1 99 1 ), a librarian working as a bookseller becomes involved in a murder. in other works, librarians function as mentors or companions to the protagonists. for instance, detectives are assisted by librarian sidekicks in dorsey fiske s bound to murder ( 1 987), and michelle spring's every breath you take ( 1 994). a public librarian helps british schoolgirls interpret local history in theresa tomlinson's summer witches ( 199 1 ). the "laura principal" series by michelle spring features a female private investigator, assisted by a female librarian sidekick. a librarian averts international disaster by conducting a database search in the 199 1 spy thriller mackinnon s machine. of course, real librarians conduct literature searches every day, with no thought of drama. the fact that such techniques could be effective, however, is novel enough to figure in a dramatic plot. while we may lament the public's lack of awareness of our acumen and apparatus, perhaps we ought rather to rejoice when these figure in fictional works, even if they are presented as singular or unusual. a few general observations seem appropriate at this point. first, despite the growing trend toward "non-traditional" employment, the majority oflibrarians represented in these stories are: ( 1 ) public librarians, or less frequently, (2) academic librarians. special librarians are rarer in this selection. this trend may tend to bias the discussion. second, if we are searching for positive portrayals of librarians, we ought to define what we mean by "positive." let us say that any positive portrayal of librarians ought to present our fictitious colleagues as we would like others to view us in the real world. those librarians who figure as principal characters often exhibit strong personal traits. they include quickness of intellect, leadership, pleasantness of personality, resourcefulness, good problem solving abilities, and so forth. however, many of the roles in which they find themselves are somewhat passive, and it is likely to be mental flexibility rather than physical strength which enables them to solve mysteries, or to assist their detective partners. the librarian as sinister, quirky, or klutzy some portrayals of librarians are intentionally negative. an officious head librarian censures professors for drinking coffee in their carrels while the bodies of murder victims stack up in his library's washrooms. here, a despicable librarian is murdered. there, a mean-spirited one interferes with an investigation. education libraries vol. 21, no. 1 i 2 z o a r t i c l e 5 for instance, according to synopses gleaned from online reviewing sources such as books in print and a v online, "a scholarly but sinister" librarian will be found in john ballinger's 1989, williamsburg forgeries. john bellairs' the mansion in the mist features a detective with a "klutzy" librarian sidekick, miss eells, who continues her adventures in the dark secret of weatherend ( 1984). other fictional librarians are merely quirky. a suspect librarian in the bridled groom (1994), claims to have "special knowledge from the stars and runes." some have things to hide. the "reticent" librarian in stalk (1992) turns out to have a hidden past. so, too, the "very proper" one in linda miller's historical romance emma & the outlaw, raised by the local lady of the evening. in shades of gray ( 1987) an investigation of murder in the united states military academy at west point is hindered by "stereotypically crabby" librarian, while a "decidedly unpleasant" oxford librarian becomes the victim in hazel holt's cruelest month (1991). by contrast, the male public librarian in a flight of angels (1989) is called "refreshingly non-stereotypical" by the books in print reviewer. timothy findley's retired librarian lilah kemp is a mental patient endowed with a singular but uncontrollable gift. kemp can call into being characters from novels. findley's dystopian novel the headhunter begins when kemp conjures kurtz from the pages of conrad's heart of darkness to stalk the streets and psychiatric institutions of toronto. in anne leclaire's horror tale sideshpw. a librarian is the subject of sleep experiments. such stories may have at least one positive side-effect. by depicting librarians as particularly memorable villains or victims, authors pay our profession the compliment of literary recognition. other stories are unintentionally negative. zoe, the children's librarian in library no murder aloud, for instance, is something of a wallflower. her stodgy public library is more typical of a private subscription library of the last century. librarians also figure as suspects or nuisances in works such as dorothy sayers' gaudy night (1936), jane smiley's duplicate keys ( 1984), steven king's four past midnight: the library policeman ( 1990), and e.x. giroux's a death for a dreamer (1989). the librarian as object of desire in some instances, librarians serve as temporary diversions. inspector morse and sergeant lewis interview a "winsome female librarian" in colin dexter's the wench is dead (1990), while the investigator in rising ( 1987), "enjoys a tame romance with a wholesome librarian". nor should we overlook the "flirtatious" librarian in julie smith's huckleberry fiend ( 1992). a subplot in susan steiner's 1 993 tale, library: no murder aloud, involves a romance between two suspects the male ceo of a stodgy little public library and "zoe," his beautiful and wealthy children's librarian. in barrett tillman's 1992 dauntless: a novel of midway & guadalcanal, a naval officer enjoys a "refreshing romance" with a librarian in honolulu. education libraries vol 2 1 , no. 1 / 2 philip roth's 1 959 classic, goodbye columbus, chronicled the risque adventures of a brooklyn librarian. in fact, there is a long history of literary librarians in romantic situations, which includes titles by davis ( 1 937), amis ( 1 956), braine ( 1964), monteilhet (1976), pym (1982), peake ( 1972), brookner (1 983), and douglas ( 1994). we will encounter more examples below. in a small ohio town, a middle-aged academic librarian despairs of finding true love. through various twists of fate, she becomes involved with a mysterious architect and contractor, whose reading of tarot cards suggests she is the "ideal woman." rachael locke, heroine of in the cards, a 1990 harlequin super romance, works as a university reference librarian, and is recovering from an involvement with a married professor. concerned for her aging aunt's welfare, she takes a position at a small town library, and becomes embroiled in a major romance and various minor mysteries. an attractive and spirited woman, rachael had "read a million library books" as a child. librarians love to quote, she says, sprinkling her conversation with passages from authors like maxim gorki: "when work is a pleasure, life's a joy." but while rachael's lover "admires her naked perfection," his gypsy relations deride her as "a gaja who worships books." this story is of interest both because librarians often figure as romantic heroines (linz, 1995), and because the details of librarianship interspersed throughout the narrative are accurate and positive. rachael is evidently acquainted with collection development, classification, budgeting, reference work, and all the major elements of professional librarianship details of which are presented swiftly but faithfully in the novel. while the unintentionally negative elements of this plot line will be apparent to most readers, we ought not to dismiss its positive qualities. rachael is at once attractive and clever, possesses a master's degree, behaves in a professional manner, and acts as the story's protagonist. however, romance is a genre apart. we will now return to the librarians of mystery. the librarian as renaissance person and consummate professional in the most positive portrayals, librarians are presented as clever and socially acceptable individuals. professor shandy's partner helen is physically attractive, well traveled, and knowledgeable on several fronts. newly arrived at shandy's agricultural college, she astonishes the professor by wondering aloud about correct latin case-endings, and citing obscure works like "life with the burrowing mammals." hired to set a badly­ maintained rare books collection to rights, she uses her librarian's skills and perceptions to help shandy solve crimes. we are told that she obtained these skills through studies for an mls and a ph.d. , and through professional work at various illustrious institutions. we meet helen first in rest you merry ( 1978). her adventures continue in macleod's something the cat dragged in (1983), the corpse in oozak's pond ( 1987), vane pursuit (1989), an owl too many ( 1991), and something in the water (1994). a r t i c l e s 2 1 i l.r. wright's cassandra pens articles for professional journals, goes to la conferences, and lives with her partner because she is cautious about marriage. like helen, cassandra drifted into a small­ town setting and stayed there. in fact, these may be instances of a recurring plot-line involving a new breed of intelligent and versatile female librarian, who, like the western gunslingers, ride into town, tidy up a bibliographic mess, clean up a criminal one, find kindred spirits, and perhaps settle down. these librarians frequently end up as partners, assistants, or mentors to the stories' real protagonists. l.r. wright's cassandra mitchell takes an active and central role in the karl alberg mystery series. she is a woman in her early 40s who works as the sole qualified librarian in the sleepy british columbia town of sechelt. drawn there by filial piety, she chose the town because of its proximity to her mother's nursing home. ten years later, she begins to long for male company and places an advertisement in the vancouver sun personals. it reads in part: "books are my work, my comfort, my joy." one man replies: staff sergeant karl alberg, head of the local detachment of the rcm police the mounties. again, a librarian is being presented as a book lover and custodian of books rather than a proactive information professional. however, she is not presented as unidimensional, reticent, nor humorless. "i use marijuana sometimes . . . not for a long time ... ," mitchell admits, "and i have a few speeding tickets .. . . " we are told of her previous lovers, and her current preference for a common-law relationship over a wedding. we meet mitchell first in the suspect, winner of the 1985 edgar award for best novel . at first, cassandra acts as a foil and a source of information. by virtue of her role as a public confidant, she has access to town gossip which might elude a policeman, and can supply the newcomer alberg with a wealth of local history gleaned from her professional research and from conversations with patrons. it's very handy to know a librarian," admits the staff sergeant. besides, a librarian is a respectable sort of a date. "so, who'd you have lunch with," ribs a colleague. "a librarian," said alberg, with dignity. there is also some suggestion that cassandra is a bit obsessive. "he noticed that as she shelved the books, she pulled some slightly farther out, and then, unthinking, ran her fingers along the spines as if playing a harp." (wright, 1 985). wright is at once a master of psychological suspense and of the canadian equivalent of an english village mystery. her work includes the suspect, among friends, a chill rain in january, fall from grace, the favourite, prized possessions, sleep while i sing, mother love and a touch of panic. if a librarian has only time for one of her offerings, a touch of panic (1995), is perhaps the best choice. this grotesque study features librarians as both villain and victim. the victim is cassandra, the villain a millionaire professor of library science from the university of b ritish columbia, who had spotted mitchell at a library association meeting, classified her as the "ideal woman," and resolved to drug and kidnap her. if mitchell declines the position, another place awaits her in the professor's garden, where shallow graves already hold a couple of rejected candidates. professors," quips one real-life e<}ucation consultant, "are the people nobody would dance with in high-school." far from musty, gordon murphy is obsessed with youth and vitality. he is middle aged, wealthy, attractive, and possessed of a remarkable set of gym equipment. mitchell reminisces about their introduction: an attractive man of about her age, tall and big ... dark­ haired, graying, lithe and muscular. his grip had been warm and firm. and his smile was dazzling; she'd never seen such perfect teeth. good god, she'd thought, staring at his mouth, maybe they aren ' t real. (wright, 1995). for his part, murphy is attracted to her at once, though, as wright tells us, "the look of her surprised him. she was in her forties, and adorably plump." (wright, 1 995). after six years of tertiary education and several years on the job, lithe or · plump, chief librarians are likely over forty. library professors would be lucky indeed to be both wealthy and "ostentatiously fit" like dr. murphy. he drives a bmw, lives in a huge house which he remodels frequently, and dresses with impeccable taste. "his eyes were large and dark, his mouth full-lipped and sensuous . . . his voice was low, deep, and warm." (wright, 1995). murphy is perhaps equally atypical of librarians and academics suave, wealthy, and smooth­ talking, wright endows him with a character larger than life, and with a chillingly warped personality. because wright emphasizes the scholarly as well as the practical side of the profession, it becomes apparent that mitchell, and by implication, her colleagues, are by no means intellectual featherweights. by making gordon murphy a professor of library science, and by mentioning mitchell's journal articles, wright reinforces the notion that graduate degrees like the mus are required of librarians, and that librarianship involves true scholarship. the tale begins by stressing cassandra's professional qualifications and stature, and ends by demonstrating her strength of character. we can forgive wright's making cassandra reshelve books though they may dislike admitting it, professionals in small libraries must frequently perform such tasks. we can overlook her describing books as cassandra's "life and joy," because at bottom, libraries are enjoyable workplaces. any stereotypes evident in statements like these are more than balanced as the series, and the character, evolve. over the course of the series, mitchell emerges as an attractive, resourceful, and intelligent woman, an able partner and sounding board for the series' protagonist, and a character with depth and definition. the librarian as the guardian of knowledge as we noted earlier, stephen franklin's knowledge park (1972), is about an international effort to reconstruct the great library of alexandria near cochrane, ontario. the scheme is at once utopian and custodial. in our final example, we are treated to umberto eco's vision of one of fiction's most insidious libraries and foulest librarians. if eco's 1989 article in the ontario library association's journal focus is to be taken at face value, the novelist education libraries vol. 21, no. 1 / 2 2 2 a r t i c l e s based his portrayals on his experiences doing research among the great "closed stacks" libraries of europe. in that article, eco sets out criteria for constructing the world's worst library. (eco, 1989). umberto eco's librarian is a brilliant but demented zealot who believes it his duty to conceal dangerous works. why not simply destroy vile works? we need falsehood so that we can come to know truth, and monsters exist so that we can appreciate beauty. monsters exist so that we can appreciate truth and beauty but only those with sufficient knowledge and maturity (in the libnuian 's judgment), should be allowed to view them. the library of eco's medieval benedictine monastery exists to conceal such dangerous information. the exact contents of its books are known only to the librarian, and the key to its classification scheme, as well as the exact nature of its most harmful works, are revealed by the librarian only upon his retirement, and only to his immediate sub-librarian. but in this case, jorge, a nominally "retired" librarian with a tinge of megalomania, neglects to share some of the secrets. to guard its treasures, the library defends itself by means of a labyrinthine layout, by subtle architectural features , and by ingenious traps set for interlopers. these devices include burning pots of hashish, ventilation slits which sigh like lost souls and mirrors which terrify intruders with their own distorted images. although constructed on the basis of sacred numerology, it is a perverse edifice. the work's protagonist, a friar named william, schooled in the scientific methods of english franciscans like william of ockham, richard grosseteste, and roger bacon (who incidentally investigated the nature oflight), stands in opposition to the librarian jorge, who symbolizes ignorance and superstition, darkness, and the perversion of all things holy. william links a series of bizarre murders to jorge's campaign to conceal the only extant copy of the second book of aristotle's poetics the book presumably devoted to comedy and the healing power of laughter. aristotle argued in the poetics that tragedy was a high form of drama, and applied properly only to great and noble people, brought low by fate. comedy, on the other hand, showed us nobility by negation by depicting ridiculous, low, or base people, whose silly exploits taught us wisdom. (butcher, 1929). the novel concludes with a diabolical gloss on the apocalypse. this most zealous of custodians devours the poisoned pages of the poetics, becoming himself a type of the "low and base persons" of aristotelian comedy, and an antitype of the sacred figure of the apostle john who also devours a good book in the revelations. the novel culminates in a classic confrontation of master detective and master criminal. "what an excellent librarian you would have made, william," croaks the villain. while eco presents a nightmarish library and a devilish custos librorum, he injects various details which contribute to a positive professional image, evident in quotes like this one: "the librarian must have a list of all books, carefully ordered by subjects and authors, and they must be classified on the shelves with numerical indications." such details are of course secondary. eco's actual experience education libraries vol. 2 1 , no. 1 / 2 oflibraries (cfeco, 1989), seems to have given him the impression that, aside from a few exemplary institutions, they are populated by arrogant and officious functionaries, who exhibit some of the characteristics of the venerable jorge, but without, one presumes, enough true villainy to make them interesting. while eco seems jess than taken with librarians, he is clearly a champion of their overall enterprise. the real enemy in the name of the rose is ignorance and illiteracy. the book's numerous subplots involve attempts to stifle knowledge, to quash intellectual and personal freedom. there are minor villains in this book too heretics whose grammar is perverted, whose logic is warped, and whose language is the confusion of tongues. the goodly library would stand in stark opposition to eco's fictitious construct. one is left with the impression that for eco, heaven itself would be a library one with open stacks, eternal hours of opening, infinite learning, and ministering echelons of librarians who understood the needs of scholars like himself. by contrast, jorge is a "figure" of the devil himself. the enemies of humor are the enemies of wisdom, and jorge is not only humorless, but also given to censure it in others. this librarian "shushes" his patrons by stifling them permanently. perhaps in casting a librarian as one of literature's most fiendish villains, eco has paid our profession the ultimate compliment. as australian writer, robyn davidson once noted about actor paul hogan's "crocodile dundee" character, this is "the negative stereotype at its purest" (davidson, 1 987). summary in summary, this brief examination of some of detective fiction's depictions of librarians will serve to show how a simple interpretation of the profession's literary image cannot suffice. we began by asking whether a tentative "literary image" of the profession could be constructed, based upon scrutiny of a few recent novels involving l ibrarians. while we have adopted, for convenience, notions of"positive" and "negative" portrayals, such categories inevitably overlap. there are many more novels about librarians than the few we have examined herein, and it is readily acknowledged that the few instances we have described may be quite atypical of the main body of the literature. perhaps, rather than asking whether a fictitious librarian is likable or despicable, we should rather evaluate a work on the . basis of the librarian 's prominence and relationship to the plot. nevertheless, even in works which feature librarians as supporting characters as partners or foils for protagonists we can see opportunities for acquainting the reading public with librarians' depth of character, professionalism, and personality. we may also ask whether a work which features librarians describes the apparatus and methods of librarianship faithfully. nor should we dismiss a work simply because it depicts librarians using the tools of their trade, or exhibiting personality traits which are demonstrably common. however, there is much more to the art or science of librarianship than a casual observation of these activities would suggest. if authors always depict librarians a r t i c l e 5 z 3 performing just these tasks, they lose the chance of exploring far more interesting dimensions. an aspect of a literary character 's behavior can become recognizably "typical" only if it has some basis in fact. many librarians, for example, do love books. many must reshelve them, often according to the dewey decimal system. many perform literature searches. however, character and personality are not constrained by time clocks and office walls. in this selection of stories, we can see how some authors have chosen to explore other dimensions of librarians' personalities, and how some of these fictitious libnirians can be nearly as interesting as their real-world counterparts. references anon., "image," american libraries, vol. 26 (december 1995): 1097. amis, kingsley. that uncertain feeling. new york: harcourt, brace, 1956. asimov, isaac. foundation trilogy. new york: ballantine books, 1982. austwick, john. murder in the borough library. london: hale,1959. ____ the county library murders. london: hale, 1962. ____ the mobile library murders. london: hale, 1964. ballinger, john. the williamsburg forgeries. new york: st. martin's press, 1989. beaty, mary. "bright lights, big computer." quill & quire (november 1996): 1 1 . bellairs, john. the mansion in the mist. new york: dial books for young readers, 1992. ____ the dark secret of weatherend. new york: dial books. 1984. bibliotheques imaginaires du roman quebecois. montreal: presses de l'universite de montreal, 1993. borthwick, j. s. the bridled _groom: a mystery. new york: st. martin's press, 1994. bowes, barry. between the stacks. london: landsman, 1 979 braine, john. the jealous god. eyre & spottiswood, 1964. brookner, anita. look at me. new york: pantheon, 1983. butcher, s.h. the poetics of aristotle; edited with critical notes and a translation by s .h. butcher. london: macmillan, c1907. chaintreau, anne-marie. droles de bibliotheques . . . : le theme de la bibliotheque dans la litterature etale cinema. paris : editions du cercle de ia librairie, 1993. charbonneau, louise. stalk. new york: d.l. fine, 1992. cooper, ann. ice storm. london: mills & boon, 1982. davidson, robyn. "the mythological crucible," australia: beyond the dreamtime, london: bbc books, 1 987, p. 238. davis, c.b. the annointed. farrar, 1937. dexter, colin. the wench is dead. new york: st martin's press, 1990. douglas, kirk. last tango in brooklyn. warner books, 1994. eco, umberto. the name ofthe rose. london: picador, 1984. ____ "what is the name of the rose? umberto eco on libraries," focus, vol. 14, pp. 101 5, 1989. findley, timothy. the headhunter. crown, 1994. fisher, david e. katie's terror. marrow, 1982. fiske, dorsey. bound to murder. st martin, 1987. franklin, stephen. knowledge park. toronto: mcclelland & stewart, 1972. giroux, e. x. a death for a dreamer. pop???: st martin, 1989. goodrum, charles. dewey decimated. new york: crown, 1977. ____ carnage of the realm. new york: crown, 1979. ____ the best cellar. new york: st. martin's press, 1987. ____ a slip of the tong. new york: st. martin's press, 1992. education libraries vol. 2 1 , no. 1 / 2 . z 4 a r t i c l e 5 got'e, yurii, vladimirovich. time of troubles; the diary of yurii vladimirovich got'e, moscow, july 8 1917 to july 23, 1927, princeton: princeton university press, 1988. grimes, martha. old contemptibles. boston: little, brown, 1991 . hall, alison. "batgirl was a librarian," canadian library journal, vol. 49, pp. 345-7, oct 92. reising, willetta l. detecting women 2. dearborn, mi: purple moon press, 1 996. holt, hazel. the cruelest month. new york: st martin's press, 199 1 . gates, jean key. introduction to librarianship. new york: nealshuman publishers, 1990. james, p.d. a taste of death. london: faber & faber, 1986. leclaire, anne d. sideshow. viking, 1994. linz, cathie, et al. "exploring the world of romance novels," public libraries, (may/june, 1995): 1441 5 1 . linz, cathie, e t al. "one dozen romances with librarian heroines," public libraries, may/june, 1995, p. 149. mccormick, edith. "the librarian as novel heroine," american libraries, vol. 27, p. 17, aug 96. mcleod, charlotte. rest you merry. new york: doubleday, 1978. ____ something the cat dragged ln. doubleday, 1983. ____ the corpse in oozak's pond. 1987. ____ vane pursuit. 1 989. ____ an owl too many. new york: mysterious press, 199 1 . ____ something in the water. new york: mysterious . press, 1994. mcneal, robert hatch, bride of the revolution; krupskaya and lenin. ann arbor: university of michigan press, 1972. meyers, julie. in the cards. toronto: harlequin, 1990. michaels, b arbara, pseud. [peters, elizabeth]. naked once more. warner books, 1989. miller, linda. l. marrow [editor] . emma & the outlaw. new york: pocket books, 199 1 . manfredo, miriam g . north star conspiracy. st martin, 1993. morgan, kate. home sweet homicide. berkley publishers, 199 1 . monteilhet, hubert. murder a t the frankfurt book fair. new york: doubleday, 1976. mortimer, john. rumpole. london: allen lane, 1 980. o'neil, timothy. shades of gray. new york: viking, 1987. peters, elizabeth. naked once more. new york: warner books, 1 989. peake, lilian. the library tree. harlequin, 1972. pym, barbara. an unsuitable attachment. dutton, 1 982. raymond, boris, krupskaia and soviet russian librarianship, 1917-1939, metuchen, nj: scarecrow press, 1979. robinson, spider, the callahan touch. new york: ace books, 1993. roth, philip. goodbye, columbus. houghton mifflin, 1959. sayers, dorothy. gaudy night. harcourt, brace, 1 936. sands, charles b. and brown-syed, christopher l. "some works of fiction involving librarians." [unpublished bibliography]. wayne state university library and information science program, 1996. education libraries vol. 2 1 , no. 1 i 2 sapp, gregg, "the librarian as a main character: a professional sampler," wilson library bulletin, vol. 62, pp. 29-33, jan 87. smiley, jane. duplicate keys. knopf, 1984. smith, alison. rising. st. martin, 1987. smith, julie. huckleberry fiend. (paul mcdonald mystery series). new york: mysterious press, 1992. spring, michelle. every breath you take: introducing laura principal. pb, 1994. steiner, susan. library: no murder aloud. fawcett, 1993. tillman, b arrett. dauntless: a novel of midway & guadalcanal. bantam, 1992. tomlinson, theresa. summer witches. new york: macmillan, 1991. trease, geoffrey. a flight of angels. minneapolis: leamer publications, 1989. wright, laurali r. a touch of panic, toronto: seal books, 1995. ____ the suspect. toronto: mcclelland and stewart -bantam, 1985. wolf, s . k. mackinnon 's machine. new york: simon & schuster, 199 1 . christopher brown-syed i s an assistant professor in the library and information science program at wayne state university. he received his phd from the faculty of information studies, university of toronto. charles barnard sands is a graduate research assistant in the library and information science program, wayne state university, where he is pursuing an mlis degree. a r t i c l e s special collections for education resear ch: con tributions to an information network by gladys i. dratch abstract this article focuses on special collections in the united states which provide historical curriculum resources and other specialized materials for education research. an overview of the special collections at monroe c. gutman library, harvard university, graduate school of education provides background on their growth and development, descriptions of major collections, information about the preservation microfilming projects, and a discussion of the research use of the collections. other sources of information about special collections are presented, including the author's annotated bibliographies of directories for locating special collections and selected world wide web sites. various collections are featured in the descriptive entries for the print and online sources. the author concludes that promoting our institutions' special collections through various print and online sources, as well as formal and informal communication with colleagues and scholars, advances the work of researchers in the field, although there are challenges in addressing the associated issues of access, staffing, services, and preservation. it is suggested that web sites have the greatest potential for enhancing the research process by disseminating in-depth i�formation about special collections. introduction in the interdisciplinary field of education, research interests are broadly based, and draw upon a wide variety of book and manuscript materials, as well as photographs, audiotapes, videodisks, and other multimedia formats. although the emphasis is on the collections at the monroe c. gutman library, harvard university, graduate school of education, a selection of other collections and sources are identified, both print and online, in an effort to disseminate information that will be useful to researchers in the field. we can trace the origin and development of schools, school practices, and curriculum, but it is not until researchers are engaged with the materials actually used in the classrooms, peruse the catalogs of the early academies or the reports of the school committees of the schools and towns in nineteenth century america, that the study of education h istory becomes a meaningful intellectual and personal discovery. whether scholars are seeking textbooks of the 1 970s or of the 1 840s, the records and catalogs of particular schools that are defunct or whose archives are incomplete, the records and collections of education organizations, publishers, or individual educators, there is not always an easy path to determining the sources for these materials. developing a network among education librarians for the sharing of information about special collections for education research is a goal toward which this article seeks to contribute. special collections at gutman library background beginning i n the l ate n ineteenth century, with the establishment in 1 89 1 of the department of education at harvard university, efforts to enhance the courses in education began with the collecting of reports and publications of school systems throughout the united states. at about the same time, there were approximately 3 ,000 schoolbooks which were brought together to relieve overcrowding in the stacks of the harvard college library, known as widener library. in 1 922, during the second year of the graduate school of education's founding, dean henry w. holmes became aware of the need to fill in the gaps in the collection of public school reports and funds were made available to have them more effectively organized and systematically collected. likewise, the dean recognized at that time the importance of the textbook collection and encouraged and supported the development of these primary source materials. the textbooks were soon augmented by a major gift of 9,000 volumes from the essex institute of salem, 700 volumes from ginn and company, and the purchase of 600 volumes from the american antiquarian society. gifts in subsequent years greatly enlarged these collections. education libraries vol. 22, no. 1 / 2 s a r t i c l e s in 1 972 the monroe c. gutman library was erected on its present site and named after its chief benefactor, a 1 906 harvard college alumnus. prior to 1 972 the school of education library maintained a small collection of specialized education materials and relied heavily on widener library, constantly transferring materials to widener to make room for new purchases. once gutman library was opened, the historical textbooks collection and other special collections, as well as general education books and serials, were transferred from widener library to the new school of education library. in 1 988 the u.s. public school reports, as well as a unique collection of u.s. private school catalogs, were also transferred to gutman library. in addition, other major collections have been donated to gutman since 1 972. a descriptive listing of the major collections is provided below. descriptive summary of major gutman special collections action for children's television (act collection) action for children 's television was donated by peggy charren, founder and former president. act was a national nonprofit organization during the years 1 9681 99 1 , which worked to encourage quality and diversity in television programming for children and adolescents and to eliminate commercial abuses particularly targeted at children. peggy charren 's work was the catalyst for the significant legislative achievement of the children's television act of 1 990, and she continues to speak out and to advise on matters related to children and television. the collection contains the records of the organization, legal documents, including petitions and complaints filed before government agencies; subject files, articles, reports ; and over 1 400 videotapes of children's programming. a local in-house cataloging system (not hollis, harvard's online catalog) provides access to the research reports and videotapes. american college and university histories this col lect ion of ni neteenth and twentieth century publications of american colleges and universities documents the development of these institutions, providing a rich resource for the study of u.s. higher education. a recent donation by the national library of education, the collection has not been inventoried and remains unprocessed at this time. jeanne chall collection on the teaching of reading dr. jeanne s. chall, professor of education, emerita, at the harvard graduate school of education, eminent in the field of reading research, donated 1 0,000 titles that span over 200 years of american education history. dr. chall, author of the landmark publication, learning to read: t he great debate ( 1 967, 1 983, 1 996), among her extensive list of published works, has made extraordinary contributions to the field of reading. the collection is especially strong in textbooks published from 1 940 through the 1 980s. although the collection is currently unprocessed, plans for education libraries vol. 22, no. 1 / 2 cataloging this resource will be implemented once the relocation of the gutman library special collections to a new facility is completed.! historical textbooks collection this collections consists of more than 35,000 american and some european textbooks covering all school subjects. most were published between 1 800 and 1 950 for use in elementary and secondary schools. also represented in this collection are college textbooks, foreign imprints, and some pre1 800 titles .2 the collection is particularly strong in the areas of reading, history, geography, mathematics, and the sciences. the local classification scheme arranges the volumes by year of publication. the historical textbooks are cataloged in the online catalog, hollis (harvard online library information system), and in oclc. more than 10,000 titles have been filmed with funding from the national endowment for the humanities. the neh preservation microfilm projects are described elsewhere in this article. history of education and teacher training schools among the history of education materials from approximately mid-nineteenth to the mid-twentieth centuries are: a) records of american teacher training colleges and normal schools ( 1 830s to the mid-20th century) including catalogs, prospectuses, curricula, and alumni registers; b) pamphlet collections documenting teacher training and the teaching of individual subjects; c) prospectuses of summer camps for boys and girls; d) and materials on the education of ethnic and racial groups and physically challenged students. this collection is cataloged in hollis. houghton mifflin textbook collection this donation by houghton mifflin company in 1995 of 5,400 volumes represents houghton mifflin textbooks published between 1 840 and 1 97 1 . the collection complements the houghton mifflin archives held by houghton library, the rare books and manuscripts library of harvard college. national academy of education archives the national academy of education, founded in 1 965, is composed of practitioners in the behavioral sciences, humanities, and education who have made outstanding contributions to educational scholarship. the nae archives which were established at gutman library in 1 989 pertain largely to the spencer foundation. the records of the academy at gutman cover the period 1 965 to the present, and include correspondence, minutes of meetings, and applications related to the work of the spencer foundation, a program of the nae dedicated to supporting research which improves education, broadly defined. access to these materials requires special permission. the national academy of education has relocated from stanford university to new york university, school of education. a r t i c l e s 1 i.a. richards/language research inc. collection this collection contains the publications and business records of language research, inc . , a nonprofit corporation founded in the 1 940s by professor i vor armstrong richards ( 1 8931 979), literary critic and harvard university professor of english. the purpose of the corporation was the dissemination of language teaching materials developed by richards and his harvard collaborator, christine gibson, based on their research into basic english, an 850-word system originated by british linguist, charles kay ogden , and their improvement upon this system. the collection contains the texts, audiovisual aids, and supporting materials used for the teaching of english and its adaptation to other languages. language research continued to republish materials in other formats after the deaths of richards and gibson. there is an in-house listing of materials in this collection, which also provides an overview of the teaching system and serves as a guide to the collection. this collection complements the papers of i.a. richards at harvard's houghton library. u.s. private school catalogs arranged by school, this collection of 7 ,000 items includes catalogs, prospectuses, announcements, bulletins, registers, and pamphlets documenting private school education from the 1 830s to roughly 1 960. yearbooks, student magazines, and alumni publications are also represented. of particular note are materials from the early female academies. all states and the district of columbia are represented except alaska, hawaii , montana, and north dakota. this collection is not cataloged in hollis, but there is a shelf list and in-house guides. a geographical index, which lists by city or town the private schools, academies, and colleges available in the gutman collection, is one such guide. u.s. public school reports numbering about 1 0,000 volumes ranging from the early nineteenth to the mid-twentieth centuries, this col lection documenting public education throughout this period contains statistical and financial information, courses of study, lists of textbooks used, various narratives, some individual school publications, including yearbooks, school regulations, manuals, directories, information about individual students, annual reports, and minutes for meetings of school committees and education commissions from state, city, and town school departments throughout the united states. with the exception of hawaii, all states and the district of columbia are represented. they are arranged by state and then by city and town. the reports are not cataloged in hollis, but there are in-house guides and a shelf list. preservation microfilming project since 1 99 1 gutman library proposals for the preservation of a selection of its historical textbooks collection have been included in harvard university ' s requests to the national endowment for the humanities for preservation microfilming funds. neh awards to the university, as part of the national brittle books program, have provided funding, through the harvard university library preservation center, for three projects at gutman, one of which is currently in progress . the selection of books filmed may be found in hollis by the series titles: harvard reading textbooks preservation microfilm project (4,961 titles), harvard social studies textbooks (3,407 titles, 239 of which are in color microfilm), and harvard science and math textbooks) the filming of a selection of the science and mathematics textbooks (approximately 1 ,900 titles) is expected to be completed by the summer of 1 998. the harvard reading textbooks includes readers, grammars, spellers, and literary works, published between 1 800 and 1 950, which american children and young adults studied in order to become literate, fully informed members of society. the harvard social studies textbooks include history, geography, government and civics, and economics texts published between 1 800 and 1 940, the same time period of coverage for the science and mathematics textbooks. the film reels for titles which are identified in hollis are available through interlibrary loan. microfilm reels may be purchased through the widener library imaging services, information about which is available on the gutman library special collections home page.4 these microfilm projects have been a fascinating journey, from proposal-writing and in-depth communication with the many researchers who utilize the historical textbooks at gutman to the selection of titles, which often times yield between those fragile textbook pages a variety of pressed plants, notes, bookmarks, old newspaper clippings, lesson assignments, valentines and youthful poetry. discovering the fragments of the lives of the owners and users of the textbooks, the inscriptions from donors and authors, and the drawings and comments of the young students have been a delightful aspect of these projects .s the contents of these textbooks, of course, are a mirror of the culture and values of our nation's past. they reflect the expectations for students and our society's interpretation of literacy over a period of 150 years. the historical textbooks provide a unique opportunity for scholars and educators to chart the changes that took place over this period of time. one outstanding characteristic of many histories and geographies of the nineteenth century is the stereotyping of other cultures. a map that appeared within an atlas by samuel goodrich in 1 826, for example, denotes "emblems of civilization" as a bow and arrow, sword, gun, and a house to represent "savage," "barbarous," "half-civilized," and "civilized" areas of the world.6 when the books have finally deteriorated beyond use, and many are at that stage now, the master negatives of the microfilm will continue to be stored safely in the off-site, environmentally stable storage facility of the harvard depository. in addition to preservation microfilming and cataloging of the filmed titles in the national bibliographic databases, online computer library center (oclc) and research libraries group (rlg), conservation treatments are an important component of the projects. conserving education libraries vol. 22, no. 1 / 2 a a r t i c l e s the life of the filmed textbooks, preserving their contents for future scholars, and making the titles to scholars and institutions more widely accessible through enhanced cataloging records, interlibrary loan, and purchase options are the lasting benefits of the national endowment for the humanities support for these projects. research use of the special collections researchers of the gutman library special collections are drawn from a wide cross-section of geographic areas and range from students and faculty at the graduate school of education, other harvard graduate schools, and harvard college, to faculty and students affiliated with u.s. and international schools at all levels, as well as individuals and practitioners in many disciplines with a variety of specialized research topics and interests. while researchers are chiefly engaged in the field of education, broadly defined, they represent such areas of study as american and world history, art history, english and american literature, reading research, chemistry, astronomy, biology, and other sciences, mathematics, economics, and government. the special collections have also been a resource for a producer of a television documentary, a film maker, an author/host of a series of radio programs, and other researchers interested in or representing the television and broadcasting industry. researchers utilizing the historical textbooks collection can trace the changes that have taken place in the teaching of various subjects and in the expectations for students over a period of one hundred and fifty years. the chronological arrangement of the collection within subject areas and the multiple editions of many titles within series are particularly useful for this research. for example, the contents of the history textbooks, the selections of events, the descriptions, and the interpretations provide a valuable dimension of research for contemporary historians and social scientists, as well as educators. the illustrations are often equally important to researchers. some of the topics that bring scholars to gutman concern research on how women were taught, how ethnic groups were portrayed, and the materials used to demonstrate the principles of scientific studies in nineteenth century america . the study of how evolution was presented, curriculum comparison between the north and the south, and the teaching of writing in the nineteenth century are other examples. an article written by lucille m. schultz ( 1 994) focuses on her analysis of a selected number of first books of composition, published between 1 838 and 1 855, which are examples of teaching methods that are contrary to the popular models of this period. her study is of particular interest because it enlarges the understanding of how writing was taught in mid-nineteenth century america. recently, a study of the italian textbooks at gutman, which were used by students during the regime of mussolini, 1 9301 942, focused on how the contents of the elementary school textbooks were the instruments by which the dictatorship sought to mold the development of italian youth. an article by clive foss ( 1 997) in the harvard librmy bulletin describes this research. education li b raries vol. 22, no. 1 / 2 researchers trying to locate the titles of textbooks that were used in the classrooms in particular cities or towns in the united states make use of the historical collection of public school reports. a high percentage of the te)5:tbooks listed in these reports are found within the historical textbooks collection. the public school reports contain all types of statistical information on students and teachers, as well as narratives that document state and local education issues over a span of more than one hundred years. the public school reports used separately, or in conjunction with the textbooks, provide an understanding of american cultural values and the growth and development of public education. these reports are invaluable for the study of specific towns, cities, or states, and for those locations for which gutman library has a long run of reports, it is possible to gain an in-depth understanding of topics, such as curriculum development, over"an extended period of time. scholars studying these reports gain insight for research in various disciplines. for example, the work of harvard economist claudia goldin, who has utilized the data found in the school reports to document the effects on the american economy of public education in the early twentieth century, has been reported by david wessel ( 1 996) in the wall street journal. often, researchers are trying to locate information about particular educators or the development of various schools. especially in the case of schools that are now defunct, materials may be scattered and difficult to locate. the collection of catalogs of teacher training schools and the private school catalogs provide an extensive resource for such study. in much of the research that underlies the use of all these historical collections, there is an interest in how these resources can inform our understanding of the past and also enhance present-day education practices. the special collections, used as resources for class assignments and individual research, both by students and scholars at harvard and beyond, lead to interesting scholarship. it is particularly gratifying to work with students who h ave not previously been exposed to the use of historical collections for research . their enthusiasm for this document-based approach to their research is reflected in contributions to the history of various schools or to an understanding of educators or organizations represented in gutman's special collections. scholars are drawn to gutman library special collections for topics of educational interest that are of more recent vintage. for example, the impact of television on children is central to the action for children's television collection and·the records, reports, and subject files of this organization, are a unique resource, as are the more than 1 400 v ideotapes document ing ch il dren 's programming, 1 9681 99 1 . likewise, researchers interested in the development of basic english and the work of i. a. richards and christine r. gibson seek out the language research inc. collection. the retrospective conversion of gutman's holdings to online records in 1 993 made an impact on the use of the special collections. the conversion of records included the historical a r t i c l e s s textbooks and the specialized collection of the history of education and teacher training catalogs, resulting in requests for information and services, as well as on-site visits. as i t happened, a fortuitous review o f the gutman library special collections along with access policies, which had been undertaken by the gutman library special collections committee in 1 990 1992, led to the recommendation to hire a special collections librarian/archivist. this recommendation was implemented in 1994 with the hiring of a librarian/archivist, a much-needed position in view of the increasing use of the collections.? home page of the gutman library special collections: http://hugse1. harvard . edul-library/collections. htm the gutman library special collections home page has also made information more widely available. shortly after the home page appeared on the web several years ago, we were surprised and delighted to greet a professor from japan who arrived with web page in hand. all librarians must grapple with the mixed blessings that web and online catalog information bring to libraries in the way of increased use and demands for services. there is no doubt that research and scholarship have immeasurably changed for the better. the gutman special collections home page describes the collections and services, accompanied by images to illustrate the range of materials. the site offers a selected list of other collections and provides available links to related coljections. as all sites are, the home page is a work-in-progress. future plans include more detailed information about the gutman special collections. other special collections and sources a number of databases are useful for researching topics and collection resources : eric, dissertation abstracts, library literature, mla bibliography, education abstracts and index. an early issue of education libraries featured an article by charles missar ( 1 978), which provided a compilation of selected u.s. and canadian historical textbook collections.s more recent articles on textbook collections by nancy o'brien ( 1 989, 1 993, 1 994) and charles aston ( 1 994) highlight collections at the university of illinois at urbana-champaign and several other institutions, the center for research libraries, and the university of pittsburgh.9 an article in education week ( 1996) refers to various historical collections at the national library of education in washington, dc., including the historical textbooks and the school reports.io two publications by the u.s. department of education, office of educational research and improvement, and a third by the former national institute of education, are interesting, illustrated catalogs of representative materials from the collection of the educational research library, now absorbed by the national library of education. they are: early american textbooks, 1775-1900: a catalog of the titles held by the educational research library ( 1985); early american spellers, 1775-1900: a catalog of the titles held by the educational research library (1985); and fifteenth to eighteenth century rare books on education: a catalog of the titles held by the educational research library ( 1976). directory resources the resources that follow can be utilized to locate special collections. they are particularly useful for identifying textbooks or other curriculum materials, as well as early children's literature. while the limitations of the indexes and the descriptive entries make it difficult to identify the wide range of special collections for education research, they are helpful sources. directory of curriculum materials centers (1996) this directory is based on a 1 995 questionnaire sent out to institutions by the education and behavioral sciences section of the associati on of college and research libraries . b rief information about special collections may be found in a "comments" section at the end of each entry, but such information is not uniformly reported. u.s. institutions are arranged by state and canadian institutions by province. the comments are not indexed. directory of historical curriculum collections (1988) this earlier directory by the ebss section of acrl describes collections of forty-seven u.s. and three canadian institutions. readers, textbooks, curriculum guides, and non-book curriculum materials are the focus. access and database listing is included for each entry. this resource contains a cross-reference index. among the textbook collections listed is the john a. nietz textbook collection of 14,000 volumes of mainly pre1 900 texts. the nietz collection is located at the university of pittsburgh, hillman library. the publications of john a. nietz are classic titles for textbook research: old textbooks ( 1 96 1 ) and evolution of american secondary school textbooks ( 1 966) . directory of special libraries and information centers (1997) the entries in this two-volume resource are arranged by institution and include "special collections" as a category. a broad subject index refers to the numbered entries. the balch institute for ethnic studies focuses on north american immigration and ethnic history and the library holds the ethnic history curriculum collection: 62,000 books, 5,000 linear feet of manuscripts, 6,000 microfilm reels, photographs, sound recordings, and broadsides. the university of michigan's bentley historical library includes a special collection of printed materials and manuscripts on temperance and prohibition in the united states. the university of washington's curriculum materials and children's literature education libraries vol. 22, no. 1 / 2 10 a r t i c l e s section holds a children's literature archive. among its holdings are 8,000 children's l iterature book jackets, covering the period 1 9201 965. history of education museums and collections international directory (1992) this revision of the 1 99 1 edition, arranged by country and then by city, contains 1 07 u.s. institutions, along with institutions from twenty-five countries. miami university, kings library in oxford, ohio holds an 1 1 ,000 volume collection of children's literature from 1536 to the present, including a hornbook, several battledores, chapbooks, games, and toys; a collection of 5,000 pre 1 900 american school books; the mcguffey collection of readers and other textbooks; and the mcguffey manuscript collection. the mcguffey museum on campus is located in the house in which miami university faculty member, william holmes mcguffey, compiled the readers. the museum of education, mckissick museum of the university of south carolina at columbia, holds an elementary and secondary textbook collection used in south carolina dating back to 1 789. among other materials, such as photographs and oral histories, the museum has catalogs and annuals from fifty postsecondary south carolina institutions. in adddition, the museum houses the national archives for the society for the study of curriculum history. the ontario textbook collections are located at the ontario institute for stuqies in education in toronto, canada. researchers will find 1 ,000 ontario curriculum guides, 1 90 1 1 960; 2,600 textbooks and readers, 1 846 1 970; 1 0,000 of the ontario teachers federations collections; and 7 ,000 uncataloged items. national directory of education libraries and collections (1990) entries are based on questionnaires sent out to selected united states libraries and education organizations. the category of "special collections" provides brief information which is generally not descriptive. institutions, subjects, and names of collections are indexed. it includes the national council of teachers of english library, which holds ncte documents, publications, and records since the organization's founding in 1 9 1 1 . special collections in children's literature: an international directory (1995) this directory of the association for library service to children of theamerican library association is arranged by state and c ity for u.s . i nstitutions and by country and city for international collec tions . it focuses on children's l i terature collections as well as textbooks. it also includes information about the location for the works and papers of various children's authors. in addition to housing a children's literature collection, the massachusetts historical society holds the papers of horace mann and kindergarten reformers, mary tyler peabody mann and elizabeth palmer peabody. the elizabeth nesbitt room at the education libraries vol. 22, no. 1 / 2 university of pittsburgh holds 1 0,000 volumes, from 1 695 to the present, of british and north american authors and illustrators, and the complete archival videotape collection of the "mister rogers' neighborhood" television program. eight canadian collections are represented, including the special collections at the university of british columbia in vancouver, which holds 1 0,000 volumes of english titles of children's literature published in canada, great britain, and the united states for the period 1 7 1 3 1 939, and a 4,000 volume early textbook collection from the eighteenth century to 1 930. subject collections: a guide to special book collections and subject emphases as reported by university, college, public, and special libraries in the united states and canada (1993)11 in its most recent seventh edition, this two-volume reference source is organized by library of congress subject headings and then by state of listing. the range of subjects that touch upon education in this subject resource is broad. the descriptions are largely based on responses to questionnaires sent out to the institutions represented in the previous edition. bowling green state university has a collection of juvenile series novels and 45,000 comic books, and the free library of philadelphia holds the american sunday school union collection and a collection of hornbooks, among other materials. the child drama collection at arizona state university, which covers u.s. youth theatre history since 1 900, i ncludes the archives of the children 's theatre association of america and the american alliance for theatre and education. the hoover institution on war, revolution & peace at stanford university holds the records of the white house conference on child health and protection established by president herbert hoover in 1 930. manuscripts, documents and the like cover the topic of children's well-being and health education and services for the period 1 9091 950. the toronto public library in toronto (ontario), canada holds 27,500 cataloged volumes of the osborne collection of early children's books, which consists mainly of books published in england from the fourteenth century through 1 9 10. world wide web resources the development of world wide web sites has the greatest potential for disseminating information about special collections. as libraries increasingly provide web sites with the level of detail that allows for more targeted searching strategies, through finding aids, inventories, and selected digitized texts, the task of locating particular collections will be greatly improved. faster and more accurate retrieval will also be possible with more refined web search engines. even now, images and sound enhancements create virtual visits, which bring an understanding of the breadth and richness of the available resources. the selected sites that follow point out the range of collections and detail that can be discovered on the web. a r t i c l e s 11 american antiquarian society, worcester, ma gopher:!!mark. mwa. org/ this gopher site describes the work, collections, programs, and publications of the society, which concentrates on the american period to 1 877. the site also provides access to the aas online catalog of books, serials, and manuscripts. aas holds two­ thirds of the materials printed in this country between 1 640 and 1 82 1 . its eighteenth and nineteenth century newspaper collection is extensive and the broad range of its collections, held on shelves twenty miles long, i nc ludes broads ides, c i ty directories, manuscripts, state and local histories and documents, school catalogs and histories, school books, and children's literature, to name just a few of the categories listed. the american antiquarian society is noted in a number of the directory sources listed above as likely having the most complete pre1 82 1 american textbook collection. center for research libraries, chicago, il http://wwwcrl. uchicago. edu!index. html the crl special collections include primary and secondary school textbooks, college and university catalogs, u.s . state documents, and foreign dissertations. by policy, the center for research libraries does not catalog these materials. the 7,000 volume textbook collection includes u.s. imprints and foreign language grammars and readers. although the volumes date back to the eighteenth century, the majority of the imprints are from the twentieth century. the curriculum guides are mostly twentieth century publications from state, county, and municipalities in the u .s . and its territories . the u.s. college catalog collection, numbering 1 60,000 volumes, dates from the founding of the institution to 1 974, and includes all nineteenth century and a selected number of twentieth century preparatory schools. foreign college catalogs number 32,000 and this collection is still growing. herbert t. coutts library, university of alberta http://library. usask. ca!spcol!collections/032e. html the historical curriculum collection includes the textbooks, curriculum guides, and programs of study used in the province of alberta schools from the early territorial days to the present. the collection consists of about 3,500 cataloged volumes. cubberly education library, stanford university http://www-sul. stanford.edu!depts/cubberley !resources/hist. html cubberley library's beginnings as a departmental library in 1 89 1 centered on its collection of college catalogs and school reports. the library's special collections have greatly expanded over time and now include its pre-twentieth century textbook collection , which ranges from the late eighteenth to the early twentieth centuries. titles are listed by subject in a card catalog. twentieth century elementary and secondary school textbooks, collected up to the mid1 970s, are listed in a card catalog by author, title, and subject. collections of u.s. and foreign college and university catalogs are also available at stanford, but not online, including a collection of mostly nineteenth century catalogs or bulletins from teachers colleges and normal schools. the hanna collection on the role of education in the twentieth century holds archives for more than 950 individuals and institutions. institutional collections include the american council on education, the international council for educational development, and the international institute for educational planning. individual papers include former u.s. commissioners of education and many other educators. the hanna collection is located at stanford's hoover insitution. education library, george peabody college for teachers, vanderbilt university http://www. library. vanderbilt. edu/education/edcoll. html special collections include over three hundred papers by and about jean piaget and an historical textbook collection. education and social science library, university of lllinois at urbana-champaign http://www.library. uiuc. edu/edx/schcoll. htm the school collection of children's and young adult literature includes among its 67,000 volume collection historical children's literature that dates from the early nineteenth century. a rare book room contai n s pre1 800 c hi ldren's l i terature and some instructional materials. since 1 993 the university of illinois at urbana-champaign library holds the 58,000 volume collection of children's literature formerly at the center for research libraries. more than 8 ,000 volumes dating from 1 9 14 are also held by this library. making of america digital library, cornell university and university of michigan http://moa. cit. cornell. edu! http://www. umdl. umich. edu!moa/ the making of america project, funded by the andrew w. mellon foundation and the charles e. culpeper foundation, is a joint effort by cornell university and the university of michigan to document american social history for the period 1 8501 877. the goal is to create a digital library of scanned page images from 5 ,000 significant journals and monographs. some texts may be viewed either as page images or electronic text. the contents of the materials thus far selected are available over the internet, and at this writing over 4,000 volumes have been digitized. future plans include contributions by other iibraries.i2 mccain library and archives, university of southern mississippi degrummond children's literature research collection http://www.lib. usm. edu/-deg rum/ the degrummond collection focuses on american and british children's literature and contains manuscripts, illustrations, books, and related materials donated by more than 1 ,200 authors and education libraries vol. 22, no. 1 / 2 1 2 a r t i c l e s illustrators. some of the collections highlighted are those of ezra jack keats, kate greenaway, randolph caldecott, h.a. and margret rey, 2,000 historical and contemporary textbooks dating from the mid1 800s, series books, and eighteenth and nineteenth century british publishers. there are links to other web sites describing special collections of children's literature. milbank memorial library, teachers college, columbia university http :ill web. tc. columbia. edu/cs/scl the manuscript collections at teachers college include the records of a number of organizations, such as the national council for the social studies, the bank street college of education, the national kindergarten association, and the american montessori society. special collections also include the archives of the board of education, city of new york, school books of the eighteenth and nineteenth centuries, catalogs and publications of u.s . independent schools, an international collection of elementary and secondary textbooks of the nineteenth and twentieth centuries, and the harvey-darton collection of pre1 850 english children's literature. the textbook collection includes houghton mifflin textbooks published since 1 97 1 , as well as titles dating from the 1 920s. as a result of the acquisition of d.c. heath company by houghton mifflin, milbank memorial library acquired 300 english and spanish textbooks, manuals, and workbooks covering the 1 970s 1 990s. the ginn company archives are also field at this library. national library of education, u.s. department of education http://www. ed. gov/nle/collections. html the national library of education's special collections include children's books and american textbooks mainly covering the nineteenth century and early twentieth century. henry barnard's personal collection of american schoolbooks was the beginning of this national collection. the nle holdings also include a pre1 800 rare books collection, a legislative reference collection, and a complete collection of official documents published by the u.s. department of education. national public broadcasting archives, university of maryland http://www. lib. umd. edu!u m cp in p ba!npba. html in addition to holding the records of the corporation for public broadcasting, the public broadcasting service, and national public radio, other organizations are included . by npba, such as: children's television workshop, the agency for instructional tel ev is ion , and the jo in t counc i l for educat ional telecommunications. this web site provides information about collections of individuals and organizations connected with public broadcasting and held at the university of maryland as well as collections located at other repositories. for example, the records education li braries vol. 22, no. 1 / 2 of the carnegie commission on educational television covering the years 1 9541 957 and 1 9631 967 are located at the state historical society of wisconsin. arthur and elizabeth schlesinger library on the history of women in america, radcliffe college http://www. radcliffe. edu/schles!index. htm the schlesinger library currently holds 2,000 manuscript collections and more than 50,000 books which document the history of women in the united states, particularly during the nineteenth and twentieth centuries. in addition, the collection contains oral histories, ephemera, and over 50,000 images. personal papers of women and the records of organizations involved with women's issues and concerns are rich sources of research. a selected number of finding aids, which provide more thorough information about individual manuscript collections than can be found in the online cataloged record, are available at this web site. there are, for example, finding aids for the papers of charlotte perkins gilman ( 1 8601 935) and julia ward howe ( 1 8 1 91 9 1 0), and the records of the bureau of vocational information (new york) for the period 1 9081 932. in time, more finding aids will be added to this web site, but published sources containing finding aids and i nventories for collections at schlesinger and other libraries are listed. manuscript collections and other holdings of schlesinger library are searchable in hollis, harvard's online catalog. george a. smathers libraries, university of florida, gainesville baldwin library of historical children's literature http://special. uflib. ufl. edu/baldwin. html the baldwin library collection contains over 93,000 british and american publications of children's literature from the 1 700s through the 1 970s. pre1 82 1 children's literature titles number more than 800. special collections library, duke university http://odyssey. lib. duke. edul this web site features information and links to its digitized collections, such as the scanned images and texts of the works of african american women of the nineteenth century and the writings of civil war women. the women's archives hold extensive manuscript and rare book collections covering a wide range of primary sources. syracuse university library http ://libwww. sy r. edu/aboutsul/depts/specco ll/main . html the department of special collections at syracuse university library holds rare books and manuscript collections in a number of fields, including adult and special education and children's literature. among its holdings are the records of the american book company and the textbooks published by this company. a r t i c l e s 1 3 the american book company was established in 1 890 as a result of the consolidation of van antwerp, bragg and company, d. appleton and company, a.s. barnes and company, and lveson, blakeman and company. the textbook collection includes many pre1 890 editions. the records of laubach literacy international, founded in 1 955 as the laubach literacy fund, are also held by the library. in addition to the variety of materials, such as correspondence, diaries, video and audio tapes, photographs, reports, and films, the collection contains the personal papers and business records of founder frank c. laubach. university of houston libraries http://info . lib. uh. edu/speccoll/specspec. htm this site provides links to indexes for locating special collections on the web. for example, the link to the university of idaho leads to over 2,000 repositories of primary sources world-wide ( http ://www. uidaho. edu/special-co llec tions/ other.repositories. html). some other links are special collections in canadian libraries and archives for research on women and gender. watkinson library, trinity college http://www. trinco ll. edu/reso urces/lib rary/main /watkin. html the holdings of this endowed library of about 1 64,500 volumes consist of mainly primary source materials on americana of the eighteenth and nineteenth centuries. special collections of particular note include american school books, the civil war and slavery, and the american indian. an entry in subject collections refers to 7,000 volumes of the henry barnard collection of school books. the web site notes that the watkinson library holds the papers of american educator henry barnard ( 1 8 1 1 1 900). conclusion this article has focused on selected special collections for education research within the united states, with particular emphasis on the gutman library special collections at the harvard graduate school of education. the overview of the gutman special collections provided background on their development and growth, described major collections, discussed the preservation microfilming projects, and offered some examples of the research use of the collections. t 3 a review of various sources of information about special collections was then presented. directories for locating textbooks and other curriculum materials and information for specialized education research were discussed, as were world wide web resources. a number of collections were featured in the descriptive entries for these print and online sources. to further benefit the research community, education libraries and librarians have a major role to play in transforming our specialized collection resources by sharing and contributing to an information network. we all have stories about researchers who travelled far and wide before homing in on the collection and information sought. promoting our special collections through various print and online sources, and communicating, formally and informally, with colleagues and scholars at large, are important objectives for us all, although there are also difficult issues associated with these efforts. improved access and information about our collections have many implications with respect to staffing, services, and preservation needs. providing the level of staffing and services that are necessary to improve access and to accomodate increased use of the collections requires adequate funding. moreover, frequent use of the fragile materials makes the preservation of these collections at risk. these are some of the the challenges we face in our efforts to make our special collections available for research, rather than maintaining them as proprietary resources known only to a relatively small number of scholars. an interesting collection of papers addressing issues and challenges for managing special collections is found in a volume of the journal of library administration (sui h. lee, 1 993). as world wide web s i tes proliferate with descriptive information about special collections and links to online holdings, and as finding aids and digitized texts become commonplace, getting to the level of specific resources for particular research in terests wil l be faci l i tated, and improved web searching capabilities will aid in this research process. web sites have the greatest potential for disseminating information about special collections. if our libraries and institutions undertake to make our resources visible and to make public information widely available, the possibility of one-stop searching of special collections for education research may yet be a reality. notes i . an explanation of the anticipated gutman library renovations is provided in note 1 3 . 2. the major location at harvard for pre1 800 textbooks is houghton library, the rare books and manuscripts library of harvard college. 3. access to hollis (harvard online library information system) is available from telnet://hollis.harvard.edu and http:// gseweb.harvard.edu 4. gutman library special collections home page is available at http://hugse l .harvard.edu/-library/collections.htm 5. the objects discovered within the textbooks have been saved and will be the subject of a future gutman library exhibit. 6. samuel goodrich, "map of the world in outline to be filled up by students in geography," in goodrich's larger atlas: atlas accompanying rev. c.a. goodrich's school geography (brattleboro: holbrook and fessenden, 1 826), folded map. education libraries vol. 22, no. 1 / 2 14 a r t i c l e s 7. special collections at gutman library was organized within the purview of collection development. the special collections librarian/archivist, marylenealtieri, began in january 1 994 . 8. i was aw.are of this article, which was published prior to the indexing of education libraries by eric. 9. the 1 994 articles by nancy o'brien and charles aston appeared in the newsletter, paradigm . this newsletter is published by the colloquium on textbooks, schools and society, a british organization which focuses on textbook research. from time to time paradigm includes articles on textbook research based on collections in the united states, and a number of colloquium meetings have been held in the u.s. 1 0. robert c. johnston, "historical books speak volumes on education," education week, 01 may 1 996, 3 1 . 1 1 . although the focus of this article is on u.s. collections, some canadian collections are mentioned. a pertinent article on research materials in canadian archives and museums: w.w. mccutcheon, "the preservation of records and memorabilia of elementary and secondary education by provincial archives and museums," education canada 24, no. 4 (winter 1 984) : 43-46. 1 2. the new york public library 's digital library collections web site at http://digital .nypl.org includes the making of america ii project, which is in development with other research libraries. 1 3 . the harvard graduate school of education, through the services of an architectural firm, has completed a study of its classrooms, computer center, and library spaces. when the renovation plans that resulted from this process are undertaken, the gutman library special collections will be relocated to a new facility within the library. any temporary changes in access to these collections will be announced on the special collections home page. the new facility will provide the additional space needed to make the unprocessed collections accessible. works cited aston, charles. "the john a. nietz old textbook collection." paradigm 15 (december 1 994) : 42-44. chall, jeanne s. learning to read: t he great debate. new york: mcgraw hill, 1 967. updated edition, 1 983. _____ . learning to read: t he great debate, 3rd ed. fort worth: harcourt brace college publishers, 1 996. christo, doris h., comp. national directory of education libraries and collections . westport, ct: meckler, 1 990. education libraries vol. 22, no. 1 / 2 directory of curriculum materials centers. 4th ed. compiled by the curriculum materials centers directory revision ad hoc committee of the education and behavioral sciences section. edited by beth g. anderson. chicago, il: association of college and research libraries, american l ibrary association, 1 996. directory of historical curriculum collections . compiled by ad hoc subcommittee on historical curriculum collections. chicago, il: education and behavioral sciences section, association of college and research libraries, american library association, 1 988. directory of special libraries and information centers, 2 1 st ed. edited by marc faerber and sara rowe. detroit, mich. : gale, 1 997. early american spellers, 1775-1900: a catalog ofthe titles held by the educational research library. washington, d.c. : u.s. dept. of education, 1 985. early american textbooks, 1775-1900: a catalog of the titles held by the educational research library. washington, d.c. : u.s. dept. of education, 1 985. fifteenth to eighteenth century rare books on education: a catalog of the titles held by the educational research library. washington, d.c. : national institute of education, 1 976. foss, clive. "teaching fascism: schoolbooks ofmussolini's italy." harvard library bulletin, n.s . , 8, no. 1 ( 1 997): 5-30. goodrich, samuel . "map of the world in outline to be filled up by students in geography," in goodrich's larger atlas: atlas accompanying rev. c . a. goodrich 's school geography. brattleboro: holbrook and fessenden, 1 826. histor y of education museums and collections international directory . dekalb, il: blackwell history of education research collection, northern illinois university, 1 992. johnston, robert c . "historical b ooks speak volumes on education." education week, 01 may 1 996, 3 1 . lee, sui h. , ed. "the role and future of special collections in research libraries : british and american perspectives." journal of library administration 1 9, no. 1 ( 1 993): 1 -98. mccutcheon, w.w. "the preservation of records and memorabilia of elementary and secondary education by provincial archives and museums." education canada (winter 1 984) : 42-46. missar, charles d. "historical collections of north american textbooks identified." education libraries 3 (winter 1 978) : 44-45 , 77-79. a r t i c l e s 1 s nietz, john a . t he evolution of american secondary school textbooks: rhetoric & literature, algebra, geometry, natural history (zoology), botany, natural philosophy (physics), chemistry, latin and greek, french, german & world history as taught in american latin grammar school academies and early high schools before 1900. rutland, vt.: c.e. tuttle co., 1 966. nietz, john a. old textbooks: spelling, grammar, reading, arithmetic, geography, american history civil government, physiology, penmanship, art, music, as taught in the common schools from colonial days to i 900. pittsburgh: university of pittsburgh press, 1 96 1 . o'brien, nancy p. "resources for curriculum history: emerging from the warehouse." journal of curriculum studies 25 (january-february 1 993) : 95-98. _____ . "strengthening elementary and secondary curriculum and textbook resources at the university of illinois at urbanachampaign education and social science library to improve national access. final report. urbana: illinois university library, 1 989. eric, ed 3 1 1 928. _____ . "textbooks at the center for research libraries: repository of united states education history." paradigm 15 (december 1 994) : 39-4 1 . � schultz, lucille m . "elaborating our history: a look at mid1 9th century first b ooks of composi t ion ." college composition and communication 45 (february 1 994) : 1 0-30. special collections in children 's literature: an international directory. 3d ed. chicago: american library association, 1 995. subject collections: a guide to special book collections and subject emphases as reported by university, college, public, and special libraries and museums in the united states and canada. 7th ed. compiled by lee ash and william g. miller. new providence: bowker, 1 993. wessel, david. "scanning the future, economic historian plumbs distant past." wall street journal 1 3 february, 1 996, 1 . gladys dratch is collection development librarian at the monroe c. gutman library, harvard university, graduate school of education. she is responsible for the selection, evaluation and analysis of the collection, and also participates in reference department activities, providing research counseling and library instruction. ms. dratch focuses on both current research and on long-range planning for the growth, maintenance, and preservation of the general and special collections. phone: (6 1 7) 496-3 108; fax: (617) 495-0540; e-mail : gladys_dratch @harvard.edu education libraries vol. 22, no. 1 / 2 association for library service to children, (2001) . the newbery and caldecott awards: a guide to the medal and honor books. 2001 ed. chicago: american library association. isbn 0-8389351 7-6. $1 8.00 [editor's note: the 2003 edition of this work is now avai lable for $ 1 9.00; isbn 0-8389351 7-6] these two awards, highly valued in the world of children's l iterature, are given annually by the association for library service to chi ldren (alsc), a division of the american library association (ala). every year, a medal for each is awarded and one or more "honor books" may also be named. history. the newbery award was proposed to the american library association by frederic g. melcher in 1 922. awarded to the author of "the most d isti nguished contribution to american l iterature for children publ ished in the united states during the preceding year," it is restricted to authors who are citizens or residents of the united states. in 1 937, in response to concern that picture books should also be honored , melcher proposed a second annual medal , for "the most d istinguished american picture book for chi ldren publ ished in the un ited states during the preceding year." this award is a lso restricted to artists who are citizens or residents of the united states. the bronze medals were designed by rene paul chambellan. facsimile seals are sold to the publishers of award winners and honor books, with the profits going to support d ivision programs, i ncluding the frederic g. melcher scholarship fund. since 1 986, honor book authors and i l lustrators have received certificates. process. each award is selected by a prestig ious committee of fifteen alsc members, eight elected and seven chosen by alsc's president-elect. committee members read hundreds of books, evaluate them according to specific criteria , and meet several times to d iscuss thei r selections. in late january, at the ala mid-winter meeting , the decision is made, the authors and artists are called and notified, and a press conference is held to announce the "academy awards of chi ldren's literature." a fi nal event that caps the process is the newbery-caldecott banquet at the ala annual conference in june. aficionados look forward to the high qual ity of the award winners' acceptance speeches. this work. this latest edition of the work describes the h istory, terms, and defi nitions of each of the awards and the process of selection . a major section, for which education l ibrarians wi l l want to own the work, l i sts with annotations all wi nners and honor books for each award from its i nception to 200 1 . also incl uded is an article on the varied media used by the winning caldecott artists. there are two excel lent indexes, one for authors and i l lustrators and one for titles. joan s. segal, vintage ventures. emai l : jsegalw@earthl ink.net barchers, suzanne i. and kroll , jennifer, l. (2002). classic readers theatre for young adults. westport, ct: libraries unl imited . isbn 1-56308-881 -9. $35.00 barchers and krol l l have created readers theatre scripts from classic tales for readers in grades 6 to 1 2 . both authors write for "weekly reader." barchers i s managing ed itor and jennifer l . kroll i s senior education libraries volume 26, no. 1 summer 2003 30 editor of that publ ication. between them they have five readers theatrer books in print. for the teacher to whom readers theatre is new, the introduction provides helps i n getting started . other teaching aids are provided to maximize the use of the scri pts. adapted books included are: alcott's little women, portions of don quixote, dickens' a christmas carol and hard times, kipl ing's captains courageous, mccul ley's zarro, frankenstein, stevenson's dr. jekyll and mr. hyde, and twain 's the prince and the pauper. stories include maupassant's "the necklace," twain's "luck of roaring camp," hawthorne's "rappaccin i 's daughter," 0. henry's "a retrieved reformation," irving's "the legend of s leepy hol low," poe's "the oblong box," and stockton's "the lady or the tiger." each adaptation i ncludes a summary of the play and author background. in addition there are suggestions for the presentation and props and a l ist of characters. suggestions and props are kept simple. as for characters, the authors try to include as many as possible. this is gives many students an opportunity to take part without overwhelming the reluctant publ ic reader with a massive part. prince and the pauper has 2 1 characters and a christmas carol has 32 characters. permission is given to make copies of the scripts for classroom and in-service use. the book is highly recommended for school and pubic l ibraries. doug fruehling works at point loma nazarene university's ryan library. emai l : dougfruehl i ng@ptloma.edu blake, n ., smeyers, p., smith, r. standish, p . (1 998). thinking again. education after postmodernism. westport, ct: greenwood. isbn 0-8978-951 2-6. $25.95 those who doubt that contemporary educational writing can go beyond evaluation and the management of assessment can think again. thinking again: education after postmodernism is a philosophical analysis of education using the writings of jacques lacan , jacques derrida, jean-francais lyotard , and michel foucault. through exploring the ideas of these thinkers, the authors invite readers to shake off the "intellectual i nertia" and "anti-theoreticism" that have reduced british education to effectiveness train ing for classroom competencies. the authors succeed in shifting the reader's thinking from concern with "performativity" to contemplating phi losophical problems in education . this book "does not save the reader time" but invites one to think in new d i rections about education and promises -which takes time. thinking again is not prescriptive and offers no s imple solutions. recommended . linda salem is an education librarian at san jose state un iversity. email : lsalem@mai l .sdsu .edu dai ley, susan m. (2001 ). a storytime year: a mon th-to-month kit for preschool programming. new york: neai-schuman. isbn 1 55570-389-5. $75.00 dailey's a storytime year: a month-to-month kit for preschool programming is a comprehensive source book for l i brarians looking for theme-based preschool storytime ideas. f i l led with great ideas and comprehensively organized , dailey's book is i n a convenient binder format that makes materials easy to locate and reproduce. divided into twelve monthly sections, the kit contains useful ideas for year round programs that are sure to please preschoolers and their parents. the kit is organized in a unique manner, containing not just a table of contents, but a figure l ist lending quick reference to magnetic board templates and an alphabetical theme l ist to locate topics within the monthly format. the guide itself is divided into two parts; the first is a compilation of program planning tips, and the second has a month-by-month l ist of programs. the programming section offers directions education libraries volume 26, no. 1 summer 2003 31 for creating participation stories and a how-to section on creati ng magnetic board stories, a variation on the tried and true flannel board tale . the monthly l ist ing offers themes for each week of the month with a variety of traditional and unique themes for l ibrarians to choose from. dai ley gives us a standard outl ine for creating programs and goes on to discuss each detail in depth . each thematic program includes a variety of books, fingerplays, participation activities, magnetic board stories, videos and crafts . she bel ieves that the i ncl usion of participation stories is· key to a successful storytime. dailey discusses the value of each type of participation story, and explains how they can develop ski l ls such as l istening, memorizing and reasoning in the participants, while allowing them to become a part of the overall story experience. planning sheets, both reproducible origi nals and sample forms, are i ncl uded to assist with evaluation and future planning . the monthly chapters offer numerous suggestions for effective storytimes with extensive bibl iographies, video l ists , participation activities and crafts. the various themes comprise seasonal hol idays, both secular and rel igious, as well as standard storytime themes such as mice and zoos. dai ley also offers some unusual themes such as dessert, i l lness, pizza and kangaroos, each with a plethora of i deas for making the program successfu l . she suggests that l i brarians shou ld feel free to create their own formats, picking and choosing from her suggestions and add ing their favorites, but overal l her plans would work nicely to create an enjoyable 20-minute program for 3-to-5-year-olds. a storytime year i ncludes nancy carroll wagner's i l l ustrations to create magnetic board story pieces to accompany stories with in the d ifferent units. the images are qu ite serviceable, although most would need to be en larged for use with magnetic or flannel boards. dai ley prefers using magnetic boards for their "stick" and gives specific instruction on creating magnetic stories from the wagner's drawings with specific suggestions for coloring, laminating and use of the materials . among the chi ldren's program planning guides currently avai lable, dailey's storytime year shines. overal l , the book is an excellent resource for chi ldren's l i brarians, contain ing a wide variety of themes appropriate for preschoolers. a storytime year: a month-to-month kit for preschool programming would be a wonderful asset to both the beginn ing l i brarian looki ng for a place to start and the seasoned professional seeki ng new ideas. amelia shelley is manager, chi ldren's/young adult services at laramie county library system (cheyenne, wy). emai l : ashel ley@larm. l i b.wy.us doll , carol a. and barron, pamela p. (2002). managing and analyzing your collection: a practical guide for small libraries and school media centers. chicago: american library association. isbn 0-8389-0821 -7. $26.00 the purpose of this publ ication, which updates the authors' earl ier work, collection analysis for the school library media center: a practical approach (ala, 1 991 ), is to introduce to staff in the small or one-person l ibrary simple techniques for evaluating a l ibrary collection. divided into three chapters, chapter 1 provides a brief overview of collection development and analysis. the authors stress the importance of collection evaluation or analysis and share success stories from l ibrarians who have used the techniques to acquire additional l ibrary funding. chapter 2 begins with an introduction to "sampl ing" and three techniques for selecting a random sample. this is followed by descriptions of field-tested techn iques for collection analysis, which include mapping; determining the average age of the collection; comparing the col lection to standard bibl iographies, textbooks or periodical indexes; estimating the cost to update the col lection; and comparing i nformation in various formats. step-by-step d i rections are provided for using these quantitative methods to col lect and analyze data that wi l l help determine the qual ity of a l ibrary's col lection. in addition, the authors prov ide sample forms for data collection and show how to use spreadsheets and graphs to i l lustrate the results. education libraries volume 26, no. 1 summer 2003 32 today many small l ibraries and school media centers have integrated l i brary systems that can generate the data or reports; for l ibraries without an automated system, an appendix describes sampli ng from a shelfl ist. weeding, an "essential but often overlooked aspect of collection development," is covered in chapter 3. doll and barron d iscuss weeding as a logical follow-up to col lection evaluation. they mention advantages and disadvantages of weeding, and provide some general guidel ines when removing 'obsolete materials from a collection. librarians who are unfami l iar with col lection analysis wi l l find this an invaluable tool that wi l l help them identify the strengths and weaknesses of their col lections, and justify requests for additional funding. the author l ists books, articles, d issertations, and web sites for further reading. this book is highly recommended. judy druse is curriculum resources librarian, mabee library, washburn university. emai l : judy. druse@washburn.edu doy le, m. (2002). the paraprofessional's guide to the inclusive classroom: working a s a team. 2"d ed. baltimore: paul h. brookes publishing. isbn 1 -55766-538-9. $27.00 according to the u .s. department of education, the paraprofessional is among the fastest growing jobs in publ ic schools. as mary beth doyle points out in the paraprofessional's guide to the inclusive classroom, paraprofessionals go by many names teacher's assistant, educational aide, instructional assistant. in this second edition, doyle further clarifies the role of the paraprofessional in the inclusive classroom , in which students with disabil ities are welcomed among peers of their own age, regardless of abi l ity, and treated as valued members of the school community. the paraprofessional's guide is designed as a train ing handbook so that paraprofessionals and teachers, special educators, and other school professionals can learn to work together as a team. it defi nes paraprofessionals and their responsib i lities in accordance with the certified personnel they support, emphasizing the need for proper training and supervision (chapter 1 ); delves into further detail about daily classroom routine and the effect of adult proximity on disabled students (chapter 2) ; describes the d isabled student's iep ( individual ized education program), a set of learning priorities developed by the special educator and implemented with the help of the paraprofessional (chapter 3) ; explains concepts such as multilevel curriculum and instruction and curriculum overlapping, which al low the general educator to teach students with varying abil ities (chapter 4); touches upon classroom behavior, i .e . , what students do versus what they actual ly want to communicate, and what adults can do to promote positive behavior (chapter 5); and deals with the need for student confidential ity (chapter 6). approximate total trai ning time is five hours, implemented as one in-service day or five one-hour blocks. this second edition keeps al l the great aspects from the 1 997 edition and makes several improvements. each chapter gives concrete examples that aid comprehension, e .g . , specific student behaviors in chapter 5. i t describes technical terms that might be unfamil iar or confusing, e.g . i ep. i t i s now publ ished in a larger format, which faci litates photocopying the numerous usable and appeal ing forms and worksheets in the appendix. i t goes into further detail in describing common pitfal ls, such as paraprofessionals being asked to fulfi l l roles for which they are not qual ified, and re-emphasizes the need for paraprofessionals to receive proper training and supervision. particularly noteworthy is the addition to chapter 3 of an articu late and heartfelt essay, d ictated by peter hunton , which recounts his childhood experiences as a special education student. it puts a face to the disabled student in the inclusive classroom and shows what it's like to be on "the other side of the desk." jul ie shen is publ ications assistant at honnold/mudd library of the claremont colleges. emai l : ju l ie.shen@libraries.claremont.edu education libraries volume 26, no. 1 summer 2003 33 english language bibliography 1945 to the present plus the british library general catalogue of printed books (blc) to 1975. (2002). 1 /2002 ed. munich : _k.g. saur verlag. dvd-rom (also avai lable onl ine) isbn 3-598-40764-5. € 2075 this database is a compilation of several significant l ibrary catalogs including the british national b ibl iography (bnb), british library science reference and information service current catalogue (sris), british library humanities and social sciences current catalogue (hss), library of congress engl ish­ language books since 1 968, library of congress english-language serials since 1 978, and perhaps most sign ificantly, the british library general catalogue of printed books to 1 975. the database is available on dvd-rom (updated quarterly and reviewed here) and onl ine (updated weekly). serious researchers wil l undoubtedly want the onl ine version for its timeliness. the premier edition contained over 12 mi l l ion records and is "the most comprehensive catalogue of engl ish language titles ever published ." a product that provides a snapshot of publ i shing activity in the engl ish language since world war i i is noteworthy. it can be used as a bibl iographic source for collection development, as a tool to update l ibrary catalogs, and as a researcher's standard for bibl iographic i nformation. scholars wi l l undoubtedly appreciate the abil ity to track both recent and forthcoming titles in their areas. available searchi ng features are fairly clear with the abil ity to search all the standard fields (author, title, keyword, etc.) as well as some unique fields such as british library and library of congress subject headings, provenance, both the language of the original and language of item, and cataloging institution. users without complete i nformation about the item they are searching for should be able to find what they need with all of the possible search variables. searchi ng can be accomplished using a quick search feature, form search (with fi l lin boxes), expert search (field names required) and browse index entries. searches are automatically truncated with the exception of the quick search feature which could present problems when search ing for a long title. location of the various search features on the screen is slightly un intuitive. for example, one might expect to find the buttons for the different search choices somewhere within the search window instead of on the toolbar above. a new user m ight have trouble fi nding what they want unti l they become fami l iar with the database. searches can be l imited to a specific database. on the dvd version, the british library catalog must be searched separately from the rest of the catalogs. display options can be chosen from blc (british library catalog) format, marc format, bibl iographic format (for citation), and custom format of one's choosing. searches are saved and dated and researchers can create searches that can be run in perpetuity. in addition , search filters can be created which wi l l run with any future search. browsing through records is not particularly seamless. the abil ity to move back and forth from short title l ist to individual record is not available within the search window. in order to move back, one must use the "esc" key, hardly adequate when wanting to browse. researchers may add notes to individual records as wel l as web l i nks. a symbol is attached to a record when notes have been added alerting the researcher. the abil ity to create one's own "personal database" for research is a bonus. the significance of this bibliography cannot be underestimated . although some of the searching features could be improved, the sheer size of this database makes it a welcome product for l ibraries and researchers a l ike . recommended for all l ibraries where there is need. lesl ie n. andersen i s arts librarian at californ ia state university, long beach. email : landerse@csulb.edu education libraries volume 26, no. 1 summer 2003 34 farmer, lesley s. j. (1996). informing young women: gender equity through literacy skills. jefferson, nc: mcfarland. isbn 0-7864-0240-7. $29.95 regarding gender studies and information ski l ls, there are two d imensions to this very complex dynamic: content and presentation. issues such as the point of view of a book or article or whether it is avai lable in print or an electronic format permeate the landscape of feminist studies and their relationship with the world of information. how do the different learning styles of each gender challenge the research process? what about the way in which the resources themselves are created, used and evaluated? are they male­ centric? does that make a difference? these are the types of questions that underlie today's fabric of education, its relationsh ip with l i brarianship and, more generally, information. these are also the types of questions that " i nforming young women: gender equity through literacy skil ls" grapples with and attempts to answer. farmer begins by stating that " . . . this book is geared to helping l ibrarians and other educators in general to empower young women and men through i nformation and information ski l ls." (p. 3) she guides the reader through several chapters i n which she detai ls gender issues as they exist today and in days past: concepts of self-esteem and gender-associated learning, d ifferent perspectives of learning, the notion of i nformation l iteracy and gender equitable learning activities, lesson plans, and a subject bibl iography. although the book was publ ished in 1 996, and therefore speaks to the educational and information environment as it existed at that time, the author's analysis of the nature and importance of gender studies is one of the book's strengths. it is clear in its del ineation of the path that genderbased concerns have taken and what the role of the educator, be it teacher or l ibrarian , should be in order to ensure that these concerns are not only addressed, but also insofar as possible with in the scholastic environment, resolved. the author thoroughly discusses specific aspects of the issues she perceives are important within the educational arena. she explains that women have been ignored and trivialized especial ly in the educational l iterature, and display different types of intel l igence such as l inguistic and intrapersonal (p. 24) . the author is a strong advocate for creating an inclusive and empoweri ng "learning community" in which these matters are brought to the forefront and are part of a "conscious change" (p. 36) and i nstitutionalized awareness. but what impl ications do these ideas have for information l iteracy and l iteracy ski l ls as tools for gender equity? i n subsequent chapters, the author states that "the use of i nformation is power." (p . 5 1 ) she then describes the concepts of information ski l ls and problem solving by breaking them down into six categories: task defin ition, research strategies, locating and accessing information, using information, synthesizi ng information, and evaluation. the author then places these relatively abstract categories into the everyday learn ing environment by describing gender-equitable learn ing experiences, whereby "teachers transcend the students' dai ly behavior and look at the long-term ramifications of the content and i nformation processing skil ls to be learned. " (p. 67) the final section of the book contains lesson plans that integrate gender sensitive issues with information ski l ls combined with a comprehensive bibliography detai l ing resources from areas such as education, psychology, social issues and reference works. in describing the lesson plans, the author del ineates over thi rty thoughtful and important topics ranging from art to sports to politics and adheres to the following structure: scenario, content ski l ls, i nformation ski l ls , rationale for the activity, structure, activities, community outreach, culminating experience and evaluation. though helpful and . thorough, this section was not as developed as the previous chapters. whi le the structure of lesson plans is useful and highl ights the concepts and issues i nvolved, it does not integrate the six step information process articu lated in chapter five with the real-life topics. the book does a great job of setting up the basis of why we should focus on gender, learning, and education , but the connection with the information issues and ski l ls described could have focused on more concrete examples. there could be more detailed d irections that the students or instructor can follow to conduct the actual research and deal with these very broad topics. education libraries volume 26, no. 1 summer 2003 35 despite the generalized nature of this particular section, the content based issues the author discusses are also reflected in the book's arrangement, which is wel l organized in a problem-solution outl ine. the book transitions smoothly from its historical analysis of gender issues to current concerns in the educational environment and the ways in which educators and l i brarians can acknowledge and deal with issues such as learning styles, stereotypes and biases. the author's lesson plans are wel l organized and provide many sol id i deas for generati ng student i nvolvement and fostering learn ing in the classroom . as a whole, the work is useful and important as it is woven in the larger fabric of i nformation literacy, gender studies, and education. cinthya lppolitti works in the reference department of the ucla biomedical library. email : cboeriu@li brary.ucla.edu fountain , joanna f. (2001) . subject headings for school and public libraries: an l cshisears companion (3rd ed.). englewood, co: libraries unl imited, isbn 1 -56308-853-3. $55.00 for many years school l i braries and public l ibraries have used the relatively concise sears list of subject headings to organize their holdings in a way that is accessible to thei r users and that i s appropriate for the size of their collections. now, as small l ibraries automate their catalogs, electronic records loaded into thei r systems include subject headings from the voluminous library of congress subject headings (lcsh) set. these l ibraries may also use subject headings provided by the library of congress through the annotated card program (ac) . ac headings are based on lcsh but differ in an attempt to provide subject headings more easily understood by young people. joanna f . fountain's subject headings for school and public libraries: an lcsh/sears companion, 3rd edition, provides crosswalks among the three sets of subject headings. the format of this l ist of more than 30,000 subject headings is very similar to that in lcsh , including cross-references to narrower, broader, and related terms. added annotations i ndicate congruencies and discrepancies among sears, lcsh, and ac headings. many authority fi le names are included to help small l ibraries who do not have access to that information . marc codes are provided for some headings. the i ntroduction contai ns clear instructions. the earl ier editions of this l ist were compiled from texas school l ibrary systems' subject headings l ists. the author has supplemented the l ist in this ed ition with headings used by the texas library connection database. thus, the l ist contains subject head ings associated with the lone star state that may not be relevant to small l i brary collections in other places. for example, a school l ibrary in michigan may not have many works on the garza fami ly and garza county (texas), nor much need for them. this wel l -organized , straightforward book is highly recommended for l ibrarians who are converting their col lections to library of congress subject headings, and wi l l be useful in small l ibraries that employ lcsh but realistically do not need the ful l five-volume set. les canterbury is collection development/reference librarian at the university of redlands. email : les_canterbury@redlands.edu frank, anna marie. (2003). sports and education: a reference handbook. santa barbara, ca: abc-clio. isbn 1 -851 09-525-x. $45.0 sports and education is one of 26 titles in the contemporary education issues series. this series seeks to provide balanced coverage of controversial topics in education and thei r impact on schools, curriculum, students, teachers, parents, administrators, and policymakers. education libraries volume 26, no. 1 summer 2003 36 sports and education is d ivided into six chapters. i n chapter one, frank analyzes the role that sport plays in the educational process, our daily lives, and society. she critically evaluates child and youth programs, elementary, high school , and collegiate athletics; club sports, and professional and international competition. the defi nitions of key terminology and a timel ine of significant events in olympic history are included. the evolution of organized sports from the fi rst recorded physical competition of ancient civilization to professional sports' current prominence is the focus of chapter two. frank provides concise histories of various sports. brief discussions of gender and racial d iscrimination, legislation to ensure equal ity of participation i n sports, gambl ing, and television's growing i nfluence on sports are included. a timetable of educational, socia l , and sporting events provides historical context. i n chapter three, frank looks at the critical themes that determine what we learn from sports. she begins with a chi ld's fi rst participation in physical activity, then discusses the positive and negative aspects of such issues as competition, sportsmanship, and the role of sports in bui ld ing character. frank investigates coach ing and adm inistrative issues, ethical training for coaches, and the need to prevent the increasing number of sports injuries. the controversial issues of recruiting in col legiate sports, el igibi l ity requirements, and the confl ict between education and athletics are examined. ethical behavior in sports is scrutinized . frank presents an impartial analysis of two growing problems in sports: drug use and violence. she prov ides statistics on the use of performance-enhancing drugs in sports, and offers a chronology of violent actions by fans to assist the reader in understanding these behaviors. the chapter concludes with frank asking whether sport should be el iminated from school settings. her rationale is the overemphasis on sports at the expense of the educational process, portraying sport as a rel ig ion in our society. in addition, there is a conflict inherent in the roles of varsity coach and high school teacher. chapter four contains an in-depth look at the h istory of minorities and women in sports. frank provides a history of the integration of sports. she takes a comprehensive look at title ix and gender equ ity, female physiology, lesbianism in sports , and the ch�llenges faced by female athletes. timelines of prominent african american and female athletes are i ncluded. the chapter concludes with biographies of significant individuals in sports. chapter five is comprised of an annotated l ist of organizations associated with sports or physical education. chapter six contains an annotated l ist of print and internet resources. a number of errors were found throughout sports and education. these errors range from minor misspel l ings of the names of two prominent athletes, mark mcgwire (spel led mcguire in the text) and max schmeli ng (spel led schmell ing in the text) , to incorrect dates of significant events such as muhammad ali 's 1 964 heavyweight championship ( l isted as 1 959 in the text) . the most troubl ing errors were those contained within a timeline of prom inent african american athletes of the 20th century (pp. 1 56-7) . the dates of important events do not correspond to the event l isted. the timeline has a significant factual error as it indicates that will ie mays surpassed babe ruth's homerun record in 1 962. hank aaron actual ly set the homerun record in 1 97 4. upon correction of these errors, sports and education may be a useful addition to an undergraduate l ibrary's physical education collection or serve as a textbook for a course on sports and society. it may also be included in high school and community college l ibrary reference col lections. frank's narrative is concise and clear. her presentation is unbiased and factual . the statistics and timelines help the reader better understand the important issues within the text. frank's research is thorough and wel l documented. warren jacobs is a reference/i nstruction librarian at california state university, stanislaus. email : wjacobs@csustan. edu. education libraries volume 26, no. 1 summer 2003 37 fredericks, anthony d. (2001) . investigating natural disasters through children's literature: an integrated approach. englewood, co: teacher ideas press. isbn 1 -56308-861 -4. $26.50 fredericks, a professor of education at york university, has authored numerous children's books and teacher resources focusing on elementary education (see http://www.afredericks.com for additional resources and classroom activities) . his new work, investigating natural disasters through children 's literature: an integrated approach, offers teachers an i nnovative method for help ing students understand and learn about the phenomena of natural disasters through the use of children's l i terature. fredericks' goal is to promote the idea that science is a process, and that ch i ldren wi l l make better connections in their approach to learning about science through "activities, projects, exercises, and ventures that promote a personal response to science education and learning . " investigating natural disasters i s targeted to elementary grades k-6 with a range of abil ities from h igh to low. part i includes the general purpose of the book, how to use it, a sample teaching plan , and national science education standards, incl uding both teacher and content standards. part i i , the majority of the book, is d ivided into activities and processes based on specific titles in chi ldren's literature. fredericks selects book titles based on criteria from various sources ( including award winners and recommendations from teachers and l ibrarians). each chapter in part i i is devoted to a specific natural disaster, such as tornadoes, and includes a selection of chi ld ren's book titles with accompanying activities. for example, one of the books featured in the tornado chapter is eye of the storm: chasing storms with warren faidley. following a brief summary of the book, fredericks l ists the science education standards (e.g . , h istory and nature of science: science as human endeavor), critical thinking questions (e.g . , "did the book inspire you to become a storm chaser?"), and a l ist of activities for students (e .g . , "ask your students to log onto http://www.germantown .k 12 . i l . us/html/tornado.html and discuss how the information on this site complements the information in the book") . only seven natural disasters are featured as ful l chapters. however, fredericks does include other natural d isasters such as forest fi res, bl izzards, hai lstorms, drought, and global warming in appendix d with appropriate web sites and l iterature recommendations. four other append ixes include an annotated bibliography of chi ldren's l iterature, a l isting of recommended web sites, video resources and teacher resources (although the teacher resources are all titles by fredericks) . investigating natural disasters is a usefu l resource for elementary education teachers seeking i nnovative ways of teaching students about science that is both fun and i nformative, as well as a valuable resource for teachers, l ibrarians and l i braries supporti ng education programs. nerissa nelson is an assistant professor at university of wisconsin-stevens point. email : nnelson@uwsp.edu gi l lespie, john t. and naden, corinne j. (2001) . the newbery companion. 2" ed. englewood co: libraries unl imited. isbn 1 -56308-813-4. $59.00 the newbery companion provides an introduction to the winners of this prestigious award in american chi ldren's l i terature. its purpose is to "combine in one volume information that is found in several sources, to expand on the brief plot outl ines usually given, and to update data through 2001 . " in these goals it succeeds admirably. i t begins with a biography of publisher john newbery and an interesti ng account of the award's founding, criteria , and selection process. each entry, arranged chronologically, contains an introduction to the book and author, including origins, inspirations, and other works; an extensive plot summary; a short paragraph on the book's themes and subjects; suggestions for passages to use in class d iscussion called incidents for booktalks ; five or so related books with a one line description each; and a references section cal led "about the book and author." the bibl iographic information for each title education libraries volume 26, no. 1 summer 2003 38 i ncludes grade level, isbn and price, but not number of pages. honor books are also l isted , with a short plot summary only. this second edition adds a paragraph about criticisms of the award. it also adds award winners since the first edition and updates the suggested related titles for each entry, replacing selections that are now out of print. the bibliography on john newbery, the award, and award recipients has been expanded, now including journal articles and more varied perspectives. the companion is a good source for teachers and parents selecting award winning books for children. through the plot summaries, booktalk incidents, and themes and subjects sections, it provides enough information to match books to chi ldren's interests and to curricular objectives. librarians can use it for ready reference. it can also serve as a readers' advisory source, both for the award winners and their related titles. for the same reasons, small school or publ ic l ibraries may find it a good choice since the newberys are "m ust have" items, and book budgets may not stretch very far beyond them. it is also an excellent source for education students and busy teachers, to deepen their understanding of the history of ch i ldren's l i terature, suggest ideas for classroom discussion , and gain quick access to background sources, especial ly those basic sources commonly held, such as something about the author. many elements that might be included in such a work are beyond the scope of this one. for example, it does not attempt to prov ide critical analysis; the bulk of each entry is devoted to plot summary. suggestions on how to use the book in the classroom are l imited to the few booktalk passages ( ind icated by page numbers) with a brief sentence about why they might make for good d iscussions. the reference section following each title is l im ited . many sources are repeated in entry after entry, such as petersen and salt's newbery and ca/decott medal and honor books: 19221981. while this might be "ideal for teachers with few l ibrary reference sources at hand , researchers and l ibrarians looking for more targeted reference sources wil l need to consult standard indexes. while the volume's index can easily be used to locate information on known titles or authors, it is not very useful for locating titles by subject; themes and subjects identified in the entries are seldom found in the index. nor is there any indication for the basis for the system of the index's subject headings. despite these l im itations, the volume does accomplish its goals in a wel l-written , straightforward manner. it wil l be a highly useful tool in any collection of chi ldren's l iterature, sure to be consulted often by l i brarians, teachers, and education students. christina m. desai is a reference librarian at morris library, southern i l l inois university, carbondale. emai l : cdesai@lib.siu.edu januszewski, alan. (2001 ). educational technology: the development of a concept. englewood, co: libraries unl imited. isbn1-56308-749-9. $48.00 in his book, professor alan januszewski of educational technology in the school of education at suny­ potsdam, focuses on the changing definitions of educational technology over time and how these defin itions reflect changes in the field and profession. in describ ing and interpreting defin itions of educational technology, januszewski effectively and thoroughly raises questions about the nature of educational technology as a profession. the intended audience of this text includes professors and students of educational technology. however, practicing educational technology professionals can also benefit from januszewski's thorough research and historical analysis. this reader found useful both the section detai l ing the "forerunners to educational technology" from as early as the 1 920s, and the sections discussing the ongoing debates about what has contributed to making educational technology a profession and field of study. the text, organized chronologically, is divided into six sections. the first section, "forerunners to educational technology", portrays how the development of educational engineering, science in education libraries volume 26, n o . 1 summer 2003 39 education , and the av education movement shaped and defined educational technology in the 201h century (p . 8). the section goes on the to d iscuss the i nitial uses of the phrase educational engineeri ng by frankl in bobbitt and w.w. charters in the 1 920s in relation to approach ing development of curricu lum, as well as dewey's view of science in education as "idealization of scientific inquiry as a general model for reflective thinking." (p. 9) the second section , "the official i nception", further discusses the development of the av education movement and analyzes the fi rst official defin ition developed by the department of audiovisual i nstruction in 1 963. as januszewski states, "the fundamental tenet advanced by writers of the first defin ition was that the it (audiovisual communications) was a branch of educational theory and practice. " (p . 2 1 ) the author d iscusses how this first defi nition can be viewed as an attempt to bring together for the first time fragmented bits of theory, technique and history for the av literature into a coherent statement defi ning av communications as a field of study (p. 23) . also i ncluded in this section are analyses of the impact of the "process view of educational technology" and the influence of communication theories and models on educational technology. chapters 3, 4 and 5, "the struggle for identity," "the systemization of educational technology," "the ful l c i rcle," examine the next three definitions of educational technology from 1 972, 1 977, and 1 994. by the time of the 1 972 defi nition, davi had changed its name to the association for educational communications and technology (aect). in addition , the 1 972 defin ition was the first to define the term "educational technology" rather than the term "aud iovisual communications." (p . 49) one of the main reasons for a new definition i n 1 972 was that many professionals in the field wanted to move away from the behaviorally based psychology reflected in the 1 963 definition's language to humanistically based psychology. (p. 50) the 1 972 definition was considered an interim defin ition. records of discussions, supporting rationale and early drafts of the 1 972 briefer definition helped shape the 1 977 defin ition and framework for the field , which was publ ished as a 1 69-page book by the aect. the intention of the 1 977 definition was to analyze the complex ideas and concepts used in the educational technology field and to show how these concepts and ideas related to one another. (p. 78) the 1 977 defin ition also attempted to define the relationship and distinction -between instructional technology and educational technology. by the 1 994 definition , it was acknowledged that the terms instructional technology and educational technology were used interchangeably by most professionals in the field. (p. 1 06) the 1 994 defin ition was much shorter than the 1 977 one, but made expl icit assumptions and characteristics of instructional technology in an attempt to "maintain a clear and concise definition statement that would account for the varied interests of the membership of the field . " (p. 1 07) januszewski states that what makes the 1 994 definition unique is that it ties together the components of theory and practice , design , development, util ization, management and evaluation, processes and resources, and learning. in the last chapter, "problems with definitions of educational technology," the author discusses the d ifficulty of defining a field and a profession with language that is always open to interpretation and i l l ustrates some of the potential · complexities of d ifferent individuals d ifferent understandings of educational technology. however, he also makes the point that it i s by continual ly redefining itself that a field of professional study remains dynamic. januszewski does a thorough job of describing the evolution and impl ications of the defi nitions of educational technology, from the department of audiovisual instruction (davi) defi nition of 1 963 through the aect definition of 1 994. as januszewski states, "d iscussions of educational technology and its related concepts can shed l ight on how practitioners and users of these terms view educational technology as a field of study and as a profession ." (p. 1 1 8) kathlene hanson is electronic resources coordinator at california state university, monterey bay. emai l : kathlene_hanson@csumb.edu education libraries volume 26 , no . 1 summer 2003 40 kenny, robert. (2001 ). teaching tv production in a digital world: integrating media literacy. englewood , co: libraries unlimited. isbn 1-56308-727-8. $38.00 this course guide i l lustrates the multi-discipli nary nature of broadcast i nstruction , combining a basic introduction to several d ifferent aspects of broadcast studies into one work aimed at teachers of i ntroductory high school television production classes as wel l as other media-l iterate instructors. in the introduction, the author observes how technological changes have impacted broadcasting since the advent of the world wide web and the widespread use of personal computers. he discusses the impact of the telecommunications act of 1 996, and argues that the current less restrictive regulatory environment makes the development of more media-l iterate citizens a particularly timely, important goal. the book is divided into seven chapters and several supporting sections. the first chapter, "class administration", covers the general structure of the lessons and offers suggestions for class activities. chapters 2 through 7 al l i nclude lessons and activities designed to take no more than 40 minutes each so that they wil l fi t into a single class period. chapter 2 covers l iteracy and critical th inking issues, such as "deconstructing commercials" . chapter 3 introduces equipment and technical terminology, wh i le chapter 4 concerns writing. concepts discussed include scriptwriting, storyboard ing, active vs. passive voice, how to write a good lead , and how to write interview questions. chapter 5 describes visual design principles and performers' body language. chapter 6 offers a concise h istory of broadcasting while chapter 7 deals with production and post-production processes. a long l ist of appendices includes activity sheets, equipment checkl i sts, storyboard worksheets, and other useful documents. the book includes references and an index. lessons combine classroom i nstruction, group work, independent study, and written exercises. the author's focus on short exercises that can be completed in a single class period shows that he understands and is sympathetic to the time pressure classroom teachers must deal with . the unique features of this book are the "stand-alone" chapters that can be used i ndividually or in sequence and the accompanying website. kenny suggests starting off with extremely simple production projects so instructors can balance their desire to provide students with adequate preparation for using the equipment with students' desire to begin using the equipment as soon as possible. he also recommends a two-to-one ratio of hands-on production and group work versus the traditional lecture presentation . the book is designed to be used in conjunction with a website, which contains timely supplementary materials for teachers and students; this approach an excellent one for a rapid ly changing field l ike broadcasting. however, the l inks across the top that appear to lead to actual chapters of the book did not work for this reviewer. the optional student workbook is simi lar to the teachers' edition but includes glossaries that defi ne the terms used in each chapter and fi l l-in-the-blank exercises. it may also be used in conjunction with an interactive cd-rom, videolab 2. 1 , developed by san francisco state university broadcast professor herb zettl . overall , the book is well laid out and well written . blocks of text are frequently broken up by "activities," some pre-class and some in-class. examples and exercises are timely and interesting. unl ike many basic tv production handbooks, the book encourages students to think critically about media, particularly in chapter 2 . teaching tv production in a digital world: integrating media literacy combines too many aspects of broadcast studies to be useful at larger universities with substantial broadcast programs, where the various concepts covered media l iteracy and criticism, tv production, broadcast history, broadcast writing, and visual design usually exist as stand-alone courses . however, it is an excellent textbook, or "course guide," as the author prefers, for a basic introductory television class at the high school or perhaps even community college level . paul kauppi la i s reference/instruction librarian at the dr . martin luther king, j r. l ibrary, san jose state university. email : pkauppi l@emai l . sjsu .edu education libraries volume 26, no. 1 summer 2003 41 kohl , kay and lapidus, jules. (2000). postbaccalaureate futures: new markets, resources, credentials. phoenix, az: oryx press. isbn 1-57356-360-9. $38.95 today, nobody would question the impact of technology and the internet on our day-to-day lives; therefore, you probably wouldn 't doubt that the academic world has also changed. the book is a col lection of fifteen essays presented at the aspen col loquium, november 1 998, and targeted to higher education providers who supply the needs of working adults . members of higher education institutions and the private sector developed these essays, which cover emerging markets, strategies, and credential ing whi le balancing private and public good. learning can be found and received from outside traditional institutions, such as the corporate world . universities are faced with new competitors for the student mind and student dollar. in fact, the very definition of "student" has changed , along with needs and location relative to education and professional development. as kohl notes in "the postbaccalaureate learning imperative ," " . . . today's typical graduate student is female in her thirties, married with dependents, and takes classes on a part -time basis whi le also hold ing a ful l-time job." how can traditional institutions survive while maintaining standards and qual ity of education, let alone credential ing? the questions raised in these essays are thorough and complete, as expected from academia. i n fact, this "stop, think and reflect" approach should be used more by society before fall ing prey to the latest, hottest new tech toy, stock option or dot.com . although many questions are raised , the book offers ten recommendations, yet few answers or solutions to the cause of committed advancement for both economic and cultural objectives as defined by the editors. the book may be timely in the world of academia, but is is a l ready out of date . the economy has changed as dot .coms have gone bankrupt and recession has loomed . th is rei nforces the argument of those who chose the "wait and see" option before investing i n new areas or technology. however, to totally ignore technology and remain status quo for academic institutions is not a recommendation put forth by the editors. the corporate world is already aware of the new consumer and their needs. any academic who doubts th is would well to read and reflect on these essays. change the title , tone down the writ ing, and this would be a bestsel ler, a must read in the business world . lisa marrello i s an account manager, academic market, for carswel l thomson professional publ ishing. emai l : l isa.marrel lo@carswell .com kuta, katherine wiesolek and zernial, susan. (2000). nove/ ideas for young readers: projects and activities. englewood, co: teacher ideas press. isbn 1 -56308-791 -x. $24.50 kuta and zernial go beyond the "creative book report" to activities and projects that lead student through the entire reading experience. these pre-during-post activities can be used with different genres of l iterature. unl ike many other book reports the students wi l l need to read the book to complete the assignment. for example, the "mobile of characters" adds a l ist of characters and what "makes him/her d ifferent in the book." the activities are separated into three parts: reading and writi ng, representing and viewing, speaki ng and listening. these different parts al low the teacher to either focus on a specific ski l l (e.g . , l istening) or al low the students to select a project that meets their learning style. when i "road tested" this book with my sixth grade classes i was able to provide options for those with learning disabil ities without dumbing down the project. for students who need to be chal lenged, the projects were available or easily adapted. education libraries volume 26, no. 1 summer 2003 42 projects are i ncluded that i ncorporate small group work. panel discussions, interviews, and commercials are included. these could be helpful for the class that is reading a book together. all projects include assessment guidel ines. nove/ ideas is a valuable resource for the school l ibrary col lection. kuta and zernial have moved beyond the cutsey project to ones that i ncrease student involvement and learning . paula laurita is the library media specialist at st. john's school i n madison, al. emai l : plaurita@stjohnb.com leslie, roger and wilson, patricia potter. (2001 ) . igniting the spark: library programs that inspire high school patrons. englewood, co: library unl imited. isbn 1 -56308-797-9. $35.00 igniting the spark: library programs that inspire high school patrons is another collaboration of roger lesl ie , a teacher-library media special ist, and patricia potter wilson, associate professor with the school of education at the university of huston-clear lake. exploring l ibrary-programming ideas targeting the school age audience, this work is the second title in their three-part library programs that inspire series designed to address the programming needs of different educational levels. while their fi rst work, premiere events: library programs that inspire elementary school patrons, focuses on programs for elementary school youngsters, this title emphasizes programs for the high school level audience and is mainly based on roger lesl ie's firsthand experience as a high school media specialist. it is not a book of theory, but rather a planning handbook that wi l l a l low l ibrarians to venture into a broad range of programming ideas beyond merely curriculum support or enrichment. with this goai in mind, the authors purposely defi ne "media center programming" in i ts broadest sense to include "any special event consisting of planned activities that are developed and shared to achieve predetermined learning objectives." (p.3) · igniting the spark is divided i nto eight coherent chapters that take i nto account every facet of l ibrary program development. these chapters address everything from ideas generating , stage-by-stage planning and executing , to assessing l ibrary media programs. several chapters include ready-to-use surveys, assignments, and evaluation forms, along with samples and photographs of real-l ife programs, such as the hol iday showcase display at menchvi l le high school , newport news, virg in ia. i n chapter 6 , the authors l ist some of the best i nternet resources supporting media special ists and teachers. the final chapter h igh lights more than fifty excel lent sample programs from high schools across the united states, making igniting the spark a gateway to l ibrary programming creativity. what makes this title stand out from the other l ibrary programming books is the authors' unique way of approaching the topic. by tracking stage-by-stage development of an actual program developed by roger lesl ie at his high school and supplementing it with practical advice, useful model samples and reference resources , the authors ind isputably succeed in ach ieving their three objectives for this book: 1 ) to offer detai led i nformation for planning, executing, and assessing school l ibrary programs; 2) to emphasize the benefits of such programs; and 3) to share winning program ideas developed and carried out by high school media special ists at award-winning schools across the united states. capturing the interest of energetic, independent-mi nded students is a common challenge of l ibrarians worki ng in all types of educational institutions, whether it is a primary, secondary, or higher educational institution. although the book is intended for high school l ibrarians, many of the programming ideas, princi ples, and suggestions are equally valuable to col lege or university l ibrarians who are seeking creative programs to inspire their undergraduate students. cynthia hsieh heads technical services for the university of the pacific library. email : schsieh@uop.edu education libraries volume 26, no. 1 summer 2003 43 mccain, mary maude and merri l l , martha. (2001 ) . dictionary for school library media specialists: a practical and comprehensive guide. englewood, co: libraries unl imited. isbn 1 -56308-696-4. $42.00 authors mccain and merri l l get an e for effort for their first attempt at a comprehensive dictionary for school l ibrary media special ists. their surprisingly s l im volume contains short, 2-4 l ine definitions of everything from aacr2 (see anglo-american cataloging rules, 2nd edition) to zoom lens (a lens with a variable focal length). the defi nitions range from the mundane (book: a written or printed work on variable sheets of paper) to the esoteric (laser: see light amplification by stimulated emission of radiation). the words i ncluded in the dictionary are selected from the enti re field of school l ibrary media , including l ibrary and information science, education, l iterature, and technology. an earl ier comparative work is faye dix's marshal l 's school librarian's encyclopedic dictionary, published in 1 979 by parker publ ishing. mccain and merri l l 's dictionary has far more entries than the earl ier marshal l work, and the entries are much more concise. the marshal l work is truly an encycloped ia, with page-length defi nitions and context. works closer in style for comparison purposes are the ala glossary (young, ed. 1 983) , and harrod's librarian 's glossary (2000) . when comparing a simple defi nition such as "book" to those works, mccain's definition was far more simplistic. occasionally, defin itions such as "book fair" have a different meaning in the general l i brary world than they do in the school l ibrary media setting. for those definitions, this book is helpful in providing definitions keyed d irectly to school l ibrary media. this work also provides complete definitions for most technology words and phrases, including spell ing out common acronyms , such as "laser" or "modem." as with most first efforts, mccain and merri l l 's efforts have room for improvement. the overuse of "see" references is annoying, especially given the wide use of acronyms in the school l ibrary media fie ld . using "see also" would have el iminated this irritation , and wou ld also have provided the defin ition for those who would probably look for "html" instead of referring them to "hypertext markup language." the source of defin itions is not clear. the authors note that they received suggestions for terms from an advisory committee and their own search of the l iterature, but they give no ind ication how they developed the defin itions. a short explanation in the introductory section to the book would add credibi l ity to this book as a resource. the length of some definitions is also a concern. whi le 2-3 l ines are sufficient for most defin itions, some suffered from lack of context. a more complete definition or the use of examples would have been helpful in some cases. omissions are also a problem , but one that can be corrected in the next edition. while the authors state that the field of school l ibrary media is complex and overlapping with many other fields, this rather sl im volume is surprising . the authors have drawn words from technology, from l ibrary and information science, from l iterature, and also from education. the thorough attention to technology is impressive, but there are omissions in the education arena. in summary, this is a worthy fi rst effort at a dictionary for school l ibrary media. it is recommended for education l ibraries, however, a 2nd edition with more complete definitions and context where needed, authoritative sources of defin itions and incl usion of currently omitted terms wi l l be a much more useful resource. gail dickinson is assistant professor, department of library and information stud ies, university of north carol ina at greensboro. emai l : gkdickin@uncg.edu education libraries volume 26, no. 1 summer 2003 44 mil ler, elizabeth b. (2001 ). the internet resource directory for k-12 teachers and librarians. 2001 /2002 ed. englewood : co: libraries unl imited. isbn 1 -56308-91 3-0. $30.00 most teachers seek out information on the i nternet by going to a search engine such as goggle.com. in their desire to find topic specific reference materials they come up on various other web sites that may be interesti ng, but don't really give them what they are seeking. this causes information overload . this d i rectory, a compilation of i nternet resources broken down into subject categories, makes finding onl ine information straightforward and effortless. the layout of the internet sites by use of a content page, and a site and subject i ndex, makes it easy for the user to locate exactly what they want without spend ing effortful hours going through each page. this guide of i nternet sites that are wel l researched for accurate and rel iable information is sequenced to help teachers and l i brarians plan thematically and in al ignment with national and state standards. this source could be used as reference material in public and academic l ibraries, especially at un iversities with teacher preparation programs. school media specialists who are looking to integrate the i nternet i nto k-1 2 curricula would fi nd this d i rectory a d istinct asset. it is a lso a wonderful foundation for parents to use who home-school and need safe educational materials to supplement the traditional book and paper format of teach ing. this resource can make learn ing fun again by addressing various learning modalities. this resource also gathers professional development sites including free print subscriptions to magazines and journals. this directory is a must for private col lections too. its main drawback is the same for all print d i rectories of web sites: t imeliness. hope marie cook heads the curriculum center and librarian, eastern connecticut state university. email : cookh@easternct.edu quil l , kathleen ann . (2000). do-watch-listen-say: social and communication intervention for children with autism. baltimore, md: paul h. brookes publ ishing co, isbn 1 -55766-453-6. $56.95 recent articles in the popular media have highl ighted the fact that an increasing number of chi ldren are being diagnosed as autistic, or as having features of autistic spectrum disorder. until recently, most people have thought of autism as demonstrated in the classic form of the disorder where ch i ldren lack normal language abi l ity and social impulses. however, as this book demonstrates, there are , in fact, many variations on this complex disorder, from extremely low functioning to very high functioning. sti l l , even autistic ch i ldren with fairly wel l developed language ski l ls wi l l have great d ifficu lty understanding or inferring other people's thoughts, feeli ngs and intentions, and in functioning in social situations. the stated purpose of this volume is to provide intervention guideli nes across the autistic spectrum i n order to address the socia l and communication ski l l deficits that are a highl ight of this disorder. i t i s particularly applicable to the preschool and elementary sett ing, although many of the suggested interventions are equal ly effective with older chi ldren. it is aimed at educators, cl in icians and parents and is most helpful for those providing direct intervention services while providing invaluable background for a l l those who have an autistic child in their l ives or their classrooms. chapters 1 and 2 discuss the developmental characteristics of autism , and provide a good introduction to the complexities of autism and its multiple presentations. chapter 3 provides an assessment, the assessment of social and communication ski l ls for chi ldren, which is a newly developed instrument. chapters 4 and 5 look at options for interventions, whi le chapters 6-9 focus on specific elementary curricular activities to bui ld the ski l ls addressed in the assessment. it i ncludes a useful resource section that l ists assessment tools, distributors, web sites, children's books etc. al l references are gathered in a l ist at the end of the book, and a useful i ndex aids in locating particular activities and interventions. education libraries volume 26, no. 1 summer 2003 45 the title of the book refers to the framework used for designing socia l skil ls interventions. i n almost every social situation we are required to do-watch-listen-say, something most of us do natural ly but which is extremely difficult for an autistic chi ld . this book prov ides a framework for teaching these chi ldren how to integrate the cognitive, social , language and communication requirements of social play. it provides an excel lent introduction to the complex social and communication issues inherent i n autism and provides many practical and well researched intervention strategies. the author does an excellent job of explain ing the pedagogical process, the methodology and the various possible outcomes of each intervention/lesson. qui l l is affi l iated with the autism institute in essex, massachusetts and this book bui lds on her work teaching children with autism. this book is highly recommended for its target audience of educators, parents and cli nicians. jacquel ine m. borin i s coordinator, reference & electronic resources at cal state san marcos library. email : jborin@csusm .edu pappas, marjorie l. and tepe, ann e. (2002). pathways to knowledge and inquiry learning. englewood, co: libraries unlimited. isbn 1 -56308-843-6. $35.00 in their i ntroduction , pappas and tepe set the stage for their book by portraying natural ly curious ch i ldren practicing inquiry learning. they introduce the concept of process and provide an overview of the book. each chapter and three of the five appendices incl ude references and web resources as appropriate, which can aid in curriculum planning. the pathways to knowledge tm process model is the focus of the fi rst chapter. scenarios of students involved in thematic un its are interspersed with d iscussion of the model's six stages: appreciation, presearch , search, interpretation, communication, and evaluation. both general and specific strategies are developed for each stage of this nonlinear process. the graphic representation of the model is found in append ix a and can be viewed at http://www.pathwaysmodel .com, which contains the extended text version. i nqu iry learning is introduced in chapter two. pappas and tepe define inquiry as "an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests." (p .27) .they discuss the place of inquiry learn ing in constructivist learn ing theory, and include helpful reproducible figures. an opening scenario and a heroes planning guide found in appendix b are used to i l lustrate the discussion . chapter three, "getting started with pathways," not only aims at showing teachers and l i brarians how to begin using the process model with students but also attempts to bui ld enthusiasm for the effort. again the authors use thematic units as the basis of scenarios to introduce the chapter. the relationship between the pathways model and the 1 998 information literacy standards for student learners (aasl and acet) is explored , and the need to i ntegrate state standards is introduced. the necessity for col laboration between teachers and l i brarians is d iscussed and demonstrated . a reproducible blank unit planning guide is featured in the chapter whi le completed ones can be found in append ices. technology is the star of chapter four, with emphases on software tools, the internet, and ful l-text periodical databases. the authors mention appropriate technology tools for each stage of the pathways model , giving specific examples and includ ing an extensive l ist of web resources. the final chapter deals with change, specifical ly how the pathways model and inquiry learning can foster curriculum change from the traditional teacher-centered model to a contemporary student-centered model . they include a rubric of seven indicators for curriculum change that are then discussed more ful ly. in addition to introducing the change process and providing an appropriate scenario, the authors include an advance organizer, fostering systemic change, as appendix e. education libraries volume 26, no. 1 summer 2003 46 this book focuses on helping the reader "understand what inquiry learning and pathways might look l ike i n practice ." (p.xi i i ) whi le the book is clearly aimed at k-1 2, valuable i nformation can be applied to college l ibrary instruction sessions. as the co-authors of pathways to knowledge™, pappas and tepe are wel l qual ified to write on this topic. marjorie pappas teaches l ibrary science at eastern kentucky university and has prev ious experience as a chi ldren's l ibrarian, a l ibrary media specialist, and a district supervisor of l ibraries and technology. ann tepe is currently di rector of curriculum development for follett software company, and teaches a web­ enhanced course on i nformation research for wright state university; she special izes in i nformation l iteracy and technology integration for k-1 2 education. elizabeth parang is serials/electronic resources librarian at pepperdine university libraries. email : el izabeth . parang@pepperdine.edu schall , lucy. ( 2001 ) . booktalks plus: motivating teens to read. englewood, co: libraries unl imited. isbn 1 -56308-81 7-7. $37.00 the title of this book, booktalks plus: motivating teens to read is a bit of a misnomer. this volume presents annotations of one hundred young adult titles published between 1 996 and 1 999 selected for qual ity by the author. the annotations are arranged thematically under four broad divisions: "the world reacts," "we act," "forces try to confound us," and "we struggle and give." each theme is divided further into relevant subthemes such as fami ly confl i cts, nature, and the supernatural . each entry contains a summary, description, booktalk, related activities, and l ist of related works (other young adult books and teacher resources) . there is also a combined author, title index and a separate subject i ndex of all resources at the end. all of this is a formidable/esource for the l i brarian and classroom teacher. i think of a booktal k as a passionate advertisement for a book. in applying that definition to this volume, readers might fi nd some of the booktalks to be deficient. the talks range in qual ity and length from the two sentence talk for the books, star wars: episode i. incredible cross sections, the definitive guide to the craft of star wars: episode i and star wars incredible cross sections, the ultimate guide to star wars vehicles and spacecraft, "show the following foldouts: "death star" in the 1 998 volume and/or "droid control ship" in the 1 999 volume. the interest should be incredibly high . " (p. 1 38) to the half-page talk for harry potter and the goblet of fire beginning "potter stinks." that's what the flashing buttons at hogwarts are saying. harry isn't going to be the star quidditch player this year. in fact, he might not be the star anything. harry might d ie ." (p. 1 84) some of the booktalks include language or approaches that might not be in keeping with the contemporary realities of today's classrooms. the booktalk for white wolf by henrietta branford , begins, 'the white man wants to raise the wolf as a dog. the native americans want to send his soul to "travel the spi rit world . " (p. 26) perhaps, the author might have substituted more value-free language for the phrase "the white man." similarly, the booktalk for the dangers of tattooing and body piercing by laura reybold (p. 1 0-1 2) focuses on the negative aspects of tattooing and body piercing, and mentions rel igious prohibitions against tattoos or piercing, forgetti ng that there are cultures which do endorse piercings such as nose rings and tattoos. there may be schools with students and parents who have piercings and tattoos. the booktalk asks students to share their experiences with piercing and tattooing, but the activities that fol low the talk concentrate on the negatives rather than reflecti ng a broader world view and a more balanced level of inquiry on this topic for students. sti l l , this book shows the expertise and depth of knowledge of the author, lucy schal l . schall is a former english teacher with over th irty years of experience and a reviewer for voya. in this book, schall makes powerful connections between recent young adult l iterature and the works of shakespeare and melvi l le, as wel l as classical and contemporary poetry. booktalks plus: motivating teens to read succeeds as a education libraries volume 26, no. 1 summer 2003 47 handbook of activities for connecti ng the curriculum to recent young adult l iterature. however for neophyte booktalkers, i would recommend the booktalking series edited by joni richards bodart or websites such as nancy keane's booktalks quick and simple, http://nancykeane.com/booktalks/. shei la kirven is the education services librari an at the congressman frank j . guari n i library of new jersey city university in jersey city, nj. she is a former young adult services and school l ibrarian . emai l : skirven@njcu.edu stanley, deborah b. (2000). practical steps to the research process for middle school. englewood, co: libraries unl imited. isbn 1-56308-763-4. $34.50 stanley's work addresses library media teachers' (lmts) need for creative ideas and methods to increase their collaborative teaching role in the middle schools. this book also confronts the widespread problem of students' lack of abil ity to effectively access, organize, and evaluate i nformation as part of the research process. the book is divided into four sections and thi rteen chapters. the first section features valuable and specific information about how a lmt can become an effective col laborator with other classroom instructors. the second section offers detail about stanley's six-step research process model and provides scripted classroom dialogues on how to teach each step. sets of supplemental topics are addressed in sections three and four, including dewey classification, boolean logic, technology incorporations, and project ideas tied to the american library association and association for educational communications and technology's i nformation literacy standards. there are many aspects of this book which are of great benefit to the field . stanley's use of scripted classroom dialogue as the central method for delivering her lesson plan ideas is powerful because the reader is exposed to key anecdotes that augment the lesson and to tactics for addressing typical student questions and concerns. teachers are often puzzled about appropriate structures and parameters for research assignments so stanley provides an outstanding set of quantitative connections between the number of subtopics needed for a paper, to the total number of sources needed, to numbers of note cards, i n-class research days, and final paper page length. the second step in stanley's research process is the development of subtopics that serve as ari outl ine structure for the written work. stanley's subtopic step is a key contribution to research process thought for middle schools because it offers an important transition from lower elementary reports focusing on one broad topic to high school level development of a thesis statement. book selectors and lmts should be aware of some weaknesses concerning this book. stanley prov ides instruction ideas about creating reference l ists, but she does not address the importance of using accompanying i n-text citations. also, whi le it is general ly good to teach the idea that one should not simply copy information from a book, this act does not necessarily violate copyright law as the book impl ies. further, whi le i t is important to ask students to use multiple sources to support any one written paper, the use of only one source for a written piece does not equate to an example of plagiarism. even in l ight of these l imitations, this book is an important text for lmts seeking high qual ity curriculum for teachi ng the research process. corey m . johnson is an instructional design library at washington state university. emai l : coreyj@wsu .edu education libraries volume 26, no. 1 summer 2003 48 will iams-boyd , pat, ed. (2003). middle grades education: a reference handbook. santa barbara, ca: abc-clio. isbn 1-851 09-51 0·1 . $50.00 pat wil liams-boyd has put together an excellent collection of essays on middle school education. the book covers the major topics related to middle school teaching includ ing appropriate schedul ing, meeting individual student needs, and diversity and grouping as it applies to m iddle school students or "trc!nsescents." there are ample examples of teaching methods and how to use recommended strategies. for example the concept of "process" is explained in detail whi le also providing a figure that l ists appropriate activities for students at, below, and above grade level . current concepts i n contemporary educational practices are explored incl uding constructivism, inquiry learn ing, and problem-based learning. as stated in the preface, the book "examines the differences between traditional j unior h igh schools and h igh performing m iddle grade schools." in the eight chapters that follow, the authors careful ly consider the major concepts related to educating students at the m iddle school level . i n the first chapter the purpose of having middle schools versus the more traditional junior high school arrangement is addressed. of particular i nterest is the reference to three major documents that have influenced change in the way middle schools function: an agenda for excellence at the middle level; turning points: preparing american youth for the 2151 century, and this we believe. accord ing to wil l iams-boyd , middle schools exist to meet the dynamic changes in adolescent students' lives. middle schools also address the worth or value of young adolescents. wil l iams-boyd further argues that middle schools are driven by the goal of meeting the students' needs both individually and as a group. thus, in chapter two, authors matthew harbron and wil l iams-boyd discuss the need for middle school students to express their creativity wh i le at the same time remain part of the larger peer group. the authors i l lustrate how good middle schools should address these ski l ls and needs. they also explore the work of several experts in education and psychology (e .g . piaget and maslow) making the book a useful "handbook" as the subtitle impl ies. it is also comforti ng to see that the handbook includes information on important topics such as "pedagogical perspectives" and moral education . wil l iams-boyd, again the author of this chapter, d iscusses the value of the "moral domain" and its importance in educati ng middle school students as i n the chapter on "democracy education . " this is tantamount to educating this age group and , i n fact, reminds the reader of a basic principle for schools in america: "perpetuating the values and enduring concepts upon which our society is bui lt." once again there is discussion on peer groups and the importance they play i n middle school age students. although this book is an excellent resource for current and pre-service middle school teachers, some questionable comments appear. for instance, on page 2 the statements "jun ior high schools contend that their primary purpose is to prepare students for high school" and "jun ior highs are content driven and teacher di rected" appear. these statements are made in comparing the difference between middle schools and the more traditional junior high school . other statements such as junior highs emphasizi ng recitation and repetition in contrast to m iddle schools emphasizing conceptual application and implementation of knowledge may be problematic for readers who, in fact, teach in j unior high schools. as a former junior high school social studies teacher, this reviewer knows that many of the principles outl i ned in middle grades education are also employed in j unior and senior h igh schools. simi larly, whi le the handbook does a good job of outl in ing the personal characteristics and professional competencies required of being a good middle school teacher, there remains this criticism of junior high teachers many of whom, according to the author, "floundered" when fi rst assigned to teach i ng at the j unior high level . among the book's strengths are the appendices. one of these is an abridged students' version of "robert's rules of orders" and the other is "objectives from curricu lum lessons," which l ists cognitive, affective and psychomotor objectives. given the stated goals of the book, it cannot be overstated that the book is an excellent resource for both current middle school teachers and education students. john d' amicantonio is an education librarian at cal ifornia state un iversity, long beach. emai l : jdam ican@csulb.edu education libraries volume 26, no. 1 summer 2003 49 i n s t r u c t i o n s f o r c o n t r i b u t o r s about education libraries education libraries (el) is published by the education division of the special libraries association. its audience consists of education i nformation professionals employed in a variety of venues, including special l ibraries and information centers, academic l ibraries, public l ibraries, and school l ibraries manuscri pts submitted for publ ication in el shoul d present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional . manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of l ibrary and information science are also welcom e provided they incl ude a significant component specifical ly germane to education information or education l ibraries and l ibrarianship. el is indexed i n current index to journals in education and in library literature. subm ission of manuscripts education libraries welcomes the submission of original m anuscripts. all m anuscripts submitted wi l l be considered for publication in future issues. three hard copies and one electronic copy should be sent to dr. lesley farmer, editor, education libraries, cal ifornia state university long beach , dept. of edpac, 1 250 bellflower blvd., long beach ca 90840-220 1 . i nquiries regarding contributions are welcome and should be directed to dr. farmer via mail or emai l : lfarmer@csulb.edu. preparation of manuscripts 1 . al l manuscripts should be submitted with an electronic disk on a 3.5" disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the editor for alternative arrangement. 2. all manuscripts should be typed or word-processed on 8 .5 x 1 1 " paper, double-spaced, with 1 .5" margins on al l sides. reference should appear on separate pages at the end of the article. 3. education libraries fol lows the publication manual of the american psychological association, 5th ed . (2001 ). citations to electronic resources fol low the "electronic reference formats recommended by the ala," available online at: http://www.apa.org/journals/webref. html . 4. the name(s) and affil iation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-1 00 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author i nformation, but should include the complete title of the m anuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. 7. tables and i l lustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e .g . , ( insert figure 1 ) . each table or i l l ustration should have a num ber and a brief title. all tables and i l lustrations should be submitted on disk, along with an em ail attachment. 8. authors are responsible for the accuracy of all citations and references. authors are responsi ble for obtaining any necessary copyright permissions. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a prelimi nary review, will be forwarded by the editor to at least two members of the editorial review board. following the completing of the review process, the editor wil l contact the author(s) to accept the manuscript for publication, to accept the m anuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be di rected to the editor. book reviews education libraries includes reviews of new publ ications relevant to education i nformation or education l ibraries and l i brarianship. areas of i nterest i nclude l ibrary and information science, prek-1 6 education, children's l i terature, and school l ibrarianship. publishers are i nvited to send review copies and announcements to the editor. prospective reviewers m ay write to the editor to indicate thei r wil l ingness to contribute reviews, their qual ifications, and their areas of i nterest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. education libraries volume 26, no. 1 summer 2003 50 meghabghab, dania b i lal . automating media centers and small libraries: a microcomputer-based approach. englewood, co: libraries unl imited, 1 997. isbn 1 -56308-472-4. $30.00 us. dania meghabghab's guide for automating media centers and small libraries is a useful text that describes the automation process in a simple, systematic manner. this text can be used as a textbook for graduate students in library automation as well as a guide for practitioners who are involved in an automation project. topics included in the text are: planning and needs assessment; choosing and configuring suitable hardware; system selection and implementation; writing requests for proposals; retrospective conversion, including cost analysis for various retrospective conversion options and specifications; application of bibliography standards; bar-coding; networking; and making online public access catalogs accessible via the internet. the section on developing a request for proposal is most useful . all the features that can be available in an automated system are presented. a sample request for proposal is included . the chapter on access to opacs in cyberspace and the inclusion of the importance of the z39.50 standard is timely and important. a glossary of terms, several tables, and figures are also included . this text is well-organized, clearly written, and process oriented. recommended for libraries that serve the library and information science communities, particularly medl[ia centers and small libraries. karen bacsanyi is a librarian at purdy/kresge library, wayne s tate universi ty, detroit, michigan, usa 48202. e-mail: kbacsany@cms.cc.wayne.edu dixon, pam. virtual college: a quick guide to how you can get the degree you want with computer. tv, video, audio, and other distance learning tools. princeton, nj: peterson's, 1 996. 1 48p. isbn 1 -56079-629-4. pbk. $9.95 us, $15.95 cdn. the subtitle says it all . designed for the student considering an alternative approach to a college degree, this book also has a lot to offer the educator. the author's definition of virtual college is ''any educational institution using technology to enable you to break out of the time and space barriers .... " technology can be as simple as pen and paper, as in correspondence study, or it can be highly sophisticated, as in courses delivered live over satellite networks ." (pp. 5-6) the book gives case studies of virtual learners, ranging from students in remote parts of alaska, to students in education libraries vol. 21 , no. 3 . major cities who are trying to fit college around time constraints of job and family. dixon emphasizes the self-examination a potential virtual learner should undertake prior to enrollment. dixon reports that a number of different kinds of institutions are offering virtual learning experiences: colleges and universities, technical and vocational schools, business and industry, .and even government and non-profi t agencies . the learner is asked to examine first his or her goal. if a degree is the objective, the course must be from an accredited college . potential students are cautioned b o o k r e v i e w s 29 to evaluate the agency offering the accreditation, as some "accrediting agencies" are not recognized by the u. s . department of education. students in special fields such as law, health, and education, need to examine whether the college is accredited, and ·also that the courses they are seeking are recognized by professional associations certifying those practitioners. if the desired aim is simply to strengthen or gain a new skill, perhaps accreditation is unnecessary. some virtual colleges will require the learner to have a great deal of technology available, for example cable television, vcr, computer with modem, arid internet access. others will require very little, or will provide the technology at a regional center. regardless of the format, dixon advises the student to ask how personal access to the instructor will be available. is there an 800 telephone number or an e-mail address? what kind of library support is available? as well as the issues of choosing the right learning experience, dixon gives information on applying for admissions, and finding financial aid . overall, virtual college is a highly readable, informative introduction to a very timely subject. debbie bogenschutz is coordinator of information services at cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (5 1 3) 5691 6 1 1 ; fax: (909) 559-0040; e-mail: bogenschutz@cinstate.cc.oh.us van dusen, gerald c. the virtual campus: technology and reform in higher education. ashe-eric higher education report, volume 25, number 2. washington, dc: the george washington u niversity, graduate school of education and human development, 1 997. isbn 1 -878380-77-x. issn 0084-0040. $24.00. gerald van dusen, professor of english with an emphasis in distance education at wayne county community college, reviewed over 200 publications in order to analyze the impact of technology in reforming higher education learning. he defines the "virtual campus" as an electronic teaching, learning, and research environment created by the use of information and instructional technologies. the new roles of faculty interaction witp students are explored, for instance, a shift from professor-centered lecturers to facilitators of student-centered learning. the author discusses a crucial roadblock in the process of creating the virtual campus, i.e. the instructors' lack of knowledge and experience with alternative learning strategies. after all, most faculty have not been required to formally study methods of learning before beginning their practice in the classroom. the author argues that the institution must invest in professional development activities for this faculty. other positive outcomes of the virtual campus include collaborative learning, heterogeneous grouping, and increased problem-solving skills. practice demonstrates that information delivered to the desktop pushes the research agenda to break the boundaries among both disciplines and institutions. van dusen believes that successful research must include different forms of scholarship, which include integration, application, and teaching. probably the most important chapter in the book is the one devoted to the most difficult aspect in transforming the virtual campus, that of creating a culture of quality. this culture, van dusen asserts, must come about through faculty initiative rather than outside pressure. the author does a thorough job of exploring the internal and external influences on the structure of academe today. strategic planning is addressed in the light of accreditation, and various state and federal regulations. financial considerations with respect to computers and networking, video teleconferencing, and satellite delivery of instruction are discussed. the conclusions drawn by the author are designed to foster the process of integrating and implementing technology. this report meets its stated purpose, which is to examine a tough higher education problem through analysis of the literature and experience. deanna britton is education bibliographer and head of the social sciences department, the university of georgia libraries, main library, athens, georgia, usa 30606. phone: (706)-542-0680; e-mail: dbritton@uga.cc.uga.edu education libraries vol. 21 , no. 3 3o b o o k r e v i e w s spille, henry a., david w. stewart, and eugene sullivan . external degrees in the information age: legitimate choices. phoenix, az: oryx press,1997. isbn 0-89774-997-9 (pbk, alk.paper). series: american council on education/ oryx press. series on higher education. $34.95. external degrees updates two earlier works by the authors: the adult learner's guide to alternative and external degree programs, edited by eugene sullivan (oryx, 1 993) and diploma mills: degrees of fraud, by david stewart and henry spille (macmillan, 1 988). in a departure from sullivan's earlier guide, the authors of external degrees have chosen to exclude on-campus non-traditional degree programs, and include only those programs which allow the learner to learn at the time and place of his/her choice. one should also note that this title lists only institutions that actually grant degrees through a distance learning program. institutions offering only individual classes through distance learning are not included. part one of external degrees includes six chapters introducing the concept of external degrees, the characteristics of a quality external degree program, accreditation and state regulation issues, and characteristics of diploma mills. the discussion and cautions regarding diploma mills are particulady thorough. part 1\vo lists by state 140 accredited institutions offering external degrees. addresses and phone numbers are provided, along with fax numbers and e-mail addresses when available. further information includes the accrediting agency, degrees offered, admission requirements, tuition and fees , campus time requirements, and a description of the programs which range in length from several paragraphs to more than a page. parts one and 1\vo are indexed separately. indexes for part two include an index by field of study plus an alphabetical listing of institutions. external degrees has a narrower focus than either bear's guide to earning college degrees nontraditionally (c&b, 1 996) or peterson's guide to distance learning (peterson's, 1 996). thorson's campus-free college degrees (thorson guides, 1 996), with a similar focus, has a slight edge in simple terms of number of programs listed, with just over 1 85 listings. external degrees, however, contains some unique listings, and in part one offers a more thorough introduction to the issues surrounding non­ traditional programs such as accreditation and diploma mills. it also provides information on admission requirements whereas thorson's does not. recommended for libraries needing information on institutional degree offerings. christina cicchetti is curriculum/reference librarian at la sierra university library, 4700 pierce st., riverside, ca, usa 925 15-8247. phone: (909) 785-2552; fax (909) 785-2445 ; e-mail: ccicchet@lasierra.edu ponchillia, paul e. and susan v. ponchillia. foundations of rehabilitation teaching with persons who are blind or visually impaired. new york: afb press, 1 996. 4 1 5p. i l l . i n c l u d es b i b l iogra p h i c a l refe rences, i ndex, a n d a p p e n d ices. isbn 0-89128-939-9. this book more than fulfills its title. dr. paul ponchillia and dr. susan ponchillia have produced the first comprehensive work in this field. although rehabilitation teaching began well over a century ago, all previous works have been somewhat piecemeal; thus, to compile and record so much practical information, . knowledge, and advice under one cover is a massive and much -needed achievement. both authors are professors of blind rehabilitation at western michigan university in kalamazoo and are certified rehabilitation teachers. professor paul ponchillia, a former plant nematologist, holds a doctorate in plant pathology and entered the field of blind rehabilitation after losing his sight in a hunting accident. both he education libraries vol. 21, no. 3 . and associate professor susan ponchillia have published many articles and presentations in their field. the book is divided into five main sections. everything from practical skills to what may be expected from a rapidly expanding automated society is discussed. each chapter lists the key concepts covered and there are excellent cross-references. this greatly eases the planning by the rehabilitation teacher and saves time, too. sidebars and lesson plans accompany most chapters and there are many illustrations and photos to show the various helping tools and positions. appendix c includes samples of blank fomis that may be used for assessment and summaries. there is a glossary and an extensive section of both american and canadian resources. 8 0 0 k r e v i e w s 3 1 part one: 'the profession of rehabilitation teaching" gives background on the profession and discusses the evolution from home teaching to rehabilitation teaching. part two: "the process of rehabilitation teaching" has chapters covering the assessment and planning processes and also learning and teaching. part three: "communication skills" deals with low vision, braille, handwriting, and drawing which incorporates teaching the use of handwriting guides and teaching signature writing to someone who is congenitally blind. it also covers keyboarding and computer skills, access to information, electronic listening, recording and reading devices. (although this book is a very recent publication, it should be remembered, particularly when reading this section, that in the eight years it took to research and complete, technology has made huge strides. artificial intelligence will play a much greater role in the lives of clients with impaired cognition.) perhaps some of the most vital chapters of the book are in part four: "activities of daily living". this begins with a chapter on basic living skills, giving minute detail of every conceivable technique. common sense suggestions abound for kitchen adaptations and food preparation skills. there are also chapters on personal and home management skills and on leisure-time pursuits. the final section, part five: "the practice of rehabilitation teaching", focuses on how to manage a rehabilitation teaching caseload. one topic not covered is a special sports section because, as the authors admit, it is beyond its scope. there are, however, several works available on special recreational needs including one by the ponchillias, a course in adapting local sports and recreational activities for visually impaired persons. university degrees in rehabilitation teaching have existed since 1963 and at least ten such programmes are now offered in the united states. although this text is written with professionals in mind, it is laid out and written in such a way that it may also be helpful for interested non -professionals. every aspect is thoroughly examined from many perspectives. all roles played by the rehabilitation teachers are listed, with details of teaching, case management, professional and administrative activities. emphasis is placed on administering testing to clients in a sensitive, non-threatening way and to consider their emotional state of mind. all in all, this is a highly recommended work that should greatly enhance the teaching skills of all those connected with the profession. carol r. mitchell is the documentalist at the simone de beau voir institute, women's studies college, concordia university, montreal, qc, canada. kel leher, david and kate mclaren. grabbing the tiger by the tail: learning for organizational change. ottawa : c o u n c i l for international co-operation (ccic), 1 996. 1 90p. isbn 1 -896622-00-3. pbk. $28.50 while the focus of this book is managing organizational learning and change by non-government organizations (ngos) and is targeted for the non-profit sector, the subject of change and/or chaos management is one of intense interest to all organizations today. since many of us work in organizations large or small, whether in the for-profit or non-profit sector, this book is timely and relevant. it describes workable approaches to change and provides case studies, checklists, and methodologies that enhance organizational learning and the abilities of individuals to cope with increasing stresses in the work environment. it presents the basic fact that managing change is not something one gets through in order to get on with the work, but is an intrinsic part of every job. it is a task that requires action in many arenas: the organization's culture, its strategy, its structure, its staff. senior levels of management will be interested in this book. it will help them with their responsibilities as change managers by its workable approaches to strategic management and by its descriptions of cultural changes in organizations and organizational redesign. other levels will also be interested in this work. it will help them to understand how they can participate in the change process. fear reduction will come from the understanding gained by everyone who reads it. the genesis of grabbing the tiger by the tail was a series of workshops led by the authors. the result is this clearly structured text. the conclusion is positive. change is normal. learning and changing and growing are all interrelated and ongoing processes. life-long learning is recognized as a necessary and valuable process. tearing down old structures, throwing out old concepts, giving up old habits, while seemingly problematical, are the first necessary steps towards making things happen and facing the future confidently with the ability to continue adapting to occurring changes. guidelines are provided for making change happen. it is refreshing to see learning and education becoming important work­ place tools. education libraries vol. 21 , no. 3 32 b o o k r e v i e w s the general conclusion drawn here is that a shift to an organic and humanistic theory of management seems to be appearing. ultimately presented are enthusiastic ways to greet change. the authors are broad and compassionate in their views, strategic in their orientation, and blunt in their honesty. in posing challenging questions and delivering somewhat daunting honest appraisals of institutions and their management practices, the book provides a guide that values and enhances social purposes as well as organizational effectiveness. while the pace of change is still accelerating, take time to read this book, and keep it around to dip into occasionally when it seems as if things are going off-course. available as an accompaniment to the book is an 1 8-minute video of the same name by' the same authors. similarly, the video is about managing organizational learning and change. franki elliott is a consultant at information research services, p.o. box 640, hudson heights, qc, canada jop 110. phone: (5 1 4) 458-7397; e-mail: franki@hudson.net gardiner, w. lambert. the ubiquitous chip: the human impact of electronic technology. h udson heig hts, qc: scot and si lclone, 1 987. 222 p. isbn 09692982-0-x. pbk. $11 .75 the ubiquitous chip (named after the glasgow restaurant) is a book focusing on the information society, discussing technology, technophobias, and changing times. history, psychology, and technology are all blended together to take the edge off the remaining fears we may have about ourselves, our jobs, our futures. neophobia is also addressed. we are given permission to be like children again, to explore new things cautiously and optimistically; to turn the unfamiliar into the familiar and so proceed with the wonder of learning, exploring, and developing the world around us in new and novel ways. presented in a clear, easily digestible format of short chapters, the author takes care of all our needs. to keep us turning the pages, he generously i ncludes humour, poking fun at our own misunderstandings and fears about technology and the future. he . takes examples and shows how, by looking at problems from different points of view, we see the negative or the positive. he encourages us to see the positive, to learn about technology and change, and to make them work for us. information overload is faced and dealt with here, the conclusion sensibly being "we can do anything but we cannot do everything." choices and values are issues of note. organic model s and humanistic concepts that were temporarily derailed in the era of the industrial revolution now education libraries vol. 2 1 , no. 3 . winding down seem to be re-emerging in the information age. the end of the industrial revolution began when we realized that we were the thinking components of the process and took back control of our destiny. the author points out that people are in charge again, not machines. we are warned that it is now our fate to develop and maintain values. no longer can we be passive members of the ongoing processes of life. our environmental mistakes and the consequences we now face are examples of this earlier lack of understanding. amazingly, in 1 987, or earlier, lambert had a clear view of what is so relevant in 1 997. by being open-minded to new ideas, the future is always visible. closed minds and fears close eyes and ears. like rip van winkle the world can change while we are asleep. as long as we wake up eager for each new day we will find the technology that greets us and makes our coffee and toast both stimulating and nourishing. while the computers time the output and amounts of our sustenance, we are set free to share our ideas and develop our humanism and our sense of humour. this is a positive book, practical for an information, psychological, historical, teaching, or general environment. franki elliott is a consultant at information research services, p.o. box 640, hudson heights, qc, canada jop 1 10. phone: (5 14) 458-7397; e-mail: franki@hudson.net b o o k r e v i e w s 33 tatum, beverly daniel. " why are all the black kids sitting together in the cafeteria?" and other conversations about race. new york: basic books, 1 997. isbn: 0-465-091 27-x. $22.0 . the premise here is:racism is alive and well and thriving in america. not the racism of name calling and cross burning, but the pervasive institutionalized racism that permeates every aspect of our society. going beyond the idea of individual racism to see the problem as a systemic social issue can be a difficult step. as the title of this book demonstrates, beverly tatum gets to the heart of the matter and does not skirt the issues. a clinical psychologist and professor with a research interest in black (her term) children's racial identity development, tatum possesses the perfect combination of knowledge and perspective to offer chapter after chapter of informative and insightful discussion. tatum's discussion of racism per se is rather brief. she demonstrates how the presence of stereotypical images in mass culture and the lack of information about substantial achievements of people of color in our classrooms and homes leads to an atmosphere of racism that none can escape. racism has become a part of our institutional fabric and does not require active support to be sustained. the results of racism manifest themselves in behaviors (like the cafeteria grouping) that are sometimes incomprehensible or seem to contradict the goals of integration and racial harmony. tatum's discussion of these behaviors as facets of identity development forms the core of the book. the importance of identity to racial i ssues is easily demonstrated. tatum discusses a simple lesson she uses in her classes, asking students to complete the sentence "i am . . . . " usually only the students of color mention their racial or ethnic group. it is the qualities that make us stand out from others that hold our attention. the dominant group can ignore race, but persons of color cannot ignore their status. they are constantly bombarded with information about the dominant culture and must decide whether to attend to these messages and emulate that culture or to oppose the pressure. either decision has its consequences. those who try to deny difference may become discouraged when racism continues to mark them as "other." many do not meet their potential. those who refuse to participate often become behavior problems or drop out of school. in part ii tatum moves to a developmental exploration of identity formation. young children notice racial differences and ask questions. if adults silence discussion of the issue, children learn that race is something bad that cannot be discussed. better to offer a truthful response and lead the child to acceptance of difference. her suggestions for discussing the history of slavery with young children are particularly well thought out. as they move into adolescence, children's search for personal identity intensifies and, for children of color, race becomes a central issue. it becomes central to the child because it is also central to society, expressing itself by its reactions to and expectations of adolescents of color. these subtle daily encounters with racism, which can be as seemingly innocent as a fashion magazine with the message "only white features are beautiful," force youngsters to face their racial identity. in the process, adolescents naturally tum to others of their race for understanding and support. hence the black table in the cafeteria. · in part iii tatum argues that whites, too, need to develop a racial identity. their denial of the importance of race is a major factor in its continued influence. whites must accept that each person's actions are not just individual actions but resonate in racial issues, as racism offers them a systematic advantage. once whites have come to terms with their whiteness they can begin to be effective agents for societal change. tatum's timely discussion of affirmative action is welcome and thought provoking. rather than quotas or preferences, she recommends inclusive job criteria, so that experience with diverse settings and training in racial is.sues become explicit qualifications for positions where diversity is sought. latino, native american, and asian racial problems are the topic of part iv. these groups face some added concerns due to the different circumstances that led them to america and the differences in their cultures. tatum briefly discusses the history of each group, and the way language intersects with acculturation to complicate racial issues. for persons who have chosen to live in america, speaking english and learning american ways are often highly valued. for their ·children, who experience racism and rejection because of their difference, there is often marginalization and a feeling that they don't really belong in either culture. in these groups, or among biracial individuals, the possibility of choosing one's racial identity is also often an issue. skin color can be varied enough to allow some to "pass" either intentionally or unintentionally, and can lead to confusion and hostility. unlike the other issues discussed, the author has few clear and workable suggestions for individuals dealing with these complex issues. she cites studies which show that persons who adopt a bicultural, bilingual stance are often happier, but admits that this is not always possible. the final part of the book offers suggestions for action and further reading. no one would argue that there is a shortage of good current writings on racism. books such as kivel's uprooting racism: how white people can work for racial justice, or maureen reddy's everyday acts against racism: raising children in a education libraries vol. 2 1 , no. 3 34 8 0 0 k · r e v i e w s multicultural world, are excellent and deserve a wide audience. by framing her discussions in an identity development continuum, tatum integrates the concepts into a clear, understandable whole. this unity and her excellent writing make tatum's book extremely readable and, despite its uncomfortable topic, enjoyable. as i read it i was reminded of pipher's reviving ophelia: saving the selves of adolescent girls, which is another thorough and engaging look at a serious social problem. that title made it to the best seller list. this one should too. katherine corby is education librarian at michigan state university libraries, 1 00. library, east lansing, michigan, usa 48824. phone: (5 17) 4321 442; fax: (5 1 7) 4321 1 9 1 . dannells, michael. from discipline to development: rethinking student conduct in higher education. ashe-eric higher education .report, volume 25, number 2. washington, dc: the george washington university, graduate school of education and human development. isbn 1 -878380-74-5 1ssn 0884-0040. $21 .75 it is true that our campus communities are very concerned about today's behavioral problems addressed in this book. crime, hate speech, date rape, drug abuse, and academic dishonesty are serious campus problems made public everyday by the media. over the years, administrators have become both ambivalent and more concerned with the process in dealing with problems and less with the guidance and counseling to prevent them. this monograph highlights trends in responding to and preventing student misconduct. a history of student discipline from colonial times to present is provided. once, discipline was a central part of the college mission. conduct was dictated and monitored closely by the faculty. higher education operated "in loco parentis." today both the faculty and administrators are less inclined to involve themselves in discipline. can we blame them when this is a trend in society as a whole? reasons for the change in student behavior are documented. since the early· 1 970's the student population has grown older, gone from full-time to part-time and increased in diversity from different cultures and races. the author contends that these students are increasingly litigious, consumer-oriented and civil-liberty minded. dannells acknowledges that a clear and general picture of discipline problems involve immature, impulsive young men, who use or abuse alcohol and have not developed positive feelings toward the i nstitution . however, older students' problems shift from developmental issues to more psychopathological difficulties. college and university officials have reported an increase in the number of emotionally disturbed students. research by the author points to partial causes of this increase. recently released psychiatric patients are encouraged to attend college for purposes of personal development and recovery. education libraries vol. 21 , no. 3 also, nontraditional re-entry students, who constitute the fastest growing segment of higher education, seem to be at greater risk for mental and emotional problems. discussed at some length are codes of conduct, the organization and administration of campus disciplinary/judicial systems, and a model for student discipline. outlined are recommendations for rethinking student conduct. colleges and universities should review and clarify their institutional values, thereby increasing collaboration between academic affairs and student affairs. they need to reconsider their disciplinary goals and code of conduct and to institute an honor code. further, a demonstrated curriculum is needed on campuses. research concludes that when students provide service and learn about others, they may be less likely to engage in selfish and immature behavior. promotion of ethics, integrity, community responsibility, and institutional values are important in that they stimulate dialogue between the students and faculty. new strategies for assessment and intervention in drug-related or health problems are necessary. the use of david hoekema's model of student discipline is promoted. dr. hoekema, a professor of philosophy and an academic dean at calvin college in grand rapids, has published an extensive study of student discipline and promotes a model based on three moral/ethical principles: preventing harm, upholding freedom, and fostering community. a complete model ofstudent code is provided in the appendix. numerous references are cited. this ashe-eric report provides a well-written bridge between theory and practice. it is recommended for all academic collections. deanna britton is education bibliographer and head of the social sciences department, the university of georgia libraries, main library, athens, georgia 30606. phone: (706) 542-0680; e-mail: dbritton @uga.cc.uga.edu b o o k r e v i e w s 35 corn, anne l. and koenig, alan j. eds. foundations of low vision: clinical and functional perspectives. new york: afb press, 1 996. this text is designed to help educators, rehabilitators, clinicians, and others who work with people with low vision. as a librarian familiar with services to the blind, i found the premise of the text enlightening. it describes visual acuity on a continuum and discourages dichotomous thinking (blind/sighted) by defining those whose sight is very poor as legally blind, while those with slightly better vision may be considered legally sighted. the contributors recognize that each individual brings to the low vision experience a unique perspective based on personal history and a unique way of functioning with this vision. terminology about people who have low vision has not necessarily been useful in helping those who work, teach, assist or simply live with them in society. the book uses this definition: a person who has difficulty accomplishing visual tasks, even with prescribed corrective lenses, but who can enhance his or her ability to accomplish these tasks with the use of compensatory visual strategies, low vision and other devices, and environmental modifications. since elderly people constitute the largest segment of the population with visual impairment, and given the fact that our population is aging, the need for a sensible approach to dealing with low vision is becoming increasingly important. contributors to the work describe methods of teaching and training to enable those with low vision to maximize functionality, stress a team approach, and identify specific services. well-qualified experts have written each chapter. part i : "personal and professional perspectives" includes discussion on the psycho-social needs of visually impaired children and adults. popular myths about blindness and the blind and how to deal with them are examined, along with ways in which low vision can be maximized (including options for living independently) . also presented are issues relating to raising the consciousness and sensitivity of both professionals and lay people regarding low vision needs. the topic of literacy -from helping low vision children to read to assisting adults to locate information by the use of non-visual strategiesis carefully reviewed. part ii: "clinical perspectives" has chapters on anatomy and physiology of the eye; causes and functional implications of various conditions; basic principles of optics and low vision devices; and · procedures in clinical low vision evaluation. part iii, "functional perspectives " addresses the roles and functions of teachers in school systems that include students with · visual impairments. the selection of appropiate learning media for these students and how to assess and enhance .the visual functions of children with multiple disabilities is also explored. the teaching of both literary and mobility skills to low vision children and adults is important so that they can learn to find their way about the community, commute to and from jobs or schools, · do errands, and generally improve their capacities for employment and independent living. special aspects a flow vision in older adults are identified. these include descriptions of age-related vision loss, dealing with day-to-day modifications, and pyschological considerations. part iv: "changing perspectives" consists of two chapters. the first catalogs the developments in low vision, most of them over the past 50 years. the blossoming of the field has outpaced the layman's awareness, but has led to the preparation of teachers who can assist both children and adults and to an emphasis on maximizing visual function. an innovative and compelling device employed at the beginning of each chapter is the "vignette", which characterizes a problem by describing a particular low vision individual in relation to the topic addressed in the chapter. the final chapter suggests possible future solutions to some of the problems faced by the individuals in the vignettes. while this work involves more imagination than most textbooks, it completes the personalization of those with low vision and drives home the editors' message that each individual perceives and reacts to low vision differently and has varying needs for education, rehabilitation, and other services to maximize visual functionality. a proposed "bill of rights for persons with low vision" closes the book. it also includes an exhaustive bibliography, a chart of visual effects of selected syndromes and diseases, an extensive glossary, and a good resource guide to sources of information and services, (including online resources), and sources of products and services. the book contains an index and is voluminously illustrated with photos, charts, tables, examples of evaluative instruments, and sidebars. jo-an segal is a consultant at vintage ventures, boulder, colorado. education li braries vol. 2 1 , no. 3 i nv estigating th e evaluation p rocedures for a distance learning undergraduate degree in lis by susan d. lithgow, clare thomas and marianne taylor abstract this article is based on a process evaluation carried out at the department of i nformation and library studies (dils) at the university of wales aberystwyth (uwa). the research investigated the effectiveness of the existing evaluation procedures for the bsc econ in information and library studies by distance learning. after briefly discussing the research process, the article then describes the findings in relation to the perceived gaps in the evaluation procedures, including the importance of disseminating the evaluation results. i t was found that changes to the course occurred in response to feedback from various sources and that evaluation data was used in ways that differ from their perceived purposes. finally, the article relates these findings to the different concepts of quality found to be appropriate to a bsc ils distance learning programme taught both on and off-campus. the evaluation context the department of information and library studies (dils) at the university of wales aberystwyth (uwa) has substantial experience in providing distance learning courses. i nitially this was at post-graduate level, but since 1 993 it has also run an undergraduate programme (bsc econ ils) by distance learning, for students working within the profession who do not have a qualification at the professional level. for these students the usual full-time paths to gaining such a qualification present geographical, financial and other barriers. the student profile is predominately female with students working in a wide range of information organisations such as public, academic and school libraries as well as business and media organisations. the open lear n i n g u n i t (olu) at dil s uwa was established in conjunction with the bsc econ ils programme, but is now responsible for the administration of all the dils distance learning programmes and for supporting staff and students involved in them. staff are employed in the development of programmes both by working with academic staff within dils to produce materials in a format suitable for distance learning, and by commissioning outside experts in the field to produce specialist modules. the unit also develops other media to support learning both on and off campus, such as a computer conferencing system. finally staff are responsible for training throughout the university and beyond and actively involved in research within the field of distance learning. currently the olu has ten full and part-time staff members and supports 4 1 4 distance learners, 249 of whom are bsc econ students. the evaluation rationale and objectives the rationale for the evaluation discussed in this article arose from several factors, both i nternal and external, including the innovative nature of the b sc econ ils by distance learning and the desire to expand the research base of the olu in conjunction with dils. externally there have also been recent developments that justified research in this area. the quality assurance agency (qaa) is responsible for the assessment of teaching quality in the higher education sector in the uk. it has recently proposed a shift from a series of single event inspections (quality assessment) to a focus on universities' own review processes (quality audit) (qaa, 1998). the dearing report in the uk on lifelong learning has drawn attention to issues concerning widening participation to higher education for adults including those in the workplace e ducation libraries vol. 24, nos. 2/3 s a r t i c l e s (dearing, 1 997). finally, there is a global interest in developing distance learning programmes, and within the lis community it has also been posited as an alternative means of delivering education to information professionals at all levels (fasick, 1 995). the remit of this research was to try and identify those aspects of evaluation which were of concern to the users of the existing evaluation procedures in order to create a more cohesive system, relevant to the needs of those users and future users. the research team began by identifying the users of the current evaluation procedures and proceeded to investigate: o users' perceptions of the existing evaluation procedures o the effectiveness of the existing evaluation procedures o the identification of gaps in coverage in existing evaluation procedures . methodology as a process evaluation (patton, 1 980) the research demanded a mainly qualitative approach since the evaluation process, as opposed to the outcomes of the course, was being examined. moreover, it was hoped that findings from the research project would allow the unit to understand some of the perceptions of the users of the evaluation procedures and the effectiveness of the present quality assurance system. it would also provide qualitative information about any gaps identified and contribute to the sqecific content of any future evaluation tools . in this respect, it was also essentially a self-evaluation as defined by calder ( 1995) and harris and bell ( 1 986) in which a department or unit reflects on its present practices with a view to (if necessary) developing them in a way that is more appropriate to meeting the expressed needs of both its internal and external users. although the research noted the difficulties about validity when using mixed approaches to evaluation at a theoretical level (jakupec and kirkpatrick, 1 998) nevertheless the l iterature revealed that it was legitimate in the context of an in ternal evaluation to use both quantitative and qualitative methods (morgan 1 984; dillon and gunawardena, 1 992). the fact that much distance education research and evaluation is bounded by context was seen as pertinent to research in an i nnovative area of ils education and in the particular circumstances of a programme taught at a distance from within a traditional university department. the research therefore relied upon a series of complementary methods of data collection to find out the views of students and staff including: o literature search: this was carried out in various areas, for instance, quality in h igher and distance education, the concept of dual-mode universities, and student feedback. o focus groups a n d i n terviews : these provided a n illuminative dimension t o the research and the results also influenced the production of the questionnaires. education libraries vol. 24, nos. 2/3 o student and staff questionnaires: these covered the respondents' perception of evaluation and their experiences of the evaluation procedures including the identification of perceived gaps. o 'brown papering' of procedures and observation of evaluation sessions. in relation to identifying gaps in the evaluation procedures, the research was interested in ascertaining how quality was perceived in distance h igher education and i n locating any performance indicators that could be applicable to a programme which is taught to distance learners from within a conventional campus-based department. rumble terms universities which teach in this way as 'dual mode' and in many ways dils uwa operates as a dual mode department (rumble, 1 992). the research team was aware of the debates about the difficulty of defining quality in higher and distance education. as many commentators have pointed out, quality in education is a contested concept (green, 1 994). this is related to the difficulty of transferr i n g from i ndustr ial and managerial domains, termi nology such as quality assessment, quality control, and quality assurance which are thought inappropriate to measure the complexity of a process such as higher education (barnett, 1992; tait, 1 993). in terms of the performance indicators for distance education the literature search revealed some key publications, such as the european based project, the saturn quality guide for open and distance learning (saturn, 1 992) and within the uk, the manpower services commission's handbook, ensuring quality in open learning (manpower services commission, 1 987). however whilst these were useful, they were found to be very wide in scope and concerned with providers of distance education in a variety of situations such as work-place training as well as education at different levels . other works by calder ( 1 994a), thorpe ( 1 993), and rowntree ( 1 992) were useful in identifying the key areas of evaluation for distance education in the university sector. the recent uk quality assurance agency guidelines on the quality assurance of distance education were published towards the end of this research . for the bsc econ at uwa, the academic and professional evaluation of the programme lies with the quality procedures for all courses validated by the university and also by the professional accreditatio n bodies concerned, which are the uk library association and institute of information scientists. the official uwa quality document contains references to support for distance learners and a distance learning quality checklist is distributed to heads of department, to remind departments involved of the quality indicators required at uwa. from within these broad contextual issues of qualily in d is tance h igher educati o n the research team devised the focus-group schedules and i n the light of those findings, the student and staff questionnaires. five focus groups were held at the annual a r t i c l e s 1 residential school, representing a sample of all the bsc student intakes present. the subsequent student questionnaires were sent out to . all 222 bsc econ distance learning students and 82 were completed and returned-a response rate of 37% . the staff questionnaire was sent out to all 30 staff in dils and 20 were completed and returned-a response rate of 67%. the subsequent results from these, together with the results from the other methods described above, led to the emergence of a number of themes. given the mainly qualitative nature of this research, the team depended on the focus groups and the open questions to give an indication of the intensity and priority of particular issues of concern to users. the remainder of this article will focus on the perceived gaps in the existing evaluation procedures as demonstrated by the research and consider how they might relate to issues of quality and evaluation in distance education. it will then go on to look at the relationship between the perceived purposes of the evaluation procedures and their actual use. finally some of the issues this raises for staff and students concerned will be addressed. findings: perceived gaps in the existing p rocedures before looking in more depth at the gaps identified by the research, i t should be noted that key evaluation procedures were found to be in place. for example, the evaluation of the module materials and of the residential schools was well established. these occur firstly through the module evaluation form (mef) which is placed at the end of each module and which students can return with their assignments to the open learning unit. the evaluation of residential schools takes place at the end of the week in a face to face evaluation session between staff and students. it starts with a set agenda, covering study school administration, on-campus it and library services, counselling and teaching, but the format also encourages students to raise any aspect of the course that they wish. it should be noted that the majority of users considered that these, together with other informal opportunities, provided adequate means of evaluation-espec i al ly from a student viewpoint. in spite of the above, about a third of users, both staff and students, identified gaps in the existing evaluation procedures in response to direct survey questions or as a result of focus-group discussions and interviews. the gaps identified in the evaluation procedures were broadly categorised as: 1 . organisation-related those concerned wi th the evaluation of student support at a distance. 2. course-related those concerned with the gaps in the evaluation of the wider teaching process. 3 . studentrelated those concerned with the student learning experience and environment. 4. process-related those concerned with the dissemination of the evaluation data. inevitably these categories are not mutually exclusive and indeed the findings supported the view that in the context of distance education, educational, administrative and supportive processes are necessarily interwoven. in looking at the perceived gaps in this way, it is evident that they are principally concerned with the needs of students when studying away from the campus and with students and staff involved in educational and administrative processes which are characteristic of distance education. moreover, the research showed that the gaps identified were often related to processes that are ' intangible' and difficult to measure. in this respect they reflect the concerns with quality issues that were identified in the l i terature search as particularly important to distance education. the issues related to each of the four main categories will now be discussed in turn. (1) organisation-related issues these were seen as quali ty issues that related to the support provided by the organisation for students when studying at a distance and comprised the evaluation of: • olu support and information provision • the personal tutorial system • access to academic tutors • resources such as library services. it has been shown that support for distance learners will be interpreted in different ways by different institutions. this can inc l ude both academic a n d perso na l counsel l i n g , and administrative services or may be focused on particular aspects of the overall provision. (robinson, 1 995). in the case of dils uwa, the open learning unit undertakes all of the administrative work for delivering materials, dealing with finance, responding to enquiries, and circulating information . s tudents are also assigned a personal tutor from open learning unit staff with whom they meet at every study school and are encouraged to contact whenever they are experiencing difficulties or for general guidance when away from the campus. the unit informs students of their progress through the course at six-monthly intervals and there is a lunchtime help-line every week. while many students identified the various ways of contacting the open learning unit (e-mail, computer conferencing, telephone, letter) as opportunities for informal ad-hoc evaluation of the course itself, they did not identify any formal means of evaluating these services unless they arose for some reason at the evaluation at the end of the residential school. students are also encouraged to contact their academic tutors either directly or through the olu but again this service is not formally evaluated. the identification of these particular gaps can be related to issues of support for students from the organisation when they are away from the campus. e ducation libraries vol. 24, nos. 2/3 a a r t i c l e s the evaluation of supporting distance learners in these ways is obviously not easily measured. apart from efficiency indicators concerning speed of response, they can also be related to more intangible human processes, which are often complicated by the distance involved. students and staff are both employed in other duties. while a phone call will often provide the most satisfactory and speedy response, i t was suggested by some focus group discussions that it can also be difficult to judge the convenient moment and that this will effect the quality of the interaction. students also gave examples of kinds of difficulties inherent in measuring consistency of response, which will naturally occur when staff attempts to provide adequate support at a distance. two contrasting student comments were: i have phoned on occasions when i was seeking clarification of something and sometimes it's useful and sometimes it isn't, depends on who you get on the other end of the phone to be honest. i was unsure about the information and society module, so i e-mailed, but he rang me up and spoke to me and sorted me out. the identification of these gaps in the evaluation procedures suggests that users were concerned with quality not only in terms of the kind of information they receive but also in terms of timeliness and consistency of response. this would equate with the ways in which some distance learning experts link the provision of support for distance learners to the quality criteria used by service management theory (sewart, 1 993 ; ljosa, 1 993) . ljosa for i nstance, l inks the intangible interactions of service delivery with the processes of education and with the focus in distance education on students and delivery systems. such interactions are compared to what such theories refer to as 'the moment of truth' when a customer experiences the value of what is delivered. these moments are often intangible and ephemeral but are also crucially part of how students value the institution. the provision of library services is another area that has been increasingly recognjsed as important in the support of distance learners (unwin, 1 998). in fact the provision of a postal service from the campus library to distance learners is another innovative dimension to this course. just before the research began, the library had carried out a user survey of its services to distance learners, and the provision of on-campus faci lities is evaluated at the end of each study school. however, some users did identify the lack of an on-going formal evaluation of these services as a gap in the evaluation procedures. education li braries vol. 24, nos. 2/3 the importance of finding ways of providing and evaluating the support provided for students at a distance has been one that sewart ( 1 993) has demonstrated as being critical to the success of educational programmes. moreover, these gaps would seem to accord with sewart's contention that student support acts as an adjunct to the teachjng materials in allowing students to experience the discrete elements of the process as a whole. (2) course-related issues these were quality issues which lay outside the evaluatjon of teach ing materials but which were part of the wider teaching-learning process. these comprised: • assignment turnaround times • assignment feedback in terms of consistency and quality of feedback comments • clarity of instruction around assessed tasks • modules in terms of their relevance and up-to-dateness. the bsc econ distance learning programme provides a large amount of flexibility with regard to setting assignment deadlines. students can decide their own pace within the minimum target of completed modules per annum. in distance education, the provision of flexibility with regard to course structure can provide more choice to students and may in itself be an indication of the quality of a course in terms of 'openness' . however i n a dual-mode situation, this can add to administrative complexity and put pressure on staffs who are working to two different schedules. in order to create a more coherent pattern for both students and staff , the olu and oils have set a number of marking dates that span the academic year. student assignments are held until these dates and handed over to staff as assignment batches. the nominal assignment return period is one month, including administrative procedures. the olu monitors this process and provides on-going information to students in cases where there is l ikely to be any delay in the return of marked assignments. the research revealed that students wished to have the opportunity to evaluate assignment turnaround time. staff also felt that assignment turnaround was important and identjfied it as a quality issue particularly in terms of focusing on the student as stakeholder but did not cite it directly as a gap. in contrast to other perceived gaps in the evaluation procedures, student respondents often commented more extensively on the reasons for their dependence on timely feedback from assignments and this gave the researchers an insight into why this was an important quality issue for student respondents. they did so in terms familiar to the evaluators of distance education. in distance education, a r t i c l e s s assignment feedback is part of the important process of creating a ' learning dialogue ' . the speed and quality of feedback also contributes to student motivation and reassurance, particularly at the start of the course when there is a concern about 'being on the right track' and towards the end when students are anticipating their final result. the speed of assignment turnaround is often cited as a crucial performance indicator for higher education in general and because of its nature for distance education in particular. however, it has also been asserted that the speedy return of assignments does not i n i tself guarantee the quality or consistency of the feedback in terms of teaching. again this has been shown to be particularly important i n correspondence teaching (thorpe, 1 993). as helen len tell ( 1 995) states, 'to return student assignments quickly is important, but is it the same as giving students the kind of feedback they need in order f or them to learn and progress' (p. 1 22). once again this moves the focus of evaluation from the easily measured to the more complex interactions of the process of learning and the results of the research confirmed that students were also interested in evaluating the quality and consistency of assignment feedback. in relation to this, a comment made in one of the focus groups could also be connected to the issue of timeliness of evaluation and how some students perceive the purpose of evaluating the learning materials as part of the process of learning which is not complete until assessment feedback has been received. the student seems to move evaluation from the product or learning materials to the process of the teaching-learning transaction. it may also be related to the evaluation of the clarity around assessment tasks. this is in itself an area in which the olu provides on-going support that extends the work in the modules to an on-going activity-again, a process rather than product. as a student commented: but you don't always realise that you misunderstood it until it's too late-we evaluate the module after we've just done it and it says "was the question clear "and you say "yes" because you think you've understood it-then you send it off, get the feedback and you're told that you've misunderstood it so then you could do with evaluating it at that point, and also you'd be able to evaluate the marking because one assignment came back with very useful comments and i appreciated them but there was no point to say this. the measurement of assignment turnaround in a dual mode context is a question of balancing the different aims of the course in relation to providing f lexibil ity f or distance learners and enabling staff to provide a coherent response across a cohort when marking. for a significant minority of student respondents, the flexibility of the course in relation to submission of assignments and the ability to work with a large measure of autonomy were more !mportant indicators than that of assignment turnaround. as one student respondent said: to be honest i do not pay particular attention to the marking or return dates. i feel that this is just an added pressure, and would rather see my work completed to my satisfaction, than rush to get it in by a marking date. as already discussed, at the end of each module the olu has provided a module evaluation form (mef) and this covers many aspects of the learning process particularly in relation to the module materials. this was identified as the main format for the summative evaluation of the module that a student has just completed and which can be sent in with the assignment. the majority of users felt that the mef was a satisfactory format for evaluating the course materials. however, in spite of its comprehensive nature, a number of staff and student respondents agreed that the mef did not cover some aspects of the course materials that they thought important to evaluate, such as the relevance and currency of materials used in the modules and module revision schedules. the problems of relevance and up-to-dateness are referred to by cresswell and hobson , ( 1 996) as one of the areas in which (particularly for distance education) misunderstandings of the purpose of the materials included in a course may occur between students and authors. they point out that this often occurs in professional education. the fact that this was perceived as a gap in the evaluation of the b sc by a number of students and staff would seem to confirm this view. however, while cresswell and hobson show that authors and students can have opposing points of view in relation to the relevance and up-to-dateness of teaching materials, this research found that it was an issue that both staff and students would regard as important to evaluate. perhaps this is due to the nature of the profession, which is one where academic staff and those working in the f ield cannot ignore the rapid changes taking place. education libraries vol. 24, nos. 2/3 1 0 a r t i c l e s (3) student-related issues these gaps relate to quality issues that were concerned with the environment in which dis tance learners study. this is sometimes referred to as the 'student learning milieu' and may be of particular interest to providers of a professional lis course undertaken by those simultaneously working in the field. these were: • employer support • student experience in a learning environment • longitudinal evaluation. for some students and staff the ways in which the course interacts with the workplace was seen as an area that might be subject to evaluation . for instance, a small number of users identified the attitude of employers and the different levels of support that students receive in the workplace as a gap in the evaluation procedures. it also arose in focus group discussions and was clearly of i nterest to students, who related it specifically to financial support, colleagues' support and their different status within different institutions. in the focus groups there was much discussion around the kind of environment in which the students studied and worked. this was in terms both of the various levels of support that students experienced and on their status as learners currently working at the level of both theory and practice. students also referred to their working life when reflecting on how they measured their progress, citing the ways in which they could apply the course directly, or how their learning enabled them to view their organisations from a new theoretical perspective. the evaluation of these aspects of the learning process must fulfill the call by some distance learning experts that evaluation and research in distance education should extend beyond the materials, or support systems to the experience of the students themselves (evans, 1 994 ). in terms of lis education by distance learning, the impact of studying for a degree and qualification by this method may be of interest in terms of the kinds of skills students are given in the programme and their implementation not only in the future when they move into the professional side of work, but the impact on their present employment and employers. in relation to this, students assumed very often that student destinations formed part of the evaluation procedures. some staff cited longitudinal data as a perceived gap in the evaluation. the focus group discussions revealed this was not as simple a measure as i t might be for full-time students moving into a new career. for adult learners the reasons for taking a degree may be more varied and cannot education libraries vol. 24, nos. 2/3 i always be measured by s imple destination routes. this was evidenced here i n the wide range of different responses that students gave i n terms of motivation for undertaking the programme and ambitions for the future. these ranged from intrinsic motivations such as ' i 'm doing it for myself' to a fourth year student whose extrinsic motivation was such that he was able to project his firm plans to progress from his present position to that of 'county librarian' . the results also showed that many students would agree that they gained more confidence in their profess ional and personal lives and that what they valued in studying for the b sc econ was also an expansion of their opportunities . as one put it: i just think at the end of it, i've just got a choice, that's how !feel about the degree, it gives me a choice and i don't know what that'll be until! get to that time. it's a nice thought. moreover, the data from the focus groups also revealed that some students were already in professional posts while others had obtained higher level posts during their studies. for instance, one small group consisted of six students who were returning for their dissertation study school, which students can choose to attend either during their third study school or separately towards the end of their studies. it emerged that four of these students had moved into h igher level posts while doing the course and the pressure of coping with demanding new positions had resulted in them taking longer than anticipated to complete the degree. again this would indicate that in terms of performance measurement and evaluation, the criteria used by students and staff in discussing the value of this cour se is more complex than the straightforward recording of student destinations. it involves a range of relevant variables including present employment, and employer and student expectation. (4) process-related issues· arguably the most significant gap that emerged from this evaluation was in regard to the process itself, particularly in terms of 'closing the feedback loop' . these were identified as: • access to evaluation data • feedback on evaluation data • dissemination of the results of evaluation. the identification of these gaps emerged in the comments that respondents made in the student and staff surveys and in relation to the findings about the effectiveness of evaluation procedures in terms of the link between evaluation and follow up action. a r t i c l e s 1 1 d i stance educat ion has been described a s ' two-way communication ' , and i t would seem that for these students, eva�uation was also an important means of maintaining a dialogue with the course providers and enhancing their sense of belonging to the institution. for instance, the comments of student and staff respondents demonstrated that they valued the opportunity for contact and immediate interchange of views which the face to face evaluation sessions at the end of study school allowed them. however, when students are evaluating modules at a distance, they are do ing so i n i so la t ion and many identi fied the dissemination of the overall results as a gap in the feedback process. here too, course evaluation was seen to have a role in creating a sense of belonging to the institution and this was evident in the kinds of reasons that students gave for returning completed module evaluation forms (mef) apart from those of providing feedback. evaluation was seen as a chance to express their thoughts and feelings about the course and was evidenced by the occurrences in the questionnaire data of the words 'contact' or 'communication' . it may explain why 80% of student respondents stated they always returned the module evaluation form but only 25% believed that i t led to changes in the modules. a significant number of staff also identified a gap in the circulation of feedback data. they were aware of the difficulties of analysing and disseminating evaluation data that was seen as time-consuming and logistically complicated . in traditional courses, it is often up to staff to devise course evaluations. evaluation results are seen as a means of private reflection on how successfully the curriculum is delivered. distance education is much more reliant on formats that can be used across the board and can therefore make useful comparisons. also the evaluation centres on the extent to which the learning materials facilitate student learning and may be less concerned with content. it was striking that student comments in the survey with regard to the evaluation of modules through the mefs were directed more to the open learning unit than to academic staff. staff wished to h ave a more comprehensive, h o list ic evaluation of the course, perhaps by an overall quantitative evaluation. this related to questions of ownership, access to data, and the realistic use of time and resources. in terms of module evaluat ion , staff often required more detai led, qual i tative information and more effective means of making the results available. action as a result of evaluation feedback is recognised as an important but sometimes neglected phase of the evaluation process. harvey ( 1 999) states: ' despite the "customer rhetoric", students are not repeat purchasers of products but participants in a learning process designed to improve their life chances. feedback will only play a significant role i n empowering students if it leads to action' . in relation to the desire to know what action was taken i n relation to the evaluation o f this course, many students expressed a desire to have ' feedback on feedback' , including information on how evaluation data was used by course providers. about a quarter were able to cite instances of change occurring as a result of evaluation or sometimes in ways that seemingly contradicted evaluation. in particular, the feedback given at the end of study school sessions and concerned with those issues having to do with residential schools was seen as formative and led directly to changes which benefi ted those participating in future years. examples of th is were given in the survey and i ncluded improvements to accommodation and to pre-course provision, timetable changes, the pace of study school and improvements to library access, the marking system, and it provision. with regard to changes occurring as a result of feedback through the mefs, and in common with much student course evaluation, students are not able to directly identify any changes made, since they do not re-take the module. some students were ·able to cite examples of changes to modules as a result of informal communication at study school. the majority of students felt that feedback through the mefs should lead to improvements in the modules and assumed that this was the primary role of the module evaluation form. from a staff perspective, it was evident that although the module evaluation data was used, it was more likely to be in ways that went beyond its stated or perceived purposes. for instance, i t was found that the module evaluation forms were used when staff wished to check the reception of the course in a general way. they were used formatively by staff developing new courses. they were also used by the olu in its role as the i nterface between academic concerns and support issues for students in providing study guides, clarifying assessment tasks, or organising the sessions at study school. however, on the evidence of this research, the use of mef data to make on-going changes to current modules was found to be somewhat limited. it also seemed that academic staff often used other means of evaluation when judging the effectiveness of current modules. for i nstance, a small number of academic staff respondents indicated that they made changes to modules as a result of their assessment of how students had coped with the modules after they had marked a batch of essays. this is indicative of the kind education libraries vol. 24, nos. 2/3 1 2 a r t i c l e s of tacit evaluation that is used in on-campus situations where tutors can modify any changes made as a result of evaluation gained through other contacts with students and may be an example of professional reflective practice. in relation to this, some academic staff also reported that changes were more often made to modules as a result of informal feedback from students by e-mail or telephone. it would seem that they were using these means almost in replication of the kind of instantaneous feedback that they would receive from on-campus students. this might indicate that more change would occur in relation to the mefs if they were analysed and disseminated rather than being made available for individual consultation as at present. it also suggests that staff is responding in traditional ways to ad­ hoc informal feedback, or, as indicated elsewhere in the research, that in order to facilitate change to modules as result of feedback through the module evaluation form, staff would prefer more qualitative information. these results confirmed the views of some commentators who maintain that change as a result of feedback in organisations is not a simple causal relationship between input and output (morgan, 1 993) . moreover, i n their comments on the evaluation of the course in terms of action, staff often cited the pressures of time and resources as limitations on the kind of practice they saw as ideal. the relationship between feedback and subsequent improvements to courses is very much an issue where political, resource, and management issues will exert as much influence as feedback from students. conclusions: evaluation of an lis course in a dual-mode department the evaluation of programmes delivered in two modes has been linked with the debate about how far distance education remains a distinct mode of delivery and how far it can be said to be converging with traditional education with in universities. lippiatt ( 1 997) feels that the convergence of both modes can be reflected in the convergence of evaluation criteria in a way that is mostly unproblematic and formulates a range of performance indicators that are relevant to both modes. others feel that distance education is a more complex process with more to evaluate and more complex criteria (thorpe, 1 993) . the findings of this research in relation to gaps in the existing evaluation procedures would confirm this latter view. while the central evaluation of the learning materials and on-campus teaching were found to be adequately evaluated, it emerged that there existed a perception of gaps in the evaluation procedures. these dealt with the education libraries vol. 24, nos. 2/3 evaluation of the student experience when studying at a distance, their on-going support, learning environment, and the teaching received through assignment feedback. users were also interested in evaluating the intangible aspects such as the kind of service they received in terms of administrative and academic support. these have less to do with the learning materials and more with the process of learning accompanied by support, administrat ion , and the wider teach inglearning transactio n . robinson ( 1 994) has referred to these as the 'conditions for learning' in which 'quality lies in the totality of products, delivery, services and general ethos' ( p. 1 86). moreover these can be said to be of greater importance to distance education and therefore to be of particular significance in a dual-mode situation. in distance education generally, evaluation itself has become . more process-oriented, both in terms of the administrative and support services that are necessary for a successful distance education programme and a related 'customer-oriented' approach. morgan ( 1 997) asserts that the impetus for easily measured outcomes and the production of performance indicators for higher education now comes mainly from governmental agencies and that the evaluation of distance education can be said to have moved 'beyond the packages.' nevertheless the evaluation of the learning materials remains crucial and takes on a new significance in a dual mode situation where outside assessors need to be aware of what the material is trying to achieve in terms of facilitating learning (rowntree, 1 99 8 ) . however, this research further demonstrates that students also wish to evaluate the whole learning transaction after feedback. in relation to performance indicators, some gaps could be directly correlated to the criteria applied across both on and off-campus modes such as assignment turnaround times and student destinations. however, when explored in detail these were shown to require more complex indicators than those applied to tradit ional on-campus graduates i n terms of more diverse motivations for studying. for instance, monitoring and evaluating the destinations of this group of students is not only a matter of quantitative analysis which can be compared across the board with various sectors but may also be of interest to see what happens to the 'products' of an innovative ils course. in relation to this, the users of this evaluation system were also interested i n the evaluation of their student learning environment and the social contexts of their learning. the evaluation of the level of support that they are given from employers and colleagues in terms of finance, mentoring, resources, and available study time may be a r t i c l e s 1 3 valuable as evidence of the ways i n which other groups of learners within and without the lis community are supported in developing their professional expertise through continuing education at different levels throughout their careers. in relation to this, it has been suggested that distance education needs to extend evaluation to adult learning styles (calder, 1 994b) . for this particular group of distance learners, their learning environment is directly related to their course and as such , could be an area of research i nto constructivist ideas of learning as students identify and evaluate their experience of distance learning in relation to their working lives. finally, the gaps identified could be seen to demonstrate how, for providers of distance education, ' the complexi ties of the administrative, supportive, and educational processes of distance education are interwoven in every part of the system' (ljosa, 1 993, p . l 87) . this interdependence was revealed i n relation to the identification of gaps in the evaluation procedures such as the support of students at a distance, assignment turnaround, and the dissemination and utilisation of feedback, which were shown to be the responsibil ity of both academic and administrative staff. calder ( 1 99 5 ) feels that it is important for ' learn ing organisations' to identify their predominate evaluation in order to achieve a balanced system and advocates the multiple use of collected data as one way of achieving this economically. it was clea_r that much of the data the open learning unit holds about students and systems at a monitoring level could form the basis of a more informative evaluation system. the identified gaps in the evaluation procedures suggest that at present, the evaluation of the course centres on the learning materials and on the campus experience of distance learners. by considering how to extend this to the experience of students at a distance through the evaluation of admin istrative, supportive, and educational processes, the course-providers can create a more balanced, holistic, internal evaluation system that was in itself, the primary goal of this self-evaluation. references barnett, r. ( 1 992). improving higher education: total quality care. b uckingham: society for research into higher education and open university press. calder, j . ( 1 994a). programme evaluation and quality. london: kogan page. ·calder, j. ( 1 994b). "course feedback: its costs and benefits; its limitations and potential ." in dhanaraj an et a l . , eds . economics of d is tance education. hong kong : open learning institute of hong kong, 24 1 -255. calder, j. ( 1 995). "evaluation and self-improving systems." in lockwood, f. ,ed. , open and d istance learning today. london : routledge, 36 1 -369. cresswell, r.and hobson, p. ( 1 996). "fallacies and assumptions in the use of student evaluation of distance education teaching materials." distance education, 1 7 ( 1 ) , 1 321 44. dearing, r. ( 1 997) . higher education in the learning society. national committee of inquiry into higher education, 1 997. (led by sir ron dearing). uk: hmso. dillon, c. and gunawardena, c. ( 1 992). "evaluation research in d istance educat io n ." br itish jou rnal of educational technology, 23 (3), 1 8 1 1 94. evans, t. ( 1 994 ) . understanding learners in open and d istance education. london: kogan page. fasick, a. ( 1 995) . "the future of education for the information professions." education libraries, 1 9 (2), 1 5 1 9 . green , d.ed . , ( 1 994) . what is quality in higher education? buckingham: society for research into higher education, open university press. harris, d. and bell , c. ( 1 986). evaluating and assessing for learning. london: kogan page. harvey, l. ( 1 999). "the sense in satisfaction ." t he times higher education supplement, london, uk, january 1 5 , 29. jakupec , v. and k i rkpatr ick , d . ( 1 997 ) . "problems o f generalisation i n higher degree research in distance education" in evans, t.et al eds . , research in distance education. geelong, austral ia: deakin university press, 4, 1 97-2 1 0. len tell, h. ( 1 995) . "quality : is it always a move to better things?" in d. sewart, ed. one world many voices: quality in open and distance learning. selected papers from the 1 7 th world conference of the international council for distance education, b irmingham, united kingdom, 26-30 june, i n ternat ional counci l for di stance educati o n . gjerdrums vei 1 2 , n-0486 oslo 4 , norway, the open university, walton hall, milton keynes, mk7 6aa, uk, (2), 1 2 1 -24. education libraries vol. 24, nos. 2/3 1 4 a r t i c l e s lippiatt, d. ( 1 997). "the continuity of quality assurance in dol and traditional education" in c.p. chooi et al . , eds. quality assura11ce in distance and open learning. papers prepared for the i i th annual conference of the asian association of open un ivers ities (aaou) , kuala lumpur, malaysia, november 1 1 1 4 , lnstitut teknologi mara, 40450 shah a lam, selangor, malaysia ( 1 ) , 157-62. l j osa, e. ( 1 993). "understanding distance education." in keegan, d., ed . , theoretical principles of distance education. london: routledge, 1 751 87 . manpower services commission . ( 1 987) . ensuring quality in open learning: a handbook for action. manpower services commission, sheffield, uk. avai lable from msc, room w i i i i , moorfoot, sheffield, s i 4pq, uk. morgan , a. ( 1 984)."report on quali tative methodologies in research in distance education." distance education, 5 (2), 258-266. morgan, a. ( 1 993) . "theorising quality and quality assurance in open and distance learning." in tait, a . , ed. conference on issues of quality for new models of education, 28-30 september 1 993, downing cojlege, cambridge, uk, the open university uk, east anglian region, 1751 83 . morgan, a . ( 1 997) . in evans, t. e t al, eds. research in distance education, 4, geelong, austral ia: university press. patton quinn, m. ( 1 980, 1 990). qualitative evaluat'on and research methods. london: sage pubs. quality assurance agency for higher education, uk (qaa), ( 1 998) . higher quality, the bulletin for the qaa, 4, (4). quality assurance agency for higher education, southgate street, gloucester, gli i ub, uk, http://www.qaa.ac.uk quality assurance agency for higher education, uk (qaa), ( 1 999). guidelines on the quality assurance of distance learning, quality assurance agency for higher education, southgate street, gloucester, gli i ub, uk. robinson, b. ( 1 994). "assuring quality in open and distance learning." in lockwood, f., ed. materials production in open and distance learning. london: paul chapman pubs. robinson, b. ( 1 995) . "research and pragmatism in learner support." in lockwood, f., ed. open and distance learning today. london: routledge, 22 1 -23 1 . rowntree, d . ( 1 992). exploring open and distance learning. london: kogan page rowntree, d. ( 1 998). "assessing the quality of materials-based teaching and learning." open learning, 1 3 (2), 1 2-22. education libraries vol. 24, nos. 2/3 rumble, g. ( 1 992)."the competitive vulnerability of distance teaching universities." open learning, 7 (2), 3 1 -45 . saturn . ( 1 992) . quality guide for open and distance learning: pilot. saturn, keizersgracht 756, 1 0 1 7 ez amsterdam, the netherlands. sewart, d. ( 1 993) . "student support systems in distance education." open learning, 8 (3), 3 1 1 . tait, a.( 1 993). "systems, values and dissent: quality assurance for open and distance learning." distance education, 1 4 (2), 303-3 1 4. thorpe, m. ( 1 993). evaluating open & distance learning. uk: longman. unwin, l., k. stephens et al . ( 1 998). the role of the library in distance learning: a study of postgraduate students, course providers and librarians in the uk. london ; new providence, nj: bowker-saur. susan d. lithgow is a development officer responsible for producing course material for library and information studies distance learning students and developing a research profile for the open learning unit at the university of wales, aberystwyth. e-mail : sdl994@ aber.ac.uk clare thomas i s director of the open learning unit at the university of wales, aberystwyth. she leads a staff team of 10 who work to develop and support open and distance learning development, primarily for the 500+ library and information staff who are s tud y i n g for undergraduate and pos tgradu ate qualifications with dils, and also across the un ivers ity. e-mail: cmt@ aber.ac.uk marianne tay lor is a development officer i n the open learning unit at the university of wales, aberystwyth, where her main responsibil ities include administration, organising study schools, student support, and study skijls development. e-mail : mmt@aber.ac .uk the contact address for aj i three authors is : open learning unit, department of information and library studies, university of wales aberystwyth, llanbadarn fawr, ceredigion, sy23 3as, wales, uk. phone: +44 (0) 1 970-622 159 ; fax: +44 (0) 1 970-662 1 90. s a r t i c l e s education libraries -an international perspective by anne m. galler abstract this article is adapted from a paper originally presented in june 1997 in seattle at the 88th annual conference of the special libraries association. a definitive explanation of what comprises an education library is followed by a description of methods used in seeking out such libraries on an international basis. by pursuing a specific research path, the mission, purpose, and goals, and history of each selected education library is surveyed, and the size, clientele, type of collection, services, publications, and databases are given a comprehensive examination. when i first started working on this project, i was under the misapprehension that most countries in the world have education libraries, and if they do, it is a well-kept secret. some informed me that i had chosen a very difficult topic, and discouraged me from pursuing it. others were very interested in the topic and asked to share my research results with them. i am pleased to say that i did indeed find some countries with education libraries. the following topics are covered in this paper: 1. definition of an education library . 2. research path followed 3. list of questions posed to the education libraries covered: 3 .1 mission of the library 3.2 goals of the library 3.3 purpose of the library 3.4 history of the library 3.5 size of collection 3.6 type of collectionincluding specializations such as psychological tests, curriculum, textbooks 3.7 size and type of clientele served 3.8 hours of the library, borrowing privileges, ill and other auxiliary services 3.9 publications of the library or center 3 .10 web site, if any definition: an education library is a national, independent, well-equipped, well-endowed institution, dedicated to research and publication in the field of education. it provides materials to address the needs of educators, teachers, and government departments concerned with education. education libraries vol. 21, no. 3 research path: the first step was to look at concordia university's opac called clues. some usable material was located, such as: the world guide to special libraries directory of special libraries and information centers the world of learning subject collections: a guide to special book collections and subject emphases as reported by university, college, public and special libraries and museums in the united states and canada . a search was conducted on lisa but no relevant information was found. some of the libraries gleaned from these reference publications were contacted by fax, as most did not have e-mail addresses or web pages listed. last but not least, the internet was searched, and from the home web page of concordia university, a connection was made to the university of london: institute of education library and media services http://www.ioe.ac.uk:80/ library. from this web page two education libraries were located­ one in hong kong and one in sweden. the next step was to contact selected national libraries throughout the world. the idea was to find at least one education library per continent. this, unfortunately, was not possible. some national libraries were contacted by e-mail; others had a web page listed. some answered, some did not. replies were received from sweden, ireland and finland. no answers were received from argentina, austria, mexico, the netherlands or japan. most national libraries collect material relevant to their own countries, but they do not necessarily single out education , or concentrate on this topic. a r t i c l e s 9 international associations, such as cepes, were also contacted by e-mail, as well as the unesco european center for higher education. according to their replies, their activities are focused strictly on higher education. th erefore, they do not gather the type of information sought for in this paper. with the responses received, however, enough material was gathered in the following countries to make this paper possible: finland, sw ed en, hong kong, singapore and australia. in canada education is a provincial matter, and there. are ten provinces. the national library is located in ottawa, the national capital. while some educational materials are accessible through this source, there is no national education library in canada. sweden national library for psychology and education address: frescati hagvag 10, po box 50063, s1 0405, stockholm web page: http://www.sppb.se/indexeng.htm e-mail: sppb @sppb.se staff: 20 employees collection: 40,000 items are contained in the nordic database pepsy, with references in the fi eld of education published in nordic countries since 1 980. until 1 989 this database was puolished in print, but according to recent information it has been discontinued. participating in this database are five nordic national libraries in education: finland, sweden, denmark, norway, and iceland. the pepsy indexing languages are english �danish -finnish icelandic -norwegian -and swedish. acc ess to peps):' is free of charge. the controlled vocabulary used is from the european education thesaurus. the host is jul (finland) . publications: sinc e its appointment as national resourc e library for education, sppb has also been responsible for the following databases: australian education index; b ritish education index; canadian education index; eric; psyclit; swedish bibliography of popular adult education 1 8501 950; references also registered in libris since october 1 995. the bibliography has been compiled by ake k.g. lundquist, and is based on the holdings of the university library in lund. this bibliography contains periodical articles, monographs and reviews published in periodicals. as of september 1996, there were 4500 entries in this bibliography. some, but not too many, contain non-swedish materials. further information about this bibliography is obtainable from: eric friden, e-mail: efn@sppb.se. th e national library for psychology and education contributes to the swedish bibliographic database with educational journal articles. educational resources: important national educational resources available at sppb are: information rosenbad, the· swedish government website dept of education national agency for education council for renewal of undergraduate education educational resources by the national agency for education important international resources available at sppb are: general education resources american educational research association vose school edu�ation resources page kid's web -a world wide web digital library for schoolkids online educational resources finland jyvaskylii university library web page: http://www.bibelot.jyu.fi the jyvaskyla university library (jul) was founded in 1 863 and is one of the largest research libraries in finland. since 1 977 it has been the national resource library for education, sport sciences and psychology. mission: the mission of the library is to provide information and interlibrary loan s ervices, circulation of materials, and user instruction. history: in 1 863 the library is founded as the library of the jyvaskyla teacher training college, the collection consisting of 446 items, one staff and 40 students. in 1 912, it becomes the jyv askyla research library. the collection rises to over 5,000 items, and 3 staff. in 1919 , the library becomes the legal depository library for finland. in 1 936, it is now called the jyvaskyla university library (jul), with a collection of 338,000 items, 17 staff, and 2,748 students. in 1 977, jul becomes the finnish national resource library for education, psychology and physical education. in 1981 the legal deposit is extend ed to a-v materials. by 1 993 the collection consists of 1 .2 million items; the library staff has risen to 80 and there are 9,605 students. current figures indicate a collection of 1 .3 million. education libraries vol 21, no. 3 10 a r t i c l e s collection: besides finnish books and periodicals, the library has monographs and periodicals in dozens of foreign languages as well as theses accepted by jul . the holdings also cover scholarly and scientific publications, particularly in education, sport sciences, and psychology. in 19 19 the library became the depository library for all finnish publications. audio-visual materials were added to the depository library in 1981, which also includes maps and newspapers. the library has 30 40 cd-rom databases, including eric, international eric, psyclit, sociofile, and philosopher's index as well as a couple of domestic databases. jul is responsible for the pepsy database, which is currently in the data center of the university. it has been decided to discontinue updating pepsy because it is no longer valid. nordic cooperation will continue in the form of web pages, which will contain the national databases. auxiliary services and opening hours: there are 5 branch libraries; each specializing in particular areas. they are as follows: aalto library: literature and linguistics and teacher education; mattilanniemi library: social sciences, mathematics and computer science; sport science library: sport and health sciences; tourula library: media and communication studies and continuing education; ylistonrinne library: physics, and chemistry. on the web page is shown a very detailed timetable indicating hours when the branch libraries are open during the term and during vacations. publications: jul compiles an educational thesaurus and is currently preparing a virtual education library. australia australian council for educational research address: 9, frederick st. hawthorn victoria 3 122 australia information was received from the national library of australia stating that there is no national library of education in this country. research and publishing: this organization undertakes independent educational research and publishing in the following areas: books at all levels for teachers as well as for students and parents; books for psychologists, counsellors, and administrators. also collected are educational and psychological tests. education libraries vol. 21, no. 3 publications: australian journal of education the australian education index bibliography of educational theses in australia (annual) research information for teachers hong kong the hong kong institute of educational research (hkier) web page: http://www.fed.cuhk.edu.hklhkier mission and goals: foremost, the goals of the hong kong institute of education research are as follows: to help strengthen the role of the chinese university in hong kong as the leading institution for educational research and addressing the needs of the teaching profession; to be an active consultative agent to international organizations, public agencies and local education bodies; to assist the chinese university of hong kong in reaching out to local schools as well as overseas institutions; to initiate projects that will facilitate educational planning, produce policy alternatives and enlighten policy makers and members of .the education profession; to serve as a central research facility and to create and support a climate wherein interdisciplinary research projects may flourish. objectives and purpose: the chief objectives of the institute are: to conduct strategic research with s trong policy implications for educational development in hong kong and china; to consolidate resources effectively and to facilitate the development of educational research; to disseminate research ideas and findings through its publication activities; to offer educational development programmes and consultative services; to promote the hkier's international status and to attract more external funding. history: the hong kong institute of education research was established in 1993. its birth marked a significant development in the faculty of the chinese university of hong kong. the faculty of education has played a leading role in teacher training and educational research in hong kong. over the years the need for the establishment of an independent, well-equipped and well -endowed institution dedicated to research and publication in the field of education was felt more and more. the establishment of this institution is the result of the faculty of education's endeavors to foster teacher education, educational and curricular research. today the hkier is an independent research branch of the chinese university of hong kong, which is linked closely to the faculty i a r t i c l e s 1 1 of education. its founding was made possible by the .generous support of the k.p. tin foundation and it is supported by means of private donations, university funds, research grants and revenues generated by the institute's professional education programmes and consultancy services. organization: the hong kong institute of education research comprises two sections headed by a director. an associate director manages each division, i.e. the development division and the research division. the development division is responsible for publishing journals in education, book series, and research monographs. it also facilitates the development of projects for the production of instructional and training materials. consultative services, lectures, workshops and seminars to other educational institutions and also to government bodies in china are also offered. the research division oversees activities regarding the promotion, funding, implementation, and management of research programmes. it also organizes and sponsors conferences and seminars. publications: education journal is published jointly with the chinese university press twice a year, in summer and winter. its mission is to promote the exchange of ideas among practicing educators and educational researchers from hong kong and abroad. the education journal publishes articles on empirical and theoretical studies, research reports, commentaries, and book reviews. all of these cover a systematic analysis of educational processes and systems from different approaches and points of view. singapore national institute of education (nie) address: nanyang technological university -bukit timah campus web page: http://www.nie.ac.sg:8000/-wwwlib history: founded in 1950 as a library for the teachers' training college, the nie is the largest education library in singapore. it is located at nan yang technological university (bukit tima campus) and provides resources to support the teaching and research programmes in arts, education, and physical science. in 1988 the library was computerized, and its integrated library is known as atlas. the online catalogue provides information on the holdings of the ministry of education and the instructional media library. collection: this is comprised of200,000 volumes and 1,000 journal subscriptions; mainly in the subject areas cited above. also contained in the collection are eric documents, theses, curriculum resource materials for teachers, course notes, and examination papers. access is also provided to fee-based online databases (i.e. dialog and firstsearch) and to regional databases such as rein (regional educational information network). launched in 1990, this database contains bibliographic records and full text of ministry of education policy statements, curriculum development at both national and local levels, and statistical information relating to the education system. contributors to this database are seameo member countries, i.e. brunei darulsalam, indonesia, malaysia, the philippines, singapore, and thailand. searrag (south east asian research review and advisory group), a database launched in 1989, serves as a clearinghouse for state-of-the-art reviews of educational research materials in southeast asia. funded by the international development research centre (idrc), canada, this database contains citations and conference proceedings contributed by national collecting centers in brunei darulsalam, indonesia, malaysia, the philippines, singapore, and thailand. another database worth mentioning (in addition to dialog and firstsearch) is silas (singapore integrated library automation service). it is a national database for singapore libraries. the vast majority of the bibliographic records are from the library of congress, but a significant percentage is· input from local libraries. the database indicates which library holds a particular item. it is interesting to note that searches conducted by the library staff are charged at a flat rate of $20.60 to students, per search, including the printing of up to a maximum of 50 citations. further details regarding the collection are provided floor by floor; e.g. the reference collection on the first floor also contains course notes, examination papers, instructional materials, microfilm, newspaper clippings, psychological tests, theses and dissertations. on the third floor the collection houses children and young adult's books. in the audio -visual collection there are cassettes, compact discs, multimedia kits, slides, art reproductions, software, videocassettes, and videodisks. cd-roms such as eric, psychlit, etc. are also available to the library users. at the moment there are electronic journals in the field of physics, but not in the area of education. education libraries vol. 21, no. 3 1 2 a r t i c l e s library clientele: the library serves 7,600 users, mostly staff and students of the institute, but it also serves educational professionals in the ministry of education and reaches out to schools and other related organizations. opening hours: these are provided in great detail both for the academic year per semester and vacation times. publications: published by the institute are handbooks for staff and students, a guide to searching the online chinese catalogue and chinese accession lists 1990-present. publications by the staff include: jobs (jobs orientation backup system)a career guide creating your own web page nicer research bulletin, v.l no. 1-nie centre for educational research principals' executive centre (pec) bulletin canada this paper would of course not be complete without mentioning canada. in canada education comes under provincial jurisdiction. the national library, established in 1953, has three primary responsibilities: to collect, preserve, and promote access to canada's published heritage; to foster library development across the country; and to encourage the sharing of resources among libraries. the national library is the nation's foremost centre for research in canadian studies. until recently the library development centre, or ldc, was housed here. this centre served professional librarians and included school and other professional materials, but it has been discontinued due to budgetary restraints. the collection has been merged with the general reference collection. a children's literature service at the national library serves schools and education collections throughout the country. ontario: six ontario educational organizations have combined forces and pooled their resources to create the 4th all-new edition of educationoneducation. this cd-rom puts more than 12,000 ontario curriculum resources at the fingertips of educators. it includes complete databases from the media sources used the most by ontario teachers. these are: centre franco-ontarien de ressources pedagogiques (cforp) ministry of education and training (met) ontario curriculum clearinghouse (occ) onteris, ontario institute for studies in education (oise) ontario educational software services (oess) tv ontario education libraries vol. 2 1 , no. 3 for the first time, this 1996 version includes a common search feature with mac and pc (dos and windows) interfaces. a user can search for resources by subject, key word, or grade level in either english or french or both simultaneously. complimentary copies of this cd-rom have been distributed to more than 6,000 school resource libraries, school board media centres, libraries, faculties of education, and school board computer consultants in the province of ontario. it can be ordered for $24.95 including taxes and shipping. bibliography dawn, rodrigues. the research paper and the world wide web. upper saddle river, nj: prentice hall, 1996. a guide to special book collections and subject emphases as reported by university, college, public and special libraries and museums in the united states and canada. comp. by lee ash and william g. miller. 71h ed. bowker, 1993. the world of learning. 46th ed. london: europa publications, 1996. young, m.l. and h.c. eds. directory of special libraries and information centers. 3rd ed. detroit: gale research, 1997. anne m. galler is associate professor, library studies education department, concordia university, montreal, qc, canada h3g 1 m8. this paper was first presented at the annual conference of the special libraries association in seattle, wash., 1997. a r t i c l e s 1 1 pri son l i br ar i es i n s i d e out by glen singer abstract prison librarians work in a unique and challenging environment. the demands of the job are taxing since these positions require an exercise of a librarian's entire range of skills and knowledge as well as successful adaptation in the hierarchical structure of a correctional institution. this article provides an inside look at the institutional environment, prison security concerns, inmate patrons and library usage, library collections and services, and the day-to-day operation of a prison library and offers recommendations for the professional development of such libraries. in 1986, i accepted the position of librarian at columbia correctional institution (cci), portage, wisconsin. cci was the first new prison facility built in wisconsin in twenty-four years. it was designed to be a maximum-security institution whose mission was to house 450 inmates-the so-called "worst of the worst" in the wisconsin correctional system. at the time of my arrival, i had previously spent six years with the department of corrections in an administrative capacity and as a librarian at a minimum-security prison. as a result, i was probably not adequately prepared for the challenge of both building a library from scratch and dealing with a potentially problematic, volatile, and dangerous clientele, nor was i sufficiently inured to the stringent security necessary to operate such an institution. since that time the cci library has grown and evolved into a full-fledged program unit which provides services to the entire prison. community. during this period, cci's population has almost doubled to 870 inmates; wisconsin has built several new prisons, including an even more austere "maximum-maximum security" facility; several more prisons are in the construction phase; and thousands of inmates have been sent out of state to "privatized" prisons. these circumstances reflect the national anti-crime climate that has been cultivated and exploited as a political rallying point during the past two decades-a situation which has resulted in tougher sentencing laws and prisons which are bursting at the seams: when i began employment in the wisconsin department of corrections, a librarian's position was unique, for there were few trained librarians in the wisconsin prison system. libraries were often managed by teachers on a part-time basis or run by inmates with minimal supervision. at some institutions, libraries were next to non-existent. since that time, the number of correctional libraries has grown, while their management has become increasingly professional. library school graduates are routinely placed in the correctional and institutional setting, yet there are few academic programs or individual courses which train librarians for the unique challenges of such employment. when new librarians arrive at their jobs, they are often less prepared than i was for those elements which differentiate prison librarianship from its kindred disciplines. when a librarian accepts employment in a prison, he or she is entering a world that is far removed frorri the apparent gentility of academia or the seeming normalcy of the public library. geography the first feeling which is apparent when one enters a correctional institution is that it is a rigidly contained, imploded universe. upon entrance, one's bags, briefcases, and lunch containers are checked for contraband items. uniformed guards flank entrances and patrol hallways. door after door, some with iron bars, open and shut behind each employee after proper identification is established. the prison library is embedded in this context. almost universally, it is limited in terms of space and often is tucked into an inconvenient corner-almost a spare part between the gym and the kitchen or buried in the basement of the education building. this space is usually split between a general and a law library. total library capacity rarely exceeds forty patrons. the area is often spartan, either by design or necessity: bare tile floors, concrete block walls, acoustic-tile drop education libraries vol. 24, no. 1 1 2 a r t i c l e s ceilings, formic"a-topped tables, plastic scoop chairs, no air-conditioning in the summer, and inadequate heat in the winter. at levels of lower security rating (e.g., mediumor minimum -security), library appointments tend to be more "luxurious", as wall hangings or other decorative art, wooden shelves, padded chairs, and carpets soften the environment. the placement of every object in the library is dictated by concerns for institutional security and safety. low shelves are often employed, and shelf rows are arranged so that the librarian or security officer may have open sight lines down aisles. mirrors and cameras are used to cover blind spots and monitor inmate movement. patrons prison library patrons are convicted felons whose crimes range from drunken driving to mass murder. a patron sample would show that generally prison library users are disadvantaged educationally, often learn ing disabled, psychologically and emotionally unstable, and self-absorbed. in recent years, the mentally ill have become a large minority in the corrections continuum. a 1998 report on inmates at columbia correctional institution revealed that 26% were serving life sentences or the equivalent; another 40% were sentenced to more than ten years in prison; 75% had been convicted for violent, assaultive offenses; 60% were diagnosed with mental health needs; 69% were a�sessed with alcohol or drug treatment needs; 24% were identified as gang members. according to assessment and evaluation testing, 65% required basic educational programming, while 70% were listed as having vocational needs. approximately 30% of the population were functionally illiterate. though these figures characterize the extreme environment of a maximum-security institution, the statistics for mental illness, alcohol/drug needs, and education are also fairly typical of institutions at lesser levels of security. obviously, the majority of the prison library's clientele have special needs, and it is within this context that the librarian must function on a day-to-day, face-to-face basis. all decisions from material selection to personal demeanor must be predicated upon a constant awareness of the unique character of the prison population. security the function of a prison is to segregate its inmates from general society. it is entrusted with housing, feeding, and protecting its wards. the system which it imposes on inmates is deprivational, for it usurps the individual's control of his or her life and vests it in the hands of the state. thus, the very nature of the stewardship is negative. it is this mission which ultimately overrides all other considerati ons and c ircu mstances i n corrections. the library, along with other program departments, such as recreation, chapel, education, and clinical services, are entrusted with the rehabilitative aspects of incarceration. the mission of these units is positive: improving the daily life of inmates and providing them with long�term skills, training, and education libraries vol. 24, no. 1 treatment. this situation affects prison librarians in two ways. first, they may often come into conflict with security personnel over the management of the library since each maintains a different perception of their respective roles. conflicts routinely arise over the types and qual ity of information delivered to inmates (i.e., censorship), the breadth of library programming (e.g., use of automation, on-line technology, etc.), and the relationship of the librarians to their patrons (i.e., perceived fraternization). secondly, the very nature of the position of prison librarian carries an implicit duality. the librarian is expected to assume security functions, such a monitoring inmates, intervening i n patron d isputes, in i tiating d iscipl i nary act ions , and providing sec urity-oriented polic i es and procedures to govern the administration an� management of the library. because of these factors, such concepts as the library bill of rights, intellectual freedom, and first amendment freedoms become blurred and subject to pragmatic interpretation. the prison librarian must become very flexible in his or her approach to librarianship and be continually cognizant of the fact that the greater good sometimes must be purchased at the cost of principle. it is on i y through such utilitarian compromise that the positive mission of the library can be maintained. if there are problems in the institution at-large or in the library (e.g., passing or concealing of contraband items, dishonest activity by library clerks, fighting, gang activity, etc.), the library may be locked down and subject to an intense security search. such searches are conducted by security officers and focus on every item in the library. all library books and materials are scanned, and work areas are efficiently torn apart. the result is complete chaos. when the search is completed, the library, for all practical purposes, must be reassembled-piece by piece. though this procedure is designed to guarantee the security of both staff and patrons, it is extremely stressful and debi litating from the librarian's perspective. it also provides a clear reminder that security is the master. the model the most common prison library model is the public library. this construct is based upon the notion that the entire prison population-inmates, administrators, staff, and security personnel-comprises a microcosmic community. since the library is in reality designed to serve mainly the inmate population, the major goal of the librarian should be to establish a "normalizing" environment within the prison. ideally, the library should provide a haven for inmates, for it is one of the areas within the institution that is least encumbered by restrictions and rules. it is one of the few places in which incarcerated persons can approach the same freedom that they had on the streets. the "normalizing" model assumes many roles: the library may be a place of recreation, an extension of the classroom, an information center, or a place for exchanging and sharing of ideas. within this context, i t is a r t i c l e s 1 3 important to maintain the vitality of the library and respond efficiently and positively to inmate needs. the library's role for other members of the prison community may be active, but it is decidedly secondary, for staff members have access to library services and other information sources (e.g., the internet) outside the prison walls. the library is in reality a source of support for staff. program materials aimed at inmates may be placed there; technical materials may be obtained from outside sources through its agency; or it may provide an occasional reading and reference resource. it does not, however, have the impact or importance for staff that it does for those for whom it is the only source of information and intellectual growth. library and librarian in wisconsin and other states, a single professional librarian staffs most prison libraries. though inmates are usually employed to handle basic clerical tasks (e.g., accession, circulation, easy reference, etc.), correctional librarians are responsible for all phases of library administration and management, as well as provision of direct service to inmates. they must handle the details of their budgets, select all materials for the general collection, prepare purchasing documents, hire, train and manage inmate clerks, orchestrate and maintain library automation initiatives, coordinate record-keeping, prepare library reports, catalog incoming materials, perform general and legal reference tasks, insure law library standards, assemble bibliographies, initiate inventories and weeding, perform interlibrary loan duties, participate in grant­ writing activities and special library projects, and provide a host of ancillary services (e.g., photocopying for inmates, notary service, etc.). in addition, they are often viewed by prison administrators as institutional factotums and assigned duties outside the library. during my tenure at cci, i have served as a member of the program review committee (for determination of inmate assignments) and the due process committee (for judgment of inmate disciplinary infractions), and i have been assigned to be an inmate advocate (representing inmates at due process hearings). i was also entrusted with the task of designing, writing, and producing two one-hundred-plus page annual reports for the institution. i am currently a member of the program services committee and the workplace enhancement committee. such duties exemplify the overlapping nature of the correctional librarian's situation in which he or she is viewed not as specialized professional, but as a useful and exploitable unit within the corrections' hierarchy. the prison librarian's position is one of professional isolation. the prison library is an anachronism since it founded upon the labor-intensive model, which is the essence of the whole institution. inmate workers, rather than professional staff, provide support in the library, and the librarian is without any sort of daily contact with peers. because inmates are prohibited from utilizing on-line tools, the library is forced to rely upon stand-alone technology, a local area network, and cd-rom materials. thus, a large portion of the information technology, which has burgeoned in the past twenty years, is also unavailable to the librarian. he or she is cut off from developments in the field, having no access to the fruits of automation, such as myriad databases that are available at other libraries. in addition, he or she begins to develop the internalized vision that characterizes cmtection employees in general, an "us-against-them" perspective. there is also the danger of institutionalization, for after dealing with inr_nates and other correctional staff for eight or more hours a day, one may begin to perceive the world by inmate standards. the actuality of crime becomes diminished until it seems almost the norm. the librarian must continually struggle against these factors on a daily basis, and only by doing so is he or she able to maintain his or her professional standards and the integrity of the library. library collections most prison libraries are divided into two distinct segments: the general collection and the law library. prison administrators regard the latter as the most important element in the entire library operation since its existence is insured by governmental mandate and guarantees inmates free access to the courts. law or code or other legislation determines its contents. in wisconsin, the corrections' administrative code spells out the specific publications that are to be placed in the collection. it is comprised of both federal and wisconsin case law dating back to 1961, state and federal statutes, and appropriate legal treatises and reference materials. it is the most expensive component of the library, and consequently, its jewel. materials are provided by subscription and blanket order and a librarian's major duty is to order materials in a logical manner and maintain it in a reasonable fashion. most librarians who enter correctional systems have little academic preparation in legal librarianship, particularly legal reference service and are prepared neither by position description nor job interview for its importance as a mandated prison program. thus, they are compelled to tutor themselves in the intricacies of the legal structure and to acquire knowledge of such items as key prison cases, court rules, legal forms, and filing deadlines. the irony of this situation is that few inmates utilize the law library, and even fewer are competent users. yet, this minority is a very demanding clientele, and the librarian has the daunting task of satisfying the needs of these individuals. the law library also must be carefully monitored because inmates have a tendency to appropriate pages and materials that they deem necessary for personal use. when materials are removed from the library, they must be replaced immediately, always at great cost. the library's general collection is generally small, ranging from 5,000 to 15,000 hardcover and paperback volumes and other items. collection size and scope is determined to a large extent by space limitations and security considerations (e.g., shelf height, placement of shelving, etc.). at columbia correctional institution, education li braries vol. 24, no. 1 14 a r . t i c l e s the general collection is made up only of print materials (books and non-circulating periodicals) and several hundred educational videocassettes, which are for ' staff use only. at lower levels of security, general collections may have greater range and include circulating periodicals, audiocassettes, circulating audio-visual equipment, and cd-rom based reference services and browsing tools. though the prison collection is nominally designed to replicate the collection of a small public library, it has a tendency to skew toward the immediate and the popular, and certain subject areas are emphasized over others. inmates tend to be voracious fiction readers, and approximately sixty percent of all loans are of popular fiction. over time, the collection tends to center around certain favorite authors (e.g. jackie collins, stephen king, dean koontz, louis l' amour, harold robbins, sidney sheldon, andrew vachss, etc.) and genres (e.g., sex-greed-and-power potboilers, westerns, serial-killer thrillers, hard-boiled private eye adventures, fantasy, etc.). many specific titles are "prison classics" (e.g., alex haley's the autobiography of malcolm x, william cooper's behold a pale horse, harold robbins' the carpetbaggers, claude brown's manchild in the promised land, ara movsesian 's pearls of love, machiavelli's the prince, stephen king's the stand, andrew vachss's strega, jackie collins' the stud, etc.) and are literally "read to death". consequently, a portion of a library's small budget is often expended on replacing or duplicating these popular books. older fictional materials and classics are of little interest to most inmates. the librarian is continually faced with the dilemma of balimcing the collection between the ephemeral and the time-tested. non-fiction interest is also concentrated in certain areas, especially true crime, the para-normal, non-christian religion and mythology, ethnic literature, celebrity biography, and general history. there is very little interest in the sciences, languages, self-help literature, or the arts. in satisfying inmate interests, the librarian is forced to consider the welfare of the inmates, themselves, and to adhere to the guidelines for institutional security. for example, he or she must consider the salutary effects of purchasing true crime materials that detail either visually or verbally crimes of appalling magnitude. likewise he or she may be forced to reject many popular accounts of ghetto life because they contain vivid descriptions of gang behavior, which are at cross-purpose with security objectives. in addition, cerlain individual books and types of materials are strictly banned by security on the basis of "penological interest" (e.g., books on martial arts, firearms, organic chemistry, satanism, etc., as well as those that advocate violence or racial hatred). prisons have recently begun to control pornography in a more stringent manner than in the past, barring visual and written materials ranging from pin-ups to hard-core pornography. in the prison environment, the librarian is given the responsibility of sifting and winnowing education libraries vol. 24, no. 1 purchases in a much more painstaking manner than is demanded of a public librarian. he or she cannot place implicit faith in reviews, especially in an era when a good deal ofliterature focuses upon sexuality, violence, and crime. in time, a prison librarian develops an "experienced eye" which enables him or her to detect "red flag" key words or phrases in primary review sources. in such instances, the librarians must then seek out more detailed reviews or do a bit oflegwork and examine publications first-hand before purchasing. interlibrary loan is an element of extremely vital importance to the prison library. it is a lifeline to the outside world and can be utilized to obtain materials that are new or in high demand or which represent one-of-a-kind requests. by its very nature, a successful interlibrary loan program is able to save a library thousands of dollars over the course of several years. in the past many public and academic libraries were loath to send materials to prisons because of the potential for damage, loss, or theft. this prejudice has been countered and minimized, as more prisons have employed professional librarians. the librarian, however, must be exceptionally diligent in guaranteeing the care and safety of interlibrary loans, a process that can be very lime-consuming and fraught with difficulty. in addition, he or she must apply institution standards to all incoming materials, examining them for content that is contrary to "penological interest". building a prison library collection is a difficult task because funds are scarce. since prison construction is proceeding so rapidly and prison populations are swelling at an unprecedented rate, funding is often diverted to construction, security equipment, and the hiring of security officers. almost every prison has a continual budgetary shortfall . the prison library is often overlooked in these circumstances, and apportioned funds are often redeployed. the librarian is forced to battle fiercely for funding and struggle to maintain that which was allotted. even with an aggressive stance, librarians find themselves short of purchasing power during the course of any given year-especially when faced with the escalating cost of print materials. because of this fact, the entire process of collection development is retarded, and the librarian is forced to exercise a more judicious and careful approach to purchasing. there is little room for hit -or-miss buying or experimentation. library usage the prison library is a vital, high-usage area, but in many prisons, especially those at high levels of security, access to the library is strictly controlled by security procedures. at columbia correctional institution, the library is open forty-seven hours each week, and when the librarian is not present, it is managed by a security officer, who is aided by the library clerks. inmates are assigned library time by housing unit and forced to choose between a visit to recreation (the gym) or the library. at other a r t i . c l e s 1 s institutions, inmates are issued movement passes and must wait their turn to use the library. at lower levels of security, inmates are often allowed relatively free access to the library. during the 1999 calendar year, 23,840 inmates visited the library at cci, an average o f 36 visits per year by each general-population inmate (670 inmates). inmates borrowed 28,509 items, including law materials and interlibrary loans, an average of 33 books per inmate (870 inmates). of this total, 3,536 were interlibrary loan transactions, an average of five items per inmate (670 inmates). these totals, of course, do not include materials used for browsing (e.g., newspapers and periodicals), legal work, or reference. the intensity of use becomes more apparent if one considers the fact that approximately forty percent of the inmate population falls into the category of "active library user". other inmates are disinclined to use the library because of illiteracy, because they feel themselves intellectually debilitated by all-day school programs, or because they prefer to frequent the gymnasium. in addition to on-site users, the cci library operates an extensive outreach program that is designed to deliver books and legal materials to approximately two hundred inmates who are confined in segregation areas or have been placed on some other type of restrictive status. in 1999, the library processed and responded to 5,045 written requests from such inmates, delivered 4,348 collection items to them and provided them with numerous responses to general and legal reference requests. the major ancillary functions of the cci library are the production of photocopies and the provision of notary service to both staff and inmates. d uring the past y ear, 129,419 photocopies were produced, and 796 notary transactions were completed. in addition to these services, the librarian and inmate clerk staff furnished inmates with product catalogs, aided them in filling purchasing orders, distributed legal forms, compiled bibliographies (upon request), handed out internal revenue service forms, advised those preparing tax returns, and distributed free publications, such as team sports schedules. in dealing with inmate library patrons, one must be constantly aware of their demand for immediacy-a demand that sometimes approaclies irrational desperation. they are often unwilling to wait for the delivery of either service or materials. for this reason, the on-site collection of the library must be adequate to the felt needs of the majority so that immediate, on-hand response may be given. such demand results in shaping the collection to reflect only inmate tastes, while sacrificing the principles of balance and comprehensive scope. this pressure for immediacy also results in uncomfortable tension between the librarian and library clerks and their patrons. inmate clerks, in particular, feel extremely hard-pressed by their peers when they are unable to provide adequate responses to such demands, and in such situations demands tend to escalate. thus, every day, the satisfaction of individual patrons diverts the librarian from long-term, planned activities. for example, simple library activities, such as cataloging or book purchasing, may be put off day after day, or the librarian may labor several days on a sheet of statistics which should have been completed in two or three hours. heavy library usage brings a host of problems with it. the library can evolve into a recreational and social area. inmates may come to the library simply to meet and hold conversations. the noise level in the typical small, prison library tends to be magnified by the surroundings and difficult to control. in this environment, gang confabulations and the passing of contraband items flourishes. book thefts and mutilation of materials increase. if the library does not have a security officer attached to it, the librarian is often forced into the role of security adjunct, for he or she is compelled to keep order and serve as library watchdog. excessive library usage of limited materials also translates into rampant collection erosion. print materials are battered, beaten, twisted and mauled. they may be drenched with water when recalcitrant inmates plug up drains and flood their cells or damaged by fire when angry prisoners ignite their mattresses and personal papers. cryptic messages, gang signs, or racial epithets may be scrawled on the pages of the most popular books; would­ be artists may remove illustrations for copying or tracing; and thieves pass books from hand to hand until they disappear into a mysterious black hole-a seemingly impossible void in a tightly controlled correctional institution. correctional librarians expend a great deal of time and energy in combating these sorts of problems (e.g., requesting searches, supervising book repair, replacing volumes, etc.), as they concentrate on resurrecting rather than building. the future prison libraries demonstrably lag behind their counterparts in academia and the public and private sectors, and institutional librarians remain librarians rather than contemporary information scientists. the future, however, is not dim, nor is the librarian's labor necessarily sisyphean. correctional system administrators no longer conceive of libraries as only an after-thought and realize their importance to the mission of corrections. when prisons are renovated or constructed, libraries are considered to be necessary program units and provided with pre-designed locations. library planning has become more centralized and coordinated. long-range library plans have been developed, and there is movement toward standardization of resources and services. automation has been introduced into the library mix. education libraries vol. 24, no. 1 1 s a r t i c l e s the ranks of institutional librarians have become increasingly professional, as persons with library and information science trai ning and credentials move into open positions. for professionalization to become a daily reality, however, there are a number of conditions that must be satisfied. first, the space allotted to libraries must be adequate and the physical conditions of such areas must be both livable and attractive. second, correctional libraries should be expanded beyond the single-person paradigm. adequate staffing is necessary to guarantee both a high level of service and to allow librarians to develop and manage their areas by goals and objectives. third, librarians should be involved as education li braries vol 24, no. 1 little as possible in security initiatives. full-time correctional officers should be assigned to each library to monitor inmate behavior, effect disciplinary actions, and maximize library accessibility. fourth, correctional administrators should insure that prison libraries are well funded and guarantee the integrity of these funds so that library development may be well planned and progressive. fifth, automated technology, especially on-line capability, must be more fully integrated into the library fabric because of its capability to deliver information cheaply, efficiently, and immediately. if these conditions are realized, prison libraries will only then begin to become true libraries-libraries of the new millennium. glen singer has degrees in political science, classics, and library science. he has been employed in the correctional field for the past 21 years and is currently librarian at columbia correctional institution, 2925 columbia drive/p.o. box 950, portage, wi, usa, 53527. phone: (608) 742-9 100 ext. 247; fax: (608) 742-9 1 1 1 ; e-mail: glen.singer@doc.state. wi.us c 0 m m e n t a r y 1 staff training and development -an expressed need by joanne locke definition and need for continuing education programs staff training and development, an aspect of continuing education, has long been recognized as an essential process in the practice of the library and information science profession. this expression of need by both the employee and the employer is a central point of the literature today and parallels that of over thirty years ago when cyril 0. houle cited four specific areas of development required by the practicing professional in his article entitled "the role of continuing education in current professional development." these include: 1) keeping up with new knowledge relating to one 's profession; 2) establishing mastery of new conceptions of that profession; 3) continuing the study of basic disciplines which support one's profession; and 4) growing as a person as well as a professional. (houle 263-64) increasingly, this expression of need is being responded to today by programs that speak to permanency and priority as revealed in the two articles in this issue and by numerous others in the literature. lifelong learning compels us to update our education and increase knowledge in all facets of our lives. as richard house states: " the world is changing so rapidly that individuals must live in several different worlds during their lifetimes. one generation can no longer pass along to the next generation what is needed to get along in the world. the recognition that no education can last a lifetime is changing the way our society thinks about education and learning. education is now regarded as a continuous process and is needed in most every aspect of an adult's life." (gerber and tees 59) more specifically within the l ibrary and information profession, elizabeth stone's 1 969 definition continues to provide a sound basis for current definition. in her view, continuing education encompasses " . . . all activities and efforts by the individual to upgrade his knowledge, abilities, competencies, and understanding in his field of work or specialization so that he can become a more effective professional and be able to handle responsibilities of greater scope and accountability." (stone 21) why programs are necessary while the l iterature increasingly speaks to the need for continuing education programs and the benefits they offer to both the employee and the employer, the association of research libraries (arl) spec flyer on staff training and development reveals some interesting findings. a compilation of survey responses from fifty member institutions indicates that: • 56 percent of respondents have a formal library program in place; • of the 44 percent that did not, slightly more than half [were] planning such a program; • 73 percent have a budget for staff training and development; • the typical staff development budget does not constitute a line item in the library's overall budget but consists of a series of funds made available on an as-needed basis; and • 37 percent have programs that were established more than ten years ago, while 27 percent of respondents have relatively new programs established within the past one to three years. (arl) it appears evident that despite an expressed need, not every organization has initiated a staff development program. however it is encouraging to note that many have plans for programs to be initiated in the future. the combined statistic of those with newly established programs and those planning a program emphasizes the increasing recognition of need. many factors contribute to this need for formalized programs in staff training and development. one of the most obvious indicators is the increasing multidisciplinarity of the library and information science profession. the profession, characterized by a convergence of the traditions of library and information science as we know them, together with the disciplines of management, communications , computer sc ience and education, speaks to houle's stated requirement of knowledge in complementary disciplines. this is further exacerbated by the increasing complexity of the organizations and users being served. the impact of rapidly developing technologies is having multiple effects on service to users; most prominently the perception that all information is instantaneously available and free. this perception, fueled by users ' observations of their sunoundings in terms of lnternet services, talk of virtual libraries, global knowledge and information transfer, fails to consider the complexities of information organization and access. information profess ionals are expected to be conversant wi th these technologies , yet how can they be i f not provided with opportunities for training and development? education libraries vol. 23, nos. 2/3 a c 0 m m e n t a r y benefits and constraints in offering a program organizations that do participate in offering established programs of training report that benefits are immeasurable. not only are users supportive of the many services based on their positive experiences, but also staff tends to be more self-confident and to exhibit an enhanced ability in dealing with diverse situations and problem solving. this has increased productivity and a greater loyalty to an organization that has shown a willingness to invest in their employees and their ongoing development. continuing education further serves to allow professionals to better adapt to the changing technologies. when staff is involved in the training programs ·and contributes to the effective performance of each individual, it demonstrates that the library supports the growth of its l ibrarians. a l i brary can benefit greatly from "systems thinking", one of the basic aspects of peter m. senge's philosophy. this means employees "learn to focus upon the whole of the organization rather than the individual parts ." (callahan and watson 377) the end result is an overall strengthening of the entire organization. despite the numerous and stated advantages, several obstacles make it difficult for the establishment of and participation in staff training and development. as with many initiatives, funding is a primary stumbling block. in a time of shrinking budgets, and haunted by an expectation to do more with less, organiz�tions justify that they cannot always set aside funds to support such an endeavor. employees feel that while this is best for their professional development because it serves to improve or enhance their contribution to the organization, their budgets do not always allow funds to be set aside for this purpose. in order to meet j o b demands, many professionals are spending more t ime at work or are faced with fami ly responsibilities that result in less time for them to attend courses outside of work. while many organizations are happy to provide release time for staff training and development, many employees are reluctant to take this time, the reason being that while away, much of their work accumulates. upon their return, they must work longer hours to catch up. methods of offering a program to overcome the above-mentioned difficulties, organizations must first recognize and appreciate the benefits both to the institution and the employees . secondly they must make a commitment to invest in the necessary investigation and planning process that is required in establishing a program that is viewed as an integral component of the organization ' s being. once adopted, there are many methods of continuing education, all or some of which can be incorporated into a program. education libraries vol. 23, nos. 2/3 the l iterature reveals that short workshops are usually preferred over long-term, extensive courses. professionals tend to recognize a gap and work to fi l l i t as efficiently and unobtrusively as poss ible. in-house training, either through bringing in an expert to conduct a seminar or workshop or cross­ training which involves one staff member attending a workshop and in turn offering that workshop to fellow colleagues, is often cited as an effective method of instruction which reduces both collective costs and travel time. additional effective means of development include less formal methods such as reading the professional l i terature; participating in discussions (either traditionally or electronically), and teaching oneself new skills. just as technology has in part created the necessity for increased training and devel opment so has i t fac i l i tated del ivery. teleconferencing, listservs discussions and internet-based courses allow for flexibility while reducing costs and in some cases travel time. the two l ibraries reporting in this issue have responded to the need for s taff trai ning and development through the establishment of programs that serve as a foundation for further growth. both organizations exhibit commitments to this growth that will help them to meet the challenges of the future. sources cited callahan, daren and mark watson. "care of the organization: training and development strategies." journal of academic librarianship (september 1995): 376-81. gerber, ellen and tees, miriam. "continuing education and professional developments." in the program of the special libraries association: proceedings of a world confernece on continuing education for the librciiy and information professions. august 13-16, 1985. new york: k.g. saur, 1985. houle, cyril 0 .. "the role of continuing education in current professional development." ala bulletin 61 (march 1967): 25967. s tone, elizabeth w. factors related to the professional development of librarians. metuchen, nj: scarecrow press, 1969. association of research li braries. office of management services. staff training & development. spec flyer 224. washington, dc: association of research libraries, 1997. d e p a r t m e n t s 29 res ources on t h e n et: distance learning compiled by anne wade this column identifies a selective sample of web-based sources related to librarianship and distance education. it is by no means a comprehensive listing as there is a vast quantity of information available on this topic. sites were retrieved from the databases of hotbot, northernlight, google, and metacrawler search engines using the following basic search strategies: "distance (education or learning) and librar*". please note that some abstracts have been taken directly from the papers. resources eggers, r.m. (2000). world wide web virtual library: distance education. retrieved o n november 3 0 , 2000 from the world wide web: http ://www.cisnet .com/-cattales /deducation.html a series of links categorized by subjects such as: distance education offerings; journals and newsgroups; organizations; and articles. links are not annotated. journal of library services for distance education . available from the world wide web: http://www.westga.edu/-library /jlsde/welcome.html a peer-reviewed e-journal, international in scope, which publishes articles on the issues and challenges of providing research/information services to students enrolled in formal post-secondary distance education. sloan, b. (n.d.) . library support for distance learning. retrieved on november 30, 2000 from the world wide web: http: //alexia.lis.uiuc.edu/-b-sloan/libdist.htm sloan, from the g.s .l.i .s . , of u. of illinois at urbana­ champaign, states that his purpose is to provide an informational resource for librarians interested in the issues of l ibrary support for distance learners. he also wants to provide equitable access to information, therefore all resources are accessible via the web. this site i ncludes annotations but does not j ist a date and some of the links are dead, unfortunately. university of texas. ( 1 998, september). distance education: a primer bibliography, resources. retrieved on december i , 2000 from the world wide web: http://www.utexas.edu/cc/ cit/de/deprimer/bibliography.html university of wisconsin-extension. (2000, november 2 1 ) . distance education c learinghouse. retrieved on november 30, 2000 from the world wide web: http://www.uwex.edu/ disted/home.html these two sites each provide an extensive jist of links. the latter includes searching capabilities and quite a comprehensive list of empirical research, including twenty bibliographies. both are good resources in which to start off a search for material on distance education. articles and reports association of college and research libraries. ( 1 998) . guidelines for distance learning library services. retrieved on december 20, 2000 from the world wide web: http: //www.ala.org/acrl/guides/distlrng.html this revision of the 1 990 guidelines for extended campus library services was prepared in response to a variety of requests from i ndividuals who recognize the importance of ensuring excellence in library services for extended academic programs. library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support staff, wherever these individuals are located, whether on a main campus, off campus, in distance education or extended campus programs, or in the absence of a campus at all; in courses taken for credit or non-credit; in continuing education programs; in courses attended in person or by means of electron ic transmission; or any other means of distance education. these guidelines delineate the elements (e.g. finances, management, personnel, facilities, resources, services) necessary to achieving these ends. education libraries vol. 24, nos. 2/3 3o d e p a r t m e n t s canadian library association. (2000, november). guidelines for library support of distance and distributed learning in canada. retrieved on december 20, 2000 from the world wide web: http://gateway l .uvic.ca/dls/guidelines.html a revision of the 1 992 guidelines, these are designed to serve a number of purposes: to assist i n the development of library services for new distance learning programs; to assist in the improvement of library services for existing distance learning programs; to stress the need for the originating institution to assume full responsibility for ensuring that distant learners have access to library services that are equivalent to services provided to on-campus patrons; and to emphasize that traditional l ibrary services are not sufficient to meet the library needs of most distance learners. consortium for educational technology for university systems. ( 1 997). information resources and library services for distance learners: a framework for quality. discussion series. retrieved on november 30, 2000 from the world wide web: http://www.cetus.org/dist_lrn .pdf this document summarizes the results of the csu-suny­ cuny work group following a two-year study. it contains recommendations on guidelines for information resources and library services for distance learners. the premise is that all key players ( l ibrarians, students, faculty, administrators) should collaborate i n providing access to, and delivery of, education. throughout the process, students must be provided with the resources necessary to support their learning experiences. sections include: an overview of distance education and current practices in providing information resources and library services; current policies; a statement of principles; and a discussion of fair use and ownership. distance education in a print and electronic world: emerging role for libraries. ( 1 99 8 ) . proceedi n g s of the oclc symposium ala midwinter conference (new orleans, january 9, 1 998) . retrieved on november 23, 2000 from the world wide web: http://www.oclc.org/oclc/manl l 0256dis /print.htm a collection of four papers that provide different perspectives on the library's role i n distance education . the papers are m. jones future fast forward :libraries and distance education; j .r. madaus florida distance learning l ibrary i nitiative; s.c. ehrmann libraries and distance learning; and h.r. stewart zip drive into distance education. education libraries vol. 24, nos. 2/3 heller-ross, h. ( 1 996). librarian and faculty partnerships for distance education. mc journal: journal of academic media librarianship, 4( 1 ). b ased on a paper published at the 9th annual conference on distance education and training (augusta, me, sept . 1 995) . revised for the inaugural conference on interactive technology i n health education (plattsburgh, ny, june 1 996). retrieved on december 1 0, 2000 from the world wide web: http ://wings.buffalo.edu/ publications/mcjrnllv4n 1 /platt.html heller-ross looks at some of the opportunities that distance education programs present to faculty educators and librarians. active partnerships between these two groups can improve curriculum enrichment, research instruction, and student services. jones, m. ( 1 997, august). high five for the next five: librarians and distance education. journal of library services for distance education, 1 ( 1 ) . retrieved on december 1 0, 2000 on the world wide web: http ://www.westga.edu/-library/ j lsde/vol 1 / l /mj ones.html jones describes five emerging trends in distance education that are forecasted for the next five years given the technology mix that is shaping course content creation, exploration, interaction and learning outcomes. parnell, s. ( 1 996, november). literature searches and distance education: whose problem ? occasional papers in open and distance learning, no.20. retrieved on december 1 5 , 2000 from the world wide web: http://www.csu.edu.au/division/ oli/oli-rd/occpap20/parnell .htm libraries that attempt to provide a comprehensive range of services to di stance education students face a number of challenges. this paper looks at the problems the user "in absentia" may occasion the librarian and considers the question of who should take responsibility for the intellectual content of l iterature searches. parnell concludes that a possible response is to formulate and act upon a policy of differential service based upon the nature and level of the course of study and the degree of isolation of the student. an interesting issue for librarians. d e p a r t m e n t s 31 schiller, n. ( 1 997, january 23) . d istance learning project proposal: collaborative www support of distance learning. retrieved on november 23 , 2000 from the world wide web: http://ublib.buffalo.edu/libraries/course/proposal.htm a description of a project that addresses the feasibility of using the internet to deliver library resources and services to students enrolled i n distance learning at suny. libraries at selected suny campuses worked collaboratively to develop a prototype that would serve as a model for all these campuses. u.s. copyright office. ( 1 999, may). report on copyright and digital distance education . a report of the register of copyrights. retrieved on december 1 , 2000 from the world wide web: h ttp ://www.loc.gov/copyright/docs/de_rpt.pdf this lengthy report ( 1 70pp) based on a six month study, and compiled by the u.s. copyright office, is divided into six parts: overview of the nature of distance education; current licensing practices in digital distance education ; status of technologies relating to the del ivery and protection of distance education materials; application of current copyright law to digital distance education activities; prior initiatives addressing copyright and digital distance education; and an examination of whether the law should be changed with a look at the copyright office's analysis and recommendations. this is a timely and important issue for libraries. an executive summary (25pp) accompanies this detailed report. zastrow, j. ( 1 997). going the distance: academic libraries in the virtual university. reprint from proceedings of the 1 2th computers in libraries conference (arlington, vi, march 1 012 , 1 997). retrieved on december 1 0, 2000 from the world wide web: http://library.kcc.hawaii .edu/-illdoc/de/ depaper.htm this paper addresses two main roles that librarians can play in the field of distance education ; that of providing support services and that of acting as technology advisor. mentions some practical tips and outlines how one becomes a distance education librarian. @@@@@@ this column contains a variety of interesting, and informative sites on special topics of interest to education librarians. it is hoped that readers will find many of these sites worth bookmarking for future reference. anne wade (m . l . i . s . ' 86) i s research coordinator and information specialist at the centre for the study of learning and performance, education department, concordia university and is a lecturer in the information studies program, concordia university. e-mail : wada@alcor.concordia.ca education libraries vol. 24, nos. 2/3 osterlind, steven j. a national review of scholastic achievement in general education. ashe-eric h ig her education report, volume 25, number 8. washington, dc: the george washington university graduate school of education and h uman development, 1 997. isbn 1 -878380-80-y. the 1 993 publication of the national institute of education's a nation at risk served as a wake up call to american higher education . s ince then, community colleges, colleges and universities have all embarked on "assessment" studies, to analyze the skills and knowledge with which their students enter, and the increase in those skills and knowledge gained during the college experience . steven j. osterlind, professor of educational psychology/director of graduate studies at the university of missouri-columbia reports on one test that provides insight into the quality of education on the national level, and that can give direction to colleges assessing their own effectiveness. the college basic academic subjects examination (college base) "is a criterion referenced achievement test focusing on the degree to which students have mastered particular skills and competencies consistent with the completion of general education coursework. (from the executive summary, page iii). it includes scores for nearly 50,000 students tested between 1988 and 1 993 to analyze both cognitive reasoning skills and factual knowledge. the findings were then analyzed by gender, ethnic group, and race. they demonstrate the vast differences in standard knowledge that college freshmen bring with them to higher education institutions. osterlind repeatedly calls for the selection of a statistically appropriate nationwide sample for further testing. this slim but substantial volume thoroughly analyzes the data acquired from the college base. students were tested in english, mathematics, science, and social studies. osterlind discusses each section separately, giving sample questions from the test, and stating what can be gathered from the data collected. although he is not as bleak as the authors of a nation at risk, he does point out some alarming deficiencies in college populations across the board, as well as in particular subgroups. this is a volume that should be included in most american education libraries, and should be thoughtfully read by those individuals actively involved in the assessment process. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh.us/ library) at cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (5 1 3) 5691 6 1 1 ; fax: (5 13) 559-0040; e-mail: bogenschutzd @cinstate.cc.oh.us education libraries vol. 22, no. 3 3o b o o k r e v i e w s fenske, robert h., ch ristine a. geranios, jonathan e keller, and david e. moore. early intervention programs: opening the door to higher education. ashe-eric h igher education report volume 25, number 6. wash ington, dc: the george wash ington un iversity, graduate school of education and h uman development, 1 997. isbn 1 -878380-78-8. issn 0884-0040. $24.00. as this volume notes, the united states has long been known for the high level of education to which it aspires for all citizens. the development of the public school system was an early indicator of this trend. since the civil rights movement of the 1 960's, public awareness has increasingly focused on equality of educational opportunity. early intervention programs, defined in this volume as programs designed to affect the persistence of school children to h igh school graduation and enrollment in postsecondary education, provide one approach to addressing this issue. such programs have increasingly attracted public attention in recent years. this issue of the ashe-eric higher education report provides a timely introduction to this topic. in fact, it is as an introduction to and review of such programs that this title excels. the authors acknowledge the impossibility, due to limits on the length of reports in the series, of a thorough analysis of such programs in all their variations. an extensive bibliography provides sources for further research. the focus of this document is on state and institutional programs; less attention is given to federal and private initiatives. the role of business in early intervention is outside the scope of this report. accepting these limitations, there is little of which to be critical. the book begins with a philosophy and rationale for early intervention programs. examples of private, federal, state and academic initiatives are provided and an appendix gives a sample list of institutional outreach programs. the traditional separation between k1 2 schools and postsecondary education is discussed, along with several organizations which support collaboration among the various levels of education. a section on program evaluation discusses the results of several studies attempting to evaluate early intervention programs, the importance of evaluation, and challenges to the effective evaluation of these programs. the final chapter offers the authors' conclusions and recommendations on how the effectiveness of these programs can be increased and how this document can be used at the institutional level. current content indicates this volume was printed in a timely manner. this work is recommended for all libraries with an interest in k1 2 and higher education programs. christina cicchetti is curriculum/reference librarian at lasierra university library, 4700 pierce st., riverside, ca, usa 925 1 5-8247. phone: (909)785-2552; fax : (909) 785-2445 ; e-mail: ccicchet@lasierra.edu bland carole j., and william h. bergqu ist. the vitality of senior faculty members: snow on the roof-fire in the furnace. ashe-eric h ig her education report volume 25, no. 7. washington, dc: the george washington u niversity, graduate school of education and human development, 1 997. discussions about redundancy and the need for downsizing of university faculty almost inevitably include the opinion that there is a need to get rid of dead wood. implicitly, this is assumed to be older faculty, an assumption underlined by the fact that early retirement packages are the favoured method of downsizing faculty. dead wood is seen inevitably as old wood. this is no doubt true if we are dealing with forsythia or flowering cherry but in oak or cedar, the old wood is the tree. so how far is it a reasonable assumption that the university is best served by the clearing out of senior faculty? the text under review, a special number of the education libraries vol. 22, no. 3 ashe-eric higher education report, sets out to demolish this assumption, albeit substituting a mixed meteorological-industrial metaphor for my arboreal one. the authors believe that ' institutional vitality' in higher education cannot be maintained merely through the idealism and energy of younger members of faculty and that, to the contrary, such vitality in the new century must lie "in the hands of senior faculty members in their 50s and beyond" who will account for 68% of full-time faculty by the year 2000. these experienced faculty are critical assets, not liabilities inhibiting change. whilst 8 0 0 k r e v i e w s 31 conceding that studies of the relationship between age and teaching effectiveness offer mixed evidence, nevertheless the authors find no evidence of a large negative relationship between age and the quality ofteaching. although research productivity tends to decline with age, the quality of scholarly productivity does not. the publish or perish imperative diminishes with age so that "as faculty mature they tend to move from more quickly produced journal articles to longer-term research projects whose ultimate goal is to establish new principles or theories." bland and bergquist (respectively a university professor and an independent consultant and teacher) believe that a professionally healthy and vital senior faculty is necessary to the implementation of the major academic and administrative initiatives which will inevitably occur in the immediate future. the energy and idealism of the young are, indeed, necessary to realizing such change, but institutional memory is also crucial to effective and economical radical innovation. without the wisdom and experience of senior faculty, our institutions will make avoidable mistakes, as they have to relearn forgotten lessons from the past. the continued vitality of senior faculty depends upon two kinds of factors: on the one hand, factors intrinsic to unique individual experience, including academic knowledge, pedagogic skills, research commitments, acquired work habits and the network of colleagues built by the individual both within and outside the institution. but these features intrinsic to the individual which affect commitment and morale are strengthened or debilitated depending also on external factors: "institutions can enhance faculty members' productivity by establishing clear, coordinated goals and emphasizing core faculty functions (research and teaching), a supportive academic culture, a positive group climate, participative governance, decentralized organization, frequent communication, sufficient and accessible resources, a critical mass of faculty who have been together for a while and bring different perspectives, adequate and fair salaries and other rewards, targeted recruitment and selection ." the authors believe that this institutional environment affecting faculty morale consists too often of a hodgepodge of piecemeal measures and they call for a comprehensive development program addressed to faculty of all ages and at different stages in their careers. evidence for the claim that the vitality of senior faculty is crucial to the health of higher education is drawn from two different kinds of data autobiographical and theoretical, and empirical research. chapter 2 (the chapters are not numbered) uses joseph axelrod's case study of stephen abbot, "a disguised university professor on a real college campus," already known to students of american higher education from two of axelrod's earlier books. abbot's career is profiled through half a century, covering three periods in the history of american education and at three points in his professional life. we see his changing educational ideology and corresponding adoption of different teaching styles as he confronts new generations of students in the context of liberalized admissions procedures. now approaching his retirement, it is evident that abbot remains a dedicated and vital member of his academic community. indeed, the review of his career serves to underline the different "vitalities" appropriate to different stages of an academic career. chapter 3 discusses the research on senior faculty productivity in teaching and research and concludes that no evidence exists of a large decl ine with age in teaching efficacy or research productivity. chapters four, five and six look at theories and empirical data which throw light on the nature and the interplay of intrinsic personal and extrinsic institutional factors which sustain academic vitality with aging. chapter 7 discusses the piecemeal ways in which institutions of higher education have managed the personal and institutional components of faculty effectiveness in the past, and argues for a comprehensive approach to maintenance of the morale and vitality of faculty in face of the momentous challenges facing higher education at the century 's end. this text is entertaining, authoritative, provocative, and persuasive. if one is not completely convinced, it is because of the hint of utopianism underpinning the proposals for a comprehensive approach to faculty management. perhaps thoughtful, piecemeal approaches (following popper) to the dilemmas of the modern university are likely to be more acceptable and negotiable avenues to necessary change. the authors have challenging and intelligent things to say on most of the issues which affect institutional and faculty vitality and one does not need to accept them all in order to achieve significant change. as one example, they have cogent things to say on early retirement packages which have been implemented in some institutions with a wanton irresponsibility which has left entire departments gutted for no other reason that their historic development in the institution has left them with a disproportionate number of faculty eligible for early retirement. whatever one's preference for piecemeal or comprehensive planning and reform, no one who is interested in or responsible for effecting change in institutions of higher education would fail to benefit from reading this monograph. harold entwistle, ph.d. , is professor emeritus in the education department at concordia university, montreal, qc, canada, h3g 1m8 education libraries vol. 22, no. 3 32 b o o k r e v i e w s meyer, katrina a. faculty workloa d studies: perspectives, needs, and future directions. as h e -e r i c h ig h e r education report vo l u me 2 6 , n u m be r 1 . washington, dc: the george washington university, graduate school of education and human development, 1 998. isbn 1 -878380-81 -8. issn 0884-0040. beginning in the 1980s, the workload of college and university faculties has come under increasing attention from the state legislatures that fund higher education. the baby boom echo is reaching college age, and working adults need increased training and retraining (business is taking on more of this role, unhappy with the results of the colleges), and at the same time states are trying to do more with less money. out of this climate come attempts to make college faculty produce more. according to this report, "over 15 state and three national studies have collected data on faculty workload." usually these studies find that faculty work long hours, 40-50 hours per week, but that the time spent directly involved with students is significantly less. while legislators talk about increasing faculty workloads, they usually mean by this an increase in the time students spend with their instructors. at the same time, technology is changing to allow students to get more instruction remotely, when they want it, 24 hours a day, with minimal contact with a human instructor. meyer points out that college facul ty and administrators and state legislators have to give serious thought to what they really want. colleges and the states must work together to find the solution that best serves society as a whole. appendices in this report include a survey of faculty workload studies, and a lengthy bibliography. this book should be read and discussed on all campuses throughout america. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh.us/ library), cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (5 13) 5691 6 1 1 ; fax: (5 13 ) 559-0040; e-mail: bogenschutzd@cinstate.cc.oh.us blake, nigel et al. thinking again: education after postmodernism. westport, ct: bergin & garvey, 1 998. series: critical studies in education and cu lture. ed ited by henry a. giroux. isbn 0-89789-5 1 1 -8. (hardcover). $55 us. isbn 0-89789-51 2-6 (softcover). $ 1 9.95 us. issn 1 064-861 5. postmodernism, poststructuralism, postfoundationalism, post everything ! while this book appears to present a bleak picture of the future of education, it nevertheless presents possibilities. a beginning is seen in the disturbing ideas presented to make us think again and to do so creatively and productively. the world of education is described as being in a state of intellectual paralysis by such postmodernist thinkers as jacques derrida, jacques lacan, jean-francois lyotard, and michel foucault who illuminate puzzling aspects of education, arguing that educational theory is currently at an impasse. the authors of this study see the impasse as a challenge. this book is a challenge to read, and a challenge to educators and educational theorists to create the future out of our current, postmodern state of chaos. identity issues are held up to a microscope revealing how our prejudices and preconceived ideas education libraries vol. 22, no. 3 skew our vision, our thoughts, and our ideas. branding is the result of preconception and is not presented as a good or useful result. literacy and ethics are covered in separate chapters. how to produce a lesson plan , how to organize and run a learning environment, and how to deal with the unexpected are concepts covered in another chapter. the craft of being a teacher in postmodern times includes the use of narrative. narrative is legitimized as an important skill and tool, talent and art. the end result of learning and teaching is that we must learn and teach more. the end is the beginning. memory work and scientific formulas are discarded in favor of more organic methods. "the learning pharmacy," as chapter 1 1 is titled, strangely proposes that there is no formula to learning and that spontaneity produces better results than a uniform recipe. deconstruction of existing rules, ethics, and ideas is the key to b o o k r e v i e w s 33 future thinking, future learning, and the future of education generally. no quick fixes are suggested or offered concerning the state of education at the end of the 20th century. ful l of p h i l osophical , spir i tual , metap hysical and shakespearean references, this book is for the serious student of educational theory and philosophy. it is of equal interest to the serious reader of sociological and historical studies. a listing of references, an author i ndex as well as a subject index nicely complete this well presented, thought-provoking study. in keeping with the "thinking" theme the authors end with a chapter of questions designed to ensure that dialogue continues on this topic. franki elliott is a consultant and trainer in information research, located in hudson heights, qc, canada. phone: (450) 458-2636; e-mail: franki @hudson. net lam, s h u i f o n g . how th e family influences children 's a ca demic achievement. (children of poverty). new york : garland publishing, 1 997. 1 24pp. isbn 0-8 1 53-2620-3. $39.00. the effects of family on children's behavior have been given much attention in literature for well over thirty years. since not all researchers use the same research model, different conclusions are reached on how the family affects children. past studies have focused on the family status model, which includes family structure, ethnic background, socioeconomic status, parental ed�jcational level, and family size. also explained is the family process model, which refers to behavior, such as parental discipline, aspirations, attitudes, support, and encouragemen t and i nvolvement or interaction with schooling. in contrast, this study "integrates both models, creating a third model, to illustrate the interactive effects of authori tative p arent ing style, family structure, and socioeconomic status on the academic performance of children." in the introduction, a comparison of the effectiveness of the three models in explaining how families influence academic achievement is provided. the author reviews the literature on the influences of the family on children's academic achievement. evidence of various outcomes are discussed as they relate to family structure (single-parent, stepfamilies, etc.), socioeconomic status and parenting style (monitoring, supporting or psychological autonomy). in the chapter on methodology, the author explains the subject of the sample, the measures, procedures and statistical path analysis. subsequently, the relationships among family structure, socioeconomic status, authoritative parenting, and children's academic achievement is investigated in a sample of 1 8 1 eighth graders in two inner-city middle schools in the minneapolis public school district. the conclusions presented are that researchers need to investigate the effects of both family status and process. either model studied separately provides incomplete information. the author does a good job of discussing the limitations and strengths of the study and fulfills her stated purpose. this is not an easy book to read. however, both the findings and directions for future research are clear. authoritative parenting is consistently associated with better developmental outcomes of children. "authoritarian parents expect mature behavior and set standards, firmly enforce the rules, encourage individuality and independence, provide open communication and recognize the rights of both parents and children." a lack of economic resources in single-mother families is related to the low level of authoritative parenting in these families. further research using the combined paradigm of family status and family process is needed. the author recommends that schools need to foster more involvement by parents of various family types and socioeconomic backgrounds. for instance, schools can do this by scheduling conferences at times more convenient for working single parents, by providing childcare during those conferences and by being more sensitive when communicating with families, etc. the implications for policy makers are important. they need to address the phenomenon of "feminization of poverty." ultimately educators, parents and lawmakers need to understand both family processes and status so that they may help create posi tive fami ly environments. the intended audience of this title is interested scholars and professionals in education and related fields. it is recommended for university library collections. deanna britton is education bibliographer and head of the social sciences department , the univers i ty of georg ia libraries, athens, georgia 30606. phone : (706) 542-0680; e-mail: dbritton @uga.cc.uga.edu education libraries vol 22, no. 3 34 b o o k r e v i e w s kridel, c raig ed. writing educational biography: explorations in qualitative research. new york: garland publishing, 1 998. garland reference library of social scien ce, vol . 1 098. c ritical education p ractice, vol . 1 3 . isbn 0 81 53-2294-1 (hardcover, alk. paper); 0-81 53-2296-8. (pbk). biography as a method of educational research has steadily gained in popularity during the past two decades. included in this emerging genre are studies of pre-service teachers to tomes honoring eminent educators, storytelling, ethnography, case studies, and various narrative methods of inquiry. crossing the boundaries from anthropology to psychology, and including literary and historical elements, biography appeals to scholars and their audiences because it brings education to life. the editor, craig kridel , is curator of the museum of education at the university of south carolina, which offers awards for distinguished biographies. his accomplishments include that of having served as editor for the 1 996 study, teachers and mentors: profiles of distinguished twentieth-centu1y professors of education. kridel credits presentations of the archival and biographical research s pecial interest group at american educational research association conferences with inspiring this collection of essays. he asked contributors to "explore the biographical literature and to consider their research in rel(\tion to biography." kridel hopes this book will prompt others to apply biography to the field of education. it serves as a helpful guide for those who are considering engaging in biographical writing, as well as for those already so engaged. twenty-five north american scholars, including an elementary school principal and emeriti professors, bring to bear varying points of view. composed of five parts, writing educational biography covers qualitative research, methodological issues, archival research, dissertation research, and implications for the field of education. some of the chapter titles are as intriguing as their topics: "ethnography with a biographic eye;" "black subject, white biographer;" "willing biographer, unwilling subject;" "is it fiction or biography?" and "i search, you search, we all search: biography and the public voice." this work uniformly exudes enthusiasm, most ardently expressed in louis m. smith's chronicle of his ten-year biographical labor. his subject is nora barlow, charles darwin's granddaughter. readers will delight in envisioning smith and his wife marilyn gathering and organizing piles of material in nora's cluttered study. this book will inform all readers beginners as well as seasoned professionals. the bibliography directs readers to related works. recommended for libraries of institutions with colleges of education or with english department faculty interested in biographical writing. deleyne wentz is a reference librarian at utah state university, merrill library, logan, ut, usa 84322-3000. phone: (435) 7971479; e-mail: delwen @cc.usu.edu global links: a guide to key people and institutions worldwide. levy, cynthia j. , and jeffrey d. schultz, eds. phoenix, az: oryx press, 1 998. isbn 1 -57356-224-6. cynthia levy's and jeffrey schultz's global links: guide to key people and institutions worldwide is a useful directory for any researcher seeking information available from government agencies and political leaders worldwide. the guide started as a simple list of government contacts called levy's links, which levy created as a resource for those of her students who were reluctant to call government offices for information . as resources grew and suggestions were made to include information from other countries, levy 's links became global links: guide to key people and institutions worldwide. the guide has become an important education libraries vol. 22, no. 3 resource beyond its original intent of helping students in the classroom. global links is arranged alphabetically by country and each entry is organized with specific headings that include: executives, ministers, legislative leaders , judicial officials, selected diplomats, major political parties, central banks, and media and communications. the guide provides telephone prefixes, names, addresses, phone and fax numbers, e-mail addresses and world wide web sites (where available) under these headings for each country. two indexes are listed in the back of the directory for b o o k r e v i e w s 3s quick reference. the first is an index of heads of state, presidents, and prime ministers while the second lists web sites of ministries and other major government offices for each country. the information provided by levy and schultz in this guide makes it easy to communicate with officers of government agencies worldwide. collecting and publishing data on world governments is a difficult task considering the shifting nature of this type of information as political structures and governments change. the authors caution that the information is accurate as of april 1 998 and that efforts were made to update certain entries in time for publication. clearly, frequent updates will be necessary. the inclusion of national libraries as an additional and important source of information would be a welcome addition to future editions. this guide is a valuable resource for any library reference collection. nerissa nelson is an information specialist at advantage learning systems, inc . , 29 1 1 peach street, wisconsin rapids, wi, usa 54495. phone: (7 1 5) 424-3636; fax: (7 15) 424-4242; e-mail: ninelson@ advlearn.com ohles, frederik, shirley m. ohles, and john g. ramsay. biographical dictionary of modern american educators. westport, ct: greenwood press, 1 997. isbn 0-31 3-291 33-0 (hardcover). $79.50. the new biographical dictionary of modern american educators includes entries on 4 1 0 people who made a distinctive mark on education in the united states. not all of these people were teaching faculty or administrators, nor were all of them famous: but they all had an impact on american education, changed opinions about education, or affected educational practice. who were these people? they include such names as margaret morley, an early leader in sex and birth education for young children; amos neyhart , the founder of driver's education; and margaret h. doubler, the founder of modern dance as a subject in college curricula. all of them were born before 1 935, or were deceased at the time the dictionary's authors began writing. most were professionally active in the middle and early decades of the 20th century, though some were active earlier. they were all nominated for inclusion in the dictionary by a wide array of educational agencies and colleges throughout the united states, and they are a diverse group of men and women, including ethnic and racial minorities. like its precursor, the biographical dictionary of american educators (greenwood, 1 978) , this volume contain s short biographical sketches averaging one page in length. information provided includes the standard personal dates and family information as well as educational and professional highlights, notable contributions and publications, and honors received. what each person did to affect education is obvious, but information on the ramifications of their impact is necessarily brief. those who want more detail will need to expand their research, and to this end, the authors have included a list of source references at the end of each entry. the dictionary has a good index and its appendices allow one to access the educators by place of birth, state of major service, field of work, or birth year. an additional appendix provides a chronological list of important dates in american education from 1635 to 1 995 . the biographical dictionary of modern american educators is a solid contribution to the field of educational biography and has a place on the shelves of any library providing reference services to a school or college of education. jeneen lasee-willemssen is education librarian at kansas s tate university, 1 200 midcampus drive, manhattan, ks, usa, 66502. phone : (785) 532-74 1 6; fax: (785) 532-7 4 1 5 ; e-mail: jeneenw @lib.ksu.edu education libraries vol. 22, no. 3 i 36 b o o k r e v i e w s encyclopedia of women and sport in america. ed ited by carole a. oglesby with doreen l. greenberg, ruth lou ise hall, karen l. h i ll, frances johnston, and sheila easterby rid ley. phoenix, az: oryx press, 1 998. 360p. isbn 0-89774-993-6. the encyclopedia of women and sport in america is a comprehensive source of information encompassing the area of women and sport in the united states of america. the encyclopedia includes not only entries about individual women who have made their mark in the world of sport, but also contains narratives, short essays, research articles (with references) and a wealth of information on a range of topics. for example, the text provides information on women's sport organizations, the history of women's sport, dedicated websites, careers in sport, and health issues related to sport and exercise as related to women of all ages and abilities. african american and asian american women in sport, women's participation in the maccabiah games and sport -related careers are also examined. the six editors of this volume have assembled an extensive team of over 70 contributors from varying disciplines. their backgrounds are described at the beginning of the book. many have served multiple roles, and some are men. athletes, scholars, administrators, health professionals, psychologists, mar�eting consultants, advocates of gender equity, coaches, media personnel and researchers are some of the resource people who have contributed to the volume. the list itself reads like a "who's who" of sport. it is not only impressive, but also inspirational, providing further support that prominent roles in society are available to women. presenting a core of 140 biographies of great women athletes, the main objective of the encyclopedia is to convey information pertaining to women and sport while also articulating a major philosophy, the theme of which is designed to encourage and motivate younger women athletes to pursue their dreams and to believe in themselves. editor carole oglesby states, "women of uncommon courage simply refused to take ' no' for an answer when it made no sense to do so and persisted in the passionate pursuit of a sport in which mastery was within their grasp (p. xii)." the editors present the field within an historical context with the goal of instilling in the reader an appreciation of the "heroism" and "courage" of those women who have either reached the pinnacle of their respective sports or have made their mark in the world of sport despite obstacles they had to face as female athletes . the encyclopedia is designed to provide role models for young, aspiring athletes. the entries give young girls the vision to see the doors of opportunity which are open to them that a generation ago may not have been there. the accounts not only describe sport -related achievements, but also demonstrate that one can combine a chosen profession with an interest in sport (e.g. a lawyer with the national basketball association). the encyclopedia serves not only as a reference source, providing bibliographies, lists of organizations, e-mail and website addresses, and reading lists, but also could be used easily as a history text as related to the field of women in sport in the usa. the entries are well documented. they are educational, and without sounding too redundant, truly inspirational. the editor suggests that users of the encyclopedia could include athletes, coaches, and mothers. undoubtedly, teachers and students could put this volume to excellent use. if one were to point out any negative aspects of the encyclopedia, it would be its lack of a consistent format. the book is characterized by a melange of narratives, biographical entries, and scholarly papers. however, the present format does not detract from the amount of information that the encyclopedia provides. the weight of this criticism is tempered with the knowledge that this is the first volume of this kind dedicated to the area of women and sport. this encyclopedia is motivated by the seriousness of the editors in providing its readers with a wealth of information. their only regret is that they could not make the volume more comprehensive. it is their hope that this encyclopedia will generate similar activities and interest in expanding this work. interestingly, looking for entries in my own field of work, i found none for sport psychology and its related associations (although there exists an article on imagery), nor is there one for martial arts (although there is a suggested reading on tae kwon do). indeed, women have made extensive contributions to these areas. in conclusion, this volume very competently covers the field as related to women and sport in the usa (note: as a canadian, i suggest that perhaps a title change be in order !) . the challenge now exists for other countries and/or individual sports to prepare works of similar importance and breadth. lois j. baron, ph .d. , is an associate professor of education, concordia university, montreal, qc, canada h3g 1m8. her areas of interest include child development; physical activity; health and well being; and sport psychology. she represented canada at the 15th world maccabiah games in 1 997. e-mail: lbaron @ vax2.concordia.ca education libraries vol. 22, no. 3 i 8 0 0 k r e v i e w s 37 adamson, lynda g. world historical fiction : an annotated guide to novels for adults and young adults. phoenix, az: oryx press, 1 998. isbn 1 -57356-066-9. $49.50. lynda adamson's world historical fiction: an annotated guide to novels for adults and young adults is an ambitious guide to over six thousand works of historical fiction set in countries other than the united states. adamson produced the guide in an effort to update daniel d. mcgarry and sarah harriman white's 1 973 reference work of a similar name and scope. since a great deal of historical fiction has been published since 1 973, the author correctly recognized the need for such an updated guide. adamson approached the task of selecting titles for inclusion in world historical fiction by logging on to the library of congress catalog and looking under the lc subject headings "historical fiction," "fiction," "romantic suspense novels," "detective and mystery stories," "love stories," "war stories," and "christian fiction." she also examined issues of library journal, publisher's weekly, and booklist for additional titles. according to adamson, most of the books she selected were reviewed, although titles from more recent genres such as christian fiction and romance were not evaluated before inclusion. one of world historical fiction's strengths is its logical organization. the book is arranged by country or region and subdivided by specific time periods. each subdivision, contains titles listed alphabetically by author. if you were interested in identifying novels set in turn-of-the-century england, for example, you would turn to "the british isles" section and look under the date heading, " 1 8601 9 1 8." this category lists more than six hundred titles. the united kingdom and ireland are heavily represented in adamson's guide, while other regions of the world are not so well covered. for each title entry, adamson has included citation information, a brief summary of the book's plot, and its genre classification. i n addition, i f the title received some sort o f award o r recognition o f quality, that information i s l isted. the genre classifications are defined in the preface and include categories such as "domestic fiction ," "war story," "ad venture s tory," "mystery," and "biographical fiction." the helpful appendixes and indexes are another strength of world historical fiction. appendix i lists all of the titles that have won awards, while appendix ii lists all of the titles suitable for young adults. having the award information and suggestions for young adult readers in separate, concise listings is an extremely convenient feature. even more useful are the five indexes. adamson wisely chose to add an author index, a title index, a genre index, a place and time index, and a subject index. the place and time index offers more detailed access to specific time periods and specific places, while the subject index boasts a wide variety of subject headings. for example, if you were looking for novels about the spanish civil war, you need only flip to the subject index and look in the "s" section under the heading, "spanish civil war." novels involving the conflict are clearly listed. the only real flaw to world historical fiction is its lack of evaluative information . adamson includes plot summaries in each of the title entries, but makes no attempt to evaluate the merits of the titles she has selected. admittedly, this would be a labor­ intensive task, but would be valuable to the more discerning reader looking to distinguish between literary writers such as madison smartt bell and a.s. byatt, and romance novelist barbara michaels. some comment on the quality of each book listed would have been helpful. recommended for high school and public libraries. tam hoskisson is social science reference librarian at utah state university libraries, logan, ut, usa 84322-3000. phone: (435) 797-2677; e-mail: tamhos@cc.usu.edu education libraries vol. 22, no. 3 d e p a r t m e n t s n ew an d f ort h c o m i n g at referen ce compiled by gladys i . dratch and deborah s. garson a l t , martha naomi and s u s an p. c h oy . in the midd le : characteristics of public schools with a focus on middle schools. charles h. hammer, project officer. washington, dc: u . s . department of educatio n , o ffice of educational research and improvement, national center for education statistics: for sale by the u.s. gpo, supt. of docs . , 2000. 1 94p. isbn 01 6-050428-7. oclc#44877 1 2 1 . $2 1 .00. b ased on data from the schools and staffing survey (sass), 1 987-88, 1 990-9 1 , 1 993-94, and the teacher follow-up survey (tfs) for each of these staffing surveys. provides data on sfhool organization, programs and services, decis ion making and management, and staffing for public schools only. while focusing on the most recent data, trends over the past six years are discussed .. contains tables and figures, and an introduction that reviews middle school policy issues. references and appendixes of detailed tables and technical notes. future data for the upcoming sass for 1 9 99-2000 and the tsf in 2000-200 1 w i l l a l low an examination of a 1 2-year period. the current report is available at:http://purl .access.gpo.gov/gpo/lps5373. annual editions: education : 20001200 1 . fred schultz, ed. guilford, ct: dushkin pub. group, 1 9 84-annual. 229p. isbn 0-07-2365 1 5-3 . oclc# 1 5 24 1 099. $ 1 6.56. articles are intended to reflect current mainstream as well as alternative perspectives on education . nine sections i nclude striving for excellence, morality and values in education, managing life in classrooms, cultural diversity and schooling, the profession of teaching today, and a look to the future. a new feature is the inclusion of related world wide web sites. index. education libraries vol. 24, nos. 2/3 annual review of adult learning and literacy. john comings, barbara garner, cristine smith, eds. 1st ed. san francisco� calif. : jossey-bass inc. , 2000. 356p. isbn 0-7879-474 1 -5 . oclc#43687666. $34.95. this publication was established by the national center for the study of adult learning and literacy (ncsall) and the publisher, jossey-bass, to serve as the journal of record for adult learning and literacy. intended audience is policymakers, scholars, and practitioners in the fields of adult basic education, adult english for speakers of other languages, and adult secondary education programs. eight chapters include health and literacy, adult learning and literacy in the united kingdom, and using electronic technology in adult literacy education . name and subject index. tables, figures and exhibits. civic education across countries: twenty-four national case studies from the lea civic education project. judith torney-purta , john s c h w i l l e , jo-ann amade o , eds. amsterdam, the netherlands: international association for the evaluation of educational achievement, 1 999. 624p. isbn 90-5 1 66-67 1 -3 . oclc#42721 798. $47.00. the first volume published as part of the lea civic education study. chapters are national case study reports, written in most cases by national project representatives. the study was begun in the 1 990s as a response to the continuing interest of nea member countries in the ways which young people are prepared for citizenship, and jearn to take part in public affairs and their societies. data collected consist of extensive documentary evidence and experts' interviews describing the circumstances, content and process of civic education in 24 countries. the study also summ11rizes what experts in participating countries believe that 1 4-year-olds should know about a number of topics related to democratic institutions, including elections, individual rights and political diversity. appendixes. d e p a r t m e n t s 1 9 creighton, theodore b . schools and data: the educator's guide for using data to improve decision-making. thousand oaks, ca: corwin press, 200 1 . 1 43p . i s b n 0-76 1 9-77 1 6-3 . oclc#43684483. $44.00 addresses the need for an approach to statistical analysis related to educational leadership decision-making applications. ten chapters consider the following four issues : relevance of statistics to the work of principals and teachers; integration of recent technology into the teaching and learning of statistics; statistical analysis designed for educators ; and descriptive and inferential statistics. references and index. figures and tables. digital reference service in the new millennium: planning, management, and evaluation. r. david lankes, john w. collins iii, abby s. kasowitz, eds. new york: neal-schuman publ ishers , 2000. 246p. i s b n 1 -5 5 5703 84 4 . oclc#4446897 1 . $85 .00. the chapters in this publication are based on the papers presented at the conference, "reference in the new millennjum", held at harvard university in 1 999. the virtual reference desk (vrd), a project of the u.s. department of education (http: //www.vrd.org) , organized this first vrd digital reference conference, which was part of the national education network's forum series and included among its sponsors, the national library of education, the library of congress, the eric clearinghouse on information and technology, and the gutman library at harvard university, graduate school of education . chapters focus on the theory and practice of transforming reference services for the digital library, the management and evaluation of these services, and specific institutional applications. tables, figures, index, and an appendix of digital reference resources. doing internet research: critical issues and methods for examining the net. steve jones, ed. thousand oaks, ca: sage pub l ic at io n s , 1 99 9 . 2 9 9 p . i s b n 0-76 1 91 5 94-x, oclc#39 1 08595 . $48 .00. focuses on the search for, and critique of, methods with which to study the internet and the social, political, economic, artistic, and communicative phenomena of the i n ternet . thirteen individually authored chapters include studying on-line social networks, measuring i nternet audiences, analyzing the web, researching and creating community networks, and the process of thinking as dictated by the internet. index. education and racism: cross-national inventory of positive effects of education on ethnic tolerance. louk hagendoorn, shervin nekuee, eds. 2 1 7p. aldershot; brookfield ,usa: ashgate, 1 999. isbn 0-75461 1 4 1 -8 . oclc#4 1 92556 1 . $69.95. this publication is the result of a project initiated by the dutch ministry for public, health, welfare and sports, which focused on the preventive and corrective effect of education on racism, and whether a general cross-national model could explain racism in europe. scholars from european countries and the u.s. were invited to present papers based on data from nation-wide surveys in their countries. the conference was held in utrecht, the netherlands, october, 1 997 . the conference papers formed the basis for the book's eight chapters. author and subject indexes. list of figures. glass, thomas e. , lars bjork, c. cryss brunner. the study of the american school superintendency 2000: a look at the superintendent of education in the new millennium. arl i ngto n , va : american associat ion of schoo l admin is trators , 2000 . 1 74 p . isbn 0-8765 2 24 8 7 . oclc#44486433. $72.00. a study done in collaboration with the joint program center for the study of the superintendency, a part of the university council for educational administration which is located at the university of missouri columbia. the study has four objectives: to provide current information on the superintendency, to provide trend data that can be compared to earlier studies, to provide an overview of public education from an administrative perspective, and to provide researchers with data and analysis about public education and superintendents. eight chapters include personal characteristics, professional experience, superintendent/school board relations , female superin tendents , and professional preparation and training. data collection for the 2000 study was conducted through a 1 999 mail survey. executive summary and tables. education libraries vol. 24, nos. 2/3 20 d e p a r t m e n t s global perspectives for local action: using t imss to improve u.s. mathematics and science education. a joint project of the commi ttee on sc ience educati on k1 2 and the mathematical sciences education board; continuing to learn from timss committee, center for science, mathematics, and engineering education, national research council . washington, dc: national academy press, 1 999 . 90p. isbn 0-309-06530-5 . oclc#429 1 55 1 1 $ 1 7 .00. available onl ine at : http : //ww4 . nas.edu/csmee/center. nsf or a t : http://nap.edu. produced at the request of the u.s . department of education by the national research counc i l ' s cente r for sc ience, mathematics, and engineering education (gsmee), the council's charge was to help make the findings oftimss relevant and useful to leaders in k1 2 mathematics and science education. the report contains an executive summary and six subsequent chapters, which cover a description of the timss project, an overview of student achievement in mathematics and science, curriculum issues, u.s . teaching practices, and an exploration of the broader educational and social context. references. graduate education reform in europe, asia and the americas and international mobility of scientists and engineers: proceedings of an nsf workshop. national science foundation, directorate for social, behavioral, and economic sciences, division of science resources studies; jean m . johnson, project officer. arli ngton, va: nsf, 2000. 322p. oclc#44529 1 28 . the objective of the workshop, held in november 1 998, was to provide the national science foundation, the division .of science resources studies, and the national science b oard with analyses of recent changes in graduate science and engineering education and the international mobility of scientists and engineers among these regions. information in this work complements and augments the i n ternat ional coverage in the science and engineering indicators report. three parts cover asia, europe and the americas with individual country sections . summary of proceedings. tables and figures. handbook of contemporary learning t heories. robert r . mowrer and stephen b . klein , eds. mahwah, nj: lawrence erlbaum associates, 2000. 622p. isbn 0-805 8-3334-x. oclc#4370 1 774. $ 1 1 0.00. represents an update of a previous compilation of selected contemporary learning theories (klein & mowrer, 1 989a, 1 989b). provides discussions of select learning processes and the theories developed to explain them. intended for several audiences, such as a graduate learning theory class or as a reference text for education libraries vol. 24, nos. 2/3 researchers. fourteen chapters address a wide range of topics, including experimental extinction, theories of conditioning and timing, i ncentive processes i n instrumental conditioning, and neurobiology of reinforcement. author and subject i ndex. handbook of early childhood intervention. jack p. shonkoff and samuel j. meisels, eds. 2nd ed. cambridge (england); new york : cambridge un iversity press, 2000. 734p . isbn 0-52 1 -5 847 1 -x. oclc#4 1 076308 . $ 1 00.00 . . this volume is directed at an academic audience, policy developers, and service providers for young children, children at-risk, and their famil ies. the introduction by the editors is followed by the sections: concepts of developmental vulnerability and resilience, theoretical frameworks for intervention, approaches to assessment, service delivery models and systems, measuring the impact of service delivery, and new directions for the twenty-first century. forty-eight contributors in the field. lengthy chapter references; name and subject indexes. handbook of research design in mathematics and science education. anthony e. kelly, richard a. lesh, eds. mahwah, nj : l. erlbaum, 2000. 9 9 3 p . isbn 0805 83 2 8 1 -5 . oclc# 4 1 1 43060. $ 1 67.00. based on results from a national science foundation project aimed at clarifying the principles that guide the effective use of new research designs emerging i n mathematics and science education. primary goal of the book is to describe types of research designs that are recent designs, that have distinctive characteristics when used i n mathematics or science projects, and that have proven to be productive for investigating the development of mathemat�cs or science students and teachers. seven sections cover pnonty problems ; instruments and methods; teaching . experime�ts; classroom-based research ; clinical methods; curnculum design as research; and assessment design. includes references, author and subject index . additional resource materials can be found at the www site for purdue's school mathematics & science center: www.soe.purdue.edu/-lesh. how people learn: brain, mind, experience, and school. john d. bransford et a l . , eds. expanded ed. committee on developments in the science of learning and committee on learning research and educational practice, commission on behavioral and sciences and education, national research counci l . washington, dc: national academy press! 2000. 374p. isbn 0-309-07036-8. oclc#44493 1 44. $24.95. this edition of the original, published in april 1 999, expands upon the findings and research agenda of that volume. as a. res. ult of the follow-up to the 1 999 edition, how people learn: bndgmg d e p a r t m e n t s 21 research and practice, published in june 1 999, this volume is also able to incorporate the information made available in that publication and to focus the research findings on classroom practice. the introduction is followed by sections on learners and learni ng, teachers and teaching, and future directions for the science of learning . lengthy chapter references and i ndex . available online at: http://www.nap.edu. international adult literacy survey. literacy in the information age: final report of the international adult literacy survey. paris: organisation for economic co-operation and development; ottawa : statistics canada, 2000. 1 85p . isbn 92-641 7654-3. oclc#447955 1 6. $3 1 .00. based on three surveys, this final report represents data from twenty countries collected between 1 9941 998 from the sampled adult population, ages 1 6-65 . five chapters, i l lustrated by numerous figures and tables, detail the skills for the twenty-first century, population distributions of adult literacy, how literacy is developed and sustained, outcomes and benefits of literacy, and future developments. the annex sections include definitions of literacy performance on three scales, survey methodology and data quality, information on international comparability of ials data, data values for the figures, and source database for the ials. the earlier reports were published in 1 995: literacy, economy and society: results of the first international adult literacy survey and 1 997: literacy skills for the knowledge society: further results from the international adult literacy survey. lessons of a centuty: a nation 's schools come of age. by the staff of education week. bethesda, md: editorial projects in educat i o n , 2000 . 260p . i s b n 0-96747 9 5 -09 . oclc#43940888. $24.95. this compilation of articles written by the staff of education week was published i n this newspaper over a period of a year, beginning january 1 999. the articles explore the major issues, the people, trends, milestones, political conflicts, world events, social and economic forces that influenced and shaped american schools of the twentieth century. richly i l l u strated with photographs documenting the century's growth and progress in the field of education. includes index. marzano, robert j. designing a new taxonomy of educational objectives. thousand oaks, ca: corwin press, 200 1 . 1 49p. isbn 0-8039-68361 . oclc#434 1 1 465 . $45 .54. presents an outline of a new taxonomy that is meant to draw upon what has been learned in the field since the publication of benjamin bloom's classic, taxonomy of educational objectives, the classification of educational goals, handbook /: cognitive domain ( 1 956). the six chapters describe b loom's taxonomy, a theoretical model for the new taxonomy, the knowledge domains (information, mental procedures, and psychomotor procedures), the three systems of thinking (cognitive, metacognitive, self­ system), the new taxonomy and the three knowledge domains, applying the taxonomy. references and index. payne, david a. evaluating service learning activities and programs. lanham, m d : scarecrow press, 2000 1 67p. isbn 0-8 1 08-37471 . oclc#43296575. $34.50. geared toward an audience of teachers, administrators, and evaluators, primarily in the public schools, with a focus on best practice. chapters cover the meaning of service learn ing ; evaluation questions, including program standards and criteria for evalua ti o n ; eva l u a t i n g service learn i n g knowledge and performance outcomes; evaluating writing samples; designing data collection plans; and reporting and using answers. tables and figures. appendixes contain state organizations supporting service learning, the 1 994 program evaluation standards, and sample instrumentation. preparing a nation 's teachers: models for english and foreign language programs. phyllis franklin, david laurence, and elizabeth b . wel les , eds. new york: modern language association of america, 1 999. 423p. isbn 0-87352-3741 . oclc#4 1 488604. $22.00. this publication i s an outgrowth of the mla teacher education proj ect authorized in 1 993 . twelve teams were established, six english and six foreign language departments, composed of faculty members, local secondary school teachers, and representatives of schools of education to review the courses and programs that prepare undergraduates as secondary school teachers. part i contains the reports of the model programs for the english departments: illinois state university, indiana university, bloomington, new mexico state university, las cruces, norfolk state university, university of iowa, university of virginia; and the foreign language departments : arizona state university, tempe, california state university, long beach, university of georgia, university of north carolina, greensboro, university of south florida, university ofvirginia. parts ii and iii offer essays on assessment issues and unresolved questions by specialists in the field. appendix of information on the baseline studies. education libraries vol. 24, nos. 2/3 22 d e p a r t m e n t s principles and standards for school mathematics. reston, va: national council of teachers of mathematics, 2000. 402p. isbn 0-87353-480-8 . oclc#439 1 9702. $53.00. intended as a resource for all those involved and interested in mathematics education of students in prekindergarten through grade 12, including teachers, curriculum directors, administrators, and pol icymakers. this publication builds upon the earlier standards documents: curriculum and evaluation standards for school mathematics ( 1 989), professional standards for teaching mathematics ( 1 99 1 ) , and assessment standards for school mathematics ( 1 995). organized into four sections: principles for school mathematics; overview of standards prekindergarten through grade 1 2 ; standards broken down by prekindergarten to grade 2, grades 3-5, grades 6-8, grades 91 2 ; ways to achieve the vision of this document. contains references and a table of standards and expectations. electronic version is available on cd-rom, which contains hypertext edition of this publication. also available at the nctm web site : http://standards. nctm.org. rees, nina shokraii. school choice 2000: what's happening in the states. foreword by gov. jeb bush .. washington , d.c. : heritage foundation, 2000. 227p. isbn 0-89 1 95-089-3 . oclc#44740329 . $ 1 2.95. published in book form early each year but also posted in its entirety at http://www.heritage.org/schools/ with new updated information. this annual report includes a state by state analysis including school choice status, current developments, position of the governor/composition of state legislature, and state contacts. earlier editions are available at the school choice home page (http: //www.heritage.org/schools/). appendixes provide a select list of national organizations and home school laws of the united states. spindler, george dearborn and louis spindler. fifty years of anthropology and education, 1 950-2000: a spindler anthology. george s p indler , ed. lawrence erlbaum, associa te s , 2000 . 4 3 4 p . i s b n 0 805 8 3495 8 . oclc#43 1 1 8264. $77 .36. with a foreword by henry t. trueba, this anthology provides a sampling of the representative works of george and louise s p i n d ler, maj or figures in the devel opment of modern anthropology. the authors selected articles from their published works, which document the ir careers as educat ional anthropologists. their work has been shaped by their effort to improve cultural understanding within school settings. it begins with "a life with anthropology and education: interviews with george and louise spindler" followed by preview discussions of the various parts of this volume: character definition, comparisons, ethnography in action, american culture, cultural therapy, and education libraries vol. 24, nos. 2/3 orientation . the concluding piece is an article that provides an overview of the authors' works covering their career together and including a bibliography. author and subject index. wiersma, wi l l i am . research methods in education: an introduction. 7th ed. boston: allyn and bacon, 2000. 476p. isbn 0-205-28492-2. oclc# 40848680. $66.22. the primary audience for this text is graduate students in education. new to this edition, aside from updated references and examples, is a chapter on evaluating research reports. sixteen chapters include: identification of a research problem, review of the literature, research design in quantitative research/qualitative research, experimental research, survey research, historical research, ethnographic research, sampling designs, measurement and data collection, and data analysis . contains appendixes, g lossary of research terms, n ame and subject indexes . accompanied by a data disk of three data sets for statistical analysis. world education report, 2000: the right to education: towards education for all throughout life. paris: unesco, 2000. 1 7 8 p . i s b n 9 2 3 1 03729 3 . oclc#44460708 and #2506 1473. $35 .00. this is the fifth in a series of biennial reports that focus on major world trends and policy issues in education . the focus of this edition, in particular, is the right to education as expressed in article 26, the universal declaration of human rights. in preparation for this report, two international meetings were sponsored by unesco, one of which was organized by the international association for educational assessment and held at ets in princeton, new jersey ( 1 998). contains discussion chapters with explanatory boxes, tables, and figures. the appendixes include a section on the writing of article 26, regional tables, world education indicators , and a bibliography of unesco reports, publications and periodicals concern ing education, 1 9971 999. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education, 6 appian way, cambridge, ma, 02 1 38 . phone: gladys ( 6 1 7) 496-3 1 08; e-mail: gladys_dratch@harvard.edu; phone: deborah ( 6 1 7) 495-432 1 ; e-mail: deborah_ garson @ harvard.edu. fax for both: (6 1 7 ) 495-0540. belton, benjamin keith. (2003). orinoco flow: culture, narrative, and the political economy of in­ formation. lanham, md: scarecrow. isbn 0-81 08-4831 -7. $35.00 scarecrow press has labeled orinoco flow a travel book (along with library and i nformation science). boy! this is not your aunt maggie's travelogue! orinoco flow is the book version of benjamin keith bel­ ton's 1 998 ph .d . dissertation. he uses narrative analysis to explore many aspects of the body of knowl­ edge on south america's orinoco river. but the book is not really about the orinoco. it is a critical ex­ amination of a mass of information about a place. belton uses the rio orinoco region as that place. bel­ ton combines his knowledge of, and interest in , this to-the-average-american exotic place with his desire to answer the question, "what are the narrative relationships among the development of capital ism, cul­ ture, and regional space?" the author has chosen an ambitious scope for his book. it does much more than examine the rio ori­ noco information archive. belton uses the orinoco as a metaphor or case study for information theory applied to any archive or body of knowledge on the new world, or perhaps any european-centered proc­ ess of d iscovery, and the mechanisms of its creation, maintenance, and use. the ideas of a bevy of theo­ rists appear as belton examines many aspects of, and sources of, information on the orinoco river. the literary, historical , and scientific sources he cites cover a vast temporal and topical span. writers alexan­ der von humboldt, daniel defoe, and alejo carpentier only begin to i l l ustrate the range that is d iscussed: from european pre-columbian descriptions of the new world through current discussions of the global economy. the extensive bibl iography would be useful to students seeking a range of i nformation on the orinoco area. because the orinoco sounds l ike a romantic locale, and because belton uses the same catchy title as that used by a popu lar singer for one of her works a few years ago, the book may attract some attention. not a bad strategy. it might pull in readers who otherwise would steer clear of a dissertation in information theory. so, let's say that an education l ibrarian who is an enya fan and who thinks that a raft trip on the rio orinoco would be a nice thing do next summer sees the title and acquires belton's book. what is she going to get from it? perhaps not much that applies to her day-to-day work. but if she is into critical theory she wi l l find here an interesting appl ication . if she is not a regular reader in this esoteric fie ld , orinoco flow could serve as a fine introduction. even if the answer to belton's question, "what are the narrative relationships among the development of capital ism, culture, and reg ional space?" would not cause you to lose sleep, you might find this unique book an interesting read . les canterbury is collection development/reference librarian at the un iversity of redlands. e-mail : les_canterbury@redlands.edu donnelly, gerard and blaney, joseph r., eds. (2003). technological issues in broadcast educa­ tion: critical challenges. westport, ct: p raeger. isbn 0-275-97521 -5. $64.95 journal ism, broadcasting, and mass communication programs in h igher education face critical challenges concerning how best to prepare students for media careers of the future. in this collection of essays, some of the top broadcast educators in the country offer diverse thoughts on how technology is impacting broadcast education at the beginning of the 2 1 51 century. the contributors describe how their i nstitutions education libraries volume 27, no. 1 summer 2004 30 have met the challenge to keep pace with the media industry's transition from analog to dig ital technology and dealt with the impact of the new technologies on their respective programs. kelly huff (university of georgia) sets the stage in chapter 1 with an explanation of "digital" and a glos­ sary of related terms. subsequent chapters explore the paradigm changes underway in electronic media education, the creation of interd iscipl inary programs that meet a growing industry need for broadcasters with cross-media reporting and editing ski l ls, and how electronic media educators address pedagogical , race/ethn icity, gender, and aesthetic issues in adopting effective teaching styles for the digital age. steve craig describes the success that the university of north texas has had using student fees to fund the large-scale transition from analog to d igital technology. dom caristi from ball state un iversity ex­ plores the single greatest l imiting factor on the use of dig ital media in education: copyright. caristi pro­ vides a detailed explanation of fai r use guidelines; unfortunately, there is no mention of the teach act. each chapter contains a l ist of references at the end. a brief index is also included . the editors conclude with suggestions for administrators and faculty in h igher education to pursue as they revise and refine their programs in light of changes in the media industry. this is an authoritative work and required reading for broadcast educators. judy druse is curriculum resources librarian, mabee library, washburn university. email : judy.druse@washburn .edu eby, j u dy, & herrel l , adrienne. (2005). teaching in the elementary school: a reflective action approach. (41h edition). upper saddle river, nj: pearson. isbn 0-13-1 1 9065-2. $56.00. the fourth edition of teaching in the elementary school: a reflective action approach offers reflective action models pred icated on the national board for professional teaching standards prerequ isites to as­ sist educators in becoming more thoughtfu l , creative, and independent. there are lesson plans, curricu­ lum unit plans, and teaching and learn ing strategies to assist prospective teachers in the transition from credential certification to a classroom of their own. teacher educators judy w. eby and adrienne l. her­ rel l include profiles of successful esl, multicultura l , and multi l ingual programs. teachers tel l stories of success in their own words. notes in each of the twelve chapters highl ight information needed for the praxis ii principles of learning and teaching assessment. in chapter 1 , two traits that enable elementary teachers to flourish in the classroom are described . "withitness" is defined as caring and perceptiveness that al lows teachers to focus on the needs of their students. reflective action empowers teachers to monitor their own feelings, behaviors, and need for ap­ proval from their students. effective use of these characteristics appears in many examples of successful teaching that are provided throughout the book. new teachers face many challenges as they prepare for the first day of school . activities to help educa­ tors bui ld a safe, productive, and engaged learning community in the first week of school are discussed in chapter 2. reflective classroom management techniques, organizational strategies to promote active learning, student i ncentive plans, and teacher-parent communication models are presented in teachers' stories. diagrams assist the reader in visualizing the concepts and strategies discussed with in the text. in chapter 3, the authors specify five factors that support student learning, enhance student self-esteem, bui ld i ntrinsic motivation, and foster a community of learners with in the classroom. they describe the first step in satisfying d iverse student needs as a reflective teacher's bel ief in a student's abi l ity to learn, no matter what chal lenges that student may face. chapter 4 examines language acquisition and teachers' use of curricu lum standards to guide planning and contribute to a student's sense of purpose. bloom's taxonomy of educational objectives with its implieducation libraries volume 27, no. 1 summer 2004 3 1 cations for cognitive, affective, and psychomotor outcome statements is considered. multicultural and multid iscipl inary curricu lum models and thematic units are provided. in chapter 5 eby and herrell address student engagement in learn ing by demonstrating how reflective teachers plan thematic units and decide on unit topics. the authors d iscuss the sequencing of learning experiences and provide examples of curriculum un its in different content areas. lesson planning and sequencing is the focus of chapter 6. reflective action models assist new teachers i n preparing lesson plans that enhance student achievement of goals and objectives, provide accommo­ dations for students with special needs, l ist curriculum materials to assemble, and measure student achievement. active and authentic learn ing involves the transfer of knowledge and ski l ls that are mean ingful to stu­ dents. in chapter 7, the authors d iscuss the use of advanced organizers, d ifferentiated instructional strategies, and clear presentation ski l ls to motivate students to learn . systematic classroom instruction is uti l ized by a reflective teacher to model learning, structure tasks for success, and match his/her teaching style with the students' preferred learning style. in chapter 8 , eby and herrell furnish several strategies for teachers to lead vibrant, interactive d iscus­ sions that engage students. these strategies i nclude acknowledgement of students' multiple intel l igen­ ces, the use of higher level thinking processes, appl ication of critical thinking skil ls, and problem-solving in classroom d iscussions. chapter 9 covers teaching strategies that increase a student's active and authentic learning. descriptions and examples of d iscovery learning, inquiry training, role playing, simu lation, mastery learn ing, learn ing centers, and cooperative learning are provided. the book concludes with chapters on the integration of technology into the classroom, assessment and reporting of student accomplishments util izing portfol ios and report cards, and a reflective teacher's membership in the school community at large. subtopics in chapter 1 2 include communication with par­ ents, open house, and parent conferences. a comprehensive name index and subject index fol lows. in a crowded field, teaching in the elementary school: a reflective action approach stands out as an excellent add ition to any col lege or university l ibrary's education col lection , and a useful text for elemen­ tary teacher credential courses and teachers' professional l ibraries. the reflective action stories of suc­ cessfu l educators, curriculum models, and d iagrams clarify understanding and engage the reader. teach­ ing in the elementary school: a reflective action approach is an outstanding resource for both new and experienced teachers. warren j acobs is a reference/i nstruction librarian at cal ifornia state university, stanislaus. emai l : wjacobs@csustan . ed u . everard, k. b., morris, geoffrey, & l a n wilson, lan. (2004). effective school management. 4th ed. london: paul chapman publ ishers. isbn 1-85396-322-4. $69.20 this 300-page volume gives a concise but complete overview of most of the better-known management theories, strategies, and tips. have you forgotten maslow or herzberg? need a good conflict-resolution method? this book may be at the elbow of the first-year principal or lead teacher as a reference for long­ forgotten or even never-learned management concepts. the authors note that this book is written as a aid to teachers who have management responsibi l ities in the school . they l ist three possible uses; self-study for teachers thrust into management positions without training, as a text for a formal school management course, and as a reference handbook for lead teachers and administrators. of those three purposes, it is the last one that is most clearly ach ieved . education libraries volume 27, no. 1 summer 2004 32 the three sections of managing people, managing organization, and managing change are not equally attended to. the first section is fully half the book, and one wonders at some of the categories. for in­ stance, why is the chapter on teams under managing organization and not under managing people? the detailed 4-page table of contents mitigates some of these organizational curiosities, and a quick scan wil l be al l that is required to find the most helpful piece. there is a sense of redundancy with some concepts, but using the book as a reference handbook necessitates some background for topics. information given is concise, but has the depth required to fully review each topic. extensive use of charts and tables provide overviews of the text, and makes it easy to review complex information. at times, the authors make rather curious statements that seem out of context with the topic at hand. they begin their chapter on environmentally-conscious management of the school, for instance, with a refer­ ence to bodi ly fluids found on wound d ressings and tampons (221 ), then segue into external relations with community groups. the reader is left wondering what the point of the story was. in the chapter on man­ aging resources, the statement "one valuable resource which tends to be underutilized in schools is women" (21 0) is followed by three rather skimpy paragraphs d iscussing women in educational administra­ tion . readers of a younger generation may wonder what the exact d ifference is between the author's "thatcherite resoluteness" and their "ghandian gentleness," and the authors give no help in the matter. this book will be valuable as a review of major school management themes for the education l ibrary. it is a bit simpl istic in its appl ication. the authors, in their preface, outline their philosophy that many schools, l ike businesses, lack organization and good management. while that is true, and certainly good man­ agement practices can improve schools and businesses, it is not necessarily true that implementing good management practices will produce high-achieving students, happy and productive teachers, and satis­ fied parents. it is perhaps a step on that road , but there is no golden key to happiness as a school admin­ istrator. although this book may not be the best text for a school administrative course, it would be a good resource guide when studying for comprehensive exams on management topics. as an informa­ tional tool , this book is an excel lent resource and confidence-builder for a new school administrator. it is a worthy addition to the personal or education l ibrary for school administrators. gai l dickinson is an assistant professor at old dominion university. emai l : gd ickin­ son@olddominion .edu hobohm, hans-christoph, ed. knowledge management: libraries and librarians taking up the challenge. ifla publications 1 08. munich: k.g. saur, 2004. isbn 3-598-21 838-9. $90.00 from the i fla publication series comes a volume which gathers papers presented at i fla ( i nternational federation of library associations and institutions) events during the last four years. each papers covers some aspect of the topic of knowledge management. before going any farther, it is important to acknowl­ edge just what knowledge management is or is not. in his introduction, hobohm remarks, "fact is that the two words 'knowledge' and 'management' are at the center of some confusion. it is not clear if they always point to the same concept-possibly the reason why this concept leaves l ibrarians feel ing dis­ tinctly uneasy." (7) although never clearly defined, what does come through in this volume is that every l ibrarian manages knowledge to some degree, we just have different definitions of what the knowledge is, that we are managing. the volume contains seventeen essays divided into three parts. the first part takes a more phi losophical approach to the topic with theoretical essays. the second part gets down to the practical level as l ibrari­ ans discuss current issues in the l ibrary world as they relate to knowledge management. finally the third part concentrates on education and knowledge management. the last part also addresses how l ibrarians have taken up the challenge of integrating knowledge management into contextual practice in a variety of cultural settings. what shines through in each essay is that no matter what you call it, knowledge man­ agement and l ibrarianship go hand in hand across the globe. librarianship is truly an international and multicultural affair. education libraries volume 27, no. 1 summer 2004 33 specifically with in the volume, the prelude article by davenport and prusak makes the case that the model of the l ibrary needs to change from 'warehouse' to 'expertise center.' others such as rafael capurro and roland wagner-dobler provide a phi losophical foundation for knowledge management, and stress the bridge between knowledge management and l ibrary science. in the second section of a more practical nature, davenport and henczel use their articles to give examples on the relationship of knowl­ edge management and l ibraries. these are informative because they provide the l ink necessary to tie various strands of this topic together. in the third and final section, case studies by newman, accart, bang, and others provide tangible examples of how this entire topic folds together. the essay by jacob­ son and matarazzo on the role of the corporate l ibrary is a final statement about rethinking the l ibrary's role . although geared for corporate settings, this essay can be applied to many other l ibrary settings. so the question is, does this work have a place in most l ibraries? the answer is no, it does not. this book is best su ited for graduate programs in l ibrariansh ip or information management. the articles are interesting and thought provoking for those interested in a global perspective on the management of knowledge and information. it is also timely that i fla has chosen to assemble these articles because the management of knowledge is only getting more complex and global . for those interested in remaking the image or the role of the l ibrary in their context, this volume has theory, practice, and models a l l of which can be used to further the debate about how to best manage information in a h igh ly compl icated world. kris veldheer is instruction librarian at graduate theological union. emai l : veldheer@gtu .edu langley, an ne, gray, edward, & vaughan, k. (2003). the role of the academic librarian. oxford: chanford publ ishing, 2003. isbn 1-84334-058-5. $47.50 the title of this concise and useful book does not accurately reflect its content. this book is actually a step-by-step "how to" gu ide, particu larly su ited for l ibrarians new to academia or new to the profession . each chapter clearly guides the reader through practical approaches to a l l aspects of the work under­ taken in academic l ibraries with the intent ol' improving the l ibrarian's professional l ife. after a down-to-earth introduction, the authors proceed to outl ine and describe suggestions and tips that wi l l make the academic l ibrarian more productive and thereby have more time for pursuing the real goals of their position . the chapter on time management strives to get the l ibrarian to take a hard look at the time necessary to accomplish tasks, both simple and compl icated. the chapter focusing on methods of organization ranges from organizing ones work space to organizing l ibrary-wide projects. it also grapples with managing emai l . the chapter on communication covers the importance of clarity and succinctness in all communications. it also d iscusses in more detai l communicating via emai l , telephone, and in face-to­ face meetings. it emphasizes the importance of keeping current through the use of l istservs and other d iscussion l ists. the chapter on meetings describes different types of meetings and outl ines the respon­ sibi lities of both the person leading a meeting and the meeting participants. much of academic l ibrary work is done in meetings, and the authors clearly point out that meetings are not an intrusion on a l ibrar­ ian's schedule; they are part of the work day. the chapter on col lection development focuses on developing and managing electronic collections. while col lection development may be handled differently from l ibrary to l ibrary, the practical aspects, including gathering statistics, are covered in detai l . the chapter on public service focuses on the changes that have been brought by technology. it describes the important skil ls that reference l ibrarians have always needed such as conducting the reference interview and instructing patrons on the use of specific sources. how­ ever, with so much information available electron ically, reference l ibrarians a lso need to know how to: teach a multitude of search interfaces; provide reference assistance onl ine; hardware and software trou­ bleshooting; and plagiarism. the chapter concludes with methods of promoting the many services a li­ brary has avai lable. the chapters on networking and moving up wil l be particularly useful for new l ibrarians who need to begin to develop relationships with faculty at their campus, with counterparts at other l ibraries, and with l ibrari­ ans they wil l meet through professional organ izations. methods for selecting appropriate organizations, education libraries volume 27, no. 1 summer 2004 34 becoming active, and taking leadership roles are described . breaking into the world of publishing is also included . keeping a resume or curricu lum vitae up-to-date is also stressed . the final chapter on leader­ ship focuses on the individual member of an organization as a leader and the attributes of a leader. it also describes the role of supervisor, employee assessment, and dealing with problem employees. each chapter concludes with an up-to-date bibl iography of readings with many that are not from l ibrary publ ica­ tions. this book wil l be useful for supervisors, managers, and human resource personnel . it wil l also be a wel­ come add ition to a new academic l ibrarian's orientation packet. finally, it would make wonderful reading for interns at academic l ibraries. teresa omidsalar is a l ibrarian at california state university, los angeles. emai l : tom idsa@ ex­ change.ca lstatela.edu mcewan, elaine (2004). seven strategies of highly effective readers: using cognitive research to boost k-8 achievement. thousand oaks, ca: corwin press. isbn 0-761 94-620-9. $74.95 the author is a reading researcher and educator who has developed methods for improving reading comprehension among students in grades k8 . the work is aimed at teachers; it summarizes and ex­ plains research , defines and describes seven strategies for improving reading ski l ls , provides a sampling of instructional activities for the purpose, presents an instructional planning template for building these strategies into lesson plans, and aims to convince educators that strategy instruction is worthwhi le. it in­ cludes reproducible forms, posters, props, and prompts that are ready for use in the classroom. the target audience includes not only read ing teachers, but also content teachers who wish to improve comprehension of subject matter, as wel l as university education school facu lty and staff development special ists. after defin ing "strategic reading instruction" and describing the "7 strateg ies," the author focuses on the research basis for her teaching methods. she provides detail on each of the strategies: activating, or re­ cal l ing prior knowledge and experience relevant to the text; inferring, or extracting /constructing meaning from the text; monitoring-clarifying, or thinking about one's comprehension of the text and clearing up "mix-ups"; questioning, or engaging oneself and others in questions about the text; searchingselecting, or using outside sources to find definitions or to answer other questions about the text; summarizing, or restating the meaning in one's own words; visualizing-organizing, or constructing a mental image for the meaning. she then g ives script-like scenarios ("teacher think-alouds") for engaging students in the strateg ies and instructional activities, with reproducible teach ing aids. after an explanation of how to integrate strateg ic reading instruction into the classroom, she concludes with a d iscussion of putting strategic read ing in­ struction into practice on a school wide framework. the research basis for the method is wel l documented, both in terms of questions addressed in the re­ search and as related to each of the strategies . a complete list of references is included, and there is a comprehensive index. the author's goal is not just to teach chi ldren how to decipher the letters and words on the page, but to learn that one reads in order to learn . she offers teachers a method for developing "strategic" readers, who know how to understand and enjoy what they read. joan s. segal . emai l : jsegalvv@earth l ink.net education libraries volume 27, no. 1 summer 2004 35 megi ll , k. a. (2004). thinking for a living: the coming age of knowledge work. munchen, ger­ many: k g saur. isbn 3-598-1 1 638-1 . $95.00 much has been written about the knowledge worker since management guru peter drucker fi rst coined the term twenty years ago. how this book proposes to differ is in its approach and format. author kenneth megil l holds a master of l ibrary and information science, but he is firstand foremost a phi losopher and a teacher, which explains why this book seems both inspirational and instructional in tone. the book is divided into three sections: first, describing the current state of affairs in knowledge work; second, explaining why new mindsets and tools are necessary; and third , del ineating the steps employers and employees need to take to get there . at the start of each section are key terms, and at the back of the book is a glossary. for those who cannot read without a highl ighter in hand, he has done much of the work already, h igh l ighting sentences that he deems important i n gray. megil l introduces the volume by explaining the four d ifferent approaches to knowledge management l ibrary science, information technology, anthropology, and management theory and his plans to inte­ grate al l fou r views with the phi losopher's view of knowledge as "justified true belief' , i .e . , judgments that we make based on evidence. most workplaces are sti l l run based on the industrial model : employees are members of an assembly l ine, receiving orders from above, their work broken into small interchangeable pieces, handled serially as it passes from one worker to the next, with no one seeing the overal l picture. this is inefficient, megill ar­ gues. he uses the eye-opening example of the ?-eleven convenience store chain . the success of ?­ eleven is dependent not upon executives figuring out ways to make customers buy the things they sell but upon lowly store clerks who know the needs of thei r local clientele and are given the authority to stock their stores accord ingly. the knowledge of such workers is what needs to be gathered together and shared within every organization. in this way, more and more people are becoming "knowledge workers." megi l l offers several other ways of looki11g at knowledge work. sometimes it is cal led the scientific method, sometimes the creative process, and sometimes l ife-cycle management. the collaborative na­ ture of such work requ ires a high degree of trust. by contrast, in most workplaces information continues to be hoarded for the benefit of a few, and decisions are made from above with l ittle or no input from below. in order to share the knowledge of their employees, workplaces need to engage in a radical culture change. however, contrary to popular bel ief, change management is not necessarily led by revolutionar­ ies. in the most successful companies, it is a series of transformative steps, led by experienced individu­ als who are l iked and respected within their organizations. true change does not occur from without; it takes place from within . j ulie shen i s publ ications assistant at honnold/mudd library of the claremont colleges. emai l : ju l ie .shen@libraries.claremont.edu muijs, daniel. (2004). doing quantitative research in education with spss. thousand oaks, ca: sage publications. isbn 0-761 9-4383-8. $39.95 daniel muijs's doing quantitative research in education with spss explains important elements of quan­ titative research clearly, and provides an effective introduction to the fie ld . the book is wel l-structured such that should readers fol low chapter 1 through chapter 1 1 of the book in sequential order, they wi l l develop a sound understanding of how to design effective quantitative research geared towards attaining their own research objectives. this book is su itable for researchers and students studying research methods in education. · the topics can be clustered into the fol lowing two larger components: 1 . designing quantitative research; and 2. analyzing data with spss. the author devotes the first four chapters on the fi rst component while reviewing d ifferent research designs ( i .e . , experimenta l , quasi-experimental , and non-experimental reeducation libraries volume 27, no. 1 summer 2004 36 search), and the issues related to val idity, rel iabil ity and generalizabil ity. in these chapters, readers can establish a conceptual framework from which their understanding on data analyses is facilitated. the fun­ damentals of such framework is found in the author's d iscussion, that researchers should always set clear research objectives and hypotheses at the onset of thei r research projects, regardless of specific types of research design that the projects entai l , because the research objectives and the hypotheses help re­ searchers determine the design of research and data analyses. the last seven chapters introduce essential aspects of data analyses at different levels of complexity. the author's discussion begins with univariate statistics and continues to develop from analyses for compar­ ing two or more groups to analyses for examining the relationship between/among two or more variables. at the end of the book, his d iscussion covers such advanced techniques as multi level modeling and struc­ tural equation model ing. every time when the author introduces a new analysis, he explicitly compares it with the analyses already introduced in previous chapters. such comparisons enable readers to identify and understand the objective of each analysis. the d iscussion throughout the last seven chapters is practical and user-friendly. first, it is intended for non-mathematical students; the use of mathematical formulas is avoided whenever possible. second, actual educational databases are used to demonstrate each data analysis step by step, which make the demonstrated analyses qu ite relevant and practical to the readers. third , the exercises at the end of each chapter provide readers with desirable practical experiences on data analyses with spss. the exercises are effectively designed to assist readers in consol idating their knowledge that is acquired in the chapter. the analyses in the exercises are based on a database that is also used in the book and that can be downloaded form a website. fourth , for each analysis discussed in the book, the author presents meas­ ures of effect size as well as significance. his focus on effect sizes is qu ite useful for the readers, since currently more and more journals require the authors to report effect sizes in their manuscripts. unfortunately, there are typos in the book that lead to confusion; however, in general , this book provides a good introductory overview of quantitative analyses in education . the readers who wish to establish a thorough understanding of the topics covered in the book are encouraged to enhance their knowledge and skills in other l iterature the author l ists for them at the end of each chapter. hiromi masunaga coordinates the educational psychology program at cal ifornia state university, long beach. email : masunaga@usc.edu sarason, seymour. (2004). and what do you mean by learning? portsmouth, nh: heinemann. isbn 0-325-00639-3. $20.00 i picked up this book expecting to ' learn' what sarason meant by ' learning. ' that wasn't to be. sarason immediately imparts the two central assertions of this book: "first. . . the word or concept of learning is not only lacking in substance but also has the characteristics of an inkblot; . . . second . . . unless and until re­ search provides a credible basis for d istinguishing between contexts of productive and unproductive learning in the classroom, educational reform will be fru itless" (vi i) . sarason applies his extensive back­ ground to this question; professor emeritus of yale university's department of psychology where he taught for forty-five years and founded the yale psycho-educational clinic, he has authored over forty books and numerous articles, most bearing directly on education. throughout the book, sarason uses varying approaches to examine three school learning contexts: teacher and students, teacher and admin­ istrators, and teacher and parents. sarason uses chapter one to d isclose the major themes of the book, and subsequent chapters to d iscuss those themes. chapter two, "words and things," attempts to explain the choice of title; sarason claims, "the word and concept of learning have gone as unexamined as they are important" (24 ). learning is used in many ways by many people to mean many things. the next two chapters examine early chi ldhood learning and demonstrate that both infants and their par­ ents are learn ing . accord ing to sarason, "what and how we learn is a very complicated process that oceducation libraries volume 27, no. 1 summer 2004 37 curs in a compl icated context of interpersonal , transactional relationships in which overt and covert fac­ tors are always in relationship to each other but not readily discernible by the participants" (30). he shares his observations of learn ing by his infant daughter. sarason desires the reader to contrast early learning contexts to later school learn ing contexts. he emphasizes that the d ifferences "go a long way to understanding why educational reform has been and will continue to be d isi l lusioning" (53). and so, sara­ son next addresses the differences between home and school contexts of learning. he explores parent­ teacher relationships and teacher-school admin istration relationships. he reiterates his central point that schools have a narrow conception of learning that inhibits real reform. sarason broaches the subject of question asking in the classroom as an ind icator of learning and the dearth of research on that topic. critical thinking, its defin ition and whether or not it can be taught, is the focus of chapter six. sarason states that emphasis on the teaching of critical thinking d imin ished with the advent of the standards and accountabi l ity movement. he examines the possibil ity of critical thinking by preschoolers. sarason touches on the role of class size and in the next chapter comments on charter schools. he asserts real educational reform is impeded by the lack of funding for assessment of charter schools and, in a later chapter, for assessment of a voucher policy. creativity and classrooms is i l luminated in chapter eight by both real and imaginary observations. sara­ son recounts experiences with henry schaefer-simmern's work providing artistic training to mentally re­ tarded individuals at the southbury training school. next sarason d iscusses the poet kenneth koch's efforts to teach poetry writing to d isadvantaged new york city school chi ldren and nursing home resi­ dents . sarason asserts creativity is tied to context. final ly in chapter nine sarason arrives at ''the disconnect between administrators and classroom learn­ ing" and continues the theme in chapter ten , the longest chapter, "what do administrators know about contexts of learn ing?" he affirms teacher burnout results because personal rewards and recognition are not commensurate with involvement and time and energy expended . he questions how administrators keep abreast of what's happening in their schools' classrooms. sarason contends principals are teachers who wanted the opportunity to change thing� and to earn higher salaries. sarason discusses several new york city schools transformed by new principals and notes: " innovations do not spread, they are and re­ main encapsulated exceptions" ( 145). sarason next addresses "what is m issing in a voucher policy?" he argues the framers of the constitution did not mention education because they found national government involvement in education inconceiv­ able, feel ing parents and local entities best knew their chi ldren and their values. today l ittle effective communication or understanding exists among federal , state, and local officials, educators, administra­ tors, parents or students. each blames the others for not achieving desired educational outcomes and offers reform proposals. sarason contends a voucher policy raises the question: " if there is a free market in education, what are the sellers sell ing and the buyers buying?"(1 81 ). he expounds on the g . l . bi l l be­ ing a successfu l voucher program because veterans wanted to learn. he advocates a pi lot study with careful evaluation. sarason concludes with a postscript about mr. rogers' neighborhood, th is book having been finished a few days after the death of mr. rogers. sarason maintains mr. rogers exh ibited the characteristics of a teacher capable of creating and sustaining a context of productive learning. a three-page bibl iography completes the book. throughout this book sarason provides many prompts for reflection and discussion concerning the outlook for successful educational reforms. e l izabeth parang is serials/electronic resources librarian at pepperdine un iversity library. email : el izabeth.parang@pepperdine.edu education libraries volume 27, no. 1 summer 2004 38 swanson, h., harris, k., & graham, s. (2003). handbook of learning disabilities. new york: guil· ford press. isbn 1 -5723-0851 -6 . $70.00 research on learning disabil ities is fraught with theoretical and practical problems. scholars disagree about both the definition of a learning d isabil ity and the ideal mode of intervention. the busy teacher look­ ing for easy-to-implement interventions may be dismayed that the handbook of learning disabilities does not provide simple answers to the confusing questions that arise in the classroom. however, the book is an excel lent reference for researchers or practitioners interested in a sophisticated introduction to learn­ ing disabil ities. the handbook is d ivided into several sections: foundations and current perspectives, causes and behav­ ioral man ifestations, effective instruction , formation of instructional models, and methodology. one may conclude from early chapters that the text, and indeed the field as a whole, has placed the most emphasis on reading disabil ities. but later chapters reveal a sincere effort to provide readers with a balanced view of research on instruction across the content areas. the section on effective instruction has chapters de­ voted to mathematics, writing, science, and social studies. simi larly, chapters on instructional models cover a wide range, and may lead a researcher/practitioner to reflect on ways that direct instruction, cog­ nitive strategy instruction , reciprocal teaching , and cooperative learning all could be integrated into a sin­ gle classroom . the chapter on curriculum-based measurement by fuchs, fuchs, mcmaster, and otaiba is especially significant. readers may gain insight into the way that reading d isabil ities will l ikely be d iag­ nosed in the coming years. one chapter in the text is devoted to the controversial issue of placement, and several other chapters ad­ dress this issue. many of the researchers conclude that students with learning d isabil ities may benefit more from special education placements than from placements in an inclusive general education class­ room. however, in practice many students with learning d isabil ities are included in general education classrooms. another valuable research synthesis might have examined the most effective models of col­ laboration and instruction for students with learning d isabil ities within the general education classroom . . most of the authors in the text rely on the positivistic research tradition and employ methods such as meta-analysis to summarize and draw conclusions from large bodies of research. these reviews h ighlight the movement of the field toward methodological rigor. the inclusion of qual itative research in several chapters bui lds a richness of perspectives. swanson, harris, and graham accomplish an impressive feat with their handbook. they compile chapters by the most preeminent scholars in the field to create a text that is both comprehensive and accessible. dr. sara goldberg-hamblin is an assistant professor in the special education program at cal ifornia state un iversity, long beach . emai l :sgoldber@csulb.edu tillett, barbara, gompel, renate, & oehlschlager, susanne (eds.) (2004). ifla cataloguing princi­ ples: steps towards an international cataloguing code. ifla series on b ibl iographic control, vol . 26. mun ich: k.g. saur. isbn 3-598-24275-1 . eur78. the name of this book clearly states the contents. this is a summary of the first ifla ( international fed­ eration of library associations) meeting of experts on an international cataloguing code, held july 2830, 2003, in frankfurt/main, germany. it brought together 54 cataloguing experts from 32 countries to further a single goal, namely to work toward provid ing an international standard ization of cataloguing rules and principles. overal l , the book is divided into four sections. first, it begins with a comparison of cataloguing codes and a draft statement of international cataloguing principles. then the book moves into presentation papers and background papers presented at the meeting of experts. final ly, the ap­ pendix contains the meeting agenda , results of the working group, web site information , and other infor­ mation about the participants in the meeting of experts. education libraries volume 27, no. 1 summer 2004 39 to better understand the importance of the meeting of experts, this was the first attempt to update the "paris principles" of 1 961 and incorporate terminology and concepts of the i fla functional requirements for bibliographic records(frbr) . . from a reading of the "welcome", there is a strong desire within the i fla community to migrate to the anglo-american aacr2 and the marc 21 format instead of everyone developing their own code. however that move requires a great deal of conversation and coordination . hence, this was a meeting of experts to start the d ialogue al l over again . to frame the conversations, background papers were presented and are included in the book. they cov­ ered such topics as "author and title access point control ," "corporate bod ies from iccp up to 2003," and "un iform titles in 'russian cataloguing rules'." general papers were presented on ideas such as "brave new frbr world" by patrick le boeuf and "a virtual i nternational authority fi le" by barbara b . ti l lett. all of these have been included in this information rich, but s l im, volume. so, this begs the question, who would be interested in reading this? although it probably should be read by al l l ibrarians regardless of job title , this book wil l most appeal to those in charge of cataloguing who must daily deal with the vagaries of trying to describe new formats. this would also make a good re­ quired text in a l ibrary school curricu lum to increase awareness within new l ibrarians. final ly, this is a text that needs to be remembered so that as this d ialogue to update the "statement of principles" from 1 961 continues, we al l can track where the field of cataloguing is going. kris veldheer is an instruction librarian at graduate theological un ion. emai l : veldheer@gtu .edu vickery, b rian, & alina vickery, alina. (2004). information science in theory and practice. 3rd re­ vised and enlarged edition. mu nich : k.g. saur, 2004. isbn 3-598-1 1 658-6. $134.00 how is information transferred? is there a process to how it all works? what exactly does information transfer mean in the new information environment of the internet? these are some of the questions that the vickerys try to answer in this the th ird eaition of their book originally publ ished in 1 987. as they point out in the preface, "this book is an attempt to present and discuss a scientific understand­ ing of the processes of information transfer . . . . it is not a manual of information practice or information management. . . " throughout the volume there is an emphasis on the theory first and then the practice , a lways seeking to base conclusions on research . beginning with the demand for information , the first four chapters concentrate on a social approach to information. people are responsible for the information and thus a necessary first step in understanding how information is moved about. the middle sections of the book focus their attention on information re­ trieval including how retrieval systems are structured . the reference interview is seen as an integral l ink in the process of information retrieval and this adds a human face to a seemingly mechanical process. final ly the book ends with a look at information systems and how to evaluate them . the third ed ition now includes a completely new chapter titled "the internet and information science . " overa l l , the vickerys have kept this classic work loaded with solid scientific research . from the first edi­ tion published in 1 987 until now, the book has always tried to bring a scientific understanding to the proc­ ess of how information is transferred. the third edition also reflects the first major addition aside from an append ix to the book since the first edition, namely the material on the internet. at the heart of the mat­ ter, this is a valuable book in the information science fie ld . however the better question is, for who is this book valuable? a quick search of the internet found that this volume is required reading i n several l ibrary and information programs. it could well be valuable read ing for those entering the information manage­ ment fie ld . mostly the conclusion can be drawn that this book belongs to a program that teach l ibrary sci­ ence and information management. this is the niche that the vickerys best serve. kris veldheer is instruction librarian at graduate theological union. emai l : veldheer@gtu .edu education libraries volume 27, no. 1 summer 2004 40 wolfe, p. and nevi lls, p. (2004). building the reading brain, prek-3. thousand oaks, ca: corwin press. isbn 0-761 9-3903-2. $64.95 wolfe and nevi l ls describe what happens in the brain when a chi ld reads and what this suggests for teachers. this makes for a fresh and interesting explanation of l iteracy development in building the read­ ing brain, prek-3. the authors' main purpose is to explain how the "brain of a child masters the processes of decoding print and eventually reads with fluency and comprehension . " along the way, they introduce read ing research vocabulary, defining phonemic awareness, phonological awareness, and explaining the role phonics plays in l i teracy development. chapters are organized by stages of development. they cover birth to age three, preschool, first grade, second grade and th ird grade. the authors pay special attention to the importance of the environment, culture, socioeconomic status, first language, and cognitive difficulties throughout the book. developmen­ tal concerns and ideas for second language learners, for readers who are dyslexic, and for readers with attention difficulties are addressed. patricia wolfe is not a newcomer to the topics of neuroscience, cognitive science and educational re­ search. i n 2001 , she publ ished brain matters: translating research into classroom practice (2001 ). here, she teams up with pamela nevil ls to produce a clear, concise description for teachers about brain development in young chi ldren and what this means for instructional design. linda salem is education librarian at san diego state university. emai l : lsalem@mail .sdsu.edu education libraries volume 27, no. 1 summer 2004 4 1 i n s t r u c t i o n s f o r c o n t r i b u t o r s about education libraries education libraries (el) is publ ished by the education division of the special libraries association. its audience con­ sists of education information professionals employed in a variety of venues, including special l ibraries and informa­ tion centers, academic l ibraries, publ ic l i braries, and school l ibraries manuscripts submitted for publ ication in el should present research studies, descriptive n arratives, or other thoughtful considerations of topics of interest to the education i nformation professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of l ibrary and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and l ibrarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted wil l be considered for publ ication in future issues. three hard copies and one electronic copy should be sent to dr. lesley farmer, edi­ tor, education libraries, california state university long beach, dept. of edpac, 1 250 bel lflower blvd . , long beach ca 90840-2201 . inquiries regarding contributions are welcome and should be d irected to dr. farmer via mai l or email: lfarmer@csulb.ed u . preparation o f manuscripts 1 . al l manuscripts should be submitted with an electronic d isk on a 3.5" disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the ed itor for an al­ ternative arrangement. 2 . al l manuscripts should be word-processed to be publ ishable on 8.5 x 1 1 " paper, double-spaced, with 1 " margins on all sides. reference should appear on separate pages at the end of the article.. do not use ms endnotes or foot­ notes feature. 3. education libraries follows the publ ication manual of the american psychological association, 51h ed. (2001 ). cita­ tions to e lectronic resources fol low the "electronic reference formats recommended by the ala," available online at: http://www.apa.org/journals/webref. html . 4 . the name(s) and affiliation(s) of the author(s) should appear on a separate cover page . the first author should also provide contact information, including telephone number, postal address, and email address. to i nsure ano­ nymity in the review process, author information should appear only on this page. 5. an abstract of 50-1 00 words should appear on a separate page . to insure anonymity i n the reviewing process, this page should include no author information, but should include the complete title of the manuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered con­ secutively. 7. tables and i l lustrations should appear on separate pages at the end of the article. indicate desired placement by· including a parenthetical insert in the text, e . g . , ( i nsert figure 1 ) . each table or i l lustration should have a number and a brief title. all tables and i l lustrations should be submitted on d isk, along with an email attachment. 8 . authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. review process education libraries is a refereed journal using double-blind review. manuscripts wil l be acknowledged by the editor upon receipt and, following a preliminary review, wi l l be forwarded by the editor to at least two members of the edito­ rial review board. following the completing of the review process, the editor wi l l contact the author(s) to accept the manuscript for publ ication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be d irected to the editor. book reviews education libraries i ncludes reviews of new publ ications relevant to education information or education l ibraries and l ibrarianship. areas of interest include library and information science, prek1 6 education, chi ldren's l iterature, and school l ibrarianship. publ ishers are invited to send review copies and announcements to the editor. prospective re­ viewers may write to the editor to indicate their wil l ing ness to contribute reviews, their qual ifications, and thei r areas of i nterest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. education libraries volume 27, no. 1 summer 2004 42 1 s a r t i c l e s you are h ere a guided to ur of the osh kosh correctional institution prison library by randy purifoy the oshkosh correctional institution library serves an inmate population of 1800 plus. scheduled times averaging 18 �ours �n a six-day week enable me to visit the library up to three times m a day for one-hour periods each. accessibility to library services is limited by my work program hours. when scheduled, inmates line up in the hallway in front of the library entrance (1 in the diagram) where a librarian will go down the line asking if anyone wants to sign up for a music cd player or a video player. in this way inmates do not ha�e t� line up a second time to request this equipment, and congestion m the library itself is diminished. inmates then file into the library to sign in at the attendance log (2) after which i usually claim a seat in the reading area (3). those who have signed up for cd or video players will go to check out the specific items they want (4). these might include newspapers up to seven days old, current monthly mag��ine _ s, current daily newspapers from one of the ten largest cities m wisconsin, and reference books, which may also be checked out for use in the library. i might check to see if i have any interlibrary loan books awaiting me. others receive their assigned computer disc and proceed to the electronics room (5) where there are two electric typewriters, eight computer word processors, four video players, and three music cd players available for inmates' use: after checking with i.l.l., i move along to b .i.p. (books m print) (6) and select two books (weekly limit) to request on interlibrary loan. my subject areas are christian antiquity (bc 200 200 ad), aquaculture, origami, and any work that i may have heard about that is not at hand in the library. the library's computer catalogue (7) enables me to do a quick search by subject, author, and title to find whatever is new in the library, or i cal} just browse through the general library (8). the sci-fi and fantasy sections are favorites of mine. the cd-rom computers (9) have many educational programs of which i have used the spelling, math, astron�my, and foreign language programs. the library tv (10) shows a video that can be viewed from a seat in the reading area. ten minutes before the period ends, an announcement is made calling for all materials to be returned and a last call is given for books to be checked out (11). the computerized bar-code system makes this process quick and easy. education libraries vol 24, no. 1 the law library the scheduling oflaw library hours coincides with the general library schedule except that the law library period is a two-hour block of time, up to two times in a day. this allows more time for an inmate to do legal research. entrance into the law library follows the same procedure as in the general library. inmates line up outside the entrance (1) and when the period begins, sign in and claim a seat (3). an inmate can then utilize the resources of this library as his needs require (4). there is an inmate clerk available to help and assist in locating materials. the reference section (ref) has material ranging from blank forms commonly used in criminal and family law cases to books by judges on how to argue a case before the u.s. supreme court. there are 12 distinct sections to the law library with each representing a level of hierarchy in the structure of the government. these are: 1 . the wisconsin statues (stats) the statutory laws of the state of wisconsin 2. the wisconsin key digest 3. the wisconsin statues annotated (key) bibliographical volumes that correlate court decisions rendered in relation to specific statutory passages and by subject areas 4. the northwestern reporter, 2nd edition (nw2) the complete court decisions of the state court of appeals and supreme court cases dating back to. 1963 5. the federal supplement (f.supp) the complete court decisions of the federal district courts dating back to 1956 6. the federal reporter, 2nd ed (f.2d) federal court of appeals decisions dating from 1964 to 1993 7. the federal reporter, 3rd ed. (f. 3d) federal court of appeals cases from 1993 to the present 8. the supreme court reports (s.ct.) the u.s. supreme court decisions dating back to 1 956 9. sheppard's (shep) a bibliography that cross-references where one court decision was used in another court decision from state court to u.s. supreme court dating to 1 794. a r t i c l e s 1 9 10. the federal practice digest (f.p.d.) a symposium of federal and u.s. supreme court decisions in relation to subject areas 1 1 . the corpus juris secundum (c.j.s. ) a symposium of the "law of the land", common to all the states of the union arranged by subject area 12. the united states code annotated (u.s.c.a.) the current statutory laws as passed by the u.s. congress, stemmi n g from the u . s . constitution with cross-references to court decisions. i have found that one of the hidden amusements of the law library is its historical accounts of human situations. although the law library is primarily for use in helping to address legal issues, as recreational reading it can be amusing as well as educational. .. satellite services in addition to these main library services, there are eleven unit libraries, one for each inmate-housing unit, having an average of300 books each. the unit libraries are rotated among the housing units and updated and maintained from the main library. there is also an abridged law library for use by the inmate population in segregation. in the visiting room there is a children's library. this satellite library is part of a reading program that enables inmates to read with and to their children during visits. the prison library at oshkosh correctional institution provides recreational and educational opportunities that are limited only with respect to prison security. the supportive atmosphere and willingness of the librarians to assist, encourages inmates who have incentive, to benefit from the services offered and to become enthused with something more than the mere thought that you are here, in a correctional institution. randy purifoy is an inmate at oshkosh correctional institution, oshkosh, wisconsin. he wishes to share with readers a sense of what it is like to use this prison library . jnmatp. wor� j\rea \ 06jec:t ive • \: librarian �.; office set1 im l16rarian ·�· oj}la education li braries vol. 24, no. 1 0 e d e p a r t m e n t 5 o. n ew a n d forthco m i n g at reference compile d by gladys i. dratch and deborah s. g arson celebuski, carin et a! . status of education reform in public elementary and secondary schools: principals ' perspectives. washington, dc: u.s. dept. of education, office of educational research and improvement, 1 998 . 82p. oclc#39177066. presents findings on reform efforts in schools as reported by school principals in the public school survey on education reform. information has not been objectively measured or independently verified. questionnaires were sent to 1 ,360 principals of a nationally representative sample of u.s. public schools in the spring of 1 996. the survey requested information about: use of content staf\dards to guide curriculum and instruction ; strategies to support reform; barriers to the application of high standards to students; methods of communicating information to parents; and understanding of new title i program provisions supporting reform. tables, charts, and graphs. this report is available online: http://nces.ed.gov. chaney, bradford william. school library media centers: 1993-1994. washington, dc: u.s . dept. of education, office of educational research and improvement, national center for education statistics: for sale by u.s. g.p.o., supt. of docs., 1 998. 36p. oclc#3987 1534. reviews the state of school libraries in the u.s. based on data from the 1 9931 994 schools and staffing survey (sass). earlier studies were also used to show changes over time, such as the public school library statistics, 1 958-59. two sections focus on 1 ) school library media centers to include staffing, expenditures, collections and resource evaluation, technology and equipment, and 2) school head l ibrarians with respect to background, experience, training, collaborative activities, and compensation. appendixes with detailed tables and technical notes. education libraries vol. 22, no. 3 choy, susan p. toward better teaching: professional development in 1993-94. washington, dc: u.s. dept. of education, office of educational research and improvement, national center for education statistics, 1 998. 142p. oclc#40067079. uses data collected by the nces from the schools and staffing survey to examine teacher professional development in 1993-94 in the context of current educational policy regarding professional development at the federal and state levels. examines who determines the professional development programs, the format in which the professional development is provided, and other professional development issues. references and appendixes. the comparative guide to american elementary & secondary schools. 1st ed. milpitas, ca: toucan valley publications, 1 998. 774p. isbn 1 -884925-63-4. oclc#39505628. $85.00. presents evaluative and demographic statistics for each regular school district with more than 2,500 students. arranged by state, within each state by county, and then city. for each school district the entry information includes web address, number of students, total teachers, student-teacher ratio, school district expenditures, librarians, guidance counselors, ethnicity, and national socio­ economic status indicator. source of the data is from nces common core of data public school universe and the common core of data agency universe files. both files are from the 1 99596 school year. -i i d e p a r t m e n t s 21 encyclopedia of bilingualism and bilingual education . colin baker, ed. clevedon: philadelphia: multilingual matters, 1998. 758p. isbn 1-85359-362-1. oclc#34932753. $ 1 50.00. based on the diversity of languages in the world, this resource aims to promote the subject of bilingualism and to be academically based. contains four sections : 1 ) i ndividual b ilingualism, 2) language in society, 3) languages in contact in the world, and 4) bilingual education. each section contains individual topics with text supplemented by graphics and photographs. bibliography of over 2,000 entries and further reading. finn, chester e. et al. the state of state standards. washington, dc: thomas b. fordham foundation, 1998. 37p. (fordham report, vol. 2, no. 5). oclc#39497222. examines the results of five commissioned reports on state standards in english, geography, history, mathematics, and science. the individual state results were based on criteria developed by the experts in consultation with scholars and educators. compiles the summary of scores and grades in the five subjects for each state, and presents them in alphabetical and in rank order. provides information to determine trends in these subjects and to evaluate the standards themselves. individuals involved in the standards movement contribute their views. the evaluations of the standards took place mainly in 1 997 and the standards documents that individual authors reviewed may have been revised. the appendixes include criteria for reviewing state standards in the subject areas and a list by state of the documents reviewed. the individual reports of the thomas b . fordham foundation on which this summary is based are: state english standards (sandra stotsky, july 1 997); state geography standards (susan munroe and terry smith, february 1 998); state history standards (david warren saxe, february 1998); state mathematics standards (ralph a. raimi and lawrence s . braden , march 1 998) ; and state science standards (lawrence s . lerner, march 1 998). funding sources for k12 schools and adult basic education. l st ed. phoenix, az: oryx press, 1998 . 665p. isbn 1 -57356143-6. oclc#38552598. $34.50. describes grants programs that provide funding for k1 2 schools and other educational organizations, including libraries, as well as adult basic education programs. covers over 1 ,500 funding opportunities in the u . s . and canada. information presented has been taken from the grants database. the main section, grants program section, lists programs in alphabetical order. each entry has program description, grant title, sponsor name and address, and a contact name. when available and/or applicable additional information includes deadlines and renewal dates, grant amount, internet e-mail, and web page addresses. four indexes are included: subject, sponsoring organizations, grants by program type, and geographic. higher education directory. falls church, va. : higher education publications. 17th ed. annual. 660p. isbn 0-914927-28-0. issn 0736-0797. oclc#40345975 and #9068387. $62.00. this directory, also known as the hep higher education directory, is a major source for information on accredited postsecondary degree-granting institutions in the u . s . , i ts possessions and territories. due to a change in the guidelines for recognition of accrediting agencies, there is an explanatory preface regarding inclusion of institutions in this 1 999 directory edition . provided i s a listing o f accrediting agencies recognized b y the u.s. secretary of educatio n or · the council o n postsecondary accreditation/commission on recognition of postsecondary accreditation. universities, colleges and schools are listed by state and entries include the fice identification number, carnegie classification code, contact information , tuition and fees, enrollment, h ighest degree offered, and administrative and academic officers with job classification code. contains indexes for key administrators, with telephone number and an accreditation index of institutions by regional, national professional and specialized agencies. horn, laura. toward resiliency: at-risk students who make it to college. washington, dc: u.s. dept. of education, office of educational research and improvement: for sale by the u.s. g.p.o., supt . of docs., 1 998. 41p. oclc#39287622. a companion to confronting the odds: students at risk and the pipeline to higher education ( 1 997) which focused on moderate to high-risk high school students who enrolled in higher education. analysis examines whether student, parent, and peer engagement factors contributed to at-risk students making the transition from high school to postsecondary education. data set used in both confronting the odds and toward resiliency is the national education longitudinal study of 1988. incl4des tables, figures, references, glossary, and methodology. education libraries vol 22, no. 3 22 d e p a r t m e n t s international dictionary of university histories. edited by carol summerfield and mary elizabeth devine. chicago: fitzroy dearborn publishers, 1 998 . 780p . isbn 1 -884964-23-0. oclc#39038983 . $ 1 25 .00. provides detailed essays o n 1 6 8 worldwide selected universities, colleges, and research centers. entries offer historical and descriptive information which includes the changing focus of the individual universities, contact information, and suggestions for further reading. includes a prefatory essay on the university movement, authored by a.h.t. levi, an index, and notes on the contributors. johnson , eugene g. linking the national assessment of educational progress (naep) and the third international mathematics and science study (timss): technical report. washington, dc: u.s. dept. of education. oeri. nces, 1 998. one of two reports about linking of naep results to timss results for grade 8 mathematics and science. comparisons are given for grade 8 mathematics and science of the states and jurisdictions that participated in the 1 996 naep with those nations that participated in the 1 995 timss . results are adequate for approximate comparisons of the relative rankings of indiyidual states versus other countries but not adequate for extensive analyses based on estimated scores. references. jur insk i , james . religion in the schools: a refe rence handbook. santa barbara, ca: abc-clio, 1 998 . 209p. isbn 0-87436-868-5. oclc#38924379. $39.50. seven chapters cover religion in the public schools. an introductory chapter includes historical background, conflict areas, and constitution al amendment activity. chapters 2-7 cover chronology, biographical sketches, and court cases, organizations and associations, print and nonprint resources. glossary and index. mathematics and science achievement state by state, i998. the national education goals panel. washington, dc: the panel: for sale by the u.s. g.p.o., supt. of docs. , 1 998. 284p. oclc#401 35589. summarizes state progress toward goal 3 (student achievement in academic subj ect matter and preparation for responsible citizenship by the year 2000) and goal 5 (u.s. students will be first in the world in mathematics and science achievement by the education libraries vol. 22, no. 3 year 2000). the summary of state progress is highlighted in figures and charts throughout the volume. mathematics and science achievement in grades 4 and 8 are provided in charts for the united states and for individual states in sections describing improvement over time, state comparisons, subgroup performance by sex, race/ ethnicity, parents' highest level of education, school location by broad type, and poverty measure. international comparisons with the overall united states results and individual state results are also provided. there are results for american samoa, guam, northern marianas, puerto rico, and virgin islands. appendixes contain technical notes and sources, naep data collection schedules , standard errors, and information on statistically significant differences in subgroup performance on naep. the report is available online: http://www.negp.gov. mcwhirter, jeffries et al. a t-risk youth: a comprehensive response: for counselors, teachers, psychologists, and human service professionals. 2nd ed. pacific grove, ca: brooks/cole pub. co., 1 998. 363p. isbn 0-534-34580-8. oclc#26672200. $53.95. this book serves as a textbook and reference source for counseling courses, particularly those courses related to special needs and at-risk children and adolescents. sixteen chapters cover such topics as at-risk problems and issues, environmental/societal factors, family problems, school issues, substance use and addiction, teenage pregnancy, delinquency and violence problems, suicide, prevention programs, educational interventions, and legal issues. chapters include further readings. the appendix contains a listing of agencies, clearinghouses, and organizations, as well as a reading list for at-risk youth, families, and professionals. contains a lengthy list of references, name and subject indexes. nces state data conference. developments in school finance: fiscal proceedings from the annual nces state data conference, july i 997. washington, dc: u.s . dept. of education: for sale by the u.s. g.p.o., supt. of documents, 1 998. 1 87p. oclc#3675775 1 . contains papers by speakers at the annual nces summer conference, 1 997. eight papers focus on effects of money on elementary and secondary student outcomes. topics include allocation of teaching resources, development of school fihance formulas, improving the measurement of school finance equity, and collecting school-level resource data. for up-to-date . information and to e-mail finance questions refer to the nces web site: http://nces.ed.gov/edfin . d e p a r t m e n t s 23 the nea teacher member 1995-96 membership study by state, 1995. washington, dc: national education association, research division, 1998. 148p. oclc#39843006. a survey undertaken to provide data that would assist in decisionmaking about more effective ways to serve teacher members of the association more effectively. text portion provides a summary and brief analysis of the results of the surveys. respondent profile includes length of workday, median year's experience, activities, retirement plans, level and position . appendixes with sample questionnaire and selected results by individual state. parrish, thomas. inequalities in public school district revenues. thomas b . parrish et a!. washington, dc: u.s. dept. of education, office of educational research and improvement: for sale by the u.s. g.p.o., supt. of docs. 1 998. i v. (various pagings). oclc#39704 1 1 0. analyzes the sources of public education revenues and how they vary by different types of students, districts and communities for the 1 99 1 -92 school year. gives detailed information about how much money is received through alternative funding sources. chapter topics cover categorical versus general revenues! detailed categorical revenues, and educational equity in the states. an earlier nces report disparities in public school district spending ( 1995) focused on public education expenditures. references and related publications. philosophers on education: historical perspectives. edited by amelie oksenberg rorty. london; new york: routledge, 1998. 480p. isbn 0-41519 1 30-0. oclc#38200132. $99.00. the thirty-three contributors of this volume have provided chapter essays on how the philosophies of selected major thinkers have affected the policies and practices of educators. included are two essays on contemporary issues in the philosophy of education. the philosophers represented include socrates, plato, aristotle, augustine, spinoza, locke, rousseau, hegel, and dewey. chapters contain notes and bibliographies. philosophy of education: major themes in the analytic tradition. edited by paul h. hirst and patr ic ia white . london; new york: routledge, 1 998 . 4 vols . ( 1 647p.) . isbn 0-4 1 51 2944-3 (set). oclc#37353926. $700.00. four volumes are organized to cover the broad topics of philosophy and education (v. 1 ) ; education and human being (v.2); society and education (v.3); and problems of educational content and practices (v.4). in the first volume, the editors provide an introductory essay on the historical perspective of the analytic tradition and the philosophy of education, a section on the rationale of the collection, and an explanation of how the collection of essays in the four volumes was developed. the editors state that the collection is not meant to be all-inclusive but to present the major concerns in the field and to contribute to the dialogue. within each volume there is a topic-specific introduction. essays include notes and references. each volume contains an index of the sixty-three contributing authors. quality education data, inc. internet usage in public schools 1 998. denver, co. : quality education data, 1998. 3rd ed. 1 34p. isbn 0-88747-924-3. oclc# 401 89596. $295.00. telephone surveys of 400 randomly selected public school teachers of language arts, mathematics, science and/or social studies were the basis for this report on actual internet usage in the classroom. three categories were studied: internet access/ availability, internet usage, and internet training. the statistical results for 1998 were compared with a similar study conducted by qed for cable in the classroom in 1997. numerous graphs and charts accompany the text. includes the survey instrument of 52 questions. raffel, jeffrey a historical dictionary of school segregation and desegregation: the american experience. westport, ct: greenwood press, 1 99 8 . 345p. isbn 0-3 1 3-29502-6. oclc#38286593 . $75.00. brief essay s , fol lowed by references, are arranged alphabetically and provide information on major legal decisions, individuals, school desegregation legislation, organizations, concepts, reports and publications on the book's topic. this resource is geared for use by students, teachers, scholars, and practitioners involved in the process of desegregation. special sections include a chronology of major events through 1 996, a bibliographical essay, a general bibliography, a geographical bibliography, and an index. schwarz, gretchen and joyealberts. teacher lore and professional development for school reform. westport, ct: b,ergin & garvey, 1 998. 1 89p. isbn 0-89789-509-6. oclc#3799347 1 . $49.95 . the purpose of this book is to explore the power of teacher lore and nan·atives by and about teachers, as a means to implement school reform. chapters cover the meaning and theories behind education libraries vol. 22, no. 3 24 d e p a r t m e n t s teacher lore, stories written about teaching by teachers, methods for utilizing teacher lore for in-service professional development, and theories of change and professional development. a chapter provides suggestions on utilizing teacher lore with a list of films and books on the topic. the publication is directed to an audience of teachers and administrators, as well as parents and the public. includes chapter references and an index. selected papers in school finance, 1996. washington, dc: u.s. department of education, office of educational research and improvement , nation al center for education statistics, 1 998. william j. fowler, jr., ed. 1 35p. annual. isbn 01 6-049454-0. issn 0 1 62-9697. oclc# 39476932, #3012653, #39162935. presents commissioned papers by nces to address the current and future state of finances for school districts. this 1 996 annual is the third in the renewal of this series, which previously was discontinued in 1 977. the topics of the papers in this volume include the condition of urban school finance, alternatives for school-based funding, and reinventing education finance. charts and tables. silverman, franklin h. authoring books and materials for students, academics, and professionals. westport, ct: praeger, 1998. 161p. isbn 0-275-961591 . oclc#37890500. $55 .00. this resource provides practical information for potential and practicing authors. chapter topics include choosing a publisher; proposals; negotiating a publishing contract; the details of working education libraries vol. 22, no. 3 on the writing project, including tips on outlining, drafting, and revising the manuscript; the graphics and the production process; the marketing of books; and tax and other business implications of authorship. the appendixes contain a representative book proposal , a representative joint col laboration agreement, representative permission forms, textbook features that college students do and don ' t find helpful, standard proof correction notations, and common characteristics of best-selling textbooks. includes a bibliography of references and resources. united states. general accounting office. head start programs: participant characteristics, services, and funding: report to congressional requestors. washington, dc (p.o. box 37050, washi ngton 200 1 3) : the o ffice, 1 99 8 . 9 1 p . oclc#38934087. presents information on head start's regular programs that operate in the 50 states and the district of columbia. programs serving special populations are excluded. focus is on number and characteristics of participants, services and the way they are provided, federal and nonfederal dollars received and spent, and other programs providing similar early childhood services. methodology includes telephone interviews, visits to programs, and data from head start's annual survey. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education . articles ejournals in education: just generating excitement or living up to the promise? by tirupalavanam g. ganesh college of education, arizona state university abstract the i nternet makes scholarly electronic journals an opportune global mode of communication for scholarly exchange, where national and international borders are erased. the american educational research association special interest group, communications among researchers (aera sig cr) lists over one hundred electronic journals i n the field of education that are scholarly, peer-reviewed, full text and accessible without cost on the world wide web (see http://aera-cr.ed .asu.edu/l inks.html) . are these ejournals merely poor electronic imitations of print journals? granted, the use of the internet to publish peer-reviewed scholarship has the potential of democratizing access. but are such scholarly exchanges making effective use of the electronic medium? what innovative things can be done with new technology? how can electronic journals be preserved, used, and managed over time? introduction i n december, 1 998, this author was offered the position of editor of current issues in education (cie) (http://cie.ed.asu.edu) , a scholarly, online journal at arizona state university. the journal was to begin its second year of publication in january, 1 999. after reading glass ( 1 998) , ["the vision thing": educational research and aera in the 2 1 51 century-part 4 : the future of scholarly communications], the author decided to accept the offer, against the advice of col leagues. the fascination of editing a scholarly electronic journal to a beginner academic was tremendous. the potential to use the electronic medium innovatively and the opportunity to facil itate its effective use in scholarly communication justified setting aside any uncertainties. in spite of initial enthusiasm, the education libraries volume 26, no. 1 summer 2003 journal remains to a large extent, largely an imitation of a print journal . yet two articles, dugan and behrens ( 1 998), and leshowitz, dicerbo, and symi ngton ( 1 999), represent a departure from publishing articles that are just pla in text. dugan and behrens ( 1 998) used hypertext to facil itate instant and simultaneous access to multiple sources of information . the employment of frames allowed access to the raw data in their statistical study, and the reader had access to a variety of alternative models of data analysis without interruption to reading. leshowitz, dicerbo, and symington ( 1 999) demonstrated the challenge of using multimedia appropriately, powerfully, and not for its own sake. they used video clips to provide readers a gl impse into the practices of a college 5 classroom. this fairly small number of articles in cie that break ranks with the traditional scholarly communication is not trivial by any means-they represent the hope that ejournals in education wi l l begin to push the envelope in scholarly communication in thoughtful yet innovative ways. ejournals in education a number of electronic journals in education have appeared in the last few years, an assessment of these ejournals with regard to thei r use of the unique features of the electronic medium and issues related to thei r preservation are the subjects of this paper. the aera special interest group, communications among researchers (aera s ig cr) l ists over one hundred electronic journals i n the field of education that are scholarly, peer­ reviewed, full text and accessible without cost on the world wide web (see http://aera-cr.ed. asu.edu/l inks.html ) . table 1 below l ists the quantity of these journals and country of publication in descend ing order. it is no surprise that 64% of the journals l isted here are publ ished in the united states of america. researchers primari ly located in the geographical area of north america h,elped compile this l ist. the predominance of the u .s . in this area may be attributed to access to the internet that american universities have enjoyed since the early 1 990s. table 1 ejournals in education and the country of publ ication. country number of journals usa 70 austral ia 1 5 canada 1 0 uk 5 spain 3 mexico 2 argentina 1 brazil 1 germany 1 italy 1 portugal 1 total 110 a quick survey of these journals indicates the following: education libraries volume 2 6 , n o . 1 summer 2003 • seventy or 64% of the journals are published in the united states of america. • one hundred journals published in the un ited states of america, austral ia, canada, and un ited kingdom are primarily publ ished in the engl ish language with two or three exceptions, which also publish some articles in spanish or french . • eighty-seven (79%) of all journals l isted provide articles in full-text html (hyper-text markup language) fonnat, whi le 1 6 ( 1 5%) offer articles in full-text html and/or pdf (portable document format). i nteresti ngly, 7 (6%) provide articles only in pdf. • two journals provide mirror-sites in other parts of the world . • two journals offer d ifferent screen formats such as wide screen and multiple screen formats. the following refer to the one hundred journals published in the united states of america, austral ia , canada, and united ki ngdom which primarily publish in the engli sh language: • 58% offer word search capabil ity. • 28% are also available as print journals. • 42% have length l imits specified in terms of words or number of double spaced pages for the submissions. • 28% provide information on how to cite articles published in their journals. • five indicate that their onl ine publ ications are indexed in databases. this number could perhaps increase if a careful assessment regarding indexing is made of the twenty-eight journals that are available as print journals with electronic versions as a complement or added value to their subscri bers. this i nfonnation simply provides quick status records of these electronic journals with regard to arbitrary descriptors that i selected . a discussion on how ejournals in education are making use of the unique features offered by the electronic medium may be of additional i nterest here. unique features of electronic media web technologies have advanced in numerous ways, which should spark a transformation of the nature of scholarly communication in ways not feasible in the traditional print medium . one such s imple uti l ity is to provide ful l-text search capabil ities. print journals also provide search aids, such as indexing; none, however, 6 matches the capabi l ities of ejournal search engines that facil itate searching the entire text of articles using boolean logic. full-text searching of ejournals as they continue their growth wi l l soon be a universal feature. fifty­ eight percent of the english language ejournals provide readers with search capabi l ity. size limitations vs. access to downloadable data files the potential to incorporate features that advance or surpass those traditionally used in print journals is yet to be realized by authors and publishers of ejournals. web technology frees scholarly publications from size l im itations imposed by the high cost of printing and mai l ing. yet, forty-two percent of the engl ish language ejournals surveyed , which are exclusively web-based, impose length l imitations. one imposed a 1 ,000 to 3,000-word l im it. lim ited resources available to the publ isher, scope of the journal , or target audience could be some of the factors i nfluencing such size restrictions. the journal of technology, learning, and assessment (jtla), in its 2002 call for manuscri pts refers to one of the journal 's goals of providing access to primary data: jtla adheres to the principles of transparency i n research. authors submitti ng articles that present findings from original research are strongly encouraged to include the ful l data sets and the syntax used to analyze the data so that readers may replicate and/or extend analyses. when appropriate, authors are also encouraged to include any visual , audio, or software demonstrations required to convey one's point of view. [accessed august 28, 2002, http://www.bc.edu/research/ i ntasc/jtla/jtla_submitting.shtml] the i nternet del ivers research data in a multipl icity of new formats. for example, in an analysis of autonomy in public and private schools, glass ( 1 997) presents the entire data corpus comprising the full-text of thi rty-seven interviews, provid ing erifiabi l ity of assertions and confirmation of analytic integrity between researcher and reader. this mode of del ivery, by making the record of data publ ic for critical examination, fundamentally alters education libraries volume 26, no. 1 summer 2003 our mechanisms for establishing validity of reported research. the existence of the interview transcripts in their enti rety allows the reader to function as a co-analyst with the researcher better and more critical ly than if one had to take the word of the author without ready access to the data. mclean ( 1 997) utilized th is publ ic record to re­ analyze glass's data, using strict i nterpretations of rules of qual itative research. simi larly, space l imitations on quantitative research reports are an unavoidable real ity imposed by the print medium. russel l and haney ( 1 997) included all of the raw data on which their analyses were based in two formats; text and m icrosoft™ excel spreadsheet. dugan and behrens ( 1 998) afforded extensive detail through the use of hypertext and frames, allowing the reader to assess criteria for establish ing validity of the analyses by avoiding data reduction. the employment of hypertext in the examples facilitates instant and simultaneous access to multiple sources of information. the employment of frames al lows access to the raw data, and the reader access to a variety of alternative models of data analysis without i nterruption to reading. graphics, audio and video increasingly, the internet provides enhanced opportunities for use of multimedia elements such as graph ics, audio and video. use of simple graphics alone could prove to be a chal lenge to publishers of ejournals. the canadian journal of educational administration and policy (http://www.umanitoba.ca/ publications/cjeap/), published at the university of manitoba, winnipeg, specifies in its "notes for contributors" the fol lowing: "because of the l imitations of electronic publication, authors are asked not to include charts, figures or tables in thei r papers." whereas, the interactive multimedia electronic journal of computer-enhanced learning (http://imej.wfu. edu), publ ished at wake forest university, north carol i na, has the following goals: "to provide a peer-reviewed forum for innovations in computer­ enhanced learning , to serve as a model and test-bed for an electronic journal with a high level of multimedia and i nteractivity, and to advance the acceptance of electronic publ ication as a leg itimate and valuable form of academic discourse." 7 this journal makes extensive use of multimedia, requiring the use of an entire range of web software from macromedia™ plug-ins to audio and video players. the journal supports the authors in preparation of multimed ia elements, experts fr?m the journal work with the authors. extens1ve guidel ines for submission of multimedia elements are provided as wel l . these two journals represent two extremes in the use of emergi ng web technologies. in the field of education research, inroads to the use of multimedia elements are rare. it is useful , therefore, to examine how other fields have taken advantage of the multiple modes of data representation and information sharing afforded by web-based technologies the journal of seventeenth century music (http://www.sscm . harvard.edu/jscm) , for example, provides an early, albeit promising, use of i nternet technology to analyze aud io. si lbiger ( 1 996) compared the music genres passacagl ia and ciaccona with text accompanying the written music and actual audio samples of the music (m id i fi les) . the audio feature is unique to electronic journals and is an indispensable element in certain fields of study such as music. it provides readers with insights into the author's arguments and al lows one to make evaluations of the music. the comprehension of interviews, conversations in classroom research, and excerpts from field observation occasions may be enhanced by actual audio or video passages with accompanying commentary and analysis . moreover, the inclusion of transcripts canl a l low the reader to assess the analytic methods and the ensuing assertions. (middleton, 2000) as evidenced by the two submissions that make innovative use of the electronic medium in four­ and-a-half years of publication of current issues in education (http://cie .ed.asu.edu), i surmise that writing for ejournals is chal lenging, and scholars have yet to take full advantage of the capabil ities that the medium offers. most importantly, features unique to the ejournal should not d istract from the flow of the information; rather, these features should be used jud iciously to enhance the important issues related to the topic being addressed by the scholars. (cesarone, 1 999) the use of multimedia elements must add to the message, not function only as a fascinating curiosity. education libraries volume 26, no. 1 summer 2003 the challenge of using multimedia appropriately, powerfully, and not for its own sake, has to be thoughtful ly considered and addressed by authors and publishers a l ike . nonetheless, concerns regarding the use of these elements range from the fairly simple issue of time to download to the complex issues of copyright and ethics in use of participants' static or dynamic graphic images, especial ly with regard to minors in classroom research. i n addition, these technologies imply that ejournals have to . face the di lemma of making innovative use whi le also ensuring equity and access to the seeing and hearing impaired. publ ishers of ejournals themselves must be capable of applying modern technology and must facil itate these opportunities . sequential physical publication and scholarly communication ejournals can help break the bonds of sequential physical publication. e-text can always be reformed to place related texts in close proximity. they also offer the opportunity to include interactive exchanges that are not restricted by geographic distance and time. steven harnad of southampton university (u.k. ) , a leader in explori ng new modes of scholarly communication, predicted about ejournals that they would "restore scholarly communication to a tempo much closer to the brain's natural potential wh i le sti l l retaining the rigor, d iscipl ine and permanence of the refereed written medium." (harnad , 1 991 ) the time lag i n the abil ity of print publications to publish responses to research advances can range from several weeks to years. electroni c journals offer a variety of means for scholarly communication, ranging from l istservs or other electronic d iscussion formats such as moderated or unmediated chat rooms, to simply al lowing the posti ng of comments, which can be open or reviewed. reading online (http ://www . readingonl ine.org) a journal of the i nternational reading association, usa, attempts to connect readers and authors by providing a d iscussion forum . while post­ publ ication discussion forums are on the rise, the open pre-print d iscussions that are an integral part of the peer-review process are certain ly unique. the journal of interactive media in education (jime) (http://www-j ime.open.ac.uk), published in the u.k. , has extended the idea of scholarly exchange espoused by harnad as evidenced by the schematic in figure 1 , reproduced from the 8 journal's website. the jime uses two forms of review, closed and open, both of which utilize a threaded d iscussion format. the open-peer review during the "pre-print" phase raises interesting issues that i d iscuss later in this paper. this excerpt from the journal's website introduces several such issues: "in conventional j ournals, the point of publ ication is the beginning of scholarly debate. jime brings this point forward by making submitted prepri nts accessible, but of course continues to support discussion about the revised, published article . . . . thus, authors can post l inks to publications to point to subsequent work. readers can post com ments and l inks to point to work which has not been referenced, or did not exist when the article was written . authors, reviewers and anyone else who has subscribed to the article wi l l receive email alerts to new postings to its discussion forum." [accessed august 28, 2002, http://www-j ime.open. ac. uk] such use of web technologies provides for scholarly exchange that hitherto was possible only in symposia such as the american educational research association's annual meetings and other scholarly society meetings. conversations among researchers that occur in conferences at formal symposia and other i nformal forums al low for interactivity that is impossible to achieve in print. the written word in print journals has al lowed the d issemination of scholarship to many; however, this medium does not al low for exchanges between authors and readers of a kind akin to serious discussions. yet, absent the web, such interactions are restricted to a specific geographical location , time, and the confl uence of people and interests. figure 1 life cycle of a journal of interactive media in education submission. source: (http:/ /www-ji me.open.ac. uk) reviewers readers authors submit i poet comments to article's website, and email any private build on review debate to which authors revise editor verifi�ision, and edits review debate to to editor clom peer r(n'imv verifies relevance to joumal publisher generates integrated document and review site (private uru 1 authors respond i decides if article is broadly acceptable, if so, announces article's availability to relevant communities. if rejected, article is returned with comments and removed from site editor threads editorial comments into review discussion specifying required changes, plus any private comm_ents to authors via email publisher generates . final document site �/,h authors � ed' � 1tor �"-� reviewers mill publisher -readers education libraries volume 26, no. 1 summer 2003 • • • published article and edited review debate remain open for further commentary and links. authors, re�and readers who have (freely) 'subscribed' to this discussion receive email copies of new postings 9 facilitating electronic peer-review most ejournals facilitate the peer review process electronically. email has certainly assisted in the exchange of information from authors to editors and reviewers. submissions received by current issues in education (http://cie .ed.asu.edu) are prepared as a website and placed on the journal 's intranet for reviewers. the journal of interactive media in education (jime) (http://www­ j ime.open.ac.uk), as portrayed in figure 1 above, facilitates the review process entirely on the web. add itionally, jime has an i nteresting component, the open peer-review phase. the open peer­ review occurs in a very unrestricted place-the world wide web. can reviewers during the open peer-review phase remain anonymous? the coat of anonymity at times provides reviewers opportun ities to be impolite. this novice editor, as any experienced with many years of service can confi rm, has had to edit out reviewer comments that border on personal attack. without the cover of anonymity, could reviewers be expected to be polite? publ ishers of jmie offered the fol lowing with regard to issues related to authors , reviewers and readers: . another issue is that contributors to the public debate figure 2 may not wish to be identified for various reasons .. whi le jime prefers al l comments to be signed, anonymous contributions are also permitted . the wi l l ingness of both authors and reviewers to engage in thi s process depends greatly upon the professionalism and netiquette exhibited by contributors to the debate." [accessed august 28, 2002, http://www-j ime.open.ac. uk] the american educational research association's (aera) annual meeting electronic proposal submission processing system on the world wide web (http://www.kl ick.org/aera) also assists program chairs in matching submissions with potential ·reviewers based on criteria that reviewers have specified. however, the reviewer names and affiliations are kept anonymous when the accepted proposals are made public. scholarly journals and societies are yet to make progress at d issipating the shroud of anonymity . a pre-print publication and corresponding open peer-review source: .ac.uk/ pteptinl. under r�iew affordances for learning in a non-linear narrative medium oii.d.t.l.tlui!1,matjbews1cjtfold1,�2 .lydia pltr\'mliol,�l 1rnet�ute or education&! tschno'ogy, tht open unhareity, walton . hir, mtllon kliynes, mjq 6aa. <(lu.ij.inllil.d. b1..£..s1albkl. j.iirlcl) @open.ac.uk=2 school ofcognit� and gcmputin<j sd9ncn. universky ofsussax il brightoo, follmer, brighton, bni 901'1, uk <rou)l§)cogteyn•eyk> 3 sco\lish covn'il for rtiutch tn educatkln, 15 s\. jot-n sllii&t, edinburgh, eha 8jr <lyd!f p!<mmtrc!ttrt ac yk> abstract a mul'llmedla co makes en impressm! re90uice forlh!! echolihenarcher, bu1 stl.lder.ls unfamifi;u �h tha £ubject·m.ll9r i wah such a resocrce. without any ' . education libraries volume 26, no. 1 summer 2003 rlvtlt,.,..is 11\jiqitllil blarnun (0. llt.nllh,uj}, .lt.\'<htl c/11h'ipii (pa!t s'lertitlqlle oeorga bess•. fr), am!ma·j;,tuturatrc {u. ttchnoioq't sydnay,nj)j..b:ltln.u (ciiu. nt'hy� usa), �(uo.nll!hu .. ajj},f..p!!abgrimknc•ai§d;f 9!ljldj1o ertriro rm•"" stmlr,l[ cv. cclor•do. usa) edi1or q.i..ln:..st.ih{unt'f. co!ordo8ou1c'tr) ttle&uthdr(s),rt"rlawrs,anda"'on�l'-iiohas�loltlls dl£tutslon,v.(l(oaauwrnska!l)•,le11&dtonr��o•rommentab)le-ma!l ·� anu for d•bat• �� (e.'ipiind tomrr.ert5: id liret::2lf12l� [oieplayoulllneto leret!l!.l� �v.· .,, e orjgin3idy & lrndortlmc:" pffdea9 ()jj!r:: r::"£a'o.o/gffns@m(un.'v co:or..i'" be orjgjn&!it'f & !mopnama ¢ ldau p.l9rfi&j6l e.e'lnmb�, 13a� ..-: � � j!�i�=�::j"tt::;f: r.:e'=::/::�,�: �h ::ti�� �=·:';i -albougfrt prpm!mg anq i!krulaijgq arfcle(t�rasiitr.4 _has3r•inldcomment.s � r' odgjnll;]'l &,!monnl!jet cl!ptii (/i'iomijff.91tm!r�, f sip ; re'oriolnilty & lmpananc1 of lo'uj (amii), i sip 1q9g raiar:l comment i 1 0 an implementation of the pre-print and open-peer review is i l lustrated in figure 2 above. this is a screen dump of the pre-print phase of an article from the journal of interactive media in education (jime), (http://www-j ime.open .ac.uk/ 99/lauri l lard/lauri l lard-t.html) . jime uti lizes a threaded discussion format. action research international (art), austral ia, (http://www.scu. edu.au/schools/gcm/ar/ari/arihom .html) uses the l istserv format to facilitate open-peer review. journal readers can prov ide feedback to authors who submit papers to this l ist. this excerpt from guidel ines for authors, explains art's concern regard ing the open-peer review phase: "you can then expect supportive and critical comment on your draft from the journal subscribers. members of the editorial panel are also l i kely to comment. they have been encouraged not to treat this as an adversarial activity. they wil l do what they can to make this an exercise in strivi ng towards high quality through mutual exploration and inquiry. we urge you to respond non-defensively in l ike manner." [accessed august 28, 2002, http://www. scu.edu.au/schools/gc m/ar/ari/ari-auth. html] why open peer-review? why pre-print? for most scholars the formal submission of their work for peer-review is not the first time it has been opened up for peer examination. i nformal d iscussions with col leagues, students, mentors, and others serve to el icit feedback regarding the various aspects of the work-ideas, theories, i nterpretations of phenomena, methods appl ied, results, clarity, presentation style, and so on . the final report benefits from this process. open-peer review is an extension of this process. the traditional invited peer-review allows for the validation of ideas by experts. however, the closed peer-review adopted by most ejournals in education, l imits the process to one specific time only and it is kept private. pre­ print and open peer-review can help create more productive scholars. steven harnad said about the prepublication phase: " . . after a l l , is the one i n which most of the cognitive work is done. . . . this prepublication interaction is clearly continuous with the lapidary stage at which the manuscript-usually further revised in response to peer education libraries volume 26, no. 1 summer 2003 review-is accepted and archived in print. nor does it real ly end there, for of course the l i terature may respond to a contribution d i rectly or indi rectly for years to come, and there are even ways of soliciting post publ ication feedback in the form of 'open peer commentary'." (harnad, 1 990) thus the concept of open-peer review is extended beyond the pre-print phase to encompass scholarly exchanges over time. access to publications in multiple formats another feature of ejournals is to provide for off­ l ine access. one such journal is the australian journal of educational technology (http://www. asci l ite.org .au/ajet/ajet. html), where archives are also available as zi p files, each contain ing one volume, to facil itate "offl ine" read ing. this facility makes use of easi ly avai lable compression software to reduce the size of the downloadable files. other techniques include providing articles in pdf (adobe® acrobat® portable document fi le, http://www.adobe.com/ products/ acrobat/readstep.html) format. fi nally, journals providing onl ine discussions provide users the opportunity to view both the article and the related discussion. the journal of interactive media in education (jime) (http://www­ j ime.open .ac.uk) offers users a choice betwe _ en reading the article itself and the commentanes about the article. these two views can be either displayed in two separate windows (overlapping windows i nterface), or in a large single window (tiled windows interface). in the overlapping windows interface, the user can switch between the two windows, one of which is partial ly visible. i n the tiled windows i nterface, if one has a large monitor both the article and the discussion can be viewed on one screen without interrupting the flow of either of the two. copyright, authors, and the ejournal publishers with increased access to scholarly communication, many individuals are concerned about copyright issues. i ndeed copyright issues are severely contested in the legal and legislative world . in addition, scholarly communication is severely 1 1 commercialized. typically, authors g ive commercial print publishers the copyright to their work in exchange for the opportunity to be published or i n exchange for royalties. authors seldom self-publish their scholarsh ip . with the advent of scholarly ejournals, creators of scholarly works and their supporters-academic i nstitutions and scholarly societies can seize control of the process of publ ication . scholars generally author research reports with the intent of advancing the communication of research , both with peers and the public. publishers of electronic journals have the unique opportunity to encourage the communication of scholarship and promote intellectual progress by ensuring the free-flow of information. copying and using electron ically published material is quite easy in comparison to the distribution of print material. the ownersh ip of intellectual property and the relationship of electronically published material with other electronic and print publications, and access to the publ ication and long-term preservation of electronic material form an integral part of the complex set of issues related to scholarly communication via the internet. preservation of ejournals the appeal of ejournals is enhanced by the power of using the electronic medium to envision information, which opens up possibi l ities not avai lable with paper. the complex, dynamic, multidimensional world can be represented in rich visual experiences via the electronic medium . however, the creation of these new places, which offer a new type of experience, in a global d ig ital space, raises issues related to their preservation, use, and management over time. what happens if the web server that hosts an ejournal goes down? how can continuous access to ejournals be offered? when ejournals beg in to use services that are d istributed over several different resources and servers, the concept of merely copying a single website to create an archive wi l l not suffice. the global network spaces of ejournals can be fluid, complex, and spread over multiple environments. publ ishers of ejournals are yet to ful ly grasp the meaning of fluid digital spaces in the context of global networks. as ejournals in education spawn, it is important to note that even the basic i ndexing services available to print journals via sources such as the educational resources information center (eric) are not available to ejournals. rudner (2000) presents arguments for changes to meet the education libraries volume 26, no. 1 summer 2003 i nformation needs of the 2 1 51 century. i ndexing ejournals, creation of metadata sets of materials publ ished in ejournals , are essential to the issue of preservation as they relate to retrieval of the preserved materia l . mirror sites what is a mirror site? ecommerce webopedia (http://e-comm.webopedia.com), a source for terms, definitions, and acronyms in electronic commerce offers the fol lowing definit ion: "a mirror site is a web site that is a repl ica of an already existing site, used to reduce network traffic (hits on a server) or improve the avai labi l ity of the orig inal site." can mirror sites aid in preservation of access to ejournals? mirror sites are forerunners of dig ital archives. they are located in different parts of the world and are exact copies of the original . this also al lows the site to be up and running (at least on one of the mirror servers somewhere) at al l times, providing redundancy in the event of any type of disaster. technical problems and server crashes are more prevalent than natural d isasters. linking is not the same as m irroring. even if an ejournal is l inked on many other web sites, if the web server (known as the primary server) hosting the ejournal , goes· down and the site is not mi rrored , access is lost. mirroring an ejournal requires that another copy of the site exist on a web server at a d ifferent location, which is not associated or dependent upon the primary server. this wi l l al low one to maintain a rel iable web presence (to some degree) regardless of what happens to the primary server. odds are very good that at any g iven point in time, that mirror websites wi l l be operational if the primary server goes down. ejournals with mirror sites can post a notice and l ink on thei r primary website for the url of the mirrored locations, so that users can bookmark the mi rror site's url for immediate access when the primary server is out of service. once mi rror hosts are found, mirroring can be achieved usi ng software. educational technology & society, usa, (http: //ifets . ieee.org/periodical/issues.html> offers mirror sites in the germany, and new zealand. teaching english as a second language or foreign language (tesl-ej) , usa, (http://www­ writi ng. berkeley.edu/tesl-ej), offers mirror sites in germany (http://www.zait. unibremen.de/wwwgasutesl_ej) , japan (http://www. kyoto-su .ac.jp/i nformation/ tesl1 2 ej) , and austral ia (http://www. l atrobe. edu.au/www/ education/cel ia/tesl-ej) . examples of mirroring software include mirror (http://www. sun site. org . u k/packages/m i rror) , free software for both the windows and unix based operati ng systems and teleport pro (http://www.tenmax. com/teleport/pro), shareware software for the windows operating system. there are commercial and as well as freeware-shareware software available for purposes of m irroring. it is important to note that mirroring is merely a tool in creating a copy of digital materials for alternative access. all the same, the idea of digital archives with regard to preservation necessitates specific attention to elements of the d igital material , i n addition to i ndexing (wil l insky & wolfson, 200 1 ) and preservation of the material over time (http://www.dig l ib .org/preserve.htm) . digital archives as ejournals take advantage of the unique features of the electronic medium, the notion of an article as a single web page with plain text wil l begin to change. what is a digital document? can it be seen? it is often not possible to get a feel for a digital document's span nor is it possible to just print it out. (dempsey, 2000) consider, current issues in education's (cie) leshowitz, dicerbo, and symington ( 1 999) (http://cie .ed.asu .edu/volume2/number5), which incorporates v ideo cl ips. while the document is served from the cie server, the video cl i ps are served from a separate server capable of serv ing real video. users wi l l need to have access to the real networks reaipiayer g2 software (http://www. real .com) in order to view the cl ips. therefore, i nformation could be distributed over multiple e-spaces. users may interact with programs and underlying data to view dynamically generated reports or graphs. researchers at the university of south carol i na have created a web application entitled "webstat." this free data analysis software tool is avai lable at (http: //www.webstatsoftware.com). the web-based appl ication , written using java™ (http://www.javasoft .com) , al lows the user to load data from a website by pasting the url to a data set and creating basic summary statistics and graphics. with a l ittle imagination , one can easily foresee the use of such technology in quantitative research reports to al low readers to verify for themselves the statistical computations used . education libraries volume 26, no. 1 summer 2003 these examples barely begin to explore the notion of shared networl: spaces. loosely defin ing digital preservation as the preservation of digital documents, it :5hould be noted that digital preservation as with dig ital technology ( in comparison with print) is quite fragi le, and is dependent on two basic elements. the first is the storage medium, which is usual ly magnetic or optical , both of which are suscepti ble to decay. the second is the digital information, wh ich is machine dependent; to be 'read' correctly it needs specific computer hardwa1·e and software both of which are prone to become• outdated or unusable. (lynch, 1 999) what is a digital :jocument or a d igital space? do ejournals occupy mu ltiple d ig ital spaces? who wi l l define what d ig ita preservation is? who will decide what is to be preserved? who wi l l archive what needs to be preserved? what types of technologies are needed for digital preservation? who wi l l pay for it? these questions need to be addressed , if the scholarly work in ejournals is to be preserved for ·'uture generations. this begs the question whether a particular work is worth preservi ng. the digital li :>rary federation (http://www. digl ib.org) , a cor sortium of l ibraries and related agencies, has en!�aged in articulating the complex set of issues sur rounding digital preservation by arriving at common minimum criteria for an archival repository of digital scholarly journals. challenges related to digita archiving extend beyond the issues of the complex electronic medium. these challenges may e�ncompass the various elements of an ejournal article; they essentially relate to retrieval issues as wel l . merely archiving for the sake of preserve�tion will not suffice; thoughtful consideration of how archived material wi l l be accessible for l se is equally important. with funding from the .1\ndrew w. mellon foundation , a select few major l ibraries are explori ng the design , creation , and implementation of a digital archive of electronic journals. progress reports from grant funded institution:3 are available at the federation website. an in itial review of these reports indicates the complexity an:l variety of issues inherent to the task at hand. conclusion as ejournals in education grow, thoughtful and innovative uses of the electronic medium have to be contemplated . imaginative elements have to be used for clarification, explanation, and i l lustration 1 3 and not merely as a curiosity. publishers of ejournals have to work collaboratively with scholars to explore original uses for digital spaces, as scholars have yet to take advantage of the unique features offered by the electronic medium and the i nternet. in the field of education, notions of traditional qual ity control of scholarly publ i cation are beginn ing to change, a lbeit slowly. the radical ly new digital medium has al lowed the l ikel ihood of far-reaching changes in the nature of scholarly communication, challenging age-old notions of peer-review. nevertheless, the preservation of scholarly work ensues to be a timeless challenge as in the days of alexandria , the greatest research center and perhaps the first major scholarly archive of its day, later destroyed by war, i nvasion, and fire. (ganesh, 1 999) the preservation of ejournals in digital format is much more delicate than its print counterpart. natural calamities are no longer a threat to the preservation of scholarly work in the new digital medium ; rather, the very nature of digital media and the inherent complexity of shared global digital spaces are the chal lenges. the domain of scholarly electronic publ ishing is complex and multi-faceted , and raises many issues that need further consideration and action. references cesarone, b. ( 1 999). writing for electronic journals. early childhood research & practice (ercp), 1( 1 ) . retrieved march 1 2, 2000, from http://ecrp .uiuc.edu/v 1 n 1 /cesarone.html dempsey, l. (2000, january 1 2) . scientific, industria l , and cultural heritage: a shared approach: a research framework for digital l ibraries, museums, and archives. ariadne, 22. retrieved apri l 1 1 , 2000, from http://www.ari adne.ac. uk/issue22/dem psey /intro. html dugan, j. g. & behrens, j. t. ( 1 998, november). a hypermedia exploration of the classification problem i n special education. current issues in education, 1(6) . retrieved march 1 2, 2000, from http://cie. ed .asu.edu/volume 1 /number6/ ganesh, t. g. & jennings, t. a. ( 1 999, september 8). editorial : ejournals today-forerunners of the unrealized potential of the digital medium . current issues in education, 2(1 ) . retrieved april 1 , 2000, from education libraries volume 26, no. 1 summer 2003 http://cie. ed .asu .edu/vol ume2/number1 i glass, g. v ( 1 998, november). "the vision thing": educational research and aera in the 2 1 51 century-part 4: the future of scholarly communications. educational researcher 27(8); 35-37. glass, s. r. ( 1 997, january 6) . markets and myths: autonomy in public and private schools . education policy analysis archives, 5(1 ) . retrieved march 1 2, 2000, from http://epaa .asu .edu/epaa/v5n1 .html harnad, s. ( 1 990) scholarly skywriting and the prepubl ication continuum of scientific inquiry. psychological science, 1; 342-343 (reprinted in current contents 45: 9-1 3, november 1 1 1 991 ) . retrieved march 1 2, 2000, from http://cogsci .soton.ac. ukl-harnad/papers/ harnad/harnad90.skywriti ng .html harnad, s. ( 1 99 1 ) . post-gutenberg galaxy: the fourth revolution in the means of production of knowledge. the public­ access computer systems review, 2(1 ) , 39-53 . retrieved april 1 2 , 1 999, from http://info. l ib . uh .edu/pr/v2/n 1 /harnad .2n 1 leshowitz, b . , dicerbo, k. e . , & symington , s. ( 1 999, september 30) . effective thi nking: an active-learn ing course in critical thinking. current issues in education, 2(5). retrieved march 1 5, 2000, from http://cie.ed.asu.edu/volume2/number5/ lynch, c. ( 1 999, september). canonical ization : a fundamental tool to faci litate preservation and management of d igital information. d­ ub magazine, 5(9). avai lable: http://www.d l ib .org/d l ib/september99/091yn ch.html mclean, l. , myers, m . , smi l l ie, c . , & vai l lancourt, d. ( 1 997, june 1 0) . qual itative research methods: an essay review. education policy analysis archives, 5( 1 3) . retrieved april 1 3, 1 999, from http://epaa.asu.edu/epaa/v5n1 3/ middleton, j. a. (2000) . commentary: from manuscript to multimedia: how technologies transform education research. current issues in education, 3(2). retrieved march 1 5 , 2000, from 1 4 http://cie.ed .asu.edu/volume3/number2/ rudner, l. (2000). i nformation needs in the 2 1 st century: wi l l eric be ready? education policy analysis archives, 8(44). retrieved august 1 9 , 2002, from http://epaa.asu.edu/epaa/v8n44.html russel l , m. & haney, w. ( 1 997) . testing writing on computers: an experiment comparing student performance on tests conducted via computer and via paper-and-penci l . education policy analysis archives, 5(3). retrieved april 1 3 , 1 999, from http ://epaa.asu .edu/epaa/v5n3/ si lbiger, a. ( 1 996). passacagl i a and ciaccona: genre pair ing and ambiguity from frescobaldi to couperin . the journal of seventeenth century music, 2(1 ) . retrieved april 1 3, 1 999, from http://www. sscm .harvard .edu/jscm/v2/no1 i sil biger. html wi l l i nsky, j . and wolfson, l. (2001 , december) . the i ndexing of scholarly journals: a tipping point for publ ishing reform? the journal of electronic publishing, 7(2). retrieved january 14 , 2002, from http://www. press.umich.edu/jep/0702/wi l l insky. html tirupalavanam g. ganesh is a december 2003 graduate of the i nterd iscipl inary ph .d . program in education , media and computers, division of curricu lum and i nstruction , college of education, arizona state university. email : ganesh.tg@asu.edu what management issues do edocation information professionals confront? • how are new professionals trained? • what new skills do seasoned professionals need, and how will those needs be addressed? • what efforts are being made for planning smooth transi t ions for personnel successions? • what tasks truly require professional preparat ion? • how are professional and paraprofessional staff coalesced? • how does collaborative instruction impact other library services and staffing scheduling? • how should serials be organized and ret rieved? • what impact do digital resources have upon management? • how should wireless services be established and maintained? what attention should be made to technical support , costs, and equity of access? • how should 24/7 services be managed? should everyone be a 24/7 service provider? • how can budgets be shifted to align with priorities in an unstable economy? • what grantsmanship skills and efforts are successful? why? there's lots of grist for the education libraries mill. please send relevant manuscripts to dr. farmer at lfarmer@csulb.edu by march 30, 2004. education libraries volume 26, no. 1 summer 2003 1 5 f ort hcom ing at re f erence compiled by gladys i. dratch and deborah s. garson bataille, gretchen m. ethnic studies in the united states: a guide to research. new york: garland pub. , 1 996. 295p. isbn 0-8 1 53-1 476-0. oclc#33277269. $55.00. a directory of information for prospective students, scholars seeking like-minded colleagues, and publishers assessing markets or soliciting manuscripts. questionnaires were sent to more than eight hundred programs requesting entry information. entries include institution name, type, contact person, and degrees offered. bibliography of resources on ethnic studies. bauer, david g. educator's internet funding guide: classroom connect's reference guide for technology funding. lancaster, pa: classroom connect; upper saddle river, n.j. : prentice hall ptr, 1 997. 434p. isbn 01 3-569492-2. oclc#35620433 . $26.63. a guide for teachers, principals, school board members, parents, or school technology committee heads. explains the basics about grantseeking and other forms of fundraising. contains worksheets to help organize and plan fundraising activities, sample letters to use as guides when contacting potential funding sources, and internet addresses of funding resources. includes a list of grantmaking foundations and corporations with name, address, funding focus, geographic focus, contact guidelines, deadlines, funding range, and special interests. the list is a searchable database on the accompanying cd-rom. glossary and index. bel geddes, joan. childhood and children: a compendium of customs, superstitions, theories, profiles, and facts. phoenix, ari z . : oryx press, 1 996. 668p. isbn 089774-8 80-8. oclc#3582261 5. $59.95. this collection of facts and anecdotes on childhood and children also includes observations and opinions of the author based on more than thirty years of conversations, interviews, letters, and research notes. it is intended for a broad audience of adults, such as teachers, child psychologists, and social workers, as well as the general public. sixteen chapters cover such topics as children in folklore, mythology, and religion; childbirth and newborns; health care and children with disabilities; child development; child rearing and education; child's play and toys; children and literature; advocates for children. contains a bibliography of resources arranged by chapter. index included. boyer, ernest l. and paul boyer. smart parents guide to college: the 10 most important factors when choosing a college. princeton, nj: peterson's, 1996. 227p. isbn 1 -56079-591 -3. oclc#35029720. $ 1 6.95. from a study of nearly 700 colleges nationwide presents a description of what every good college or university should do and how to pick one. identifies ten key criteria of quality with a chapter devoted to each of the key criteria. information about the colleges and universities is based on written responses supplied by the schools along with follow-up interviews with administrators, faculty, or students. includes checklist of key questions to ask colleges and index. changing the subject: innovations in science, mathematics and technology education, paul black and j. myron atkin, eds. london; new york: routledge, in association with oecd, 1996. 229p. isbn 0-415-14623-2. oclc#34476494. $ 18.95. b ased on a set of stories from teachers and education professionals in thirteen oecd countries. twenty-three case studies of educational innovation in science, mathematics and technology organized into eight chapters. chapter topics cover teaching and learning, assessment, teachers and change, and changing students. appendix contains summaries of the case studies. index. charter school laws: do they measure up ? american federation of teachers. washington, dc: the federation, 1996. 68p. oclc#36183301 . $ 15.00. examines the charter legislation in 25 states with reference to american federation of teachers ' criteria and current characteristics of charter schools. appendixes include state-bystate analysis oflegislation, aft criteria for high-quality standards, and rhode island charter school law. references. education libraries vol. 2 1 , no. 1 / 2 i z g d e p a r t m e n t 5 cooperative leqming in science: a handbook for teachers. robert j. s tahl , ed. menlo park, ca : innovative learning publications , 1 996. 433p. isbn 0-20 1 -494221 . oclc#32817798. $24.95. a practical handbook on a selected set of cooperative learning strategies for primary through secondary-level science classrooms. sixteen chapters with each chapter describing a specific cooperative learning strategy. included are sample lesson plans, resource materials, and forms for teachers and students. crotchett, kevin r. a teacher 's project guide to the internet. portsmouth, nh: heinemann , 1 997 . 1 74p. isbn 0-435-07 1 041 . oclc#36241760. $25. 1 7. written by an elementary school teacher, this guide is directed to classroom use. chapters cover e-mail, usenet newsgroups, file transfer protocol, gopherspace, world wide web, and creating a classroom web page. appendixes contain addresses for listservs and newsgroups and ffp, gopher, and web sites of interest to teachers and students. includes a disk of the appendixes to be used with a web browser. dixon, pam. virtual college: a quick guide to how you can get the degree you want with computer; tv, video, audio, and other distance learning tools. princeton, n.j.: peterson's, 1996. 148p. isbn 1-56079-629-4. oclc#35599425. $9.95. eight chapters cover the essentials of the virtual college. topics covered include what a virtual college is and is not, who offers distance education, evaluation of distance education, accreditation, a checklist, entrance requirements, costs, what to expect, tips and distance learning methods. index and on-line resources. feistritzer, c. emily. profile of teachers in the u. s. washington, d.c.: national center for education information, 1996. 80p. oclc#36020901. $35.00. based on a national center for education information mail survey in 1996 of 1 ,0 1 8 public school teachers, this report is able to compare findings with the earlier 1990 and 1 986 surveys. provides sections on demographics, professional development, reasons for teaching, plans for the future, student learning, unions, politics and other topics. introductory section on highlights of the study. thirty-four data tables. appendix with survey methodology. education libraries vol. 2 1 , no. 1 / 2 friedman, dana e. et al. college and university reference guide to work-family programs: report on a collaborative study. washington, d.c.: cupa foundation; ny: families_ and work institute, 1996. 1 94p. isbn 1-888324-02-3. oclc#36790412. $60.00. reports the findings of a study conducted to assess current levels of support for family-friendly programs in colleges and universities. based on responses to a questionnaire about policies, programs and campus culture, responding institutions were assigned a score. the analysis was based on 375 institutions, with 94 institutions with top scores designated as leadership campuses. in addition to an analysis of the survey data and case studies, this report includes suggested readings and resources, and a copy of the index of campus work-family initiatives, a self-assessment guide. (http://www.familiesandworkinst.org) gandal, matthew. making standards matter 1996: an annual fifty­ state report on efforts to raise academic standards. washington, dc: american federation of teachers, 1996. 1 32p. oclc#3562963 and #360487 1 7. $ 15.00. first issued in 1995 this report is an effort to look at the standards-setting process. for this report data is derived from interviews with state officials and standards and curriculum documents from all fifty states and the district of columbia. five sections cover aff's criteria for judging state reforms; how the states measure up; recommendations for moving forward; state­ by-state analysis; and official responses received from states. includes executive summary and aff resources on academic standards. garlock, kristen l. and sherry piontek. building the service-based library web site: a step-by-step guide to design and options. chicago: american library association, 1996. 1 01p. isbn 0-8389-0674-5. oclc#3306755 1 . $25.00. this guide, geared for libraries developing and maintaining web sites, provides a systematic approach to the topic, beginning with a basic orientation to the advantage to institutions of world wide web homepages. chapters describe the planning process, the development of local information and www sites useful to constituents, the style and structure of homepage presentations, and the promotion, evaluation, and maintenance of the web site. appendixes include online resources, particularly pertaining to html authoring, design and other aids, and sections on special considerations for academic, school library media centers, and public libraries. d e p a r t m e n t s z 7 guide to state laws and regulations on professional school counseling . alexandria, va . : american counseling association, 1996. 47p. oclc#36593957. provides an overview and chart of state credentialing of professional school counselors. lists states with address and application fee information, education, experience, and examination requirements, and indicates state reciprocity and background check requirements. contains an overview of state counseling mandates and a state-by-state chart. handbook of classroom assessment: learning, achievement, and adjustment. gary d. phye, ed. san diego: academic press, 1997. 545p. isbn 0-12-554155-4. oclc#35620303. $79.95. focus of this handbook is classroom assessment of learning, achievement, and adjustment. divided into four sections: part i deals with assessment issues of pedagogical importance ; part ii covers preschool assessment and standardized achievement testing; part ill is organized around the content areas of mathematics, social studies, foreign languages, and the visual arts; and part iv is devoted to issues of interpretation. includes references and index. hoy, wayne k. the road to open and healthy schools: a handbook for change. elementary and middle school ed. thousand oaks, calif.: corwin press, 1997. � 1 1 6 p. isbn 0-8039-6540-0. oclc#35674 13. $54.95. written for administrators interested in school improvement. supplies organizational tools to observe, assess, and improve school climate. six chapters cover open climates and healthy climates in elementary and middle schools. climate instruments and concrete examples of how to apply the results of climate analysis is provided. appendixes give instruments and references. kendall, john s. and robert j. marzano. content knowledge: a compendium of standards and benchmarks for k12 education. aurora, co: mid-continent regional educational laboratory, 1996. 607p. oclc#34654698. $45.94. represents the culmination of a series entitled the systematic identification and articulation of content standards and benchmarks, first published in 1993 and updated 1995. the earlier publications focused solely on mathematics. this study includes all nine subject areas identified in the national goals as well as health, physical education, and behavioral studies. this report describes 252 standards and their related benchmarks. these standards have been organized into 13 major categories including foreign language, history, civics, and life skills. a version of this report is available : (http://www.mcrel.org). the report is also available as a computer file (oclc#36 16 194 1). lifelong learning trends: a profile of continuing higher education. 4th ed. washington; dc (1 dupont circle, suite 615, washington 20036) : national university continuing education association, 1996. 78p. oclc#34832718. $30.00. presents national data on trends and participation in continuing higher education. six chapters cover factors contributing to growth, student characteristics, financing study, the global economy, building a literate and informed society, and the infonnation age. charts are from data collected by nucea and governmental and · private organizations. includes glossary. national association of secondary school principals. the mood of american youth 1996. reston, va: national association of secondary school principals, 1996. 69p. oclc#36046886. $5.00. a study of the current attitude of american teenagers based on a survey of almost 1,000 students between the ages of 13 and 17. the study was conducted in early 1996, and compares the attitudes of today's youth with those of their 1974 and 1983 counterparts. students were selected from households representative of the national population, and quotas were set to ensure appropriate representation of male and female respondents. eighty-six percent of the respondents were enrolled in public ·schools; and ten percent attended pri�ate schools, with the remaining three percent in other schooling options. 1996 educational opportunity guide: a directory of programs for the gifted. duke university talent identification program. durham, nc: duke university, 1996. 3 16 p. isbn 0-9639-7562-5. oclc#34923 1 16. $ 15.00. a directory of educational programs for academically talented students of all ages. provides information on over 400 programs at schools, colleges, and camps in the us and abroad. information includes academic year, summer programs, international study and travel programs, outdoor· camps and wilderness adventures, and drama, music, and arts programs. program descriptions include criteria, grade, cost, and contact person. includes regional talent searches, cooperative programs, and resources. power, edward j. educational philosophy: a history from the ancient world to modern america. new york : garland pub., 1996. 242p. isbn 0-8 153197 1 1. oclc#32747155. $46.00. focus of the study is the history of educational philosophy in america. chapters cover christian educational theory, philosophy and education in early america, development of philosophies of education, and educational philosophy's contemporary status. bibliography and index. education libraries vol 21, no. 1 / 2 z a d e p a r t m e n t 5 preparing teachers to teach global perspectives: a handbook for teacher educators. merry m. merryfield et al . , eds. thousand oaks, calif: corwin press, 1 997 . 269p. isbn 0-8039-65 19-2. oclc#353 17901 . $29.95. a handbook for establishing goals, objectives, rationale, and a working definition for global education. a case study approach with chapters covering student teaching overseas, cross-cultural experience in teacher education courses, and building faculty commitment for global education. chapters include references. appendix lists internet resources, organizations, funding resources, and references for k-1 2 teachers. index. quality counts: a report card on the condition of public education in the 50 states. education week in collaboration with pew charitable trusts. washington, dc: editorial projects in education inc., 1997. 238p. oclc#36270477 and #3631 1 539. $ 10.00. presents reports on quality in the schools: student achievement, standards and assessment, teaching quality, school climate, and school resources, which are complemented by charts of state indicators. includes essays on each of the fifty states with a state report card, a table summarizing the grades by state, and a "crucial missing data table." this special issue is a supplement to education week, january 22, 1997, vol. xv. ! renewing ihe academic presidency: stronger leadership for tougher times. washington, d.c.: association of governing b qards of universities and colleges, 1 996. 50p. oclc#35653942. $24.95. report resulted from the commission on the academic presidency. the commission interviewed more than 100 presidents, administrators, trustees, public officials, and others in higher education, organized working groups, and reviewed literature on academic administration and leadership. report includes executive summary with key recommendations, challenges, problems of governance, and references. appendixes contain merit selection of trustees, acknowledgments, and commission meetings and hearings. taylor, barbara e. and william f. massy. strategic indicators for higher education, 1996. 2nd ed. princeton, n.j.: peterson's, 1996. 205p. isbn 1-56079-522-0. oclc#35393875. $49.95. this second edition expands on the first (1993) by analyzing a larger and broader database of information about the condition of colleges and universities in the u.s. analyzes more than 100 key indicators including a "top ten" list based on data collected from nearly 1 ,000 institutions. provides a description of each education libraries vol. 2 1 , no. 1 / 2 indicator, an analysis of the peer group data, a short list of questions trustees and top administrators might ask, and a graphic display of the data. includes notes on survey methodology and response rates, the survey instrument, a glossary, and the formulas used to calculate the indicators. thomas, rebecca l. connecting cultures: a guide to multicultural literature for children. new providence, nj: r.r. bowker, 1996. 676p. isbn 0-8352-3760-5. oclc#33668 139. $40.00. developed as a resource to link children with literature that presents diverse experiences, celebrates common bonds, and introduces the topic of multiculturalism. book selection was from standard selection sources, general reviewing journals, and other related resources. currency and availability were considered in title selection. currency of information was validated through july 1995. includes i , 637 fiction, folktale, poetry, and song books for preschoolers through sixth grade. organized into six sections: annotated bibliography, subject access, title index, illustrator index, culture index, and use level index. unger, harlow g. encyclopedia of american education. new york: facts on file, 1996. 3 v. ( 1235 p.) isbn 0-8 160-2994-6 (set) oclc#332065 1 8. $175.00. this three-volume reference work of nearly 2,500 entries is geared for students of education, as well as teachers, administrators and all individuals interested in the field of education. each of the entries is followed by references. contains a lengthy bibliography and references arranged by subject. appendixes include a chronology of events in education and significant u.s. supreme court decisions in education. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. articles the changing library environment by catherine e. wilkins, ed. d. abstract tiris article, a summary of a recent study conducted for the author's doctorial dissertation, examines issues, trends, and relevant studies on the impact of the changing environment on the role of the librarian. based on the enquiry conducted, she clearly sees the future role of the librarian as broadly based and focused on the utilization and evaluation of information, and as a client consultant. the librarian is seen as playing a large role in the development of information services, and as an information architect. applying the principles developed in the frame of reference created for this study to business, research and education, will assist policy makers in making decisions about resources and training which will be needed for the development of future information resource centres. strategic advantage due to prior knowledge will be more than ever required for organizational success. the changing library environment preamble the following article is a summary of a recent study which was conducted for my doctoral dissertation. it was an evolutionary process and it increased our understanding of the complex changes facing libraries, librarians and education. one of the contributions of this study was the creation of a frame of reference which can be used to monitor changes and forecast likely outcomes in the library environment and the role of the librarian. introduction society is rapidly approaching a turning point in its transformation to an information society and a knowledge-based economy and is characterized by major technical, economic, political, and social changes. while the transition to this new economy has been recognized for sometime, the implications are only beginning to be recognized with regard to everyday education libraries • vol 1 9, no. 3 life. all sectors of our economy, both private and public, require greater access to information than ever before. societal transformation from the industrial age to a knowledge-based information age will demand an appropriate information infrastructure to support the information-based economy. traditionally, libraries as an institution have been one of the key support structures that hold and deliver information to the community. they are well positioned to provide equitable, cost­ effective, and timely information. while the institutions of the library and the librarian have always been recognized as pivotal to the support and delivery of information, their future role is not clear. tiris study assessed the issues surrounding the changing library environment and, in particular, how it has influenced the role of the librarian. it forecasts a probable outcome for the library environment, including the role of the librarian in the future knowledge-based information economy. the methodology for the study is a hybrid of the survey method, 6case study research, and the delphi method. the study was conducted in three phases. first, the literature relevant to the study was reviewed and a questionnaire was developed to gather data about those issues raised in the literature. second, the questionnaire was distributed to participants and the results were analyzed. the third phase consisted of the development and verification of a frame of reference to synthesize the literature review and questionnaire results. the frame of reference provides a characterization for dealing with the issues in a temporal manner that can be used to forecast a probable future library environment and outline the future role of the librarian. review of the literature the review of the literature was the first step in the process that examined current views, issues, and trends pertaining to the changing library environment and its impact on the role of the librarian. four themes were apparent and included the conception of the library, the conception of library technology, the function of the library, and the conception of the role of the librarian. in the literature there were many issues raised from the themes presented related to the changing nature of the library environment and the role of the librarian. these issues were generally presented according to several specific themes such as technology, the function of the library, and the role of the librarian. for example, several issues related to technology include the increasing dependence of libraries on technology, its impact on every facet of work done in the library, its concept as a physical place, the use of expert systems and software tools, the delivery of information to maximize use, the need for more concise standards for cataloguing, improved user interlaces to computer systems, and the effect of communication technology on social an.d cultural barriers. key issues related to the function of the library, which incorporate library collections and users' needs, include the change in the emphasis of library collection management, the need to standardize and verify the quality of information available over the internet, the status of the non-electronic library, the increasing demand for access to information, filtering and synthesizing relevant information according to users' needs, and the need to continue to develop canada's national research and education network (canarie) to compete in the new economy. pertinent issues related to the role of the librarian include changing the role of the librarian at an operational level, the need to maintain services while controlling costs, the need to understand users' information needs and relevant business issues, the design of the library environment to meet the needs of its user community, and the definition of the future role of the librarian. finally, some additional issues were raised pertaining to the educational needs of the information society, and these include the restructuring of the learning process to meet the needs of an information-based economy (especially self-directed learners), new forms of student assessment, clarification of roles for libraries and educational institutions, the teaching of information values, using technology to develop thinking and -6 problem-solving skills, the promotion of literacy, and, philosophically, determining who drives the change and whether it is good for us. this study does not attempt to address all of the issues raised in the literature but will address the issues raised regarding the increasing dependence of libraries on technology, the function of the library with regard to library collections and users' needs, and the changing role of the librarian. methodology introduction the methodology for the study conducted between september 1993 and june 1994 was a hybrid design that borrowed characteristics from the survey method, case study research methodology, and the delphi method. the study was an evolutionary process that was conducted in three phases. first, the development of the study methodology, including the population, sample, the design, and verification of the instrumentation, is described. second, the survey process, including the data collection and data analysis, is described. finally, a frame of reference was constructed to synthesize the issues raised in the literature and study survey, and to provide a research-oriented approach to the possible future outcome of the role of the librarian in the changing library environment. population and sample the population and sample were designed according to the delphi method, which uses the opinions of experts for forecasting future events. named authorities within the library information communities were selected as the perceived experts to participate in the study. the categories of named authorities included representatives from the following populations: authors, national librarians, directors of university libraries, and directors of education libraries at faculties of education. the members of the resulting group were selected on principles of a stratified sample. however, the number of respondents available did not allow for a statistical sample deemed to represent the population. the outcome, therefore, was a group of respondents representing the various agencies and institutions but not statistically representative of the population. instrumentation uniform questionnaire a series of structured questions in the form of a uniform schedule were constructed as part of the instrumentation. the questions in the uniform questionnaire emerged from the issues identified in the thematic review of the literature. all questions were opened ended to stimulate and promote discussion about the global library. the questions were generally about libraries of the future primarily what is, what ought to be, what will be and what could be. education libraries • vol 1 9, no. 3 the content of the questionnaire solicited participants' opinions and ideas pertaining to issues relating to access to the library environment in its present fonn and future direction. the following is an outline of the questions used in the questionnaire that was the focus of the study: 1. what services do you expect your libraries to be providing in the next 10 years? please include both services that will be continued from the present and new services. 2. what impact has technology had on: a. your library? b. your users? 3. what are some specific user requests that you could not fill at present, but could with new technology? 4. what will your library users be like as infonnation seekers in the year 2001? 5. are the current electronic infonnation retrieval tools easily understood by users? 6. are the current descriptive and subjective cataloguing standards effective when translated into electronic coding for the global library? 7. a. how will the role of the library as "electronic pathway," rather than physical guardian of a collection, affect access to information? do you in fact agree that this is where libraries are headed? b. what variety of media will your inhouse collections include? c. how will the library of the future provide access to information by electronic means? 8. today there is a myriad of information sources accessible and available through global networking. what are the issues of governance, i.e., ownership, integrity of the whole and provision of information, over the long tenn? 9. once the global library of the future is established, what impact will it have on the democratic process? will we be able to ensure equitable access gateways? will we achieve universal access to infonnation? 10. if we assume that there is a certain obsolescence to some information, how can the global library of the future help by restructuring infonnation to compensate? 11. what role will the librarian as information intermediary play in the future? data collection in this study there were two parts to the data collection process. the first part utilized a structured unifonn questionnaire for the collection of data via the internet. the second part of the data collection was a feedback process, in which the participants were asked to verify a framewotk that was constructed at the conclusion of part one and which outlined the changing library environment for three time frames, namely past, present, and future. data analysis the data collected in part one was initially analyzed from three perspectives. this included who responded and what they said, how they communicated, and what metaphors were used education libraries • vol 1 9, no. 3 in their responses. the perspective of who responded and what was said included summaries of the responses that were reported by group. how they communicated refers to the mode of communication used during part one of the data collection, that is, via internet, facsimile, mail, voice, or any combination. in the responses, numerous metaphors were used by the respondents to "tell their story," and these were reported for each question and then analyzed for congruence and contradictions. as the study evolved in fonnat, the emphasis of the research questions evolved, and as a result the study was conducted in two parts to capture the focused nature of the research problem. the research problem evolved to focus on how the changing library environment influenced the role of the librarian, and the data analysis also evolved. to investigate this inquiry best, it was necessary to understand the perspective of the changing role of the librarian within changing library environment over time. a framework was created which helped to establish some baseline data about how the changing library environment has influenced the role of the librarian and to enable forecasts about the future. the framework developed for the investigation of the research question was the frame of reference for the changing library environment, presented as figure 1 (appendix a). it provided a theoretical structure to synthesize symmetrically and thereby capture the changing role of the librarian from the perspective of the past, present, and future. the data included in the construction of each frame of reference were based upon the review of the literature, a content analysis of what the respondents in phase two of the study said, and further interviews in phase three. results frame of reference for the changing library environment the frame of reference for the investigation of the research question was a symmetrical description and analysis of the library environment over time, including past, present, and future, and each time frame included the following four elements: a. the role of the librarian b. the library collection c. the technologies present d. the user's needs. these four elements are the primary elements of the library environment and they are considered to be symbiotically related to each other. the frame of reference provides a theoretical structure to synthesize symmetrically and thereby capture the changing role of the librarian from the perspective of the past and present and enables a projection to the future. the diagram frame of reference for the changing library environment (appendix a) helps to provide a focus on the theoretical structure and maintains a symmetry for each of the three time frames. each of the time frames was described in terms of the four primary elements. a metaphor was presented to characterize the role of the librarian 7 in each of the three time frames, and its intent was to capture succinctly the metaphorical nature of the changing role of the librarian in the past, present, and future, while maintaining the symmetry of the frame of reference. once each of the three time frames was described, the changes were evident. looking at the characteristics of each element over time, one can see that certain processes or responsibilities continue and new ones evolve or emerge. the four symmetrical elements of the library environment are evident in each time frame and since the role of the librarian has been the main focus, it is described in greater detail according to five symmetrical subcategories. each of the four elements are expanded in greater detail according to each time frame. the detail illustrates the changes, including additions, deletions, and expansions, to processes and responsibilities that have taken place between the three frames of reference. the use of symmetrical categories created to describe the role of the librarian in each of the three time frames facilitated the development of the transformation factors that affected the role of the librarian. once the transformational factors between the past and present were identified, it was possible to postulate the factors affecting the transformation of the role of the librarian between the present and the future. based on these assumptions, a symmetrically structured role for the librarian of the future was developed. the frame of reference for the changing library environment and the detailed synthesis of each time period were verified by the study respondents. applying the principles of the frame of reference a likely outcome for the future library environment was forecast and is presented here in detail. frame of reference for the future library environment role of the librarian the conceptual metaphors that will likely describe the role of the librarian in the future are "an architect of information sources and services, and a client consultant." access to information: access to information will deal with recorded information and will include multimedia and ephemeral forms, including voice, image, and holographic images. information will be from current and archival sources from local library holdings, remote locations, and people with additional information. information will be seamlessly accessed and transferred from anywhere to anywhere. collection management: the librarian will be responsible for collection development processes, including the selection, acquisition, de-acquisition, processing, organization, storage, and preservation of information, and there will be an emphasis on the development of primary research collections. the librarian will also be responsible for providing pathways to remote information as in collection management, which will evolve to become information management, incorporating collection development and management with the provision of gateways to global information sources for current and future users. -a client services: the focus of client services will be reference and research services, which will vary depending on type of library and the library's clientele. in the public library, direction and education will be provided to promote literacy and leisure. in the academic library, client services will require that the librarian is a subject specialist capable of scholarly research and education for its clientele. special libraries will provide client services where the librarian will be an information specialist who will be a research team member and provide education to the client base. the information consultant will provide private research services based on the needs of the clients. in the virtual library, where virtual patrons will access the library gateways from anywhere, the librarian will provide virtual client services such as education, consultation regarding relevant information sources, and interpretation of the context of information sources. linkages: the degree of linkage to the institution will vary depending on the role and type of library. in general, librarians will continue to serve individuals who are part of parent institutions, and the library environment will allow for multiple linkages to outside organizations and institutions in keeping with the global information based economy. skills and expertise: the skills and developed expertise in the future environment will continue to include maintaining an awareness of information sources, technology, and users' needs, which will include both local and virtual users. the librarian will need to be skilled in evaluation methods needed to evaluate information sources, information technology systems, and library services. in addition, the librarian will need knowledge of how people seek and use information, and have the ability to design and build databases and gateways to information sources and services for optimal client usage. data analysis skills and teaching skills will also be required. the librarian will be expected to maintain a professional network to affiliated organizations and libraries for cooperative sharing of resources. library collections in the future library environment, library collections will continue to include local inhouse collections of current and archival documents, with an emphasis on primary research resources. they will be enhanced to incotporate seamless access to remote collections and information sources from anywhere to anywhere. library information will be available in various multimedia and ephemeral forms and be aimed current and future users on a global level. information will be easily reproduced and manipulated, which will facilitate on-site storage and remote distribution of information. library collections will continue to be physically integrated and collocated by subject for browsing, where local and remote users will physically and electronically browse the collections on "virtual shelves" with hyper-text images, which will preserve access to information by serendipity through browsing. education libraries • vol 19, no. 3 technology the technology in the future library environment will have several likely characteristics. machine-readable catalogue databases will be enhanced to store multiple types of records including, bibliographic records, bibliographic and abstract records, full-text records, numeric records, image records, voice records, and holographic image records. it is likely that the numerous forms of information will be less relevant to the librarian and the user as technology will be capable of decoding information, digitizing archival materials for storage, and then re-creating information for users based on individual needs. technology will be enhanced to provide seamless pathways to local and distributed holdings and to remote information sources. access to information via the library catalogue will include the present access points and, in addition, access by voice and expert systems will be provided for local and remote users. technology will be enhanced to track original and reproduced copies of documents to protect intellectual property, and the provision of the whole for posterity. users' needs in the future library environment, users' needs will have several distinct characteristics. timeliness and relevancy will continue to be important factors and users ' will likely expect information on demand in multi-media formats to meet their individual needs. in the future, both inexperienced and sophisticated users will need some basic level of information literacy skills if they are to have equitable access to infonnation. specifically, they will continue to need help in defining information needs into a searchable question and then again when interpreting and evaluating the information sources. all users will require training to use information storage and retrieval systems, information access gateways, expert systems, and, ultimately, to filter through vast information sources. the detailed synthesis of the past, present, and future frames of reference and the two sets of transformation factors, as outlined, were verified by the respondents in phase three of the study. when characterization of the frame of reference was presented to the participants during the verification process, some cosmetic changes were made, but in general participants supported its fundamental concepts. summary of the results the respondents to the survey suggested that many aspects of the library environment are changing, which they attributed largely to increasing and improving technologies. overall, they believe that technology has improved the library environment but cautioned that policies are needed to solve several major governance issues, such as copyright, intellectual property rights, equity of access, archives, information standards, privacy, and funding. also stressed was that the changing library environment has many implications that are influencing the role of the librarian. the frame of reference for the changing library environment (figure 1) was supported in the literature, the survey responses, and the verification process. it clearly identifies the education ubrariea • vol 1 9, no. 3 factors that transformed and are continuing to transform the changing library environment and influencing the role of the librarian. it also provides a probable forecast for the future library environment and role of the librarian. scenarios of the past, present and future to illustrate how the frames of reference work, the following example will begin with a scenario of the past, describe the present, and project a likely future outcome in the changing library environment. following the criteria of the frames of reference within the library environment, one of the functions of the role of the librarian is to facilitate access to information. to explain how the frames of reference and the transformation factors work, the scenarios will describe the process for gaining access to information in each time period and the role the librarian played in the process. the past scenario in the past, as a "custodian of books," the role of the librarian was to work with the user who came to the library to define the information need and select appropriate subject headings; search the relevant manual databases, which included the card catalogue, printed indexes and abstracts, and local union catalogues; and retrieve bibliographic references. then the user or the librarian would go to the shelves to retrieve the relevant sources manually (primarily books, journals, and manuscripts) from within the library's holdings. the librarian arranged for local interlibrary loans, according to the policies of the library, when relevant materials that appeared in printed indexes and union catalogues were not part of the library's collection. some materials from remote locations may not have been available through interlibrary loan, and the user would have to go to the remote location, or manage without access to the particular materials. the materials from the library collection were available for borrowing and the materials acquired from remote location were available for use in the library only, as this was a condition of regional interlibrary loan policy between sharing libraries and institutions. the present scenario in the present library environment, as a "guardian of collections and pathway to information," the role of the librarian pertaining to access to information has more variables, depending upon the type of library and the user community. typically, the user contacts the librarian and may come to the library, and together they define the information need and construct a search strategy, which may include subject descriptors and keywords formulated into a boolean search strategy. the librarian then recommends relevant information catalogues and databases, both local and remote, which may then be searched. the librarian may also recommend people with additional information. the user may then request to have the librarian conduct the search, or in some settings perform some of it themselves. this depends largely on the library setting and the users' skills. the results of the search will vary depending on the type of database searched, and may include 9 bibliographic, bibliographic and abstract, and full-text records. the user then identifies the relevant materials that are needed from the local collection and those from remote locations. the information sources are available in multimedia or ephemeral forms. the librarian will then arrange for interlibrary loan or document procurement for remote materials, depending upon the policies of the library. the user will then retrieve the materials required from the local library collection. the materials from the local collection may be available for borrowing, or may be photocopied within the boundaries of the copyright legislation. the materials received from remote locations may be used in the library, depending on the interlibrary loan agreement, and the documents procured from remote locations are likely photocopies within the boundaries of the copyright legislation, and the user will be able to borrow these for use outside the library, depending upon the local library policies. the future scenario in the future, as an "architect of information sources and services and client consultant," the role of the librarian will evolve with the outcome pertaining to access to information being that users, working from their workstations, will be able by voice to negotiate and create a search strategy with the assistance of computer-aided expert systems. technology will have become more user friendly, and users with access to the technology will know how to use it. other users will contact the librarian remotely and together in an interactive mode they will construt;:t a search strategy based on the users' information needs with the assistance of computer-aided expert systems. the search strategy will be constructed based upon the users' natural language. the expert search system will be able to translate or interpret a user's information need into an appropriate search strategy and select relevant databases, both local and remote, to be searched on a global level. the user will be able to request that the search be conducted and information sources will be will be retrieved in a seamless process transparent to the user. once the search is complete, users will be able to select the relevant materials in a variety of forms to meet their individual needs. the librarian may be involved directly in an interactive mode here, to assist with the selection of the most relevant materials. the process of acquiring and delivering information will be seamless to the users. the information that is delivered to the user will likely be a reproduction of the original, and the original will be maintained and identified as such by the local library or institution. information will be available in various multimedia and ephemeral forms, e.g., voice, video, and optical, compact, and portable disks. the expert search system will track the transportation of the reproduction, and encode the original to protect it for posterity. if the reproduction has a "loan period" such as an expiry date, it will then automatically vanish upon expiry. many of the reproduced materials will be copyright­ free and will become the property of the user. the user will still go to the library to view the document in its original form if 10 necessary. the search process will likely happen without the direct intervention of the librarian if users have the skills and access to utilize the technology themselves. although the group of respondents who completed the survey and verified the frame of reference was small, their responses were thorough and thoughtful, and included reflective comments aild detail that provided much data for discussion. the evolutionary nature of the study was in keeping with the delphi technique and the verification process of phase three gave credence to the characterization of the frame of reference for the changing library environment. the findings of the study indicate, according to all respondents, that the changing library environment will continue to influence the role of the librarian. the depth and breadth of the results provided valuable information for relating the study findings to the literature. conclusions the study results support certain conclusions pertaining to the changing library environment and its influence on the role of the librarian. the most significant was that the library environment will continue to be influenced by technology and users' needs, and it will become a distributed virtual library governed by global policies that will ensure access to information for its diverse community of users. the study results and the literature clearly saw the future role of the librarian as broadly based and focused on the utilization and evaluation of information, and as a client consultant. the librarian �as seen as playing a larger role in the development of information services as an information architect. subject to the limitations of the study, the data analysis supports certain conclusions pertaining to the changing library environment and its influence on the role of the librarian. those that can be stated about the changing library environment include: 1 . technology will play an ever increasing role in the way in which libraries operate and deliver services. 2. the library will become a virtual library that provides immediate access to current and archival information from globally distributed databases. 3. the library of the future will be governed by new policies and regulations that ensure quality, security, and integrity of information, and that minimize the censoring of information available to its users. 4. the library of the future will be able to provide information to meet specialized needs and deliver information in multimedia form. 5. users' demands and expectations will play a significant role in the services provided by the library of the future. 6. user skills will need to improve to be able to interact effectively in the new liprary environment. several conclusions can be drawn from the study about the future role of the librarian: education libraries • vol 19, no. 3 1. the role of the librarian will evolve to one that is broadly based and focused on the utilization and evaluation of information. this role can be described as a client consultant. 2. the librarian will need to acquire and maintain new skills dealing with training, technology, and information research. 3. the role of the librarian will continue to be the persona of the place known as the library. 4. the librarian will play a larger role in the development of information databases, smart software tools, and library processes. this role can be described as an information architect. in addition to those conclusions supported by the data analysis, i will present others that i have drawn from my own interpretation of the data and my own professional experience. the results of this study present new concepts relative to our understanding about libraries and librarians of the future and confirm some timeless constants. the library environment is experiencing rapid change, parallel with changes to our society as it evolves from the post-industrial to the information age. pervasive factors such as changing users' needs, technology, and economic, political, and social changes have an impact on the library environment. thoughtful observation of our environment points to a conclusion that the rate and degree of change will continue to increase for the foreseeable future. several timeless constants that i observed, given some support in the literature and in the results of this study: were that people still like to go to the "place" known as the library and that their perceptions of what a library is and does are primarily based upon their personal beliefs and experiences. library users still prefer to have "the book in hand," as rider (1989) reported, and this continues to be the greatest service of the library. let us examine the image suggested by rider that the book is a metaphor for the image of information regardless of form. the message in this image suggests that people want to receive information by a means that will meet their individual needs and that many expect to do this at the library. as a reflective practitioner, one must resolve the constant turmoil that is evolving in the library environment. it requires managing tremendous change such as the forms of information available, access to information, and the delivery of information, while continuing to provide relevant services to meet users' needs. these changes are also affecting the role of the librarian. the place known as the library, with its collections of information, will not be eclipsed by the technology-dispersed library of the future. it will be a matter of establishing a balance between the local and distributed library environments to meet users' needs. one must also be cognizant of our human preference for one to one interaction as was reported by grosser (1991). the social and emotional factors we experience and education libraries • vol 1 9, no. 3 value with regard to libraries cannot be overlooked. they will mould the future library to provide a neutral environment where its users can browse, read, reflect, or imagine as they take time to transform their information into knowledge. the future library environment will have to meet the information needs as well as the emotional and social needs of its users, whether they be "virtual patrons" or those who come to browse. the library of the future will rely heavily on technology. it will be a virtual, digital, multimedia library that provides immediate access to current and archival information and globally distributed databases; it will provide services to a diverse community of local and remote users; it will be governed by cooperative policies and regulations to ensure equity of access to information, integrity of information, and to minimize the censorship of information; it will provide education and training for users to facilitate access to information; and it will require a highly trained professional to orchestrate and conduct it. i perceive the role of the librarian of the future i:o be a balance between a client consultant and an architect of information sources and services. in this future context, access to information will be dependent upon the effectiveness of the librarian who, as an information catalyst, facilitates change and uses the information sources and technologies available to search, retrieve, evaluate, analyze, and synthesize information to provide relevant information within the context of the users' needs. the role of the librarian of the future is a blend of client consultant, interpreter, and a catalyst to the process of discovering information. as an information catalyst, the librarian of the future will play the role of interpreting users' information needs, connecting users to relevant information and to other people with additional information. as the architect of information sources and services, the librarian of the future will be a key player and provide guidance for design, building, and accessing distributed virtual digital information databases. in order to survive as key information players in the future library environment, librarians will need to broaden and intensify their skills and expertise. they will require greater technical expertise, communications and interpersonal skills, knowledge of information sources, teaching skills, and familiarity with legislation. the frame of reference for the changing library environment created in this study will be a useful tool for monitoring changes in the library environment and the changing role of the librarian. applying the principles developed in the frame of reference to specific library environments, such as business, research, and education, will assist policy makers in making dec�sions about tlte kind of resources and tr_aining_needed to create the type of information resource centre essential in an information-based society, where strategic advantage based on knowledge is paramount to organizational success. 11bibliography beheshti, jamshid. 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(1990). trends and issues in library and information science 1990. washington, dc: office of educational research and improvement. (eric document reproduction service no. 335 061). -, & spitzer, kathleen l. (1991). "information technology and services in schools." in martha e. wtlliams (ed.), annual review of information science and technology vol. 26 (pp. 243-286). medford, nj: learned information. emihovich, catherine, & wagner, walter. ( 1992). "media culture/school culture." education and urban society, 24, 435-439. fasick, adele m. (1992). "what research tells us about children's use of information media." canadian library journal, 49, 51-54. gifford, bernanl r. (1992a). "the learning society: libraries without books?" special libraries, 83, 154-155. -( 1 992b). "where is the knowledge : knowledge management, research and pedagogy in the electronic age." education libraries, 16, 14-22. gregor, dorothy, & mandel, carol. (1991). 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(1992). telecommunications enabling ontario's future. the report of the advisory committee on a telecommunications strategy for the province of ontario to the minister of culture and communications. toronto: ministry of culture and communications. rider, r (1989). "the future of the research library." college and research libraries, 50, 49-55. saunders, la verna m. (1992b ). "the virtual library: computers in libraries in canada." computers in libraries, 12, 71-74. schuman, g. p. (1990). "reclaiming our technological future." library journal, 1 15, 34-38. spaulding, f. g. ( 1 988). "special librarian to knowledge counsellor in the year 2006." special libraries, 79, 83-91. tillman, hope n., & ladner, sharyn j. ( 1992 ). "special librarians and the internet." special libraries, 83, 127-131 . willard, ann m . , & morrison, patricia. (1988). "the dynamic role of the information specialist: two perspectives." special libraries, 79(4), 27 1-276. catherine e. wilkins is the director of the j. a. turner professional libra ry, peel board of education, mississauga, ontario, canada. education libraries • vol 19, no. 3 a r t i c l e s 21 conduit for restoratio n : the prison library by d . jarvis london at first glance, the collection of beige sandstone cottages assembled neatly in a pristine meadow seems like a unique hide -a-away college campus, or perhaps an exclusive retirement community. every morning you can hear the sound of wild geese escaping the nearby game reserve as they soar in sorties that collide in the sky in disarray and look like tealeaves swirling against an invisible spoon. what provokes this early morning aeronautical protest? when the birds quiet down, and if you listen, you may detect the hum of an electrical fence. it stands in close proximity to a perimeter road, a road where state cars routinely prowl under the steely eyes of white and blue shirted officers, watching, observing, and guarding. here, the birds are free, and as in any prison experience, this is a place where men struggle to control the stress created by time, dislocation, apathy, and a lifestyle of careless decision making. this new penitentiary offers no parole, and here the library remains the last bastion of redemption. in march of 2000, the prison allowed me the opportunity to interview career writing hopeful, louis jenkins, an inmate who had recently been published. i arrived at the library early and congratulated mr. jenkins. i explained to this middle-aged gentleman that i really hoped he would let me exploit some of his insights. lou revealed that this was not his first incarceration. he had worked in this very same library some fifteen years prior. "the library service offers many diverse opportunities. in another library i took care of handing out the newspapers." he pointed to a large section of the library, places where patrons poured over papers from various communities. "most people look at the local crime section first, then the obits, or the sports section, to find out who got busted, who died, and who won. this is a very large group of light readers who often feel the need to stay contemporary with what's going on in their communities. they often read the various ethnic periodicals and the library is very supportive of multicultural interests and the need for the individual to defeat the dislocation of being separated from their culture of origin." i noted to lou that this is a minimum-security facility, yet it seemed that security or corrections is a priority here. why is that? "like me, most people here are returnees, and before we get out, we will know the rules," he replied. i asked him what job he had when he worlced at this hbrary. ''i was taught how to use the computer to order books from the interlibrary loan service. at the time we were allowed to watch videos. this library had a wonderful storehouse of videos. the governor banned videos in 1994," he said. "with more than 10,000 books on the shelves, why in the world would anybody need to go outside the institution via interlibrary loan to find a book?" i asked. "many people read many things," lou replied. "the fact is that any real library provides a resource for the nndividual to fuily research a project. or, if you happen to be experiencing a very long sentence and you have read every book on the shelves by denis johnson, or you need an issue of the new yorker to read what he has done lately . . . we are disconnected beings who need to find the conduit. before you ask me to explain that comment, i want you to take a look at a friend of mine." he pointed to the law library; another section separate but enclosed in the same general area as the library. ''that's jake mansell, one of the convicts i know intimately from our days of violating the drug code. we used to call him ziggy, the leader of a gang of aging junkies who shot heroin and worked false covers every day until they either died or overdosed and ended up in this penitentiary. i never knew he was a diabetic, or that he has an esoteric knowledge of the law concerning ssi entitlements. he has fully researched an intricate discrimination claim. as we say, hope spri111gs eternal in the law library." i asked him what he meant by this. "i've worked in the law library, but before i worked as a clerk, i wanted to know about my crime, why i was an offender, the depth of my victimization, and the defenses i could have employed. what i really discovered was the vastness of the system. learning law was hard. i began to feel like i could identify my problem and become part of a solution. finally, working in the law library was not for the purpose of introspection. the demands of helping others, encouraging and directing at times, brought me out of my self-imposed isolation." education libraries vol 24, no. 1 ' 22 a r t i c l e s ---"is that where you began to write?" i asked. "a lot of things i nfluenced me, mostly good librarians, and yes, the law library made me adhere to the type of discipline i needed, the challenge of sitting and working within a highly structured framework, looking up words, and researching dull case law gave me a greater sense of an objective perspective." "you ever win any litigation?" "well, i doubt if i'd still be here if l had that sort of success. but what i learned is like what the author jane smiley says . . . . the real center of your existence is within your work . . . what you do, you will do. i learned how to take my time and use it to build a bridge back to the real world. the library has been a safety valve for my sanity. from the first time i had a letter to the editor published and i realized i still had a first amendment right to speak my mind, i knew i was still alive." "tell me a little bit about the other services that bring people into the library," i asked. "a number of our clientele are not literary types. many aren't even literate. yet the library is a place they can come to relax. i'm not talking about leisure time relaxation. we don't do that, but it education libraries vol. 24, no. 1 is important to realize that this is not idle time. if you're not busy doing something, you're busy being institutionalized . the library offers telephone numbers, addresses, catalogs, and magazines in order to assist in finding out things you need to know. sometimes offenders find it difficult to submit to programs that are assessed as an institutional need (an evaluation that might denote an educational or vocational need) and thus he may be reluctant to expose his weakness in that area. without incentives like parole, it may become easier for a convicted felon to believe he can fall back on the base nature of characters who have been the not-so-successful manipulators or strong arm artists who end up back here time and time again. as the world outside moves ahead in technological and culturally diverse advances, the more archaic and obsolete those beast of burden talents become. there is a gap in our lives and the library can be the conduit to establish a sense of continuity we need to stay current." d. jarvis london wrote this article while at oakhill correctional institution, oregon, wisconsin. he has since been transferred to thompson correctional center where he continues to write short stories. he has worked as a volunteer in the "books on tape" program which helped him do what his first librarian suggested­ that he read a book before trying to write one. new and forthcoming at reference compiled by gladys i. dratch and deborah s. garson adamson, lynda. american historical fiction: an annotated guide to novels for adults and young adults. phoenix, az: oryx press , 1 999 . 405p . i s b n 1 -5 7 3 56-066-9 . oclc#39614741 . $49.95. organized by time periods from north america before 1600 to the late 20th century, this source broadly defines historical fiction as a period of time unknown to the reader. each entry includes author, title, publication information, brief description of content, setting, main characters, genres, and awards. young adult books are designated by a symbol. the appendixes list book awards with winners and books for young adult readers. author, title, genre, geographic, and subject indexes. reviewed in education libraries, v23, n l , 1999, p27. advances in measurement in educational research and assessment. geofferey n. masters and john p. keeves, eds. new york: pergamon, 1 999. 292p. isbn 0-08-043348-0. oclc#39923254. $69.00. drawn from the relevant educational research methodology and educational measurement sections of the first and second editions of the international encyclopedia of education (tors ten husen and neville postlethwaite, eds. 1 985 and 1994). in this volume new articles have been added to the collection, and many of the original entries have been rewritten to reflect advances in the field. the twenty-one contributors are affiliated with institutions and organizations in the united states, australia, denmark, indonesia, and the netherlands. the articles in part i cover new theoretical developments and in part ii the focus is on applications of measurement in research and assessment. the editors recommend use of the volume as a resource for university and college teachers, graduate students, and practicing researchers working in examination agencies. includes name and subject indexes. the american college teacher: national norms for the 1998-99 her/ faculty survey. linda j. sax et al . los angeles, ca: higher education research inst i tute , u n iversi ty o f california, los angeles, 1 999. 1 28p. isbn 1 -878477-24-2. oclc# 42474250. $30.00. this survey is the fourth in a series that began in 1989-90. it is based on responses of 33,785 full-time college and university faculty members at 378 two-year and four-year colleges and universities. the revised questionnaire focused on how faculty spends their time, teaching and testing methods, perceptions of institutional climate, sources of stress and satisfaction, and experiences with information technology. tables and graphs. appendixes include the research methodology, the survey instrument, and the institutions that participated in one or more of the four surveys. benson, allen c. and linda m. fodemski. connecting kids and the internet: a handbook for librarians, teachers, and parents. 2nd ed. new york: neal-schuman publishers, inc . , 1999. 398p . isbn 1-5 5570-348-8. oclc#4 1 564910. $49.95. this second edition of the earlier 1 996 publication serves as a resource and a self-teaching tool. organized into six parts, this handbook provides the basics about the internet: the use of web browsers and resources for "younger kids", e-mail, mailing lists, and how to build web pages, search strategies for using the variety of internet resources, bulletin boards, telnet, ftp, and lesson plans. the accompanying cd-rom contains links to the internet sites discussed in the book and other selected sites, as well as a section of 14 lesson plans. numerous figures and tables. subject index. education libraries vol. 23, nos. 2/3 2s d e p a r t m e n t s boesel, david and eric fredland. college for all: is there too much emphasis on getting a 4 year college degre e ? washington, d c : national library o f education, office of educational research and improvement, u . s . dept. of education, 1 999. 80p. oclc#4 1655220. preceded by an introduct ion, five sections covering approximately a thirty year span consider the research findings on the topics: growth of college expectations, changes in ability levels, changes in college completion rates , outcomes for noncompleters, and outcomes for college graduates . the conclusion provides an overview of this research and offers general comments and recommendations. includes an executive summary, endnotes, bibliography, tables and figures. b ow man, j . wilson. america 's black & tribal colleges. 3rd ed. s kyland, n c : r . j . enterpr ises , 1 999. 3 1 5p . isbn 0-9663562-0-9. oclc# 39869852. $21 .95. this guide to historically and predominantly b lack and american indian colleges and universities provides basic information on the application process (including financial aid and scholarships) , for students, parents, and high school counselors. arranged by state, the institutional profiles ,provide brief historical background, chronology of name changes, institutional and academic program information, and names of dis t ingui shed alumni . appendixes inc lude cost, average enrollment, and alphabetical and state listings of colleges and universities. bibliography and index. brisk, maria and margaret m. harrington. literacy and bilingualism: a handbook for all teachers. mahwah, nj : l. erlbaum associates, 2000. 1 68p. isbn 0-8058-3 1 65-7. oclc#41488636. $ 1 7.00. this handbook of literacy approaches is intended for a broad audience of teachers working in any type of classroom in which bilingualism is an important factor. the approaches have been field-tested with a variety of bilingual populations in bilingual, esl, mainstream, special education, and deaf education classes. the first chapter provides background information on the topic of bilingualism and literacy development. chapters 2, 3, and 4 provide 1 8 approaches for use in elementary and secondary classes, with references and case studies. chapter 5 considers the instructional means for implementation and assessment, followed by the concluding chapter on learning how to improve the instruction based on student performance. appendixes include a protocol for collecting data, additional approaches, and assessment practices. includes a bibliography of references, books for the use of students, and author and subject indexes. education libraries vol. 23, nos. 2/3 brunner, cornelia and william tally. the new media literacy handbook: an educator's guide to bringing new media into the classroom. new york: anchor books/doubleday, 1 999. 228p. isbn 0-385-496 1 4-1. oclc#40682370. $14.00. this publication developed from the work of the media workshop new york (mwny), which assists new york city teachers to make critical use of media and technology in their classrooms. the purpose of this handbook is to provide a resource for helping teachers and educators to integrate media and media literacy concepts into the cutticulum. an overview of the issues is provided in the introductory chapter. chapter 2 offers a new vision of teaching and learning through the appropriate use of new technology, followed by chapters which examine media and technologies with respect to history and social studies, arts education, language arts, and science literacy. chapters include information on content standards, activities, and web site resources. center for science, mathematics, and engineering education. committee on developing the capacity to select effective instructional materials. selecting instructional materials: a guide for k-1 2 science. committee on developing the capacity to select effective instructional materials, center for science mathematics, and engineering education, national research council; maxine singer, jan tuomi, eds. washi ngton, dc: national academy press, 1 999. 1 21p. isbn 0-309-06533-x. oclc#42619720. $18.95. this report is addressed to school districts, school district administrators, individual schools, school administrators, teachers, scientists, school boards, parents, and the community at large. provides a tested procedure for the evaluation and selection of k1 2 science instructional materials consistent with state and/or national standards. first section contains background information about curricula and cuttent selection procedures. second section is a guide to selecting instructional materials. references, index. chicago handbook for teachers: a practical guide to the college classroom . alan brinkley et al. chicago: university of chicago press, 1 99 9 . 18 5 p . i s b n 0-226-07 5 1 1 -7 . oclc#41621032. $20.00. designed to offer practical advice to teachers of college courses. ten brief chapters cover topics such as designing a course, preparing for the first class, leading a discussion, managing classroom dynamics, delivering a lecture, supervising research and writing, giving and grading exams, evaluating your own teaching, dealing with diversity issues, and making use of new electronic resources. suggestions for further reading, index. d e p a r t m e n t s 21 criscito, pat. barron 's guide to distance learning: degrees, certificates, courses. hauppauge, ny: ban·on's educational s eries , i n c . , 1 99 9 . 5 3 7 p . i s b n 0-7641-072 5 9 . oclc#40339837. $18.95. profiles close to 800 regionally accredited u.s. and canadian colleges and universities that offer distance learning programs. each institutional profile contains contact information, program availability, admission requirements, costs, teaching methods, financial aid information, and a brief school description. this resource explains the different types of programs and offers chapters on the accreditation of distance learning, earning and transferring credits, financing the cost of distance learning, and the process for implementing this type of program. indexes institutions by state and province, on-campus requirements, and fields of study for undergraduate, graduate, doctoral degree and certificate, and diploma programs, as well as for individual classes. an educators ' guide to schoolwide reform. prepared by american institutes for research. arlington, va: educational research service, 1 999. 1 v. (various pagings). oclc#4 1 036450. examines the research on 24 approaches to schoolwide reform. each profile rates the evidence of positive effects on student achievement and the support that the developer provides schools. indicates the year the program was introduced in schools, the number of schools, first year costs both with new staff and with current staff reassigned, and contact information. the text for each profile provides an overview of the program and an explanation of the ratings. lists catalogs and review of school wide approaches and references. the section of appendixes is extensive and includes: criteria used to evaluate evidence of positive effects on student achievement, summary of findings on strength of the research base, summary of findings on student achievement effects, criteria to evaluate support that developers provide schools, and summary of findings on costs. encyclopedia of special education : a refe rence for the education of the handicapped and other exceptional children and adults. 2nd ed. cecil r. reynolds and elaine fletcher-janzen, eds. new york: j. wiley & sons, 2000. 3v. isbn 0-47 1 -25309-x. oclc#41165223. $ 125 .00. contains over 2000 entries for biographies, educational and psychological tests , i n tervent ions and service del ivery, handicapping conditions, related services, legal, and other topics. geared for professionals in the field and other involved individuals such as lawyers, physicians, psychologists, social workers, school board members, and policy makers. included in this edition's changes are about 200 new entries and 700 that were updated or rewritten. individual entries include name of author and a list of references. author and subject indexes in volume 3. facing the consequences: using timssfor a closer look at u.s. mathematics and science education. william h. schmidt et al., eds . ; david e. wiley et al . , collaborators. dordrecht; boston; london: kluwer academic publishers, 1 999. 236p. isbn 0-7923-5567-9. oclc#40480119. $86.00. this study examines the data from the third international mathematics and science study (timss) and makes use of new analyses not previously reported. the first chapter provides an overview. u . s . educational practices and beliefs and. the development of mathematics and science education are described in the first part of the report. part ii examines u.s . student achievement results and the relationship to cutticulum. part iii, "hypotheses, hunches, and conclusions," attempts to identify and analyze the underlying story that may explain the data about u.s. science and mathematics education. the table in appendix a describes the student populations in each country included in this book. appendix b provides the list of exhibits. freed, melvyn n. et al. the educator 's desk reference (edr): a sourcebook of educational information and research. phoenix, az: oryx press, 1999. 536p. isbn 1 -57356-263-7. oclc#40249728. $49.95 . presents selected basic information, such as reference books for particular information in education or related fields ; publishers of books, journals, microcomputer software; publishers' author guidelines; profile of standardized tests in print; description of microcomputer software for stati stical data; guidelines for selection of research design, description of characteristics and uses; overview of sampling techniques; and a directory of national and regional education organizations with profiles. organized into five sections: information sources, author's guide to publications, microcomputer software for educational research, standardized tests and inventories, research processes in education, selected national and regional organizations in education. goonen, norma m . and rachel s . b lechman . higher education administration: a guide to legal, ethical, and practical issues. westport, ct: greenwood press, 2000. 23 1 p. isbn 0-3 1 3-30304-5. oclc# 4 1 3 1 5366. $69.50. designed for the academic administrator's decision-making process specific to academic affairs. highlights the relationship between the academic administrator and faculty members relative e d u cation libraries vol. 23, nos. 2/3 2s d e p a r t m e n t s to such issues as hiring, compensation, tenninations, promotions, and nonrenewals. two chapters cover student academic matters and the relationship between academic administrators and students. appendixes include aaup "statement on professional ethics," "statement on conflict of interest," and "academic freedom and artistic expression ." table of cases, selected bibliography, and index. the handbook of school psychology. cecil r. reynolds, teny b . gutkin, eds. 3rd ed. new york: j . wiley & sons, 1999. 1 200p. isbn 0-471-12205-x. oclc#38856238 . $98.95. presents research and perspective on the science and practice of school psychology. new chapters include topics such as psychopharmacotherapy wi th school-aged chi ldren and implications of recent research in b iological psychology for school psychology. second edition chapters have been completely revised, and some reconceptualized. chapters are organized into sections, which cover cunent perspectives, contributions to theory and practice, psychological and educational assessment, and school psychological interventions. author and subject index. historical dictionary of american education . r ichard j . altenbaugh, ed. westport, ct: greenwood press, 1 999. 499p. isbn 0-313-28590-x. oclc#40396740. $95 .00. focuses on major individuals and topics significant for the development of u.s. public, private, and parochial schools, with the emphasis on elementary and secondary education. 357 entries, authored by 130 conttibutors, cover the colonial period through the 1990s. entries refer to relevant publications. includes 51 page­ selected bibliography, list of contlibutors, and index. international handbook of school effectiveness research . charles teddlie, david reynolds, eds. london; new york: falmer press , 200 0 . 4 l l p . i s b n 0-750-70607-4 . oclc#43269770. $44.95 . with an emphasis on north america, britain, australia and the third world, a review of international research evidence as to what constitutes a good school and how to make a good school. includes an analysis of the relationship between school effects research and other movements such as teacher effect research and school improvement. four sections coveling school effectiveness research: historical and intellectual foundations, knowledge base, cutting edge issues, and the future. references and index. education libraries vol. 23, nos. 2/3 the mit encyclopedia of the cognitive sciences. robert a. wilson, frank c. keil, eds. cambridge, ma: mit press, 1999. 964p. isbn 0-262-73124-x. oclc#40693742. $149.95. six topic areas : philosophy, psychology, neuroscience, computational intelligence, linguistics and language, and culture, cognition, and evolution which contain 471 articles with references and further readings. six introductory essays, written by the volume's advisory editors, provide an overview of the field i t represents. intended for students and scholars across the various disciplines that contribute to the cognitive sciences such as psychology, neuroscience, philosophy, evolutionary biology, and education. alphabetic list of entries, name and subject index. site license available for on-line version. talab, r.s . commonsense copyright: a guide for educators and librarians. 2nd ed. jefferson, nc: mcfarland & co., 1 999. 292p. isbn 0-7864�0675-5. oclc#40820903. $39.95. expands upon the first edition ( 1 986) to i nclude legal amendments and to cover copyright issues raised by technology. seven chapters include computer-based systems, and permissions and policy development. sections explain videos, off-air taping of broadcast, cable, satel l i te programming and web sites . additional sections at the end of each chapter include "can do," "cannot do" and question-and-answer sections. appendixes contain guideline charts. teacher quality: a report on the preparation and qualifications of public school teachers. laurie lewis et al . washington, dc: u . s . dept. of education, office of educational research and improvement, 1999. 1 v. (various pagings) oclc#40952178. $22.00. a study undertaken by the national center for education statistics to profile the quality of the nation's teachers produced this report. it addresses teacher preparation and qualifications using a nationally representative 1 998 survey of full-time public school teachers whose main teaching assignments are in english/language arts, social studies/social sciences, foreign language, mathematics, science, or who teach a self-contained classroom. the study also examines educators' work environment and teachers' feelings of preparedness. key findings are provided in three major areas: preservice learning and teaching assignment, continued learning, and supportive work environment. references, suggested readings, appendixes and tables. d e p a r t m e n t s 29 testing, teaching and learning: a guide for states and school districts. committee on title i testing and assessment, board on testing and assessment, commission on behavioral and social sciences and education, national research council; richard f. elmore, robert rothman, eds. washington, dc: national academy press, 1999. 1 20p. isbn 0-309-06534-9. oclc# 42799842. $19.95. intended for state and local practitioners and policy makers to use as a guide in the development and improvement of new systems of assessment and accountability under title i. contains executive summary, standards for student performance, assessments of student performance, monitoring the conditions of instruction, and accountability. references and index. thomas, adele. families at school: a handbook for parents. newark, de: international reading association, 1999. 89p. isbn 0-87207-248-7. oclc#41076420. $ 15.95. b ased on the niagara falls secondary school family learning program designed for parents or caregivers with ideas and activities. five chapters cover defining family literacy, ideas about parents and children doing things together, 30 ready-to-use activities, reading with young children, and parenting skills. includes a list of recommended resources. understanding and preventing teacher burnout: a sourcebook of international research and practice. roland vandenberghe, a. michael huberman, eds . cambridge, u.k.; new york: cambridge university press, 1 999. 362p. isbn 0-521-622 1 31 . oclc# 39756252. $49.95. in tended t o provide new perspect ives and a deeper understanding of the nature, conditions, and consequences of teacher burnout. based upon a 1995 international conference, the chapter contents are drawn from papers and commentaries presented at the conference, reflecting the intensive and productive discussions. divided into three sections: a critical review and synthes i s , perspectives and remedies, and research and intervention agenda. figures, tables, references and index. williams, thomas l. the directory of programs for students at risk. larchmont, ny: eye on education, 1999. 3 16p. isbn 1-883001-74-9. oclc# 40631875. $39.95. a resource book for superintendents, principals, other school leaders, teachers, parents and others working with students at risk. provides summaries of a wide variety of programs. organized into five chapters with the first chapter introducing background information related to students at risk. chapters two through five have program descriptions grouped into categories. gladys i. dratch is collection development librarian and deborah s . garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. education libraries vol. 23, nos. 2/3 1 s a r t i c l e s education collections in cana d i an libraries by marlene lloyd abstract this article serves as a pertinent complement to the previous paper on special collections in education in the united states. lt focuses on the contents of collections in education found in selected canadian provinces. summarized are the locations, subject areas, descriptions of educational resources, and listings of the holdings in these education libraries. introduction the following is a selected list of canadian libraries that hold special collections in the discipline of education. the world wide web was a very useful tool and through the national library of canada's database, i was able to select and retrieve a majority of these special collections. furthermore, using this hypertext format, i was able to link to other sites that provided me access t� the requested information. these collections are comprised of materials relating to canadian resources in fields listed below: ·curriculum and textbooks ·teaching and research ·elementary, secondary, college, university and adult education ·distance education ·history about education province of alberta alberta department of educat ion alberta education library 4th floor, west devonian b ldg. 1 1 1 60 jasper ave. edmonton, ab t5k ol2 tel. : (403) 427-2985 fax: (403) 427-5927 reference librarian: charlotte landry : (403) 427-6 149 url: http://www.augustana.ab.ca/neos/neosedu.htm#collection -description collection strengths include the many subject areas related to the field of education, including special education, currently authorized resources (textbooks, etc.) for schools in the province of alberta, current canadian curriculum guides, alberta education education libraries vol. 22, no. 1 / 2 published documents, department of education annual reports from 1 90 1 to the present, and statistics canada statistics related to education. -holdings more than 20,000 volumes and 600 periodical titles. . . . . . . . . . . athabaska university athabasca university library edward checkland distance education collection i university drive, tel . : (403) 675-6254 athabasca, ab t9s 3a3 fax: (403) 675-6477 e-mail: l ibrary @admin.athabascau.ca -description the collection is a working collection of materials to support research, course design, and course development in distance education. it contains material on distance education, open and innovative learning, adult and continuing education, and the application of telecommunications and audiovisual technology in distance education. also included is source material related to athabasca university and material on the open university (u.k.) . the collection covers the period after 1 960 during which time distance education became popular. the geographic emphasis of the collection is on the commonwealth , but some western european material is included. the collection is being developed further. -holdings 5000 monographs; 30 serials currently received; 200 items in vertical files; 200 course packages a r t i c l e s 1 1 university of alberta herbert t. coutts library edmonton, ab t6g 2g5 e-mail: educref@library.ualberta.ca 1) curriculum audio-visual collection -subjects tel. : (403) 492-3770 fax: (403) 492-8367 school curriculum materials, alberta; school curriculum materials, canada -description the audio-visual collection is part of the library's curriculum collection consisting of almost all of the media formats, with the exception of 1 6mm film. the collection includes maps, globes, charts, filmstrips, flash cards, pictures/slides, transparencies, machine-readable files, kits, dioramas, games, models, realia, sound recordings, and video recordings. the bulk of the collection consists of material published since 1 960. -holdings approximately 25,000 titles 2) historical curriculum collection -subjects curriculum guides, alberta; curriculum guides, canada; textbooks, children's l iterature -description this collection of historical curriculum materials is part of the library's larger curriculum collection and represents the most comprehensive record of historical educational resources available in alberta. it includes textbooks, curriculum guides, programmes of study, and children's literature. represented are the primers, readers, and general texts used in alberta schools from the early territorial years up to the present. titles in the collection include: t he alexandra readers ( 1 908), t he alberta public school speller ( 1 9 1 0), and a history of the canadian people ( 1 930). -holdings approximately 3500 volumes (note: the entire curriculum collection contains 82,0 1 5 titles and 4 1 serials) . . . . . . . . . . university of calgary doucette library of teaching resources 2500 university drive, nw tel . : (403) 220-5637 calgary, ab tin 1 n4 fax: (403) 220-82 1 1 e-mail: libweb @acs.ucalgary.ca url: http://www.acs.uclgary.ca-tflander/doulib.htm -description this library holds alberta curriculum documents, curriculum resource materials, including most student textbooks and teacher's guides authorized by alberta education for ecs to grade 12 . also included are related support resources such as v ideos, kits, children 's l i terature, professional support materials, french language materials, and a historical collection consisting of government documents and textbooks used within the alberta education system since the early 1 900's, as well as a thesis collection. province of british columbia the univ ersity of brit ish columbia education library 6335 thunderbird crescent vancouver, bc v6t 2g9 tel . : (604) 228-7999 url: http://www.library.ubc.ca/edlib/aboed.html -description serving as the foundation for teaching and research in the faculty of education, this collection comprises children's books, school texts, and multimedia for k1 2, as well as professional monographs, serials, microfiche, electronic resources dealing with teaching strategies, ideas and research in education . the relationships between practice, theory and research result in the building of a unique collection. a high priority is placed on materials that reflect canadian content and approach, plus materials pertaining to bc education. -holdings 1 80,000 monographs; 1 0,000 bound periodical volumes (750 separate subscriptions); 7 ,000 historical textbooks; 15 ,000 french curriculum, textbook and literature volumes; 600,000 microfiche . . . . . . . . . . education libraries vol. 22, no. 1 / 2 1 a a r t i c l e s t he simon fraser university library curriculum collection 8888 university drive burnaby, bc v5a 1 s6 -description the collection includes selected textbooks prescribed and authorized for use in bc schools. they range from kindergarten through grade 12 . the collection also includes integrated resource packages (irps) which describe the recently implemented prescribed curriculum for specific courses, and the provincially recommended learning resources. the curriculum guides describe the courses taught in bc schools. there is a children's and juvenile literature collection. province of manitoba university of manitoba d.s. woods education library 1 00 education bldg. tel. : (204) 474-9976 winnipeg, mb r3t 2n2 fax: (204) 474-754 1 url: http://www.umanitoba.ca/academic_supportllibraries/units -description the scope of the collection covers all aspects of education, especially themes represented in the programs of the departments of the faculty of education. covered in the curriculum of the humanities and social sciences faculty are: theory and practice of educational aspects of art, english language arts, french language arts, heritage languages, music and social studies, the study of reading and literacy, school librarianship and general curriculum theory and development. theory and practice of educational aspects of business, health, home economics, industrial arts, mathematics, natural sciences and sport recreation, as well as educational media, educational computing and the study of teaching are found in the curriculum of the faculty of the humanities and natural sciences. in education administration and foundations faculty are: educational aspects of anthropology, economics, history, law, philosophy, politics and sociology, adult and continuing education, educational administration, and comparative and cross-cultural education studies. in the educational psychology faculty are: career development, child and adolescent development , counsel ing , educat ional measurement, educational research, learning disab i l i ties, psychology of instruction and learning, and special education. e ducation li braries vol. 22, no. 1 / 2 -holdings approximately 55,000 volumes of books and bound serials are housed here. additionally, 450,000 volumes are held in microform, notably in the eric research collection, microlog education coiiection, and w.s . gray research coiiection in reading. approximately 380 journals are currently received. . . . . . . . . . . province of new brunswick new brunswick department of education audio-visual bureau p.o. box 6000 fredericton, nb e3b 5h 1 e-mail: wbmaster@nbed.nb.ca -description audio-visual aids materials are generally available to responsible organizations as weii as to schools, universities, hospitals, churches, etc. university of new brunswick harriet irving library education resource centre box 7500, fredericton, nb e3b 5h5 -description tel . : (506) 453-4748 this coiiection of 1 909 new brunswick items includes: curriculum guides, readers, and textbooks. some are pre1 900; most are 1 90 1 1 930, and 1 93 1 1 960. . . . . . . . . . . province of nova scotia learning resources and technology nova scotia department of education and culture 3770 kempt rd. tel. : (902) 424-2462 halifax, ns b3k 4x8 fax: (902) 424-0633 e-mail: jeffremg @gov.ns.ca url: http://www.ednet.nsca/educ/prograrnllrt/ -description this collection provides support for classroom resources in video, computer, multimedia and distance education formats. the department oversees more than 2,000 software titles. a catalogue, which includes a detailed report of software evaluation, is published a r t i c l e s 1s annually, listing programs approved for use in nova scotia schools. an· on-line database of curriculum video resources available to nova scotia schools is also contained here. . . . . . . . . . . province of ontario metropolitan separat e school board historical collection · library department 80 sheppard ave. e toronto, on m2n 6e8 tel . : (4 1 6) 229-5324 -description readers and texts from the 1 9th century to the present. . . . . . . . . . . univ ersity of t oronto r.w.b. jackson library 252 bloor st. w. toronto, on m5s 1 v6 tel . : (4 16) 926-47 1 8 1 ) canadian association for adult education (caae) library . -description the collection includes material on adult education and related topics such as cooperatives, community development, literacy, and university extension. the collection reflects the programme directions and information services of caae from 1 935 to 1 970. canadian, american, b ritish and i nternational documents, including unesco publications, are available. the collection is not being expanded. -holdings approximately 2000 monographs, 9000 items in classified vertical files 2) ontario textbook collection -description the collection includes textbooks approved for use in upper canada/ontario from 1 846 to 1 970. texts used prior to 1 846 are also represented. variant editions and printings are held. texts approved by the irish national board of education are represented. supplementary material includes answer keys, manuals, guides and workbooks. the collection also includes extensive reference material on curriculum guidelines and textbook publishing. -holdings 3600 titles . . . . . . . . . . university of guelph library lillian davies memorial collection guelph, on n 1 g 2wl tel . : (5 1 9) 824-4 1 20 -subjects literature, french canadian; canada, history, 17th 1 8th century; education, quebec (province) -description the collection contains material on french canadian history, religion, literature, law, education, philosophy, politics, and economics. most of the monographs in the collection date from the nineteenth and twentieth centuries and feature the works of well-known french canadian poets such as emile nelligan and louis frechette. some non-french canadian items are also present. among the rare items of french canada is i' abbe provancher's flore canadienne, printed in 1 862 by joseph darveau; an 1 864 paris edition of / 'ecole sainte by mere marie de ! ' incarnation, founder of the ursuline convent in quebec city in 1 639; and a huron language grammar book, attributed to a missionary, father chaumonot. the collection also includes the bulk of the library of the literary and historical society of quebec. the collection is not being developed further. -holdings 5000 monographs; 150 serials; 3 manuscripts . . . . . . . . . . ontario school text collection -subjects school texts, ontario -description the collection includes spellers and readers as well as arithmetic, language, and history books from the early nineteenth century to the mid-twentieth century. the emphasis of the material is the 1 840s to the 1 920s. the collection provides source materials for the study of the history of education and social development in canada. -holdings 400 titles (900 volumes, including variant printings) . . . . . . . . . . education libraries vol. 22, no. 1 / 2 20 a r t i c l e s province o f quebec universite laval quebec textbook collection quebec, qc g i k 7p4 e-mail: scom@scom.ulaval -subjects tel . : (4 1 8) 656-3333 exams, quebec (province), reading, l iteracy, catholic church, catechisms, etc. -description the collection contains various editions of almost all the textbooks from the primary level, and to a lesser degree those used in the public schools and teachers' training colleges. books in this collection were published in quebec prior to the educational reform of 1 964. -language mostly french textbooks -holdings 4800 textbooks . . . . . . . . . . mcgill university education library collection 3700 mctavish st. , 1 st floor montreal, qc h3a i y2 head librarian : marilyn cohen tel : (5 14) 398-4687 e-mail : marilyn@libl.lan.mcgil uri: http://www.education.mcgill.ca/edlibrary/default.html -description the collection focuses on the teaching and research concentrations of the faculty: educational administration and policy studies, educational and counseling psychology; special education , second language education ; elementary and secondary education; curriculum and instruction; philosophy of education; catholic and protestant and jewish studies; education in music, art, drama; vocational education and educational technology. an area of particular strength is the collection on giftedness education. other special collections include the reavis reading collection of fastbacks provided by phi delta kappa; the eric rie collection of conference papers, reports, lesson plans and other instructional materials on microfiche; and the collection of canadian curriculum guides on microfiche. -holdings 1 00 ,000 monograph volumes, 700 periodical t i t les , microforms, government documents, non-print materials and cd-roms education libraries vol. 22, no. 1 / 2 province of sas katchewan univ ersity of regina campion college library jesuitica collection regina, sk s4s oa2 e-mail: truscott@max.cc.uregina.ca -subjects tel. : (306) 3591 234 jesuits, canada; jesuits, history; jesuits, biography; jesuits, education; jesuits, missions -description jesuit history, philosophy, biography, and social and cultural analysis of the jesuit order from 1 600 to the present day are emphasized. the geographic emphasis is on canada and, to a lesser extent, north america and other areas of the world. the collection includes many important source documents such as the jesuit relations as well as important serials such as archivum historicum societatis lesu, momumenta historia s.i . , bibliographicus s . i . , etc. the present acquisition policy is to acquire all recent publications and rare and out-of-print works on jesuit history in canada. -holdings 1 000 monographs, 24 serials; 33 microforms, including some rare material on canadian jesuit history marlene lloyd has recently completed her ba in library studies at concordia university, montreal, qc, canada. she has been employed in the mba program at concordia since 1 985 and presently holds the position of student affairs coordinator. phone: (5 14) 848-27 14; e-mail: marloy @vax2.concordia.ca a r t i c l e s 1 1 t h e priso n library as v i ewed by fo u r i n mates the importance of prison libraries by luis d. medina the jackson correctional institution has had a great influence over my life. it has provided an easy way to find information on legal material and other interesting subjects that have improved my language skills. also, it has given me a great opportunity to find an academic position in my life. the library means more to me now than it ever did before. i have come to feel that the art of learning, growing, and becoming deals with self-education. there are no words to describe the importance of prison libraries and the impact they have on us inmates. the important question is, are we, as inmates, willing to use our library to discover for ourselves the excitement and joy of learning? many interesting books help to ease the mind in this enclosed environment. at this library it is not difficult to access information. educational movies and computers make it easy to find books, and our librarian is more than happy to help us to find materials. appointed inmates in the law library assist us in finding answers to our questions and in finding legal material we wish to examine. this is very important to me as well as to other inmates who are trying to find information concerning their court cases. the j.c.i. library also distributes books into classrooms and housing units, thus providing easier access. as a bilingual person, it is very important for me to refresh my memory in the spanish language. i have taken advantage of books in the library not only to improve my spanish, but also to keep my english fluent. the library here provides a selection of spanish· materials for inmates who are still learning english. bilingual library assistants direct these inmates to interesting books that will help feed their minds and that will give advice on legal matters. it would be beneficial if more books could be provided to inmates unable to speak the english language as well as books for other minority inmates such as native americans and asian americans who wish to learn more about their heritage. there can never be too many books in our libraries that can help us to change the way we carry ourselves. the mind must be fed and books are an important part of the diet. i enjoy reading both fiction and non-fiction that will increase the range of my intellectual interests. mostly i check out books that help me learn something new, but also those that will give me a little mental adventure, for example books about history, science, romance, etc. in this process, i have come to see reading as the bread of the intellect. moreover, the quality and type of books my mind feeds upon makes a critical difference. the intelligent and habitual use of reading provides me with an access to facts, ideas, and experiences unavailable to me in no other way and helps to develop my mind to the highest level. books remain the basic tools of my education and are my special concern for life of the mind. learning is opportunity. here i have unlimited access to library materials that constantly remind me that it is never too late to learn. attending the library regularly gives me a sense of what knowledge is, its relationships, and its connections. it gives me an opportunity for growth in emotional maturity, health, integrity, knowledge, and wisdom. on the streets today, the sensible thing to do is make use of libraries and utilize the knowledge provided there. the adventure and the responsibility to make good use of the library belong to us. inmates often lack interest, motivation, intellectual hunger, drives, and desires to learn. decreasing participation in this library is becoming common. encouragement is needed to give inmates the power to develop passion for the great opportunities provided by jci's library. the goal of every person is to be successful in life. if we inmates wish to strive, we must make it a mission to educate ourselves by means of materials found in our library. we are all capable of astonishing growth in learning and developing skills. libraries can have a great influence and importance to incarcerated inmates. they provide ways by which we can engage our curiosity on interesting subjects. man is what he reads. so, let us read to become man. i believe that learning in our library should be active, not passive. the experience is ours. learning is our adventure. luis d. medina is an inmate at jackson correctional institution, black river falls, wisconsin, u.s.a. he wrote this personal appreciation for his library in april, 2000. education libraries vol. 24, no. 1 microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 13 “you have kids’ books?!” promoting children’s literature in an academic library by elaine gass hirsch abstract: the appeal of children’s literature is large, encompassing college students and adults in addition to children, young adults, and literary scholars. the genre’s literary sophistication and cultural significance is becoming more apparent to a wide variety of readers. children’s literature, however, is still often overlooked and underappreciated in academic libraries. there may be a lack of awareness surrounding the collection’s existence, as well as questions surrounding why and for whom it’s being collected. this paper addresses how academic librarians can better promote children’s literature collections to all library patrons. in 1974 choice journal published a two-part bibliographic feature on building children’s literature collections in academic libraries. authored by three professors of library science, it was re-published as monograph the following year in the journal’s bibliographic essay series. this work was among the first contributions to address children’s collections in academic libraries, and was written in part to respond to the need of librarians to better support the study of children’s literature at all levels in colleges and universities (quimby, jackson, & weber, 1975, p. 1). since then recognition of the genre’s literary quality and historical significance has grown, and thirty years later the appeal of the literature is quite large, encompassing college students and adults who are not studying it as part of their academic pursuits. while most students and faculty in a college’s education and library science programs understand the role of children’s literature in literacy development and the importance of integrating literature into the lives of children, many other clientele of academic libraries are likely not regular users of the collection, although they could enjoy and benefit from it. this often leads to the collection being underutilized and under appreciated in academic libraries. there may be a lack of awareness surrounding the collection’s existence, as well as questions about why and for whom it’s being collected. to the extreme, there may be questions surrounding its necessity at the local institution. while there are always those who seek out this literature for study or pleasure, there are sure to be additional library patrons who would appreciate the collection and are not currently using it. there are few publications in the library literature that directly address the role of academic libraries in the promotion of children’s literature collections. some of these include the fine chapter focused on public relations and programming for special collections in building a special collection of children’s literature in your library (murphy & dunhouse, 1998) and an article focusing on readers’ advisory and the academic library’s children’s collection. (rice-lively & immroth, 1993). this paper attempts to further the professional discussion by outlining various approaches academic librarians can consider to better promote a circulating children’s literature collection in academic communities, where the primary audience for readership is not the patron base. collection quality and access to perhaps state the obvious, the best preparation for promoting children’s literature is to become more knowledgeable about the existing collection. it is important to consider the collection’s strengths and weaknesses by reviewing development policy, circulation statistics, and determining the average age of the materials. a review of the collection’s physical integrity is important as well. it’s not worth the time and effort to promote an outdated collection in need of attention and repair to the entire campus community, no matter the historical value it may hold for a few. the collection’s age and vitality should be apparent. children’s nonfiction is a particular area that may need to be weeded and updated. while picture books and young adult fiction get a majority of worthy attention, nonfiction materials for children and young adults have become extraordinary in recent years with many contemporary titles documenting original research and including archival photographs, bibliographies, and suggestions for further reading. nonfiction is also promotion-friendly as the information contained is useful for gathering children’s literature has grown tremendously in quality and esteem in recent decades and now has a wide variety of readers. the academic library has an important role in collecting and disseminating this literature for the education department and for other departments and programs. education libraries: childrens resources, volume 31, no. 3, spring 2008 14 background material for readers of any age and may be especially appreciated in an academic library with constituencies that include readers for whom english is their second language (esl). the location and cataloging of the collection are additional items to consider. is the physical location apparent to patrons or in an unfamiliar area of the library? is the cataloging system different from the majority of the library’s collection? answers to these questions may necessitate user education in promotional efforts. accessibility through the library’s online catalog and webpages is of key importance in promoting the collection. make sure the catalog includes juvenile literature subject headings on records to ease the online retrieval of these items. cataloging correctly for kids: an introduction to the tools, edited by sheila s. intner, joanna f. fountain, and jane e. gilchrist, offers guidance in this area. if the catalog is able to limit results to particular locations in the library, the children’s collection is an important location to include. many libraries today maintain up-to-date lists of new additions, which are accessible to patrons through the library’s website and may contain images of the book jackets to enhance appeal. including a category for children’s literature on the website is highly recommended.. displays and exhibits the visual attractiveness of children’s literature is a wonderful asset to aid its promotion. the literature should be included on the library’s display shelves of recent acquisitions and new materials, which allows patrons to regularly view the titles and to spark their interest in their availability. the color and illustration catch the eye and will draw patrons to the display, even if they are not perusing the children’s works. if the library has additional display and exhibit areas, consider themes within the literature and associated events, which could be developed to showcase the collection. the children’s book council (http://www.cbcbooks.org/) sponsors children’s book week, which is an excellent promotion opportunity. since 1919, children’s book week has traditionally been held the week before thanksgiving, however, beginning in 2008 it will be held in may rather than november (the children’s book council, 2008). cbc offers ideas for promoting this event and supporting materials on their website. if there are especially unique titles or themes in the collection, as well as the inclination and the time to do so, a larger exhibit complete with an exhibit catalog and an opening reception or program on a related topic can attract additional attention to the collection and the library. murphy and dunhouse (1998) address exhibits and receptions for research collections of children’s literature in more detail, which can be adapted for circulating collections. reference and library instruction the reference desk and library instruction sessions offer a direct way for librarians to let patrons know about the collection and the variety and opportunities it offers. patrons who are looking for visual resources and pictorial examples may be quite pleased by what is available in the illustrated children’s collection. patrons can be encouraged to consider items from this collection when searching the online catalog. although uncommon at academic reference desks, students and others occasionally ask for readers’ advisory assistance and recommendations of popular materials, particularly prior to extended breaks during the school year. young adult materials may be of particular interest to traditional-age undergraduates when inquiring about recreational reading. reference bibliographies of literature for youth can help guide these patrons to titles on specific topics (rice-lively & immroth, p. 64). the library’s display of recent acquisitions in this collection can also aid the advisory process. children’s literature can readily be included in library instruction in an appropriate manner. when discussing the library’s collections and services during general library tours and orientations, the literature can be mentioned as an alternative to course related reading and a possible source of background information. this especially holds true when meeting with particular groups of students who may benefit from the collection, such as readers for whom english is their second language (esl), as the literature is quite viable and should be publicized. teacher education students may be most appreciative of information regarding the literature during http://www.cbcbooks.org/ education libraries: childrens resources, volume 31, no. 3, spring 2008 15 instruction sessions. the inclusion of important children’s book awards and prizes and book selection bibliographies that arrange titles by subject and the age of the reader or grade level are appropriate even if children’s literature is not the focus of the instruction session. pre-service teachers will likely appreciate this information now or have a recollection of it in the future, when they are in their own classrooms. unfortunately, there is no guarantee that the breadth of contemporary children’s literature is being covered in their teacher preparation coursework, which can lead to collaborative opportunities for librarians and education faculty if this is indeed the case. faculty and staff promotion it is important to become knowledgeable about those on campus who are personally and professionally interested in the genre, as partnerships can grow which will allow the collection to reach a wider audience. as with so many other resources, collections, and services, the library can reach a larger number of students through faculty who are aware of the collection and discuss it with their students or incorporate it into their courses year after year. in reviewing the academic catalog, education and library science departments are the most apparent, however, english, art, and theatre departments, as well as child psychology and development, counseling, and english as a second language programs are all possibilities. librarians who serve as liaisons to these departments or programs should first identify particular courses and faculty who might be most interested in the literature, and may promote the collection with their students or be interested in collaborative instructional opportunities. an initial step can be to e-mail individual faculty or the department periodically with new acquisitions or important announcements in the field, such as the annual presentation of the newbery and caldecott awards by the american library association (http://www.ala.org/) in january. there is an opportunity for connections to be established when interested faculty members respond. there are likely to be faculty and staff members who borrow the materials for use with their children and grandchildren. this may be for various needs, from recreational reading to preparation for science projects and other class assignments, to reviewing the books for gift purchases (rice-lively & immroth, p. 64). staff members in particular may view the library’s collections and services as a benefit of their employment at the institution, as there is not a doubledigit queue for popular titles and the latest release as there may be at the public library. assessment it is worthwhile to regularly review the children’s materials with an eye to the collection’s use. are the shelves so orderly that it’s clear that books aren’t being pulled out and considered by patrons? or has a stacks maintenance worker recently passed through to tidy the collection from regular use? it is difficult to determine collection use in this manner, but coupled with conversations with stacks workers, regular perusal can offer a sense of the collection’s vitality on campus. after a year or two of applying multiple promotional efforts, take the time to compare current circulation statistics and internal use counts with statistics gathered before the project was undertaken. this will help to assess whether use of the collection is increasing and possibly reaching a wider audience. conclusion children’s literature has grown tremendously in quality and esteem in recent decades and now has a wide variety of readers. the academic library has an important role in collecting and disseminating this literature for the education department and for other departments and programs that can benefit from it, as well as for the recreational reading of students, faculty, and staff. evaluating and improving the quality of the collection and providing easy access to the materials through the online catalog and library website are important first steps in the promotion process. developing displays and exhibits and including information about the materials in reference desk transactions and during library tours and instruction classes further promote the collection. collaborative work with faculty can be very beneficial when opportunities arise. promoting a vibrant children’s collection can be both enjoyable and much appreciated within academic communities. http://www.ala.org/ education libraries: childrens resources, volume 31, no. 3, spring 2008 16 references the children’s book council. (2008). children’s book week. retrieved january 23, 2008, from http://bookweekonline.com/index1.html intner, s.s., fountain, j.f., & gilchrist, j.e. (2006). cataloging correctly for kids: an introduction to the tools (4th ed.). chicago: american library association. chicago: american library association. murphy, l., & dunhouse, m.b. (1998). public relations and programming. in d. b. jones (ed.)., building a special collection of children’s literature in your library (pp. 135-154). chicago: american library association. rice-lively, m. l., & immroth b. f. (1993). reader’s advisory in the academic library children’s collection. collection building 12, 63-66. quimby, h. b., jackson, c.o. & weber r. (1975). building a children’s literature collection. middletown, conn.: choice. elaine gass hirsch is the education librarian and library advancement coordinator at lewis & clark college in portland, oregon. she has worked in academic libraries for 15 years and with children’s literature for the past 10 years. she enjoys promoting the library’s children’s materials to patrons, especially when they haven’t considered using the collection. her scholarly interests include the historical and socio-cultural development of american children’s literature. she is a member of the children’s literature association and appreciates the thoughtful articles and reviews in education libraries. elaineg@lclark.edu books in brief by jacqueline snider book review & liaison editor designing instruction: making best practices work in standards-based classrooms march, j.k., & peters, k.h. (2008). designing instruction: making best practices work in standards-based classrooms. thousand oaks: ca: corwin press. 337 p. isbn: 978-1-4129-3884-6 (cloth) $80.95; 978-1-41293885-3 (pbk.) $40.95. the authors outline instructional design within the context of school reform. the design process breaks down into the following stages; performance indicators, curriculum mapping, unit planning, monitoring, benchmark assessments, and annual revision of the process. by presenting each stage comprehensively, the authors make an excellent case for adopting these procedures. in addition to describing the theory behind the concepts, the book includes best practices, and concrete lessons for example, a unit on "discovering africa." there are suggestions on motivation techniques, as well as activities for disseminating information. the authors explain how to use note-taking, advance organizers, and graphic organizers with students. by presenting the material in an accessible way, the book combines theory with practical applications. http://bookweekonline.com/index1.html mailto:elaineg@lclark.edu d e p a r t m e n t s 29 s elections from eric journal articles ej 559 760 carlson, linda. (1997, december). a day in detention. alki; v 1 3 n3 pl8. describes services offered by the spokane county library district at the spokane county juvenile detention facility. highlights include author visits; cooperation with the teaching staff; meeting the varying needs of different types of residents; and reading programs. ej 488 301 carlson, pam. ( 1994, august).books, books, books-l�t us read: a library serving sheltered and incarcerated youth. voice of youth advocates; v17 n3 p137-39. describes the growth and development of a library program serving a shelter for abused and neglected children and youth and a juvenile detention center in orange county (california). program funding, materials preferred by teen users, library management, special events, and problems are discussed. teen patrons and their use of the services are described. ej 528 120 cook, john e. (1996, july-august). faculty assessment opinions of correctional facility courses. community college journal of research and practice; v20 n4 p30 1 -309. describes a study of two-year college faculty teaching credit courses in correctional facilities to determine their opinions regarding scheduling, library services, and availability of computers. finds that faculty were concerned about difficulties in using library services and scheduling problems due to rigid prison schedules. includes 15 citations. ej 405 807 educating prison librarians. ( 1990, winter) journal of education for library and lnfomlation science; v30 n3 p218-25. describes a survey of state libraries that examined the extent to which prison libraries employ civilian staff and perceptions of the usefulness of special graduate programs or courses for prison librarianship. it is concluded that there is a limited market for librarians with specialization in prison librarianship and special planning is required to meet that need. contains nine references. ej 539 729 hemp, susan j.; montgomery, jack g., eds. ( 1996, november). transparent walls: library services to prisoners. against the grain; v8 n5 p46-47, 50, 52. the population of state and federal prisons quadrupled between 1 97 1 and 1 99 1 , increasing demand for library resources. outlines the history of prison libraries (1700s-1 990s); discusses prison libraries and librarians, law collections, reference services, literacy programs, and funding. provides a bibliography of prison librarianship covering resources and theory, history, and personal accounts of prison librarians. ej 481 833 humes, barbara. ( 1 993-94, october march). the national literacy act: what librarians should know. catholic library world; v64 n2-3 p 19-22. discusses features of the national literacy act that are of interest to librarians. highlights include a new definition of literacy; cooperation between providers and government agencies; new programs, including state resource centers, national workforce strategies, services for prisoners, and family programs; amendments to existing legislation; and the national institute for literacy. education libraries vol. 24, no. 1 ao d e p a r t m e n t s ej 433 259 hynes, arleen mccarty. ( 1 990, may-june). possibilities for biblio/poetry therapy services in libraries. catholic library world; v6 1 n6 p264-67. describes interactive bibliotherapy and poetry therapy as services that use literature as a catalyst for personal growth and healing through a facilitator. their use in schools, hospitals, nursing homes, adult education centers, prisons, and chemical dependency units is discussed. reading bibliotherapy is described, and use for spiritual growth is explained. includes 1 3 references. ej 536 150 liggett, joanna m. ( 1 996). survey of ohio's prison libraries. journal of interlibrary loan, document delivery & information supply; v7 n l p3 1 -45. prison libraries present a growing employment opportunity for librarians, but there is little statistical or descriptive information about prison libraries. a survey was conducted of ohio prison libraries to create a profile and increase appreciation and understanding of them. information was collected about library users, types of materials, serial subscriptions, circulation, budget, size, security, hours, automation, and librarian qualifications. ej 440 782 parker, edward a.; schwertfeger, dana r. (1991). a college library and research center in a correctional facility. journal ofoffender rehabilitation; v17 nl -2 p167-79. describes col lege library and research center research library and computer center located at maximum-security prison. explains that center provides graduate students with library resources and computer facilities needed to complete thesis projects and other sociological research. benefits described include improvements in quality of educational experie.nce, possible increases in students' feelings of self-efficacy, and increased social cooperation among students. education libraries vol. 24, no. 1 ej 535 241 reijnders, katinka. ( 1 996, september) . library service for multicultural groups in dutch prisons. jo urnal of correctional educati?n; v47 n3 p127-32. recognizing that the netherlands is a multicultural society and prisoners from other cultures are especially isolated, the dutch prison library service attempts to provide materials in different languages. a network of centers of support responsible for specific languages and a computerized catalog help prison libraries serve varied prisoner needs. ej 536 133 schneider, julia. ( 1 996, november) . prison libraries change lives. american librariej·; v27 nlo p46-48. prison library programming has positively affected inmate rehabilitation by providing a venue for learning and literacy education. describes programs where inmates read and performed operas and participated in essay contests. highlights san quentin's fathers as teachers: helping, encouraging,reading, supporting (fathers) program and cook county jail's programmed activities for correctional education (pace). ej 451 888 surviving the tremors: ala in san francisco. ( 1992, september). wilson library bulletin; v67 nl p34-47. reports on the american library association (ala) 1992 annual conference. highlights include awards given; libraries' futures; bibliographic instruction; nren (national research and education network); telecommunications; lack of status in librarianship; proposed guidelines for patron behavior; interlibrary loan; the americans with disabilities act; virtual libraries; serving prisoners; and interactive media. d e p a r t m e n t s a1 ej 464 293 suvak, daniel. (1993, march april). evaluating lsca: the evidence from prison libraries. public libraries; v32 n2 p86-90. discusses the impact of the library services and construction act (lsca) on state prison libraries. evaluations of the lsca are reviewed; the effectiveness ofthe lsca in the areas of library budgets, staff, and book collection size is considered; and recommendations for further research are suggested. contains 22 references. ej 555 767 vogel, brenda. ( 1 997, november 15). bailing out prison libraries. library journal; v122 n 1 9 p35-37. argues that, in spite of the financial burden on local, state, and federal justice systems, prison libraries must be transformed from access-to-the-courts programs and emerge as community information and cultural centers that provide both electronic and book formats. 1 ej 478 082 westwood, karen.( 1994, february). prison law librarianship: a lesson in service for all librarians. american libraries; v25 n2 p152-54. describes the experiences of a librarian who assists with prison law library outreach for the minneapolis state law library. topics addressed include the importance of good reference interviews; legal reference versus legal advice; confidentiality; and the rewards of public service. ej 588 304 wilhelmus, david w. ( 1 999, march). a new emphasis for correctional facilities' libraries. journal of academic librarianship; v25 n2 p1 14-20. describes the historical and present roles of the prison library, as well as the nature of the prison librarian position. identifies and analyzes the obstacles confronting a prison librarian when selecting academic materials and making those materials accessible to prisoners. how to obtain materials cited in this bibliography: journal article citations are from the eric system's current index to journals in education (cije). the articles may be obtained from a college, university or large public library or borrowed through interlibrary loan. · the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 13244 prepared this column. phone: (315) 443-3640; e-mail: eric@ericir.syr.edu education li braries vol. 24, no. 1 a2 d e p a r t m e n t s n ews from eric eric/ec publishes spring 2000 "research connections" the eric/osep (office of special education programs) special project at the eric clearinghouse on disabilities and gifted education (ericiec) recently published the spring 2000 issue of "research connections," its biannual, eight-page topical review of proven school-based research in special education. this issue, "new ideas for planning transitions to the adult world," will be posted soon on the eric/ec web site at (http:/ /ericec. org/osep-sp.htm ). for more information or to order free paper copies, call the clearinghouse at 1 -800-328-0272. eric/he teams with jossey-bass to produce ashe­ eric reports the eric clearinghouse on higher education (eric/he) now works with jossey-bass, inc. to produce the highly acclaimed ashe-eric higher education report series. eric/he continues to conduct manuscript development, but jossey-bass now handles production and order fulfillment. marketing will be jointly conducted, combining the strengths of the two organizations. for more information, visit the jossey-bass web site at (http://www.josseybass.com), or visit the eric/he web site at (http ://www.eriche.org/reports). full-text, online eric documents n ow available from edrs in case you haven't heard . . . the eric document reproduction service (edrs) now offers online access to the full text of nearly all eric documents (shown as "ed" followed by six digits) produced since 1993 ! and within the month, edrs will offer *instant* electronic access to more than 85 percent of releasable eric documents produced since approximately 1 995. no more waiting for credit card verification ! · order fulfillment for older documents (produced from 1993 to 1 994) that require conversion to electronic format may take two to three days. if your host institution is an e*subscribe customer, eric documents are available free of charge when you search eric from a registered ip address (for example, a campus address) or a valid e*subscribe customer address. if your host institution is not an e*subscribe customer, you can purchase on-demand education libraries vol. 24, no. 1 electronic documents with a credit card or through an edrs deposit account. for more information about e*subscribe, edrs 's online subscription service for research libraries, schools, and other institutions, visit the edrs web site at (http://www.edrs.com). you can search the eric database online and link to full-text eric documents on the following eric web sites: *assessment and evaluation (http://ericae.net) * edrs (http://www.edrs.com) * information and technology (http://ericir.syr.edu/eric) * askeric (http://askeric.org/eric) you can also search eric online and link to full-text documents through silverplatter's webspirs and ovid online. if you work at a college or university, check your campus library's online offerings. for more information, call edrs at 1-800-443-3742. "striving for excellence, volume iv'' now available the educational resources information center (eric) recently published "striving for excellence, volume iv: the national education priorities of the president and the u.s. department of education." striving for excellence, volume iv presents the latest issues, programs, and research associated with the following priority related topics: reading achievement mathematics achievement student preparation for college standards for achievement and accountability teacher quality technology in the classroom safe and drug-free schools and it's a breeze to read! striving for excellence, volume iv consists of 80 eric digests that are grouped into sections by priority, so you can find the information you're looking for quickly. and best of all, it's only $10 ! if you're a teacher, administrator, parent, policymaker,or student, or anyone else interested in the future of u.s. education, don' t delay-get your copy today. to order, send $ 1 0 ( $ 1 2 for canada; $ 1 4 for other international) to access eric, 2277 research boulevard ms 6l, rockville, md 20850, or call access eric at 1-800-let-eric (538-3742) and have your credit card ready. prices are per item and include shipping. d e p a r t m e n t s � winter 1999 "eric/cass compass" now available the eric clearinghouse on counseling and student services (eric/cass) recently published the winter 1 999 issue of its popular newsletter, "the eric/cass compass." the eric /cass compass publishes current trends in the counseling and student services fields, as well as relevant updates from the u.s.department of education. the winter 1999 issue features articles about cybercounseling and cyberlearning. to order free copies, send an e-mail request to jillian barr joncas gbjoncas @uncg.edu), or call jillian at 1 -800-414-9769. eric/ae lauches new online journal the eric clearinghouse on assessment and evaluation (eric/ae) recently launched the peer-reviewed, online journal "practical assessment, research & evaluation (pare)." jointly published by eric/ ae and the department of measurement, statistics, and evaluation at the university of maryland at college park, pare endeavors to provide education professionals with access to refereed articles that can have a positive impact on assessment, research, evaluation, and teaching, especially at the local education agency (lea) level. for more information about ·pare, including guidelines for submitting manuscripts and procedures. for subscribing, visit the eric/ae web site at (http://ericae.net/pare). eric/ae adds in-progress abstracts the eric clearinghouse on assessment and evaluation (eric/ae) recently added a database of its in-progress abstracts to its web site. updated weekly, the database contains abstracts of educationally relevant articles on assessment, evaluation, research methods, and learning theory culled from more than 30 professional journals. now you can find abstracts within two to three weeks from the time that eric/ae receives the article or journal, instead of the six to nine months normally required for abstracts to appear in the "cun:ent index to journals in education" or "resources in education." search the new database today on the eric/ae web site at (http://ericae.net/sinprog.htm). eric/it and askeric enhance database search engine visitors to the eric clearinghouse on information & technology (eric/it) web site or the askeric web site will be pleased to find the fol�owing enhancements to the eric database search engine: * links from citations to edrs 's online ordering system * access to full-text eric digests * display of all citation fields * links from citations to publication type, edrs price, and level codes use the enhanced search engine today on the eric/it web site (http ://ericir.syr.edu/eric) or the askeric web si te (http://askeric.org/eric ). international career devel opment library adds new publications the international career development library (icdl), a project of the eric clearinghouse on counseling and student services (eric/cass), recently added several new publications to its web site, including "strengthening guidance leadership for the 21st century" by gysbers, norman c. and lynn jensen, 1999 "report to the career development training institute board: annual report 1999" by lester, juliette n., 1 999 "some perspectives on career development theory and practice today" by herr, edwin l., 1998 icdl is a free, online collection of full-text resources for counselors, educators, workforce development personnel, and others who provide career development services. browse the new titles today on the icdl web site at (http://icdl.uncg.edu/whatnew.html). visit the eric/cass web site at (http://www.uncg.edu/edu/ericcass). explore the education world the easy way! the education resource organizations directory erod contains information on more than 2,400 organizations that provide information on a broad range of education-related topics. searching erod is fast, easy, and free ! * save time by searching a specialized directory. * perform simple or advance searches. * enjoy free online accessno fees, no accounts, no passwords. visit the erod web site at http://www.ed.gov/programs/erod news from eric is collected from various eric sources by the staff of the eric clearinghouse on information & technology, 4194 center for science and technology, syracuse university, new york 13244-4 100. phone: (3 15) 443-3640; e-mail: eric@ericir.syr.edu education libraries vol. 24, no. 1 microsoft word edlibwin56rev.doc _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 20 berge, z., and clark, t. (eds.). (2005). virtual schools: planning for success. new york: teachers college press. isbn 0-8077-4571-5. $29.95 the terms distance education, online learning, e-learning, online education, virtual education, and virtual schools are now almost interchangeable in everyday dialogue pertaining to web-based learning. in the introduction to virtual schools, the editors define a virtual school as a k-12 school in which the majority of teaching and learning takes place online. virtual schools may be differentiated from traditional schools that supplement their curriculum by offering one or more web-based courses; however, the majority of instruction in a traditional school takes place on-site. virtual schools are one form of distance education, an umbrella term used to describe instruction beyond the walls of traditional classrooms. the book is divided into three parts. the first six chapters encompass curriculum development, teacher preparation, the function of technology, student services, costs and funding, marketing and public relations, policy and administration, and program assessment. another important issue that determines the success or failure of the virtual school involves equitable access to virtual instruction. the effect of race, ethnicity, gender, and socio-economic status is discussed. the next seven chapters contain case studies of diverse virtual schools. among the schools profiled are the florida virtual school, virtual high school, k-12 incorporated and colorado virtual academy, cumberland county schools web academy, university of missouri-colombia high school, large unit district association virtual high school, and south dakota’s statewide distance education project. the benefits and challenges inherent in schools, predicated on the school choice movement, are considered. advantages of virtual schools include enhanced access to education, amplified learning opportunities through web-based delivery of instruction, better student outcomes, and a choice of educational alternatives. virtual schools face challenges comprised of facilitating student access, student readiness, student retention, program costs, accreditation, and a lack of public and stakeholder support. the closing chapter develops a specific and incremental plan for success, drawing upon the lessons learned by administrators and teachers who have pioneered successful virtual schools described in the text. it concludes with a discussion of the implications for the future of virtual learning at the k-12 level. a table of contents and a comprehensive index are included. tables, figures, screenshots, and checklists are incorporated throughout the volume to facilitate the reader’s understanding of complex issues. a complete list of all references is located at the end of the text, rather than itemizing references at the end of each chapter. biographical information on the editors berge and clark, along with 21 other experts on virtual schools, may be found prior to the index. this book furnishes readers with a fair and comprehensive look at the key issues associated with virtual schools, offering guidance to students, teachers, administrators, and parents who may be considering virtual k-12 education. this text will be a valuable addition for all libraries, and an excellent resource for k-12 administrators charged with the responsibility to plan, implement, and manage virtual schools. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 21 boostrom, r. (2005). thinking: the foundation of critical and creative learning in the classroom. new york: teachers college press. isbn 0-8077-4569-3. $44.00 in thinking author robert boostrom writes perhaps more about non-thinking and its pervasiveness in american classrooms than about thinking. he suggests how thought and intellectual engagement are discouraged by driving students to pass standardized measures of their education. the book is divided into three main sections, each of which contains two chapters. the sections present the teaching or learning activities of defining, telling, and believing. in the first section, boostrom discusses how thinking and knowledge have been defined and categorized. the second section covers the telling of stories, or how teachers convey information in the classroom. the third section discusses searching for truth and meaning, particularly in personally relevant ways. beginning with such broad concepts could signal a lack of focus, but this book does not wander. boostrom uses his concepts as frames for concise discussion of thinking and non-thinking. defining, telling, and believing are presented as paradoxes: they are necessary parts of classroom teaching and learning, they restrict thinking or even allow students to not think, and yet they can and should foster the creative thinking that should be a desired outcome of education. the ideas of philosophers and scholars familiar to those who study education pepper boostrom’s text. among others he quotes plato, john dewey and bertrand russell. he discusses bloom’s taxonomy, e. d. hirsch’s ideas on cultural literacy, and howard gardner’s concept of multiple intelligences. boostrom deftly examines this work on the nature and aims of education to illustrate his points and paradoxes. he also presents useful ideas on plagiarism in light of the vast amount of information available online to students. for example, how does instruction on citing and paraphrasing coincide with learning and thinking? boostrom does not provide a template for bringing creative thinking into the classroom so much as encourage or challenge teachers to examine critically their methods and practices in hopes that their students will be enabled to do the same – that is, that the students will be enabled to think, to really think, as they learn. this book would benefit teachers at any level of education. it employs examples from the early grades through graduate school. it would serve well as reading in courses for pre-service teachers, and in continuing education courses. any teacher who seriously pondered the implications presented in boostrom’s book, and brought that thought into the classroom consistently, would become more adept at increasing students’ abilities to learn. boostrom, states, “thinking does not settle anything; it unsettles”(137). the book has its unsettling aspects, too. it questions much of today’s classroom activity. boostrom challenges educators and those who set education policy to consider again fundamentals. thinking could be of great benefit to students and to society if it was carefully read by administrators, legislators, school board members, engaged parents – any decision makers who participate in driving schools ever further into a standards-based maelstrom of stifling conformity. les canterbury is collection development/reference librarian at the university of redlands. email: les_canterbury@redlands.edu catherall, p. (2005). delivering e-learning for information services in higher education. london: chandos. isbn 1-84334-088-7. $59.95. this book covers the whole range of e-learning, from a broad introduction and summary of virtual and managed learning environments, training and support requirements, accessibility, other online learning tools to quality assurance and maintenance. it consists of eight chapters which seem to blend and overlap in content much like its subject matter. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 22 chapter one includes an overview of the history, definitions, and issues of e-learning, and discusses the concept of e-learning, the various delivery systems and the pedagogy. the author discusses the difficulty of defining the term e-learning as it includes varying types of technology both traditional and cutting edge. he puts forth basic principles and interpretations, including methods of delivery and pedagogical considerations, with the growth in computer and internet technology. he discusses the impact of technology on higher education, drawing upon statistics from the uk, which parallel trends in the u.s. chapter two concerns virtual learning environments and the nature of communication and interaction in an e-learning environment at individual, course and university levels. the author provides examples of various learning management systems available to or run by universities, including commercial and noncommercial virtual learning environments such as blackboard and moodle. chapter three deals with managing a virtual learning environment and issues that might be encountered in the selection, deployment, pedagogy and assessment for system administrators and faculty. it also discusses security issues. chapter four involves training and user support through the initial and long-term use of the e-learning system along with documentation and training modules for faculty, staff and students, including those with disabilities. in chapter five the author discusses and provides resources concerning ethical and legal issues. he introduces and explains legislation from the uk, the us, and international body of the w3c organization with global standards and recommendations concerning accessibility of websites and elearning tools. the chapter also deals with copyright issues and resources for web developers and institutions. chapter six, titled “other online tools”, is devoted to a discussion of various electronic tools such as html software, office suite software, scanners, and ocr software, which are used to develop, convert and edit content, “learning objects,” for online viewing and interaction. chapter seven concerns steps an institution can take to assure the quality of the elearning environment from its inception through its deployment to its continual use in terms of providing a successful support system that continuously meets all users’ needs. the author discusses basic quality assurance principles and the importance of developing a vision, mission, and value statement; he also explains effective feedback mechanism for faculty, staff and students. in chapter eight the author concludes the book with his reflection on various trends in higher education and technology that could possibly shape the future of e-learning in higher education, including the growth in mobile technology leading to more ubiquitous learning environments. he notes, as with all technologies, that they will only be as effective as the institution or faculty is in using them. the author provides appendices of useful urls and accessibility standards, an index, a glossary of terms and a bibliography for more directed searches for those using this book as a reference text. if using this as a reference resource, one should note that the author writes from the standpoint of conditions in the uk. this is a minor consideration in this context, but one of which the researcher should be aware. this volume provides useful information to institutional personnel considering or planning a learning management system as it provides general guidelines and some valuable resources. yet, it is somewhat difficult to determine the book’s target audience. it is too simple for programmatic improvement or development; while it has coverage of the topic of e-learning in higher education, it lacks depth and detail. this book serves to provide general considerations and some guidance in the implementation, deployment and assessment of a virtual learning environment. dr. jennifer lamkins is an assistant professor of educational technology at california state university, long beach. email: jlamkins@csulb.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 23 clyde, laurel a. (2004). weblogs and libraries. oxford: chandos. isbn 1-84554-085-2. $55.00 in fewer than 200 pages, the late laurel anne clyde presents an approachable introduction to weblogs (blogs). clyde uses the generic definition of a weblog developed by peter scott, “a web page containing brief, chronologically arranged items of information” (2). the drudge report is one of the most familiar examples of a weblog. since the publication of the book in 2004, the term “blog” has supplanted “weblog” in popularity. clyde provides concise definitions of technical terms which make the text easy to follow. the first four chapters are very useful to beginning technophile-librarians. clyde presents a set of evaluation guidelines for blogs, an annotated subject listing of social science, library-related and other blogs, and a guide to blog directories with search capabilities. many of the websites are still current. clyde also explores the technical side of blogs in chapters five through eight. the author gives assessments of blogging software, and covers the establishment, management, and maintenance of library blogs. clyde reports the results of her research into the reasons library blogs are established and their most common functions. chapters six and seven specifically deal with the advantages and disadvantages of using commercial or in-house software in blog creation and maintenance (in tabular form for easy understanding). the book also contains flow charts for strategic planning and tips for the promotion of library blogs once they are started. for those who get lost in technobabble these chapters are a godsend. this is a comprehensive little guide for the novice and the technically challenged. it is well researched, presenting critical reviews and evaluations of current software and sites, a review of the professional literature in the field, and the results of clyde’s research on the topic. the bibliography contains recent books, articles and websites of note. an index is included. this is an admirable addition to the professional literature and one of the first books on this topic. weblogs and libraries is a small but potent introduction to the subject with jargon-free text and an appealing layout. sheila kirven is education services librarian at frank j. guarini library, new jersey city university. email: skirven@njcu.edu cronin, b. (ed.). (2004). annual review of information science and technology. vol. 39. medford, nj: information today. isbn 1-57487-209-1. $99.95 the american society for information science and technology are well known for their cutting-edge coverage of issues in the field. the 39 th annual edition provides a broad sampling of topics in its fourteen chapters, although the web emerges as the leading motif. the contributing authors, from north america and europe, range from academic program deans to doctoral students. although the process for selection is explicitly stated, the strong editorial board implies a high-quality product. a review of the recent research on information (retrieval introduces the first section. some of the new issues include statistical language modeling and fusion techniques. building on the topic of bibliometrics, webometrics is discussed in another chapter. the second section deals with technology and systems. the chapter on information visualization is a particularly useful introduction to the theory and best practices in this burgeoning area, although the technical aspects are largely ignored. this volume includes bioinformatics for the first time, reflecting its increasingly significant status; the chapter provides an excellent synopsis of the underlying issues and current efforts. the third chapter in this section explains current practice in electronic records management. the third section covers social informatics. a lengthy chapter on interface design and culture notes varying methodologies to address cultural research and interface design solutions. haythornthwaite and _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 24 hagar discuss social worlds for the web, focusing on situating web use. large’s chapter on web use by youth includes issues of access, information seeking, web design, social interaction, and safety. national intelligence, particularly in response to crime, is the focus of the fourth section. the two chapters investigate national security issues, with an in-depth examination about the nature of intelligence gathering and security balanced against civil liberty. theory constitutes the final section. the topics include managing social capital, labor in information system, and the relationship between poststructuralism and information studies. a detailed name and subject index concludes the volume. it should be noted that this annual effort is finally being indexed cumulatively; it is available online at http://www.asis.org. the chapters are uniformed well-written; most include lengthy bibliographies. some chapters have a more introductory or summary tone, while others provide in-depth analysis. while no one volume can cover this growing field exhaustively, this annual review does a fine job of offering valuable information about representative trends. dr. lesley farmer is a professor of library media at california state university, long beach. email: lfarmer@csulb.edu daiute, c., and lightfoot, c. (eds.). (2004). narrative analysis: studying the development of individuals in society. thousand oaks, ca: sage. isbn 0-7619-2798-0. $34.95 as qualitative research methods have gained status, interest in narrative analysis has also grown. this collection of essays reflects varying definitions for processes of interpreting variety of discourse as well as varying contexts of meaning. the editors highlight the usefulness of narrative analysis as a way to reveal relationships between individuals and societies. they also emphasize the developmental qualities of narrative analysis: in terms of life journey, cultural tool over time, complexity, and skill acquisition. the editors drew upon a number of academic disciplines and approaches, although the underlying assumption is research-based practice. an anglophile perspective is apparent, which limits the global implications of this topic. part i focuses on literary readings as they draw from the humanities to social science practice. several themes emerge: the resonance of text beyond the individual and context, the researcher’s own reflexivity, and the historical and cultural limitations of legitimate interpretation. the last essay in this part, “data are everywhere,” reminds the researcher that narrative fabric is ubiquitous, ready to be recognized. social-relational readings comprise part ii, emphasizing the conversational aspects of reading narrative texts. the essays in this part show how linguistic devises and psychological “markers” are used as tools to uncover meaning and individual-societal tension. for example, power relationships and their development can be profiled authentically through narrative. childhood development and expression is especially telling, both theoretically and in case studies. part iii locates narrative analysis within history, particularly world war ii and the holocaust; and collective experiences based gender, age, and ethnicity. issues of normalization and counter-narratives are also examined. the last chapter traces a researcher’s autobiographical development, and questions narrative’s role in personal coherence and self-identity. while it cannot serve as a basic textbook about narrative analysis, this volume does provide a number of interesting approaches to this complex methodology. as such, the work can be a useful supplement to core collections in this area. dr. lesley farmer is a professor of library media at california state university, long beach. email: lfarmer@csulb.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 25 dias de figueriredo, a. and afonso, a. (2006). managing learning in virtual settings: the role of context. hershey, pa: information science publishing. isbn 1-59140-488-6. $84.95 written by 34 authors, mostly university educators, from ten different countries, this work offers an international take on a topic that, by its very nature, crosses boundaries. chapter one sets the background with a brief history of context in learning, especially as learning activities migrate to the online world. each of the following chapters with individual abstracts and references could easily stand on its own. a traditional reading from beginning to end might feel a little repetitive with each chapter's re-enumerating various background theories; however, the dense material does benefit from repetition. while the book is divided into two sections "concepts" and "experiences" understand that this is not truly a hands-on book. there are no exercises for subject-based instructors to implement in their online classrooms, nor are there cd-roms enclosed or websites suggested for use. several chapters, including 9 and 14, do offer course planning tools at the instructional design level, but for the most part, this is extremely theory-based writing. as a textbook, students would learn much about the pros and cons of online learning from a theoretical standpoint. while not spelled out, most of the theories discussed here are drawn from traditional face-to-face instruction. one fascinating aspect of this book is that the authors do not necessarily assume the online learning environment to be the best solution in all cases. some of the authors deride the "reductionist tendency" to place knowledge to be taught over method of instruction, calling it "context stripping" (25). others express puzzlement over the lack of discourse about context in terms of educational tools (41). some even suggest specific times when in-person meetings might be preferable to online interactions in collaborative work (108). the breadth and depth of research condensed into this single volume is impressive. chapter 4 alone summarizes 1400 studies. at the same time, the experiences of individuals are also recognized via case studies and interviews. a variety of subjects are also covered, from graduate level computer science and open source code development to early education and nursing. the editors have set up a mailing list for interested parties to discuss the topics covered in the book with the authors and one another. julie shen is a reference and instruction librarian at california state polytechnic university, pomona. email: jshen@csupomona.edu hart, c. (2005). doing your masters dissertation: realizing your potential as a social scientist. london: sage. isbn 0-7619-4216-5. $97.95 this british text presents a thorough review for students who want to incorporate the role of social scientist into their daily lives. it describes practical implications of completing a master’s degree, and helps students to frame their work as a researcher in social science within broader research traditions. yes, the author writes about a master’s dissertation, which may be a source of confusion for some users of this text who do not use this terminology. the author states that in the u.s., a ph.d. usually includes a dissertation but that “when used in a research proposal or monograph, the word ‘thesis’ means theory maintained by an argument… in the doctorate theory and argument are used more extensively to discuss and evaluate ideas, concepts and data in depth as well as breadth” (7). for this reason hart says that the term “thesis” is more appropriate for doctoral level capstone research and the term “dissertation” applies more to the master’s level. while the rationale for this use of terminology is well-stated, it may not be _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 26 enough to resonate with users of the text as they progress through the following chapters, particularly as some experiences may be unique to british universities. the structure of the text is a particular strength. chapters begin with a delineation of the key concepts to be covered in the chapter as well as the guiding questions that frame the chapter. each chapter ends with a summary and set of further references. the text also covers a breadth of topics, from effective time management to finding strategies for saving paper and ink when printing multiple drafts of the research project! the coverage of real-life implications of conducting a capstone research project is excellent but may be too detailed for some readers’ needs. the text is divided into three sections. the first section helps the student to frame his or her experience as a master’s student including managing the transition as noted above and “imagining your dissertation,” which provides excellent information on choosing a topic and reviewing the literature. the second section, on research methodology, provides a thorough review of different approaches to science and different research traditions. the historical review of research traditions and the kinds of assumptions that theorists have “made about the nature of social reality” (194) can assist students in placing their own research efforts into a broader context. the roots of positivism and phenomenologicalism are presented with the insight that this is “definitely not a ‘quantitative-qualitative’ comparison, which is a commonly mistaken assumption” (212). the author also presents a compelling chapter on the consequences of methodological choices by showing how the work of five researchers has -and has not -impacted other researchers and society. the third section of the text covers writing the proposal and dissertation. the shortness of this section implies where the focus of the text lies. nevertheless, this brevity is, in some way, a strength. it nicely covers key topics for the actual writing of the master’s research project, including a time table for completing the project. another strength of this text is the multiple tables and graphic organizers presented throughout. in addition, a thorough graphic in the appendix depicts the skills, capabilities, attitudes and qualities important for a student in a masters program. for those students and faculty who need a broad, thorough approach for writing substantive studies, this book will be an excellent resource. dr. jennifer coots is associate professor in the special education program at california state university, long beach. email: jcoots@csulb.edu howard, c., et al. (eds.). (2005). encyclopedia of distance learning. hershey, pa: idea group. 4 volumes. isbn 1-59140-555-6. $995.95 distance education has taken a major advance in import in the global education marketplace, and the need for research and understanding is paramount for its effective and meaningful growth. the editors of the encyclopedia of distance learning have put together a four-volume set designed to address the major issues facing educators around the world when it comes to distance education. to this end, they have selected original articles from experts in the field of distance learning from around the globe. the editors claim the encyclopedia of distance learning is designed primarily as a reference book that harkens back, according to the editors, to the original intent of the encyclopedia which was a collection of work organized as such to spur the reader to look at other areas or read further about a related subject. like the broad topic of distance learning, the editors hope to reach a wide audience of researchers, designers, administrators, educators and students in the field of distance learning in order to provide a comprehensive look at all aspects of distance learning and thus promote further understanding, thought _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 27 and research in the field. the encyclopedia consists of four large volumes with an alternate online version available to the purchaser. the online version can also be purchased alone at a discounted price with publisher-provided user and password access. the encyclopedia had six editors and nineteen editorial advisors from various institutions worldwide involved in assemblage of material. more than 400 university academics from several countries contributed to the work, but the majority reside in the usa. the entries are actually a compilation of original manuscripts presented in alphabetical order by title. volume 1 consists of 73 articles titled a-c. volume 2 consists of 76 articles titled d-h. volume 3 consists of 84 articles, i-q and volume 4, 83 articles, r to z. the editors’ notes together include the areas addressed by the volumes in totality as transitioning to distance learning, effective pedagogy and practices, technology, administration, and regional and global issues. the contributors to the work provide exceptionally inclusive research and reporting on the subject of distance learning, specifically as it applies to online learning. within these contributions are more than 2000 terms, definitions and clarifications of concepts, theories, practices and technologies of distance education and over 6000 references to existing research literature on distance learning. the mere existence of the breadth of this research in one resource should benefit those new to teaching online or researching online education. for this reviewer, this is where the value and strength of this work ends. this work had too many fundamental difficulties in organization to peruse without confusion and irritation in varying levels. what these volumes cover in breadth, they lack in depth and structure. a student or researcher could waste a lot of time looking for applicable articles and find specific content somewhat sparse or light. each contributor provided his or her own definition of terms and resources particular to the article provided. it was interesting but somewhat confusing to see several definitions of the same term or the same definition used for several different terms. this is decidedly “unencyclopedic” organization of material. a glossary of terms is sorely needed, possibly as its own volume with an index and bibliography. the existing indices (key terms and subject) need to be edited. there are entries out of alphabetical order. also, proper names are organized alphabetically by first name; for example, one must find malcolm knowles by looking under m. while there is an index of subject matter, there is no reference to what articles contain which subject. this may be available in the online version but it is definitely needed in the print version. arranging articles alphabetically by title may seem like a novel, free-flowing idea to the editors, but it wastes an overburdened academic’s time as these are not the sort of volumes, despite the editors’ intents, that someone relaxes with on a lazy sunday afternoon. the editors could have taken a lesson from moore and anderson’s (2003) handbook of distance education, a well-organized in depth treatment of the subject matter. on the whole, the editors of the encyclopedia of distance learning had an overwhelming vision and came up a bit short, although the results of their efforts are impressive in their breadth. this reviewer would encourage the reader with an interest in researching distance online education to access the online version of this “encyclopedia” in the hopes that it is a more usable, manageable compilation of timely research than its print counterpart. dr. jennifer lamkins is an assistant professor of educational technology at california state university, long beach. email: jlamkins@csulb.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 28 indrisano, r. and paratore, j. (eds.). (2005). learning to write, writing to learn: theory and research in practice. newark, de: international reading association. isbn 0-87207-576-1 $28.95 a series of essays honoring dr. james r. squires, this book is based on the belief that changing the way teachers teach writing requires changing the way they understand the whole process of writing. the essays cluster around two main themes: writing in the early and elementary years, and writing in the middle and secondary years. what makes this volume most helpful is that it contains both theory and practice, and targets both university researchers and classroom teachers. hardly a dry tome, the essays come alive with examples taken from real classrooms and from the teaching practice of classroom practitioners. the “theory into practice” approach used by the authors lends both authenticity and real guidelines to each essay. each authorship team reviews the research and theory related to a particular area of writing development. they then apply the evidence to instructional practice. further, each team supplies descriptions of recommended practices. finally, all of this is supplemented by transcripts from classroom discussions, samples of student work, and teacher responses to particular instructional practice. it should be noted at this point, that the book seems clearly delineated into two sections as mentioned above. however, in practice, the fundamental ideas contained in each chapter can be easily applied across a range of ages or even grade levels. the chapters on emergent writing and writing in immigrant families can easily be used in a variety of settings based on where one is teaching and the level of student one is trying to reach. there is also the use of storytelling and poetry writing as methods of writing in the classroom. the authors are quick to point out that students learn best when presented with a variety of learning exercises. some of the practices used in the first half of the book are also built on in the second half in chapters dealing with students in middle and secondary schools. all of the essays work together to provide teachers with many ideas and examples of what to try in their own classrooms. one final note about this book is necessary. people interested in using this book need to read each of the chapters separately to feel the full impact. each chapter has so many good ideas and suggestions that it is important to read the whole book slowly. if teachers are interested, there is an epilogue with professional development ideas for improving literacy instruction. for those who teach writing, this is one book not to miss. kris veldheer is instruction librarian at graduate theological union. email: veldheer@gtu.edu kraat, s. b. (ed.). (2005). relationships between teaching faculty and teaching librarians. binghamton, ny: haworth. isbn 0-7890-2573-9. $24.95 instruction librarians face many obstacles as they seek to integrate information competence into discipline curriculum. one of the most challenging and meaningful components of a successful collaboration between instruction librarians and teaching faculty is the concept of collegiality. respect for each party in a librarian-faculty relationship is vitally important to student learning. relationships between teaching faculty and teaching librarians considers many issues regarding collaboration in course design, teaching, and administrative tasks associated with information literacy instruction. the text includes a table of contents, an introduction written by the editor, ten chapters, and an index. each chapter contains the authors’ biographical information, and references or notes on the authors’ sources. tables, diagrams, and appendices may be found in selected chapters to facilitate understanding. in chapter one, collaboration between librarians and faculty at california state university, northridge, led to a csu information competence grant to address the need for graduate students to improve the quality _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 29 of their research. students have six conceptions of the literature review process (13). assessment of graduate students’ research competencies through their literature reviews and survey instruments determined that students require instruction in information retrieval and critical writing skills. through faculty-librarian communication and revision of course curriculum, students are receiving information literacy instruction that enhances these competencies. the second chapter addresses one of the impediments to successful collaboration with faculty. through qualitative analysis of information literacy listservs, librarians’ misconceptions of the teaching faculty’s work role and attitude towards the library have been identified. librarians feel that teaching faculty view librarians in a negative light, and see the library an obstacle. finding common ground between instruction librarians and teaching faculty requires a positive attitude towards collaboration, outreach, and a willingness to accept frustration from time to time while remembering that the faculty member’s students are the library’s clients. the issue of respect is explored further in chapter four. the author makes a distinction between the focus of teaching faculty (content) versus the focus of instruction librarians (process). misunderstandings between faculty and librarians result from dissimilar cultures (65-67). faculty culture places an emphasis on research, content, and specialization. the culture of librarians may be characterized as managerial, highlighting goals, collegiality, and concern for the broad educational needs of the student. to encourage the acquisition of lifelong information literacy skills by students, instruction librarians should seek to embed information literacy instruction within discipline-specific credit courses through an incremental approach such as team teaching. for true collaboration to take place, librarians must first be viewed as information experts by faculty. outreach and instruction to teaching faculty will aid in this process. other case studies include librarians grading assignments, collaboration between an administrator, thesis advisor, and instruction librarian in a credit course supporting thesis research; and a graded library research project for first-year engineering students as a component of a required course. chapters on librarians teaching in an academic discipline outside the library, faculty members’ value of information literacy instruction, and the development of a resource kit for library liaisons round out this volume. relationships between teaching faculty and teaching librarians is a concise and impartial look at the many issues associated with successful collaboration between instruction librarians and teaching faculty. it will be a worthy addition to all academic library collections, useful as a professional resource, and may also be utilized as a supplementary text for graduate study in library and information science programs. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu knowles, e. and smith, m. (2005). boys and literacy: practical strategies for librarians, teachers and parents. westport, ct: libraries unlimited. isbn 1-59158-212-1. $35.00. the topic of boys and literacy has been addressed frequently in the news media over the past year, with many studies looking at the statistical decrease in reading as boys get older. having boys engaged and interested in reading is important in developing vocabulary and higher-level thinking skills, and this book aims to assist teachers and parents in working to improve literacy among boys. this book takes a very brief look at research on the topic, and outlines a list of strategies to increase literacy among boys. however, the book’s main focus is the genre chapters, which provide lists of between seven and fourteen annotated titles with an additional bibliography that includes titles only. the authors have assigned grade levels to each book, and each genre has a separate picture book listing. each genre chapter also includes a short list of suggested questions for further discussion. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 30 the eleven genre chapters include: humor, adventure, non-fiction, fantasy/science-fiction, horror/mystery, sports, war, biography, history, graphic novels and realistic fiction. the listing for graphic novels is particularly helpful as a resource for boys who are reluctant to read and as such this resource supplements great books for boys by kathleen odean (ballantine books, 1998) which does not include graphic novels. for a more comprehensive listing of graphic novels, the authors suggest graphic novels in your media center: a definitive guide by allyson lyga and barry lyga (libraries unlimited, 2004). while the listings in each genre provide a good, but limited, selection of titles, a useful addition would have been for the authors to give us a clear idea of the criteria they used to select each title, as well as information on how the distinction was made between those accorded annotations and those that were not. the strategies section was somewhat disappointing, both in content and length. two pages of short oneliners (“always allow choice in book selection”; “be accepting of the reading needs of boys”) address strategies for schools, and another page addresses strategies for parents (“model reading”; “read the newspaper with boys”). however, little detail is provided. the strategies are supplemented by a short “whole school reading plan,” which incorporates suggestions for incorporating reading activities across the school. the book does include a helpful appendix of author information that includes brief information about the author, a list of all their book titles (useful for those who have read one by the author and want more) as well as web site links and contact information (even some author e-mail addresses) to encourage writing to the listed authors (for this reason, all those listed are living). a second appendix contains a list of recommended children’s magazines culled from the children’s magazine guide. complete author and title indexes complete the volume. while this book has little that is new or in-depth, it is a useful tool for teachers, librarians or parents looking for additional lists of books that will interest boys. the authors have previously written other titles on such topics as setting up book clubs and motivating teens to read. however, this particular book falls short on the promise of its sub-title, providing little in the way of practical strategies. those looking for additional instructional/classroom ideas might also look at to be a boy, to be a reader: engaging teen and preteen boys in active literacy, by william broza (international reading association, 2002), which includes instructional vignettes. librarians should also look at connecting boys with books: what libraries can do by michael sullivan (ala, 2003). while the latter book is aimed at public libraries, many of the ideas represented would translate equally well to school libraries. jacqueline m. borin is coordinator, public services at cal state san marcos library. e-mail: jborin@csusm.edu langley, a., gray, e., and vaughan, k. (2003). the role of the academic librarian. oxford: chandos. isbn 1-84334-057-7. $55.00 so you have your first job in an academic library and come with your newly minted library degree in hand. aside from being eager to get going in your new career what don’t you know about working in an academic library? if you are in a situation like this, then here is a book you need to read. the authors hope their work can bridge the gap between the librarian knowledge received in library school and the practical realities of working in an academic library. all three authors bring many years of their own experience to this book, coming from duke university and the university of north carolina at chapel hill. what they cover is very much a practical guide to working in the library starting with time management and organizational skills and concluding with tips on advancing your career. in the beginning there is still a lot to learn about being a librarian even after you receive your mls. their claim is that in library school no one offers a class on how to meetings work or the practical side of managing your email. if you have had another career before becoming a librarian, some of the information might seem obvious or repetitive. however, the authors believe it is important to be able to _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 31 model good information management skills if you want library patrons to do the same. so they give tips and tricks in every chapter on time management, organizing your desk, communication, and how to attend meetings. this occupies fully the first half of the book. the second half turns to library related chapters and then information on building your career. the two library-centric chapters deal with collection development in an electronic world and with public service in an electronic world. they outline what skills you need to have as well as what questions to ask as you begin taking on these responsibilities in your work. the better chapter is the one on public services because it discusses many of the latest issues, including the need for instruction skills and savvy searching in the course of doing reference. this book ends with three chapters on networking, career advancement and leadership issues in management. therein, the authors talk about the importance of networking with other librarians beyond your own library and what an important role that plays in career advancement. they also give tips on breaking into the world of publishing and research, an important advancement tool for many librarians. there is even a section on what to include in your c.v. and keeping it current. the last chapter covers leadership, which these authors equate with library management. whether you choose to agree with their suggestions or not, many current library managers would do well to read this chapter as well since it contains practical wisdom for managing others in a library setting. overall, the book has many good ideas and tips for making the most of your career as a librarian. at the end of each chapter is a reading list with many additional sources to help you expand on any chapter. for those of us already well into our careers, the next step would be the publication of another volume giving advice about mid-careers. kris veldheer is instruction librarian at graduate theological union. email: veldheer@gtu.edu macfadden, r., et al. eds. (2005). web-based education in the human services. published simultaneously as journal of technology in human services, volume 23, numbers 1/2 and 3/4. new york: haworth. isbn 0-7890-2629-5 hardcover. $69.95; isbn 0-7890-2630-9 paper. $34.95 the editors present a collection of articles dealing with particular aspects of bringing human service education to the web, give case studies of a few programs, and provide a compendium of web-based courses available. according to brenda moore, who authored a literature review that begins this volume, social work education had been slow to come to distance education. marilyn herie follows this with an analysis of the pedagogy of online education. jan steyaert addresses accessibility issues that limit use of web-based education for those with physical impairments, including such simple things as choosing colors not visible to those with color-blindness. robert macfadden addresses the emotional response (something often thought irrelevant to web-based learning) and the importance of using universally recognized methods of bringing emotion to a text-based environment. case studies of current projects are presented some several different locations around the world, and some describe cross-cultural projects. karen ford and rina rotgans-visser discuss their course offered in the us and the netherlands, stating that, “…internationalizing social work education helps students move beyond their typically ethnocentric perspective…” (148). while the volume presents some interesting material, this reviewer is not convinced it is worth the steep price. someone looking for the nuts and bolts of how to present on web-based class should certainly look elsewhere. debbie bogenschutz is coordinator of information services at johnnie mae berry library, cincinnati state technical and community college. email: debbie.bogenschutz@cincinnatistate.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 32 miller, w. p. and pellen, r. m., eds. (2004). internet reference support for distance learners. published simultaneously as internet reference service quarterly, volume 9, numbers 3/4. new york: haworth. isbn 0-7890-2937-5 hardbound. $49.95; isbn 0-7890-2938-3 paper. $29.95 this volume presents a series of articles from academic librarians about providing library service to distance learners. in actuality, these services aren’t devised expressly for distance learners, but make the same services used remotely by on campus students available to a wider audience. in the first article, anne marie casey provides a historical overview, and states that distance librarians-who had already been offering reference services by telephone, mail, and email, were among the first to support internet-based library resources, since for the first time local and remote users could have equal access to library resources. she details some services, focusing on her own experience at central michigan university’s off-campus library services (ocls) and some statewide projects such as the kentucky virtual library. marie f. jones focuses on the standards developed by the association of college and research libraries (acrl) and a review of the literature about local standards. turnage, carter and mcdonald present an interesting analysis of technology needs. the average distance user, their research suggests, has less knowledge of technology and more competing demands on their time. a constant challenge they see is the effort to get students to focus on using library resources, available through the library’s website, rather than searching the internet with popular search engines. other articles focus on chat reference, student services portals, copyright issues, and streaming media. libraries just dipping their toes into distance learning waters may be inspired reading about what others have done, and libraries reevaluating their own programs can use these programs as benchmarks. debbie bogenschutz is coordinator of information services at johnnie mae berry library, cincinnati state technical and community college. email: debbie.bogenschutz@cincinnatistate.edu miller, w. p. and pellen, r. m. (eds.). (2005). libraries within their institutions. creative collaborations. binghamton, ny: haworth. isbn 0-7890-2719-4. $59.95 in this book, contributors to sixteen chapters explore collaborations between libraries and non-library entities within an institution. for example, in one chapter, professors describe their experiences with team-teaching science library research/writing courses over a ten year period of time. in a chapter on integrating information literacy through collaboration with teaching faculty, authors describe the development of an overt informationcentered curriculum and its impact on student learning. in another chapter, authors compare collaboration experiences between instructional technologists and librarians at a large university with similar experiences in a small college setting. there is a chapter describing the joint-use library project in san jose, california, that combined academic and public library organizations into one. additional chapters describe librarians’ experiences working in a campus writing center, and discuss collaboration on collection management between librarians and library schools. in many chapters, authors describe the challenges they encountered with a project and offer suggestions for professionals embarking on similar collaborations. in sum, the editors offer ideas and suggestions about the types of projects in which many library institutions are currently engaged or that may be of interest to them. this book was published simultaneously as resource sharing & information networks, volume 17, numbers 1/2 in 2004. linda salem is education librarian at san diego state university. email: lsalem@mail.sdsu.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 33 poyner, a. (2005). enabling end-users: information skills training. oxford: chandos. isbn: 184334-108-5. $55.00 as libraries rely more and more on new technologies to offer acquisitions to their clients, it is evident that a strong end user education program is necessary to continue success with the users. it is surprising that only a handful of "user education" or "user satisfaction" monographs address this need for a general interest audience. as a result, enabling end users, the most recent entry, is a welcome addition to the field. written in a plain language guidebook style, the author’s objective is to find key issues relating to user education in libraries, and prepare associated training materials. the strategies employed are easily adapted to most library environments, including public and academic settings. occasionally, since the text has been prepared for a u.k. audience, the examples given may be a bit obscure for u.s. readers and the reliance on healthcare-specific topics and strategies might have been broadened to more diverse subjects. however, these are minor objections as the main purpose of identifying and addressing end user concerns and then offering practical suggestions is satisfactory. ms. poyner’s personal experience as a trainer is easily translated to readers who wish to become end user trainers, and employ some of the techniques described. as a result, this book is recommended for all libraries with an interest in preparing end user programs, especially when preparing guides for online materials. arthur tannenbaum is a librarian at bobst library, new york university. email: arthur.tannenbaum@nyu.edu _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 34 instructions for contributors about education libraries education libraries (el) is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. one electronic copy should be sent to dr. lesley farmer, editor, education libraries, california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840-2201. inquiries regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu. preparation of manuscripts 1. all manuscripts should be submitted with an electronic disk on a 3.5” disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the editor for alternative arrangement. 2. all manuscripts should be word-processed on 8.5 x 11” paper, double-spaced, with 1.5” margins on all sides. reference should appear on separate pages at the end of the article. do not use endnotes, footnote feature, or other such macro. 3. education libraries follows the publication manual of the american psychological association, 5 th ed. (2001). citations to electronic resources follow the “electronic reference formats recommended by the ala,” available online at: http://www.apa.org/journals/webref.html. 4. the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, the page should include no author information, but should include the manuscript’s complete title. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. 7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted on disk, along with an email attachment. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. authors retain their own copyright. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, prek-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. the deaf collection at the gallaude t university library by thomas r. harrington abstract this paper describes the special collection on deaf people and deafness in the gallaudet university library, washington, dc. the collection's background, history, and scope are given. its collection policy is covered, and the special classification system and subject headings developed for it are briefly described. access to the collection's holdings via the library's online catalog and various periodical indexes are discussed, as are its reference aspects. the paper concludes with a description of the gallaudet university archives and access to other deaf information through the library's www home page and other internet resources. introduction to best understand the special collection on deafness (the "deaf collection") in the gallaudet university library, it is first necessary to understand a bit about the university itself. gallaudet university's roots may be traced to 1 8 17 when thomas hopkins gallaudet founded in hartford, connecticut, the first permanent school for the deaf in america. thomas hopkins gallaudet was a young evangelical minister who one day encountered a little deaf neighbor, alice cogswell. noting her lack of education, and out of concern for her soul, he decided to see if she could eventually be taught to receive the word of god. gallaudet's success in teaching her the word "hat" led alice's father, mason cogswell, backed by other wealthy hartford residents, to request that gallaudet travel to europe to learn methods for teaching the deaf, and to establish a school upon his return. in britain, gallaudet met rejection from the braidwood family, which had a monopoly on deaf education in britain and which refused to divulge its proprietary methods of oral deaf education. in contrast, the french catholic-run school in paris, the world's first public school for the deaf, founded in 1 77 1 , welcomed him and freely shared its successful method of instruction through sign language. gallaudet eventually returned to connecticut, bringing with him laurent clerc, a graduate of the paris school. clerc became america's frrst deaf teacher of the deaf in the newly established institution that today is the american school for the deaf, in hartford. gallaudet later married one of the school's first female graduates, sophia fowler. one of thomas hopkins gallaudet's sons, edward miner gallaudet (also hearing impaired), followed his father into the field of deaf education. he first became a teacher in the school founded by his father. meanwhile, in washington, dc, philanthropist amos kendall found himself the guardian of several indigent deaf and blind children, and sought help in opening and staffing a school for them. kendall contacted the connecticut school, and edward was recommended to kendall and his board. edward accepted kendall's proposal, and in 1 857, when he was only 20 years old, he opened a school in a ramshackle building on kendall's washington estate, with his widowed deaf mother as matron. a few years later, the blind students were transferred to a school in maryland, and the dc school was devoted exclusively to education of the deaf. today, this school is the kendall demonstration elementary school for the deaf, which shares the gallaudet university campus-the former kendall estate-with its 1969 sibling, the model secondary school for the deaf, as well as with the university proper. edward saw the need to give deaf people not only the opportunity for a basic education, but for a collegiate education as well. after years of effort, he succeeded in getting a congressional charter to open the national deaf-mute college, a liberal arts school which accepted its first students in 1 864 with edward himself as its first president. female students were first admitted in 1887, and in 1 89 1 a graduate program was established. the college was renamed gallaudet college in 1 894 in honor of thomas hopkins gallaudet. in 1 987, by congressional legislation, the school became gallaudet education libraries vol. 22, no. 3 6 a r t i c l e s university; essentially formally rendering a status it had had, de facto, for many years. the following year, national and international attention was riveted onto gallaudet university for a week, when students took over the campus in a successful protest against the university's board of trustees appointing yet another hearing person as its president. the outcome of this protest was the appointment of gallaudet's and the world's first deaf university president, and greater deaf representatio n in the university administration. during most of the 1 35-plus years of its existence, gallaudet university was the world's sole collegiate program for the deaf. not until 1 968 did an alternate technical-college open in upstate new york and also only in the 1960s and 1 970s did regular colleges and universities begin to offer special support services to allow deaf people to attend their programs too. however, gallaudet university remains the world's only accredited liberal arts university for the deaf, and continues to be a collegiate mecca for the deaf, enrolling just over 2000 undergraduate and graduate students annually. the student body comes from every state of the union, represented in rough proportion to the relative populations of the states. in addition to scholarships and financial aid, many students obtain financial assistance from their state vocational rehabilitation agencies. . � the ratio of undergraduate to graduate students is about 61% to 39%. the undergraduate program is restricted to deaf people only, but the graduate program is open to both deaf and hearing people. over 25 undergraduate majors are available, master's degrees are awarded in 15 areas of study, and five doctoral degrees may be earned. gallaudet university is unique in the world and about ten percent of gallaudet students come from dozens of other countries all over the globe. international demand is actually higher than this, despite u.s. congressionally mandated and significantly higher tuition rates for foreign students. nevertheless, the congress has capped the foreign enrollment at that percentage. gallaudet university quickly gained worldwide renown as a center for research in deaf education and related areas, and its graduates were, and still are, prominent leaders . i n the ameri . can and worldwide deaf community and great contributors to society at large. the world today looks to gallaudet university as a pri . mary resource for education, research, information, and leadership for deaf people. it is in this background that the deaf collection was born, grew, and operates today. education libraries vol. 22, no. 3 brief history of the library and the deaf collection like any self-respecting college, gallaudet university had a library from its start in 1 864, though this had attained a size of merely 102 1 books when it received its first dedicated home in 1 876 (atwood, 1964 ). its original core was the professional reference collection transferred from the kendall school library, augmented as needed by additional book purchases to support the college curriculum. the main collection grew along conventional american college lines, and today has a fairly typical small liberal arts university collection. the library collection now totals about 234,000 books plus thousands of videotapes, microforms, and other media. the balance of this article is concerned only with that part of the library collection, which makes gallaudet unique: the deaf collection. although the early professional reference col lection undoubtedly contained a few books on deaf education, the deaf collection really began in 1 873, when president edward miner gallaudet learned of a special book collection put together by a british educator of the deaf named charles baker. this private collection was assembled during a period of over half a century and contained representatives of almost every book ever published in the world, in any language, and relating to deafness, from a very rare 1546 work up to that time, totaling some 533 books in all. edward miner gallaudet scored a major coup when he was able to buy this collection from baker's estate. each title was proudly listed in the college's 1874 annual report (seventeenth annual report, 1 87 4 ) . the astute reader will have noticed that the baker collection made up half of the college's entire library at that time! because of its value as a historical research collection, not only in deaf education and deaf history but also in related areas such as the history of early printed books, the history of certain religious orders, or medical history, arrangements were mad . e many years later to have the baker collection microfilmed by umvers1ty microfilms, inc. (umi). this made copies of its rare books more readily available to others. the baker collection still forms almost all of the special catalog of deafness-related materials available on microfilm from umi. the original baker collection books today are preserved in a vault by the gallaudet university archives, with bound photocopies and microfilms of most volumes (made during the 1970s) available for circulation. about 5,300 additional rare tomes have joined the baker collection in the vault of the archives; most of them published between 1 870 and 1 930. a r t i c l e s 1 a few selected treasures from the baker collection and the other rare books added over the years include: lhdag:ine, .bs:ph ab. chiromantia. london?: apud petrum drouart, 1546. bonet, juan pablo, reduction de las letras, y arte para ensefiar a [h]ablar los mudos. madrid: f. arbaca de angulo, 1620. defoe, daniel. the history of the life and adventures of mr. duncan campbell, a gentleman, who, tho ' deaf and dumb, writes down any stranger's name at sight . . . london: e. curll, 1 720. syle, henry winter. a retrospect of the education of the deaf .. philadelphia: w.r. cullingworth, 1 886. a very few typical recent acquisitions include: baynton, douglas c. forbidden signs: american culture and the campaign against sign language. university of chicago press, 1996. fleischer, flavia. mom and dad, your deaf child is ok only if . . [ videorecording]. pittsburgh, pa. : debee communications, 1 997. kelly, kitty. the royals. new york: warner books, 1997. [because queen elizabeth ii's mother-in-law was deaf. ] nihongo shuwaliten [=japanese sign language]. tokyo: zen nihon roa renmei, 1 997. over the years, the baker collection nucleus has continued to build to the point where, at over 9 1 , 100 volumes, gallajjdet's deaf collection is by far the largest of its kind in the world. it attracts scholars and researchers from around the globe as well as ably supporting the university's various programs i n deaf education, deaf studies, audiology and speech/language pathology, sign language study and linguistics, and more. scope of the deaf collection the deaf collection attempts to be comprehensive. as nearly as possible, copies of every deaf-related book or other item published anywhere in the world, in any language and any physical format, are obtained for addition to the collection . the scope of the deaf collection includes works about deafness, deaf people, education of the deaf, sign language and other means of communication, assisting devices, legal aspects, and many other related fields within a "deaf' context. books not entirely concerned with one of the above may still be added to the deaf collection if they contain a chapter or other substantial material not readily available elsewhere, as for example, a text on social work to minority groups that includes a chapter on serving deaf hispanics. "deaf' is loosely defined as any degree of hearing impairment that significantly affects a person's life, thus "hard of hearing" people and subjects are also included in the deaf collection. amongst the deaf collection as well are works by deaf and hard of hearing authors, whether or not the works themselves are deaf-related, and works about "hearing" people with significant ties to the deaf field, such as alexander graham bell (originally a teacher of the deaf) and amos kendall (postmaster general of the u.s. under president andrew jackson, and a philanthropist whose home estate eventually became the campus of gal l audet university). other related areas include, as examples, the use of deaf sign language in communication experiments with apes, and non-deaf sign languages from around the world such as those of the plains indians or of cistercian monks. very technical medical works on the ear are not included, however. it is assumed that the thousands of medical libraries "out there" more than adequately cover this area. budgetary realities since the early 1 970s, plus an explosion in the number of new works being published in the field, have meant the deaf collection has long been short of the ideal of comprehensiveness, but in the past couple of years the gap has begun to close slowly. budgetary-driven compromises with the ideal of comprehensiveness have included, among other things, ceasing to purchase republished editions or foreign-language translations where there already is an english-language edition, or simply not purchasing very expensive items (notably films during the pre-video era), and slightly narrowin g the scope of the comprehensive collection to exclude some peripheral areas not strictly related to deafness, such as acoustics or stuttering. however, works in these areas are still purchased as necessary to support audiology and speech/language pathology courses at the university. since the early 1 960s if not before, there has been a policy of obtaining, if possible, two copies of every deaf-related book or other item. one copy, or the sole copy if no other is available, goes into a "copy one" collection which is stored in closed stacks. this copy one collection is to insure the preservation of a representative copy of that title. second copies go into a separate circulating collection on open stacks, and may .be borrowed like books in the general collection. many titles also have third, fourth, etc . , copies purchased for anticipated demand or obtained as a result of luck in materials donated to the library. those additional copies also go into the circulating collection. funding for purchases of materials for the deaf collection is primarily through an allocation of funds from the library 's annual budget, similar to the allocations made for purchase of materials in other subject areas for the general library collection. in each of the two most recent fiscal years, this deaf allocation amounted to about 8 percent of the total l ibrary materials allocation, not including periodicals. an endowment fund especially for the deaf collection also exists, which provides some supplemental funds. education libraries vol. 22, no. 3 s a r t i c l e s should a library patron need to use a book for which the library has only a "copy one", or for which all circulating copies are currently out, the patron may request the use of the "copy one". a l ibrary staff member then fetches this copy, which may be used only within the library. a general exception to the two-copy policy is with microforms, since it is assumed that replacement copies can be obtained from the microfilm vendor if necessary. the deaf collection currently · includes nearly 4,000 monographic works on microfilm, mostly doctoral dissertations and masters' theses but it also includes a number of older deaf-related books long out of print and for which no original paper copy could be obtained. not included in this figure are deafness-related periodicals on microfilm, which are discussed below. also not counted are hundreds of deaf-related documents that are contained within the educational resources information center (eric) microfiche collection, of which gallaudet has a ful l set. since the deaf collection is intended to serve as a historical resource in addition to its many other research functions, it is never weeded. the only time materials get withdrawn is when circulating copies become lost or so worn as to be no longer usable. "copy one" books remain in the collection forever. because of the breadth of the deaf collection, it is constant and often difficult work to identify, order, and receive materials for it. many materials, of course, are easily identified through clear and unambiguous titles. others, though, are less apparent and additional research or detective work may be needed to determine whether or not an item "belongs" in the collection. resources such as books in print (bip) are frequently not specific enough; for example, there are several novels featuring deaf charact�rs, but bip does not indicate this fact. a similar problem exists for identifying books not on deaf-related topics, but written by deaf authors. then there are misleading titles: a recent book called sign language turned out to be about autographs of professional athletes ! many foreign-language deaf books are found by scanning foreign-language deaf periodicals, which demands recognition of dozens if not hundreds of foreign terms referring to deafness and other concepts, as well as the bibliographic and vendor information needed to secure the item. in 1 997, a new search resource became available in the form of a few foreign counterparts of books in print that have been posted on the world wide web. this has proved very helpful for discovering deaf-related spanish, ger�an and dutch books, but other languages remain a problem, due either to the lack of available national databases on the web, to linguistic barriers, or both. education libraries vol. 22, no. 3 deaf periodicals the policy of attempted comprehensiveness i ncludes periodicals. over 1600 deaf-related periodical titles, from the early 1 800s to the present, are held by gallaudet university. in addition to the expected professional journals such as the american annals of the deaf, volta review, and acta oto-laryngologica, this collection includes a high percentage of small, obscure and local periodicals such as deaf school newspapers, deaf community club and church newsletters, and various national and international deaf organization bulletins. a few examples of the latter group include silent sourdough [alaska association of the deaf], deaf catholic, silent reminder [from a deaf church in dallas, texas], and network:newsletter of the national association of deafened people. this helps explain why, out of the total number of titles, some 1 1 53 are closed or "dead" titles, those types of serials having a high mortality rate. some periodicals not usually thought of as "deaf-related" are also included, one good example being gorilla: journal of the gorilla foundation, which is in the collection due to the gorilla foundation's use of american sign language to communicate with the famous koko and other gorillas. international deaf-related periodicals are also well represented. a few examples include das zeichen (germany), otologia fukuoka (japan), four corners: newsletter of the western australia deaf society, v edinom stroyo (russia), and kuurojen lehti (finland). subscriptions to deaf-related periodicals consumed about 10.9 percent of the total gallaudet university library periodicals budget in the 1998 fiscal year. grant funds during the late 1 970s and early 1980s were used to microfi lm and preserve many old and rare deaf-related periodicals that were deteriorating from age and acidic paper. deaf collection cataloging since the gallaudet university library is often the first american library to receive a copy of a deaf-related work, particularly those published outside the u.s. , it is more often than not the "cataloger of record" for a deaf-related work. the l ibrary contributed thousands of original catalog records to the old national union catalog, and continues to input thousands of original records into the oclc network. cataloging follows standard aacr2 rules, often with an added note to identify the "deaf' connection. the large percentage of material in less-common foreign languages often requires requesting translation assistance from �e university's foreign-language department and from catalogmg , a r t i c l e s 9 colleagues in other area university libraries and at the nearby library of congress. several times over the years, the library of congress has contacted the gallaudet university library to solicit input on changes to lc cataloging practice on deaf-related matters. one example of this is the recent adoption of a new marc language code for "sign languages"; other advice has concerned subject headings for various national and ethnic sign languages, and the issue of where to indicate in a cataloging record to the presence of captioning in a motion picture or videorecording. deaf collection classification system as the deaf collection grew, in the 1 950s it was recognized that no existing library classification system provided enough specificity or fineness of division to serve the need of the growing collection. one would have to be devised in-house, and this was done by a cataloger who had sole responsibility for the deaf collection. the first attempt at a classification system was a very simple one. in this system, all deaf collection call numbers began with the letter "d", separated from the rest by a space, to identify the deaf collection. this was followed by a single letter identifying a broad class, such as "b" for biography or "e" for education. this system did not attempt fine subdivisions at first, but allowed for future subdivision of classes by adding a number to the base letter. for example, the subclass "b 1 " separated collective biographies from standard one-subject biographies in "b". as it happened, this extension was seldom done, possibly because of the time and labor required to go back through a category and reclassify and relabel it and to change all the catalog cards. the system's creator had retired in 1968, and with the "information explosion" of the 1 960s1970s, her successors could not keep up with the continuing development of the system in the face of other cataloging demands. the classification letter was followed by another space and then a cutter number to organize the book by author and then title within each class (turner, 1 968). by the mid1 970s, this simple classification system had become too unwieldy as the deaf collection continued to grow. each category had become too general, containing too many books for easy scanning and retrieval. an entirely new system was devised; this time based on the dewey decimal classification system, which had already been in use for decades in the library's general collection. this consisted basically of casting the entire existing· dewey system within a "deaf' context, with the word "deaf' appended at the beginning of the number to distinguish it from a general collection number. thus, for example, a work on american deaf history is classified as deaf 973, 973 being the regular dewey class number for american history. likewise, works about deaf education in russia go into deaf 370.974, that being the standard dewey number for russian education. library services to the deaf goes into deaf 025.5, etc. however, even this principle was not adequate for certain categories. for example, standard dewey jams all audiology -related works into 6 1 7.89 and 61 8.92, clearly inadequate for the thousands of audiology-related works in the deaf collection. it was necessary to rewrite the entire 6 1 0s (medical) classification to expand the numbers available for dividing up the audiology works. similarly, the existing 400s (languages and linguistics) did not allow enough detail to cover all the various methods of deaf communication. as one example, since american sign language and british sign language are totally different languages, they cannot be classed together, as dewey does for american and british english (420s). american sign language consequently gets the deaf 420s to itself, while british sign language finds itself displaced to the otherwise underutilized deaf 480s. the rest of the deaf 400s had to be rewritten to account not only for other national and ethnic sign languages, but also for other deaf communication systems such as pidgin sign languages, speechreading, cued speech, and others. other dewey classes likewise h ave had to be modified or expa nded to accommodate the deaf collection with enough classification detail. this modified dewey system is created and maintained in­ house by the gal l audet university library ' s c ol lect ion management department. deaf collection subject headings just as existing classification systems were found inadequate for the scope and detail of the deaf collection, so existing subject headings lists were grossly inadequate. early efforts basically used then-existing library of congress (lc) subject headings, frequently with the subheading "-deaf' appended. some additional terms were borrowed from the subject headings list of the national library of medicine, especially for medical-related terms (turner, 1 968). this early list revealed its limitations after a couple of decades, and a new deaf subject headings list had to be created in-house during the mid1970s. the lc subject headings then being considered too obsolete in many ways, the new deaf collection subject headings drew heavily upon the "thesaurus" established by the educational resources information center (eric), which had been established in the late 1 960s for the education libraries vol. 22, no. 3 10 a r t i c l e s indexing and abstracting of hundreds of education-related journals, including several in the fields of deaf education and education of disabled persons. this eric thesaurus, not being bound by a century of "legacy" cataloging, was generally much more up-to­ date in terminology and approach, and was adopted as the basis of the deaf collection subject headings. however, lc subject headings were often used where an eric term was just too different or too incompatible with the existing lc subject headings already used for the general collection. just as the deaf classification system basically used the dewey decimal classification system within a "deaf' context, the deaf subject headings generally adopted eric or lc terms within a "deaf' context, usually adding the subheading "-deaf' to distinguish them in the library catalog from similar subjects used for the general collection. many deaf headings did have to be created from scratch, and still are as needed, to cover subjects not conceived of in eric or lc, or which are uselessly submerged under a broader term in those systems. during the 1980s, eric made a major overhaul of its thesaurus, which generally made its subjects less precise and less useful for the purposes of the deaf collection . in the meantime, the library of congress finally began to update its subject headings as computerizat ion made that effort m ore practica l . as consequences of these two actions, the evolution of the deaf �ubject headings has tended to converge back toward the lc model, especially after a mid1990s revision. in the deaf collection subject headings, the term "deaf' is used for all degrees and types of hearing impairment or hearing loss. there is no subject heading for "hard of hearing" or any equivalent term; all are simply "deaf'. this avoids the ambiguity involved in trying to draw lines between "deaf', "hard of hearing", and "hearing", since each category shades into the other with no clear divisions, and different people draw the lines in different places. aladin access catalog access to the deaf collection, as well as the rest of gallaudet's holdings, is through aladin, the joint online catalog of the seven-member washington research library consortium (wrlc), of which gallaudet is a founding member. in-libr�y access to aladin is through endeavor voyager software, runnmg a windows-based interface on dedicated telecommunications lines. outside the library, access is available through a world wide web interface, either i ndirectly through the gallaudet . university library's web home page or directly at http://www.aladm. wrlc.or�. the library code "ga" identifies those items at gallaudet, and it is also possible to restrict a search to gallaudet holdings only. education libraries vol 22, no. 3 online periodical indexes a major problem for researchers is that the vast majority of deaf-related periodicals lack any kind of indexing anywhere. only a few professional journals have indexing, and that is often inconsistent or incomplete. for example, although psychological abstracts/psychlnfo includes articles from the american annals of the deaf, the volta review, and one or two other deaf-related professional journals, the indexing is not comprehensive. only the psychology-related articles have been selected for indexing in that database. the problem is particularly acute for the growing field of deaf studies, which still relies heavily upon articles published in the "popular" deaf periodicals. unfortunately, these lack their own indexes and are invariably ignored by such regular commercial indexing services as h.w. wilson and umi's proquest, despite having larger circulations than many of the specialized journals covered in those commercial databases. therefore serious researchers must be prepared to spend hours manually flipping through and scanning years of those deaf periodicals guessed to be most likely to contain desired articles. to partially alleviate this lack of indexing, a "homegrown" pc-based index was begun in 1 995 to give access to the articles in four of the most popular deaf periodicals: deaf life ( 1 987-date), silent worker ( 1 9481 964 ), deaf american ( 1 965-date), and deaf nation ( 1 995-date). a subject-order printout is available for consultation at the reference desk, and there are plans to eventually mount the database for public searching via the gallaudet university library's world wide web home page. this index database continues to be expanded, and additional periodical titles will be added once i ndexing of the original four has been completed. investigation is also proceeding on the scanning and conversion to machine-readable text of older deaf periodicals that are no longer covered by copyright. as an additional search aid, a handout is available listing those deaf-related periodicals having complete or partial indexing, where this indexing can be found, and the years covered by the indexing. reference librarian as subject specialist and selector the modest size of the gallaudet university library means that there are no full-time subject-specialist librarians as found in many larger universities. rather, seven professional librarians ':"ho participate in general reference services also take on part-time "liaison" duties for different academic departments and fields, plus selection of materials for those areas. this author, one of those reference librarians, has the responsibility for the deaf collection and for related academic departments, including deaf studies, sign a r t i c l e s 11 language, general l inguistics, interpreting, audiology, and speech /language pathology. this responsibility extends to handling the more difficult deaf-related reference inquiries from inside and outside the gallaudet campus and around the world. he is also responsible for identifying and selecting all the deaf-related materials to be added to the deaf collection. deaf reference deaf-related reference inquiries come into the gallaudet university library from all types of sources, from all around the world, by all kinds of means. they include walk-up inquiries by gallaudet and visiting undergraduate students, graduate students, faculty and staff at the reference desk; letters and e-mails from around the u.s. and the world, from elementary school students to academic researchers; faxes, telephone, and tiy calls; and referrals from other campus departments, outside agencies, and individuals. all l ibrarians and other library staff can and do routinely use sign language, and itys are used both by deaf and hearing library staff to receive telephone calls from deaf patrons and to call them back. all reference librarians take deaf-related questions and usually are able to answer them satisfactorily; however, roughly five percent require more in-depth knowledge to answer, and are then referred to the reference librarian with special responsibility for the deaf collection. � this latter librarian has also developed various aids to finding deaf-related information. in addition to research bibliographies and "pathfinders", these include an ongoing index to articles in four popular deaf periodicals, and a "frequently asked questions" (faq) file at the reference desk to answer recurring deaf questions for which it is difficult to find the answers. at gallaudet, reference librarians are also responsible for bibliographic instruction (bi) of students. the "deaf' librarian provides bi for courses in deaf studies, audiology and speech /language pathology, and other related areas, including "liaison" with faculty teaching in those areas, encouraging and facilitating library support of their courses. the gallaudet university library has a good working relationship with the national information center on deafness (nicd), also located on the gallaudet university campus. nicd generally handles recurrent inquiries that can be answered by materials prepared in advance, while the library usually gets those inquiries that require some digging to answer. information requests are often passed between library and nicd, depending on which is the most appropriate source for response to a given inquiry. both units frequently make use of materials developed by the other. as with other types of reference questions, those related to deafness run across a broad spectrum of topics, depth, and ease of answer. a few typical deaf reference questions from inside and outside gallaudet university include: "is it true that the statue of abraham lincoln, in the lincoln memorial at washington, is forming the manual alphabet letters 'a' and 'l' with his hands?" "how many deaf people are there in the united states?'' "what information is available on the status of deaf women in italy?" "my cub scout pack wants to learn how to do the star -spangled banner in sign language. is there a book that shows how?" "where can i locate scholarly research on the sign language of australian aborigines?" "can you find anything about deaf people who were sterilized or killed under the nazi germany policy of 'eugenics' ?" "please send me everything you have about helen keller." (this one gets a form response gently redirecting them to their local libraries, to nicd handouts, and to their own on-line searching of the gallaudet library catalog). gallaudet university archives although the unjversity library has had archival preservation responsibilities at least since the mid1 950s, it was not until the early 1970s that the gallaudet university archives were established as a formal department of the university library. it continues to be a separate department of the library, though budget cuts in recent years have forced a reduction in the archive staff to just two full -time custodians and one half-time cataloger. in addition to organization and preservation of manuscripts, photographs, artwork, realia, university publications, papers of the university administration, and other materials relating to the history of gallaudet university, the archives also seeks, organizes, and preserves materials relating to the history of deaf people and deaf education in general. many deaf people and hearing people working with the deaf have donated and continue to donate personal and official papers, photographs, artwork, and other artifacts to the archives. in 1 995 , the archives began a deaf history pilot "multimedia" project on the world wide web, putting online various original resource materials all related to one particular topic. this project may be visited online at http://www.gallaudet.edu/ -archives/dhpilot.html. researchers often use copies of photographs from the archives' collection to illustrate published books. photograph duplication is available for a fee, and publication permission for photographs and other original materials may be negotiated. education libraries vol. 22, no. 3 12 a r t i c l e s due to its limited staff, the archives is only open during "business hours", far more limited hours than the rest of the library. however, with at least two week's advance notice, a researcher can make arrangements for a weekday evening visit. world wide web as with many other organizations these days, the gallaudet university library has its own home page on the world wide web. it can be reached through the university's general home page, or directly at http://www.gallaudet.edu/-library/. through it may be found information on the library's hours of operation, policies, staff, and hints for v isitors, as well as many online resources. these resources include bibliographies and research guides; l inks to information databases not available through aladin; online versions of many library handouts; links to other library catalogs and sites giving guidance in researching on the web, and to other extensive lists of deaf-related sites; and the university's copyright policy, among other things. through the gallaudet university library home page, researchers may also link to and search the aladin catalog as well as the web itself through the infoseek search engine. summary . the gallaudet university library's deaf collection is a unique international resource, the world's largest research collection in the field of deafness, deaf people, and related areas. its challenges have required the creating of its own classification system and subject headings, and to give best access to its riches, it is the specialty of one reference and instruction librarian. the gallaudet university archives contributes greatly to the deaf collection through its acquisition, cataloging, conservation and preservation of original source materials and rare publications. the deaf collection is open and accessible to all for research on all levels, through an online catalog as well as a walk-in service and through the world wide web. education libraries vol. 22, no. 3 bibliography atwood, albert w. ( 1 964). gallaudet college: its first one hundred years. lancaster, pa.: intelligencer printing co. , p 1 271 28. seventeenth annual report of the columbia institution for the deaf and dumb, for the year ending june 30, 1874 (1874). washington, dc: government printing office, p 13-37. turner, lucile (1968). cataloging materials on the deaf in the edward miner gallaudet memorial library: a manual. washington, dc: gallaudet college. thomas r. harrington is a reference and instruction librarian at the gallaudet university library, washington, dc. a graduate of gallaudet university, he was also the first deaf person to earn a m.l.s. from the college of library and information services at the university of maryland in 1974. he has worked in reference and media services at the gallaudet university library for over 25 years. he contributed a chapter entitled "video services for the deaf" to g ary handman ' s 1 994 work v ideo collection development in multi-type libraries. fax: (202) 65 1 -5213 ; e-mail: thomas.harrington@gallaudet.edu t h e pri son l i br ary: a vita l li n k to edu cation , re ha b ilitation , a n d recr e ation by vibeke lehmann abstract this article has been adapted from a paper presented by the author in cienfuegos, cuba, november 1999 at the invitation ofuneac (union nacional de escritores y aristas cubano) and the provincial public library in cienfuegos. in cooperation with other prison programs the prison library plays a critical part in the education and rehabilitation of incarcerated persons. the background, roles, services, and ways in which the modern prison library can meet the needs of both inmates and prison staff are examined in depth. international and national standards exist as tools that cover all aspects of prison library operations. the most vital link in the operation of such libraries is having competent, well-trained, enthusiastic, and patient library staff equipped with the special human skills needed to deal with difficult prison patrons. background on prison libraries and their patrons incarcerated persons generally have the same reading interests and information needs as individuals in the free world; they can, however, be considered disadvantaged by the mere fact that they do not have physical access to libraries in the outside community. demographic data show that they are further disadvantaged by a disproportional high level of illiteracy, lack of educational attainment, insufficient vocational skills, and a high rate of mental illness. and emotional instability. this is certainly the case in north america and western europe, the geographical areas with which this author is most familiar. very little research has been published on the nature and extent of prison libraries in other parts of the world, so any generalizations and conclusions made in this paper pertain primarily to the situation in the united states, canada, and western europe. in these countries most prisons provide access to reading materials for recreational, educational, and informational purposes; many have well-established libraries that function much like regular public libraries or combined public/school libraries. in the united states alone there are over one thousand libraries in correctional facilities (prisons) operated by state and federal government authorities, as well as hundreds more library service arrangements in local jails and detention centers. . much progress has been made over the last three decades in both north america and europe in developing professionally staffed prison libraries, mainly through the efforts of national library associations, state library agencies, public library systems/authorities, and academic institutions. the governance model for prison libraries may take the form of contracted services between public libraries and/or institutions of higher learning, an operation managed solely by the prison authority, and possibly formal or informal arrangements by volunteer groups. it is not unusual to see a combination of these service methods in a single institution. regardless of the funding and staffing source, librarians who choose to work in prisons face some very special challenges. before examining the roles and services of the prison library, it may be informative to take a look at the purpose of imprisonment today, the size and composition of incarcerated population groups, and the needs the library can fill for both inmates and prison staff. education libraries vol. 24, no. 1 s a r t i c l e s over time, the western world has seen changes in the philosophy of what constitutes the nature and purpose of incarceration in society. today there is still considerable difference among nations on this issue, a fact that is reflected in their widely varying incarceration rates. the pendulum has swung back and forth between emphasis on rehabilitation and punishment/retribution. today most western nations attempt to strike a balance between rehabilitation of the offender and public safety. recently the concept of restorative justice (making the offender "whole") has begun to influence prison programs. rehabilitation, that is, preparing the offender to function productively as a law-abiding citizen in society, is very costly. such programs as academic and vocational education, drug and alcohol treatment, and psychological and social services usually suffer when incarceration rates rise. the united states today has the dubious distinction of having doubled its incarceration rate in the 1985-95 decade, although overall crime rates have remained virtually unchanged. according to data by the u.s. department of justice statistics, the u.s. incarceration rate is 600 per 100,000, only surpassed by russia with 690. in contrast, the incarceration rate in scandinavia is 62, the netherlands 65, germany 85, spain 105, and japan 37. with a total prison and jail population today of over 1.5 million, the united states has experienced a major prison construction boom over the last fifteen years. most of these new facilities include a library with general interest materials and legal collections. hundreds of new prison librarian and support staff positions have been created, but the supply of qualified candidates has not kept up with demand. professional librarians work in both adult and juvenile institutions and their patrons range in age from school children to older adults. in the united states, the fastest growing inmate group is the elderly, primarily due to increasingly longer sentences, less frequent use of parole, and the higher percentage of the incarcerated population being violent offenders. due to overcrowding, non-violent offenders are more likely to be supervised in less restrictive community settings. the incarceration rate of racial/ethnic minorities is disproportionately high, and the percentage of nonor limited-english speaking inmates is growing, primarily hispanics and southeast asians. in some states, the percentage of inmates with drug and alcohol treatment needs is as high as 60 or 70 percent. a large number of inmates (bet�een 50 and 60 percent) have not completed high school, and many adults and juveniles associate the traditional school system with a long string of academic and personal failures. this fact is, of course, related to the offenders' lack of vocational skills and their inability to find and maintain gainful employment in today's technology dominated job market. the next logical step in this vicious circle is often the commitment of a crime. education li braries vol. 24, no. 1 one can safely say that incarcerated persons have a large number of unmet needs, which translate into a high demand for information, learning materials, and self-improvement resources; the library, in cooperation with other prison programs, can play a vital role in meeting these needs. inmates who want to use their time constructively are likely to become avid library users. when time comes to prepare for release, the prison library can provide them with a wealth of job and career related materials as well as community information that may help them survive the first critical months on the outside. prison library standards and guidelines today both international and national standards exist as tools for the development and management of prison libraries. in 1995, the international federation of library associations and institutions (ifla) published its second edition of guideli nes fo r lib rary se rvices to p risone rs , developed by the section of libraries serving disadvantaged persons. this document adheres to the philosophical framework of rule 40 of the u nited natio ns sta nda rd mi ni mal rules fo r the treat ment of p riso ne rs , which reads: "every institution shall have a library for the use of all categories of prisoners, adequately stocked with both recreational and instructional books, and the prisoners shall be encouraged to make use of it." the ifla guidelines also reference the charter for the reader (1994) by the unesco international book committee and the international publishers association, that argues that reading is a universal right. the unesco public library manifesto (1995) further states that public libraries have an obligation to serve prisoners. the ifla guidelines were developed with the assumption that all citizens, including prisoners, are entitled to have access to information, and that libraries providing this access should be located within the prison facility. further that the prison library should be an essential part of the social and cultural environment of the prison and that prisoners should be given sufficient time to use it. the prison library should be an integral factor in the educational, social, and cultural life of the institution and serve to stimulate the intellectual, social and cultural development of the prisoners. where the education program is a high priority, library staff should work jointly with the teachers to integrate library resources and materials into the curriculum and to stimulate additional independent study. further, the library should encourage a climate of intellectual freedom, curiosity, responsibility, creative inquiry and cultural sensitivity, and should assist prisoners in preparing for re-entry into society. a r t i c l e s 1 the ifla guidelines for library services to prisoners are meant to serve as a guide in the development of national guidelines in individual countries, where they can be easily modified to conform to local circumstances. under these general principles, the document addresses all aspects of good library service and operation, including policies & procedures; staff levels and qualifications; collection development; physical facilities & equipment; funding; user services; and library promotion. in the united states, the american library association (ala) in 1992 published library standards for adult correctional institutions and in 1999 the library standards for juvenile correctional facilities. both are tools for the planning, implementation, and evaluation of library services and define acceptable levels of service. working groups with broad knowledge and experience in the field of professional librarians and correctional administrators have developed these documents. they cover all aspects of library operation, including the integration of new information technology. quantitative recommendations are based on data collected in a national survey of prison libraries, and both publications include such fundamental documents as the library bill of rights, the resolution on prisoners right to read, and the freedom to read statement. in great britain, the library association in 1997 published their guidelines for prison libraries. besides being very specific about service levels, collections, and staffing, this document includes essential policies by the british prison service. it also contains the competencies required for all library staff, as well as the training modules they must complete. it emphasizes the need for a wide variety of materials to meet the needs of persons from many different ethnic and linguistic backgrounds. these three guidelines and standards documents provide a solid foundation for library associations or government agencies in other countries that are just beginning to plan or establish prison libraries. other helpful publications are libraries inside: a practical guide for prison librarians (1995), which is being used as a textbook in many library school courses in the usa, and down for the count: a prison library handbook. th� modern prison library what are the most important roles of a modern prison library? they are not very different from those of a public library. in 1992, rhea joyce rubin developed a library planning model specifically for prison libraries that has been used in the states of massachusetts and wisconsin in the united states. this model evolved from the widely used planning and role setting in public libraries (1987) and output measures for public libraries (1987) by mcclure et. al. rubin's planning process for wisconsin institution libraries: a workbook (1997) identifies the following possible roles for the prison library: (a) popular reading materials center (i.e. circulation of recreational reading materials) (b) independent learning centers (e.g. assistance in self­ directed reading for lifelong learning and personal needs, information on careers and vocational skills, reference services, and assistance with correspondence courses) (c) formal education support center (i.e. information on educational opportunities, and materials and services supporting adult basic education, english for non-native speakers, vocational education, and post secondary education courses) (d) leisure and recreation activities center (e.g. book discussions, film showings, cultural programs, and chess club) (e) legal information center (e.g. legal research tools, case materials, legal forms) (f) treatment program support center (e.g. resources to support substance abuse and anger control programs) (g) information center on outside community (e.g. re-entry information, contact information, social service agency referrals) (h) personal retreat center (i.e. place for patrons to find privacy, quiet, and independent choice) (i) staff research center (i.e. resource provider or clearinghouse for work-related materials and information g) school curriculum support center (in juvenile facilities, provide materials that supplement textbooks and enhance classroom activities and study). because of limited civilian staff, funding, and space, no single prison library can perform all these roles. often the librarian is the only professional employed and all support staff are inmate workers. the librarian must manage all aspects of the library operation and is forced to concentrate on services that have the most impact and serve the largest number of patrons. other factors influence the decision of which roles to emphasize. these include the size and security level of the institution, the method of library access (restricted or free movement within the institution), the demographics of the inmate population, the length of sentences the inmates are serving, and the range and nature of other activities and services available, such as treatment and education programs, social services, and inmate employment opportunities. whether the selection of primary and secondary roles is the result of a thorough needs assessment or simply dictated by necessity, the fact is that the majority of prison libraries in the united states see their primary functions as popular materials center and legal information center. the support role for independent learning is also very important, as is that of the education li braries vol. 24, no. 1 a a r t i c l e s community information center. inmates use libraries very heavily -up to ten times as much as people on the outside. if the library has a current and well balanced collection, indicators like circulation per capita and collection turnover rate (average annual circulation per item) can be very high ten to fifteen times that of a comparable public library. obviously, part of the reason is that the inmates constitute a "captive" audience. the library program does not function independently but operates within the larger prison environment, whose mission and security policies often conflict with the library profession's code of ethics and its belief in free access to information. the prison environment is an untraditional and inhospitable territory with priorities that challenge "traditional" librarianship and philosophy. how does one provide information freely in a tightly controlled environment with rules and regulations governing almost all aspects of daily life? how does one encourage library patrons to make choices about their reading matter and the pursuit of individuai interests, when in almost all other aspects of their lives they have no autonomy? how does one meet the information and diverse reading needs of a large multicultural population? some answers can be found by looking at what is actually happening today in libraries behind the walls. during 1997-98, the twenty -seven prison and mental institution libraries in wisconsin, usa, undertook a strategic planning project based on the previously mentioned pla nni ng process fo r wi sco nsi n i nstitutio n lib ra ries: a wo rkboo k. as the first step for developing an appropriate mission statement, and goals and objectives, the libraries conducted a thorough needs assessment which, among other things, identified those activities now performed and associated with the ten possible roles for prison libraries (see above). the library as a popular materials center attempts to build a well-balanced collection of popular current fiction, non-fiction and magazines. the librarians pay close attention to outside trends in the entertainment world, television and movies, sports events, popular music, and other recreational pursuits. they encourage and respond to patron suggestions. popular genres are mysteries, westerns, science fiction, crime & suspense, adventure, poetry, romance novels, as well as popular psychology, "how-to" books, and biographies of sports heroes, movie stars and entertainers. keeping up with the latest bestsellers is quite expensive, since many such titles are of marginal interest after initial heavy" use. balancing current interest items with a substantial number of proven classics seems a reasonable solution. to stretch the often-insufficient budget, most popular titles are obtained in paperback format; they may later, along with back issue magazines, be placed at the inmates' living units. education libraries vol. 24, no. 1 the library staff keeps up with the latest publications through book reviews and publishers' catalogs. they are trained in reader's guidance (steering patrons to a variety of titles by a favorite author or genre). all the libraries participate in the statewide interlibrary loan network, since the local collections cannot meet all user needs. the library as an independent learning center provides the patron with materials and tools for self-selected and self-directed learning and self-improvement usually referred to as "lifelong learning". prisoners have a lot of time to fill, and they can choose to use this time constructively: learn a new skill, improve existing knowledge and skills, make a contribution to others, or prepare themselves for a successful life after release from prison. the library is often a motivator for such activities, providing the inmates with materials that meet their interests and help them to survive and cope within the prison and on the outside. there are many prisoners who seek help in developing their artistic and musical skills, in learning to read for the first time, or in improving their reading and math skills, mastering a foreign language, writing and publishing stories and poetry, studying for a driver's license, learning computer skills, taking correspondence courses and participating in various prison volunteer programs. the wisconsin department of corrections is a certified affiliate of literacy volunteers of america (lva). in many of the prisons, the librarians are lva tutor trainers who train inmates to tutor other inmates. the librarians also do the student assessment and the evaluation of the tutors who work one-on-one with a student. the libraries also provide space and materials for the program and accept both english-and non-english speaking students (mostly spanish-speaking). another library volunteer program is the transcription of textbooks to audiotape. inmates do the recording and the production of braille texts. both of these media are for the use of visually handicapped students in the community and those with reading/learning disabilities. these volunteer programs create much positive publicity for the institution and give the inmates a sense of self-esteem and accomplishment. for those who want to stay in better touch with their children and be better parents, the prisons offer a program called "fathers sharing books." the library collects children's books and the inmates learn techniques for reading aloud to their children and discussing the content with them. the inmates in the program are allowed extra visiting time with their children, and the library supplies the visiting areas with books and educational toys. the fathers are also allowed to make videotapes of themselves reading the books and to send the tapes to their children, if the family cannot visit regularly. this program is very successful and has a long waiting list. a r t i c l e s 9 many prisons that house long-term inmates have both academic and vocational education programs. here the library plays an important role as a formal education support center by providing class-related materials, extra copies of textbooks, and collecting information for research and teacher assignments. these materials may consist of newspapers, journals, dictionaries, encyclopedias, and other subject specific items in either print or cd-rom format. many of the prison libraries now have multimedia computers for inmate use. reference activity is also high in these libraries, and staff often has to obtain additional materials and information through interlibrary loan or by telephone and fax. in the juvenile institutions, the educational role of the library, i.e. the school curriculum support center is of high priority, since school attendance is compulsory, just like on the outside. in the juvenile facilities, the librarians are certified instructional media specialists and usually teach a class in library and research skills. when the library provides an inviting environment and a helpful staff, it becomes a popular gathering place and a center for leisure and recreational activities. inmates, who initially come to the library to participate in library-sponsored events, soon discover the many other offerings and become avid readers and library users. the social and cultural activities may consist of film/video showings, lectures, book discussion groups, creative writing workshops, music listening, meetings of cultural and ethnic groups, art exhibits, and contests. some of the book discussion groups have inmate leaders; sometimes well-known authors are invited to discuss their works and conduct writing workshops. there are also film showings about the culture and customs of other countries, at times accompanied by ethnic music and food. exhibits are arranged around holidays and celebrations, e.g. hispanic heritage month, christmas, national library week, and the opening of the baseball season. the role of the legal information center ranks high in all u.s. prisons because of a constitutional mandate that requires prisoners to have access to the courts {i.e. the ability to appeal their sentences, research their cases, and sue over illegal or inhumane treatment). the prison librarians are familiar with legal reference and research and train inmate library clerks to assist other inmates in the use of the legal materials. maintaining a print based law library is very time consuming and costly and requires a lot of shelving space. with most legal publications now available in electronic format (cd-rom or databases on the world wide web), the libraries are converting to cd-rom. for security reasons, the prisoners are not allowed to access the internet. . this requires a cd-rom server and multiple computer workstations; the initial costs for hardware are high, but the annual upkeep costs have been reduced. as mentioned earlier, a large number of adult and juvenile inmates need treatment for drug and alcohol ad<l;iction and have many other psychological and behavioral problems. most of the long-term facilities have professional treatment services to help inmates with their addictions· and other dysfunctions. these services include individual and group therapy, self-help support groups, and classes to teach anger management, parenting skills, critical thinking and interpersonal communications. at such places, the library functions as a treatment program support center and provides materials for inmates to use on their own or under staff guidance. the wisconsin prison libraries have recently built extensive collections on substance abuse, physical health & fitness, and mental health (including materials for use in sex offender treatment programs). in order to keep informed about happenings in their communities and to prepare themselves for release and employment, the inmates use the library as a community information and referral center. in coordination with the social workers and the employment counselors, the library provides career and job information, ·helps prisoners to write job applications and resumes, and to practice job interviews. the library also provides referrals to, and addresses of employment and social service agencies on the outside. a current project focuses on establishing career/job information centers in seventeen of the prison libraries. the services include the use of interest and ability assessment tools (mostly computer software), videos about a large number of careers and jobs, and the preparation of a personalized pre-release checklist of skills and tasks that the inmate should master or perform before leaving prison. in addition, job agency staff and potential employers have been invited to give talks and conduct mock job interviews. prison is a very stressful environment for both staff and inmates. it is noisy and crowded with little privacy. life is highly regulated, and prisoners have very little autonomy. sometimes a person just needs to find a place for privacy, relaxation and contemplation. this is when the library becomes a welcome personal retreat center. nobody tells the inmate what to do or read, and he can exercise his own free choice, even the choice of doing nothing. the psychological service staff likes to send inmates under stress to the library to listen to music or practice meditation. education libraries vol. 24, no. 1 10 a r t i c l e s some of the prison libraries have also taken on the role of staff research center with separate staff collections on professional development, career advancement, employment tests, and miscellaneous professional materials, including newsletters, journals, training announcements, and research tools for various professions. this role is of secondary importance, since staff, unlike inmates, has the option of retrieving their information from outside the prison. conclusion it is obvious that a well-established prison library can meet a wide variety of needs and be very influential in the overall prison operation. it is, however, only as good as the professional library staff makes it. having a competent, well-educated, and enthusiastic staff is the key to a successful prison library. this author has examined the results of a 1995-96 international survey of library schools conducted by ifla's section of libraries serving disadvantaged persons. the majority of them still do not include services to prisoners in courses on how to serve users with special needs; there are only a few countries where prison librarianship is considered a viable career option. one should not conclude, however, that all librarians with the appropriate academic training and required professional experience are going to be successful working in a prison community. these individuals must also possess the personal and human skills needed to help difficult patrons with many special needs; they must have the ability to internalize and work with the values of a unique environment that is often filled with ambiguity. it is challenging work that requires flexibility, patience, emotional maturity, sound judgement, high tolerance for stress, and a sense of humor. but being able to make a difference in somebody's life is indeed a gratifying reward! education libraries vol. 24, no. 1 references annual statistical reports produced by adult and juvenile · correctional libraries, wiscor.sin department of corrections, usa. boden, liz, and collis, roy, eds. (1997). guidelines for prison libraries. london: library association publishing. galler, anne m. (1997). the inclusion of library services to disadvantaged persons in library school curricula, if la jou rnal 23 (516). kaiser, frances e., ed., (1995). guidelines for library ser vice to prisoners, 2nd rev. ed. the hague: ifla. library standards for adult correctional institutions (1992). chicago: american library association/ association of specialized and cooperative library agencies. library standards for ju venile correctional facilities ( 1999). chicago: american library association/ association of specialized and cooperative library agencies. mcclure ,charles r. et al. (1987). plannin g & role settin g for public libraries. chicago: american library association. rubin, rhea joyce. (1997). the plannin g process for wisconsin institution libr aries . oakland, ca: rubin consulting. rubin, rhea joyce and suvak, daniel, eds. (1995). libraries inside : a practical guide for prison libr arians. jefferson: nc: mcfarland & co. van house, nancy a. et al. (1987). output measures for public libraries. chicago: american library association. vogel, brenda. (1995). down for the count: a prison library handbook. metuchen, nj: scarecrow press. vibeke lehmann is library services coordinator, department of corrections, p.o. box 7925 madison, wi 53707, u.s.a. she is responsible for the administration of 29 libraries in state prisons and mental health facilities. she is the co-author of library standards for adult correctional institutions (ala/ascla, 1992 ), and a contributor to libraries inside : a practical handbook for prison libraries (mcfarland press, 1995). e-mail: v ibeke.lehmann @doc.state. wi.us lisman , c. david. toward a civil society: civic literacy and service learning. westport, ct: bergin & garvey, 1 998. isbn 0-89789-566-5. (hardcover). $55.00. isbn 0-89789-567-3 (pbk). $1 9.95. experiential learning in the form of academic internships and apprenticeships is familiar to most who have been educated in the west the material benefits to the individual who learns by doing in "the real world," before entering the job market, are many, and are time-honored . in our individualistic culture, institutions of higher learning recognize "work experience" as worthy of academic credit, and companies pay for educating promising employees whose increased productivity will increase profits. c. david lisman, the author of toward a civil society: civic literacy and service learning , presents a compelling assessment of why, while the value of this type of education and social experience for the individual is clear, it utterly fails to educate and engage young people in a democratic society and community life. the "civil society" is one in which people care about the welfare of their communities as much as their own, and are not subjugated by an overriding commercial, privatized ideology. lisman believes it is our very freedom and individualism that has caused widespread disaffection and the breakdown of our current civic infrastructure. he states, "the dominant values of our society, re inforced by the n ature of work and commercialization , reinforce civic disengagement" (p . 6). supporting his belief that many current western social problems are caused by our "excess of independence," he cites the pervasive jack of voluntary commitment to anything other than one's self; society's commercial interests valued over "human" interests; and the overriding individualized ideology of western culture as the target of a revolutionary transformation. lisman, a professor of philosophy at the community college of aurora in colorado, proposes "service rearning" as a means to transform our society. service learning, currently in limited practice, uses the resources of higher education to encourage academical ly-based community service in the "third ," or voluntary, sector of the economy. lisman states that "we are in the midst of a higher education service-learning reform movement. according to the national campus compact, there are 520 campus compact member colleges involving over 500,000 students in this initiative." the author promotes the support of service learning education libraries vol. 23, no. 1 as a way to create a society which is more civil, in both its meanings-one in which there is greater participation in community life, and in which people treat each other with civility and respect-therefore better meeting the needs of all citizens. service experiences would be tied closely to the outcome of academic work, with teachers guiding reflection on the student's experience. students may keep journals of their service work, for example, which would count as "work in progress" in a writing course. students volunteering to work in a soup kitchen may discuss observations on poverty in a sociology course. the author argues persuasively that higher education must include learning by doing for others if we are to change the indifference now debilitating civic life. he calls for unifying educational resources to meet basic ethical and social demands for improving community life, citing studies, theories, and values of neo-marxists as well as neoconservatives. chapters cover such issues as: why a truly civil society is needed; concepts of "weak" and "strong" democracy; what service learning is; experiential learning; consumerist politics; and social justice. the principles and best practices of partnerships between communities and academia and education's social responsibilities are discussed in the final chapter. toward a civil society: civic literacy and service learning is thoughtful and mostly well written, but quite carelessly edited. a number of typographical errors in both the text and in the index are jarring. it is nevertheless an excellent source of the political and philosophical basis of service learning. lisman's vision provides the structure through whic� to inspire and engage young people, toward effective social transformation. margaret e. parks is social sciences librarian, hale library, kansas state university, manhattan, ks, usa 665061200. phone: (785) 532-3980; fax: (785) 532-7415: e-mail : maparks@ ksu.edu ' ---------------------------------------, b o o k r e v i e w s 21 adamson, lynda g. american historical fiction: an annotated guide to novels for adults and young adults. phoenix, az: oryx press, 1 999. isbn 1 -57356-066-9. $49.50. the popularity of historical fiction has grown significantly over the years. as more and more readers are attracted by other time periods and other places, the demand for bibliographic guides to the genre has increased . a.t. dickinson recognized the need as early as 1958, when he published the first edition of american historical fiction. according to the preface, the purpose of the 1958 guide was to provide librarians, teachers, students, and general readers with a "list of classified bibliographies" that identified novels dealing with specific phases of history. the "list" has, of course, endured and expanded. six updates have appeared in forty years. the latest version is lynda g. adamson's 1999 title, an annotated guide to novels for adults and young adults. although the essential elements of dickinson's work remain intact, adamson's guide is a much-improved update to the five previous editions. she has added many titles, but has also retained the classic titles and included sequels and prequels. the result is an impressive list of over 3,300 title.s of fiction set in the united states from prehistoric times to the late twentieth century. the updated structure of the book is very useful . the author has improved the "main entry section", greatly expanded the "indexes" section, and added some important "appendixes". the main entri"es are organized by historical time periods. these are: north america before 1600; the north american european settlers; the american colonies; the american revolution; the early united states; early westward expansion; s lavery, abolitionists and women's rights; the civil war; reconstruction and development of the west; progressive era, world war i, and the great depression; world war ii; the mid-20lh century; and the late 20lh century. these divisions are not terribly meaningful in a strict historical sense. for example, there have been several phases of the women's rights movement. but the scheme is workable, given the time periods of the title included. adamson's anangement of the entries themselves also works well . each includes the book's title, name of publisher, and a brief synopsis of the plot. most informative are the genre labels attached. this is an important feature, as the plot synopses tend to be quite brief. the c lassifications "adventure story," "romance," "western fiction," "family saga," "mystery," and "biographical fiction" provide additional descriptive clues as to each title's content. the five indexes and two appendixes are the most meaningful enhancements to american historical fiction. adamson includes an author index, a title index, a genre index, a geographic index, and a subject index. appendix i lists american historical fiction titles granted major book awards, while appendix ii notes the "books su itable for young adult readers." i found the geographic index to be especially helpful in my personal search for a specific novel. i was interested in a book i had heard about that is set in kansas, but i only knew one word from the title, "lydie". also, i did not remember the author's name or precisely what the plot entailed. however, when i turned to the geographic index and looked up "kansas", i quickly identified the novel i wanted which was the a ll-true travels and adventures of lidie newton by jane smiley. one feature notably missing from american historical fiction is analysis. as in her volume world historical fiction, adamson categorizes the books but does not assess them. analyzing over 3,000 titles would of course be a daunting project. yet even a short, evaluative label added to each entry would have been preferable to nothing at all. as it is, discerning the literary works from the mass produced paperbacks is difficult. a more complete tool would have incorporated some kind of evaluation. recommended for public and high school libraries. tam hoskisson is social science reference librarian at utah state university libraries, logan, ut, usa 84322-3000. phone: (435) 797-2677 ; e-mail: tamhos@cc.usu.edu education libraries vol. 23, no. 1 2s b o o k r e v i e w s piotrowski, judith, ed. expressive arts in the primary school. special needs in ordinary schools ser. london: cassel l , 1 996. isbn 0-304-3341 8-9 (hardcover). $70.00. isbn 0�304-3341 9-7 (pbk). $25.95. this title discusses expressive arts in relation to students with special needs. each chapter is devoted to six forms of expressive arts in the primary school curriculum: visual arts, creative writing, drama, music, oral expression, and dance. with such a broad spectrum of arts, and only a chapter each, this title does not cover any topic in depth; rather it provides a good introduction which should spark new ideas and insights in the minds of teachers. a quick search of books in print turned up no other titles specifically addressing the arts in the context of special education, indicating that this book fills a niche. arts education is seen by many educators as peripheral to the central core of the curriculum, namely reading, writing, and arithmetic. this book makes the case that arts education is an important part of the education of any child, but particularly for the child with special needs who often has difficulty achieving in the areas of the three r's. not only is arts education important in and of itself, it can also be a means to achievement in other curricular areas. numerous case studies illustrate this philosophy. ., although no edition statement is included in the publication information, the editorial forward refers to this title as a revised edition of a 1988 publication entitled encouraging expression: arts in the prima1y curriculum by tessa m. roberts. the present edition shows substantial revision, with new authors for all chapters except one, and a new editor. libraries that found the first edition useful will certainly want this revised edition . libraries should note that this is a british publication. its frequent references to the national curriculum and other documents of the british educational system will be of little interest to a north american audience, making this book somewhat less useful to north american educators than to their british counterparts. nonetheless, the philosophy and practical examples delineated here cross national boundaries. recommended for collections in arts education, special education, and the british educational system. christina cicchetti is curricul um/reference librarian at la sierra university library, 4700 pierce st., riverside, ca, usa 92515-8247. phone: (909) 785-2552; fax: (909) 785-2445; e-mail : ccicchet@lasierra.edu peltzman, barbara ruth. pioneers of early childhood education: a bio-bibliographical guide. westport, ct: greenwood press, 1 998. 1 60 p. isbn 0-3 1 3-3041 4-1 . $65.00. barbara ruth peltzman, associate professor of education at notre dame college, st. john's university, has provided a useful resource for information about early childhood educators, from its roots in the 17th century work of johann amos comenius through our current era. peltzman has included information on multicultural educators such as lucy craft laney, mary church terrell, and the national association of colored women rectifying what she sees as deficiency in previous works on the subject. while perlzman presents a biographical essay on each scholar she studies, these are usually very short, basically vitae of the person's career. her strength is in the bibliographical sections. each educator's "primary sources", presented in chronological order, is given a tersely written synopsis of the author's thesis and its impact on early chi ldhood education . "secondary sources are l i sted alphabetically according to author and include obituaries, articles, dissertations, and books" (preface). these include a descriptive abstract and cover evaluations contemporary to the educator's life and work, to analyses from our contemporaries the book is arranged in alphabetical order and an appendix gives a chronological list. "pre-modern pioneers" i ncluded are education libraries vol. 23, no. 1 johann amos comenius, john locke, jean-jaques rousseau, johann henrich pestalozzi, robert owen, and friedrich wilhelm froebel. thirty "modern pioneers" include a wide range of practitioners and educators. examples are: william torrey harris ( 1835-1908) and susan e. blow ( 1843-19 16), both pioneers in the educat ion of the urban poor; granvi l le stan ley hal l ( 1844-1 924) whose contributions include encouraging children to use large muscles rather than over-using small muscles in their early activities; arnold lucius gesell ( 1880196 1) who pioneered the use of one way mirrors and cinematography to study child development; and wil liam heard kilpatrick ( 187 11965) considered the most influential force in teacher training of the twentieth century. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh,us/ library), cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (513) 56916 11 ; fax: (5 13) 559-0040; e-mail: bogenschutzd@cinstate.cc.oh.us b o o k r e v i e w s 29 smith, cecil m, ed. literacy for the twenty-first century: research, policy, pra c tices, a n d the national a dult literacy survey. westport, ct: praeger publishers, 1 998. 224p. isbn 0-275-95786-1 . (alk. paper). $59.95. in 1992, the u.s. department of education conducted a national literacy survey (nals) that profiled the literacy abilities of the nation ' a adults on 3 scales : prose, document, and quantitative literacy. from across the country a random sampling was taken of over 26,000 adults, age 16 and over. one of the findings that emerged was that about one-half of american adults performed at the two lowest levels of literacy proficiency. what are the reasons for this dismal statistic? the contributors of this compilation edited by cecil m. smith attempt to shed some light on the complexities and status of adult literacy in the united states in the 1990s. the book is divided into 3 sections. part i opens with an introduction and background on the nals followed by three chapters that deal with issues in adult literacy. the first issue examined is the correlation between literacy skills and social, educational, and economic variables as well as the distribution of literacy skills among adult americans. this part also surveys current adult education and literacy policy, describing li-je role of the nals herein. in order to provide more cost-effective services and improvement in literacy education, greater nationwide coordination is needed. outlined are current steps designed to achieve such coordination of services. the final chapter of this section concentrates on the methodologies used in the nasl assessments of -adult l iteracy and offers suggestions for more effective assessment techniques for future surveys. the core of part ii explores the results of secondary analyses of the nals and addresses a variety of contexts of adult literacy. these include topics such as how school and the workplace in particular promote adult literacy skills. consensus is that literacy skills are more fully developed. studies on the relationships of various kinds of literacy practice (e.g. reading different kinds of print materials) and on racial and ethnic group differences in literacy practices are explored. the data from the nals analyses on gender differences in literacy skills and on the social factors that have a bearing on these differences are examined. the analyses indicate there is a diminishing literacy gap between males and females. this is followed by an examination of political participation and voting behaviour in the context of literacy habits. it appears that literacy practices hold little bearing on voting behaviour. an encouraging result in these analyses reports that community college students scored in the middle range of the nasl literacy distribution. stephen reder has contributed to, and individually authored several of the articles in this book. his chapter entitled "literacy selection and literacy development: structural equation models of the reciprocal effects of education and literacy" presents a thorough examination of the close correlation between adult literacy and educational attainment. he discusses two processes that underlie this relationship: literacy selection and literacy development and presents structural equation models to show the reciprocal effects of education and literacy. part ii closes with an examination of the literacy performance of learning-disabled adults in the nals. in part iii, the final section of the book, there are chapters centering on family literacy and the association between health care and adult l iteracy. neither of these topics is based on data from the nals, but they offer very important viewpoints. the structure of the literacy model, project flame, a program designed to promote literacy proficiency of hispanic parents and their children is described. an assessment of functional health literacy made in hospitals in two major u.s . cities showed that inadequate health literacy limits a large segment of the population from receiving high-quality health care and even proper diagnosis. low literacy and the rising costs of health care and hospitalization are linked. each chapter in this book concludes with a wealth of comprehensive reference l is t ings and informative notes accompany many of the contributions. a generous selection of figures and tables serve to further clarify and support the textual analyses presented in this book. there is an index and a list of contributors comprised of professors of education, curriculum and psychology and officials for literacy groups and centers in the u.s. this book is valuable for the detailed analyses presented and is an excellent resource on a crucial problem in the education system. no reassurance is given that the 2 1 5' century will see a education libraries vol. 23, no. 1 3o b o o k r e v i e w s significant improvement in adult l i teracy proficiency. the challenge will continue. what emerges from these provocative chapters is a rallying call "to really move on the problems of literacy with something more than token efforts" (foreword). researchers, public education officials, administrators and all educators involved in the advancement of basic adult l iteracy will glean much information from the studies presented here. in both general and academic libraries, the book would be useful as a reference tool . libraries in any learning establishment with distance programs and speci al l ibraries s uch as those incorporations and institutes that execute li teracy training programs for their employees would also find this book an excellent addition to their collections. noreen blake is a retired teacher and school programmer for the former protestant school board of greater montreal. "literacy in canada" was the topic of her final research project for the graduate programme in library studies at concordia university, montreal, qc, canada. e-mail : blake@ netrover.com creamer, el izabeth g. assessing faculty publication productivity: issues of equity. ashe-eric h igher education report volume 26, number 2 . washington, d c : the george washington university, graduate school of education and h u man development, 1 99 8 . isbn 1 -878380-82-6 issn 0884-0040. one of the most sobering references mentioned in this excellent report was an article published in the journal of higher education in 1990 by j .m. budd. listed in this article are the names of the most frequently cited authors in the field of higher education. despite the long history of women in education, it does not contain one woman. not one. dr. creamer provides a clear synthesis of the research about the role of gender and its influence on publishing productivity across the disciplines. she extends john creswell's 1985 ashe-eric higher education report on faculty performance by summarizing the l iterature produced since its publication, providing a more detailed exploration of the factors associated with gend"'r, and where possible, minority differences. the author asks many important questions, but the most basic is : "why are women missing from the ranks of the prolific?" interesting findings, although not new, include the fact that prolific writers are generally senior scholars at doctoral institutions who have colleagues external to these institutions acting as their primary sources of recognition and reinforcement. they are often hindered by a bias toward traditional journal article production both developed and reflected in the "hard" sciences where journal articles are often short, with many co-authors, where acceptance rates are higher, and the number of journals is expanding. dr. creamer adeptly juxtaposes her findings, which are that women's published work is m ore l ikely to be personal, mainstream, cross-disciplinary, to avoid theory and to be in academic areas where journal publishing is not high. also, she notes that minorities tend to write on race or ethnicity, topics which are difficult to publish in mainstream publications, have less access to collaborative relationships, and that are located in ethnic programs. other important factors include findings that women are cited less than men, publish less, and are less likely to cite education libraries vol. 23, no. 1 themselves than men, and publish on topics outside of the mainstream. the author points out that the reason prolific academic writers are almost exclusively white and male is because the measures used to define productivity reflect the career paths, work assignments, interests, and access to resources that are much more characteristic of white men than women and most minorities. dr. creamer also recognizes a factor that is not often discussed openly. she states that being a prolific writer requires sustaining a lifestyle with work as its central organizing principle. "prolific writers are generally not people who lead what others would consider a life with an equal balance between the private and public domains. what is left unsaid about the lifestyle is that it probably often sits squarely on the labors of someone else who makes this kind of round-the-clock preoccupation possible." what make ashe-eric reports so important are their implications for "real life." this report provides solid and practical. recommendations for application. ultimately, "diversifying the faculty requires diversifying the criteria used to judge their performance." hopefully with this study and others such as scholarship reconsidered (bayer 1990), academe will finally begin to expand its definition of what is rewarded as scholarship. this title is of interest to researchers in gender and minority studies, administrators who hire and make promotion decisions, and anyone who wants to gain a better understanding of the faculty in various academic disciplines, in various collaborations on campus, and in the behavioral and attitudinal differences among faculty. deanna britton is education bibliographer and head of the social sciences department, the university of georgia libraries, main library, athens, georgia 30606. phone: (706) 542-0680; e-mail: dbritton @ arches. uga.edu b 0 0 k r e v i e w s a1 morris, anne and hi lary dyer. human aspects of library automation. aldershot, hampshi re, england and brookfield, vt: gower, 1 998. 400 p. isbn 0-566-07504-0. unfamiliar with the original edition, this reviewer expected this book to discuss the physical requirements of computer workstations such as lighting, desk height, wrist support, optimal distance from eye to screen, etc. the authors provide all of that, using charts to present the data for men and women, and giving consideration to ethnic differences. they also go much further. they begin by addressing human data processing: how much the human mind can be expected to remember at the same time; how this memory can be optimized; and the .fact that the human mind often attaches more importance to what appears first, even when the critical part of the message is further down the page. the authors begin the chapter "basic considerations" with the assertion that "library staff are one of the most expensive and complex components of a working l ibrary system, and it is therefore important that they are given an environment which maximizes their ability to work" (page 1 05). while emphasizing compliance with the british health and safety at work act, the information about the effects of lighting and screen design on eyestrain, the effects of work posture on shoulders, back, and arms, etc., are universal . they give thought to designing workstations for all aspects of library tasks. sometimes their information is based on scientific study, at other times on plain old common sense-get the wires out from under people's feet ! special consideration is given to work stations such as circulation desks where tasks are sometimes performed from either standing or sitting position. this new edition is not only updated, but also greatly expanded from the original 1990 volume. much of the original arrangement and indeed large sections of original text have been retained from the previous edition. the greatest expansion is with a substantial chapter, "the human-computer interface" replacing a scant fifteen pages on "the software interface" in the original. much of the new material reflects changes that the world wide web has brought to library tasks. issues of screen design for memory enhancement; the interaction of screen, keyboard and mouse; and choice of color and graphics in screen design are issues that were not present in earlier text-based computer programs. more than twenty pages of bibliographic citations are appended as well as selected web site addresses. recommended for all libraries, particularly those installing new computers and/or selecting new furniture. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh.us/ library), cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. phone: (5 13) 56916 11; fax: (5 13) 559-0040; e-mail: bogenschutzd@cinstate.cc.oh.us a fb directory of services for blind and visually impaired persons in the united states and canada. 25th ed. with accompanying cd-rom, new york: american foundation for the bl ind, 1 997. 575p., isbn 0-891 28-301 -3, issn 1 067-5833. cd-rom with print ed ition. isbn 0-891 28-300-5, cd-rom isbn 0-891 28-243-2. governments of both the united states and canada have become increasingly aware of the importance of acknowledging and aiding persons with disabilities. in 1990, president george bush signed the americans with disabilities act (ada) and, in 199 1, prime minister brian m ulroney announced the national strategy for the integration of persons with disabilities. thus, it is appropriate that the american foundation for the blind celebrates i ts 25th year of publishing the a fb directory by adding an electronic format. this extremely comprehensive directory is the first edition to appear both in print and electronic format, enabling it to be used by all users, regardless of vision. it is important to note, however, that adaptive software equipment is necessary for the cd-rom version of the directory to be used by non-sighted persons. the d i re c t o ry is c learly la id out and conta ins straightforward directions on its use. part one has the united states/state listings ; part two canada/provincial listings; parts three and part four list federal agencies, national organizations, national consumer and professional membership organizations for the united states and canada respectively. part five united states and partsix canada, list sources of producers and publishers of braille and other alternate media and sources of adapted products and devices. in addition, there are two separate i ndexes, a subject index and an organizational index. the user is given three ways to find a service or an organization: by alphabetical order, by service categor, or by geographical location. there are an overwhelming education libraries vol. 23, no. 1 32 b o o k r e v i e w s number of services available. understandably, the major part of this work is devoted to the united states (434p.) organized by state. canada's provincial listings take up a mere 39 pages; the us organization index is comprised of 25 pages while the canadian organization index is 3 pages. both the u.s. and canadian subject indexes are broken down into the fo l l owing sec t ions : educat iona l ; inform at ion ; rehabilitation; low vision and aging services; federal agencies; national organizations; membership organizations; producers of media; and sources of products. this is an incredibly thorough resource. every service listed provides a mission statement defining the level of vision impairment dealt with. in fact, the only omission appears to be a school that teaches blind students how to take photographs to help them to adapt to their environm nt as practiced at the j. jezek institute for the blind in prague, the czech republic. all in all, this publication is an essential addition for any institution dealing with impairment and is undoubtedly the most useful and important directory of its kind. carol r. mitchell is the documentalist at the simone de beau voir institute, women's studies col lege, concordia universi ty, montreal, qc, canada, h3g i m8 stage, frances k., mul ler, patricia a., kinzie, j i l l ian and ada s immons. creating learning centered classrooms: wbat does learning theory have to say? ashe-eric h igher education report, volume 26, number 4. washington, dc: · the george washington university, graduate school of education and h uman development, 1 998. isbn 1 -878380-84-2. issn 0884-0040.$24 us. from the initial executive summary to an extensive section of references and indexes, this is a report which provokes the reader into thinking different ly about post secondary undergraduate education. geared to shake up the college lecture hall environment it is well suited to open the questions which must be answered in an era of life long learning. we cannot spend our lives being lectured to, particularly by educators who may themselves be out of touch . this report presents education as a means of learning how to identify and solve problems with the teacher as a guide and mentor rather than a talking head. the theories discussed include: attribution, self-efficacy, social constructivism, and conscientization. learning is refreshingly represented as a building process rather than as a cold process of memory and repetition. learning styles, multiple intelligence, gender, and social issues are briefly presented. the main implication of all these ideas for the college classroom is the need to change operating modes and atmospheres. means of doing this include the use of collaborative learning and peer teaching. the result of these.changes is the fostering of skills that lead to learning communities . the knowledge of how to accomplish this change lies in the combined discipl ines of psychology, philosophy, and sociology. self-empowerment is an underlying theme here-in many cases a frightening proposition for both teachers and students, but one from which both will benefit from reaching for. learning, as opposed to teaching, is the important, valuable activity. education li braries vol. 23, no. 1 the theory to which the most space is given is that of conscientization. paulo freire, a brazi lian educator, first presented this in his pedagogy ofthe oppressed in 1970. this concept was designed init ia l l y for l i teracy trammg in non -industrialized countries. in this report, friere's notions of a democratic dialogue in the classroom, a curriculum suited to the learner's reality, participatory teaching formats, and student­ centered learning are recognized as valid methodologies for today's college environment in highly industrialized regions. it is much more than a teaching method: it is a learning tool that the users can apply as often as they need. the jury is still out on how these new pedagogical ideas will work in practice and what their long-term effects will be. more classroom-based research is needed. nonetheless attention needs to be directed to improving teaching and students' learning in post secondary institutions. educators need to continue, in some cases to start, learning new theories and methods of instruction. lifelong learning applies to all . lifelong problem solving is simply realistic. while it is necessary to understand and feel good about oneself, it is equally necessary to have evaluative and learned skills. will learning centered classrooms do this? only time will tel l . future reports from this group wi l l be anticipated with great interest. franki elliott is a consultant and trainer in information resea·rch, located in hudson heights, qc, canada. phone: (450) 458-2636. e-mai l : franki @hudson.net. b o o k r e v i e w s 33 s pitzer, kath leen l . , m ic hael s. e isen berg, and ca rrie a. lowe. information literacy: essential skills for the information a ge. syracuse, ny: eric c learinghouse on information and technology, 1 998. 377 p. isbn 0-937597-44-9. $18 .00 information literacy-what more appropriate topic than this for the information age, spreading from the late nineties into the 2 1st century? this publication builds upon the work done by christina s. doyle in the volume entitled: information literacy in an information society: a concept for the information age ( 1994 ). i t traces the history and development of the term and also in troduces the reader to the economic necessity of being information literate and its cultural ramifications. the three authors of this book are, by their background and education, eminently qualified to tackle this topic. kathleen spitzer is a l ibrary media specialist in a new york state high school, and is a graduate of the school of information studies at syracuse university. michael s. eisenberg is a former director of the eric clearinghouse on information and technology. he is currently director of the school of library and information science of the university of washington, in seattle, wash . and is also a special advisor to eric. the third author, carrie a. lowe, is project representative for the gateway to educational materials, a special project of the department of education's national library of education and the eric clearinghouse on information and technology. she is a graduate of the university of wisconsin, at madison, wi and subsequently earned her mls at syracuse university's school of information studies. what positively emerges from this book is that information literacy has its greatest impact on the k-12 curriculum, which means that it will be of greatest i nterest to teachers, librarians and audio-visual specialists who are involved in this area of study. after introducing the history and background of information literacy, the authors proceed to the development of information l iteracy standards for students' learning. they mention three categories: information literacy, independent learning, and social responsibility. it was particularly pleasing to see the international aspects of this book, so often lacking in american publications. in chapter two, entitled "the evolution of concept," a special mention of canadian school l ibraries is made. moreover, the authors note that current support for information literacy comes most particularly from the following countries: namibia, south africa, australia, canada and finland. chapter seven, "k-12 education: information literacy efforts" which covers several literacy efforts in a variety of schools, also uses a canadian school (in the province of ontario) as one of its examples. the other schools where literacy efforts are described represent a good cross-section of the united states. the authors talk briefly about information literacy in higher education, and mention the creation of the institute for information literacy by the association of college and research libraries (acrl) with the purpose of initiating, developing, and teaching information skills in higher education. this is important as many higher education institutions are currently developing curricula with information literacy competencies in mind. information literacy research is covered in another chapter. the authors examine the body of research relating to information literacy in terms of three themes : l) the nature and scope of information literacy, 2) the value of information literacy, and 3) effective methods of information literacy skill instruction. one of the most valuable aspects of this book are the appendices at the end. they cover the following: 1) information literacy standards for students' learning 2) scans a three-part foundation 3) scans definitions : the five competencies 4) a chronology of the development of information literacy 5) correlation of information literacy skills with selected national subject matter standards 6) dalbotten 's correlation of inquiry skills to national content standards 7) an explanation of rubrics and their application in standards education. there is also an extensive bibliography at the end of the publication, as well as an annotated eric bibliography, citing journal articles and documents, divided by elementary, secondary, and higher education. there is also a useful addendum on eric: how to access eric, how to order eric documents, and what is eric? in one word: a very satisfying book, taking the reader from the inception of information literacy through research, examples, and quotations to its logical conclusion-the dawn of the 2 1st century. anne m. galler is acting chair of the education department and associate professor of library studies, education department, concordia universi ty, montreal , qc, canada, h3g i m8 e-mail: amg@alcor.concordia.ca education libraries vol. 23, no. 1 34 b o o k r e v i e w s leem ing , david a., ed. and sader, marion, project ed. storytelling encyclopedia: historical, cultural, and multiethnic approaches to oral traditions around the world. phoenix, az: oryx press, 1 997. 543 p. isbn: 1 -57356-025-1 . $69.95. the storytelling encyclopedia presents readers with four informative articles and over 700 entries related to storytelling, stories, al)d folklore. the entries are eclectic and selected from a diverse range of storytel l ing-related topics : stories, symbols, motifs, themes, characters, scholars, and storytellers. the breadth of information presented is · impressive and the book is a joy to browse. however, when evaluated as a reference tool , the storytelling encyclopedia is plagued with problems of consistency. the length of treatment given to each entry varies from half a column to several pages. most entries are well written and provide a good introduction to the concept, term, or person at hand. for instance, the entry for rumpe/stilzchen. is three columns in length and not only provides information about name-tab tales in general, but also provides the plots of the english, irish, french, russian, and haitian versions of the tale. such treatment is not always the rule and unevenness in treatment becomes apparent when one begins to read entries related to similar topics. to il lustrate, whereas rumpelstilzchen receives three . columns of coverage, the entry for cinderella is only one column in length. in addition, though the existence of over 700 cinderella variants is emphasized, only the grimm and perrault versions are mentioned . furthermore, to learn of yeh -shen , · the earl iest cinderella variant known, one must discover it in the chinese storytelling entry. the topical coverage of the encyclopedia is quite broad. there are entries for everything from the maori cosmology to rock songs. there are, however, some surprising omissions. for example, there is no entry for fai ries even though there are entries for leprechauns, pixies, changelings, nymphs, mermaids, brownies, house sprites, elves, dwmfs, gnomes, goblins, ogres, giants, trolls, and demons. another apparent omission is walt disney. disney's adaptations have had a m ajor influence on the western public's understanding and knowledge of its own fairy tales, yet he is not given an entry, nor is he listed in the index. education libraries vol. 23, no. 1 'i selection decisions may explain the lack of a disney entry in the encyclopedia, but lack of an index listing is a problem because disney was repeated ly ment ioned and referred to in the encyclopedia (for examples see the entries : an imal, arthur, beauty and the beast, cinderella, fairy tale, helpful animals, merlin., mermaids, and stepmother-wicked) . the missing listing for disney, unfortunately, is not an anomaly. the l isting for st01ytelling is missing references to the multitude of storytelling types included in the encyclopedia such as african american storytelling, african st01ytelling, ancient greek st01ytelling, asian storytelling, buddhist st01ytelling, and so forth. the absence of comprehensive indexing is a problem for a variety of reasons, not the least of which the fact that entries in the encyclopedia are not consistently inverted. the entries for such things as wicked stepmothers and enchanted castles are inverted and listed as stepmother-wicked and castlesenchanted, but helpful animals and ancient greek storytelling are not inverted and have the entries : helpfu l a n imals and ancient greek storytelling. the surprise of a n imals and st01ytelling not being the main headings may have been re-mediated by a cross reference from the entries animals and storytelling, but there is no cross reference from a n imals and there is not even an entry for storytelling. despite i ts problems with consistency, the storytelling encyclopedia is fi l led with valuable information for those who would like to learn more about folklore, folk tales, and storytelling. those who have the time to browse and read through this book will be rewarded. recommended for the circulating collection, not for reference. jeneen lasee-willemssen is education librarian/electronic resources coordinator at hale library, 1200 midcampus drive, kansas state university, manhattan, ks 66506. phone (785) 532-7416; fax: (785) 532-6 144; e-mail : jeneenw@l ib.ksu.edu. microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 42 digital literacy currently because we are so bombarded with imagery every waking moment. it is important to become visually literate, or visually discerning, in order to survive. there was an interesting twitter (http://twitter.com/ ) about your presentation at the sla conference that said: “tamara moats rocks. she led us through an examination of homer's the lifeline. we all do have instincts to interpret what we see.” do you feel that you are, as they say, “changing lives?” i am not so arrogant as to think i can change lives, but as a museum educator, i was trying to make the world a better place, and to help create a museum that stimulated thought as well as gave pleasure. as a teacher, i hope i have motivated a number of students to look at the world differently, and a few have decided to major in art history! thanks very much tamara, i enjoyed both hearing your engaging presentation as well as chatting with you! tamara moats can be reached at: tamara.moats@bush.edu review of the cuadra star application for library automation managing both traditional and electronic library collections this is a review of the cuadra star application which is used for an article level database in an historical digital collection. the review focuses on the creation of the database, input and output fields and webpage creation. the review also includes the step-by-step process used to create the collection and the pros and cons of each step. overall, the experience with building our database and web interface in star was extremely positive. if one has experience with database creation and html, this software is ideal to use, however, star would benefit from some work on their user interfaces. about cuadra star cuadra offers a comprehensive suite of customizable, task-oriented knowledge management solutions. each cuadra solution is designed to meet the professional standards in its field, as well as provide for fast, precise webbased retrieval, to enable users to find the information assets they need, when they need them. • collections management: for managing the full range of archive, museum, photographic, and image collections • library automation: for managing both traditional and electronic library collections • knowledge management: for managing the "corporate memory"—the vital information being created and acquired by your organization • media management: for managing all kinds of visual collections, including those a p p l i c a t i o n r e v i e w education libraries, volume 31, no. 2, winter 2008 43 used in presentations • records management: for managing both electronic and paper records • vocabulary control: for creating and maintaining thesauri to facilitate the indexing and retrieval of your data background the digital and multimedia center at my organization has a collection of historical items across many different subjects. our collections are currently housed in a mysql database that was created in-house and served through a jsp coded front end. our current functionality has browsing for individual items at the book level and searches only at the title and author level. we have several serials digitized in our collection but no way to offer article level searching of our serials. we decided to create a prototype of article level searching to see if the software would work for us and how difficult it would be to create and maintain. this review focuses on the creation of the database, data entry and display of the database information, including a walkthrough of each step of the process. since we already had an installation of the star database i did not install or set up any of the software on the server itself so i will not be reviewing that portion of the software. metadata setup one of the advantages of working with star is the ability to create whatever metadata schema you’d like to use, although it has a few constraints. it is also versatile enough to allow you to develop the schema you need. i worked with our metadata librarian to choose a schema for the prototype. we wanted to make sure that star could accept the fields we would like to use and make sure that it was forward compatible with any other system we would migrate to in the future. we chose metadata object description schema (mods) to start. i worked with both the metadata librarian and the database administrator of star to negotiate what would work within star. for the most part, the input fields of mods would work in the star database, however, we did have to do some modification of the schema to make it work. the mods schema has subfields of subfields, however, star would only accept one subfield. for example, for the tag <subject authority=”naf”> which contains a subfield <name type=”corporate”> which has subfield called <namepart>. because star does not support subfields with subfields we needed to create a work around. we decided to include <subject authority> manually in the data dump if we move to a new system. since the material we were putting into the database was relatively homogeneous, this seemed to be a good work around. overall, choosing the metadata schema and matching it to what star could do was a relatively painless process. that it was flexible enough to handle the different metadata schemas is a real positive. we could use different metadata schemas for different databases and collections which makes the database system extensible and desirable. education libraries, volume 31, no. 2, winter 2008 44 software setup in order to access the star database to create input/output fields and to enter data into the database, msu utilizes what cuadra refers to as star classic. i use a secure shell program with vt200 emulation. i used hummingbird software because my institution has a site license for it. i have used secure shell programs in the past so i felt comfortable with the interface. it’s important to note that cuadra does offer web based modules for the database creation and data entry. we chose not to use the modules at my institution so our implementation is different than some of the current star users. i did not use or evaluate the web based modules and it would probably be worthwhile to ask for a current demonstration of any software you are thinking of purchasing. the other module we use to serve the collections is star web designer. we use star web designer in coordination with dreamweaver to build the web interface to the database. input field setup once past the interface issues, setting up the input fields was relatively easy. it took me far longer to decide what fields i wanted than to actually set it up. the first step was to create the database we will be working in. one of the positive aspects about star is the ability to host multiple databases, with different schema. once the database is created, the user is offered a list of options which are fairly straightforward and easy to understand. one of the downfalls of the database is the character limitation for input field labels. while the output field labels do not have a length limit, the input fields labels allow for a maximum of 16 characters. i do not understand the point of the limitation and it can make for challenging naming of the fields. on the bright side, the output fields are not limited at all. the process to set up the input fields was quick and easy. search fields you can create as many search possibilities as you need in star. since my database was fairly simple, i created four different search types. you can combine fields for a keyword search or have a search that occurs on just one field. the search feature is also strengthened by the ability to have a controlled vocabulary. i did not create a controlled vocabulary for my database but another database at our institution has a thesaurus database of 23,126 terms. output field setup one of the features i loved about star was the output field setup. the output fields were just as simple to set up as the input fields, however, when creating them think how the webpage record should look. you can combine the input fields into one field to create an output field which makes designing the web interface much easier. for example, the metadata schema we use calls for file size and page numbers. i created an output field to combine those two to shorten the record and group the information together. i loved the versatility of this feature. another feature i liked was the ability to track date of creation as well as the date the record was revised. these fields are system generated and the user does not need to edit them. web interface the star web designer component was, for me, the most difficult to understand and use. i do have a background using databases all the way back to 1990 so i probably felt more comfortable with the back-end database component than many readers might. however, i have been creating webpages since 1995 so i am not a novice web developer. what i found difficult to understand were some of the terms they used to create the webpages. there are variables, report definitions and pages components that are used to build the web interface. it took me several days and many attempts to really understand what each of those components do. once i understood the terms and how to use them, building the pages became very easy. the process of trial and error, rather than reading the manual, has always been the best way for me to learn. i recommend that you use whatever way works best for you. education libraries, volume 31, no. 2, winter 2008 45 the second difficulty i faced with star web designer was the interface itself. the page you work on is cluttered with boxes, sometimes with redundant information. the use of screen space is not intuitive and you have to scroll left and right to view the information in the columns. this was a minor annoyance but also a confusing one. best features of star what i absolutely loved about star was the ability to create complex html pages with dreamweaver without knowing how to program. for me, this was the strongest and best feature of star. using dreamweaver i was able to put in simple star codes that resembled html to create a website. with our mysql database, i would have to learn how to code in order to accomplish the same outcome. this process is a little more difficult if you have not coded html or used dreamweaver in the past, however, it is not as difficult as learning a programming language. in the example below, you will see code for star identified as “starweb_type.” the code shown is to create the “records/screen” display on the search results page. the other feature i loved about star was the flexibility of the display. you can display in html however you want to display the information. the design is truly what you make it. if you visit their different client websites you cannot really tell that they were built on the same platform. when i was evaluating what program and database to use to create our article level material i talked with our programmer and our web designer to find out how long it would take them to build the website to our specifications. they quoted me a time of approximately 80 work hours. i was able to build the database and create the web interface in approximately 60 work hours, but that time also included determining schema, output field combinations, and actually learning how to use the software. the next site i build will not require as much time. i also liked the ability to create it myself, without having to rely on the scheduling of programmer time, designer time, and issues of communication. i did have great assistance from the tic database administrator who patiently answered my questions about the system while i was learning. i would have been able to create the database and web interface without him but i would probably have had to rely more on the manual. about cuadra and documentation information about cuadra and star can be found at http://www.cuadra.com/. i enjoyed looking at their different customer sites to see how they were built and designed, and because of the wide array of information located there. their clients include national archives and records administration, aarp, and the vietnam archive to name a few. star’s strength also includes its extensibility for larger collections. while the collection i was creating was a prototype and, even when fully populated, would be around 15,000 records; they have other customers with much larger datasets. the virginia historical society has over 150,000 items. our turfgrass information center has over 130,000 records. it is useable and scalable for small datasets to large datasets. as i mentioned in this article, i did not look deeply at the documentation. i am much more of a hands-on learner. i did look at the documentation but it appears to be more about showing examples. while this type of documentation can be helpful, sometimes more descriptive information is needed. elizabeth j. bollinger is systems librarian at the digital & multimedia center/vincent voice library, michigan state university. bolling7@mail.lib.msu.edu a r t i c l e 5 11 strengthening teacher preparation through a library program by john d' amicantonio and jordan m. scepanski abstract the following paper, which was originally presented at the annual conference of the international council on education for teaching in july 1994, focuses on the importance of the academic library in preparing future teachers. as noted in this article, librarians and libraries, although omitted from the original discussion in nation at a risk, received full attention in the publications that responded to this seminal work. drawing on the many documents that followed publication of nation at a risk the authors highlight the value of strong library programs, specifically those that support teacher education departments. in particular, the experience of future teachers attending california state university, long beach (csulb) and the university library at csulb are presented here. introduction the preparation of the individuals most critical to attainment of educational excellence elementary and secondary school teachers can be enhanced by a strong library program and essential, ongoing development of teachers in the field can be facilitated by partnerships with libraries. this paper focuses ort one such program at a university that is a major producer of teachers in the united states and describes what is being done to link libraries more effectively with teachers, students of teaching, and teaching educators. few would disagree that the defining event affecting primary and secondary education in the united states in recent years was the issuance of the report of the national commission on excellence in education, a nation at risk: the imperative for educational reform (national commission on excellence in education, 1983). publication of the commission's findings in april of 1983 sparked widespread concern and discussion and spawned conferences, seminars, and follow up reports, including a number relating to commission recommendations concerning teacher preparation. • but if release of a nation at risk was a wake up call for the american education community (and for the country in general), it was to many in the library profession a shock and a disappointment. librarians, no less than teachers, administrators, and parents, were aware of the plight of kindergarten through twelfth grade education in the united states of the early 1980's, but few expected a national commission on educational excellence to ignore libraries almost totally in its analysis and recommendations. some, like richard dougherty in libraries and the learning society suggested that "the erosion in the quality of education" was "not due to a decline in libraries or library services. • see for example: a call for change in teacher education (washington, d.c.: american association of colleges for teacher preparation) 1985. a nation prepared: teachers for the twenty-first century (new york carnegie forum for education and the economy) 1986. tomorrow's teachers: a report of the holmes group (east lansing, mi: the holmes group) 1986. libraries are not judged central to the current problem," he wrote, because "the problem is one of deficiencies in basi� skills such as reading and writing, which "school educators and not librarians ... are trained to teach" (american library association, 1984, p. 5). nevertheless, as joseph schubert (american library association, 1984) indicates in his forward to libraries and the learning society: papers in response to a nation at risk, most librarians "expressed surprise and sometimes indignation at the commission's failure to refer explicitly to the role of libraries in educational reform" (p. v). recognizing this oversight, the u.s. department of education's center for libraries and education improvement convened a meeting of library leaders in september of '83 to take up the role of libraries in the renewal of american primary and secondary education. papers were commissioned for a series of seminars held throughout the country to elicit recommendations on how libraries and librarians could contribute to the improvement of education, and a report, alliance for excellence, was issued in july of 1984 (u. s. department of education, 1984). in alliance for excellence a number of statements and recommendations are found that either directly or by implication speak to how libraries and librarians can contribute to the improvement of teacher training. in his preface to alliance, u.s. secretary of education terrell h. bell, who had appointed the national commission, wrote: "to assure survival in this difficult age, there is a need to elevate the united states to the standard of a lifelong learning society." he went on to say " ... a librarian not only holds the keys to the knowledge that is the prelude to tomorrow but also is equipped to show every citizen how to access the future and live with confidence in the learning society" (u.s. department of education, 1984, pp. iii­ iv). the university california state university, long beach (csulb) is among the largest of the campuses of the california state university (csu) system. the csu, in turn, is one of the largest systems of higher education in the united states having approximately 325,000 education libraries vol. 21, no. 1 / 2 12 a r t i c l e s students and over 16,000 faculty at 22 institutions stretching from san diego, near the mexican border up to arcata near the border state of oregon, a distance of almost 1,500 kilometers. california divides higher education into three components: two-year community colleges; comprehensive institutions covering undergraduate studies and graduate offerings through the master degree; and research universities offering undergraduate and graduate degrees including the doctorate. the csu makes up the second of these segments and among its most important purposes is the preparation of teachers. it has been estimated that the csu educates ten percent of the kindergarten through 12th grade teachers in the united states. csulb is located in long beach, a city of some 450,000 people, fifth most populous in the state and 32nd in the country. long beach is situated approximately 30 miles south of downtown los angeles on the pacific ocean. in 1996/97 csulb had 27,431students representing each of 47 american states and territories as well as 109 foreign nations. many of these students were pursuing their studies on a part-time basis. approximately 1;ooo students were enrolled in the university's graduate college of education and another 1,500 were engaged in some sort of credential work through other colleges in the university. the college of education at csulb is a graduate program with two departments: educational psychology, counseling and administration; and teacher education. since 1949 over 30,000 individuals, many of whom now teach in the elementar and secondary schools of california, in other states throughout the country, and in other countries, have received credentials in teaching or education-related support services from the university. first among the california programs producing teachers, the college of education provides courses for traditional k-6 instructors, as well as for single subject teachers on the secondary level. in addition, the college prepares educational support personnel in the areas of school administration, special education, school counseling, and library-media services. in the last ten years particular attention has been focused on offerings concerned with california's changing demographics. for instance, the college's educational psychology, administration and counseling department has programs in educating the learning and the severely handicapped, both programs with a bilingual focus. internships with area school districts are available for students concentrating in these areas. recognizing the need for international competencies the college of education has been among the first to offer courses in international education. specializations exist in language, literacy, and culture. these focused programs offer students opportunity to pursue english as a second language training and to study linguistics. another program developed in response to the changing population in california is the bilingual emphasis credential in mathematics, spanish, and social science. the library when measured by volume count, the california state university, long beach library is one of the largest in the world education libraries vol. 2 1 , no. 1 / 2 among masters'-level institutions. with holdings of more than a million volumes and significant collections of media materials, it surpasses in size libraries at many doctoral universities. a staff made up of librarians, media production specialists, technicians, and clerical and supporting personnel provide comprehensive instructional and academic support functions. an online catalog, the central component of an integrated library management system which has been in place since the mid-1980's, is accessible to the campus community within the library and the university's new media center, a separate facility on the opposite end of campus from the library, via the university's high-speed communications network, and through dial-up access from offices and homes. the library also provides access to remote data files and electronic indexing and abstracting services, and to full-text digitized documents, in cd-rom format. database offerings number in the sixties, with those more heavily used-such as the important education file, eric (educational resources information center)-networked to permit simultaneous remote access by students and faculty. in addition, students and faculty may access online database systems via remote access. systems such as carl uncover and firstsearch provide access to a number of databases from off campus which include eric and several other related databases for research purposes. the library also expects to begin a reserve documents imaging project which will digitize materials frequently used by students and thereby make them accessible via workstations. many of the items currently available only in the "reserve room" will then be obtainable in other areas of the library and elsewhere on and off campus. supporting teacher preparation in an analysis of the reforms recommended by teacher education groups jo ann carr and kenneth zeichner (breivik, 1988) as cited in libraries and the search for academic excellence noted that changes envisioned in the type of education programs, in academic and field experiences, and in professional autonomy, would have significant implications for librarians: academic librarians serving teacher education programs must take a proactive position in the integration of information access, materials analysis and instructional design skills in the academic and clinical curriculum. they must work with faculty in strengthening resources for teacher education, and in providing a collegial model, in order to ensure the creation of the professional teacher (breivik, 1988, p. 90 ). the library at csulb has a long tradition of contributing to the education of teachers at the university and over the past decade has engaged in a number of efforts to enhance its programs and services in this area. library collections include 35,000 monographs, 1,735 serial titles, several thousand curriculum guides, over 200 separate teaching aids, a major textbook collection and approximately 20,000 juvenile literature titles. among the latter are all those on the california department of education's "recommended literature" list and national award-winning children's books. there is also a large collection of slides, filmstrips, a r t i c l e 5 13 video cassettes, and other audio visual material relevant to education, childhood development, teacher preparation, and learning approaches. supplementing education holdings are federal documents including many from the u.s. department of education. the library is a u.s. government document depository. these materials are available to all campus users and to the general public, but are selected with teacher educators and students of education in mind. this collection is enhanced by documents of the state of california· including all subject area frameworks taught in california's schools. the library works closely with all university departments in selecting journal titles and in purchasing other print and non-print materials. a representative elected by each teaching department meets regularly with the librarian assigned to the particular discipline. through a consultative process, appropriate choices are made to reflect current trends in educational research. books, periodicals, and other materials are chosen which enhance the education student's effectiveness as a teacher. books are ordered directly based upon faculty recommendations or after having come to the attention of the librarian through reviews or other mechanisms, but they also are obtained on approval from several vendors who assist in finding appropriate materials. these vendors automatically send titles that fit a profile developed by the subject librarian in consultation with the faculty. librarians at cal state long beach indeed, librarians throughout the california state university system are full­ fledged faculty members who teach, conduct research, and participate in faculty governance. many have graduate degrees in subject disciplines in addition to librarianship. the librarian whose primary assignment is working with the college of education, for example, holds masters degrees in education and in library science and is a former secondary school teacher. librarians are assigned subject areas corresponding to their interests, expertise, and education. in addition to general reference work, they are responsible for lecturing in the classrooms of their faculty colleagues and consulting on information approaches and issues. alliance for excellence stresses the need to improve library instruction in both the schools and in teacher education: "college and university libraries should . . . provide subject-oriented bibliographic instruction so that students will master information skills for use both in formal academic pursuits and thereafter in the learning society " (american library association, 1984). one means of improving bibliographic instruction is through lectures that reflect the same skills and processes that the future teachers themselves are honing. at csulb the education librarian conducts more than 20 subject related lectures a year for students in the teacher education department and numerous others in subject disciplines in which prospective teachers are enrolled. the subject related classes are arranged with the college of education faculty. each faculty member arranges with the education librarian a one­ and-a-half to two hour session in the library which has several classrooms available for instruction. in addition, several electronic classrooms with computer stations are available for instruction in the library computer lab. emphasis is on searching appropriate databases like eric and psyclit (psychology literature) and on assessing the relevance of the information found. in addition to covering these two critical databases on cd rom, "surfing " the internet is also taught in many of the subject based lectures as well as the firstsearch and uncover database systems each of which is accessible on the net. each lecture begins with a behavioral objective for the particular session. for example, instruction in the use of eric would start off with an indication that by the end of the class students will be able to complete a search with 90 percent accuracy and know how to print and download. appropriate information. beaubien et al. (1982) refer to such a statement as an "enabling objective. " objectives of this type include 4 basic elements: 1. someone completing the action (in this case, the class);. 2. a given time period (by the end of the class); 3. what the class is expected to do (search, print or download); and 4. one or more criteria to judge (90% accuracy) (beaubien, 1982, p. 33). . while not having a direct recommendation about libraries the national commission did state that students should "understand the computer as an information device. " among the earliest training in use of computers provided students at cal state long beach is that made available by the library through an introductory workbook-based exercise, taught in a one unit class for all undergraduates, and in subject-related lectures. most important in the training of teachers is information gathering using electronic sources. over the last twenty years libraries have seen a dramatic . shift from emphasis on traditional printed sources to digitized formats, especially those found in online databases and in cd rom software. this shift has required even stronger partnerships between teacher education departments and the libraries that support them. where in the past most education faculty members have felt reasonably conversant with the bibliography of their areas, and more or less comfortable in teaching approaches to the literature on their own, the veritable explosion of information world-wide and the need to organize and control it by machine has led to greater dependence on information specialists such as librarians. the ability of computers to store vast amounts of data efficiently, to rearrange references in a variety of ways, and to search comprehensively has brought about the possibility of much better informed faculty members and students, but the complexities of searching protocols and differing interfaces has made the teaching role of the librarian ever more important and collaboration with the faculty more essential. adapting to this change library lectures in teacher education have moved from emphasizing the use of printed materials alone to both manual and electronic information gathering. the change in technology itself is enough to convince most faculty that librarians, the information specialists, play an increasingly important role in preparing future teachers. at csulb students are trained (in subject specific lectures) in how to find information in a variety of cd-rom-based data files, but equally important, they are taught a critical thinking process intended to help them analyze the data discovered. this approach provides the teacher trainee with both a method of education libraries vol. 2 1 , no. 1 / 2. 1 4 a r t i c l e 5 learning and an important teaching technique. with appropriate objectives clearly stated, lectures by the librarians take students through use of a database thesaurus, logical selection of descriptors, search of the file, and analysis of the information found to determine if it is accurate and useful. the group is then instructed in identification of bibliographic descriptors such as journal title, volume, pages, and date of publication, and how to determine if a particular periodical is held by the library. also covered in the lectures are printed sources that will lead students to additional material. these include such publications as the current index to journals in education (cije), resources in education (rie), higher education abstracts, and exceptional children. beginning in the spring 1996, the library offered education students and faculty lectures on how to find information on the internet, the international network of computers. these lectures focus on searching appropriate web sites as well as learning the specifics on the internet, specifically ftp, e-mail and browsing. effective use of the internet will make available to the college of education a vast array of material, much of it designed for elementary and secondary teachers. for example, included on the u.s. department of education's website are links to: office of educational research and improvement statistics; information from the office of elementary and secondary education including curriculum guides; announcements, bulletins, and press releases; educational software; grant program guidelines and applicati . ns; math and science education material; and library program data. also found are educational research and development studies; vocational education items; and postsecondary education reports. examples of additional resources available through the internet, but from sources other than the u.s. department of education, include delivery options for the daily report card; lesson plans; electronic-mail lists; children's literature and curriculum listservs; a discussion forum on talented and gifted students; and materials on second language acquisition and on research and teaching. in his paper prepared for the libraries and the learning society (american library association, 1984) project, "'stemming the tide' of mediocrity," richard dougherty, in a section titled "training the trainers," suggests: librarians can play a more active role in providing instruction to students who are actively working to earn teaching degrees. courses could be organized jointly under the aegis of the library and the college of education. the purpose would be to offer future teachers a foundation of knowledge and an appreciation of library and information science (p. 1 2). because of the burgeoning growth of informational resources, especially those in digitized formats, discussion has begun at the university about the possibility of offering classes on information access and assessment for credit. initial consideration is being given to two or three credit courses in the college of business administration, but the college of education, as a professional school with students who could particularly benefit from such instruction, is seen as a place where such electives would have education libraries vol. 2 1 , no. 1 / 2 direct relevance. the courses would emphasize sources related to the study of and research on teaching and would be taught by the education librarian. more recently, discussion regarding offering general education courses in information literacy is taking place in several official forums on campus. librarians have also been invited to meet with teaching faculty in the college of liberal arts to discuss the importance of information literacy in traditional undergraduate liberal arts classes. a unique program resident within the college of education which is extremely valuable to students pursuing teacher training is an electronic learning center housing computer work stations which provide access to a range of cd-rom products and online databases. funded by grants from the state of california, the center solicits cd-based learning materials from publishers for use by teacher education students, faculty members, and teachers in the los angeles metropolitan area. the intent is to have prospective teachers and those already out in the field become familiar with electronic learning tools which might ultimately find their way into the classrooms, computing laboratories, and libraries of southern california school districts. publishers are willing to provide their software products free of charge to the center which is located in a building adjacent to the library in exchange for the opportunity for wide-scale viewing of their wares. the center's director, a college of education faculty member with a degree in library science conducts regular demonstration sessions for csulb students and faculty, and for area teachers and librarians. csulb librarians are called upon by her to provide orientation to the campus setting and to help teach use of electronic resources such as those found in the center. connecting to the community "we recommended that librarians . . . develop and implement plans to share the resources and services of their institutions in support of education and lifelong learning." (u.s. department of education, 1984, p. 37) the electronic learning center is but one example of a program that connects california state university, long beach with the community in which it is located and which fosters not only preparation of new teachers, but professional advancement of those already in the schools. in addition to the linkage provided by the electronic learning center, the university library's administration and librarians initiated dialog in the early 1990's with three other local institutions (long beach unified school district, long beach city college, and the long beach public library) to discuss the possibility of resource sharing among the group's libraries. the group will seek electronic linkage of existing online catalogs in order to coordinate better expenditure of scarce acquisitions dollars and to share expensive books and journals. where online catalogs do not presently exist such as in many of the libraries of the school district attempts will be made to remedy the situation by fundraising and by sharing technology. librarians of the school district and the university are aware that much can be done to share resources and expertise through regular contact and communication. meetings between the long a r t i c l e 5 1 s beach unified school district's high school librarians, its library coordinator, and administrators and librarians from the university have taken place at which a number of areas of cooperation have been explored. the high school librarians have been provided borrowing privileges at the university library privileges previously accorded medical librarians in the city and soon to be extended to others as well and inservice training for them, conducted by the university's education librarian, has focused on resources , services, and the library's instructional program. knowledge of the respective instructional programs by the high school and university librarians is important in order to assure that students entering the university have basic information gathering skills and that duplication of effort does not occur. as dougherty writes, "there should be a logical progression in the teaching of library strategies beginning with the primary schools and continuing steadily through college . . . concepts and techniques learned in high school need not and should not be repeated" (american library association, 1984, p. 13). csulb is in dialog with a nearby high school about the possibility of adding its bibliographic records to the database of university books and periodicals which now reside on the campus mainframe. should that prove affordable and feasible, the school district would have available to it a sophisticated online system beyond any it could hope to obtain on its own. in addition, with a connection now existing between the catalogs of the public and university libraries, students in the high school will be able to search the holdings of the public library from their individual shes. this would be extraordinarily beneficial to them because with declining budgets for new acquisitions, students are increasingly dependent upon public library branches for informational and reading materials. the students might be able to take advantage of the university library's periodical indexing and abstracting databases as a new system utilizing common searching language and high­ end equipment is put in place. beyond the obvious benefits to students (and to the general public which will have available more information about a greater array of material), "linking of the libraries" in long beach has important implications for both teacher preparation and teacher development. college of education students would be able to access information not only about holdings in their own university library, but in those of the public, community college, medical, and special libraries, and in individual schools, as well. they and their faculty instructors and mentors would be able to work with knowledge about library collections as they actually exist in the schools ·and would be able to relate their studies to the reality of school information resources. they also would be better prepared to instill in their future students the need for life-long learning of which libraries of all kinds are an important element. through connection of the libraries, teachers in the school system would be better able to keep abreast of current developments in teacher education and might look at the university as less separated and uninvolved in their worlds. too often universities are viewed as elitist institutions disconnected from the communities in which they exist. an electronic connection of the libraries would be one step in breaking down such an image. it could also lead to a true community information network that would benefit all. linkage of the libraries is an initiative of the long beach community partnership (lbcp), a coalition of businesses, governmental_ agencies, educational institutions, and citizens. the partnership seeks to strengthen the local economy, increase the marketable skills of its residents, and improve the quality of life in long beach neighborhoods (update, 1994). to do so it sees the necessity of a "world class" educational system and has invited the chief executive officers of the school district, the _community college, and the university to engage in planning which would assure a "seamless" educational structure within the city. the partnership has promised to pursue funding for projects which would further this objective, and has expressed enthusiasm for the prospect of library linkage. conclusion in concluding his response to a nation at risk, dougherty suggests that reversing the decline that prompted the national commission's call to arms would not be quickly accomplished: "more than a generation was required for the erosion of our education establishment . . . and it will take more than a generation to restore . . . and to instill into our society an appreciation of the importance of life-long reading and learning . . . " we have found that it certainly takes more than a decade to address the myriad of problems facing education and "the best technology society can provide and adequate funding" (american library association, 1984, p. 14) that dougherty called for is not yet found in most schools. even at csulb whe�e there is much success as a result of the relationship between the college of education and the library as outlined in this paper there are still many hurdles. for example, not all faculty in the college of education are willing to arrange for library instruction for their classes. it is the responsibility of the education librarian to meet with faculty new and old each year and convince them of the usefulness of such instruction. similarly, many students in the teacher education programs still balk at attending library lectures. some education faculty make attendance at library lectures an option resulting in some students opting out and consequently never receiving the necessary instruction. this is combated by regular meetings between the college of education faculty and the education librarian. progress is being made, however, which is demonstrated by the increasing number of students in our teacher preparation programs that do attend library lectures and learn that libraries play an important role in teacher preparation. education libraries vol. 2 1 , no. 1 / 2 1 6 a r t i c l e s refe r e n c e s american library association. american association of school libraries ( 1990). initial programs for the school library media specialist. emergency librarian, 17, 19-2 1. american library association ( 1984). libraries and the learning society. chicago: american library association. beaubien, a. & hogan, s.a. & george, m.w. ( 1982) learning the library. new york : r.r. bowker co. best, r. (1990). teaching skills for learning: information skills in initial teacher education. chicago: american library association. breivik, p.s. & wedgeworth, r. (eds. ). ( 1988). libraries and the search for academic excellence. metuchen, nj: scarecrow press. caywood, c. (199 1). beginning with teachers. school library journal, 37, 52. damerell, r.g. ( 1985). education :s smoking gun: how teachers colleges have destroyed education in america. new york: freundlich books. an educational laboratory: bank street college (1989). school librarian :s workshop, 9, 4-5. gordon, l.d. ( 1989). reaching student teachers. school library journal, 35, 5 1. hall, n. ( 1988). teachers information and school libraries. library association record, 90( 1), 35-36. hamilton, d. (1989). on the other hand: on becoming a teacher-librarian. school libraries in canada, 9(winter): 9. james, r. (1985). teacher education students different needs, different solutions. in j. fletcher (ed.), reader services in polytechnic libraries (pp. 140-14 1). rants, england: gower. jones, a. ( 1989). using school library resources as part of initial teacher training. the school librarian, 37, 9. national commission on excellence in education ( 1983). a nation at risk: the imperative for educational reform. washington, d.c.: government printing office. o'hanlon, n. (1987). library skills, critical thinking, and the teacher-training curriculum. college and research libraries, 48, 17-26. olson, l.e. (1992). learning: the ultimate end. sclfool library media activities monthly, 9( 1), 3 1 ,47. roberts, f.x. (1990). an early example of a curriculum materials collection in an institution of teacher education. behavioral and social sciences librarian, 9, 21-28. teclehaimanot, b. (1992). curriculum materials centers in teacher education: trends for the 1990's. ohio media spectrum, 44( 1), 38-4 1 . update (1994). long beach, ca: long beach community partnership, inc. u.s. department of education ( 1984). alliance for excellence: librarians respond to a nation at risk. washington, d.c.: government printing office. about the co-authors john d' amicantonio, associate librarian, california state university, long beach is the education and psychology librarian for the university library at cal state long beach. mr. d' amicantonio received his m.s. ed. from the state university of new york at new paltz in 198 1 and his m.s.l.s. at the catholic university of america in 1986. he has traveled extensively throughout asia on library business in addition to visiting turkey in 1994 where he, along with co­ author jordan scepanski, first delivered a paper on the topic of libraries and their importance in supporting teacher education. jordan m. scepanski is the executive director of the triangle research libraries network , a consortium of duke, north carolina state and north carolina central universities, and the university of north carolina at chapel hill. from 1984 to 1996 he was director of library and learning resources at california state university, long beach, and during 1995 he served as senior advisor for library affairs at the csu office of the chancellor. he has worked as a university library administrator in tennessee, and north carolina and has taught as a fulbright lecturer in library science at hacettepe university in ankara, turkey. his research and writings have focused on library personnel, library change, and the future of libraries. he has consulted on organization development and conducted program reviews at a number of university libraries in the united states and abroad. education libraries vol 2 1 , no. 1 i 2 education libraries under anne galler: a thematic overview '' by scott walter abstract as the editor of education libraries, anne m. galler oversaw the publication of more than fifty feature articles relevant to the study of education libraries, special l ibraries, and professional education in l ibrary and information science. this essay identifies the major themes that marked the pages of education libraries dur­ ing galler 's tenure as editor and suggests avenues for future research. among the many contributions that anne m. galler made to the special libraries association was her long tenure as editor of the education division journal, education libraries. appointed to the position in 1 990, galler sa�w the journal grow from an in-house organ to a peer-reviewed journal indexed in leading resources such as library literature and current index to journals in education. as the longest-serving editor in the journal's history, galler helped education libraries become a forum for the dissemination of research related to education libraries, special l ibraries, and professional education for l ibrary and information science. our celebration of gal ler' s contribution to the division and the profession in the wake of her untimely death affords us the opportunity both to identify and discuss the themes that marked the pages of education libraries under her stewardship, and to suggest future directions for the journal to which she contributed so much. during the decade of her editorship, galler oversaw the publication of 5 1 feature articles in education libraries. following a thorough review of this body of work, a number of themes were identified that repeatedly found expression in the pages of the journal. chief among these themes were: education libraries and librarianship, information technology and information systems, professional education and development, international librarianship, and library services to non-traditional user groups. each of these themes wil l be outlined in this essay with representative articles from education libraries identified and described in greater detail . a complete bibliography of feature articles appearing in education libraries from 199 11 999 i s appended.1 education libraries vol. 25, no. i (summer 200 1 ) education libraries and librarianship the first issue of education libraries edited by galler coincided with the fifteenth anniversary of the education division, and included a report of its founding and early days (missar, 199 1 ) . in this essay, charles d. missar recal ls an early description of the division which noted that its members would come from "university education libraries, federal education l ibraries, school district professional l ibraries, education association libraries, libraries of education, textbook publishers, a v media publishers, and a wide variety of other special libraries with some educational dimen­ sion" (8) . given that scope, it should come as no surprise that issues related to information systems and services relevant to education (silva & cartwright, 1993 ; wade, 1994; wilkins, 1992a, 1992b), collection development in education (cooper & weiner, 1993; corby, jeffries, & nichols, 1998; d'ami­ cantonio & campbell, 1 993; monty, 1996), library instruction for pre-service and in-service teachers (d'amicantonio & scepanski, 1 997 ; nesbitt, 1997), and the federal role in the creation and dissemination of education information (floyd, 1996; grant, 1 997 ; stonehil l & smarte, 1 994) frequently found expression in the pages of education libraries. the journal also proved to be a valuable resource for anyone wishing to identify complementary collections and resources for education information around the world, as articles were published describing education-related collections in the united states (dratch, 1998), canada (lloyd, 1998), and abroad (galler, 1997 ; rusch-feja, 1 998). representative of this core group of articles are stonehill and s marte, "eric in cyberspace: expanding access and services" ( 1 994), and a r t i c l e s 7 dratch, "special collections for education research: contributions to an information network" ( 1 998). in "eric in cyberspace," robert m. stonehill and lynn smarte described the evolution of the educational resources information center (eric) from an organization largely focused on the creation of its famous bibliographic database into a comprehensive portal to electronic information resources in education. noting that eric was becoming "a national network of resources and services available 'at the desktop' to educators, policymakers, and parents" ( 12), the authors drew their readers' attention to the internet-based information resources that became an increasingly important part of the work of eric clearinghouses during the 1990s, and foreshadowed the role that the national library of education would begin to play as a national information center in education. descriptions of electronic information resources available through eric have appeared in a variety of journals and eric system publications over the past several years. for an overview of recent research, see walter (200 1) . in "special collections for education research," gladys i . dratch described the special collections at harvard university ' s momoe c. gutman library, and outlined their significance for historical research in education. dratch also identifies a number of resources that librarians can use in order to locate special collections relevant to the st dy of education whenever such materials might be needed to support the research of advanced graduate students and faculty members. her call for greater communication between education l ibrarians across the country and for a coordinated approach to promoting knowledge of special collections in education among students and faculty in the field has echoed in recent discussions of the topic among librarians, historians of education, and other scholars (macdonald, 2001) . while research i nto many of the subjects identified above also appeared in other venues during the 1990s (e.g., libutti & gratch, 1995), education libraries remained a core resource for the study of education information services and education library collections throughout galler's term as editor. information technology and information systems the information profession was marked throughout the 1990s by the rapid rise and evolution of new information technologies and end-user information systems. this important theme in research and practice in library and information science was reflected in education libraries articles that focused on information resources available on the internet (dealy, 1 994; giguere, 1 992, 1993; silva & cartwright, 1 993; stonehil l & s marte, 1994 ), the effect of advances in information technology on scholarship in education (gifford, 1 992; monty, 1996), the challenges related to "keeping current" in new information systems for information professionals (beheshti, 1 995 ; fasick, 1995 ; konecky & rosenquist-buhler:' 1995 ; monty & warren­ wenk, 1994), and electronic publishing (gasaway, 1997 ; meadow, 1 996; monty, 1996; sully, 1 997). two representa­ tive articles from this group are monty, "web journals and education" ( 1996), and gasaway, "copyright issues in creating digital archives" ( 1 997). in "web journals and education," vivienne monty provided a general discussion of the rise of the electronic journal as a format for scholarly and professional communi­ cation and enumerated a variety of issues related to its collection and use, e.g. , copyright, stability of format, and archivi ng. moreover, she notes that education was one of the first academic fields to embrace electronic resources and identifies a number of education-related electronic journals (many of which remain core electronic resources in the field, i n c l u d i ng education pol icy an alysis archives < h t t p : // e p a a . a s u . ed u/ > , a n d educ ation we ek < h t t p : //www.edweek.org/>). although many of the general issues she describes have become much more familiar to most information professionals in the past five years, her attempt to identify subject-oriented electronic resources is a task that many in the profession continue to confront on a daily basis (see, for example, the listing of "electronic journals in the field of education" maintained by the american educational research association's communica­ tion of research special interest group <http://aera­ cr.ed.asu.edu/links.html> ). in "copyright issues in creating digital archives," laura n. gasaway provided a general introduction to digital library collections and the complicated issues of copyright involved in their creation, maintenance, and use. in this brief essay, gasaway identifies legal issues related to the digitization of materials in the public domain, materials under copyright, and materials for which copyright status is uncertain. while gasaway does not address any issues or identify any resources specifically related to the field of education, her essay i s representative of many that appeared in education libraries during the 1 990s: an overview that introduced its readers to the impact that rapidly-evolving information technologies might have on their day-to-day work. similar articles have appeared in the journal on topics such as the architecture of the internet, how to use technolo­ gies such as gopher and electronic mail, and how to choose and make use of graphical web browsers. while many of these articles quickly became outdated, their significance to the reader at the time of publication should not be discounted. many of the topics described above have been the subject of innumerable columns, editorials, articles, education libraries vol. 25, no. 1 (summer 200 1 ) a a r t i c l e s presentations, and workshops over the past decade. scholars such as burbules ( 1996, 1997) also brought discussion of these topics to discipline-oriented journals in education. again, however, education libraries regularly provided a forum for research and discussion of these i mportant subjects during galler 's tenure as editor. professional education and development anne m. galler was a library educator and the journal she guided always reflected her interests in both pre-service professional education and continuing education for i nformation professionals. one of the most i mportant aspects of our changing professional education has already been addressed above, i .e. , the increasingly significant role played by information technology in the professional education of librarians (beheshti, 1 995 ; fasick, 1 995 ; monty & warren­ wenk, 1994; sutton, 1994). other issues discussed in the pages of education libraries included professional education for those preparing to serve non-traditional user groups (josey, 199 1 ), intellectual freedom (curry, 1 995), and the changing workplace environment for information profession­ als (wilkins, 1 995 ; wood, 1 999) . representative articles from this group include josey, "education for library services to cultural minorities" ( 199 1) , and beheshti, "training information professionals to deal with new technologies" ( 1 995). � in "education for library services to cultural minori­ ties," e. j. josey reported the results of a survey of the ways in which l ibrary and information science (lis) programs in north america prepare pre-service librarians to meet the information needs of minority groups. josey found that virtually all lis programs placed a high rhetorical value on introducing students to information needs and resources relevant to minority groups, but very few actually provided formal coursework in these areas. noting the significant information needs of minority groups in the united states and canada, josey concluded that more attention to multicultural concerns is needed in the formal coursework required of pre­ service l ibrarians. one of josey 's respondents noted that many lis programs were paying less attention to services such as those enumerated in the survey in order to pay greater attention to issues related to information technology (it). in "training information professionals to deal with new technologies," jamshid beheshti provides a model aimed precisely at more thoroughly integrating it into lis education. reviewing some of the professional responsibili ties now expected of lis graduates in the contemporary information environment (e.g., organization of electronic resources, development of digital collections and virtual libraries, familiarity with humaneducation libraries vol. 25, no. 1 (summer 200 1 ) computer interaction), beheshti outlines a taxonomy of educational objectives (after bloom) across two domains of it -related knowledge: hardware and software. with the growth of it concentrations within lis programs and the increasing willingness of l ibraries of all sorts to hire it specialists in lieu of credentials-bearing librarians (detlefsen, 1992), the significance of the i ssues raised by beheshti remains clear. blaise cronin, dean of the indiana university school of library and information science, once noted that "there is l i ttle doubt that the whole question of professional education and training is the one most likely to arouse interest and passions [within the information profession]" (cronin, 1982, 2). topics such as those addressed in education libraries have surfaced repeatedly in forums such as the recent congress on professional education sponsored by the american library association (haycock, 1999). while no article published under galler specifically addressed the issue of how best to educate the education librarian, the topics that were discussed in the pages of the journal clearly had broad applicability to the work of information professionals of all sorts. international librarianship in addition to her work with the special libraries association, anne m. galler was an active member of the international federation of library associations and institutions (ifla). her interest in promoting research into international librarianship found expression in a number of useful essays on topics such as international library organiza­ tions (galler, 1996; rusch-feja, 1 996), school libraries in other countries (frederiks, 1994; totemeyer, 1994), and education l ibraries around the world (galler, 1997 ; lloyd, 1998; rusch-feja, 1998; wilkins, 1992a, 1992b). representa­ tive articles addressing this theme in the literature include frederiks, "educational developments, the role of the school library, and the teacher librarian in the education of blacks in south africa, with special reference to a sample of schools in the cape peninsula" ( 1 994), and rusch-feja, "educational libraries in europe focussing on germany and the european school network" ( 1998). in "educational developments . . . ", george h. frederiks provided an historical overview of the education of b lacks in south africa under apartheid, with attention to the ways in which apartheid educational policy was reflected in the provision of library resources to black schools. fredericks draws the reader's attention to the philosophy of "people's education" a model for transformative learning that he believes holds promise for the south african people, and in which he believes school librarians can play an important a r t i c l e s 9 role. while essays on international librarianship were not uncommon in education libraries during the 1990s, studies of school librarianship were rare. it is certainly an area to which the contributors to the journal might turn in the future. in "educational libraries in europe . . . ", diann rusch­ feja provided an fascinating outline of the way in which education information is col lected and disseminated in germany. her essay describes both the development of core bibliographic resources for german education such as the bibliographie padogogik ("educational bibliography"), and the major organizations and institutions responsible for disseminating the information contained in these resources and for providing access to education-related research materials in germany. rusch-feja concludes with a brief description of internet-based resources in education housed in europe such as the german educational resources server, and the european schoolnet. intriguing enough on its own, the rusch-feja essay complements essays by dratch ( 1 998) and lloyd ( 1 998) to provide the beginnings of a global directory of education information services and collections, and adds to the relatively slight literature that compares education information services in the united states with those provided by other western countries (e.g., brandhorst, 1989; watt, 1 995). library services to non-traditional. user groups a final research thread that found expression in education libraries during gal ler's term as editor was that of library resources and services to members of non-traditional user groups. articles described elsewhere discussed profes­ sional education appropriate to those who would serve these groups (josey, 199 1 ), and school library services to under­ served user groups abroad (frederiks, 1994). also represented on the pages of education libraries was research into the learning styles of minority group chi ldren (ogbu, 1 992) , library services to disadvantaged users (lithgow, 1 996), and library services for the physically disabled (day, 1 999; harrington, 1998 ; kavanagh, 1 999). given that some of these articles have already been described above, a single additional article may stand as representative of this group of essays: harrington's "the deaf collection at the gallaudet univer­ sity library" ( 1 998). in "the deaf collection at the gallaudet university library," thomas r. harrington describes a special collection of materials related to deafness, deaf people, and deaf education housed at the leading institution of higher education for the deaf in the united states. in addition to providing an historical introduction to the university and the library, he describes the scope of this unique collection, as well as the modified rules for cataloging, classification, and introduction of subject headings applied to its materials. like other articles representative of this theme in the research, harring­ ton 's provides useful insight i ' nto the special information needs of non-traditional user groups and describes the ways in which those needs can affect the day-to-day work of information professionals who choose to serve these groups. conclusion no essay of this length could hope to adequately describe the full range of research that appeared in education libraries during the decade that anne m. galler was at the journal 's helm. a variety of interesti ng essays on topics such as educational services provided by botanical garden libraries (pirio, 1992), academic assessment programs (graff, 1 993), and special librarianship, in general (hubbard & tinline, 1994) could not even be mentioned within the confines of the broad categories of research identified above. all that can be expected of the present essay is that the reader will be provided with an outline of the range of resources that were made available through the pages of education libraries during the 1 990s. the official description of the purpose of education libraries published on the education division web site states that the journal "provides a foru m for new and challenging ideas in the education field as well as in the field of library and information science education. it also deals with the new technologies as they affect the library profes­ sion and their changing role in the l ibrary and information curriculum" (education division, 200 1 ) . clearly, this broad mandate was competently addressed by the articles, columns, and special features published in education libraries during the 1 990s. as the journal enters a new stage in its develop­ ment, however, it is appropriate to suggest ways in which it can continue to grow and mature as a scholarly journal. education libraries is unique among publications aimed at the library and information science community in its focus on education l ibraries and librarianship, and it is appropriate for the journal to build on that strength in a crowded intellectual market. of the themes described above, education librarianship was clearly the richest area for research published in the journal over the past decade. a number of studies relevant to this topic also appeared in other venues during the 1 990s, however, and it is appropriate for the leadership of the journal to attempt to bring a greater percentage of these studies into education libraries. collaboration with our colleagues belonging to organizations such as the education and behavioral sciences section of the association of college and research libraries <http :// education libraries vol. 25, no. 1 (summer 200 1 ) 1 0 a r t i c l e s www. lib.msu.edu/corby/ebss/index.htm> and the communi­ cation of research special interest group of the american educational research association <http://aera-cr.ed.asu.edu/> must be pursued if this goal is to be met. likewise, interest in outreach from special and academic education libraries to school libraries and k1 2 teachers suggests that school librarianship is a topi�:; that should receive greater attention in the pages of education libraries. school librarians employ many of the same resources and address many of the same user information needs as do education librarians, and our understanding of the use of education information services and systems by members of the k1 2 education community can only be improved by collaboration with our colleagues belonging to the american association of school librarians <http://www.ala.org/aasll>. finally, education libraries can provide a forum for discussion not only of professional education, in general, but of professional education for education l ibrarians. while specialized organizations such as the music library association, the medical library association, and the american association of law libraries have all developed frameworks for the appropriate professional education for their respective specialties, there has been little organized discussion of similar issues for education librarians. the special libraries association provides a number of opportu­ nities for specialized continuing education, and edt.cation libraries is one forum where the professional education of education librarians might be fruitfully discussed. there can be no doubt that education libraries was re­ born as a scholarly journal during the decade that anne m. galler sat at its helm. her contribution to the journal, and, through the journal, to the education division of the special libraries association, cannot be overestimated. looking back on that contribution allows us to examine how best to build on her legacy. the work of continuing the journal 's development as a professional and scholarly resource for education librarians and those interested in the collections and services provided by education libraries now rests in the hands of the division leadership and those who contribute their work to education libraries in the coming years. education libraries vol. 25 , no. 1 (summer 2001 ) notes 1 . only articles that appeared i n education libraries during galler's tenure as editor are included. thus, for ,, example, the articles that appeared in volume 23, no. 2/3 ( 1 999) are not included as this issue was the first to be compiled after galler ' s death. appendix: articles appearing in education libraries (1991-1999) b eheshti, j. ( 1 995). training information professionals to deal with new technologies. education libraries, 1 9 (2), 5-14 . brown-syed, c. , & sands, c. b. ( 1997). some portrayals of librarians in ficticn a discussion. education libraries, 2 1 ( 1/2), 17-24. cooper, p. s . , & weiner, j. s. ( 1 993). search and rescue: rebuilding a test collection. education libraries, 17 ( 1 ) , 71 1 . corby, k . , jeffries, s . , & nichols, d . p. ( 1 998). cooperation, collaboration, and coordination: education librarians in michigan. education libraries, 22 (3), 1 3 1 9. curry, a. ( 1 995). intellectual fredom and censorship: a teaching chal lenge. education libraries, 1 9 ( 1 ) , 512. d'amicantonio, j . , & campbell, j. ( 1993). using oclc to create a core list of educational titles. education libraries, 17 ( 1 ), 1219 . d'amicantonio, j. , & scepanski, j . m. ( 1 997). strengthening teacher preparation through a l ibrary program. education libraries, 2 1 ( 1 /2), 1 1 1 6. day, j. m. ( 1 999). online deafness and deaf culture informa­ tion resources. education libraries, 23 ( 1 ), 5-8. dealy, j. ( 1 994). keeping up with the internet. education libraries, 1 8 ( 1 ) , 1 1 -23. dratch, g. i . ( 1 998). special collections for education research: contributions to an information network. education libraries, 22 ( 1/2), 5-15 . fasick, a . ( 1 995). the future o f education for the information professions. education libraries, 19 (2), 1 5 1 9. floyd, n. l. ( 1996). the national library of education. education libraries, 20 ( 1/2), 25-27. frederiks, g. h. ( 1994). educational developments, the role of the school library and the teacher-librarian in the education of b lacks in south africa with special reference to a sample of schools in the cape peninsula. education libraries, 1 8 (2), 1 9-27 . a r t i c l e s 1 1 fry, r. m. ( 1 994). library programs and special libraries. education libraries, 1 8 (3), 19-20. galler, a. m. ( 199 1) . laying the groundwork for the 90s: the education division of sla in the 1980s. education libraries, 15 (3), 1 01 3. galler, a. m. ( 1996). international librarianship and its impact on the profession. education libraries, 20 ( 1 /2), 5-9. galler, a. m. ( 1 997). education libraries an international perspective. education libraries, 21 (3), 812. gasaway, l. n. ( 1 997). copyright issues in creating digital archives. education libraries, 21 (3), 161 8. gifford, b . r. ( 1992). where is the knowledge?: knowledge management, research and pedagogy in the electronic age. education libraries, 16 (3), 14-24. giguere, m. ( 1 992) . an introduction to services accessible on the internet. education libraries, 16 (2), 5-9. giguere, m. ( 1993). the internet: a selective annotated bibliography of print material . education libraries, 1 7 (2), 1 3-20. graff, a. s. ( 1993). the new sat : the future of transition assessment. education libraries, 17 (3), 713 . grant, v. ( 1 997). the statistical information function in the national library of education. education libraries, 2 1 (3), 5-7. harrington, t. r. ( 1 998). the deaf collection at the gallaudet university library. education libraries, 22 (3), 512 . hubbard, m. , & tinline, j. ( 1 993). career planning and the special librarian. education libraries, 17 (3), 1416 . josey, e. l. ( 1 99 1 ) . education for library services to cultural minorities. education libraries, 1 5 (3), 16-2�. karp, r. s. , & allen, t. ( 1995) . education for librarianship: a survey of the l iterature, 19881995. education libraries, 1 9 (3), 1 3-25 . kavanagh, r. ( 1999). the virtual library for blind and print disabled canadian students. education libraries, 23 ( 1 ) , 91 1 . konecky, j. l., & rosenquist-buhler, c. ( 1 995). web browsers: untangling the world wide web. education libraries, 19 ( 1 ) , 1 3 1 9. lithgow, s. ( 1996). new roles, new skil ls : library and information services to disadvantaged users. education libraries, 20 ( 1/2), 1 012. lloyd, m. ( 1998). education collections in canadian libraries. education libraries, 22 ( 1 /2), 16-20. meadow, c. t. ( 1 996). issues in electronic publishing. education libraries, 20 (3), 510. missar, c. d. ( 199 1 ) . the sla!education division: beginnings and early days. education libraries, 15 (3), 8-9. monty, v. ( 1 996). web journals and education. education libraries, 20 (3), 1 1 1 7. monty, v., & warren-wenk, p. �t1994). using the internet as a professional development tool : an analysis. education libraries, 1 8 ( 1 ) , 7 10. nesbitt, r. ( 1 997). faculty-librarian partnerships. education libraries, 2 1 ( 1/2), 5 1 0. ogbu, j. u. ( 1 992). understanding cultural differences and school learning. education libraries, 16 (3), 713 . pirio, p . ( 1992). the status of education libraries in botanical gardens throughout the world: a survey. education libraries, 1 6 ( 1 ) , 141 8. rusch-feja, d. ( 1996). international librarianship and its impact on the profession. education libraries, 20 ( 1 12), 13 -24. rusch-feja, d. ( 1 998) . educational libraries in europe focussing on germany and the european school network. education libraries, 22 ( 1 12), 21 -36. segal, j. s. ( 199 1 ) . sla education division: the future. education libraries, 1 5 (3), 141 5. silva, m., & cartwright, g. f. ( 1 993). the internet as a medium for education and education research. education libraries, 17 (2) , 7 1 2. stonehil l , r. m. , & smarte, l. ( 1994) . eric in cyberspace: expanding access and services. education libraries, 1 8 (3), 121 8. sully, s. e. ( 1 997). jstor an update on content. education libraries, 2 1 (3), 1 31 5 . sutton, s . a . ( 1 994). core competencies for the information professions and the evolution of skill sets. education libraries, 1 8 (3), 61 1 . totemeyer, a.-j. ( 1 994). school libraries in namibia: innovations, problems and challenges. education libraries, 1 8 (2), 61 8. wade, a. ( 1 994). the (bene)fits of compiling a specialized database. education libraries, 1 8 ( 1 ) , 24-29. wilkins, c. e. ( 1992a). the review of the j.a.turner professional library, part ii : the qualitative component. education libraries, 1 6 (2), 1 017. wilkins, c. e. ( 1992b). services of the central education library of the peel b oard of education serving graduates at brock university and the extension campus of the ontario institute of studies in education: a survey. education libraries, 1 6 ( 1) , 51 3. education libraries vol. 25, no. 1 (summer 200 1 ) 1 2 a r t i c l e s wilkins, c. e. ( 1 995). the changing library environment. education libraries, 19 (3), 512. wood, d. d. ( 1 999). librarians and unions: defining and protecting professional values. education libraries, 23 ( 1 ), 1216. additional references american association of school librarians. (2001 ) . american association of school librarians home page. chicago: author. retrieved september 28, 200 1 , from the world wide web: http://www.ala.org/aasl/. brandhorst, t. ( 1 989). what are the possibilities for coordinating education information databases? revised version. (eric document reproduction service no. ed 3 1 0 779). burbules, n. c. ( 1 996). technology and changing educa­ tional communities. educational foundations, 1 0 (4), 2 1 -32. burbules, n. c. ( 1997). web publishing and educational scholarship: where issues of form and content meet. cambridge journal of education, 27 (2), 273-82. communication of research special interest group, american educational research association. (2001 ). electronic journals in the field of education. washing­ ton, dc: american educational research association. retrieved september 28, 200 1 , from the world, wide web: http://aera-cr.ed.asu.edu/links.html. cronin, b. ( 1 982). the education of library-information professionals: a conflict of objectives? london: as lib. detlefsen, e. g. ( 1 992). specialists as professionals in research libraries: an overview of trends and an analysis of job announcements. library trends, 41 (2), 1 87 1 97. editorial projects in education. (200 1 ) . education week. bethesda, md: author. retrieved september 28, 2001 , from the world wide web: http://www.edweek.org/. education libraries vol. 25 , no. 1 (summer 200 1 ) education analysis policy archives. (200 1 ) . education policy analysis archives. tempe, az: arizona state university. retrieved september 28, 200 1 , from the world wide web: http ://epaa.asu.edu/. education and behavioral sciences section, association of college & research libraries. (200 1 ) . ebss home page. chicago, il: author. retrieved september 28, 200 1 , from the world wide web: http://www.lib.msu.edu/ corby/ebss/index.htm. education division, special libraries association. (2001) . education libraries. washington, dc: author. retrieved march 2 1 , 200 1 , from the world wide web: http:// www.sla.org/division/ded/edlibs.html. haycock, k. ( 1999). the congress on graduate professional education: issues, process, and recommendations. in b . s . wyner (ed.), library and information science annual, vol. 7 (pp. 1 2-22). englewood, co: libraries unlimited. libutti, p. 0., & gratch, b . ( 1995) . teaching information retrieval and evaluation skills to education students and practitioners: a casebook of applications. chicago: association of college and research libraries. macdonald, v-m. (200 1 ) . archival materials relating to the history of education: a fol low-up discussion. the network, 1 7 ( 1 ) , 16 . walter, s . (2001 ) . a '"hothouse' of information and ideas": eric resources on the internet and the public services librarian. behavioral and social sciences librarian, 19 (2) , 7-38. watt, m. g. ( 1995). information services in an age of education reform: a review of developments in four countries. school library media quarterly, 23 (2), 1 1 522. scott walter is the head of the george b. brain education library, cleveland ha11 1 30, p.o. box 642 1 1 2, washington state university, pullman, wa, usa 99 1 64. phone: (509) 335-5579; fax: (509) 335-6425 ; e-mail: swalter @wsu.edu d e p a r t m e n t s 35 r esour ces on the net: professional development compiled by anne wade this column identifies a sample of web-based sources on professional development. it is by no means a comprehensive listing. s ites were retrieved from the databases of hotbot, altavista, fast search and northernlight search engines using the fol lowing search s trateg i e s : ( " staff development" or "professional development" or "lifelong learning" or training) and (librarians or library technicians). for some searches, the results were restricted to "education libraries". webl iographies i n f o w o r ks tec h n o l ogy co . ( 1 9 9 9 , o c t . 1 3 ) . internet l ibrary for librarians [on l ine] . avai lab le : http : / /www. itcompany.com/inforetriever/ index .htm [1999, december 28]. established in 1994, this site is one of the oldest sources for locating internet resources in the library profession. well­ organized in tabular form into three broad categories: ready reference, librarianship, and accessories, each with relevant subcategories, this is an extremely comprehensive site for locating online information in the field. relevant professional development subcategories under accessories include library education and job training, library e-mail lists/newsgroups, library job opportunities, library associations, and library journals . includes keyword-searching capabilities. internet p u b l i c l i b rary . ( 1 9 9 9 , may 6 ) . ipl especially for librarians: on the job [onl ine]. available: http : / /www . i p l . o rg/svcs/ o n t h ej o b . ht m l ( 1 9 9 9 , december 15). provides an extensive l ist of online resources for librarians classified according to the following traditional library divisions: acquisitions, archives and records management, skills for c ataloguing, c onservation and preservat ion , law and government documents, reference, and administration and management. also includes two broader sections for general resources and tips and tools. parsons , m. & n i c keso n , w . f . ( 1 9 9 9 , mar. 5 ) . l ibrary support sta ff resource cen ter (lssrc) [on l i ne]. avai lable : http:/ /www. l ib .rochester .edu/ssp /sitemap.htm [1999, december 27]. this site, created and maintained by two paraprofessionals, is designed to assist support staff in developing professionally. it includes links to library education programs, publications/ articles on paraprofessionals, resources, e-mail discussion lists, ala issue papers, jobs, job classification and descriptions, and library organizations. includes keyword-searching capabilities. special libraries association. toronto chapter. (1999, apr i l 6). librarians' resource centre: career development [on l ine] . avai lab le : http :/ /www.s la.org i c hapter/ ctor/to o l box/ career/ index .htm [ 2 000 , january 2 ]. provides links to: job sites, continuing education courses (within toronto and at a distance), articles on alternative career choices, tips on writing resumes and performing interviews, and salary information. special libraries association. toronto chapter. (no date) . l ibrarians ' reso urce cen tre: pro fessional development [on l i ne] . avai lab le : http : / /www.s la .org /chapter/ctor/too lbox/resource/page3 . htm [ 1999 , december 15]. includes links to resources organized into the following sections: cataloguing, collections, digital libraries, image and humour, information brokering, library associations, and library and information science meta sites. for a look at the lighter side of librarianship, the image and humour section provides links to sites such as "the adventures of conan the librarian", " behind the bun", or," batgirl was a librarian", and "lipstick librarian". while there is no indication when this page was last updated, it is mentioned that every effort is made to keep the page current. e d u cation libraries vol. 23, nos. 2/3 36 d e p a r t m e n t s state o f w i s c o ns i n . d epartment of p u b l i c instruction. (1999, dec. 20). library resource l ist: professional information [on l i ne] . avai lable : http :/ i www.dpi .state.wi .us/dpi/dlc l/p ld/pro_info.html [1999, december 28 ] . includes over 100 sites related to the library and information science profession that are divided into four main categories: general resources, technical services, books and publishing, and library vendors and suppliers. the general resources section provides links to professional associations, library-related e-mail lists and other relevant library-related sites. some links are to older sites that have not recently been updated. job banks , associations, conferences , serials nes b e i t t , s. ( 1 9 9 9 , october 6 ) . l ibrary job postings on the internet [onl ine]. avai lable: http:/ i topcat.bridgew.edu/�snesbeitt/ l ibraryjobs.htm [1999, december 28]. originally posted in 1995, this well-established site provides links to over 250 library employment sites. jobs are organized by region (canadian provinces, states, europe, australia and new zealand, and other) or by type. nesbeitt is presently co-authoring a book on how to find jobs over the internet. san jose state university. school of library and information science. (1999, november 24). professional organizations in the information sciences [on l ine] . avai ! a b l e : h t t p : / / w i t l o o f . sj s u . ed u/peo/ a l l o rgs /orgs.html [1999, december 28] . this site provides links to approximately 200 internet sites maintained by professional organizations, as well as student chapters in the library and information sciences. includes canadian associations. tys i n g e r , b . ( 1 9 9 9 , a ugust 1 0 ) . l ibrarian 's datebook [on l ine] . avai lab le : http :/ /www.hsl .unc.edu /al ibcal. htm [1999, december 28]. this site provides an eight-year calendar of international conferences, seminars, and annual meetings within the library and information science field. to be included, an event must include at least one full day activity. each entry provides a link to the conference site for further information. an excellent source for those who need to plan their professional development activities well in advance. (site claims to be updated bimonthly, however i t was last updated in august.) education libraries vol. 23, nos. 2/3 wu, w. ( 1999 , ju ly 9) . l ibrary-oriented l ists and electronic serials [on l i ne ] . ava i lab l e : htt p : / i www.wrlc.org/ l ib l ists [1999, december 28]. a compilation of electronic discussion and distribution lists, and serials of interest to library professionals and staff. includes t i t le and subj ect indexes, along wi th keyword searching capabilities. the following site: ralph, r.d. discussion lists: www libra ry resources [ on l i ne] . avai lable : http : // www.netstrider.com/library/l i s tservs appears to be more comprehensive however it has not been updated since october 24, 1997. documents and reports agre , p . ( 1 9 9 9 , dec . 2 3 ) . ne tworking on the network [on l i ne]. avai lable: http :/ /dl is.gseis .ucla.edu /people/pagre/network.html [1999, dec. 15] . stating that he wants to get this document into the hands of every graduate student in the world, arge (department of information studies, ucla) provides an in depth look at the art of professional communication (both online and offline). this detailed, step-by-step guide to forming professional relationships, through informal (e .g . , e-mail) and formal (e.g. publishing, presenting at c onferences) methods of networking, i s recommended reading for all recent graduates. includes sections on: publishing your dissertation, how to find a job, and resources on networking. barrett, h. & trahn, i. (1999, june). developing tsisl teach ing skills for in forma tion skills librarians: a web-based staff development [onl ine]. paper presented at the annual alia raiss conference (september 6-8 , 1999; sydney, austral ia). avai lab le: h t t p : i lwww . i i b rary . u nsw . e d u .au/ �i i b ad m i n/ c o n f /tsisl.html [1999, december 28]. banett and trahn discuss the challenges facing information skills (or bibliographic instruction) librarians in australian university libraries. these challenges are magnified by the lack of library resources devoted to staff development. at the university of new south wales a prototype of tsisl, a staff development program for enhancing the teaching skills of information skills librarians was implemented. the course content oftsisl included the following modules: adult learners, memory and learning skills, communication and experiential learning, instructional design and evaluation, and using technology in teaching. participants found the course to be highly effective and it is hoped that the prototype will be further developed (e.g. , in a complete web-based flexible learning format) for broader use. d e p a r t m e n t s 37 casey, v. (1999, february 9). a lternative careers for librarians [on l ine]. paper presented at the sla toronto chapter meeting (february 9, 1999). avai lable: http :/ i w w w . s l a . o r g / c h a p t e r i c t o r / t o o i b o x i c a r e e r /casey.htm [2000, january 2] . casey discusses the emerging job skills that are required within a changing job market and identifies some non-traditional jobs within corporations, the information industry, and in consulting. outlines an action plan for career development, and provides some online resources for career planning. special libraries association. special committee on competencies for special librarians. (1997, february 24). competencies for special librarians of the 21st century: executive summary [onl ine]. prepared for the sla b o a r d , o c t . 1 9 9 6 . a va i l a b l e : htt p : / i www.sla.org/profess ional/ comp.html [1999, december 15]. this executive summary highlights the major professional and personal competencies of special librarians and provides practical examples of the multitude of roles and tasks that special librarians can perform. full reports also available. u.s. bureau of labor stat istics. (1998 , january · 30). 1998-99 occupational outlook handb o o k : librarians [onl ine]. avai lable: http :/ /stats.bls.gov/oco /ocos068.htm [1999, december 28] . u .s . bureau of labor stat istics. (1998, january 15). 1998-99 occupational outlook handbook: library technicians [on l i ne] . avai lab le : http : / /stats .b ls .gov /oco/ocos113 .htm [1999, december 28] . u.s. bureau of labor statistics. (1999, september 27). 1998-99 occupational outlook handbook: library assistants and bookmobile drivers [on l ine]. avai lable: h t t p : i i stats . b l s .gov/ o c o / o c o s 1 4 7. h t m [ 1 9 9 9 , december 28] . each of the three sites listed above provides a general job description for librarians, library technicians, and library assistants respectively. information on working conditions, employment figures, training requirements, job outlooks, average earnings, related occupations, and sources of additional information is provided. u.s. figures. wheeler, m. b. (1999, apr i l 8). meeting the 21st cen tury challenges: pro fessional developme n t for library support staff [onl ine]. keynote speech at the 1999 counci l on library/media technic ians conference ( a p r i l 8 , 1 9 9 9 ; detro i t mi) . a va i l a b l e : h t t p : / i l ibrary.ucr.edu/col t/99keynote.html [1999, december 28] . wheeler, director of the detroit public library, discusses the distinction between training and staff development. he calls attention to the fact that development is not only the responsibility of the organization but also of each staff member and suggests that individuals must be able to communicate their needs to management in a safe and non-hostile environment. he identifies the following skills as being necessary for support staff: flexibility, diversity, customer service and technological and communication. whitmel l , v. ( 1999 , a ugust 13 ) . the future · of the library profession [on l i ne]. paper presented for pac if i c northwest l ibrary associat ion (august 1 3 , 1 9 9 9) . a va i l a b l e : http : / /www . c l a . ca/resou rces /future.htm [2000, january 7]. whitmell , executive director of the canadian library association (cla), speaks to the future of the profession and to cla in particular. recognizing the advantages of joining a professional association, she calls attention to the challenges of attracting new members and summarizes the necessary keys to success for library associations. these include the need to: be flexible and open to change, establish partnerships with other groups, perform research, improve communication with members, organize l i felong learning activit ies , and encourage the participation of new recruits . she concludes with a look at the effect of electronic information on the library field and the need to build the necessary skill set. @ @ @ @ @ @ this is the f irst i n a new column ent itled resources on the ne t. th is co lumn w i l l conta in a var iety of interesting and informative sites on special top ics of interest to education l ibrarians. it is hoped that readers wi l l f ind many of these sites worth bookmarking for future reference. if anyone has a site they would l i ke to see included in a future column please send the url to anne wade, e-mai l : wada@alcor.concordia.ca. anne wade is research coordinator and information specialist at the centre for the s tudy of learning and performance, education department, concordia university and is a lecturer in the l ibrary studies program, concordia universi ty . e-mail :wada@ alcor.concordia.ca education libraries vol. 23, nos. 2/3 de vos, gail and anna e. altmann. new tales for old: folktales as literary fictions for young a dults. eng lewood, c o : libraries unl imited inc. , 1 999. isbn 1 -56308-447-3 (pbk) . $35 us. $42 outside north america. this book distills the essence of 8 folktales, making it easy for delvers to reflect on the parallels between the traditional themes and concerns popular with today's adolescents. the wide-ranging introductory chapter covers the origin of folktales as oral tradition that entertain, and clarifies the difference between folk and fairy tales. it also examines their composition (mainly plot) and their intended audience (not children), and shines light on their cuitent popularity in modern versions. subsequent chapters focus on specific tales: cinderella, the frog king, hansel and gretel, little red riding hood, rapunzel, rumpelstiltskin, sleeping beau f)\ and snow white, classifying each by tale type, tracking its history, chronicling the critical interpretations, and reviewing the treatment given in all english language formats-novels, short stories, films, poetry, opera, picture books, and internet resources. "classroom extensions" at the end of each chapter offers teachers a wealth of ideas for assignments-ideas that challenge the student to compare and contrast, to form opinion, and to apply their own experiences to the tales-all useful for a critical thinking curriculum. librarians will find the exhaustive i istings of the "reworkings" of each tale enlightening and helpful when advising students of what to read next. for instance, young people who enjoyed sleeping beauty may also take to briar rose by jane yolen, the changeover by margaret mahy or adele geras' watching the roses. education libraries vol. 23, nos. 2/3 students exploring various themes in l i terature, moral education or media classes can easily track them through the many versions of a tale-whether it is poem, story or film. bibliographies conclude each chapter and four indexes (by author/illustrator, motif, tale, and title versions) simplify retrieving specific topics. the "motif' section for instance, offers such headings as "abandonment", "disenchantment", "fairy", and "helpful animal". the attention to detail is not surprising in that the authors are not only educators but avid storytellers as well. gail de vos was first a secondary school history teacher, then a research librarian, and now she is both an instructor in storytelling and a professional storyteller in edmonton, alberta. anne e. altmann currently teaches children's literature as adjunct professor at the school of library and information studies at the university of alberta. with their comprehensive treatment of this subject, the authors could have entitled their work "folktales: everything you wanted to know but were afraid to ask." hopefully they will do a sequel featuring other popular tales. karen findlay is a high school librarian at royal west academy, 189 easton ave., montreal west, qc, canada h4x 1l4. phone: (5 1 4) 489-8454; e-mail: kfindlay@total.net i b o o k r e v i e w s 39 lukens, rebecca j . ed. a critical handbook of children's literature. 6th ed. new york: addison wesley educational publ ishers, 1 999. isbn 0-32 1 -00361 -6. rebecca lukens' a critical handbook of children s literature is an outstanding resource for students, teachers and librarians with an interest in children's literature. despite the fact that the "to the instructor" section merely credits the book as a handbook for college students who expect to work with children, i found this book to be both extremely useful and informative for someone like myself who is a children's bibliographer for a university library. the author has arranged the book into 13 pertinent chapters that consider every facet of children's literature. these chapters address everything from types of children's literature (i .e. non -fiction, biography, and poetry) to the elements of good literature (style, setting, and tone) and how they are handled in good books for children. each chapter is broken down into several parts that address the major focus of the chapter. for example chapter 3 on "picture books" discusses the literary elements of a picture book as well as the illustrative elements of these books. in addition, several of the chapters include what lukens calls "special issues." these issues reflect the main focus of each chapter. for example "special issues of c haracter" is addressed in chapter 4 , concentrating on character in children's literature. each of the 13 chapters also includes a recommended list of books cited in that particular chapter, making this an even more useful "handbook." several useful appendices are also included at the end of the book. for example, appendix a lists children's book awards from around the world. the list includes the australian children's books of the year awards as well as the boston globe-horn book awards and the national.bookaward for young people's literature. other international awards include the canadian library awards, the hans christian andersen award and the international reading association children 's book award among others. (oddly a description of the hans christian andersen award is not included in the appendix. this is the only award that does not contain a very useful description .) all of the caldecott medal winners are listed, dating back to 1938 when the award originated, right np through 1 997. similarly the entire list of newbery award winners dates back to 1 922, the first year of that award. lukens also mentions here that award winners are listed on the internet at the "children's literature web guide" site. another very helpful section is appendix c, selected reviewing media for children 's books. here is a long list of journals that contain reviews of children's books. this type of information is particularly helpful to students of children's literature who may be looking for good reviews. the sixth edition i ncludes some new material . more multicultural titles have been added to the text and lukens reminds the readers that children should read more than merely the classics and award winners. as she clearly indicates in the "to the student" section, classics written in another era may not speak to today's young readers. her discussion of multicultural literature is a good reminder that students today need to be exposed to the folklore and myths of the many ethnic groups that make up the current population of the united states. chapter 2 includes a very useful chart that lists "genre in children's literature." the chart contains information on the various types of children's literature including realism, historical fiction, and mysteries. each type then cites examples of character, plot, setting, theme, point of view, style and tone as addressed in specific titles. the author is appropriately critical of bad or only adequate children 's literature. the discussion of didacticism or instruction in chapter 6 takes the book i want to be a homemaker to task for showing l ittle imagination on the part of the writer. this constructive criticism makes the handbook particularly valuable as a tool for students of children's literature. in the final chapter of the book on nonfiction lukens takes authors to task who fail to provide adequate proof or scientific information in books for children. for example, nonfiction that addresses the negative effects of smoking sometimes avoids including the scientific background in favor of trying to influence children against smoking. this, as lukens indicates, is just "pure propaganda." lukens has provided readers with an excellent resource as one might guess since it is in the sixth edition. a critical handbook of children 's literature is an easy read and an outstanding book for students and practitioners, teacher and librarians. i highly recommend it ! john d' amicantonio is associate librarian at the university library of california state university, long beach, 1 250 bellflower blvd., long beach, ca 908401 90 1 . phone: (562) 985-8228; fax: (562) 985 1 703 ; e-mail: jdamican@ sulb.edu edu cation libraries vol. 23, nos. 2/3 4o b o o k r e v i e w s d a v i s , j . r . b e tter teaching, more l earn ing: strategies for success in postsecondary settings. american counci l on education/oryx series on h i gher educati o n , phoenix, az : oryx press, 1 99 3 . i n c l . b i b l . and i n dex. isbn 0-89774-81 3-1 . this book is designed to provide a conceptual background for postsecondary teachers so that they can then incorporate into one solid framework all the advice that they hear about effective teaching. while the author claims in his preface that this is not an educational psychology book, it comes pretty close, assuming a formal definition of educational psychology is the study of the relationship between students, learning, and teaching. davis poses the question "how do students jearn?'' and provides the answer in a form that is comprehensible for teachers. he then applies these basic principles of psychology and learning theory to the examination of effective pedagogical techniques in postsecondary classrooms. the result is a useful synthesis of the recent research on student learning applied to the effective implementation of teaching strategies. the book is well organized. in addition to the introduction and conclusion it is divided into two main sections part 1 : the perspectives and part ii : the teaching strategies. part i tries to help postsecondary educators gain a perspective so that they can see more c learly what is happening i n their classrooms . throughout the first three chapters of the book, davis looks closely at the subject, the setting, and the students so that the novice educator can learn how to "size up" the classroom. in part ii, a particular pedagogical technique is discussed in each chapter. these teaching strategies are: training and coaching; lecturing and explaining; inquiry and discovery; groups and teams; and experience and reflection. each of these describes different approaches to different kinds of learning. davis claims that an understanding of these five strategies, together with the three perspectives (on the setting, subject, and students) provide the basic professional information that any postsecondary teacher needs in order to become more effective as a teacher. in an attempt to i l lustrate ideal applications of teaching strategies, davis provides fictional examples of teachers within each of the chapters on these teaching strategies. one worthwhile feature is that davis has provided three different in-depth examples for each teaching strategy. this provides the reader with ample opportunity to relate to at least one of the portrayed situations. in his introduction, the author asks readers not to skip over these examples, but instead to read them and extract the "principles, techniques, and activities" that will work in each of the reader 's own perspective fields. this is, in fact, easy to do. by his own admission, davis relies heavily on the works of other scholars, thus each chapter ends with a fairly lengthy bibliography. the book also includes a comprehensive index. education libraries vol. 23, nos. 2/3 equipped with an undergraduate degree in psychology and having taught for six years in a university setting, this reviewer feels that the book is useful in providing a review of some of the theory behind teaching and student learning. however, the question that kept coming to mind was, "how does one determine which of these strategies would be the most effective in a large, heterogeneous classroom with differing age and ethnic groups, educational backgrounds, motivation, expectations and most importantly, differing learning styles?" as revealed in this book, students learn differently. some respond well to group work, others prefer the lecture format, while still others enjoy reflection and fieldwork. how does one effectively incorporate different pedagogical strategies within one particular course so that each of these learning styles is addressed, in an attempt to provide an enjoyable learning experience for all? davis attempts to answer this in his conclusion, "choosing and using the teaching strategies". he suggests that we should begin by analyzing the instructional situation, our peculiar configuration of subject, setting, and students in an attempt to develop some perspective over the teaching situation. only then can criteria for setting a teaching strategy be established. in order to do this, each teaching strategy must be examined in terms of its appropriateness. fortunately, davis provides a useful summary for each strategy in terms of: their best use, the motivation they generate, the type of student participation they are likely to elicit, the teacher's role in implementing the strategy, and the overall strengths and weaknesses of each. while this analysis may seem realistic to do in a smaller, graduate-level class, today's undergraduate classes have become larger and more diverse, and it would seem that this type of "classroom analysis" is quite a challenge to perform. while the theories and strategies contained wi th in th is book are informative-especially to the novice educator-it is the actual application of this know ledge in the undergraduate classroom that becomes somewhat of a challenge. anne wade is research coordinator/information specialist and lecturer, library studies, education dept., concordia university 1455 de maisonneuve w. montreal, qc, canada, h3g 1m8. phone: (5 1 4) 848-2885; e-mail :wada@alcor.concordia.ca 8 0 0 k r e v i e w s 41 i d e n m a n -we st, m a rg a ret w. ch ildren 's litera ture: a guide to information sources. eng lewood, co: li braries u n l i m ited, 1 998. 1 87 p. isb n : 1 -56308-448-1 . $38.50. margaret denman-west's children 's literature: a guide to information sources is part of reference sources in the humanities series. it is a bibliography of children's and young adult literature related resources; designed to be used by a diverse audience including parents, teachers, librarians, and researchers. the book is divided into eleven chapters : guides to award -winning b ooks, recommended reading, mult icul tural literature, subject bibliographies, reference books, biographies, core periodicals/multimedia reviews, non-print media, special collections of children's literature, professional associations, and the information super highway via the internet. within these chapters readers will find some 38 subsections and 400 annotated titles of appropriate reference and information sources. titles are ordered alphabetically by author or title within each subsection; most have copyright dates between 1985 and 1997. annotations are evaluative in style and have an average length of 250 to 300 words. the guide includes two indexes: an author/title index and a subject index. any evaluation of children 's literature: a guide to information sources must begin by acknowledging that a number of obvious and important resources are inexplicably missing from sections that were intended to be comprehensive. perhaps most jarring is the absence of the journals alan review, canadian children 's literature, journal of children 's literature, and voya. also disturbing is the absence of a variety of reference stand -outs, including: international companion encyclopedia of children 's literature (routeledge, 1996), biographical index to children 's and young adult authors and illustrators (hi willow, 1993), and four dictionary ofliterwy biography volumes: british children 's writers, 1880-1 9i4 (gale, 1994), british children 's writers, i9i4-1960 (gale, 1 996), british children 's writers since 1 960 (gale, 1996), and british children 's writers, 1800-1880 (gale, 1 996). despite the puzzling omission of some standard resources, denman-west's guide does serve to provide readers with a broad, annotated sampling of sources pertinent to the field of children 's literature. the wide span of coverage, from reference books to web sites, makes this work a useful contribution to the field. of special value to this reviewer is the cunent listing of general and multicultural subject bibliographies, and the presence of several e-mail lists not included elsewhere. beyond selection considerations, the real strength of this book is the author's annotations. they assess, are informative, useful, and very well written. those looking to investigate resources, and to easily identify which resources are most useful, will be well served. another strength of the book is its organization. denman -west identified most of today's commonly asked questions in children's literature reference work and created her chapters accordingly; note especially her chapters titled multicultural literature and biographies. this structure makes for a higher usability than other similar resources which are divided by format and/or information source type. there are two caveats: a chapter dedicated to reviewing sources would have reduced page flipping, and fewer subsections within the chapters would have made use easier. in conclusion, this volume provides valuable information for those working with children's l iterature. while no claim to comprehensiveness can be supported, the breadth of the coverage and the quality of the annotations make it a valuable resource. recommended with the understanding that it needs to be supplemented with similar bibliographies such as: everyone 's guide to children 's literature (highsmith, 1997), research and professional resources in children 's literature: piecing a patchwork quilt (international reading association, 1995), and reference sources for children 's and young adult literature (american library association, 1996). jeneen lasee-wil lemssen is education and chi ldren ' s literature librarian at hale library, 1200 midcampus drive, kansas s tate u n i v ers i ty, manhattan, k s , u s a 66506 . phone: (785) 532-7416; fax: (785) 532-6144; e-mail : jeneenw@ lib.ksu.edu education libraries vol. 23, nos. 2/3 42 b o o k r e v i e w s lee, susan a., ed. the new library legacy: essays in honor of richard de gennaro. m u nchen: k.g. saur, 1 998. isbn 3-5981 1 389-7. richard de gennaro is noted for his long and successful career in research libraries and for his innovative and pioneering work in library automation and library management. his interests are duly reflected in the subject matter of this excellent festschrift. the ten essays, written by directors of major research libraries, heads of national organizations, and publishers who are themselves all outstanding leaders and researchers in their respective fields, are notable for the light they cast on the changing nature of research libraries in the new digital age. the book is well-edited, adequately indexed and contains an interesting chronological biography of de gennaro as well as a selected bibliography of his numerous publications, ananged in broad subject categories. several issues recur in a number of the essays-the crisis in scholarly communication, copyright issues, and preservation concerns in regard to both print and digital resources. others deal with issues involving advanced technologies and how they are affecting the delivery of library resources and changing what it is that actually constitutes a library's collection, i. e. , something much more than actual in-house resources actually owned by the library. sidney verba's introduction properly sets the tone for the work, describing the major aspects and high points of de gennaro's career and his significant contributions toward the "electronic revolution" in libraries. patricia battin writes on technology and the humanities, and delves into what she sees as the future of the printed book. she is optimistic, but wary, urging humanists to take steps to ensure they themselves will have a role in shaping their own future by not ignoring digital technology, but by working to combine the best from both the print and digital cultures. sir charles chadwyck-healey eloquently describes the evolution of the book from manuscript to printing to electronic text and discusses the central role in the control and distribution of information that libraries will, or should, play in the electronic age in much the same way such function was performed for the manuscript book and other hard-copy formats. in the management arena, richard m. dougherty contributes an essay on what he terms "preferred futuring," a management, problem-solving technique whereby organization members can create "exciting" futures and through strategic planning lay out how they will reach that future. william j. haas discusses the role of foundations as change agents in research library development with specific examples in the areas of preservation and journal literature. john kupersmith discusses the revolution (or paradigm shift) in research libraries in terms of memes, which he describes in terms of ideas that "in effect, have a life of their own and can be education li braries vol. 23, nos. 2/3 viewed as ' information viruses. "' (p. 34) he describes emerging memes for research libraries as including the concepts of the digital library, the virtual library, and the "hybrid library" containing both print and electronic information resources, as just several of the tecnhology-memes which are leading to major changes in services and resources in research libraries. paul evans peters contributes an essay on digital libraries and what he calls "non­ newtonian" information systems, looking at the role librarians should have in an era of managed network resources. in a similar vein, robert wedgeworth provides a short history of library automation and the current movement toward digital collections and libraries. he stresses the need for collaboration among academic libraries in order to make this transition a successful outcome. mamice b. line writes on cooperation among libraries with his customary air of caution, stressing the need for proper costing-out and evaluation of all cooperative initiatives. he also points to the various ways by which commercial arrangements are beginning to supplant library cooperative programs . he stresses further the importance of looking at cooperation from a global, rather than strictly national, context. this idea, while not strictly an original one, nevertheless makes for interesting reading and makes a substantial contribution to the understanding of library cooperation. perhaps the most heartening essay in the collection is that by s usan k. mart in . she examines the amazingly on-target predictions made by de gennaro in his 1 981 work entitled libraries, technology, and the information marketplace in light of today 's libraries, while constructing her own vision of the library of the future. finally, duane e. webster closes the collection with a contribution concerning the challenges that the leadership of research libraries must face today, including such issues as budgetary crises in the building of true scholarly collections that contain sufficient foreign imprints and serials to support serious research efforts. also he notes the many ways research library leaders are trying to cope with these challenges. overall, this collection of essays does well in summarizing the major issues currently facing research libraries, and does justice to the scholar whom it honors. it can be unreservedly recommended for research libraries and academic libraries supporting programs of library and information studies. vicki l. gregory is director and associate professor at the school of library and information science, university of south florida, cis 1040, 4202 e. fowler avenue, tampa, fl, usa 33620. phone: (813) 974-3520 (voice); fax: (813) 974-6840; e-mail : gregory @luna.cas.usf.edu b o o k r e v i e w s 43 ramsdell, kristi n . romance fiction: a guide to the genre. englewood, co: libraries u n l i m ited, 1 999. isbn 1 -56308-335-3. $45.00. this is a second and revised edition of happily ever after: a guide to reading interests in romance fiction. this latest book uses the same structure, but according to the editors the work has been expanded and updated with the addition of several chapters. aimed at librarians, the work focuses on romance literature and is organized to define the genre and provide a useful resource for readers' advisors, researchers, and students of popular culture or women's studies. part i includes four chapters : ( i ) definitions; (2) the appeal of romance fiction; (3) advising the reader; and (4) building the collection. part ii has nine chapters, each representing a sub­ genre such as mysteries, historical periods, sagas, gay and lesbian, and ethnic/multicul tur�l romances . each of these chapters describes the sub-genre and lists works by author and title. inclusion is very broad and many writers whose work might generally be cons idered mainstream are found here . one advantage of this might be to broaden reading tastes. part iii contains research aids, with excellent guides to the l i terature of the history and criticism of romances, author biographies and bibliographies, periodicals and review sources, plus other reference sources. it also lists societies and organizations for writers and readers of romances and awards. books that have received the rita award are so marked in part ii. chapters on publishers, commercial online sources, and significant collections are also included. appendix i is a sample core collection. appendix ii is comprised of selected romance writers by style, plot pattern or theme. appendix iii lists selected young adult romances. there is an excellent author/title index and a limited subject index. public l ibrarians and those dealing with young adults will find this a very complete resource. joan segal is a consultant at vintage ventures, 425 1 amber street, boulder, co, usa 80304-0965 . phone: (303) 54 1 1 065 ; fax: (303) 442-0484; e-mail:jsegal @earthlink.net gates, j u l i e m. consider the earth: environmental a ctivities for grades 4-8. 2nd ed. e n g lewood, co: libraries u n l i m ited , 1 999. 246 p. isbn 1 -56308-725-1 (softcover). julie m. gates' consider the earth is an educator's guide that incorporates environmental science with helpful tutorial activities targeted for grades 4-8. consideration for the environment is an ever increasing and pressing concern that requires understanding, responsibility, action and care, which gates thoughtfully describes in her introduction. the purpose of gates ' book is to expose chi ldren to the environment through activity-based lesson plans by demonstrating the scarcity and limitations of available natural resources. through these activities she hopes to build awareness and curiosity that will produce a community that continues to be concerned with preserving our environment. the book is·divided into eight sections that include topics on soil, plants, water, wildlife, weather, environmental problems, oceans, and ecosystems. each section begins with a 2-3 page introduction of the topic, followed by the activity that includes an objective, mateiials needed, grade level (this should be used by the discretion of the teacher as a guide only), setting (e.g . , classroom, outdoors, natural area, etc.) , time, and preparation needs. there are anywhere from 1 0-22 activities for each section. following each activity is a lesson design with supplementary activities and questions to consider. the last chap ter of the book i ncludes bibl iographic information for teachers and students. these resource lists contain references to books, articles and periodicals (most are recently published) for further reading, government agencies, private organizations, and scientific supply companies. unfortunately, there is no mention in the introduction that describes what has been added or changed to this edition (the education libraries vol. 23, nos. 2/3 44 b o o k r e v i e w s first edition was published in 1 989). also, an author biography describing her background and credentials is needed. there are many environmental activity books for children out on the market (e.g., "hands-on nature," "ecology: discovery activities kit," "ecology connection"). however, gates' treatment of each topic is more comprehensive and thorough than some other activity books that do not offer much in the way of background on the topic itself giving the topics a more narrow focus. this book is well organized, clearly written and would be a valuable resource to any science collection for teachers and school librarians. nerissa nelson is an information specialist at advantage learning systems, inc. 29 1 1 peach street, wisconsin rapids, wi, usa 5448 1 . phone: (7 1 5 ) 424-3636; fax : (7 1 5 ) 424-4242; e-mail: nlnelson@ advlearn.com wade, barrie. a guide to children's poetry for teachers and librarians. aldershot, england: scolar press, 1 996. isbn 1 -859281 41 -9 (cloth). $59.95 us poetry for children need not be an endless chore to be survived at school. poetry can generate excitement; it can inspire, exhilarate and excite children and their teachers to explore the wonderful world of language and the world around them. poetry can be a challenge to the sensibilities and to the intellect. barrie wade and his four reviewers set out to dispel the myth that poetry at school is dull. this exciting practical guide is aimed at teachers, parents, librarians and children. there are one hundred and fifty eight pages, all packed with vital information to help make poetry come alive to children of all ages. the format, three main sections, is clear and easy to follow: collections of poetry by one author, edited anthologies, and resource book anthologies. each entry follows the same pattern, including the author or editor, title, publication and biographical details, followed by a lively review of the book. suggested age ranges are indicated, as are themes. all entries are arranged in alphabetical sequence. the vivid, fast paced language of the reviewers invites both the educator and the child to come and join the fun. an example of this is the entry on page 27, describing roger mcgough's illustrated work, "noah's ark". how delicious to experience snippets of the "sophisticated" humour: for example, "noah craftily steers the craft," and "speaks sternly from the stern" and the pigs appear in the illustrations with a wmtied grimace when mrs noah speaks of rashers of bacon. further reading is definitely encouraged. education libraries vol. 23, nos. 2/3 on a more serious note, "mother gave a shout" is an anthology of poems from all over the world, written by women and girls. the reviewer draws attention to a poem that is both haunting and thought provoking, written by a child, set in a concentration camp in 1 944. the inclusion of pieces such as this emphasizes barrie wade's hope of widening "the range of poetry with children's experiences." (p. vii) . all entries have been carefully chosen to help expose the reader to a variety of language experiences and life encounters. the third main section, " resource b ooks", includes anthologies particularly designed for classroom use, probably in the british school system. it includes books that are mainly recommended for the older student in the 12 to 16 year age group. the reviewer gently pokes fun and refers to the gce, (p. 1 08), a british general certificate of education which students sit when they are about fifteen years old. reminders of the british education system permeate the reviews and should remind the canadian educator to apply his or her own standards and age baniers when using this guide. for example, the term "primary" used in the guide seems to refer to kindergarten to grade 5 . these three main sections are the parts of this guide that will prove the most useful to the north american educator. the later sections of the book are interesting in that they list the plethora of national and regional support for poetry that exists in britain: societies, libraries, specialist collections, audio tapes, publication b o o k r e v i e w s 45 information and poetry competitions which are all available. information on organizing a poetry festival and inviting a poet into the classroom is also included and may give the canadian or american educator some ideas. the three indexes provided at the end of the guide are excellent. they comprise titles, authors and editors, and a thematic index. the printed layout is clear and concise, making cross­ referencing an inviting task. the wealth and diversity of this small guide will be greatly appreciated by even the most experienced teacher. although it should be pointed out that this side of the atlantic is not too well represented, great british poets such as alfred tennyson and robert louis stevenson, t.s. eliot, lewis carroll and edward lear are included as well as lesser known poets such as norman maccaig, dave ward and lavinia greenlaw. barrie wade's guide is interesting, innovative and inspiring: in short, it is a book that can be used over and over in classroom teaching. lisa manches aristou is a storyteller and former lecturer at the university of british columbia and malaspina university college, bc, canada. wynar, bohdan s . , ed . recommended reference books for small and medium-sized libraries and media centers, 1999. englewood , co: li braries u n l i m ited, 1 999. 305p. isbn 1 -56308-766-9. issn 0277-5948. recommended reference books for small and medium-sized libraries and media centers, (rrb), now in its 1 9th volume, is an essential reference source for those libraries, and is also an extremely handy guide for larger libraries. according to the introduction, rrb " . . . has been developed as an abridged version of american reference books annual", which reviews reference books and cd-roms published in the united states and canada, as well as english language titles from other countries. books in this edition were published in 1 997 and 1998. while all the works cited in this volume are recommended, full reviews are included to give the individual selector needed information in choosing appropriate material for the individual library. all titles are coded as appropriate for smaller college libraries (c), public libraries (p), or school media centers (s) . the 1 9th volume contains reviews of 538 works on 277 pages. subject anangement is based on the 1 9th edition of the library of congress subject headings, supplemented by author, title, and keyword indexes. the signed reviews are highly readable, and written by librarians. many are for contemporary monographic works, but new editions of standard works are covered, and those works published annually are included on a systematic rotation. cd­ roms are reviewed in their own right, with comments of comparison to a print product where appropriate. some reviewers, in highly positive reviews, note that smaller libraries may be able to skip an edition or two between purchase, or recommend a more modestly priced work on the topic. these books should be on standing order for the small and medium-sized libraries and media centers of the title. it is a very good purchase for other libraries as well, especially for the highly specialized library needing only a few good titles in more diverse fields. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh.us), c inc innat i s tate technical and community col lege, 3 5 20 central p arkway, c i n c innati , oh, usa 4 5 223 . phone: (5 1 3) 569-16 1 1; fax: (5 1 3) 559-0040; e-mail: bogenschutzd@ cinstate.cc.oh.us education li braries vol. 23, nos. 2/3 46 b o o k r e v i e w s brookhart, susan m . the art and science of classroom management: the missing part of pedagogy. ash e-eric higher education report vo l . 27, n u m be r 1 , was h i ngto n , d c : the george was h i ngton university, graduate school of education and h u man development, 1 999. isbn 1 -878380-89-3. issn 0884-0040. $24.00 assessing students' academic performance is not simply about evaluating their participatory efforts, levels of achievement, or intelligence. it is also-and should always be-an important part of pedagogy. standing on this significant, educative perspective, professor susan brookhart aptly titles this excellent book the art and science of classroom assessment: the missing part of pedagogy. anyone who has experience in college/university teaching knows that teaching is not simply composed of mechanical lecturing. teaching-" to help, to guide, to coach students to learn and grow" (p.88)-requires skills and art. with common sense and experience, most instructors at higher education levels may have adopted and practiced the various evaluation techniques that best suit the course they designed. this book dissects necessary ingredients for such art, and offers abundant, empirical data to back up and explain logical thinking behind such art for successful classroom assessments as part of pedagogy. in this very sense, her approach to the subject matter affords scientific merit. why do we need to integrate the grading of students' performance as part of pedagogic methods? in refening to various pressures that the instructor may face in grading, the author aptly describes the possible and inherent difficulty that the instructor may experience: "confusion of the role of judge and advocate in the educational system" (p. 88) . in other words, "the same instructor who is the teacher . . . must turn around and j udge the student", and this is not necessarily an easy thing to do. in my view this is the point of departure that the author sets as her goal in writing this wonderful book. besides such possible, individual confusion in the system, different kinds of pressures sunound the instructor, such as "enrollment-driven funding and administrative priorities" (p.87) and the like. grading in and by itself is a difficult task for an instructor. given the complexity of the matter, the following statement made by the author succinctly answers the education libraries vol. 23, nos. 2/3 above question: "knowing what they know" is a metacognitive achievement for students, an awareness of comprehension that is required for students to become self-sustaining, self-directed learners in a discipline" (p.49). classroom assessment thus should be devised in a way to "increase their motivation, learrung, and sense of ownership of the material" (p.57). to enhance such significant pedagogic function, the author feels that the instructor of practically any field should begin teaching by focusing on what is important to learn in the course. at the time of designing the course he/she should match the content material with the content of ! earning goals for the course, as well as with the level of thinking required for the assessment. in this very context, the following point would be a key: the importance of communication between the instructor and the student-as to what is required to learn and how each individual's learning process will be measured. they can prepare better. simple logic. structured by the above theoretical framework, professor brookhart demonstrates how an instructor chooses and designs the assessment methods that match the goal, content, and discipline of the course he/she is about to offer. she also describes the assumed validity and reliability that characterize each method of evaluation of the student's comprehension. these include paper­ and-pencil tests, performance assessment, oral questions and portfolios as options for any classroom assessment of any level of education. she gives a brief but clear assessment practice most commonly used in different fields of scholarship such as english /language arts, m athematics, social sciences and natural sciences. her concrete examples of empirical studies are then combined with her concrete models of assessment, which will be, i am sure, of much interest to many instructors of different fields. these models include "dos and don'ts for writing essay test items "(p. 38), "analytic rubrics for a question on an essay test "(p. 47), and "sample checklist for a mathematics writing project "(p. 64), to list a few. 8 0 0 k r e v i e w s 47 in this way, the author analytically locates the problem, difficulty and importance of classroom assessment in higher education, and gives a constructive guide for finding the best methods possible to aid the student's development. given the fact that we live in a society where we value meritocracy, classroom assessment-establish ing records of individual academic performance-comes back as the nature of the instructor 's responsibility: to teach, coach, guide and judge. this comprehensive book will be of great help for instructors in higher education, and is especially recommended to those who are beginning their teaching careers. milton, pollio and eison conclude (1986) that "college grades differed with expectations for different eras and that grades simply do not have a fixed value over time" (brookhart p.86). yet, with this concise book, the author reminds the reader of the essential task of evaluation, the otherwise "missing" part of pedagogy. michiko aramaki is a research associate at the simone de beauvoir institute, concordia university, montreal, qc, canada, and research associate and instructor at the department of anthropology, mcgill university, montreal, qc, canada. phone: (514) 398-4300; e-mail: maramaki@total.net. education libraries vol. 23, nos. 2/3 providing services for students with disabilities in an academic library by catherine j. carter, devry university, chicago abstract accessibi l ity issues are at the forefront of l ibrary services as the number of students with disabil ities attending colleges or universities continues to increase. three areas where academic l ibrarians can concentrate efforts to better meet the needs of these students are: bibl iographic instruction , web page design, and staff training . while the suggestions presented here focus on providing enhanced service to students with disabil ities. all students can benefit from increased sensitivity and understanding of different learning styles, improved qual ity of l ibrary service to better enable students to conduct research independently, and easier access to information . librarians and thei r affi l iated institutions have long been phi losoph ically proactive in providing equal access to information for everyone. in addition to a natural proclivity for this attitude, there are num­ ber of laws that require this posture. the ameri­ can with disabil ities act (ada) guarantees that people with d isabilities are given "equal opportu­ nity for employment (title 1 ), equal access to pub­ l ic services (title i i ), and public accommodations and services provided by private entities (title i l l) . tit le i i particu larly impacts l ibraries and l ibrarians. equal access to publ ic services requ ires that l i­ braries not only become physically accessible to all d isabled users, but that al l services are ade­ quately adapted to meet the special needs of these individuals" (appl in , 1999, 1 39). prior to the adoption of the ada, most college and un iversity l ibraries had "at least some rudimentary access programs and initiatives in place . . . because most colleges and universities are recipients of federal fund ing and, as such, have been subject to the provisions outl ined in section 504 of the rehabi l itation act since 1 973" (mcnulty, 1999, p. 9). however, accessibi l ity is­ sues continue to be at the forefront of l ibrary ser­ vice as the number of americans with disabil ities, i ncluding those attending colleges or universities, i ncreases . in 1 978, 2.6 % of full-time college or university freshmen were labeled as having a dis­ abi l ity compared to 7.8 % in 1 985 and one of eleven fi rst year students in 1 996 (wilhelmus, 1 996). mcnulty (1 999) notes "disability in the 1 970s meant, for the most part, physical disabi l ity" education libraries volume 27, no. 2 winter 2004 (p. 7). since that time, many colleges and univer­ sities have experienced an increase in the number of students with learning d isabil ities. a 1 979 study reported that only 3. 1 % of col lege freshmen iden­ tified themselves as having a learning d isabi lity. it is estimated that the percentage of freshman col­ lege student with learn ing d isabil ities has tripled since that time; however, an accurate number is difficult to determine as some students do not identify themselves as having learning d isabilities (mcnulty, 1 999). providing equal access to l ibrary services is a continuous process that must be evaluated peri­ odically as new technologies become available and impact how we access and util ize information resources. this paper will focus on three areas where academic l ibrarians can focus thei r efforts to continue to meet the needs of students with disabil ities: a) bibl iographic instruction; b) web pages; and , c) staff training. bibl iographic instruction one of the key services that academic l ibrarians provide to students is bibl iographic instruction, or l ibrary instruction, in how to access and evaluate information resources available through the l i­ brary. the goals of l ibrary instruction are "the same for l ibrary users with d isabil ities as they are for other l ibrary users: to assist the patron to use the library resources effectively and to support present and future learning" (mi l ler-gatenby & chittenden , 2000, 320). oftentimes, however, in1 3 structional sessions are not designed with the needs of special population students in mind. " it is only when an individual with a d isabi l ity requests such services that l ibrarians mobil ize to try to gather the necessary background information, tools, and/or appropriate equipment to provide adequate learning experiences" (appl in , 1 999, 1 39). there are many reasons why this situation may occur. in large colleges and university l ibraries, a l ibrary l iaison works with the institution's office for students with d isabilities. decandido (1 999) observes, the university office is the source for most of the information about whom the liaisons serve, for the kinds of equipment the library needs to purchase, and, in some cases, is the source of funding for assistive technol­ ogy. students with disabilities register with the university office and attend orientations and other programs sponsored by that office, at which librarians usually give presentation and provide written materials in various forms. (p. 8) this is not always the case in small academic l i­ braries where l ittle advance notice is received that· there are students with d isabilities enrolled that may need special ized services, or in many cases where the d isabil ity is not readily identified as with learning disabil ities. even so, l ibrarians must take a proactive approach rather than a reactive one in reaching those students with disabil ities as well as those students without d isabil ities. specialized instruction sessions can be developed for those who request them. these can be espe­ cially effective with students who have physical disabil ities and need to use assistive technologies such as "software that reads text aloud , responds to verbal commands, makes web pages audible, puts voice output on d isk, enlarges computer screen images, etc." (decandido, 1 999, 7). many students, however, do not wish to disclose their d isabil ities even tough it may mean they must struggle harder with their studies. librarians must recogn ize this fact and use teach ing methods to assist students with disabil ities that can also benefit those students without disabil ities. by in­ corporating these teach ing methods into their presentations, l ibrary instructors avoid cal l ing un­ necessary attention to the patron with the disabil­ ity which may make her or him feel self-conscious and uncomfortable (appl in , 1 999). appl in ( 1 999) suggests developing a multi­ sensory teaching style that " includes appropriate visual , aural , and tactile techniques to meet the education libraries volume 27, no.2 winter 2004 needs of every kind of learner'' (p . 1 40). the basic strategy for this type of instruction is to " include short, specific, verbal instructions or explanations; simple, large, visual representations; and immedi­ ate, hands-on experience. no matter what the learning style of the patron, a primary strategy is provided with secondary reinforcement given through the use of the other two techniques" (p. 1 40). some additional considerations in adapting bibl io­ graphic instruction to meet the needs of all stu­ dents are l isted below: • provide oral and written instructions and re­ peat key points. rephrase your sentences or questions if a person does not understand you . this is especial ly important for students who are deaf or persons with a learning dis­ abi l ity or attention deficit d isorder (mil ler­ gatenby & chittenden, 2000, 322). • use easily understandable language. explain unfamil iar or technical words but use "plain, understandable language in explanations and handouts. patrons with perceptual and neuro­ logical disorders . . . have a hard time following innuendos, inferences and underlying mes­ sages we use in the english language. their use should be avoided" (appl in , 1 999, 1 4 1 ). • follow a concise, sequential lesson plan . "pa­ trons with neurological disorders (e.g . , atten­ tion deficit disorders or traumatic brain inju­ ries) have a hard time following lectures or di­ rections which are not concise and sequential" (appl in , 1 999, p. 1 4 1 ) . focus on the most es­ sential items necessary for a student to know and avoid "long, unnecessary explanations or i rrelevant stories. an outl ine at the beginning or class and a summary at the conclusion of the class is helpful" (p. 1 41 ). web pages libraries are continuously increasing their use of electronic resources such as online catalogs, ful l­ text newspaper, journal and periodical articles, co-roms, and multi-media reference publ ica­ tions such as encyclopedias and d ictionaries. ad­ ditionally, l ibraries are also designing their own web pages that provide l inks to these electronic resources, promote and encourage the use of the l ibrary's services and collections, and provide tu­ torials on util izing these resources. accessing these resources can be difficult for us­ ers with disabil ities. accord ing .to the texas state library and archives commission (2004 ), three general categories of l imitations that create diffi14 culties for those accessing web pages can be identified : • sensory limitations. screen readers, large type or high contrast text and background combinations can accommodate blindness or low vision. web designers can use descriptive tags to explain images and tables. • physical limitations. people who are unable to use a standard keyboard can use on­ screen keyboards or other assistive technolo­ gies. people who are unable to use a stan­ dard mouse can use keyboard shortcuts or other assistive technologies. • cognitive limitations. people who have diffi­ culty processing visually can use screen mag­ nification tools. pages with simple color schemes and l imited animation also help peo­ ple with cogn itive disabil ities. library webmasters are continuously trying to make l ibrary web sites more user-friendly to indi­ viduals with disabil ities. however, there is a con­ stant demand for multimedia presentations, inter­ active appl ications, and information-rich web sites that confl ict with this goal. a set of united states federal standards known as section 508 provides clear gu idel ines for creating more user-friendly web sites. hudson (2002) notes: section 508 falls under the rehabilitation act of 1973 which requires that federal agencies make adjustments for those with visual, audio, mobility, and cognitive impairments . . . the 1 998 law specifically applies to electronic information technology. its main purpose is to create gov­ ernment-wide accessibility standards for any­ one who uses the web or owns software, desk­ top computers, video and telecommunications products, and other information technology. (p. 1 9) section 508 standards are not the first set of gu idelines developed for web site accessibi l ity. the most well known of these are those put for­ ward by the world wide web consortium's web accessibi l ity i n itiative (wai). the section 508 guidelines add to the wai guidelines by providing a "clear, concise, and codified set of standards and a commitment by the federal government to not only comply with these standards but require that vendors do so as wel l" (hudson , 2002, 2 1 ). while section 508 standards apply to federal agencies, they may also apply to university l ibrar­ ies that receive state funding . conflicting interpre­ tations of the law exists with the legal counsel for the cal ifornia community colleges chancel lor's office (cccco) and the california state u nivereducation libraries volume 27, no. 2 winter 2004 sity chancel lor's office stating that "without con­ gressional legislation, the department of educa­ tion lacks authority to compel states to comply with section 508," (hudson, 2002, 22) while on the other hand, the cccco states, "these regulations are applicable to the states by virtue of the assis­ tive technology act of 1 998 memo" (hudson, 2002, 22). hudson observes that no one wil l know definitively if section 508 applies to states until it has been determined through case law. this may not happen for years, as many of these cases are settled out of court; however, "since universities and public l ibraries can be sued under the ameri­ cans with disabil ities act, conformity with section 508 standards for web sites demonstrates our effort to serve al l of our patrons equally" (hudson, 2002, 22). section 508 criteria for web-based technology and information are based on access guidelines de­ veloped by the web accessibi l ity i n itiative of the world wide web consortium" (u . s . general ser­ vices administrators' office of government-wide policy, 2002, 2). these guidelines, containing 1 4 primary areas, and 64 specific checkpoints within those areas, are exhaustive and can be viewed in their entirety at the w3c website. sample world wide web consortium (2004) recommended guidel ines fol low: • provide a text equivalent for ever non-text element, i .e . , images, graphical representa­ tions of text ( including symbols), sound, and audio fi les • ensure that al l information conveyed with color is also available without color • use captions and headings to group text logi­ cally • organize documents so they may be read without style sheets • use the clearest and simplest language ap­ propriate for a site's content • identify row and column headers of tables • provide a textual description of a multimedia presentation • allow users to control flickering, avoid causing screens to fl icker. existing web pages can be checked with an ac­ cessibi l ity evaluator such as "bobby". bobby was created by the center for applied special tech­ nology and is available free of charge. bobby is simple to use: merely type in the url of the web page you want to check on the bobby form. bobby evaluates the page using w3c gu idelines, l ists problems that affect a user's accessibi l ity, and ranks them in order of priority. many prob1 5 lems can· be easily modified or adjusted to make the web site more accessible to users with d is­ abi l ities. blake (2000) used bobby to evaluate web sites of 1 3 public university l ibraries, 7 private college and university l ibraries, and 1 2 community and techni­ cal college l ibraries located in arkansas. she found that 43% of private universities and colleges were compliant with w3c guidel ines, public uni­ versities had a compliance rate of 38%, and community and technical colleges had a compli­ ance rate of 25%. clearly, if results of the arkan­ sas l ibraries tested are any indication , the majority of college and university l ibrary web pages need improvement to comply with w3c guidel ines. staff training a critical component to providing equitable access service is the interaction between students with disabil ities and l ibrary staff. a survey of students with disabil ities at northern i l l inois un iversity was conducted to "find out what elements of the l i­ brary's services for student with disabil ities were most useful to them; what the students really wanted and needed; and, how the program should be changed or developed" (curry, 1 991 , 4 79). eighty-five percent of the respondents "felt that the people who help them at the l ibrary were more useful to them than any other part of the program" (curry, 1 991 , 480). one student at the university of missouri-kansas city noted, "the attitudes of those [ l ibrary staff] interacting with them [students with d isabil ities] were often more important than their actual words" (graubart, 1 996, 39). decan­ dido ( 1 999) reported that one student at another university, who is bl ind, said, "staff attitudes 'to­ tally make al l the d ifference' in ease of l ibrary use . . . she would often spend more than 1 2 hours a day in the l ibrary, scanning material she needed. she stressed that one bad experience in the l ibrary can turn a person with disabil ities away permanently" (p. 27). library staff may feel uncomfortable and self­ conscious when assisting those with d isabilities. they may have "preconceptions and misconcep­ tions about persons with certain disabil ities and may be unaware that some disabil ities are invisi­ ble and not readily apparent to others" (mil ler­ gatenby & chittendon, 2000, 31 9). it is only through adequate training that staff can be "sensi­ tized to the special needs of people with disabil i­ ties and help them feel more comfortable interact­ ing with them" (appl in, 1 999, 1 40). education libraries volume 27, no.2 winter 2004 the first step when implementing such a training program is to assess the need for and the scope of the sessions. according to deines-janes ( 1 999), "training needs often are determined with­ out consulting staff members or patrons to find out not only what staff members do not [italics added] know, but also what they should [italics added] know. when training needs are defined and staff members know why the training is important, they wil l be more wi l l ing participants and more l ikely to retain and use information" (p. 148). question­ naires are useful in obtaining information neces­ sary to prioritize the types of training needed. for example, if most staff members are comfortable assisting patrons in using adaptive technology, this type of training cou ld become a lower priority than the training needed to improve awareness and sensitivity in assisting those with learning dis­ abil ities. deines-janes ( 1 999) classified training into four general categories: • attitud inal training designed to improve awareness of and sensitivity to disabil ity­ related issues; • facil ity training: people are trained to use equipment or make physical faci l ities accessi­ ble; • service training a imed at teaching staff to de­ sign programs and services which are acces­ sible to al l ; • legal training that explains the letter and re­ quirements of the law, whether the ada or other legislation. (p. 1 53). attitudinal training attitud inal, ·or sensitivity, training is the most diffi­ cult type of barrier to equ itable service to over­ come. the most effective way to improve attitudes toward people with disabil ities is through "ex­ panded on-the-job exposure to people with disabi l ities. unfortunately, attitudinal barriers prevent many potential l ibrary users from visiting the l i ­ brary frequently," (deines-janes, 1 999, 1 53) thus formalized training sessions become necessary. information sharing is an effective way to address attitudinal barriers. in this activity, persons with d isabi l ities are invited to speak about their experi­ ences, both positive and negative, in the l ibrary and relate how staff members' attitudes affect them. graubart ( 1 996) found the fol lowing: participants reported that listening to and speaking with the panelists definitely increased their sensitivity and promoted insights for inter­ acting with people with disabilities . . . several people commented on a blind student remark1 6 ing that people sometimes raised their voices or did not identify themselves when speaking to him . . . he also noticed when people seemed to be scurrying away to avoid him when he ap­ proached. several respondents also stated that they heard a similar reaction from a student who used a wheelchair who said that he no­ ticed when people seemed to try to avoid him (p. 39). role playing is a device frequently used in sensi­ tivity training sessions. having participants wear dark g lasses to simulate being blind and "reading" information on a web site through a speech simu­ lation device or being i n a wheelchair to experi­ ence difficulties encountered when simply trying to obtain a book on an upper shelf is an effective way to promote insights into difficulties patrons with disabil ities encounter when using the l ibrary. deines-janes ( 1999) notes "role playing can re­ veal interesting prejud ices about people with dis­ abi l ities. in awareness sessions demonstrating how cred ible l ibrarians find people with d isabi l i­ t ies, students and practicing l ibrarians al ike tend to extend more sympathy to and are more l ikely to bel ieve people who have obvious disabilities" (p . 1 54) than those who do not. she uses two exam­ ple of role playing to demonstrate this. . in the first role-play, a female l ibrary page is aware of a male student in a wheelchair who keeps staring at her. h is hands keep making a jerking motion and something about him is very unsettl ing to her. she is busy shelving books, not paying attention to her surroundings, when she is suddenly startled by the student in the wheelchair appearing next to her. as she turns towards h im, h is hand suddenly jerks and clutches at her breast. the page goes to her supervisor to report the incident. the student explains that he was simply reaching for a book and was unable to con­ trol his movements because of his disabil ity and how dare the page make an accusation that he did something wrong . this role-play centers on how this incident should be resolved. (in real ity, the student is a pervert who discovered that if he fakes muscular spasms, he can get away with groping young women.) in the second role-play, a student with a learning disabil ity needs to use a computer in the computer lab. it is sunday n ight and the lab is jammed; al l computers are in use and there is a waiting l ine. the only available computer is reserved for per­ sons with d isabi lities. the student has a learning disability and received an id with a special access sticker on it, al lowing her to use the reserved comeducation libraries volume 27, no. 2 winter 2004 computer. unfortunately, she lost her id and her wal let. she cannot get a new id until tomorrow but her paper is due then as wel l . she approaches the information desk to explain her situation and get permission to use the computer. the role play centers on how this incident is resolved-should the student be al lowed to use the special access computer without proper authorization? deines-jones ( 1 999) found that "with very few exceptions, people do not even consider the pos­ sibil ity that the man who uses a wheelchair might be a pervert, but they tend to be extremely d is­ trustfu l of the young woman who claims to have a learning d isabi l ity" (p. 154 ). these exercises demonstrate that "people with disabilities are not al l saintly people to be alternately pitied and ad­ mired but, rather, are l ibrary patrons l ike all oth­ ers , with potentially different information access strategies" (deines-janes, 1 999, 1 54 ) . facil ity training faci l ity training focuses on the accessibil ity of li­ braries and the operation of adaptive equipment. role-playing and simulation exercises can be ef­ fective training tools. simulating a l ibrary patron in a wheelchair navigating the physical area of the l ibrary including using the elevator, accessing washrooms, moving through the stacks, attempt­ ing to reach books on upper and lower shelves are effective ways of making staff members aware of the difficulties patrons with physical disabilities encounter. exercises can be developed to simu­ late patrons with vision and hearing impairments and learning d isabi l it ies. staff need to know how to operate various equipment that are available. "facil ity training also g ives staff members the tools they need to evaluate what facilities or equ ipment may not be fully accessible so that they can either design measures to increase ac­ cessibi l i ty or devise work-around strateg ies" (deines-janes, 1 999, 1 57). service and legal training service training is closely al igned with attitud inal training and facil ity training. service training is used to focus on how to overcome attitudinal and facility barriers to un iversal access for al l l ibrary patrons. the goal of the l ibrary is not how to make the l ibrary accessible to those with d isabil ities but how to ensure that "all l ibrary services are acces­ sible to its entire user base" (deines-jones, 1 999, p. 158). service training enables staff members to identify creative solutions to accommodate those with special needs without "compromising ser1 7 vices to students who do not have disabilities" (deines-janes, 1 999, 158). additionally, professionals with proper credentials should provide legal tra in ing. it is important for all staff members to understand the basics of the ada and the history of disabil ity rights. staff members act as representatives of the l ibrary and must be aware that their actions, or inactions, can result in legal ramifications against the l ibrary. conclusion academic l ibrarians have implemented policies and procedures to ensure equitable access to in­ formation resources for student with d isabilities as a result of legislation such as the rehabil itation act of 1 973, the americans with disabi l ities act of 1 990, and section 508 federal standards, and a phi losophical bel ief in access for a l l . the purpose of the legislation enacted that affects l ibrary ser­ vice for people with disabilities is to ensure that they have equal rights to information services and not special rights that continue to keep them dis­ enfranchised and excluded from the rest of the student body. students with d isabil ities do not want to be singled out as being different or need­ ing special services. this is made clear through the increasing number of students with " invisible" d isabil ities such as learning d isabil ities in our. col­ leges and universities today who do not wish to register with an institution's office for students with disabil ities. equ itable access is a concept that benefits not only those students with disabil ities but those without d isabil ities as wel l . adapting a multi­ sensory teaching style that uses a variety of .vis­ ual , aural , and tactile techniques meets the needs of every kind of learner. creating web sites that make information more accessible not only bene­ fits individuals with disabil ities, but aids users in a variety of contexts whether they are using a desk­ top browser, a mobile phone, or working in a hands-free environment. focusing on clarity of information and easier access al lows al l users to access information on the web more quickly. fi­ nally, staff training issues benefit all users through increased sensitivity and understanding of users' needs, improved quality of l ibrary service to better enable students to conduct research independ­ ently, and improved access to information . as methodologies and technologies change, it is necessary that these issues are constantly re­ viewed and new processes implemented to con­ tinue to meet the concepts of equitable access. education libraries volume 27, no. 2 winter 2004 references applin , m. ( 1 999). instructional services for stu­ dents with disabil ities. journal of academic librarianship, 25, 1 39-142. blake, s . e. (2000). universal access, the ada, and your library web page. arkansas librar­ ies, 57, 1 9-24. curry, e. ( 1 991 ) . ask so you can give: refer­ ence/research service for the disabled in an academic library. rq, summer, 479-485. decandido, g. ( 1 999). service to users with dis­ abilities. washington, dc: association of re­ search libraries. deines-janes, c. ( 1 999). training professional and support staff members. in t. mcnulty (ed.) , accessible libraries on campus. chi­ cago: acrl. graubart, m. ( 1 996). serving the library needs of students with physical disabil ities. library hi tech, 14, 37-40. hudson , l. (2002). a new age of accessibil ity. library journal, 127, 1 9-22. mcnulty, t. (ed . ) . ( 1 999). accessible libraries on campus: a practical guide for the creation of disability-friendly libraries. chicago: acrl. mi l ler-gatenby, k. j . , & chittenden, m. (2000) . reference services for al l : how to support reference service to cl ients with disabil ities . the reference librarian, 69170, 3 1 3-336. texas state library and archives commission. (2005). creating ada-compliant web sites. retrieved feb. 21 , 2005, from http://www.tsl. state.tx.us/ld/pubs/ada. united states. general services administration's office of governmentwide pol icy (n .d . ) . sec­ tion 508. retrieved february 2 1 , 2005, from http://www. section508.gov. wilhelmus, d. w. (1 996). perspectives on the americans with disabi l ities act. journal of academic librarianship, 22, 366-371 . watchfire corporation . (2005). welcome to bobby. retrieved february 2 1 , 2005, from http://bobby.watchfire. com/ bobby/html/en/ index.jsp. world wide web consortium (w3c). (2005). checklist of checkpoints for web content ac­ cessibi l ity guidel ines 1 .0 . retrieved february 2 1 , 2005, from http://www.w3.org/tr/wai­ webcontent/fu l l-checklist.html catherine j. carter, devry university, chicago. emai l : cjcarter@chi .devry.edu 18 new and for thcoming at reference compiled by gladys i . dratch and deborah s. garson barron, ann e. and gary w. orwig. new technologies for education: a beginner 's guide. 3rd ed. englewood, co: libraries unlimited, 1 997 . 295p. isbn 1 -56308-477-5 . oclc#35666597. $32.50. offers an updated review of technologies that are affecting education, including world wide web, wireless lans, multimedia, and videoconferencing. intended as an introduction to these new technologies for those employed in the teaching profession as well as prospective educators . advantages, disadvantages, and educational applications of each technology are presented with detailed graphics and glossaries. each chapter begins with a "real -life" scenario of implementation of technology in an educational setting. chapters contain contact information for software and hardware vendors. bodilly, susan j. and karen j. mitchell. evaluating challenge grants for technology in education: a sourcebook. santa monica, ca: rand, 1 997 . 1 94p. isbn 0-8330-2487-6. oclc#1 9970207. $ 1 3.00. designed to help challenge grant managers develop an evaluation that would match the projects and to explore the evaluation principles outlined. the main sections present judgments about the type of evaluation approaches that are likely to work within a challenge grant setting. extensive appendixes offer an array of instruments, examples of products, indicators, and benchmarks. burgess, william e. the ofyx guide to distance learning: a comprehensive listing of electronic and other media-assisted courses. foreword by elaine k. didier. 2nd ed. phoenix, az: oryx press , 1 997 . 497p . isbn 1 -57356-0731 . oclc#3668 1 662. $98.50. provides information on 434 institutions offering over 4, 1 76 media-assisted courses for academic credit. these include universities, colleges, consortiums, public broadcasting stations, and statewide telecommunications services. organizational entries give name, location, cross-reference to their parent or related organization, delivery systems, institution description, and courses offered. subject, delivery system, and institution name indexes. _ cunningham, carmela and norman coombs. information access and adaptive technology. phoenix, az: american council on education; oryx press, 1 997. 1 98p. isbn 0-89774-992-8. oclc#365893 12. $34.95. written for education professionals working in higher education facilities to assist them in meeting the technological and educational needs of disabled students. twelve chapters give an overview of adaptive computing; provide a broad introduction to the issues involved in providing adaptive computing services; and describe the vast array of adaptive computer hardware and software. appendixes include resources and manufacturer addresses. bibliography and index. decker, paul t. et al. education and the economy: an indicators report. washington, dc: national center for education statistics, u.s. department of education, office of educational research and improvement: for sale by u.s. g.p.o., supt. of ­ docs., 1 997 . 1 02 p. oclc#37005585. $ 14.00. this report by the special study panei on education, mandated by congress, is the first in a series of reports on education indicators. the data sources include nces and other federal and international statistical agencies. nineteen indicators cover such topics as worker productivity and education; economic consequences of educational attainment, educational achievement, and adult literacy; the role of occupations in the education-earnings link; the training of labor force participants; and international trends in education. numerous tables and figures illustrate the executive summary and individual chapters. dictionary of multicultural education. carl a. grant and gloria ladson-billings, eds. phoenix, az: oryx press, 1 997 . 308p. isbn 0-89774-798-4. oclc#36930635 . $49.95. intended to serve as a resource for scholars, students, education practitioners, and others. alphabetic entries include terms, court cases , legal precedents and methodology. does not include biographical entries or terms that describe groups of people. each entry has the initials of the contributor, and where necessary, cross -references are provided. includes list of terms and a sampler of multicultural education resources. education libraries vol. 21 , no. 3 20 d e p a r t m e n t s drozdowski, mark j. and patrick cullen. insider 's guide to graduate programs in education. boston, allyn and bacon, 1997. 175p. isbn 0-205-1951 1-3. oclc#36987 168. $ 17.00. close to 300 graduate schools and departments of education are described in entries providing such basic information as: enrollment, academic programs available, computer resources, research areas and number of faculty within each, student body demographics, minority and geographic representation, information about tuition and percentage of financial aid, number of annual applicants and acceptance rate. an introductory chapter discusses the nature of education schools. includes addresses for state offices of certification and a master index of schools by area of education interest. educational research, methodology, and measurement: an international handbook. john p. keeves, ed. 2nd ed. oxford, uk; tarrytown, ny: pergamon, 1 997. 1054p. isbn 0-08-0427 10-3. oclc#36 143581. $219.75. this volume contains numerous entries on the methods of educational inquiry, research methodology, and measurement in educational research, which are drawn from articles in the international encyclopedia of education (2nd ed. 1994). this edition includes new entries and revisions of earlier ones. includes a list of contributors, a name index of authors cited, and a subject index. glaser, robert et al. assessment in transition: monitoring the nation's educational p rogress. stanford, ca: national academy of education, 1997. 150p. isbn 0-9424691 1-9. oclc#373 14622. $ 37.00. this final report of the national academy of education's panel on the evaluation of the trial state assessment suggests ways in which naep should broaden its conceptualization, assessment, and reporting of student achievement. it draws on six years of investigation and four previous reports of the academy. six chapters cover purpose of the naep, what should naep measure, measuring achievement, informing the nation, linking to state and international assessments, and long term planning. references. hoffman, charlene et al. historically black colleges and universities, 1976-1994. washington, dc.: u.s. dept. of education, office of educational research and improvement, national center for education statistics: for sale by the u.s. g.p.o., supt. of docs., 1996. 1 12p. oclc#35748327. $9.00. provides a compilation of statistical information covering recent trends in the development of historically black colleges and universities. data draws on the results of the "higher education education libraries vol. 21 , no. 3 general information survey" and "integrated postsecondary education data system". the first section reviews the historical context of black colleges and is followed by an analysis of recent statistical trends. contains information on enrollment, degrees conferred, staff, faculty salaries, revenues, and expenditures. includes figures, tables, appendix with guide to sources, methodology, and definitions. international encyclopedia of developmental and instructional p sychology. eric de corte and franz e. weinert, eds. oxford, ox, uk; tarrytown, ny: pergamon, 1996. 882p. isbn 0-08-042980-7. oclc#347826 12. $219.75. provides a research-based overview from an educational perspective of the conditions, processes, and modifiabilities of human development and learning. focuses on both developmental and instructiomil psychology. a resource for researchers, faculty members, teacher educators, government officials, educational administrators, and policymakers. name and subject index. list of contributors. internet tools of the profession: a guide for information professionals. hope n. tillman, ed. 2nd ed. washington, dc: special libraries association, 1997. 249p. isbn 0-871 11-467-4. oclc#36672005. $40.00. intended to provide a select list with full descriptions of internet-accessible resources identified by the participating eleven divisions, caucuses, or other sla units, and to identify the value -added features provided by these resources. divided into four parts: introduction, general background chapter on searching subjects via the internet, sla on the net, and eleven division chapters. chapter entries include source, cost, type of resource, purpose and value. the education chapter was authored by sla education division member, debbie bogenschutz. katzer, jeffrey et al. evaluating information: a guide for users of social science research. 4th ed. new york: mcgraw-hill, 1997. 297p. isbn 0-07-034309-8. oclc#36316015. $23.75. written primarily as a supplementary textbook for courses on research methods and statistics, and in courses that review research findings or make use of the original journal articles. a thematic approach focuses on broad concerns common to all forms of social research. aims to provide the reader with a framework for understanding how to evaluate research reports, 'and to translate that framework into a practical set of criteria or questions that the reader should ask of the research. five sections containing twenty chapters include the error model, reliance on evidence, accepting an author's assumptions, bias, measurement, and applications. notes, glossary, and bibliography. d e p a r t m e n t s 21 leu, donald j. et al. teaching with the internet: lessons from the classroom. norwood, ma: christopher-gordon pub., 1997. 2 14p. isbn 0-926842-59-5. oclc#3639062. $24.95. three sections cover an introduction to the internet, teaching in content areas with internet resources, and the internet classroom. within sections chapters cover internet tools, e-mail, specific teaching ideas, and creating a home page on the www. each chapter contains selected internet sites to support the chapter topic. index. mcfadden, john et al. multicultural & global/international education: guidelines for programs in teacher education. washington, d.c. : american association of colleges for teacher education, 1997. 24p. oclc#37027799. $23.00. six sections define and consider multicultural and global/ international education. part v contains recommendations and questions regarding the responsibilities of teacher educators. the last section is a bibliography of references in multicultural education and global/international education; resources for teacher education in both these areas; and references and resources which address the connections between these areas. mitchell, bruce m. and robert e. salsbury. multicultural education: an international guide to_research, policies, and programs. westport, ct: greenwood press, 1996. 383p. isbn 0-3 13-28985-9. oclc#33045183. $ 85.00. a reference work which examines a sampling of the world's educational systems with a focus on multicultural education. country survey results were augmented with research literature. country chapters include a history of the educational system, structure of the system, muliticultural education efforts, summary, and references. appendix contains survey used to obtain country information on multicultural education. bibliography and index. nafsa's guide to education abroad for advisers and administrators. william hoffa and john pearson,eds. 2nd ed. washington, dc: nafsa, association of international educators, 1997. 492p. isbn 0-9 12207-75-2. oclc#36252769. $60.39. designed to serve as a basic text in the field of education abroad. divided into three parts: chapters 1 through 8 focus on american institutional contexts of education abroad; chapters 9 -14 center on advisers and students; and chapters 15-19 discuss program development, administration, and oversight. new chapters cover faculty roles, promoting world study abroad, and legal issues. appendixes and index. neill, monty. testing our children: a report on state assessment systems. · cambridge, ma: national center for fair & open testing (fairtest), 1997. 180p. oclc#379386s8. $ 30.00 this study evaluates how well state assessment systems support and help improve student learning. the evaluation is based ·on standards derived from principles and indicators for st�dent assessment systems (fairtest, 1995), a document developed by the national forum on assessment. data was obtained by survey, follow-up interviews, and various documents. forty-four states responded to the survey, and for the remaining six states fairtest relied on other sources. provides executive summary, summary of state findings, and standards. appendixes include glossary, methodology, survey, and bibliography. nettles, michael t. and laura w. perna. the african american education data book. fairfax, va: frederick d. patterson research institute of the college fund!uncf, 1997. 3 v. oclc#36584581. $ 30.00/volume. three volumes focus on the educational progress of african americans based on data from many different national and longitudinal studies and databases. the first volume covers higher and adult education, followed by preschool through high school education, and transition from school to college and school to work. each volume contains numerous tables and descriptions. an executive summary for each volume is also available. new standards performance standards: english language arts, mathematics, science, applied learning. washington, dc: new standards, 1997. 3 v. isbn 1-889630-5 1-9 (v. 1), 1-889630-52-7 (v.2), 1-889630-53-5 (v.3). oclc#36377 165. $ 1 19.00. a collaboration of the learning research and development center of the university of pittsburgh and the national center on education and the economy, in partnership with states and urban school districts. the performance standards are from the national content standards developed by professional organizations, such as the national council of teachers of mathematics. the standards consist of two parts: (1) performance descriptions of what students should know and the ways they should demonstrate the knowledge and skills in english language arts, mathematics, · science, and applied learning; and (2) student work samples and commentaries that illustrate standard-setting performances. three volumes cover elementary school, middle school, and high school. each volume includes references, selected bibliography, and appendixes with grade level comparisons. accompanying videotape (69 min.) contains student work samples and commentaries to illustrate speaking, listening, and viewing. education li braries vol. 21 , no. 3 22 d e p a r t m e n t s peak, lois. pursuing excellence: a study of u.s. eighth-grade mathematics and science teaching, learning, curriculum, and achievement in international context. washington, dc: national center for education statistics, 1996. 80p. oclc#36205505. this report is a synthesis of initial findings from the third international mathematics and science study (timss) on u.s. eighth-grade mathematics and science education. includes analyses of textbooks and curricula, videotapes, and ethnographic case studies. five chapters cover how u.s. students perform in mathematics and science, educational standards and the curriculum, how teachers actually teach the curriculum, the working life of teachers, and student life. the appendix includes advisors to the u.s. timss study, national average scores and standard errors, and a summary of national deviations from international study guidelines. available for downloading at http://www.ed.gov// nces/timss. this report is the first of three timss reports by nces in the . series, pursuing excellence. the second report is pursuing excellence: a study of u.s. fourth-grade mathematics and science achievement in international context (1997). the third report, which deals with student achievement in the final year of schooling, will be available in early 1998. rediscovering geography: new relevance for science and soeiety. rediscovering geography committee, board on earth sciences and resources, commission on geosciences, environment, and resources, national research council. washington, dc: national academy press, 1997. 234p. isbn 0�309-05199-1. oclc#36327487. $ 34.95. provides a broad overview of the discipline and its use by educators, business people, researchers, and policymakers. this assessment is intended to convey to a wide range of readers the substance of geography as a subject, and to identify ways to make it more relevant to science, education, and decision making. the fpcus is on broad national and global themes in science and society, and geography's potential as a perspective and a body of knowledge to address these themes. eight chapters include geography and critical issues, geography's perspectives, geography's contributions to scientific understanding, and conclusions and recommendations. references, appendixes, and index. roerden, laura parker. net lessons: web-based projects for your classroom. cambridge, ma: o'reilly & associates, 1997. 284p. isbn 1-56592-291-3. oclc#36308947. $24.95. for classroom teachers, both web novices and experienced users, this resource contains more than 100 project ideas, curricular frameworks, advice from net users, and lesson plans. focuses on education libraries vol. 21, no. 3 curriculum development. three chapters in part i cover an overview of tools, designing curriculum, and implementing curriculum. part ii offers more than 100 k-12 lesson plans and ideas that utilize the web in all subject areas. lesson plan index gives plans by subject, grade level, activity type, and activity level. school leadership: handbook for excellence. stuart c. smith, philip k. piele, eds. 3rd ed. eugene, or: eric clearinghouse on educational management, university of oregon, 1997. 432p. isbn 0-86552-134-4. oclc#35207900. $29.95. divided into four parts, the frrst dis.cusses the person in the leadership role, leadership styles and strategies, and the development of school leaders. other parts cover the values, the structure, and the skills. the fifteen chapters, which include five new chapters in this edition, cover such topics as cultural leadership, quality work teams, shared decision-making, and school-based management. individually authored chapters give an exposition of ideas and evidence on a topic. chapters include bibliographies. school violence intervention: a practical handbook. arnold p. goldstein, jane close conoley, eds. new york: guilford press, 1997. 509p. isbn 1-57230-175-9. oclc#35777313. $55.00. the introduction, written by the editors, discusses the current status of student aggression. other sections consider the practitioners' perspectives, student-oriented interventions, school­ oriented interventions, and system-oriented interventions. a section on special topics deals with cultural sensitivity, the victims and victimizers, and the family educational rights and privacy act (ferpa). thirty-four contributors have written chapters with lengthy references. includes index. sendor, benjamin b. a legal guide to religion and public education. 2nd ed. dayton, oh: education law association, 1997. 96p. isbn 1-56534-094-9. oclc#36538418. $24.95. geared for school officials, this resource provides basic principles of the law related to church/state issues in public education. chapters cover religious activity by students and by personnel, religion and the curriculum, and other religious activities on school grounds. the appendixes include title viii, the equal access act and a map of the judicial circuits. there is a list of statutes cited, a table of cases, and an index. this is a revision of the 1988 publication by national organization of legal problems on education (nolpe), now known as the education law association. a disclaimer states that the opinions are those of the author. d e p a r t m e n t s 23 sexual harassment on campus: a guide for administrators, faculty, and students. bernice r. sandler, robert j. shoop, eds.; contributors, carolyn s. bratt et al. boston: allyn and bacon, 1997. 323p. isbn 0-20516712-8. oclc#34471900. $32.95. a book to help institutions in the process of reexamining sexual harassment policies and procedures. chapters cover issues of the law, the process of developing and changing policies, what policies should look like, and how to deal with complaints. key chapters contain essential information and can stand alone. individual authored chapters include endnotes. schrum, lynne. teaching and learning in the information age: a guide to educational telecommunications. boston: allyn and bacon, 1 997. 179p. isbn 0-2051 9801-5. oclc#35842570. $ 34.00. designed to help practicing and preservice educators use educational telecommunications for curricular enhancement and professional development. eight chapters include: why use telecommunications; classroom implementation issues; research in telecommunications; and future directions and final thoughts. each chapter gives an outline of the topic, an overview, a teacher's story, .summary, and a "try this," "consider this," and "a�j>iy this" sections. glossary and index. special education desk reference. mary buchanan et al., eds. san diego, ca : singular pub. group, 1 997. 3 1 4p. isbn 1-56593-800-3. oclc#35084627. $ 55.00. written for educators, psychologists, physicians, students, and others who deliver services to disabled and gifted individuals. identifies, illustrates, and references major methods, techniques, and strategies designed for exceptional individuals. thirteen individually authored chapters include methods for the gifted, behavioral interventions, mathematics methods, study skills strategy instruction, and computer methods. index. standards for quality elementary & middle schools: kindergarten through eighth grade. 3rd ed. alexandria, va: national association of elementary school principals., 1 996. 58 p. oclc#35586629. $ 19.95. a revised version of the standards to provide guidelines for constructive change in education at the k-8 grade levels. current standards are grouped into six major categories: organization, leadership, curriculum and instruction, staff development, school climate, and assessment. within each category are 18 standards of excellence. appendix a gives a checklist that principals, teachers, parents, and others can use to assess the extent to which a.school meets the standards. appendix b provides a planning guide for school improvement. technology: indicators of quality information technology systems in k-12 schools. project director, kathleen a. fitzpatrick; assistant project director, james a. pershing. schaumburg, il (1699 e. woodfield rd., suite 406, schaumburg 60173): national study of school evaluation, 1 996. 1 40p. oclc#3488648 1. $43.00. this first edition in the national study of school evaluation's series, indicators of schools of quality, is designed to assist schools in enhancing student learning and increasing the productivity of schools' instructional systems with technology. th.e indicators are based on an extensive review of the literature, observation of information technology systems in schools, interviews and focus groups, and usability studies of the indicators. the book is divided into four parts: a vision for student learning in technology; indicators of the capacity of the school's instructional system; indicators of the capacity of the school's organizational system; and using the indicators to develop or evaluate your school's technology plan. youth at risk: a prevention resource for counselors, teachers, and parents. david capuzzi and douglas r. gross, eds. 2nd ed. alexandria, va: american counseling association, 1996. 394p. isbn 1 -55620-151 -6. oclc#33243229. $ 39.00. in this revision of the original 1 989 text, the emphasis is on prevention efforts with at-risk populations. fifteen individually authored chapters are divided into three parts: part one presents information dealing with population definition, identification, and behaviors and causal factors descriptive of youth at risk; part two deals with parameters that often serve as causal factors; part three covers behaviors most often identified as placing youth at risk. chapter references. gladys i. dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education. education libraries vol. 21, no. 3 microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 17 making a place for bibliotherapy on the shelves of a curriculum materials center: the case for helping pre-service teachers use developmental bibliotherapy in the classroom by amy catalano abstract: with developmental bibliotherapy frequently used in schools, this article addresses the necessity of educating future teachers in the proper implementation of bibliotherapy so that their students may reap the benefits and avoid inadvertent harm. the purpose of this article is to discuss the benefits and use of developmental bibliotherapy in the classroom and to promote the same. the article also reviews the role of the education librarian in a curriculum materials center (cmc). introduction the purpose of a curriculum materials center (cmc) is to provide materials to pre-service or in-service teachers, (i.e., student teachers or teachers in the beginning of their teacher education) in order for them to create lesson plans as well as to allow them to become familiar with the many materials available for use in education. many cmcs include not only textbooks, activity books and manipulatives, but also children’s literature and psycho/socio-educational games (the latter of which is geared to be used by counselors in training). bibliotherapy’s genesis and prescription historically began with licensed therapists and physicians. it falls under two different categories: therapists practice clinical bibliotherapy while librarians and/or teachers may practice developmental bibliotherapy (db). with the use of db prevalent in schools, it is necessary to educate future teachers in the proper implementation of bibliotherapy so that students may reap the benefits and avoid inadvertent harm. the purpose of this article is to discuss the benefits and use of db in the classroom and to promote the same. the article also reviews the role of the education librarian in a curriculum materials center (cmc). history and perceptions of developmental bibliotherapy the roots of bibliotherapy began in the nineteenth century when doctors started “prescribing” books (with the aid of the librarian) in the 19th century, to patients in a hospital so that they may become familiar with the symptoms of their medical issues (warner 1980). bibliotherapy has since evolved as a technique used by mental health professionals to help guide clients through their problems by directed reading. this is called clinical bibliotherapy with the books being used to stimulate discussion of difficult feelings “or facilitate resolution of more significant behavioral and emotional issues” (mcmillen 2006). developmental bibliotherapy however, can be used in the classroom where the goal may be to facilitate normal development or to educate students about attitudes, feelings and behaviors such as bullying, divorce, and self-image (mcmillen 2006). db can also be defined as a “process of dynamic interaction between an individual and literature through facilitated dialogue…[where] bibliotherapy underscores the importance of the reader’s feeling response to the literature.” (schlicter & burke 1994). the research strongly suggests that for db to be effective discussion must occur. various methods by which to facilitate appropriate discussion will be addressed. controversy in public libraries for both children and adults, reference librarians practice bibliotherapy directly with their patrons. a parent, for example, may come to a children’s librarian to request a book about death to read to a child who has just lost a grandparent, and the librarian may consult a ready-made bibliography or search the catalog using the subject headings “grief and children” for resources. a librarian knowledgeable of some facets of bibliotherapy may provide a parent with several choices of books while offering a synopsis of each during the reference interview so that the best age, and situation-appropriate, books may be chosen. this particular brand of bibliotherapy is not developmental bibliotherapy and is often considered controversial as it appears to be a watered-down and non-professional attempt at clinical bibliotherapy. however, if a parent is requesting a title for their own child and reads the work first then the responsibility lies within the parent to make appropriate decisions with the guidance of the librarian. if the librarian is doing his or her job in ensuring that the content of the “reading about noble deeds may not of itself produce noble character, but such reading is undoubtedly a source of inspiration. the ambitious young person who is fond of reading finds enchantment in the lives of people who overcame obstacles to achievement though dint of hard effort.” ~ herbert et al. (2001) education libraries: childrens resources, volume 31, no. 3, spring 2008 18 book does not include any inappropriate language or themes that a parent or child may find offensive, then harm is usually avoided. “concern kicks in when giving someone a book who has mental health issues morphs into therapy” (jones 2006). controversy may also follow if books are selected that may have strong sexual or religious themes. avoiding controversy will be addressed n the applications section of this article. in an academic library, the education librarian has the benefit of being in the role of teacher and thus can use this role to instruct their patrons and students. in the cmc the librarian would not directly practice developmental bibliotherapy with their patrons (who are students of education) but would guide them through the appropriate methods of implementing db in their classrooms. many professionals argue that the term “supportive knowledge” should be used instead of bibliotherapy (baruchson-arbib 2000). uses of developmental bibliotherapy the prevalence of trauma, and the direct affect it has on a child’s ability to learn, forces us to look at ways we can help our young students beyond that of sessions with a psychologist in or out of school. this is of particular interest because these issues were typically not addressed in years past. in addition to students who suffer some type of loss through death or change in family dynamic, there are those whose parents may be deployed in the military during peace and wartime. there are also issues of bullying, drug use, sexual abuse, neglect, homelessness, school anxiety, negative body image, and sexual orientation. using db with the entire class allows for those students to empathize with those who suffer anxieties created by childhood traumas. students can also develop problem-solving skills whether or they have experienced these traumas themselves. db need not only be used with children who are suffering in some manner, but also used in classrooms as a preventative measure. teachers can address common problems among schoolchildren to aid in awareness, and to facilitate critical thinking and problem solving skills. as knoth (2006) expresses “i would rather inoculate children than treat the symptoms of the emotional trauma. we give children vaccinations against measles. we can’t vaccinate against divorce, but we can give children some emotional knowledge to use when their families do go through a divorce.” in an article on math anxiety, herbert (1997) says that the role of the teacher is to prevent problems not cure them. prater, et al. (2006) states that schools typically intervene with prevention, early intervention, or treatment programs and that “bibliotherapy is one technique that can be used at all three levels.” in reference to addressing homosexuality in schools, vare and norton (2004) believe that “because schools reflect the homophobic attitudes of today’s society, they often devalue the sexual orientation of gay and lesbian teens in their curriculum, extracurricular activities and student services.” while vare and norton make a blanket statement about schools and homosexuality, it is also true that homosexual students may often feel isolated and are at risk for abuse. vare and norton also assert that when schools fail to “acknowledge the existence of homosexual youth [it can] be devastating to these adolescents… [the school’s] current silence sends an alienating message of denial and despair to gay and lesbian youths.” school systems hold the responsibility to educate their students to be tolerant of all people. through bibliotherapy, not only can students be educated and thus encouraged to empathize with homosexual students, but also gay or lesbian students have a greater awareness of the resources available to them. the principles that apply to homosexual youths also apply to students who suffer from any type of anxiety. through time-tested processes of the implementation of db, students can come away from the experience with knowledge of themselves and those like them, as well as an empathy for others who are experiencing pain of a different nature. processes for the implementation of db the following processes of implementation are used in both developmental and clinical bibliotherapy. these processes are the foundations of bibliotherapy and describe how it works to help people, in this case children, through their problems. while some of the following examples indicate a clinical use of bibliotherapy, they are used in this article solely to illustrate how the process works. nearly all proponents of db describe three stages that include identification, catharsis and insight (morawski 1997, kramer & smith 2005). identification is the process of affiliating some real or fictional character with oneself. to facilitate this step “students should be encouraged to recall relevant incidents from their own lives.” (morawski 1997). this step also encourages children to recognize that they are not alone in their situation…that their situation is normal (kramer & smith 2005). education libraries: childrens resources, volume 31, no. 3, spring 2008 19 catharsis is the process of the release of tension. db “may strike at a deep emotional level [when students are reading] books written by compassionate people who have made some progress in their own painful struggle to know themselves…as the character works through a problem and releases emotional tension identification becomes further established” (morawski, 1997). insight is the point at which readers develop knowledge about themselves and the world and the use of activities such as discussion, is essential to allow this last stage to occur. it is the interaction with the teacher that allows for insight into how a problem is met or solved. herbert (1997) describes a fourth stage he coins “universalization…that we are not all in this alone” but most professionals (kramer & smith 2005, morawski 1997) deem that term synonymous with identification. in the case of grieving children, manifold (2007) discusses the correlation between the aesthetics of a picture book and that of “emotionally painful experiences.” they are related as “unfolding in a sequenced order…trigger[ing] a powerful emotional response, which compels [one to ask]: ‘what does this mean?’ ‘why did this happen?’ and ‘what do i do now?’” if one can make sense of the “triggering” event then one may eventually arrive at a “resolution of being qualitatively different than that before the experience.” in this process it is not only the identification and cathartic aspects of the db process that enable a child to heal, it is the rhythm and soothing of the art of the written word and illustrations, and to the imagination that has been ignited by that art. in part, children can create psychological safe spaces by way of this process. manifold (2007) contends that art images “draw on feelings, abstract memories, and metaphoric associations whereas narratives spark the reader’s imagination to weave explanation and meaning. images with narratives become tools of imaginative thinking in guiding young readers through and out of sorrow.” prater et al. (2006) discusses a ten-step model for implementing bibliotherapy. although it is important to note that their process seeks to address, and further prevent problems already occurring, not prevent them in the way db seeks to. yet the model still incorporates the processes necessary for db to be effective: identity, catharsis and insight. their model includes these steps: • develop rapport, trust, and confidence with the student. • identify other school personnel who may assist. • solicit support from the student’s parents or guardians. • define a specific problem the student is experiencing. • create goals and activities to address the problem. • research and select books appropriate for the situation. • introduce the book to the student. • incorporate reading activities. • implement post-reading activities. • evaluate the effects of bibliotherapy on the student. in this process the steps of identify, catharsis and insight are addressed while incorporating additional steps to help guide the teacher/therapist by providing more specific suggestions for implementation. the case for developmental bibliotherapy although empirical research is necessary to verify the effectiveness of bibliotherapy, particularly with elementary school children, many professionals advocate the use of db, particularly as a means for teaching problem solving (forgan 2002), decreasing fears (pearson 2003), supporting gay and lesbian students (vare and norton 2004), overcoming math anxiety (herbert 1997), and supporting students dealing with death (corr 2004) and divorce (kramer and smith 1998). the following paragraphs go into more detail on how db can assist with the issues that surround special education, gifted and talented, grieving and sexual abuse. bibliotherapy, specifically biography, is also “a good source for those children who are communicatively impaired. they can learn about significant contributions that have been made by similarly impaired persons” such as helen keller (hendrickson 1988). in their article on using biography to counsel gifted young women, herbert, long and neumeister (2001) offer a different purpose for the use of biography. gifted teenage girls often face emotional issues not met by other girls their age. there are high expectations for them by their parents, but their friends and sometimes their teachers, expect them to perform like their peers. herbert, et al. (2001) expresses that in reading biographies the reader may meet personalities that they themselves would like to emulate. “reading about noble deeds may not of itself produce noble character, but such reading is undoubtedly a source of inspiration. the ambitious young person who is fond of reading finds enchantment in the lives of people who overcame obstacles to achievement though dint of hard effort.” education libraries: childrens resources, volume 31, no. 3, spring 2008 20 children who are grieving, either because of the death of a loved one, divorce, or other loss, are profoundly inhibited from learning because they lack the ability to focus and retain information (manifold 2007). manifold (2007) goes on to state that because “visual and audible rhythms and sensitively constructed narratives have been found to have calming therapeutic affects on emotional suffering, picture books may be particularly helpful resources for reassuring emotionally distressed children and redirecting their attentions back to classroom instruction.” mcdaniel (2001) discusses using children’s literature in the prevention of sexual abuse. in addition to employing the concept of identification as a cause for teaching abused children that they are not “the only one,” she also addresses the perception of many parents that abuse will “not happen to their children.” she states that “we can break the cycle of child sexual abuse by creating an environment in which taboo subjects can be discussed openly and accurate information is readily available.” prevention is much easier than dealing with the physical damage and pain that comes with sexual abuse. mcdaniel suggests, for example, “it may be worthwhile to reevaluate the way in which we teach our children to unquestionably obey authority figures…the sex offender takes full advantage of this teaching of obedience to all adults.” unfortunately, this type of bibliotherapy puts the responsibility of prevention on the child. thus it is essential that adults effectively educate their children as to how to prevent sexual abuse. limitations and cautions in usage much of the controversy surrounding non-clinicians (i.e., librarians and teachers) executing bibliotherapy is that there is fear that more harm than good – however well intended – will be done. that being said, no formal training is necessary for an adult or child to read a book, nor is formal training necessary to discuss that book. therefore, with proper education on the use of db, knowledge of child development, and careful astute book selection, educators may confidently implement db with their students. manifold (2007) states “sorrow that is properly addressed can resolve in learning” so why should this learning not take place under the hand of a welltrained and sensitive teacher? however, books should not be expected to carry too heavy a burden. a book cannot be expected to stand alone as a healing tool without forethought, research, planning, reading the book ahead of time and anticipating questions. warner (1980) discusses research from in a clinical trial where schoolchildren’s anxieties were actually heightened after a course of bibliotherapy. the researcher himself expressed that it is likely that discussion after reading the “prescribed” books was neither sufficient nor calming. for the discussion to be effective, it must include a conversation about solutions to the problem. one way to implement this aspect of db is to have students role play through variations of solutions. sometimes neither the book nor the method, no matter how well researched and implemented, can help the child. sometimes the limitation lies in the personality of the participant. kramer and smith (1998) state that a “participant may have a bias that can affect his/her perception of the story. this bias may prohibit some children from identifying with certain story characters. however, the use of followup activities may help negate the effects of bias.” the limitation may also lie in the facilitator, in this case the teacher. a teacher who does not have a good understanding of children or the subject matter may be ineffective at interacting with children in this manner. kramer and smith (1997) offer the example of children of divorce in implementing bibliotherapy techniques for children. they state that it is important to be aware of children’s typical reactions to divorce during the early childhood years. role of librarian and teacher primarily, the role of education librarians is to be familiar with the literature in their curriculum materials center (cmc) or library. secondly, if librarians are to guide (pre-service) teachers in the use of literature or non-fiction they must be familiar, by way of research, of the suggested works by professional therapists for specific issues such as divorce, grief, anxiety, bullying etc. lastly as an academic education librarian, they should be familiar in the procedures of implementing developmental bibliography. “concern kicks in when giving someone a book who has mental health issues morphs into therapy” (jones 2006). there are appropriate roles for librarians in db such as collaborating with a mental health specialist to provide subject appropriate books “i would rather inoculate children than treat the symptoms of the emotional trauma. we give children vaccinations against measles. we can’t vaccinate against divorce, but we can give children some emotional knowledge to use when their families do go through a divorce.” ~ knoth (2006) education libraries: childrens resources, volume 31, no. 3, spring 2008 21 as well as specific passages from those books. the education librarian should always remain apprised of current issues in schools and in the media. warner asks “who is the therapist: the book or the person directing the reading?” this question illustrates the issue at hand; that bibliotherapy, whether clinical or developmental, is not about doing a subject search in a library database, compiling a bibliography on a therapy issue, and then handing over a book. db involves education of the issues, age appropriate titles and the proper methods for engaging students in a discussion conducive to facilitating problem solving and coping skills. it also calls for the sensitivity to recognize when or whether or not an issue should be discussed at all. warner (1980) asserts that some educators inappropriately may present moral and value education, i.e., teaching children to behave as we would like them to, under the aegis of developmental bibliography. when making selections, manifold (2007) suggests that parents, teachers and librarians should look carefully at the conclusions of picture books that the author and illustrator provide. “if picture books are to elicit the calming and healing effects of imagination, it is important that the answer proposed by the author and illustrator treat the universal question with dignity, take an ecumenical approach to the answer, and avoid presenting the answer as an absolute certainty, thereby allowing room for a reader’s imaginative interpretation.” manifold goes on to suggest that such therapeutic books should be made available to all students as reading choices so that any sorrowful or otherwise anxious child may “explore painful topics in a private way.” librarian’s role and applications for the curriculum materials center the librarian’s role in effectively implementing db is manyfold. their role includes collection development, research of the topic, outreach to faculty and students and providing access to information about db. the librarian should be aware of issues in schools and the community that are likely to be addressed by teachers. a librarian whose goal is to help students does not avoid those topics that are controversial or uncomfortable to address, such as teen sexuality. librarians can stay current on these issues by keeping in contact with school counselors in local districts. in addition to collecting quality materials in not only children’s and adolescent literature, the curriculum materials center librarian will also want to procure material on bibliotherapy itself and non-fiction books about the issues. in order to support developmental bibliotherapy in the cmc the librarian should first develop a collection that includes materials on a variety of issues for different age groups. many of the articles referenced here include a bibliography of books as well as suggested activities. books such as books you kids will talk about! by hepler and salvadore, books to help children cope with separation and loss by rudman, gagne and bernstein, and sensitive issues: an annotated guide to children’s literature k-6 by rasinski and gillespie are good resources for quality bibliotherapeutic materials. it is the librarian’s job to evaluate popular literature for developmental appropriateness, content and accuracy, as well as evaluate the authority of a work. librarians often partner with mental health professionals and faculty from the counseling program at their school where the health professional provide criteria and themes, and the librarian provides titles and passages of books. librarians are the source of knowledge on both fiction and non-fiction and as such can alert other professionals to literature that contains inappropriate language or problematic issues such as racism or sexism. finally, both the librarian and the pre/inservice-teacher will want to create up-to-date bibliographies on bibliotherapeutic issues for quick reference. librarians, in their unique role as teachers and providers of information, are the front line on methods and research for implementing bibliotherapy. they should be aware of the necessity for discussion in classroom after reading children’s literature about an issue and be sure to share these processes with their patrons. while librarians in a college or university setting may have the authority, right and interest to promote freedom of information to their patrons, the teachers in elementary and secondary schools do not. teachers are in loco parentis, meaning that they are in the role of parent when schoolchildren are in their care. as such they must make their literature selections carefully. because educators want to avoid creating any anxiety in children (and their parents). it is very possible that a book recommended, for example, to a gay, lesbian, bisexual, or transgendered (glbt) adolescent could be a work that is challenged within the community. when working with elementary school children in particular, a teacher will want to choose their themes carefully. they may want to avoid topics that may be very personal to a child such as divorce or war. topics such as bullying, safety, stranger danger and character education libraries: childrens resources, volume 31, no. 3, spring 2008 22 education are subjects which are most often discussed in school with little controversy. in order to educate teachers in the proper implementation of db, education librarians often reach out to the teaching faculty of their institutions to initiate workshops or seminars on the topic. they can also discuss the subject briefly during bibliographic instruction in the appropriate classes. in these classes students will not only be provided with information about db but also with bibliographies of select material and discussion activities. conclusions it would be careless to suggest that following the above guidelines would be a safe and sufficient way to implement developmental bibliotherapy for children without a further note of caution. teachers are trained in not only the creation and use of curriculum in the classroom but in the developmental milestones of their young charges. it is essential that teachers use this knowledge along with their teaching skills to carefully address sensitive topics with their students. research of the topic and critical thinking skills are essential to the successful employment of db. librarians who work with teachers are in the unique position of being able to provide instruction and materials related to db because they hold the dual position of educators as well as portals to information specifically in the realm of children’s literature and methods of education. references: baruchson-arbib, shifra. (2000). bibliotherapy in school libraries: an israeli experiment. school libraries worldwide, 6(2), 102-110. duimstra, l. (2003). teasing and name-calling: using books to help students cope. teacher librarian, 31(2), 8-11. forgan, j.w. (2002). using bibliotherapy to teach problem solving. intervention in school and clinic, 38(2), 75-82. hendrickson, l.b. (1988). the ‘right’ book for the child in distress. school library journal, 40-4. herbert, t.p. & furner, j.m. (1997). helping high ability students overcome math anxiety through bibliotherapy. journal of secondary gifted education, 8(4 ), 164-78. herbert, t.p., long, l.a. & neumeister, k.l. (2001). using biography to counsel gifted young women. journal of secondary gifted education 12(2), 62-79. johnstun, m.l., johnstun, m.r., prater, m.a. & taylor dyches, t. (2006). using children’s books as bibliotherapy for at-risk students: a guide for teachers. preventing school failure, 50(4), 5-13. jones, j.l. 92006). a closer look at bibliotherapy. young adult library services, 24-27. kramer, p.a. & smith, g.g. (1998). easing the pain of divorce through children’s literature. early childhood education journal, 26(2) manifold, m.c. (2007). the healing picture book: an aesthetic of sorrow. teacher librarian 34(3), 20-6. mcdaniel, c. (2001). children’s literature as prevention of child sexual abuse. children’s literature in education, 32(3), 203-224. mcmillen, p. (2006). a therapeutic collaboration: the bibliotherapy education project at oregon state university. morawski, c.m. (1997). a role for bibliotherapy in teacher education. reading horizons, 37, 243-59. norton, t. l. & vare, j.w. (2004). bibliotherapy for gay and lesbian youth: overcoming the structure of silence. the clearing house, 77(5), 190-4. pearson, q.m. (2003). helping children cope with fears: using children’s literature classroom guidance. professional school counseling 7 (10), 15-19 schreur, g. (2006). using bibliotherapy with suspended students. reclaiming children and youth, 15(2), 106111. visser knoth, m. (2006). what ails bibliotherapy. horn book magazine, 273-276. warner, l. (1980). the myth of bibliotherapy. school library journal, 107-111 wolpow. r & askov, e. (1998). strong in broken places: literacy instruction for survivors of pervasive trauma. journal of adolescent and adult literacy, 42(1), 50-57. amy catalano (formerly cianciulli) is assistant professor of library services and director of the curriculum materials center at hofstra university in hempstead, ny. she was previously a high school social studies teacher and has been an academic librarian for two years. in her curriculum materials center she is actively working to create psycho-educational games and clinical bibliotherapy collections for use by counseling interns. in addition to children’s literature, catalano is interested in the promotion of mathematics, science and foreign language teaching. the education division of special libraries association enhances her professional life by providing a link to the specialized information related to being an education librarian, such as websites, conferences and symposiums. being on the education division’s discussion group allows for education librarians to discuss issues specific to them. some of her personal hobbies include studying and collecting works of rarely taught foreign languages such as coptic. she and her children also collect children’s pop-up books. amy.cianciulli@hofstra.edu mailto:amy.cianciulli@hofstra.edu 12 a r t i c l e s librarians and unions: defining and protecting professional values by· 'i deanna d. wood abstract in this article, the relationship between the professional values of librarians and the benefits that accrue in unionization is explored. these benefits include process-based benefits, including the protections of tenure, fair workload, job security, and due process in the form of contractually agreed upon grievance procedures. also discussed are value-based benefits in the form of open communication, academic and intellectual freedom, and a collegial relationship with teaching faculty. economists and politicians remind us that union membership has been in steady decline for the last two decades. from 1983 through 1996, the number of american workers covered by union contracts has declined from 23.3% to 16.2% of american workers (united states, 1997). what is less frequently noted is the rise in the number of employees covered by collective bargai1\ing agreements in the service industries and most markedly among technical and professional workers, including librarians. in 1986, 25.6% of professional librarians, archivists, and curators were covered by a collective bargaining contract; in 199 1, 30% were covered; and in 1996, 32.7% of us were working in a unionized workplace (hirsch, 1997). between 1986 and 1996, over 14,000 of us became part of a collective bargaining unit. the purpose of this discussion is to shed some light on why librarians join, and sometimes form, unions and why this increase of interest in collective bargaining is a positive response to many perceived negative influences in our working environment. in particular, i wish to discuss the values embedded in the profession of l ibrarianship and how they are affected and, i believe , complemented by collective action. why unionize? although there is a growing body of research on the effects of unionization on libraries and librarians, there is very little on the precipitating causes of union formation in libraries. this is probably because we seldom form self-contained, library-only, units. the majority of unionized libraries are part of larger organizational unions, mostly within public agencies and public educational institutions. the participation of librarians in the initial drive is easily overlooked. in professional bargaining, however, there are some universal motivations that can easily be extrapolated to include librarians, including both external conditions that education libraries vol. 23, no. 1 facilitate public-sector unionization (primarily legal) and internal environmental factors which produce sufficient dissatisfaction to warrant union formation. the national and state legal environment in which librarians and other professionals form unions is discussed at length in many useful books and articles (e.g., arnold, 1998 and mortimer, 1978). the liberalization of statutory and administrative law of the 1970's was far friendlier to unionization in the public sector than it was toward the private sector. many faculty librarians in private colleges and universities were either decertified or unionization efforts were suspended following the yeshiva decision in 1980 (national labor relations board v. yeshiva, 1980). the primary internal reasons for forming a union are to increase the strength of the bargaining position of employees with employers on economic issues, including compensation and benefits, work-load issues, job security, and fairness and due process in the resolution of grievances. there are underlying reasons, however, tha.t are worth stating and speak to the responses to a working environment that is increasingly unfriendly to professional work. most union drives are about a lack of mutual respect and the breakdown of common val ues between management and employees. susan schurman, the executive director of the george meany center of labor studies wrote in a case study of unionization, "most union drives are about justice, fairness, and dignity, not about the particulars of compensation and benefits per se." (von hoffman, 1998). in fact, the national unions rarely initiate unionization. typically, employees become dissatisfied and offended and after a great deal of thought and talk, invite unions to discuss further action. this perceived breakdown of respect and institutional fairness can manifest itself in a variety of substantive ways, including the degradation of salaries and medical benefits, the hiring of paraprofessionals to perform professional work, a grievance -----------------a r t i c l e s 13 process that favors management prerogatives, and a disdain for collegial decision-making. a correlate of this is a breakdown in communication between the employees and management. the decrease in funding for most public organizations over the last 20 years has engendered a siege mentality in many administrative ranks, a mindset that often devalues input from the employees. given the reluctance of professionals to join unions, the amount of internal unhappiness must reach a cri tical level before significant action is taken. librarians and unions unionization invariably takes place in a negative working environment. it does not take place by accident or by conspiracy. there are, however, many p·ositive outcomes of unionization both for the employer and the employees. there is a natural synergy, i bel ieve, between librarians and the activi ties of collective bargaining, particularly when librarians share the bargaining unit with other professionals. i am most familiar with the model of college and university faculty unions, so much of the discussion that follows will draw on this experience. i think what is true for a faculty union is also true for other models, e.g., elementary and secondary education and pub l ic agencies that employ professionals. except for large public libraries, most librarians will be part of a mixed-unit, combined with other groups that share a "commonal i ty of interests ." t hese can include professionals and paraprofessionals, non-teaching academic professionals, or all employees defined as "faculty" which often includes librarians. a process of negotiation and the application of labor law determine the unit, but generally all positions which are managerial, executive, or administratively confidential can be excluded. although many supervisory librarians might consider themselves managerial, the lack of significant control over budgets, hiring, and firing may place them in the bargaining unit. the definition of the term "managerial" can vary widely from state to state and even from employer to employer. the final arbiter is usually the state labor board for non-federal public employees · or the nlrb for federal and private employer workers. after the determination of the unit, an election by the unit members must be held to decide who will represent the unit. process-based benefits often librarians find themselves unionized because of their small representation in the election vote in a mixed-unit. the unit of which i am a member contains approximately 600 teaching faculty with 17 l ibrarians. however, there are significant advantages (and a few disadvantages that i will discuss later) that accrue to us because of this affiliation and an alignment of common values that aids significantly in the performance of our jobs. these benefits can be divided into two categories i call process-based and value-based. process-based benefits are the customary rights for which unions are usually formed, i.e. the right to bargain collectively for salary, benefits, working conditions, and fair grievance procedures. there is significant evidence that within the publ ic sector unioni zed l ibrarians earn more than non-unionized librarians (belman and heywood, 1997 ; hirsch, 1997 ; and ackerman, 1980-8 1 ). formal grievance processes aid significantly in not only the perception but also the reality of due process when disputes or perceptions of unfair treatment arise. according to fryxell ( 1992) , "grievance systems are valuable in assuring adherence to the contract, but also add flexibility in ad hoc negotiation of unforeseen issues, protecting unilateral investments in the job, and may serve an important symbolic role in promoting trust." this perception of trust can positively influence employee attitudes toward the workplace in general and management specifically. procedurally, collective bargaining also has positive outcomes for management: • increase in honest communication: one common reason given for unionization is the "no-one-listens-to-us" complaint. unionization not only facilitates communication, it requires it . • multi-year agreements allow for longer range budgeting and planning. • the union is the usual arbiter of the determination of a valid grievance. this rids the administration of the onerous task of adjudicating every complaint. value-based benefits unlike many professional groups, librarians engage in a great deal of collective and interdependent work: no department can work effectively or efficiently without the support and input from all other departments. this proclivity toward mutual collegial support provides a natural synergy with collective bargaining. when other professional groups are added to the unit, particularly teaching faculty, we expand and improve the communication and mutual support across a much wider base. we have common needs and responsibilities and the contract serves to confirm these. unique to librarians is the value of intellectual freedom, and the right of our patrons and communities to have unfettered access to information. libraries also have the responsibility to "challenge censorship in the fulfillment of their responsibility to provide information and enlightenment" (american library association, 1996). the principle of academic freedom as promulgated by the american association of university professors provides for these same rights but given to us instead of by us (american association of university professors, " 1940 statement", 1995). in a curious (but telling) element, both the library bill of rights, which defines the principles of intellectual freedom, and the march 1998 draft of ann symons' presidential intellectual freedom statement (ala: libraries: an american value, 1998), it is libraries that are the providers for the environment in which intellectual freedom can flourish, not librarians . the fundamental statement of professional values for our profession does not name us as the education libraries vol. 23, no. 1 14 a r t i c l e s practitioners of that profession but rather speaks of the institutions in which we work. the principles of academic freedom, together with the joint statement on faculty status of college and university librarians (american association of university professors, "joint statement", 1995) speak directly to the individual and our responsibilities to our teaching colleagues and ourselves: col lege and university l ibrarians share the professional concerns of faculty members. academic freedom, for example, is indispensable to librarians because they are the trustees of knowledge with the responsibility of ensuring the availability of ideas, no matter how controversial, so that teachers may freely teach and students may freely learn. (aaup, "joint statement," 1995) col lective bargaining provides a s tatement of values, congruent to our own, that speaks to our needs as individuals, our right to speak freely in the practice of our profession, and our right to publish the results of our research. tenure is a complementary and necessary value to academic and intellectual freedom. there has been a great deal of debate, both public and private, on the necessity of tenure in the modern university, with many proclaiming its dysfunctionality and obsolescence. the most common argument is that tenure displaces merit with seniority and severely limits the flexibi l i ty of administrators to accommodate rapid changes in financial climate and programmatic needs. the first assumption assumes that merit and productivity cannot be assured unless administrators are free to fire and discipline without restraint, which considering the global esteem with which american colleges and universities are regarded seems fatuous. the second part of the statement is absolutely true. tenure puts a signific ant brake on the implementation of management fads and trends, of which there has been an explosion in the last few decades. tenure forces administrations to consider careful ly why and how they displace faculty and academic programs. another argument which appears in academic ( and, increasingly, popular) literature is that tenure is no longer needed because academic freedom is no longer a value at risk . mccarthyism is long dead and academic administrators would never consider stifling open debate and the exchange of unpopular ideas in the classroom or in published (paper or electronic) opinion in the library. librarians are far more tuned into censorship and political correctness than most teaching faculty, for as the aaup states, we hold the responsibility of ensuring the ready availability of ideas. i know from personal experience that not every academic institution fully appreciates that responsibility. there have been two grievances in the last several years that involved the rights of librarians and teaching facu lty to speak openly about their v iews both in the classroom and at the reference desk. academic freedom and due process won in both cases (silva v. usnh, 1994). education libraries vol. 23, no. 1 however, it is not sufficient just to espouse the values of academic and intellectual freedom. these values must be secured contractually. academic freedom is the cornerstone of every aaup col lective bargaining contract . in the unh contract , the recognition of academic freedom as "essential" fol lows immediately after the legal recognition of the chapter and its right to bargain collectively, and the description of the membership. this clause binds the trustees of the university to "their continuing commitment to the principles of academic freedom and its protections as provided in the aaup statement of principles on academic freedom" (university system of new hampshire, 1995). the contract also provides for the process of redress when these principles are violated. in an ideal working environment, contractual agreements would not be necessary. educational institutions are not, nor ever were, perfect, and the climate has been undergoing a steady and not altogether desirable change. librarians need col lective bargaining agreements to retain some security in their working lives. modern colleges and universities are moving away from collegial models of internal governance. according to dye and bing ( 1990), "in its place are hierarchical models of governance, which rely on subordination rather than on equality. all individuals in a hierarchical system must acknowledge superior powers, for diversity within a hierarchical structure can create chaos. for this reason, a common goal of those at the top of the hierarchy is to extend control over as many of the hierarchical layers as possible." rhoades ( 1998) sees the economic restructuring of labor in the u.s . mirrored in the university. highly managed administrative professionals are increasingly directing the work of faculty and there is a steady increase in the reliance on part-time employees. librarians are facing an added trend in that there is an increased reliance on technology occuring both in the cataloging of library col lec tions and in the accessing of e lectronic information. increased automation has decreased the amount of skilled judgment needed to perform many jobs. this has been particularly true in technical services: work once performed only by profess ional l ib rarians is now routinely done by paraprofessional s . this makes economic sense for the administration: paraprofessionals are less expensive to employ. however, the values that professional librarians bring to their work, are missing. inherent in these values is service to the profession as well as the individual institution. we are not only employees of the library, we are part of a profession with a rich history and shared ethics. by contractually defining our status, unions protect our standing as highly educated academic professionals separated by function and responsibilities from nonlibrarians. why not unionize? although i have not promised a balanced view of l ibrarians and unions, it seems only fair to offer some reasons why librarians should not participate in collective bargaining. these include: a r t i c l e s 1s • you have excellent parking facilities at a reasonable cost. • you feel that you can do better financially and professionally by bargaining individually for raises, promotions, and better working conditions. • you feel that the hierarchy works more efficiently than collegiality in decision-making. • there is an atmosphere of mutual trust. and respect between the librarians and the administration. • you feel that the interests of librarians will be subordinated to the i nterests of the teaching faculty in the bargaining process. in this last point, there is some truth to this fear. librarians and teaching faculties do not share the same day-to-day work loads and responsibilities and it is easy for the minority to be overlooked in the interests of the majority. my answer to this is to stay involved in the work of the union and voice your concerns often and loudly if necessary. although i do not represent the library faculty in my work on the negotiating team or the executive committee, i frequency raise questions about policies or positions that do not take the needs of librarians into account. i also act as a union liaison to the library and, hopefully, remind us that there is a significant "community of interest" that exists between us. we can learn as much from our colleagues in the classroom as they can learn from us. collective bargaining offers the best common ground for us to work togethen summary collective bargaining, then, speaks to three values that we as librarians hold: collective and cooperative decision making, academic and intellectual freedom, and the right of due process .. these three principles are at the heart of aaup collective bargaining contracts. they comprise the values that are the easiest for academic administrators to chip away at in the interest of financial and administrative flexibility. (my experience has led me to believe that "flexibility" is a euphemism for "whatever we want to do when we want to do it.") contracts do produce significant constraints as that i;, their purpose. they also produce trust. mark blum ( 1989), in a workshop on negotiations for the education d ivision of sla, stated it well when he wrote, "negotiation is a process through which bargaining power may be used to build shared commitment to common objectives and to advance worthy principles and values, as well as to advance specific interests." (in my experience, collective bargaining is often used in higher education .) there are two more benefits to collective bargaining that are worth mentioning. first, unions are volunteer organizations. although the executive committee is elected, volunteers do most of the real work of unions. all of the grievance work in my chapter is volunteer work by faculty, with a librarian as the chair. the library faculty also elects a representative to the chapter collective bargaining caucus. if you want to be involved, there are numerous opportunities. by becoming a part of the work, we not only expand our knowledge of what is going on in the work of the teaching faculty, but provide the teaching faculty with more insight and u nderstanding of what we do and its in trinsic value to the professorate and the teaching mission of the institution. second, we provide a flattened, more collegial, governance structure than exists in our own workplaces. li braries are essentially hierarchical places, and with a few notable exceptions, have remained bureaucratically unchanged for the last hundred years. the movement away from l i brar ianship i n to the management ranks largely determines the measure of our professional success. unions, however, do not recognize rank or position in the work of negotiation or grievance mediation. commitment and willingness to work are valued, not titles or numbers of people supervised. these, too, are values that all of us should share. references ackerman, page . ( 1980-8 1 ) . " governance and academic libraries." librmy research, 2, 3-28. alderman , taylor. ( 1989) . the right ball: a primer fo r management negotiators in higher education. washington, dc: college and university personnel association. american association of university professors. ( 1995). " 1940 statement of principles on academic freedom and tenure with 1970 interpretation ." policy documents & reports. washington, dc: american association of university professors. american association of university professors ( 1995) . "statement on faculty status of college and university librarians." policy documents & reports. washington, dc: american association of university professors. american library association. ( 1996). "library bill of rights." inte llectual f reedom manual, 5th edition . chicago : american library association. arnold, gordon. ( 1 998). "the emergence of faculty unions at flagship public universities in southern new england." labor studies journal, 22 (4), 62-88. belman, dale, john s. heywood, et al. ( 1 997). "public sector earnings and the extent of unionization." industrial & labor relations review, 50 ( 4 ), 6 10-629. blum, mark c. ( 1989). "managing perception to change reality: a guide to bargain ing for professionals." edu cation libraries, ( 1-2), 20-29. dye, linda and robert bing. ( 1990). "collegiate: member of a college or inmate of a prison?" educational record, 71 ( 1 ), 32-34. education libraries vol. 23, no. 1 1 s a r t i c l e s fryxell , gerald e. ( 1992). "perceptions of justice afforded by formal grievance systems as predictors of a belief in a just workplace." journal of business ethics, 1, 635-647. hirsch, barry t. and david a . m acpherson. ( 1997). union membership and earnings data book: compilations from the current population survey. washington, dc: bureau of national affairs. hovekamp, tina maragou . ( 1997). "professional associations or unions? a comparative look." library trends, 46 (2), 232-245. hovekamp, tina m aragou . ( 1994 ). "work values among professional employees in union and nonunion research library institutions." journal of applied social psychology, 24 (1 1), 98 1-993. mortimer, kenneth p. and t.r . mcconnel l . ( 1978). sharing authority effectively. san francisco: jossey-bass publishers, 1978. national labor relations board v. yeshiva university, 444 us 672 ( 1980). poch, robert k. ( 1993). a cademic f reedom in a merican edu cation: r ig h ts, r espo nsib ilities a nd lim itations. · ashe-eric higher education report no. 4. washington, dc: the george washington university, graduate school of education and human development. rhoades, gary. ( 1998). managed professionals: unionized faculty and restructuring academic labor. albany: s tate university of new york press. education libraries vol. 22, no. 3 silva v. university of new hampshire, 888 f. supp.293 ( 1994). symons, ann. ( 1998). "libraries: an american value." march, 1998 draft. http://www.ala.org/alaorg/pe/statement.html thomson, allison . ( 19941995). "union fags." occupational outlook quarterly, 38 ( 1 ), 16-24. united states bureau of the census.( 1997). statistical abstract of the united states, table #690, "labor union membership by state: 1983 and 1996." washington, dc: us government printing office. university system of new h ampshire board of trustees, university of new hampshire and university of new hampshire chapter of the american association of university professors. ( 1995-1998). collective barganing agreement. durham, nh: university system of new hampshire. von hoffman, constantine. ( 1998). "does this company need a union?" harvard business review, 76 (3), 24-37 . weatherford, john w. (1998). librarian's agreements: bargaining for a heterogeneous profession . metuchen, nj: scarecrow press. deanna d. wood is reference librarian at the diamond library, university of new hampshire, 18 library way, durham, nh, usa 13824-3592. phone: (603) 862-43 19. she is also an officer in the unh chapter of the american association for university professors. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  20  the virtuous circle:  increasing diversity in lis faculties  to create more inclusive library services and outreach  by dr.  paul t. jaeger, university of maryland  and dr. renee e. franklin, syracuse university  abstract  while  increasing  the diversity of  the  library profession has been a  long­running concern of library and  information science (lis), the diversity of lis doctoral students and faculties has received far less atten­  tion. this paper argues that libraries will be best equipped to provide inclusive services and outreach to  diverse  populations  when  lis  doctoral  students  and  faculties  better  reflect  the  diversity  of  the  united  states population. after a brief overview of efforts to diversify lis, this paper examines the current state  of faculty diversity. the concept of a “virtuous circle” is then introduced, examining the ways in which an  increase in faculty diversity can ultimately lead to more culturally aware lis graduates whose education  will prepare them to help libraries provide inclusive services and outreach to diverse communities of pa­  trons. the paper then discusses ways that lis programs and lis research can work to create this virtu­  ous circle to promote diversity and inclusiveness in lis.  introduction  a major concern in library and  information science (lis) for many years has been developing ways  to  address  diversity,  or  lack  thereof, within  the  profession  (bonnici  & burnett,  2005;  josey,  1993;  lance,  2005; wheeler, 2005). quite often, the focus has been on recruiting and retaining ethnically diverse mas­  ter’s  students  in an attempt  to produce a  larger pool of ethnically diverse  librarians.  “during periods of  intensified recruitment, the profession as a whole will focus on mls students” (gollop, 1999, 389) and, as  a result, the diversity of lis faculties receives much less attention than other diversity issues. however,  the very low levels of diversity among lis faculty have far­reaching impacts for lis education and library  services.  in  school media  centers  and  other  education  libraries,  diversity  and  inclusiveness  are major  concerns (buddy & williams, 2005). this paper argues that increasing diversity in lis faculties is essen­  tial to expanding the inclusiveness of library services for diverse populations and bringing those services  to diverse populations.  most examinations of the benefits of diversity and inclusiveness in lis similarly focus exclusively on the  library of practitioners. “in the circular, self­cycling style of education and librarianship, minority school and  public librarians who serve as role models for minority children may inspire the children to go to college.  in  college, minority  academic  librarians  and  library  school  faculty may  inspire  them  to  go  to  graduate  school to become librarians and role models themselves” (totten, 2000, 16). however, such perspectives  do not account  for  the vital  importance of diverse  faculty  teaching master’s  students about  inclusive  li­  brary services and the ways to reach diverse communities of patrons. the lack of consideration of faculty  diversity in discussion of library diversity is surprisingly commonplace. in a 2004 essay entitled “what ails  library education?,” then soon­to­be american library association president michael gorman discusses  the limited diversity among library professionals and in library services without once indicating that limited  diversity in lis faculty might be a part of these issues (gorman, 2004).  lis programs are hardly unique in the limited diversity of their faculties. nationwide, many fields struggle  with achieving a representative faculty population (smith & moreno, 2006). the issue is particularly press­  ing in lis, though, as graduates of lis programs will immediately begin working in environments where  they will have to understand and meet the information needs of diverse populations. in order to produce  inclusive library services for all populations, lis needs  to work at creating a virtuous circle of  inclusive­  ness. due to the current preponderance of white faculty in lis programs, the range of perspectives that  lis master’s students are exposed to can be quite  limited, particularly in  terms of providing inclusive  li­  brary services to diverse populations. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  21  if more faculty members in lis programs are from diverse and under­represented populations, their per­  spectives and voices will help to shape the content of curriculum and instruction in lis master’s programs  to be more  inclusive of diverse perspectives. this,  in  turn, will  produce graduates of lis master’s pro­  grams who will be more aware of the needs of diverse populations of library patrons and better prepared  to provide inclusive services to their communities. increased levels of diversity among lis faculty will also  help to reinforce to master’s students from under­represented populations that they too can become lis  faculty, leading to more diversity in lis doctoral programs and producing more library administrators and  lis faculty from diverse backgrounds. ultimately, this circle of diversity in lis programs will result in more  inclusive services to all library patrons in all types of libraries.  current levels of diversity among lis faculty members and library professionals  lis  doctoral  programs  consistently  have very  few african american  and  latino  students  enrolled  in  or  completing programs of study. the most recent alise statistics indicate that the lis professoriate con­  tinues to lack representative diversity, especially for african americans and latinos (sineath, 2005). only  3.7% of the full­time faculty members are latino, as compared to 14.5% of the total population, while afri­  can  americans  comprise  just  5.5%  of  the  full­time  faculty  as  compared  to  12.1%  of  the  population  (sineath, 2005). in 2002­2003, of the 82 lis doctoral degrees awarded, only two were awarded to african  americans and one  to a latino (sineath, 2005). as a result,  the faculty population in lis has remained  fairly stable in its level of diversity, with the percentage of african americans and latinos in lis faculties  changing little since the passage of the civil rights act in the 1960s (josey, 1993). this limited diversity  among lis  faculty  is paralleled  in  the population of  librarians, with only 3.3% of  librarians being latino  and only 6.0% being african american (lance, 2005).  over time, these discrepancies in representation mount in consequence. for example, since 1993, only  42 of the 612 doctoral degree recipients from ala­accredited lis schools in the united states were afri­  can americans, or 6.8% of  the  total number of lis ph.d. graduates during  this  time period (franklin &  jaeger, under review). put another way, the total number of african americans receiving a ph.d. in lis  since 1993  is  about half of  the number of whites who  received a ph.d.  in lis  in  the year 2003 alone  (franklin &  jaeger,  under  review).  further,  just  a  handful  of  lis  programs  account  for  the majority  of  these african american and latino doctoral program graduates  (franklin & jaeger, under  review). the  very small number of african americans and latinos being awarded doctoral degrees means  there are  few african american or latino directors of major  library systems and  faculty members  teaching  future  librarians and researchers. as such, limited diversity among lis faculty may be a fairly sizeable detriment  to lis programs as a whole.  latinos  and african americans  are  respectively  the  second  and  third  largest  ethnic  populations  in  the  united states, and latinos are the fastest growing segment of the united states population, projected to  comprise 24.4% of the u.s. population by 2050 (lance, 2005; winston & walstad, 2006). as such, it  is  imperative for libraries to be able to meet the information needs and provide the resources, services and  training required by these populations of patrons. however, the numbers of african american and latino  librarians are  far below  those necessary  to be  representative of  the national population  (lance, 2005).  this  lack of  representation  in  librarianship was  recently  the subject of an associated press article  that  was published in major national newspapers like the washington post (thomas, 2007).  this  discussion  focuses  on  african  americans  and  latinos  because  they  are  the  two  largest minority  populations in the united states and the two populations most sorely under­represented among lis fac­  ulty and  librarians  (lance, 2005; sineath, 2005). while native americans comprise  less  than 1% of  li­  brarians and lis  faculty,  they also are  less  than 1% of  the  total u.s. population, with statistically very  similar representation in lis, libraries, and the general population (adkins & espinal, 2004; lynch, 2000).  likewise, the percentages of asian americans and pacific islanders in the general population and among  librarians are very similar, and their representation among lis faculty is higher than among the general  population (lance, 2005; sineath, 2005). as such, the key to increasing diversity among lis faculty and  librarians, and  thereby providing more inclusive library services  to diverse populations,  is  improving  the  representation of african americans and latinos in lis faculties. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  22  the virtuous circle: the importance of diverse lis faculties  lis programs “must accept responsibility for populating the profession with a new generation of culturally  competent  librarians”  (wheeler,  2005,  184). however,  culturally  competent  librarians  can  only  be  edu­  cated by a diverse faculty offering diverse perspectives on  information and work  in  library systems with  diverse leadership. a key part of this problem is developing a better understanding of why more members  of under­represented populations, african americans and latinos in particular, do not choose to get doc­  toral degrees in lis.  one reason may be related to the social networks that impact why individuals chose a particular occupa­  tion. many people—family members,  friends,  teachers,  counselors, and other  role models, among oth­  ers—have an impact on the decision of an individual to join a field (winston, 1998). a study conducted in  2006 showed that a majority (57%) of librarians of color responding to the survey “made it clear that hav­  ing more faculty of color in the lis school/program and having faculty/staff/alumni of color involved in the  recruitment process would attract more students of color” (kim & sin, 2006, 89). a main recommendation  for increasing student diversity by the respondents to the same survey was to have greater faculty diver­  sity (kim & sin, 2006). a 2005 study found that students from diverse populations “report that the pres­  ence of minority faculty members in their academic discipline is a critical factor in their recruitment, reten­  tion, and success at all levels” (neely, 2005, 98). these findings indicate that the current level of limited  faculty diversity becomes self perpetuating when  there are an  insufficient number of mentors available  from under represented populations.  there are several very significant reasons to work to increase the diversity of lis faculties as a means of  better preparing lis master’s  students  to meet  the needs  of  under­represented populations  in  libraries  and of increasing the inclusiveness of library services. • increasing the diversity in lis faculties is necessary to broaden the number of perspectives in teach­  ing, research, service, leadership, and administration, better reflecting the diverse patrons of libraries  in the united states. • a lack of faculty members from under­represented populations will serve  to perpetuate a lack of di­  versity in lis as a whole. • faculty members  from  under­represented  populations  in  predominantly  white  faculties  are  vital  as  recruiters, mentors, and mediators for students from under­represented populations (totten, 2000). • colleges and corporations that are the most diverse are often highly regarded and highly successful  (winston & walstad, 2006). • faculty  diversity encourages  the  use  of  a  broader  range  of  pedagogical  techniques  and  increases  faculty­student interaction (umbach, 2006).  ultimately, without greater diversity  in lis  faculties, graduates of lis master’s programs will  be  insuffi­  ciently prepared to meet the diverse information needs of and provide inclusive community outreach to all  of the cultures that use libraries in the united states.  within this context, diversity of lis faculties and doctoral populations receives surprisingly little considera­  tion. this is supported by wheeler’s (2005) statement that “realistically, there is no need for research re­  garding the re­segregation of library schools. statically speaking, there are few, if any, that have ever truly  integrated”  (vii). while  the  institute of museum and library services,  the american library association,  the  special  library  association,  the  american association  of  law  librarians,  association  of  research  libraries, the medical library association, and many state library associations, among others, have em­  ployed  a  wide  range  of  programs  to  promote  diversity  among  library  professionals  (kim &  sin,  2006;  mccook, 2000; mccook & geist, 1993), there have been only a few attempts  to foster diversity among  lis faculty at individual schools. project athena (http://www.projectathena.ci.fsu.edu/aboutus.htm) a grant  funded project jointly conceived by researchers at florida state university, university of illinois at urbana­  champaign, university  of washington,  and university  of north carolina  at chapel hill,  was  created  to  support  the development of  current minority doctoral  students  (bonnici & burnett, 2005). recently,  the  university of north carolina established a program for minority post­doctoral fellows  to support  their re­  search  as  beginning  faculty members. however,  these  programs  have  not  studied  the  reasons  for  the  limited number of minority doctoral students in lis, the impacts of these low numbers on the preparation http://www.projectathena.ci.fsu.edu/aboutus.htm _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  23  of lis master’s students to meet the information needs of diverse patrons in libraries, or ways to increase  the presence of diverse populations in lis faculties and professions. a further complication is that the lis  programs with the most diverse student populations may not be ones that have ph.d. programs (mccook  & lippincott, 1997).  with more african american and latino graduates of lis doctoral programs,  there will be more african  american and latino lis faculty and library administrators and directors. a greater diversity in lis facul­  ties will lead to more inclusive education about the perspectives and information needs of african ameri­  cans and latinos.  in 1993, e  .j. josey asserted  that “minority faculty is  the key  to success”  in bringing  diversity to the profession and meeting the information needs of diverse populations (305). with greater  faculty diversity, all lis master’s graduates will be better prepared  to meet  the information needs of di­  verse populations of library patrons. as figure 1 shows, a greater diversity in library directors and admin­  istrators will  ensure  that  libraries  of  all  types  are  better  able  to meet  the  information  needs  of  diverse  populations of patrons.  figure 1: the virtuous circle: the relationships between faculty diversity and inclusive library services  to achieve vital national impacts, research must identify the reasons for the traditional low levels of par­  ticipation of under­represented populations in lis doctoral programs, and the ways to increase their par­  ticipation must be  identified and  implemented. studies must be conducted  that address  such  important  gaps  in  the understanding of  the roles of minority doctoral students,  faculty members, and professional  leaders  in  preparing  lis master’s  students  and  libraries  to  provide  inclusive  library  services  to  diverse  patron populations.  from diverse faculties to inclusive services reaching diverse patron communities  issues  of diversity and  inclusion can affect  library services  in any  type or  size of  library  (i.e., wheeler,  2005b, whitmire, 1999, 2003). however,  libraries within educational  institutions  (e.g. k­12 schools and  college  and  university  campuses) may  be  particularly  in  need  of  inclusive  services  because most  are  serving very diverse patron populations (strizek, pittsonberger, riordan, lyter, & orlofsky, 2006). as pa­  trons come from diverse backgrounds,  these education  libraries need to design programs and services  around the diverse needs of patrons of different backgrounds (whitmire, 1999). one study of academic  libraries found that students of color reported more academic library use,  indicating  the success of out­  reach programs to diverse populations by academic libraries (whitmire, 2003). such findings indicate the  need for such outreach programs  in all other  types of  libraries. greater diversity among lis faculty will  ultimately be instrumental in ensuring inclusive services, programs, and outreach in libraries.  to truly reach all communities of patrons, outreach programs need to be based on inclusive services and  understanding of perspectives of diversity. this inclusiveness must be incorporated into the classes and  academic environments that comprise an mls degree, both in the content of courses and the members  of the faculty.  inclusive services need to be an aspect of all classes  in a master’s degree program, not  just one elective (belay, 1992; nilsen, 2004).  “ideally, diversity should be  integrated across  the curricu­  lum, within each course offered” (neely, 2005, 98). similarly, inclusive outreach to diverse communities of  patrons needs to be a component of every lis course. if reaching diverse communities of patrons was an  2. diverse faculties  and administrators  1. diverse doctoral  population  3. culturally aware  master’s students  4. culturally aware  library staff  outcomes  inclusive  library ser­  vices  diverse  patronage _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  24  element of lis courses, new librarians would enter the profession immediately prepared to provide inclu­  sive community outreach.  along with the concept of promoting inclusive services to patrons, lis programs can also emphasize in­  clusive outreach in the curriculum by expanding the role of language in the curriculum. the lack of inclu­  siveness in lis programs is reflected in lack of education in languages in lis schools, even though most  libraries serve multi­lingual populations at this point (jorma, 2002). inclusive outreach to diverse commu­  nities will be greatly  improved by  librarians versed not only  in  the  information needs of diverse popula­  tions, but also familiar with the languages of these populations. at present, acceptance and “knowledge of  other languages and cultures has been dismissed or overlooked as unimportant” (adkins & espinal, 2004,  54) within lis. at a minimum, given  the rapidly increasing numbers of latinos  in the united states, en­  couraging  lis  students  to  have  basic  fluency  in  spanish  seems  beneficial  for  making  strides  toward  achieving  the  goal  of  promoting  inclusive  information  provision  services.  currently  practicing  librarians  can be of great help  in determining how  individual  library schools can best  teach  inclusive services  for  diverse populations. it has been noted that alumni of lis programs from under­represented populations  can be very important in encouraging greater inclusiveness at lis programs (knowles, 2005). similarly,  librarians working  in  the geographic areas where  the graduates of a specific lis program tend  to seek  employment can be a tremendous resource in helping a school determine what populations’ information  needs should receive more attention in the curriculum. currently practicing librarians will be in an optimal  position to identify the communities that most frequently use libraries in an area and the types of commu­  nity outreach that have been most successful in a particular area.  an overall goal of increasing diversity in the lis profession has been to introduce more perspectives into  “library decision making, administration, and library services,” and to “better reflect the multicultural com­  munity that is being served and offer an environment that is more open, receptive, and conducive to the  success” of all library patrons and employees (winston, 1998, 1). in that same spirit, increasing the diver­  sity of lis faculty will greatly help  to expand the inclusiveness of education  in library programs and the  preparation of lis graduates to offer inclusive services to diverse communities of patrons.  conclusions: implications for practice and research  to move toward the goal of creating more diversity within lis, research must be conducted to identify the  reasons  for  the  traditionally  low  levels of participation of african americans and latinos  in lis doctoral  programs, and the ways to increase their participation must be identified and implemented in ensure in­  creases in the diversity of lis faculties. research that focuses on uncovering the perspectives of these  cultural groups will allow for: • increased understanding of the reasons that african americans and latinos enter lis; • documentation of african american’s and latino’s unique experiences during matriculation and after  graduation; • increased understanding about african american’s and latino’s attitudes about the lis field; • documentation of african american’s and latino’s feelings about levels of inclusion in the field; • documentation of african american’s and latino’s perceptions of lis programs with exemplary meth­  ods of preparing master’s graduates to serve diverse user populations; and • documentation of african american’s and latino’s perceptions about the impact of diversity on inclu­  sive library services  issues of diversity and  inclusion  in lis programs from a range of different per­  spectives.  recording these unique perspectives is vital to the multicultural success of lis programs and libraries.  research findings such as these can help establish the ways in which lis programs can further the virtu­  ous circle of diverse  faculties  that will  lead  to more diverse student  populations, more culturally aware  graduates, and more inclusive library services and outreach programs for the diverse communities of pa­  trons  that  rely on  libraries  in  the united states. more  inclusive services and outreach will,  in  turn, draw  more diverse users to libraries.  along with conducting research about  the specific nature of diversity  in lis faculties, lis programs can  also  turn  to  the efforts  to  increase  faculty diversity  in other disciplines and by  particular  institutions  for _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  25  ideas. studies have attempted to document both successful methods for attracting and retaining faculty  candidates from diverse populations, as well as to identify methods that have proven unsuccessful (e.g.,  ingle, 2006; piercy, giddings, allen, dixon, meszaros, & joest, 2005). certain institutions of higher edu­  cation have also worked  to develop comprehensive policies and practices  to attract and  retain diverse  faculty candidates (e.g., mcgarvey, 2007). a comprehensive review and study of  the methods used by  other disciplines to increase faculty diversity may suggest policies and practices that might have a posi­  tive impact on the diversity of lis faculties.  education­related libraries have significant reasons to be attentive to these issues and can play a role in  raising awareness about  these  issues among lis faculties. school  library media centers and children’s  services in public libraries are often the first libraries that children truly experience. inclusive library ser­  vices and outreach  in these  types of  libraries are vital  to drawing all children into learning to use  the  li­  brary and  its  resources. education  libraries within post­secondary  institutions can provide a stimulating  learning environment  that  can  lead  to  immediate career exploration.  inclusive  libraries will  also help  to  open up young from diverse backgrounds to the idea that they may want to work in a library one day or  even become a library educator. given the essential role of education and other youth­serving libraries in  helping  to  form  relationships  between  young  learners  and  libraries,  there  can  be  effective  advocates  among all libraries for the need for inclusive services and outreach, as well as an emphasis in lis on en­  suring that diverse faculties will be present to teach future librarians.  to fulfill libraries’ social mission as provider of equal services to all, library services and outreach that are  inclusive to diverse communities of patrons are becoming even more important as the united states be­  comes increasingly more diverse. there are many steps at many different levels that can be taken to help  ensure  inclusive outreach and services  in  libraries. members of diverse populations are  “waiting  in  the  wings to be invited and encouraged to join the professional ranks of librarianship” (josey, 1999, 201). an  emphasis on lis programs and lis  research  to create a virtuous circle  to promote diversity and  inclu­  siveness in lis, however, will be needed to ensure that diversity and inclusiveness are central to both lis  education and library services.  acknowledgement: the authors would like to thank kathleen burnett of the college of information at flor­  ida state university for her helpful comments during the development of this paper.  references  adkins, d., & espinal, i. (2004). the diversity mandate. library journal, 45(2). 149­161.  belay, g.  (1992). conceptual strategies  for operationalizing multicultural curricula. journal of education  for library and information science, 33, 295­306.  bonnici, l., & burnett, k. (2005). a web model of recruitment for lis doctoral education: weaving in di­  versity. in m. b. wheeler (ed.), unfinished business: race, equity, and diversity in  library and infor­  mation science education (pp. 119­130). lantham, md: scarecrow press.  buddy, j., & williams, m. (2005). a dream deferred: school libraries and segregation. american libraries,  36(2), 33­35.  franklin, r. e., & jaeger, p. t. (under review). a decade of doctorates: an examination of dissertations  written by african american females in library and information studies 1993­2003.  gollop, c. j. (1999). library and information science education: preparing future librarians for a multicul­  tural society. college and research libraries, 60(4), 385­395.  gorman, m. (2004). what ails library education? journal of academic librarianship, 30(2), 99­101.  ingle, g. m. (2006). how not to diversify the campus work force. chronicle of higher education, 53(6), 25.  jorma, k.  (2002). educating  information professionals  in a multicultural  information society. library re­  view, 51(3/4), 157­163.  josey, e.  j.  (1993). the challenges of  cultural diversity  in  the  recruitment of  faculty and students  from  diverse backgrounds. journal of education for library and information science, 34, 302­311.  josey, e. j. (1999). diversity: social and political barriers. journal of library administration, 27(1/2), 191­  201.  kim, k., & sin, s. (2006). recruiting and retaining students of color in lis programs. journal of education  for library and information science, 47(2), 81­95. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  26  knowles, e.  (2005). affirmative action: the role of  the dean.  in m. wheeler  (ed.), unfinished business:  race, equity, and diversity in library and information science education. lantham, md: scarecrow.  lance, k. c. (2005). racial and ethnic diversity of u.s. library workers. american libraries, 36(5): 41­43.  lynch, m. j. (2000). what we now know about libraries. american libraries, 31(2). 8­9.  mccook,  k.  & geist,  p.  (1993).  diversity  deferred:  where  are  the minority  librarians?  library  journal,  118(18), 35­38.  mccook, k. & lippincott, k. (1997). library schools and diversity: who makes the grade? library journal,  122(7), 30­32.  mccook, k. (2000). introduction. library trends, 49(1), 1­5.  mcgarvey, k. (2007). a new look at diversity. rochester review, 69(3). retrieved april 20, 2007, from  http://www.rochester. edu/pr/review/v69n3/feature1.html  neely, t. (2005). minority student recruitment in lis education. in m. wheeler (ed.), unfinished business:  race, equity, and diversity in library and information science education. lantham, md: scarecrow.  nilsen, k. (2004). lis education for multiculturalism and diversity. feliciter, 50(1), 17­18.  piercy, f., et al. (2005). improving campus climate to support faculty diversity and retention: a pilot pro­  gram for new faculty. innovative higher education, 30(1), 53­66.  sineath, t. (2005). faculty, in e. daniel, & j. saye (eds.), alise library and information science educa­  tion statistical report 2004. oakridge, tn: association for library and information science education.  smith, d. g.,  & moreno,  j.  f.  (2006). hiring  the  next  generation  of  professors: will myths  remain  ex­  cuses? chronicle of higher education, 53(6), 22.  strizek, g.a., pittsonberger, j.l., riordan, k.e., lyter, d.m., and orlofsky, g.f. (2006). characteristics of  schools, districts, teachers, principals, and school libraries in the united states: 2003­04 schools and  staffing survey (nces 2006­313 revised). washington, dc: u.s. government printing office.  thomas, a. (2007, january 7). a new chapter for librarians. washington post, a13.  totten, h.  l.  (2000).  ethnic  diversity  in  library  schools: completing  the  education  cycle. texas  library  journal, 76(1), 16­19.  umbach,  p.  d.  (2006).  the  contribution  of  faculty  of  color  to  undergraduate  education.  research  in  higher education, 47(3), 317­345.  wheeler, m. b. (2005a). faculty development and cultural diversity in teaching: lis education’s last fron­  tier. in m. b. wheeler (ed.), unfinished business: race, equity, and diversity in library and information  science education (pp. 181­192). lantham, md: scarecrow press.  wheeler, m. b.  (2005b). unfinished business: race, equity, and diversity  in  library and  information sci­  ence education. lantham, md: scarecrow press.  wheeler, m. b. (2005c). foreword. in m. b. wheeler (ed.), unfinished business: race, equity, and diver­  sity in library and information science education (pp. vii­ix). lantham, md: scarecrow press.  whitmire, e. (1999). racial differences in the academic library experiences of undergraduates. the jour­  nal of academic librarianship, 25(1), 33­37.  whitmire,  e.  (2003). cultural  diversity  and  undergraduates’  academic  library  use.  the  journal  of  aca­  demic librarianship, 29(3), 148­161.  winston, m. (1998). the role of recruitment in achieving goals related to diversity. college and research  libraries, 59(3), 240­247.  winston m., & walstad, k. (2006). recruitment and diversity: a research study of bilingualism and library  services. library & information science research, 28, 390­406.  paul t. jaeger, ph.d., j.d., is an assistant professor at the college of information studies at the univer­  sity of maryland. his research focuses on the ways in which law and public policy shape access to infor­  mation. dr. jaeger  is  the author of more than  forty journal articles and book chapters, along with  three  books. he has written extensively on issues of equal access to information, particularly for persons with  disabilities.  email: pjaeger@umd.edu  renee e. franklin, ph.d.,  is an assistant professor  at  the school of  information studies at syracuse  university. her research involves investigating a variety of lis education issues, including school library  media administration, media specialist preparation, intellectual freedom, and diversity within lis graduate  programs. with  regard  to  issues of diversity, dr. franklin  is particularly  interested  in examining  the ex­  periences of minority students in lis graduate programs and factors affecting minority lis faculty's career  success. email: rfranklin@ci.fsu.edu http://www.rochester.%20edu/pr/review/v69n3/feature1.html mailto:pjaeger@umd.edu http://rfranklin@ci.fsu.edu selected e-journals canada's schoolnet magazine. published by industry canada/schooinet, this magazine provides profiles innovative uses of technology in canadian schools. available: http://www.schoolnet.ca/magazine/e/ from now on: an educational technology journal with articles of interest to educators and librarians. available: http://www.fromnowon.org. learning and leading with technology. published by the international society for technology in education available: http://www.iste.org/l&liarchive/vol28/no8/ index.html learning technology. a publication of ieee computer society learning technology task force (l ttf) available: http://lttf.ieee.org/learn_tech/ learning technology review. published by apple computer. includes articles on teachers' experiences using technology in the classroom. available: http:// www.apple.com/education/l treview/fall99/ multimedia schools. a practical how-to magazine sharply focused on the needs of school practitioners. articles, reviews, and columns address issues associated with using electronic information resources in k-12 schools-internet, online and multimedia databases, cd-rom technology, computer hardware and software. available: http://www.infotoday.com/ mmschools/ onlineciass. this monthly e-mail newsletter contains tips on how to use the internet in the classroom, technology reports, updates on our programs, and comments from educators using the internet in the classroom . available: http://www.onlineclass.com/ generallcontactus.html syllabus magazine. includes feature articles, case studies, product reviews, and profiles of technology use at the instructor, departmental, and institutional levels. available: http://www.syllabus.com . education libraries vol.25 no.2 winter £000 classroom resources apple computer. (2001 ). apple learning interchange. available: http://ali.apple.com/ali/ (2001, september 1 ). apple has a long history of a strong presence in the educational technology field for k-12. this site includes links to two incredible databases of resources: units of practice and learning resources, filled with curricular ideas for teachers. also includes articles on professional development and technology use in schools . canada's schoolnet. {2001 ). available: http://www.schoolnet.ca/home/e/ (2001, september 1 ). an excellent source of educational web sites with over 5,000 learning resources, @schooinet today,a daily information news services on the world of e-learning, and interactive features. franklin institute. (2001 ). the franklin institute online: collections and investigations. available: http://www.fi.edu/learning.html (2001, september 1 ). contains learning resources divided into sites for collections of material and investigations (actual classroom-based activities) . george lucas educational foundation . (2001 ). available: http://glef.org (2001, august 25). this web site is rich in articles {downloadable in .pdf files) subject information and curriculum information, and a guide, teaching in the digital age. feature stories focus on schools that use innovative methodologies. harris; j. ( 2000, april). virtual architecture. available: http://ccwf.cc.utexas .edu/% 7ejbharris/ virtuai-architecture/foundation/index.html . an e-book which explores and categorizes effective tele­ teaching and learning in depth. chapters were originally published in learning and leading with technology. 35 ibm canada. (no date). teacher's toolkit. available: http://www.can.ibm.com/k12/resource_websites.htm (2001, august 26). geared to k-12 teachers and students this site provides a comprehensive list of general interest web sites (useful for classroom projects), schools on the web, teacher resources and lesson plans, cool sites for kids, continuing education for k-12 educators, and k12 educational resources and directories. it didn't list the nasa sites under cool sites for kids and currency of the links is unknown as there is no date" on the site, however, the site is a good resource. kidsclick. (2001 ). kidsclickl web search for kids by librarians. available: http://sunsite.berkeley.edu/ kids click!/ (2001, september 1 ). provides a safe and relevant environment for students to search for web-based information. users can perform a keyword search or search by subject directory (by subject area or dewey decimal classification). also provides a step by step, simple guide to teaching children how to search on the internet. national council of teachers of mathematics. (2001, august 31 ). nctm illuminations. available: http:// illuminations.nctm.org/lessonplans/index.html (2001, september 1 ). geared for prek-12 teachers, this site provides internet­ based lesson plans as examples of how internet links can be used to help create effective standards-based mathematics lessons. national council on economic education. (2001, augusat 31 ). cybertteach. available: http :// www.econedlink.org/cyberteach/ (2001, september 1 ). cyberteach is a comprehensive guide to teaching economics using the internet. applicable to all grade levels and subject areas, this site contains econedletter, information on basic web skills, model lessons, and templates for creating effective lesson plans. national endowment for the humanities. (2001 ). edsitement. available: http://edsitement.neh.gov/ (2001, september 1 ). provides subject-based access to top humanities sites, edsitement lesson plans and at-home activities, and additional learning activities. new york times. nyt learning network. available: http://nytimes.com/learning (2001, september 1 ). education libraries vol.25 no.2 winter 2000 this site provides an interactive learning experience for teachers and students, based on the daily edition of the new york times. look at the day in the news, the lesson plans (including an archive of plans), and enjoy the integration of the new york times with curriculum planning. quebec english schools network. (2001 ). portfolio process. available: http://www.qesn.meq.gouv.qc.ca/portfolio/ port_eng.html (2001, september 1 ). this bilingual .site is designed to provide as many tools and resources as possible to teachers and their students working with the portfolio process, including digital portfolios. some of the tools on this site have been developed to be used with professional development workshops . includes links to theoretical information as well. schrock, k. ( 2001 ). kathy's schrock's guide for educators. available: http://school.discovery .com/ schrockguide/assess.html (2001, august 25). as the title suggests, kathy's extensive web site is geared primarily to educators , providing them with endless links to resources. this specific page provides a series of links to assessment rubrics for use on the world wide web. one of the links on web page evaluation is to a set of evaluation criteria (http:// www.ux1.eiu.edu/-cfmgb/web .htm), sites are scored according to ideas and content, organization, technical, language, and presentation. very good resource for teachers. thinkquest. teaching tomorrow's teachers. (no date). available: http ://t3 .thinkquest.org/ (2001, september 1 ). the thinkquest site is divided into "labs" representing different aspects of the thinkquest for tomorrow's teachers (t3) program. these seven labs are: partners, project, teaching and learning, resource, communication, writing and evaluation. the laboratory metaphor is used because t3 is a place of active research and exploration . exploring new teacher/learner relationships and new paradigms for using digital and networking technologies as tools in enhancing learning is the t3 vision for education. yee-rong lai & levin, s. & levin, j. (eds.) (1998, june 17). teaching teleapprenticeship project. available: http://lrs.ed.uiuc.edu/ttai (2001, august 25). funded by the nsf, the teaching teleapprenticeship project (tta) at the university of illinois at urbana­ champaign is developing and evaluating innovative 36 teacher education models. these models extend the ~raditional face-to-face apprenticeships currently used m student teaching by using electronic networks to prov!de a m?re powerful context for learning in pre-service and m-servtce education courses. issues related to digital resources becker, h. (1999, february 12).1nternet use by teachers. available: http ://www.crito .uci.edu/tlc/ findings/internet-use/ (2001, august 25). this in-depth report provides a revised and more extended analysis of an earlier paper (1998) of the same data. it includes information about how frequently teachers and students use the internet and in what ways, to what extent teachers value having the internet in their own classroom, how much access teachers have to the internet • and internet use and value by the teacher's pedagogical approach . unfortunately this reviewer has been unable to locate anything more recent. collaborative for technology standards for school administrators. (2001, aug 28). technology standards for school administrators tssa draft (v3.0). available: http://cnets.iste.org/tssa/ view_standards.html (2001, september 1, 2001 ). the collaborative for technology standards for school administrators (tssa collaborative) is leading an initiative to develop a national consensus on what pk12 administrators should know and be able to do to optimize technology use in schools. they have posted of drafts of their standards for review and feedback. the final consensus is published by the collaborative (october, 2001) as technology standards for school administrators (tssa). copyright clearance center. (2001 ). available: http://www.copyright.com (2001, august 26). the copyright clearance center (ccc) is the largest licenser of text reproduction rights in the world , providing licensing systems for the reproduction and distribution of copyrighted materials in print and electronic formats throughout the world. the company currently manages rights relating to over 1.75 million works and represents more than 9,600 publishers and hundreds of thousands of authors and other creators. ccc-iicensed customers in the u.s. number over 10,000 corporations and subsidiaries as well as thousands of government agencies, law firms, document suppliers, libraries, academic institutions, copy shops and bookstores. this well designed and easy to use site provides links to education libraries vol.25 no.2 winter 2000 permissions for print or digital material, for academic and corporate users. davidson, h. (1999, september). the educator's no fat lean guide to copyright and fair use. technology & learning magazine. available: http:// www.techlearning.com/content/speaklarticles/ copyright.html (2001, august) . executive director of educational services and telecommunications at koce-tv in california, hall outlines his common sense rules entitled "the no fat (fear and trembling) educators' gray area guide to fair use." he also provides a useful summary of how educators can use multimedia, providing a breakdown by type of media. gasaway, l. (1999, september 10). when works pass into the public domain. available: http:// www.unc.edu/unclng/public-d.htm (2001, august 25). excellent chart that summarizes the date of work, when it was protected from, and the term of protection. ryan, j. (1998, december) . student plagiarism in an online world. prism online. available: http:// www.asee.org/prism/december/html/ student_plagiarism_in_an_onlin .htm (2001, august 20). ryan calls attention to the ease in which students can now plagiarize because of the accessibility of information. she also provides some tricks for professors and states that "the laziness that prompts students to cheat can also prompt them to do a terrible job with their plagiarism." patricia o'brien libutti contributed links and annotations to this column. this is the fourth in a column entitled resources on the net. this column will contain a variety of interesting and informative sites on special topics of interest to education librarians. it is hoped that readers will find many of these sites worth bookmarking for future reference. please feel free to contact the author at: wada@education .concordia.ca anne wade (m.l.l.s., '86) is a research coordinator and information specialist at the centre for the study of learning and performance, education department, concordia university and a lecturer in the information studies program, concordia university, canada. 37 editorial by anne m. galler it is with pleasure that i announce the beginning of a new series in education libraries. special collections in all types of libraries-university, public, education, etc. will be covered. featured in this issue is the first of the series, an article about the deaf collection at gallaudet university, in washington, dc. this library serves only deaf students, mainly from the united states, but internationally as well. the staff, instructors, and library personnel are also mostly deaf, thus creating a very welcoming milieu for the students. our second article describes the michigan research libraries triangle. strictly speaking this is not about a special collection. rather, it is a special treatment of collections and cooperation between three university libraries. the founding and evolution of the project as well as its problems and eventual success is also explored. in the coming year this series will be continued, with descriptions of specialized collections for multicultural populations, the blind and other minority groups served by libraries. 1 999 is the "year of the elderly" as declared by the united nations. therefore we plan to include an article covering special collections for the elderly in one of the upcoming issues. the eric column, prepared by eric plotnick from syracuse university, complements the gallaudet university article, and news from eric, as always, provides some useful insights into the eric operations. our other column, new and forthcoming at reference, is supplied as usual by deborah garson and gladys dratch from harvard university. the book review section is varied and eclectic. we are pleased to greet new reviewers who have joined our ranks, thanks to the education libraries' web site as well as the listserv, where the complimentary books supplied to us by publishers are currently listed. education libraries vol. 22, no. 3 ' a r t i c l e s 21 ed u cation al libraries i n europe fo cussing on germany an d t he european school network by dr. diann rusch-feja abstract this article is a revision of a presentation given by the author at the education division session during the 87th sla conference, june 9, 1 997, in seattle, washington. lt presents an in-depth analysis of european educational libraries with a distinct emphasis on germany. the historical development, the building of databases, educational networks and information systems, the production of cd-roms, plus the broad range of library and research facilities and their services are examined in detail. relevant lists of major european research institutions and the list of their abbreviations are provided in the appendices. introduction i. educational libraries in germany historical development of libraries supporting educational institutions and bibliography in the early sixties, educational reforms were finally being enacted in germany after the first reconstruction period following the second world war. consequently, the documentation units of eight educational research institutions i began a cooperative effort in 1 964 to coordinate the bibliographic information on educational resources in germany. (see appendix a ) . these eight documentation units chose the name "dokumentationsring padagogik" (documentation ring for pedagogics) which was best known under the acronym "dopaed ." coordination of the efforts was first assumed by the padagogisches zentrum (pedagogical center) in west berlin, then by the german youth institute (deutsches jugendinstitut) in munich in the 1 970's. ln the 1 980's it was taken over by the library of the deutsches institut fiir internationale padagogische forschung dipf (german institute for international educational research). in 1 966, dopaed produced the first volume of the bibliographie piidagogik ("educational b ibliography") 2 with all newly registered titles of books and journal articles in the german language area including austria and switzerland in that year. the basis for indexing the books and articles of german language educational materials (excluding textbooks, lesson plans, curricula listings etc.) was the thesaurus piidagogik developed in the late sixties. 3 this thesaurus combines verbal descriptors with a classification scheme especially created for the bibliographie piidagogik and based on the german educational system. publication of the bibliographie piidagogik continued on an annual basis. in the early 1 970's, within the overall plan for bibliographic information centers from the german federal ministry of research and technology, an information center for education ("fachinformationszentrum b ildung") was one of 20 such information centers planned for the federal republic of germany. 4 1 the original eight documentational units of educational research institutions were the pedagogical center in west berlin, the max planck institute for human development and education in west berlin, the unesco institute for pedagogics in hamburg, the standing conference of the state ministries of culture in bonn, the german institute for international educational research in frankfurt, the cybernetic linguistics research center in heidelberg, the international central institute for youth and educational television in munich, and the german institute for research on youth in munich. z bibliographie padagogik = educational bibliography. ed. : dokumentationsring padagogik (dopaed). munich, new york, london, paris, saur, 1 964 ff. (reihe a, reihe c (projekte b ildungsforschung). · 3 hans h. strater: thesaurus padagogik. unter mitarbeit von doris freiedrich. hrsg. v. dokumentationsring padagogik (dopaed). pullach bei munchen: verlag dokumentation, 1 973. 4 programm der bundesregierung zur forderung der information und dokumentation (lud-programm) 1874-1977. bonn: bundesministerium fur forschung und technologie, 1 976, for the planned educational information system (fis b ildung) see p. 6 1 ; bmft-leistungsplan fachinformation. planperiode 1982-1 984. bonn: bundesministerium fur forschung und technologie, 1 982 (in the accompanying table to this work, fis 1 2 bildung was noted as not yet realized and pending a bund-uinder evaluation of the need; fachinformationsprogramm 1985-88 der bundesregierung. bonn: bundesministerium f iir forschung und techno iogie, i 985. education li b raries vol. 22, no. 1 / 2 22 a r t i c l e s of the 20 information centers, 1 6 were established, with the "information center for education" being one of those which was not funded. during the 1 970's and 1 9 80 's -years which can be characterized in germany as furthering subject-oriented databases and servicedopaed attracted new members in the federal republic of germany (west germany at that time). by 1 992, despite its voluntary nature, it was composed of the documentation units of 23 educational institutions. in this year, bibliographie piidagogik had a four-year publication delay. title data for the production database had to be converted from at least eight different data formats and year, almost as many cataloging formats. this slowed production immensely. with the annou ncement of combined federal and state (of hesse) funding for a pilot project to establish a subject-information center for educational literature, the members of dopaed made several decisions which would influence the next years . nature, it was composed of the documentation units of 23 educational institutions. the federal/ state pilot project was to be based on the voluntarily assembled data collection of the unofficial dopaed group which up to this time had had no financial support other than the work capacity of the institutions involved. the voluntary data collection, then housed at the library of the german institute for international educational research (dipf), was assumed by the government proposal as the basis for the new coordinating office for educational literature ("fachinformationssystem bildung" or "fis-bildung") without official recognition of the rights of the voluntary institutions. in 1 99 1 an announcement was made regarding funding and organization of a fis-bildung (similar to the subject-oriented information centers "fiz"), but little information filtered down to the contributing institutions. aware of the negative aspects of the four-year publication delay of the a�nual bibliographie piidagogik, these institutions were also at a point, after over 20 years, to try to achieve better cooperation. yet without financial means, the fundamental problems for data conversion and even publication using a different republic of germany (west germany at that time). by 1 992, despite its voluntary (electronic) form, could not be solved. further aspects deterred speeding up production of the bibliographie piidagogik. the institutional members, precisely because of the voluntary nature of the dopaed group, could not put pressure on other members to achieve standards in bibliographic description, indexing or even application of the classification system on which the bibliographie piidagogik is based. hence, the members themselves were dissatisfied with certain aspects, but were willing to take certain disadvantages into consideration due to the limited means by which standards would otherwise have to be enacted. when the announcement of the pilot project was made known to the dopaed institutions, a meeting was called in november, 1 99 1 , with invited experts in the educational research field who were familiar with databases in educational literature. at first, because the dopaed members felt threatened by the new organizational structure, a non-profit society was founded to represent the interests of these institutions and to advance better documentation of educational literature resources. this was the society "gesel lschaft information b i ldung" (society for information in education) which included not only most of the former dopaed institutions, but also several educational chart dopaed dokumentationsring padagogic documentation ring for educational literature 1964-1992 dopaed database i fis-bildung federal pilot project i 1 9921 996 i 1 997 integrated into dipf education li braries vol. 22, no. 1 / 2 bibliographie padagogik (thesaurus piidagogik) i dopaed members i gesellschaft information bildung, e.v. (gib) (society for information in education, 1 99 1 ) a r t i c l e s 23 researchers and publishers of electronic media in the educational field as well as librarians and documentalists in educational libraries and documentation centers. (see chart) after a transitionary year ( 1992), dopaed was dissolved. the members voted to commission the gib with continued representation of their interests i n the fis-bildung database and for the sales profits of the print volumes of the bibliographie piidagogik. originally, the dopaed group was to form a documentational section within the gib. however, this would have excluded new members whose interests were also in documentation and indexing of educational materials, but who had not been previous members of the dopaed ring. in 1 992, after fis-bildung started, contracts were made with the individual institutions, thus establishing continuity in the production of the bibliographie piidagogik and continued delivery of their title entries for the database. those agreeing to support the fis-bildung as they had previously supported dopaed, with submission of title entries, were integrated as "herausgeber" thus being recognized collectively as partial owners and publishers of the bibliographie piidagogik and the fis-bildung database for the production of the future cd-rom. gesellschaft information bildung though the name of this organization was specifically chosen so as not to include limiting prepositions (for/on information, for/ on/about education), it is difficult to translate it into english without prepositions. thus, the german society for information in education (gesellschaft information bildunggib) was founded by 8 former members of the dopaed ring, together with several active educational researchers, to improve the quality and dissemination of information on educational materials and research results, and to improve access to these. a special interest was in furthering access to electronic information, and especially in establishing quality electronic publications. the gib supports the work of fis-bildung, as well as that of other educational research institutions and producers of databases and educational servers. the concept for the german educational resources server originated in this group and active support has continued. the gib holds annual conferences which often focus on the improvement of qual i ty and access to b i b l i ographic and ful l text materials relevant to educational research and schoo l s . http://www.educat.hu-berlin.de/gib/ ii. the subject information system for education: fachinformationsystem bildung-fis-bildung fachinformationssystem bildung started as a pilot project for three years, 1 9921 995. in 1 995, funding was renewed for an additional year. the pilot project was financed in equal parts by the federal ministry of research & technology (bmbf) and the state ministry of education of the state of hesse. thus, fis -bildung was conceived of as a coordinating unit for continuing the bibliographic indexing of educational materials started by dopaed (bibliographie piidagogik). the fact that this was a subject-information system as opposed to a subject information center, (= "fachinformationszentrum"), indicates its placement within the decentralized state-level authority for educational matters. its foremost goal and function as a federal/state funded pilot project was to gather bibliographic data on educational materials to produce a c omprehensive german l anguage bibliography of educational materials and research results on a cd-rom which could be cumulated annually. representatives of the state authorities for educational policy did not want to have fis-bildung host an online database such as had developed out of the 1 974 "fachinformationsprogramm" in other subject areas such as the hard core sciences and technology. the fis-bildung pilot project was not to perform indexing tasks directly. the staff allowance was for a director, a documentalist and 1 .5 positions for database construction and data conversion. this meant that from the very beginning of fis-bildung, the data input was still dependent on the principle maintained by the former dopaed ring . hence, contractual agreements were offered to the former dopaed members to submit their bibliographic data for production of a cd-rom with the remuneration of receiving the cd-rom annually at no charge. thus fis-bildung began with 1 2 contributors. 5 in 1 99 4 , a proj ect group ("proj ektgruppe fachinformation bildung" 6) sponsored by the german research foundation which was converting the former gdr database on smax planck institute for human development & education (mpib), standing conference of the cultural ministers (kmk), university library of erlangen nuremberg (dfg special collections library for education and teaching), the german institute for international educational research (dipf), educational center of the german adult education society (pas), information center for foreign language research (jfs), bavarian state institute for research and planning in higher education ( 1 993) (ihf), german youth institute (dji), catholic religious education documentation unit ( 1 993) (krd), state institute for school pedagogy and educational research (isp), comenius institute (ci) comenius institute, state institute ( ofnorthrhein-westfalen) for schools and continuing education (lsw), hessian institute for educational planning and school development (hies), departmental library of the austrian federal ministry for teaching and art (bmfuk). 6 this projektgruppe fachinformation bildung was closely connected to the projektgruppe hochschulforschung (phsf) interim project group for research of higher education which constituted those research areas and researchers of the former gdr zentralinstitut fur hochschulforschung (central institute for higher education research) continued after the dissolution of this latter institute in december, 1 989. education libraries vol. 22, no. 1 / 2 24 a r t i c l e s higher education materials, joined the group of contributors. this database was integrated into the fis-bildung database in 1 996. in 1 995, the former gdr database for primary and secondary school educational materials was converted by the fis-bildung staff and integrated into the data collection. in the process of this cooperation with contributors of education databases of the former gdr, the most relevant parts of historical bibliographical data could be implemented into the fis-bildung database. by the end of 1 997, 2 1 institutions from both the old and the new german states (former gdr) had joined the contributors' group to fis-bildung. in addition, fis-bildung was to continue production of the bibliographie piidagogik on an efficient, timely basis. orginally seen as a by-product of compiling the cd-rom database, production of the printed bibliographie piidagogik (as of the volume covering the publication year 1 986ff.), was to take place parallel to the cd-rom production. thus the original database, supplied by the voluntary contributing institutions, would then serve as a basis for starting fis-bildung and the production of an electronic, searchable version of the complete database of all german-language educational materials on cd-rom from 1 964 to the present which had previously been indexed only on an annual basis in the bibliographie piidagogik. production of the cd-rom and bibliographic database for education research and materials "cd-bildung" "cd-education" a policy decision for the production of the cd-rom "cd-bildung" was made from the very beginning. as opposed to the bibliographie piidagogik, the cd-bildung (cd-rom database) would include not only german-language, or documents produced in german institutions, but all information sources on education and schools held in the contributing institutions as well as all foreign materials dealing with the german education system. this meant that titles of articles from approximately 60 foreign journals would also be included in the database as they were held in at least one of the contributing german institutions. in certain situations, german-language texts published abroad, as well as english-language articles, books, or book chapters published abroad, would also be included if the author was employed at a german institution at the time of authoring the article, book, or book chapter. this not only brought a wider scope into the database, but also a greater searchability. the initial task in preparing this database needed for the cd-rom was the selection of database management systems and conversion of the dopaed database which then held the complete german language bibliographic data up to publication year 1 986. parallel to this, conversion formats of the 12 contributors' data were being developed in various formats. an adequate database structure was found to accommodate not only the bibliograhic entries themselves, but also notes regarding the source library or education libraries vol. 22, no. 1 / 2 documentation unit submitting the selected title entry and others which also had this work in their collection. later, an extensive thesaurus maintenance module was .integrated so as to distinguish local subject headings from those taken from the thesaurus piidagogik developed by dopaed. in the case of multiple contributors submitting the same title entry, the following selection criteria were used as priorities: 1 ) the inclusion of an abstract; 2) the most accurate title entry would take preference; or 3) the title entry with the most detailed content indexing would be preferred. because the german library cataloging rules only allow for the first three authors, title entries for works by multiple authors were preferred when they included all the authors' names. the first edition of the cd-bildung came onto the market in 1 994 and covered bibliographic data for works from the publication years 1 9801 993. the fourth edition in 1 997 had 34 1 ,928 title entries of which 1 0 % were english ( 1 5 % were non­ german including english) and 26.3 % had abstracts. holdings information give an abbreviation of the holding institution(s), and in the case of journals, the exact volume and year of holdings, with a note about the use restrictions of the individual institutions. at the end of 1 997, 2 1 institutions had contributed bibliographic data to fis-bildung for the production of cd-bildung and there are annual additions of title entries ranging from 30,000 to 60,000. schools received reduced rates. the annual subscription for cd-bildung is dm 399, but it costs dm only 1 00.00 for school use. as of 1 998, cd-bildung will include the directory of the german society of educational researchers ("deutsche gesellschaft fiir erziehungswissenschaft"dgfe) and be available to those members at a discount rate. refinement of the german educational thesaurus and classification system (thesaurus piidagogik) is an ongoing, dynamic process which has involved several workshops sponsored by fis-bildung and the gib. the pilot project phase ended on december 3 1 , 1 996 and since january 1 , 1 997, fis-bildung has been fully integrated into the german institute for international educational research (dipf) as one of the service units. since early 1 998, fis-bildung offers updates to the current edition of the cd-bildung on a continuous basis at the dipf website: http://www.dipf.de/lars/ lars.html. iii. major educational research & documentational units in germany in 1997 a. the german institute for international educational research (dipf) in germany culture and education are state supported and administered. exceptions are the "blue list" of approximately 70 research institutions deemed "culturally valuable," hence worthy of both state and federal financial support, and with more than · a r t i c l e s 25 regional responsibilities. they are financed jointly by the federal government and the state ministry of education and culture in the state in which the individual institution is located. founded in 1 95 1 , the german institute for international educational research is one of these "blue list" institutions. in 1 997, dipf had 55 researchers and a total of 1 20 staff members. the major areas of educational research include: general and comparative educational research economics of education educational psychology educational law and administration sociology of education history of education (in berlin). as of 1 99 1 , the federal-state-commission (bund-liinder -kommission) recommended that the institutions belonging to the former gdr academy of the pedagogical sciences (library, archives, central documentation unit for educational literature and research unit) be assured continued funding on the basis of integration into dipf. since that time, dipf has maintained the library for the history of education research (bbf) in berlin and the research group of educational historians working there. the service units of dipf include: the frankfurt research library (dff) former "german teachers' library" (deutsche lehrerbibliothek) the library for historical educational research (bbf) (berlin) (bibliothek fi.ir bildungsgeschichtliche forschung) the information and documentation unit (frankfurt) (dokumentation) fis-bildung (as of 1 997). the service unit of dipf: its libraries and iud (information and documentation) 1. the frankfurt research library (dff) frankfurter forschungsbibliothek the frankfurt research library in dipf includes the frankfurt teachers' library which is a public library supported by the city of frankfurt. this part of the collection by nature of its history can circulate, but the library does not participate in the german interlibrary system, so the collection can only be used by persons who come to the library. in addition, the frankfu _ rt dipf library serves as the research library for the researchers in the dipf institute. from the early eighties to 1 992, it was the coordinating unit for the dopaed ring for production of the bibliographie piidagogik. in addition, the library produces a database for educational media (medienpiidagogik) and maintains a comprehensive newspaper clipping archive for educational topics ("zeitungsdokumentation bildungswesen"). 2. the library for historical education research (bbf) bibliothek fiir bildungsgeschichtliche forschung (berlin) this library has a long history of being a key educational materials l ibrary for germany. in the 1 9th century it was the german school museum of the berlin teachers' society. in 1 908 it became the german teachers ' l i brary (deutsche lehrerbibliothek). from 1 933-1 945, i t was renamed the library of the national socialists' teachers' organization. after the second world war and the division of b erlin, because this geographical part of berlin belonged to the east (soviet-regulated) sector of berlin, it became, from 1 95 1 on, the pedagogical central library of the former german democratic republic (gdr). extensive exchange agreements with other communist countries provided the basis for a very comprehensive collection of primarily east european educational materials and research results. from 1 9701 990, the library was integrated into the gdr academy of the pedagogical sciences (akademie der piidagogischen wissenschaften apw). in 1 990, the academy was dissolved and the librarian, dr. marion bierwagen, found supporters for the library through a "friends of the library" initiative and through appeals to the berlin senate and other sources of funding for preservation of cultural heritage institutions. in 1 992, the library was integrated into the german insti tute for international educational research institute (dipf) through a decision of the federal-state commission. after dissolution of the apw, some of the scientific staff from the former documentation unit of the former gdr academy of pedagogical sciences were employed in the information and documentation unit in dipf, frankfurt, and some of the researchers of the former apw-primari1y educational historians-found a new home in the berlin annex of dipf in rooms connected to the library with the library collection as the focal point of their research. in addition to the library and researchers, the archives of the gdr academy of pedagogical sciences were given a home in the library which obtained a new building in 1 994. this building-indicative of post-berlin wall renovation efforts-was a former factory and is today one of the most beautiful and inviting, yet extremely practical libraries of germany. with integration into the german institute for international educational research institute, the former pedagogical central library became renamed the library for historical educational research (bibliothek fi.ir b ildungsgeschichtliche forschung bbf). at the end of 1 997, it housed ca. 679,000 volumes of which approximately 38,000 are works produced between 1496 1 900. since the library collections experienced only minor damage during the war, the collection offers an educational historian a vast amount of unique literature and textbooks not education li braries vol. 22, no. 1 / 2 2s a r t i c l e s otherwise held in german educational libraries. 7 the library subscribes to 494 current periodicals in the area of educational research and publishes bibl iographies and other relevant publications relating to the collection. digitization and retrospective conversion projects are currently underway. the library organizes larger historical exhibitions and cultural events. library staff work closely with the educational historians in preparing further bibliographies and research works. 3. the information and documentation (iud) unit of dipf this unit is responsible for bibliographic support and information retrieval for the researchers in dipf. the unit , composed of 4 scientific staff, also evaluates certain journals cover-to-cover, producing title entries and abstracts for the articles which are then integrated into the fis-bildung database. in addition, profile topics and other databases have been created, including european education and others. dipf's future as a service institution the above s i tuation depicts the german i nstitute for international educational research institute up to the end of 1 997. after evaluation in 1 997 by the german scientific council ("wissenschaftsrat"), dipf has lost its "blue list" standing for parts of its structure. the service units, especially the integration of fis-bildung, were positively evaluated and will continue to receive funding. the staff of fis-bildung has now received permanent funding within dipf, although other areas of the service units will be slightly reduced. support for the bbf will also maintain its level of service and collection development; certain transitionary staff may expand into permanent positions. however, the evaluation of the entire institute has enhanced the status of the service units, giving them a new, more national role to play in terms of establishing more services which function to describe the german educational system outside of its borders and to provide german-language information on the educational systems of other countries for german policy makers, comparative educationalists and researchers. this focus will be developed during the coming three to four years. http://www.dipf.de/ b. the max planck institute for human development and education founded in 1 962, the max planck institute for human development and education b is one of approximately 75 max planck institutes devoted to basic research. this institute was founded by helmut becker at a time of educational reform in the post-world war ii �ra. its researchers were involved in giving �ormal �eco�endatj.ons for reform of the higher education system in and m various aspects of the school system and curriculum �eform in (�e�) west germany and west berlin. after restructuring mto a multi-director max planck institute, the institute had four research centers. from 1 9821 996, the education research center was devoted to school systems and instruction, and the head of this research center was prof. dr. peter martin roeder. after prof. roeder's retirement, prof. dr. ji.irgen b aumert took over the directorship of this research center in may 1 997. the focus of research s�ifted to the center for educational research, focussing on educational systems and educational research. the major differences lie in the changed approach to research in this field. these are: · systems theory approach: the educational system is a functionally specific subsystem of society. · institutions orientation : the institution determines structure of opportunities for, and constraints on, individual learning and development. · structural paradox of institutionalized education : learning within educational institutions is confined to the structure of the institutions and is often very different from learning outside school -like institutions. · dual time frame of lnstitutionalized education : educational processes are directed to future life situations which require responsible, autonomous action. the research projects of this research center are: 1 . learning, process, educational careers and psychosocial development in adolescence (biju) 1 . 1 . expansion of the educational system and cognitive mobilization 1 .2. development of competence and personality: transformation of the educational system in east germany 1 .3 . political socialization and the transformation of the east german system 7 a very good textbook collection, however, is available at the library of the georg eckhardt institute for school book research in brunswick (georg-eckhardt-institut fiir schulbuchforshung in braunschweig). 8 after 1 997, this max planck institute has changed its name to max planck institute for human development (subsuming the aspects of education mto the broader human development). education li braries vol. 22, no. 1 / 2 a r t i c l e s 21 1 .4. mastering the transition from school to first vocational training under the conditions of a restricted training market 1 .5 . mathemati c s and science education in international perspective (including the third international mathematics and science study (timss-germany) 1 .6 . civic education revisited: political education from an intercutlural point of view 1 .7. structural change of the gdr school system: data handbook on educational history 2. motivational and a ffective regulat ion of learning behavior 2. 1 task-irrelevant cognitions and individual learning processes 2.2. goal orientation and development of school performance 2 .3 . the development oflnterests and performance in adolescence. 3 . tasks of optimization in teaching i learning processes 3 . 1 . multicriteria! goal structure of instruction : compatibility of cognitive and noncognitivc goals 3 .2 . confl ic t ing goals and mult icr i teria! effectiveness of instruction : compatibility of optimal encouragement of performance & reduction of divergence 3 .3 . mathematics teaching in germany, japan, and the united states. 4. improv ing cogni t ive competencies i n elementary school: the enterprise project 5. fields of special methodological applications 5 . 1 . the multilevel analyse paradigm for statistical modeling of hierarchically structured data sets and measures of change 5 .2. typological analyses by means of the mixed rasch model 6. the berlin forum on school legislation for further details, the reader is referred to the project descriptions in the center's brochure or in the institute's 1 996 annual report. the library and research documentation unit of the max planck institute for human development and education the library and research documentation unit of this institute has over 1 74,000 volumes with an annual growth of approximately 3200 items. the library subscribes to 7 1 5 current periodicals and possesses approximately 32,000 bound periodicals. the library is not open to the general public. the library and its holdings are available to users on site which includes 1 80 institute members and approximately 80 guests per year. the collection includes the following maj or areas of emphas is : educational research , educational theory, educational systems, schools, school laws, teachers and teacher training, professionalism, teaching and curriculum development, school achievement, transition from school to work, socialization, sociology and society, work, transformation processes, workforce, economics, l i fe span development , psychology, developmental psychol ogical , evolutionary psychology, psychological research, cognition, cognitive development, gerontology, aging and cognition, aging, etc. segments from the l ibrary catalog (http :l/www.mpib -berlin.mpg.de/dok/ehome.htrn) are submitted to fis-bildung. the library catalog has been converted to an electronic catalog i.ncluding the complete holdings from 1 970 onward and selectively from the acquisitions years of 1 962-1 969. the 1 4-person staff includes 2 full-time research s taff who also study citation analyses , developments in scholarly publications and the transition to electronic media in (http:l/www.mpib-berlin.mpg.de/dok/ech.htm) which has been expanded in some cases to include not only electronic sources but a mixture of both print and electronic sources according to the needs of the projects. 9 other educational research institutions in germany figure 1 , which appears at the end of the article, is a map indicating the current locations of some 20 major educational research institutions in germany, austria, and switzerland. in addition to those already covered in some detail , these include: the federal institute for vocational training (bibb), the berlin institute for teacher education and further education (bils), the information center ides (berne, switzerland) , the pestalozzi research center (zurich, switzerland), the institute for teaching mathematics of the university of bielefeld (idm), the secretariat of the standing conference of the cultural ministeries (kmk), the university library of erlangen-nuremberg (ub-ssg) with the dfg special collections library for education and teaching, the german institute for adult education (die) , the subject 9 for more on the mpib clearinghouse, see diann rusch-feja. ( 1 997). subject-oriented collection of information resources from the internet: a clearinghouse concept to support scientists in a german research institute. libri, v47 nl p l -24. education libraries vol. 22, no. 1 / 2 i 2a a r t i c l e s information center in karlsruhe (fiz), the institute for teaching the natural sciences of the university of kiel (ipn), the library for the hearing and speech-impaired (part of bbf, dipf) (hsb) in leipzig, the german youth institute (dji), the institute for film and pictures in science and teaching (fwu), the bavarian state for school pedagogy and educational research (isp), the institute for labor market research of the federal labor office (lab), the institute for higher education research wittenberg e.v. (ihs), and in austria, the departmental library of the austrian federal ministry for teaching and art (bmfuk). further information on these institutions can be obtained from the author. iv. building the internet educational network in germany the german educational resources server (ger i dbs) deutscher bildungsserver in 1 995, at an annual meeting of the german society for information i n education (gesellschaft information b ildung gib), a suggestion was made for a nationwide educational resources server. t o this suggestion for an encompassing world wide web server listing publications, teaching and learning materials, and connecting them with directories of teachers, schools, educational researchers, university departments, etc . , involved in education, was then worked into a proposal by professor peter diepold of the department of pedagogics and informatics of the humboldt university of berlin to the german research network association (dfn deutschen forschungsnetz verein). the server concept was granted funding for three years ( 1 996 1 999) and prof. diepold chose the n ame : deutscher bildungsserver (dbs) (on its english pages, german educational resources ger). this server (http://dbs.schule.de) includes publications, links to major educational libraries, databases, major textbook publishers, the directory of the german society of educat ion al researchers (deutsche g esellschaft ftir erziehungswissenschaft dgfe), the german school web (http:// www.schule.de), and many other information sources relevant to educationalists, teachers, school administrators and students. perhaps the greatest achievement in this server thus far i s the database for teac h i n g and learning materials (unterrichtsmaterialien und projekte) which currently includes approximately 3400 entries for electronic documents, software, multimedia/interactive learning programs, cd-roms, books, etc. using dublin core metadata and several additional categories of metadata necessary for the german educational resources database, these items can be searched, and the metadata entries will also be used as filtering mechanisms. the actual items are in distributed systems all over germany and also outside of germany, the metadata can be entered using a template designed for this purpose and stored in a database to be searched using a harvest search engine. the same template is used at 8 of the 1 6 state educational authori ties ' servers , so there is complete standardization concerning the use of metadata and the retrieval mode. it is expected to connect this database with other databases at a later time so as to have active links between authors, schools, university departments of education and teacher training institutes, courses and curricula, publications and members of the university departments, societies, etc. it is expected that when the dfn funding period comes to a close, the responsibility for maintaining the german educational resources server will be shared as of the year 2000 by the service units of the german institute for international educational research (dipf) (re: educational research) and the institute for film and pictures in science and teaching (fwu) (re: school and teaching materials aspects). at the same time as the german educational resources server was being developed, several other school-oriented server architectures were evolving in germany. teachers took the initative and started the open school network (ods). a federal project for schools on the network (san e.v.) was financed by the federal minister who provided money for schools to obtain hardware, thus reducing networking costs in being connected to the internet. this was also supported by the win-shuttle program of the german research network which supported a special connection for schools with a reduced rate. since the cultural ministry in each individual german state has jurisdiction over the educational system in that state, some states more than others encouraged the development of computer classes and school networking courses. baden-wuerttemburg and bavaria have developed individual information infrastructure programs which include programs for computer classes in primary and secondary schools. other states have no special programs and in some cases individual innnovative teachers or schools are initiating course work in using computers and the internet as an information source. the state educational authorities' servers (landesserver) each german state has its own educational authority and many of these also have an educational information server which it supports or which members of that authority have taken the initiative to build up to support educational institutions in that german state. the sources of these state educational servers serve different needs. those sponsored by the state governments also 10 diann rusch-feja: german educational resources: eine sammelstelle fiir deutsche erziehungswissenschaftliche und bildungsbezogene quellen im internet. in: information im bi/dungswesen-zugriff, verfugbarkeit und qualitiit. 3. gib-fachagung, 22-23. november 1995 in soest. hrsg. d. rush-feja, p. diepold, b. christopher. berlin: gesellschaft information dildung, 1 996, pp. l 47-55 . education li braries vol. 22, no. 1 / 2 a r t i c l e s 29 include additional information on school policy, etc . those sponsored by continuing education institutes for teachers or teacher training institutes for computer instruction offer different services and information. however, all these servers cooperate with the german educational resources server and meet in berlin twice a year to discuss technical issues, organizational problems, problems of establishing qual i ty, use of metadata and meeting the requirements of their audience (teachers, students, administrators, school authorities) . in addition to the german educational resources server (dbs) and the network of state servers being built up in conjunction with the dbs, there is also an independent server registering educational materials in the internet (zentrale fur unterrichtsmedien im internet e.v.) (http://ilsebill.biologie. uni-freiburg.de/schule/) sponsored by instructors and teachers in freiburg. anyone wishing to access these individual servers can obtain the appl icable website from the au thor. e-mail: ruschfeja@mpib-berlin.mpg.de v. the european schoolnet (eun) in 1 996, a european union proposal focussed on establishing an electronic school network for all of europe. the proposal was accepted and the swedish educational ministry has served as the coordinating unit for building an educational network within europe. � the original goal was to have a prototype of an europa-wide school server which would serve as a basis for various phases of development thereafter. planning for this began in december 1 996, with the proposal "towards an electronic network for schools" by ylva johansson, the swedish minister for schools and adult education. in this proposal, ms. johansson gave the goals of this project, which were totally in accordance with the goals of the european council set forth in june of 1 996 in firenze. the result of this was a resolution in the european council recommending development of an educational, multimedia! software and networked information for all of europe. this resolution included the following goals for a europa-wide school network: -to ensure that pupils have net access to computers, software, networks, etc. -to organize teaching and learning to include information technology in all subject areas -to enable pupils to acquire necessary information technology knowledge and skills -to further development of educational multimedia -to promote european cooperation additional goals of the european s ch oo!net include stimulating the development of multimedia! teaching and learning software, further development of teacher training and continuing education courses in using new technology in the classroom, and instruction in expanding the consciousness of the vast educational potential of audiovisual and multimedia! teaching and learning instruments in the network. during the early months of 1 997, various meetings of technical and content experts resulted in two principle papers: "the eun technical platform-strategy and guidelines" and a "list of suggested areas on the main bun-platform." in these papers, the thematic content and technical basis for the project is explained. the eun should serve to bring together all existing networked educational systems as well as other educational institutions, make their offerings accessible and searchable using metadata. multilinguality of the project has been given a high priority. a supervisory council (eun editorial board) as well as a technical commission (eun technical network etn) will provide support for the services of a central server (which will initially serve as the "hub" of the entire distributed system) and also for the development and integration of individual servers in the member countries. furthermore, development of educational servers, especially in those areas which do not as yet have such servers, will be supported by these commissions. additional links and information on school projects and links to existing national school networks in the european countries can be found at the european schoolnet server (http://www.eun.org). coordination of the german participants lies with michael drabe (german minister for education and research, the program: initiative schulen ans netz, e .v. (http://www. san-ev.de)). the german educational resources server under the direction of peter diepold will also participate in the development of metadata standards and other aspects of the eun project. education li braries vol. 22, no. 1 / 2 3o a r t i c l e s major educational libraries and institutions 1997 .,tides bern fwu ....___ .._ jzl jspj.murrlch i&j)jj i austria! · b�k .�:a wien see appendix b e ducation libraries vol. 22, no. 1 / 2 a r t i c l e s 31 appendix a alphabetical list of institutions according to english names (note: the 8 original educational and research institutions founded in 1964 are starred in the following list.) austrian institute for the study of youth (osterreichisches institut fiir jugendkunde, oij) in vienna austrian library of the federal ministry for teaching and art (amtsbibliothek des bundesministeriums fiir unterricht und kunst, bmfuk) in vienna b avarian state institute for research and planning in higher education (bayerisches staatsinstitut fiir hochschulforschung und hochschulplanung, ihf) in munich b avarian state institute for school pedagogy and educational research (staatsinstitut fiir schulpadagogik und bildungsforschung, isp) in munich berlin institute for continuing education of teachers and school development (bil) (formerly educational center of berlin, padagogisches zentrum pz) (berliner institut fiir lehrerfort-und-weiterbildung und schulentwicklung) catholic religious education documentation unit (katholisches religionspadagogische dokumentationsstelle, krd) in munich comenius institute (ci) (comenius-institut evangelische arbeitsstatte fiir erziehungswissenschaft) in miinster *cybernetic linguistics research center (sprachkybernetisches forschungszentrum heidelberg, sfz) in heidelberg department for comparative educational research of the ruhr university in bochum-arbeitsstelle fiir vergleichende bildungsforschung an der ruhr-universitat bochum (avb) . educational center berlin( (padagogisches zentrum berlin (pz)(later berlin institute for continuing education for teachers and school development bils, as of 1 995)) educational center of the german adult education s ociety (pas) (padagogische arbeitsstelle des deutschen volkshochschulverbandes e.v., pas) in frankfurt as of 1 997 german institute for adult education (die) (deutsches institut fiir erwachsenenbildung) federal educational library in the state school board of lower austria ( bpd) (bundesstaatliche padagogische bibliothek beim landesschulrat fiir niederosterreich) federal institute for vocational training (bundesinstitut fiir berufsbildung, bibb) (west-berlin) german educational resources (dbs) (deutscher bildungsserver) german institute for adult education (die) (deutsches institut fiir erwachsenenbildung) (frankfurt) (formerly padagogische arbeitsstelle des deutschen volkshochschulverbandes (pas)) german institute for distance education (deutsches institut fiir fernstudien an der universitat tiibingen, diff) in tiibingen *german institute for international educational research (dipf) (deutsches institut fiir international padagogische forschung in frankfurt *german institute for research on youth (dji) (deutsches jugendinstitut) in munich german society for information in education (gib ) gesellschaft information bildung (gib) e.v. (headquarters in berlin) hessian institute for educational planning and school development (hessisches institut fiir b ildungsplanung und schulentwicklung, hibs) in wiesbaden information center for foreign language research (lnformationszentrum fiir fremdsprachenforschung der philipps­ universitat, ifs) in marburg information center ides (bern, switzerland) institute for didactics of mathematics of the university of bielefeld (idm) (lnstitut fiir didatik der mathematik an der universitat b ielefeld) education libraries vol. 22, no. 1 / 2 32 a r t i c l e s institute for film and pictures in science and teaching (institut fiir film und bild in wissenschaft und unterricht, fwu) in munich institute for higher education research wittenberg (ihs) (institut fiir hochschulforschung wittenberg e.v.) institute for labor market research of the federal labor office (lab) (institut fiir arbeitsmarkt-und-berufsforschung der bundesanstalt fiir arbeit) institute for teacher training of the vienna university (institut fiir padagogik an der universitat wien, ip) in vienna *international central institute for youth and educational television (internationales zentralinstitut fiir das jugend-und­ bildungsfernsehen, izi) in munich library for historical educational research (bibliothek der bildungsgeschichtlichen forschung, bbf) (berlin) *max planck institute for human devolopment and education (max-planck-institut fiir bildungsforschung, mpib) in west berlin *pedagogical center (padagogisches zentrum, pz) in west berlin (after 1 995 , berliner institut fiir lehrerfort-und­ weiterbildung und schulentwicklung, bils) pestalozzi center pestalozzeum (zurich, switzerland) project group subject information on higher education (ihs) projektgruppe fachinformation bildung (closely connected to the projektgruppe hochschulforschung) (phsf) interim project group for research of higher education (part of former gdr zentralinstitut fiir hochschulforschung) (ca. 1 993-5 bibliographic database gdr higher education) school web (sw) schul web (directory of schools on the world wide web maintained by the dept. of pedagogics and informatics of the humboldt university berlin *standing conference of the state ministries of cultl)l'e (standige konferenz der kultusminister der lander, kmk) in bonn state institute ofnorthrhein-westfalen for schools and continuing education (landesinstitut fiir schule und weiterbildung, lsw) in soest subject information center karlsruhe (fachinformationszentrum karlsruhe fiz) teacher training departments of 4 universities (kassel, koblenz, halle, munich in a cooperative agreement of teacher training institutes for physics to contribute to fis-bildung since 1 997) (physikdidaktischer fb der universitaten kassel, halle, koblenz, miinchen) *unesco institute for pedagogics (unesco institut fiir padagogik, unip) in hamburg university library of erlange-nuremberg (ub-ssg) dfg special collections library for education and teaching universitatsbilbiothek erlangen-niirnberg dfg sondersammelgebietsbibliothek bildung!erziehungswissenschaft appendix b list of abbreviations av b department for comparative educational research university of bochum (arbeitsstelle fiir vergleichende b ildungsforschung an der ruhr universitat bochum) bbf library for historical educational research (bibliothek der bildungsgeschichtlichen forschung (formerly the library of the gdr academy of the pedagogical sciences, since 1 992, this library and a connected research staff of ca. 1 0 persons became part of dipf) bibb federal institute for vocational training documentation (bundesinstitut fiir berufsbildung) (berlin) bils (bil) berlin institute for teacher education and further education (berliner lnstitut fur lehrerfort-und-weiterbildung und schulentwicklung, formerly padagogisches zentrum berlin (pz) educational center berlin) bmfuk departmental library of the federal ministry (of austria) for teaching and art (amtsbibliothek des bundesministeriums fiir unterricht und kunst) (vienna) education libraries vol. 22, no. 1 / 2 a r t i c l e s 33 bpd federal educational library in the state school board of lower austria (bundesstaatliche padagogische bibliothek beim landesschulrat fiir niederosterreich) ci comenius institute protestant workshop for education (comenius-institut evangelische arbeitsstatte fi.ir erziehungswissenschaft) (mi.inster) dbs deutscher bildungs-server (german educational resources server) (berlin) die deutsches institut fiir erwachsenenbildung german institute for adult education (frankfurt) (formerly padagogische arbeitsstelle des deutschen volkshochschulverbandes (pas)) diff german institute for distance education (deutsches institut fiir fernstudien an der universitat ti.ibingen) (ti.ibingen) dipf german institute for international educational research (deutsches institut fi.ir internationale padagogische forschung) (frankfurt) dji german institute for research on youth (deutsches jugendinstitut) (munich) fis coordinating office for educational literature (fis-bildung fachinformationssystem bildung) (frankfurt) fiz subject information center karlsruhe (fachinformationszentrum karlsruhe, since 1 996) fwu institute for film and pictures in science and teaching (institut fiir film und bild in wissenschaft und unterricht) (munich) ger german educational resources server (berlin) (deutscher bildungsserver) gib society for information in education (gesellschaft information bildung, nationwide, headquarters in berlin) hibs hessian institute for educational planning and school development (hessisches institut fi.ir bildungsplanung und schulentwicklung) (wiesbaden) his higher education information system (hannover) (hochschulinformationsystem) hsb library for the hearing and speech-impaired (hor-und sprechbedinderte bibliothek) (part of bbf, dipf) lab institute for labor market research of the federal labor office (institut fi.ir arbeitsmarkt-und berufsforschung der bundesanstalt fi.ir arbeit) ides information center ides (informationsstelle ides) (berne, switzerland) idm institute for didactics of mathematics of the university of bielefeld (institut fi.ir didatik der mathematik an der universitat bielefeld) ifs information center for foreign language research informationszentrum fi.ir fremdsprachenforschung der philipps­ universitat (marburg) ihf bavarian state institute for research and planning in higher education (bayerisches staatsinstitut fi.ir hochschulforschung und hochschulplanung) (munich) ihs institute for higher education research wittenberg e.v. institut fi.ir hochschulforschung wittenberg e.v. ip institute for teacher training of the vienna university (institut fi.ir padagogik an der universitat wien) (vienna) lpn institute for teaching the natural sciences of the university of kiel (institut fi.ir die padagogik der naturwissenschaften an der universitat kiel) (since 1 997 cooperative partner) isp b avarian state institute for school pedagogy and educational research (staatsinstitut fi.ir schulpadagogik und bildungsforschung) munich) izi international central institute for youth and educational television (internationales zentralinstitut fi.ir das jugend-und bildungsfernsehen) (munich) kmk standing conference of the state ministries of culture (standige konferenz der kultusminister der lander) (kmk) (bonn) krd catholic religious education documentation unit (katholisches religionspadagogische dokumentationsstelle) (munich) education libraries vol. 22, no. 1 i 2 34 a r t i c l e s lsw state institute (of northrhein-westfalen) for schools and continuing education (landesinstitut fi.ir schule und weiterbildung) (soest) mpi max planck institute for human development and education (max-planck-institut fi.ir bildungsforschung) (west berlin) ods state school servers and the open school network (nation wide) ou austrian institute for the study of youth (osterreichisches institut fiir jugendkunde) (vienna) pas educational center of the german adult education society (piidagogische arbeitsstelle des deutsch en volkshochschulverbandes e.v.) (frankfurt) paz i pz pedagogical center (piidagogisches zentrum) (west berlin) after ca. 1 995 this institution became the berlin institute for continuing education of teachers and school development (berlin) phsf interim project group for research of higher education (projektgruppe hochschulforschung) part of former gdr zentralinstitut fi.ir hochschulforschung) part of this group was integrated into the library of the technical university of berlin, part has been continued by the institute for higher education research in wittenberg san e.v . schools on the network (nation wide, coordinating office in bonn) sfz cybernetic linguistics research center (sprachkybernetisches forschungszentrum heidelberg) (heidelberg) sw school web (schul web) (directory of schools on the world wide web maintained by the dept. of pedagogics and informatics of the humboldt university ub-ssg universi ty library of erlangen nuremberg (dfg special collections library for education and teaching) universitiitsbibliothek erlangen-niirnberg (ub-ssg) unip unesco institute for pedagogics (unesco institut fiir piidagogik) (hamburg) appendix c geographical list of institutions berlin berl iner ins t i tut fiir lehrerfort-und-weiterbi ldung und schulentwicklung (bils i bil) berlin institute for teacher education and further education (piidagogisches zentrum berlin (pz) educational center berlin) bibliothek der bildungsgeschichtlichen forschung (bbf) library for historical educational research (formerly the library of the gdr apw, since 1 992 integrated in dipf) bundesinstitut fi.ir berufsbildung (bibb) federal institute for vocational training documentation deutscher bildungsserver (dbs) german educational resources server (maintained by the dept. of pedagogics and informatics of the humboldt university) *max-planck-institut fiir bildungsforschung (mpib) max­ planck-institute for human development & education *piidagogisches zentrum berlin (pz) educational center berlin (as of 1 995 berliner institut fi.ir lehrerfort-und-weiterbildung und schulentwicklung (bils) berlin institute for teacher education and further education education libraries vol. 22, no. 1 / 2 projektgruppe fachinformation bildung (closely connected to the projektgruppe hochschulforschung) (phsf) interim project group for research of higher education (part of former gdr zentralinstitut fiir hochschulforschung) (ca. 1 993-5 bibliographic database gdr higher education followed 1 997 by the institute for higher education research in wittenberg) schul web (sw) school web (directory of schools on the world wide web maintained by the dept. of pedagogics and informatics of the humboldt university bochum arbeitsstelle fur vergleichende bildungsforschung an der ruhr­ universitiit bochum (avb) department for comparative educational research university of bochum bonn sekretariat der stiindigen konferenz der kultusminister (kmk) secretariat of the standing conference of the cultural ministers schulen ans netz (san e.v.) schools on the network a r t i c l e s 35 erlangen universiuitsbibliothek erlangen-ntirnberg (ub-ssg) university library of erlangen nuremberg (dfg special collections library for education and teaching) frankfurt deutsches institut fiir erwachsenenbildung (die) german institute for adult education (formerly padagogische arbeitsstelle des deutschen volkshochschulverbandes (pas)) *deutsches institut fiir internationale piidagogische forschung (dipf) german institute for international educational research padagogische arbeitsstelle des deutschen volkshochschulverbandes e.v. (pas) educational center of the german adult education society (as of 1 997 deutsches institut fiir erwachsenenbildung (die)) halle physikdidaktischer fb der universitiit halle teacher training dept. of the university of halle (in a cooperative agreement of teacher training institutes for physics since 1 997 in fis bildung) hamburg *unesco institut ftir padagogik (unip) unesco institute for education heidelberg *sprachkybernetisches forschungszentrum heidelberg (sfz) cybernetic linguistics research center karlsruhe fachinformationszentrum karlsruhe (fiz) subject information center karlsruhe (since 1 996 in fis bildung) kassel physikdidaktischer fb der universitat kassel teacher training dept. of the university of kassel (in a cooperative agreement of teacher training institutes for physics since 1 997 in fis bildung) kiel institut fiir die piidagogik der naturwissenschaften an der universitat kiel (lpn) institute for teaching the natural sciences of the university of kiel (since 1 997 cooperative partner of fis bildung) koblenz physikdidaktischer fb der universitat koblenz teacher training dept. of the university of koblenz (in a cooperative agreement of teacher training institutes for physics since 1 997 in fis bildung) leipzig horund sprechbedinderte bibliothek (hsb) library for the hearing and speech-impaired (part of bbf, dipf) marburg/lahn informationszentrum fiir fremdsprachenforschung der philipps­ universitiit (ifs) information center for foreign language research munich b ay erisches s taats inst i tut fiir hochschul forschu n g u n d hochschulplanung (ihf) b avarian state institute for research and planning in higher education b ayerisches s taats i nst i tut fiir schulpiidagogik u n d bildungsforschung (isp) b avarian state institute for school pedagogy and educational research *deutsches jugendinstitut (dji) german youth institute institut fiir film und bild in wissenschaft und unterricht (fwu) ­ institute for film and pictures in science and teaching * l n ternati onales zentral ins t i tu t fiir das jugend-und bildungsfernsehen (izi) international central institute for youth and educational television katholisches religionspadagogische dokumentationsstelle (krd) catholic religious education documentation unit physikdidaktischer fb der universitat mtinchen teacher training dept. of the university of munich (in a cooperative agreement of teacher training institutes for physics since 1 997 in fis bildung) munster comenius i n st i tut evangel ische . arbeitsstatte fiir erziehungswissenschaft (ci) comenius institute protestant workshop for education nuremberg institut fiir arbeitsmarktund berufsforschung der bundesanstalt fiir arbeit (lab) institute for labor market research of the federal labor office soest landesinstitut fiir schule und weiterbildung (lsw) state institute (of northrhein-westfalen) for schools and continuing education tiibingen deutsches institut fiir fernstudien an der universitiit ttibingen (diff) german institute for distance education wiesbaden hessisches institut fiir bildungsplanung und schulentwicklung (hibs) hessian institute for educational planning and school development wittenberg institut fiir hochschulforschung wittenberg e.v. (ihs) institute for higher educational research wittenberg education li b raries vol. 22, no. 1 / 2 36 a r t i c l e s vienna (wien) (austria) amtsbibliothek des bundesministeriums fur unterricht und kunst (bmfuk) departmental library of the federal ministry for teaching and art institut fiir piidagogik an der universitiit wien (ip) institute for teacher training of the vienna university bsterreichisches institut fur jugendkunde (oij) -austrian institute for the study ofyouth lower austria (austria) bundesstaatliche piidagogische b ibliothek beim landesschulrat fiir niederosterreich (bpd) federal educational library in the state school board of lower austria bern (schwitzerland) informationsstelle ides (since 1 997 in fis bildung) zurich, switzerland pestalozzeum pestalozzi center education libraries vol. 22, no. 1 / 2 endnotes b aumgardt, hille: der "dokumentationsring piidagogik" entwicklung, tiitigkeit und bedeutung. hausarbeit zur priifung fiir den hoheren b ibliotheksdienst . cologne: bibl iothekar­ lehrinstitut des landes nordrhein-westfalen, 1 980. diepold, peter: auf dem weg zu einem internet-gestiitzten, integrierten informations-und kommunikationssystem bildung. in: schritte mrqualitiitsverbessenmg von bildungsinfomudionssystemen. 5. gib-fachlagung vom 1.-2. oktober 1997 in halle. berlin: gesellschaft information bildung, 1 998 (in presse) http://www.educat.hu-berlin .de/ publikation/halle.html deutsches institut fiir internationale piidagogische forschung: fachinformatio nssystem bildung. bericht iiber den modellversuch der bund-liinder-kommission "erprobung der konzeption fiir ein fachinformatiossytem bildung." frankfurt am main: fis bildung (dipf), 1 997. max planck institute for human development: center for educational research. berlin: max planck institute for human development, 1 998. http://www.mpib-berlin.mpg.de/ further information on the above institutions can be obtained from the author: dr. diann rusch-feja max planck institute for human development and education lentzeallee 94 d1 4 1 95 berlin, germany email: ruschfeja@mpib-berlin.mpg.de library homepage: http://www.mpib-betlin.mpg.de/dok/ehomee.htm clearinghouse for subject-oriented in ternet information sources: http://www.mpib-berlin .mpg.de/dok/ech.htm diann rusch-fej a is the d irector of library and research documentat ion at the max planck i nsti tute for human development and education, berlin, germany. she is also a specialist i n computer systems for information systems. previously she has taught at universities and colleges in the united states and germany. this paper was first presented at the annual conference of the special libraries association in seattle, wash. , 1 997. e-mail: ruschfeja@mpib-berlin.mpg.de a r tic l e s leadership of academ ic li braries: a literatu re review by sharon gray weiner vanderbilt university abstract this review synthesizes what is known about the characteristics and leadership style of university l ibrari­ ans and academic l ibrary d i rectors. i t is the leadersh ip of the l ibrary that determines whether a phi losophy and vision are articulated and to what extent they are implemented . leadership influences a l ibrary's ef­ fectiveness, institutional role, and adaptabil ity. publ ications on recruitment, leadersh ip potential identifica­ tion, career development, roles and responsibi l ities, and characteristics and management style were in­ cluded. introduction the purpose of this review is to synthesize what is now known about the characteristics and leader­ ship style of university l ibrarians and academic l ibrary d i rectors. each of the 2487 four-year post­ secondary institutions in the united states ("almanac," 2003; 2) either have their own l ibraries or provide l ibrary services through an outside insti­ tution. the phi losophy, missi on, and functions of these l ibraries strongly influence access to infor­ mation resources and related services critical to teaching and research. they affect the abi l ity of the students and faculty to identify and effectively search for the most relevant information for thei r needs. it is the leadership of the l ibrary that deter­ mines whether a ph i losophy and vision are articu­ lated and to what extent they are implemented . leadership affects a l ibrary's effectiveness, its role in the academic institution, and its adaptabi l ity to new functions and initiatives. the academic l ibrary has been greatly affected by rapid and d iscontinuous changes in its professional environment. those changes include: d ramatic increases in the cost of materials while budgets decreased; new d ig ital formats and communication technologies; improvements in information avail­ abi l ity; growth of interdiscipl inary research; issues with the commercial scholarly publ ishing industry; education libraries volume 26, no. 2 winter 2003 and expectations that the l ibrary will secure some funding through development and g rants. (travica, 1 999; 1 8 1 ) (renaud & murray, 2003; 1 64 ) (winston & dunkley, 2002) othe r trends are: in­ creasing turbulence; an information-based , ser­ vice-oriented society; patron expectation of h igh qual ity l ibrary services; stakeholder expectation of shared responsibi l ity with the l ibrary; more complex organizations; and the need for a proactive ap­ proach. (jurow, 1 990; 62) l ibraries are at a critical juncture due to new demands in information tech­ nology, the increase in the number of d istance education programs, new models of support for research and teach ing , and a decl ining resource base. these factors " have forced the significant questioning of longstand ing principles and prac­ tices throughout l i brary services and operations, " so the abi l ity to anticipate and manage change is critical . (martin, 1 997; 49) even more, i t is neces­ sary to undergo a "fundamental rethinking and re­ design of l ibrary roles, services, and operations in universities which are also undergoing great change." (ferguson & metz, 2003; 96) internal organizational structures of l ibraries are different from in the past. this is very l ikely a result of occurrences in the external environment. hierar­ ch ies are flattened , middle management has been reduced, departments are becoming integrated, and new functions have been incorporated . 5 (travica, 1 999; 1 8 1 ) greater accountabi l ity is ex­ pected, and there is increased competition. team­ based decision-making and participative manage­ ment are common, and the "learning organization" model is being introduced . (winston & dunkley, 2002) as a resu lt, there has been much d iscussion about the role of the l ibrary and about what leader­ ship characteristics wil l successful ly transform, propel, or at the very least, sustain the academic l ibrary. " few professions can be said to have spent as much time contemplating its present and future role as have academic l ibrarians." (renaud & murray, 2003 ; 1 64) another perspective was shown as a result of a survey of d i rectors of large l ibraries. (cottam, 1 994; 1 7) it was conducted to contrast roles and responsibilities in 1 994 as compared with the pre­ vious five and ten year periods. the find ings showed that there had been change, but there was not a consistent pattern of change among the re­ spondents. traditional managerial roles were prevalent and much of the work was similar to what was done in the past, but there was a new empha­ sis on fundraising . di rectors continued to be in­ volved with cooperative projects, to collaborate with computer personnel, to submit grant propos­ als, to incorporate total qual ity management, and to engage in g lobal ization initiatives. in bontrast, a 1 999 survey of l ibrary d i rectors showed that their organizational priorities were to focus on qual ity of services, to train patrons in search techniques, to provide materials in any format, to encourage em­ ployee innovativeness, and to develop electronic del ivery tools along with the print c9llection. (travica, 1 999 ; 1 90) this review of the l iterature on academic l ibrary leadership in the united states includes publ ished research stud ies, theories and models, literature reviews, books, and journal articles publ ished be­ tween 1 980 and 2003. omitted are editorials, con­ ference proceedings, and opinion pieces as well as information about two-year colleges or special ized academic l ibraries, such as law and medical . cita­ tions were identified by exhaustive searches of the eric, education abstracts fuiitext, l ib rary litera­ ture, general businessfi le asap, ps yclnfo, dig ital dissertations, and worldcat databases. relevant concepts included : leader characteristics, leader­ ship methods and strategies, vision, innovation, influence, mentoring, organizational outcomes, management style, effectiveness, power, persua­ sion, job satisfaction, and career paths. bibl iogra­ phies of those resources were examined to garner additional references. key authors were identified education libraries volume 26, no. 2 winter 2003 and searches for their works were performed. websites of primary publ ishers of l ibrary science books were searched. this introduction is fol lowed by sections on: recruitment, leadership potential, and career development; roles and responsibi l i­ ties; and characteristics and management styles. table one shows that most of the publ ications cited were surveys. recruitment, leadership potential, career de­ velopment " leadership of tomorrow's academic l ibraries is not for the faint of heart." (matthews, 2002) there is concern that there is a shortage of l ibrarians capa­ ble of providing effective leadership du ring these turbu lent times. (renaud & murray, 2003; 1 64 ) ·one study o f academic l ibrarians revealed that they tended to score lower than normative groups on managerial talent. " i t would appear that aca­ demic l ibrarians, no matter by what route they come to the field, tend to fit a certain personality profi le and that, when it comes to managerial tal­ ent, they are generally not as able as people in other occupations." (moore, 1 98 1 ) potential leaders what characteristics should aspiring l ibrary d i rec­ tors need to have or develop? one l ibrary school dean looked for knowledge, ambition, common sense, and character in student leaders. (wedgeworth, 1 989; 4 1 -2) potential leaders should be innovative and creative risk takers; flexible; have the cognitive abi l ity to deal with complex sce­ narios; have effective skills in deal ing with people; have technical expertise; and be wil l ing to learn. (martin, 1 997; 57) in an organization that has a flat hierarchy, leadersh ip opportunities can "occur at al l levels of the organization since authority is dis­ persed and layers of management and supervision have been reduced . . . university l ibraries with flat organizations might be more successful than those with h ierarch ical structures in producing future leaders, since they expose a broader range of l i­ brarians and staff to managerial chal lenges. " (renaud & murray, 2003; 1 70-1 73) a study of characteristics of potential leaders was conducted by comparing a selective group of aca­ demic l ibrary managers in the ucla senior fel­ lows program with a randomly-sampled control g roup of members of the association of college and research libraries. the study showed that the senior fellows were more than twice as visible, nearly twice as mobi le, and three times more l ikely to assume management and leadership positions 6 in comparison with the control g roup. the fellows achieved al l educational deg rees and professional positions at younger ages; they had higher de­ grees, more publ ications, and greater organiza­ tional activity. (anderson, 1 985; 331 ) a survey of d i rectors of the council on state uni­ versity l ibraries found a trend toward women ob­ taining d i rector positions as external candidates and men obtaining positions through internal pro­ motion. (hatcher, 1 997; 42) hammond addressed the delicate issues related to being a successful internal candidate for a l ibrary leadership position. the person h i red interna l ly has the advantages of knowing the organization, the chal lenges, the budget, pol itics, and key people. but relationsh ips with some people in the organization may become awkward . those who are h i red internally must convey their new role immediately and consis­ tently. they can neg otiate support from those who did not agree with the search committee's choice and channel the d issatisfaction into activities that wi l l use strengths and best serve the organization. (hammond , 2003; 1 88-9) trends in 1 994, rooks analyzed trends identified from a classic 1 973 study of decreasing lengths of tenure for academic l ibrary d irectors. some of the trends in society and hig her education d iscovered in the original study were growth of enrol lment, changes in the college presidency, changes in education and research, the information explosion, econom­ ics, planning and budgeting , technology, chang in,g management theories, unionization, and increasing control by state boards. the 1 994 study added to the l ist l ifestyle changes and ethnic and gender influences. the position of d i rector for a major re­ search l ibrary has become more demanding. the 1 973 study identified three major qual ities requ i red of a d i rector: flexibi l ity, adaptabi l ity, and a wil ling­ ness to accept change as a way of l ife; a stable temperament and the abi l ity to maintain an emo­ tional balance under constant tensions; and en­ durance. in 1 994, "certainly these qual ities have only increased in value." (rooks, 1 994) there was concern about whether excellent l ibrarians would continue to be interested in d i rector positions be­ cause of the inherent d ifficu lties. simi lar to aca­ demic deans and provosts, term appointments for l ibrary d i rectors or institutional appointment options could be considered so l ibrary d irectors cou ld re­ turn to a position within the l ibrary once their ad­ ministrative appointment ended . education libraries volume 26, no. 2 winter 2003 in a l iberal arts college, there is a strong relation­ ship between the ind ividual and the col lege com­ munity. (cle mmer, 1 997; 75) directors of l iberal arts col lege l ibraries who had worked previously in research institutions had high expectations of the col leges. they "anticipated relief from the man­ agement difficu lties of large instjtutions, an intimate work environment in which one can deal with the major players on a face to face basis, and more involvement in the teaching learning process, in­ cluding closer contact with faculty and students . " (clemmer, 1 997; 78) the di rectors found that it was possible for them to make an impact on the entire institution and it was easier to accompl ish th ings than in a research university. " in the smal ler community, the playe rs attribute a h igher level of competence to each other based on famil iarity and are less l ikely to depend on an institutional impri­ matur." (clemmer, 1 997; 79) di rectors had easy access to decision-makers and turf battles were almost non-existent. "directing the l iberal arts col­ lege l ibrary can provide much personal satisfac­ tion . " (clemmer, 1 997; 86) it is not clear from the l iterature whether a second master's degree or doctorate is necessary for those who aspire to a d i rector position. a su rvey of l iberal arts col lege l ibrary d i rectors showed that 40 percent of the d irectors had second master's de­ grees and 20 percent had doctorates. the author bel ieved that degrees "cannot replace administra­ tive aptitude, creativity, and knowledge in a suc­ cessful col lege or university l ibrary d i rector. " (mccracken, 2000) ho wever, some l ibrary direc­ tors advised those they mentor to pursue a ph .d . (mcneer, 1 988; 3 1 ) wi l l iams believed that l ibrary d i rectors who do not have a doctorate are at a d is­ advantage, but that more important than degrees is a program that is " interesting , dynamic, innova­ tive, and especial ly responsive to the needs of the l ibrary's cl ientele." (d. e . wi l l iams, 1 998; 51 ) the research l iterature is a valuable decision­ making tool for leaders and can influence the think­ ing and behavior of a group . understanding re­ search methods and statistical analysis is key to informed decision-making and organizational suc­ cess. (j . f. wi l l iam s & winston, 2003; 401 ) library administrators are actively publ ishing research stud ies: sixteen per cent of the first authors of re­ search studies in the five l ibrary journals that have the hig hest impact factor were academic l ibrary administrators. seventy-seven per cent of the re­ search studies published in college and research libraries were written by academic l ibrary adminis­ trators. (j . f. wi l l iams & winston, 2003; 398-9) 7 nicholson and west model the n icholson and west model of transition cycles can be appl ied to the process of becoming a ch ief l ibrarian in an academic institution. "preparation" is the first stage during which the aspi rant prepares psycholog ically; assesses personal competence, and values; engages in professional development; actively networks; and gathers information about institutions and trends. the second stage is the "encounter" stage, wh ich encompasses the time from the job interview to the first few weeks of em­ ployment. success in the next stage, "adjustment," involves integrating informal social ization and al­ ready-developed skills with newly-acqu ired knowl­ edge of the organization. a mark of the "stabi l iza­ tion" stage is the development of a constructive relationsh ip with the supervisor: "true leadersh ip, ach ievement, and work performance wil l be ach ieved and assessed . " (matthews, 2002) learning leadership one can learn informal ly about leadership by learn­ ing on the job, by taking every opportunity to learn and to grow, by developing an understand ing of the academic community, by knowing who are the leaders and who are the fol lowers, and by associ­ ating with leaders and learning from them. a leader shou ld become adept at publ ic speaking and written communication and be able to work with groups and to bui ld consensus. leaders need to be decisive and to understand the politics, pur­ pose, and history of the institution. (riggs & sa­ bine, 1988; 114-6) one should find employment in a l ibrary that has a sense of excitement, is l ikely to stretch one's abi l ities, has a sense of community or unity of purpose, and employs people who are in­ terested in their work and ded icated to doing it wel l . (riggs & sabine, 1988; 121) people ski l ls are essential because " if you're not effective in han­ d l ing people, you won't be effective in handl ing the operation . " (riggs & sabine, 1988; 103) librarians can develop thei r visionary abi l ity by working on projects that involve organizational analysis and abstract th inking. (jurow, 1990; 67) it is d ifficult to learn how to inspire others, but know­ ing the ideas and ideals held in common by a group is an important beginning. a visionary mes­ sage must be repeated in different ways to d iffer­ ent groups. examples shou ld be credi ble, viv id , positive, and passionate. leaders related that the best ways to develop self-confidence were to take courses and to participate in projects and task forces. (jurow, 1990; 68, 70) education libraries volume 26, no. 2 winter 2003 development and fund raising are increasingly im­ portant in the job responsibil ities of senior l ibrary administrators. obtaining these skil ls can be chal­ lenging . "although academic l ibrarians are l ikely to develop expertise in some areas that appear to be important with regard to development responsibi li­ ties, such as managing staff and written, oral , and interpersonal communication, issues such as cu lti­ vation of relationsh ips with donors and previous development experience are not l ikely to be part of the responsibi l ities of those l ibrarians progressing th rough the professional ranks. " (winston & dunkley, 2002) mentoring leaders must actively develop successors. exten­ sive mentoring should take place and participation in professional development activities should be encouraged. (renaud & murray, 2003; 170) men­ toring means " identifying talented new ind ividuals and attracting them into an ever-changing and ex­ panding profession, helping those with traditional credentials and experience to develop the qual ities necessary for success in an environment of ambi­ gu ity, and p roviding productive learning experi­ ences that bui ld on existing strengths and minimize weaknesses. " (battin, 1998; 274) mentoring also means surrounding oneself with the most intel l i ­ gent colleagues, u rging others to develop their po­ tential, delegating and being avai lable to work through problems together, selecting opportunities for ind ividuals that require them to stretch , bui ld ing on strengths and improving the weaknesses, and encourag ing the development of new abi l ities. (battin, 1998; 276) mentoring was identified as the single most significant factor in the career ad­ vancement of women academic l ibrary d i rectors. (kirkland , 1997; 382) mcneer suggested that good supervision at the beg inning of a career is a form of mentoring. h igh ly placed mentors can provide entree to restricted forums. (mcneer, 1988; 27 -28) negative experiences can be analyzed to serve as examples of how something could have been done better. mentors look for leadership potential when screening mentees: energetic, capable l ibrarians who are wil l ing to grow into positions of responsi­ bi l ity; self-directed, imaginative people with a sense of humor, analytical ski l ls, interpersonal abi l­ ity, and the fortitude to make difficult decisions. administrators advised mentees to look for new chal lenges, assume tasks that would h igh l ight their competence, gain ski l ls in working with g roups, publish, and be involved in professional organiza­ tions. " mentoring wi l l occur more often in open l i­ brary organizations where responsib i lities are 8 delegated , management is participatory and staff committees work on problems." (mcneer, 1 988; 3 1 ) library leaders can use a variety of strategies to create a cl imate that encourages leadership devel­ opment in their organizations. some of those are: the use of task forces and committees; coordinator positions; promotion and reward systems; the or­ ganizational design itself (matrix models, flat h ier­ arch ies, qual ity circles); projects, "acting" positions, job rotations, internsh ips, formal staff development programs, and the strategic planning process. ( iannuzzi , 1 992 ; 22-7) roles and responsibi l ities the fol lowing roles and responsibi l ities of aca­ demic l ibrary leaders have been d iscussed in the l iterature: garnering financial resources, strategic planning, perceptions of leader and l ibrary effec­ tiveness, functions and chal lenges of the leader, and knowledge of organizational culture. l ibrary leaders need to formulate goals and objectives for the l ibrary and then create a construct, or a mental image, of what their l ibraries should become. the vision should accurately reflect the current situation and clearly articu late a future d i rection. the leader needs to translate this vision into real ity and� com­ municate it to the l ibrary and the university fre­ quently and consistently. (riggs, 1 998; 60) (clemmer, 1 997) (gertzog , 1 989b; 32) to be effec­ tive, a leader must be inspirational. they should try new organizational models. risk-taking and ex­ perimentation should be encouraged . l ibraries need leaders who can succeed within a g lobal arena. they need to develop partnersh ips and coal itions to support their services while maintain­ ing a secure infrastructure for operations. ( iannuzzi, 1 992; 201 ) budget obtaining and al locating financial resources is a key role of a l ibrary d irector. a 1 987 study found that l ibrary d i rectors understood budget allocation processes at their institutions, but were not as in­ volved in planning and budgetary decision-making as they perceived they should have been. those who were successful in obtaining institutional sup­ port for projects d id so by stressing the importance of the l ibrary to the advancement of the institution as a whole. (hyatt & santiago, 1 987; 9) tal b ot proposes changes to the budgeting process. " i f l ibraries are to continue to be a vital part of the academic enterprise . . . librarians must begin to see the budget for what it really is-the fiscal reflection education libraries volume 26, no. 2 winter 2003 of institutional intent. . . it is no longer sufficient to regard the budget merely as a source of funds; it is a tool for implementation and decision. " (talb ot, 1 982 ; 35) strategic planning development of a long range plan is a responsibi l­ ity of the d i rector with the participation of the presi­ dent and academic vice president. the plan should take the university's mission into account; have a strategy for collection development; include plans for technology and bibl iographic instruction; ad­ dress facil ity changes; collaboration with other in­ stitutions; special collections; and a development program. (adamany, 1 985; 8-1 1 ) during the strateg ic planning process, a dynamic leader will ensure that the l ibrary's strateg ies are magnetic and adhesive. the director should in­ volve staff in the process, provide motivation, me­ diate confl icts, and ensure an orderly integration of change. (riggs, 1 998; 59) "the big chal lenge fac­ ing us is how much of the traditional practices of academic l ibraries can be discontinued in order to bring forth a new way of doing things." (riggs, 1 998; 6 1 ) di rectors must be self-motivated , credi­ ble, and results-oriented . subord inates must be loyal and supportive; they should have pride and a sense of accompl ishment; they should feel that they are an important part of a worthwhile en­ deavor. "the relationsh ip between leaders and followers has to be one of strong , effective interde­ pendence. " (riggs, 1 998; 62-3) with the changes that are anticipated in l ibraries and technology, creativity and innovation will become common and the l ibrary wil l become a learning organization. (riggs, 1 998; 6 1 -4) director's effectiveness the perceived effectiveness of the l ibrary d irector and of the l ibrary are closely connected . (j . r. euster, 1 986; 1 72) whether a president commits adequate resources to the l ibrary is determined primarily by "whether the president has confidence in the l ibrary leadership, whether the l ibrary's plan is being carried out with demonstrable results, and whether the l ibrary real locates substantially to meet internal change even when the l ibrary as a whole is in a steady state. " (adamany, 1 985; 1 0) the col lege president's evaluation should be based on the l ibrary's strategic plan which would include measures and methods for evaluating l i­ brary performance. "many fine institutions with h igh ly productive faculties have relatively und istin­ gu ished l ibrary operations. if the l ibrary cannot serve faculty needs as effectively as it should , the 9 diversion of funds . . . may be better than putting sti l l more money into a mediocre, but entrenched, l i ­ brary management staff." (adamany, 1985; 17-9) kazlauskas' . study of the relationship between leadersh ip practices and employee job satisfaction determined that autonomy at work affected the job satisfaction of l ibrarians more than leadership prac­ tices. associate un iversity l ibrarians were less sat­ isfied with their jobs than other academic l ibrarians. her premise was that l ibrary leaders were respon­ sible for employee job satisfaction . (kazlauskas, 1993; x, xi, 7, 8) functions chief academic officers and l ibrary d i rectors were surveyed about the roles and responsibi l ities of the l ibrary, its org anizational structure, and inclusion in governance, and fundraising and development roles. perceptions of the future of the l ibrary dif­ fered among l ibrary d i rectors themselves and be­ tween directors and ch ief academic officers. direc­ tors believed it was important to be proactive but had not developed strategies to accomplish this. they preferred a team-based organizational model. directors wanted to be included in strategic institutional planning but admin istrators did not perceive this as important. (deekle & de klerk, 1992; 73) a number of authors have suggested that d i rectors must focus their energy and activities both on in­ ternal l ibrary operations and on exter . nal activities. they also should experiment with new manage­ ment techniques. (carg i l l & webb, 1988; 60) (deekle & de klerk, 1992; 73) (clemmer, 1997) (j . r. euster, 1987) library d irectors did not agree on whether a tradi­ tionally structured or a .functionally integrated ap­ proach to l ibrary organ ization is better. (buttlar & garcha, 1992; 15) they thought the best reasons to reorganize staff were economics and to provide a more cl ient-centered l ibrary. their conclusion is that there is not one s ingle organ izational model that is best for all l ibraries. (buttlar & garcha, 1992; 16) "library leadersh ip is situational . the success of a l ibrary leader is contingent on many factors, including skil ls that match the l ibrary's needs at a particular time." (riggs, 1998; 56-7) t o succeed, l ibrary d i rectors must " recognize that d ifferent stages in the organization's l ife cycle will requ i re different emphases; accept the idea that the same person may not be the appropriate leader for al l organizational circumstances. " (j . r. euster, 1987; 1 09) education libraries volume 26, no. 2 winter 2003 challenges i n 2002, a study examined challenges that were perceived by academic l ibrary directors and by their supervisors. both ranked user satisfaction and serials as the greatest challenges. yo unger and newer d i rectors perceived that organizational change, crime in the l ibrary, ah,d train ing were also challenges. (mcelrath, 2002) due to changes in information tech nology the " l i­ brary d i rector must be both an active and an effec­ tive advocate for the l ibrary on campus and a ful l participant in the l ife of the academic community. librarians must participate in planning for the use of electronic technologies on campus, work col­ laboratively with computer professionals and oth­ ers on campus, retrain staff, secure funding for both infrastructure development and operations, understand intellectual property issues, and learn to work in an environment in which change is a constant. . . the l ibrary d i rector is responsible for making the case for this level of participation on campus in the face of administrators who believe that others more effectively represent the future. " (d . e . wil l iams, 1998; 42) to alter the impression that it is not important to involve the l ibrary or that the l ibrary does not have anything to contribute takes "dues-paying, thick-skinned advocacy and general tenacity designed to portray the l ibrary or­ gan ization as a savvy participant in campus deci­ sion making that understands the campus, the tra­ d itions of scholarship it pursues, and the technolo­ g ies req uired to sustain and advance it." (d. e. wil­ l iams, 1998; 43) directors must integrate the l ibrary into the teach­ ing and research efforts of the university. they must ensure that the l ibrary is associated with things that are valued by the institution. (d. e. wil­ l iams, 1998; 48) "to make this association , the l ibrary d i rector must assume the role of change agent with in the university and must transform the l ibrary into an organ ization that facil itates institu­ tional change whi le maintaining its bridges to the traditions of the academy . . . directors must present the l ibrary as a place that is both faci le at dealing with the polit ics of the campus and above the kind of d ivisions that take place between colleges and departments." (d. e. wil l iams, 1998; 48) organizational culture understanding organizational cu lture is crucial to effective leadership . (iannuzzi, 1992; 92) the ele­ ments of a l ibrary's culture include organizational values, management styles, norms, patterns of communication , and ph ilosophy of service. the 10 degree to which staff share in these elements de­ termines the l ibrary's cu ltural maturity. ( iannuzzi , 1 992; 3'1 ) leadership of a tribal col lege l ibrary is an example of a d ifferent situational structu re. the authors of a survey of l ibrary d irectors and staff in tribal college l ibraries focused on attitudes of" tribal college staff about their work. more l ibrary d irectors than non­ di rectors said that ties to a tribal community or tribal college affected their employment decision­ making . they saw their jobs as a means to a ca­ reer goal and as an opportunity for personal g rowth . pragmatic factors such as salary, benefits, and location were equally important to ·both groups. the d i rectors "noted that the reality of their job fel l short of their expectations . . . because of the unexpected range of job responsibil ities, financial and infrastructure constraints, and the negative influence of tribal pol itics and col lege administra­ tors . " however, they believed that the remote loca­ tions, non-competitive salary, and low benefits were offset by the chance to help others, a strong sense of purpose, and the opportunity to become a more well-rounded individual. (di levko & gottl ieb, 2002; 306) characteristics and management style power, d iversity issues, leaders as change agents, and management styles are characteristics that influence the effectiveness of academic l ibrary leaders. the research l iterature suggests a con­ sen'sus about effective leadership styles. the most effective ones are those that combine boldness, informed risk-taking , widespread consultation, and consensus-bui ld ing . they are good l isteners, are accessible to staff, have strong public speaking skil ls, and are consistent and self-confident. (sheldon, 1 992; 394-400) leaders need "acute powers of analysis, abundant common sense, vi­ brant creativity, reasoned judgment, and a pas­ sionate commitment to the mission and goals of the extended higher education community . " (battin, 1 998) hernon et al . , reported the result of a recent delphi study. these are the attributes that association of research libraries d i rectors should be adept at: • managing-maintains a productive work envi­ ronment, is results-oriented and commited to service • leading-can function in a political environ­ ment, can manage and shape change, bui lds a shared vision, bui lds relationsh ips, thinks "outeducation libraries volume 26, no. 2 winter 2003 side the box," advocates for the l ibrary, en­ gages in fundraising and donor relations • planning-sets priorities • deal ing with others-has cred ib i l ity with facu lty and administration, is even-handed and self­ confident • personal traits-is comforta,ble with ambigu ity, committed to job and profession, handles stress, is honest, energetic, intel l igent • individual leadersh ip traits-has good judg­ ment, is innovative, articulates d i rection for l i­ brary, is enthusiastic the director should play an extensive role outside the l ibrary, serve as a change agent when neces­ sary, and rely on a team for internal management. (hernon, powel l , & youn g , 2002) (hernon, powel l , & young , 200 1 ) jurow identifies five leadership characteristics: vi­ sion, communication, trust, risk, and empower­ ment. (jurow, 1 990; 59) the knowledge and skil ls that leaders need are: abi l ity to make choices and focus energy; understanding of g roup dynamics and strong interpersonal ski l ls; wil l ingness to take risks; abi l ity to make a commitment to a course of action and focus the organization on accomplish­ ing that goal; understanding of what motivates in­ dividuals and groups; and can bui ld on the strengths of others. (jurow, 1 990; 63) wedgeworth states in a panel p resentation on leadership that knowledge is a characteristic that is usually rated low but that a certain level of knowl­ edge and understanding is assumed in a leader­ ship position. it is a working tool necessary to exert leadership. (wed geworth, 1 989; 37) a d i rector's authority should be pred icated on knowledge. (riggs & sabine, 1 988; 1 09-1 0) (gertzog , 1 989b; 32) (cargi l l & webb, 1 988; 62) euster reviewed the leadership and management l iterature in 1 984 stat­ ing that there had been no comprehensive investi­ gation of the characteristics of l ibrary leaders. she stated that successful l ibrary d i rectors must " rec­ ognize that different stages in the organization's l ife cycle wil l require d ifferent emphases; accept the idea that the same person may not be the ap­ propriate leader for all organizational circum­ stances; and util ize the dual concept of manage­ ment and leadership as essential and related func­ tions." ( j . r. euster, 1 984) leaders need to estab­ l ish credibi l ity with col leagues. a leade r needs to l isten, make the best judgment, and bui ld consen­ sus. (riggs & sabine, 1 988; 1 09-1 0) wiegand reported the reasons why academic l i­ brary leaders were selected for a biographical 11 handbook: unrecognized accomplishments; belief in the role of research l ibraries as promoting civic virtue; scholar-librarian; leadership of professional organizations; championing intellectual freedom and faculty status for l ibrarians; expert on l ibrary bui ld ings; improvement of a l ibrary system; influen­ tial publ ications; focus on intellectual aspects of l ibrarianship; management innovations; and devel­ oper of l ibrary surveys. (wiegand , 1 983; 3-7) euster's two-environment model relates the leader to the internal and external environment of the organization. the model shows the l ibrary leader as the intermediary between the control en­ vironment (administrators, boards, leg islatures) and the user environment (faculty, stu dents) . the d i rectors expended the greatest effort in entrepre­ neur activities. changes in faci l ities and in the in­ ternal organizational structure were associated with h igh activity of the leaders. there was only a moderate association between longevity of the di­ rector and amount of change in the organization. (j . r. euster, 1 989) a study of the academic l ibrary d i rector in an envi­ ronmental context showed that col leagues outside the l ibrary tended to evaluate d irectors more h igh ly than did internal subordinates. the leadership types that emerged were: the energizer (h igh lev­ els of activity and change, h igh reputation� level) ; the sustainer (high reputation, highly active, little organizational change) ; the pol itician ( low leader activity, low organizational change, effective repu­ tation); the retiree (inactive as a leader; organiza­ tion is unchanging ; not h igh ly regarded or d isre­ garded by col leagues). (joanne reed euster, 1 986; 1 46) evaluation of these profiles indicates that there is no single characteristic or combination . of characteristics that relate to effectiveness; rather, successful leader behavior is related to the organizational envi ronment. characteristics of l ibrary d irectors of doctoral and comprehensive institutions d iffered from those of d irectors of smaller baccalaureate college l ibraries. doctoral institution d irectors spend less time on internal roles; baccalaureate institution d i rectors spend more time with faculty and students and see technical skil ls as important to their jobs. (mech , 1 990; 425) library leaders interviewed for a book opined that leadership is not based on personal characteris­ tics. "those persons who tend to do wel l in our field are able to get the ir work done through others and are able to keep focused on specific objectives and not get lost in the most current fad or the most education libraries volume 26, no. 2 winter 2003 popular d i rection. they are the ones who are wil l­ ing to ignore conventional wisdom in terms of look­ ing at a problem and trying to strike out in a differ­ ent d i rection." (riggs & sabine, 1 988; 1 0 1 ) power power over setting objectives� and policy, leader­ ship style, role clarity, and expertise are signifi­ cantly related to d i rectors' perceived power. (holmes, 1 983) subordinates' ideas about what makes a l ibrary d i rector powerful d iffer from that of the d irectors and their superiors. they place as much emphasis on the importance of objectives and policy-setting as those of the other groups, but they also emphasize operations instead of strategy and budget. (holmes, 1 983; 1 58) the powerfu l d i rector is seen "as a professional peer of senior status, a staff special ist with managerial duties." (holmes, 1 983; 1 55) a survey of power relation­ ships in academic l ibraries showed no relationship between administrators' preferred power use, em­ powerment, and characteristics of the administra­ tors. their preference was to use "expert" power, then "legitimate" and " information" power. (evc;1ns, 1 997; 87) however, l ib rary leadership characteris­ tics identified in a study by gertzog did not mention power. (gertzog, 1 989b; 32) holmes' dissertation on the perceived power of academic l ibrary d irectors suggested that d i rectors' power over strategic decision areas contribute most h igh ly to perceptions of their overall power. expertise also contributes significantly to percep­ tions of the d i rectors' power. (holmes, 1 983) "per­ sons lead ing through position authority and per­ sonal power have a h igh potential of being effec­ tive d i rectors." (cargi l l & webb, 1 988; 6 1 ) position power is strengthened when leaders handle critical situations in a rational manner. gertzog examined leader backgrounds and ca­ reers to determine what social resources and pro­ fessional activities were necessary conditions of leadership. respondents most frequently selected leaders for their contribution of ideas and for their institutional affi l iations; least often for their innova­ tions and personal characteristics. perceived lead­ ers participated actively in professional associa­ tions, published frequently in the professional press, and held h igh organizational positions. (gertzog, 1 989a; ii) matthews states that d i rectors must be able to deal with ambigu ity and function effectively when the rules and boundaries are not clear. "adjustment is a continual process in dy­ namic organizations." (matthews, 2002) 1 2 diversity issues fisher questioned whether males actually domi­ nate the administrative ranks of l ibraries. his study of l ibrary d irectory entries showed that males had administrative positions in 64 percent of large aca­ demic l ibraries and 58 percent of med iu m-large academic l ibraries. (fisher, 1 997; 234) a 1 99 1 study showed that the percentage o f female asso­ ciation of research l ibrary d i rectors had g rown from a few in the 1 970s to almost 30 percent in the late 1 980s. (myers & kaufman, 1 991 ; 252) how­ ever, mobley states that "there seems to be some substance to the criticism that the current model of leadership is only relevant to white males." women are missing from d iscussions about personality traits in leadersh ip and there is very little about minorities. (mobley, 1 989; 44) a study of contemporary feminist theories in rela­ tion to career paths, work styles, and leadership practices of feminist l ibrarians examined the effects of feminism on their careers and personal l ives, the influence of other women, and the concepts and practices of feminist l ibrarians who had leadersh ip positions. the resu lts showed that their feminism influenced their work as wel l as personal l ives and that feminist l ibrarians have contributed to new approaches to l ibrary work and leadership styles. (freedman, 1 984) change agents hall studied the relationsh ips between educational ach ievement, professional involvement and change agent characteristics of selected academic l ibrarians. the characteristics were: educational attainment and continuing education activities, par­ ticipation in on-campus activities, professional or­ ganizations, publ ishing activities, and research activities. resu lts showed that educational ach ievement was not significantly related to change agent characteristics; professional status was related significantly to two of the four meas­ ures. on-campus activities and research activities were the best predictors of change advocacy and leadersh ip skil ls. (hal l , 1 984) abil ity to influence is crucial because "there are very few power opportunities in our field." (riggs & sabine, 1 988; 1 0 1 ) the pol itical position is one in wh ich "decision-making is open to chal lenge by other parties wield ing equal or g reater influence, and where formal authority in l ibrary decision­ making is l iable to be usurped by other offices. " (holmes, 1 983; 1 55) since expertise was a predic­ tor of d i rectors' power, the d i rector's power is influ­ ential rather than authoritarian. (holmes, 1 983; education libraries volume 26, no. 2 winter 2003 1 55) future investigation of academic l ibrary d i rec­ tors' power should incorporate a pol itical model that would explore the l ibrary director's coalitions within the academic community and determine the nature of the influence. (holmes, 1 983; 1 56) influ­ ence can be developed through continuity, rel iabi l­ ity, and understand ing what oth�r people want. " i t's a matter of developing extensive relationsh ips, be­ ing able to work effectively with committees, but at the same time, being able to assert initiative and to state an unpopular position and back it up . " (riggs & sabine, 1 988; 1 0 1 -2) di rectors must be sensitive to their larger environ­ ment and adjust when it changes. they must "edu­ cate staff about opportunities available and con­ straints imposed by the outside world ." (carg i l l & webb, 1 988; 60) they must appear confident and be reliable sources of information and advice. they interpret organizational situations. (cargi l l & webb, 1 988; 62) they need to use rel iable judgment and have a genuine concern for staff. "consideration for individual needs, however, cannot impair the striving for the ach ievement of overal l organiza­ tional goals or obscure present and futu re organ­ izational goals. leadership impl ies responsibi l ity for one's actions." (carg i l l & webb, 1 988; 64) library leaders must inspire trust in the futu re of the organization and create a sense of cohesion. (cargi l l & webb, 1 988; 69) they need to be able to integrate people with d ifferent backgrounds into the organization by valu ing their diversity and en­ courag ing different approaches to problem solving. they work to develop each person's abi l ities. (cargi l l & webb, 1 988; 73) underlying problems must be identified and resolved with mutual trust and respect. di rectors must convince employees to find long-term solutions acceptable to al l rather than short-term gain. (carg i l l & webb, 1 988; 73) they effectively delegate, think on their feet, and can anticipate the consequences of their decisions. (carg i l l & webb, 1 988; 79) discipl inary actions are an important responsibi l ity. expectations must be communicated clearly; "the employee who is either ignorant of expectations or is unwil l ing to change is creating the need for inter­ vention. employees need to accept responsibil ities for their actions just as the manager needs to act on his or her responsibi l ity to address problems." (cargi l l & webb, 1 988; 80) staff training should be d i rected toward understanding and dealing with moving targets; many changes create unforeseen consequences and readjustments are necessary in goals and daily activities. (cargi l l & webb, 1 988; 90) 1 3 management styles decision styles of d i rectors vary by type of institu­ tion, as assessed using the "decision style inven­ tory." most d i rectors in comprehensive and bacca­ laureate institutions employ the behavioral decision style, which impl ies a low tolerance for ambigu ity and an orientation toward people and social con­ cerns. di rectors in doctoral institutions prefer the conceptual decision style. this ind icates a h igh tolerance for ambigu ity and also an orientation to­ ward people and social concerns. these d i rectors are future-oriented thinkers who have a system perspective. (mech, 1 993; 379-83) age is a factor in decision style used: those who have fewer years of experience tend to use the behavioral sty le more than those who have more administrative experience. more di rectors at private institutions use the behavioral style than those at publ ic insti­ tutions lawson and dorrell surveyed l ibrarians at the m is­ souri state academic l ibraries. in general , the l i­ brarians d id not think their d irectors practiced the management style they professed to practice. staff did not always participate in decision-making. di­ rectors d id stand by difficult decisions, encourage staff to achieve their potential , and support profes­ sional development. staff perceived themse:ves to be more loyal to the d irectors than the d i rectors were to them. (lawson & dorrel l , 1 992; 1 9 1 ) faerman's conceptual map of organizational and managerial leadership performance shows the re­ lationship between organizational performance and managerial styles and behaviors. she examines preferences in leadership style and their effect on deal ing with organizational change. she uses the competing values framework because l ibraries are organizations that have confl icting demands. she d iscusses user-centered organizations in terms of the rational goal model, the internal process model , and the human relations model . (faerman, 1 993) a 1 994 study showed that research university l i­ brary d i rectors considered themselves to have transformational leadersh ip behaviors at a signifi­ cantly higher level than their subord inates. di rec­ tors thought they cou ld encourage greater effort from their staff and that they were more effective than their subordinates did . male d irectors exh ib­ ited h igher levels of non-leadership behavior than female d i rectors. female d irectors exhibited h igher levels of transformational leadership behaviors, were perceived to be more effective, and were more satisfied than male d i rectors. directors with education libraries volume 26, no. 2 winter 2003 twenty years or less of experience used inspira­ tional leadersh ip more frequently and were per­ ceived to be more satisfied than those who had more than twenty years of experience. (suwannarat, 1 994; 1 -2) a later study of transformation,al and transactional characteristics of l ibrary d i rectors suggested that perceptions of leadership behavior are associated with perceptions of satisfaction with the leader, effectiveness of the leader, and amount of extra effort by followers. transformational leadership had a greater effect on leadership outcomes and dimensions of organizational effectiveness than did transactional leadership. (albritton, 1 998; 78) it is "a measurable construct of identifiable behaviors such as the articulation of transcendent goals, demonstration of strong self-confidence and confi­ dence in others, setting a personal example for followers, showing h igh expectations for followers' performance, and the abi l ity to communicate one's faith in one's goals. therefore, what is needed are training and education that promote self­ understanding, awareness, and appreciation of the range of potential leadersh ip behaviors used by effective transformational and transactional lead­ ers ." (albritton, 1 998; 80) conclusion although some research has been done on identi­ fying l ibrary leadership potential , career develop­ ment, characteristics and management sty les of academic l ibrary d i rectors, and their roles and re­ sponsibi l ities, it is clear that many aspects have not been addressed and that a comprehensive body of cohesive, evidence-based research is needed. . there is a dearth of publ ished studies or disserta­ tions that relate leadership to effectiveness of l i­ brary d i rectors, their organizations, or outcomes. although "character'' is a current topic of d iscus­ sion and research in the business and education leadership l iterature, it has not been related to education l ibrary leadersh ip . transformational ver­ sus transactional leadership have begun to be ad­ d ressed, but other models have not. within the framework of education l ibraries, the effects of d if­ ferent leadership styles on employee productivity and job satisfaction have not been stud ied ; nor has it been determined which leadersh ip sty les and characteristics are most effective in which envi­ ronments. professio nal networking , social skil ls that are important for development and fundrais­ ing, relationsh ips with university administrators, aspects of influence, and the effectiveness of d if­ ferent internal organizational models are areas that 1 4 need to be explored. to have data in these areas, particularly as they relate to education l ibraries, wou ld inform professiona l development programs, mentoring initiatives, and would provide university administrators with conclusive information when making h i ring decisions. · references adamany, d. w. ( 1 9 85). research l ibraries from a presidential perspective. in p. spyers­ duran & t. w. mann (ed s. ) , issues in aca­ demic librarianship: views and case stud­ ies for the 1 980's and 1 990's (pp. 5-20). westport, ct: greenwood press. albritton, r. l. ( 1 998). a new paradig m of leader effectiveness for academic l ibraries: an empirical study of the bass ( 1 985) model of transformational leadership . in t. f. mech & g . b. mccabe (eds. ) , leadership and academic librarians (pp. 66-84 ) . westport, ct: greenwood press. almanac. (2003). the chronicle of higher educa­ tion, l( 1 ) . anderson, d. j . ( 1 985). comparative career pro­ fi les of academic l ibrarians: are leaders different? journal of academic librarian­ ship, 1 0(6), 326-332 . battin, p. 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( 1 989). the qual ities of leadership. in a gertzog (ed.) , leadership in the li­ brary/information profession (pp. 4-1 7) . jefferson, nc: mcfarland. evans, j. d. ( 1 997) . power use behaviors of library administrators: relationships among ad­ ministrators' preferred social power use, readiness to empower and administrators' characteristics. unpubl ished phd, georgia state university. faerman, s. r. ( 1 993) . organizational change and leadership styles. journal of library ad. ministration, 1 9(3-4), 55-79. ferguson, c . , & metz, t. (2003). fin d ing the th ird space: on leadership issues related to the integration of l ibrary and computing . in c. e. regenstein & b. i . dewey (eds. ) , lead­ ership, higher education, and the informa­ tion age (pp. 95-1 1 2) . new york: ne ai­ schuman publ ishers, inc. fisher, w. (1 997). the question of gender in l ibrary management. library administration & management, 1 1 (4), 231 -236. freedman, j. ( 1 984). empowering librarians: a study of the effects of the women 's move­ ment on the careers, work modes, and leadership styles of feminist librarians. un­ published edd, boston university, boston, ma gertzog, a ( 1 989a). an investigation into the rela­ tionship between the structure of leader­ ship and the social structure of the library profession. unpublished phd, rutgers the state university of new jersey, new brunswick, nj . gertzog , a ( 1 989b). perceptions of leadership. in a gertzog (ed.) . leadership in the li­ brary/information profession (pp. 18-34). jefferson, nc: mcfarland and company, inc. hall, j. a ( 1 984). the relationship between inno­ vative or change agent characteristics of academic librarians and the existence of 1 5 change in selected academic libraries in the southeastern united states. un pub­ l ished phd, un iversity of michigan. hammond, e. d . (2003). rising to the top: the pecu l iar leadership chal lenges for the suc­ cessful internal candidate. i n c. e . regen­ stein & b. i. dewey (eds.) . leadership, higher education, and the information age (pp. 1 8 1 -1 89) . new york: nea i -schuman. hatcher, k. a. ( 1 997). succession paths for aca­ demic l ibrary d i rectors. journal of library a dministration, 24(3), 3 1 -46. hernon, p. , powel l , r. r . , & young , a. p. (2001 ) . un iversity l ibrary d irectors in the associa­ tion of research libraries: the next gen­ eration, part one. [electronic version]. col­ lege & research libraries, 62(2), 1 1 6 145 . hernon, p. , powel l , r . r . , & young, a. p. (2002). u niversity l ibrary d irectors in the associa­ tion of research libraries: the next gen­ eration , part two. [electron ic version] . col­ lege & research libraries, 63(1 ) , 73-90. holmes, r . c. ( 1 983) . the academic library direc­ tor's perceived power and its correlates. unpublished phd, un iversity of minnesota. hyatt, j. a. , & santiago, a. a. ( 1 987) . university libraries in transition. washington, dc: na­ tional association of college and un iver­ sity business officers. iannuzzi, p. ( 1 992 ) . leadersh ip development and organizational maturity. journal of library a dministration, 1 7, 1 9-36. jurow, s. ( 1 990). preparing for l ibrary leadersh ip . journal of library administration, 12(2), 66-7 1 . kazlauskas, d. w. ( 1 9 93). leadership practices and employee job satisfaction in the aca­ demic libraries of the state university sys­ tem of florida. unpublished edd, un iver­ sity of florida . ki rkland, j . ( 1 997). the missing women l ibrary d i ­ rectors: deprivation versus mentoring. col­ lege & research libraries, 58(4), 376-384. lawson, v. l . , & dorrel l , l. ( 1 992) . library d i rec­ tors: leadership and staff loyalty. library a dministration & management, 6, 1 87-9 1 . martin , r. r. ( 1 997). recruiting a l ibrary leader for the 2 1 st century. in f. d'andrai a (ed . ) . the academic library director: reflections on a position in transition (pp. 47-58). new yor k: haworth . matthews, c . j . (2002). becoming a ch ief l ibrarian: an analysis of transition stages in aca­ demic l ibrary leadersh ip . [electronic ver­ sion] . library tren ds, 50(4), 578-602. education libraries volume 26, no. 2 winter 2003 mccracken, p. h. (2000 ) . the presence of the doc­ torate among small college l ibrary direc­ tors. college & research libraries, 61(5), 400-408. mcelrath , e . (2002). challenges that academic l ibrary d i rectors are experiencing as per­ ceived by them and t�eir supervisors [electronic version]. college & research libraries, 63(4), 304-321 . mcneer, e. j . ( 1 988). the mentoring influence in the careers of women arl di rectors. jour­ nal of library administration, 9(2) , 23-33. mech , t. f. ( 1 990 ) . acad emic l ibrary d i rectors: a managerial role profi le. college & re­ search libraries, 51 (5), 4 1 5-428. mech , t. f. ( 1 993). the managerial decision styles of academic l ibrary d i rectors. college & research libraries, 54(5), 375-386. mobley, e. r . ( 1 989) . woman and minorities as leaders. in a. gertzog (ed . ) . leadership in the library/information profession (pp. 4350). jefferson, nc: mcfarland. moore, m . m . ( 1 981 ) . first career, second career, and alternative career academic librarians: a study in personality and leadership dif­ ferentials as related to managerial talent. unpubl ished ph .d . , florida state un iver­ sity. myers, m . j . , & kaufman, p. t. ( 1 99 1 ) . arl d irec­ tors: two decades of changes. college & research libraries, 52(3), 24 1 -254. renaud, r . , & murray, a. (200 3). organizing for leadership: how university l ibraries can meet the leadersh ip challenge in higher education. in c. e. regenstein & b. i . dewey (eds. ) , leadership, higher educa­ tion, and the information age (pp. 1 631 80). new yo rk: neai-schuman. riggs, d. e. ( 1 998). visionary leadersh ip. i n t. f. mech & g. b. mccabe (eds.) , leadership and academic librarians (pp. 55-65) . westport, ct: greenwood . r iggs, d . e . , & sabine, g. a. ( 1 988). libraries in the 90's: what the leaders expect. phoe­ n ix: oryx. rooks, d. c. ( 1 994). te rms for academic l ibrary d i rectors. [electronic version]. library tren ds, 43(1 ) , 47-6 1 . sheldon, b. e . ( 1 992) . library leaders: attributes compared to corporate leaders. library tren ds, 40, 391 -40 1 . suwannarat, p. ( 1 994). library leadership in re­ search university libraries. unpublished ed . d . , vanderbilt un iversity, nashville, tn. talbot, r. j . ( 1 982 ) . financing the academic l i­ brary. i n t. j . galvin & b . p. lync h (eds.) . 1 6 priorities for academic libraries (vol . 39, pp. 35-44). san francisco: jessey-bass. travica, b. ( 1 999) . organ izational aspects of the virtual l ibrary: a survey of acad emic l ibrar­ ies. library & information science re­ search, 2 1 (2), 1 73-203. wedgeworth, r. ( 1 989). nurturing leadership: a personal view. in a gertzo g (ed.) . lead­ ership in the library/information profession (pp. 35-42) . jefferson, nc: mcfarland . wiegand, w. a ( 1 983). leaders in american aca­ demic librarianship, 1 9251 975. pittsburgh, pa: beta ph i mu. wil l iams, d. e . ( 1 998). the l ibrary d i rector as a campus leader. i n t. f. m ech & g. b . mccabe (eds. ) , leadership a n d academic librarians (pp. 39-54). westport, ct: • g reenwood press. wil l iams, j. f., & winston, m. d. (2003 ). leader­ ship competencies and the importance of research methods and statistical analysis in decision making and research and pub­ l ication: a stu dy of citation patterns. library & information science research, 25, 387402. 1 winston, m . d . , & dunkley, l. (2002). leadership competencies for academic l ibrarians: the importance of development and fund­ raising . [electronic version]. college & re­ search libraries, 63(2), 1 71 -82. sharon gray weiner is di rector, peabody library, vande rbilt un iversity. emai l : s.weiner@vanderbilt.edu figure 1 . study characteristics of publ ications included in review. authors method/model studl£ date # res�ondents i nstitution tl£ �e albritton (1998) survey n/a 23 acrl, arl libraries anderson (1984) comparison by random n/a 229 ucla senior fellows sample & match g roup buttlar ( 1 992) survey n/a 93 state college/universities clemmer (1997) telephone interviews n/a 9 directors of oberlin group l ibraries cottam (1 994) survey n/a 30 directors of large l ibraries or l ibrary systems deekle, dekierk (1 992) survey 1 991 250 small/medium private colleges/ universities dilevko, gottlieb (2002) survey 2001 33 tribal college library staff euster (1986) survey n/a 42 arl or acr l l ib. directors euster (1 989) two environment model evans (1997) correlational, surveys n/a 75 masters 1/1 1 public colleges east coast, south fisher (1 997) record review n/a n/a all l ibrary directors freedman (1 984) i nterview n/a 20 feminist l ibrarians gertzog (1 989) survey i 1987 313 library administrators /educators gertzog (1 989) survey i i 1 987 385 library administrators /educators hall (1 984) survey n/a 222 assn. of southeastern r esearch libraries hatcher (1 997) survey n/a 21 council on state university libraries hernon, et al (2001) content analysis, 1 999-2000 1 5 arl directors interviews hernon, et al (2002) delphi study 1 /2001 20 arl .directors hernon , et al (2002) delphi study 4/2001 29 arl asst., assoc. , deputy d irectors holmes (1 983) survey 1 981 583 carnegie 1 &2 liberal arts & comp. colleges/univ. hyatt, santiago (1987) case study n/a 4 princeton, u. il , nyu, u . georgia education libraries volume 26, no. 2 winter 2003 1 7 kazlauskas (1 993) surveys (3) n/a 1 64 florida state university system librarians kirkland (1 997) survey i n/a 50 women librarians kirkland (1 997) survey i i n/a 61 women academic l ibrary directors matthews (2002) nicholson & west n/a n/a academic l ibraries transition cycles model mccracken (2000) survey n/a 80 baccalal ' freate i colleges mcelrath (2002) content analysis; survey 1 999 72 masters 1/1 1 public universities in south mcneer (1988) survey 1985 1 6 female arl directors mech (1 990) survey 1989 354 midwest academic l ibrary directors mech (1 993) survey & decision style 1 990 370 academic l ibrary directors inventory mitchell (1 989) fiedler's contingency n/a 209 academic l ibrary departmodel of leadership ment heads moore (1 981 ) comparison study n/a myers, record review 1 989 1 ,798 arl directors kaufman (1991 ) sheldon (1 992) interviews n/a 61 directors, deans, state l ibns., org. exec. directors suwannarat (1 994) survey n/a 1 73 arl dir. & subordinates travica (1999) survey n/a 205 academic l ibrary directors williams, bibliometric analysis n/a n/a n/a winston (2003) winston , content analysis n/a n/a academic l ibraries dunkley (2002) education libraries volume 26, no. 2 winter 2003 1 8 _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  22  resources on the net: ethical issues  compiled by anne wade and chris bober, concordia university, montreal, quebec  codes of ethics and ethical values  american library association. (1995). code of ethics of the american library association. retrieved  july 4, 2005, from http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm  the code of ethics of the american library association is a statement of recommended ethical standards  for  the  library profession  in  the united states. first  issued  in 1939,  the code has  been periodically  re­  vised, most recently in 1995. the eight clauses contained in the statement are meant to guide ethical de­  cision making, however  “they cannot and do not dictate conduct  to cover particular  situations.” also of  note on this site is librarian speech in the workplace, an explanatory statement of the ala code of eth­  ics. released in july 2001, its aim is to clarify issues of freedom of expression in the library workplace.  american library association.  (2004). core values task force  ii report. retrieved july 07, 2005,  from  http://www.ala.org/ala/oif/statementspols/corevaluesstatement/corevalues.htm  the core values task force ii was mandated to develop a core values statement for the library profes­  sion. it was believed that this would help both librarians and library school students to discuss their under­  standing  of,  and  commitment  to,  the  essential  values  that  librarianship  represents.  the  final  report,  adopted june 29, 2004, by  the ala council,  identified eleven core professional values. this core set of  values is based on and reinforced by existing ala policy statements. the values presented in the report  are the result of a consensus reached within the profession and are “embraced by the majority of librarians  as the foundations of their practice.”  koehler, w., hurych j., dole, w. (2000, june). librarians and ethical values in a cross national and  cross disciplinary context. paper presented at the 2000 conference on libraries and associations in  the  transient  world,  crimea.  retrieved  july  7,  2005,  from  http://www.gpntb.ru/win/inter­events/  cri­  mea2000/doc/ tom1/222/doc1.html  this paper  reports on an  international  survey  that  sought  to  identify whether or not  there are universal  ethical values in librarianship. librarians from different professional categories in thirteen countries, rep­  resenting  both  developed  and  developing  nations, were  surveyed. even  among  different  categories  of  librarians, certain universal values emerged from the survey. highest ethical value was placed on service  to  the patron,  followed by  intellectual  freedom, preservation of  the  record, and equality of access. the  survey  identified  divergent values  between  librarians  in  developed  and  developing  nations which were  attributed to socio­economic factors.  leuzinger, p. & marnane, b. (2004). ‘but you’re restricting access to information’ – the ethical and  cultural dimensions of  installing access gates  in the uts city campus library (blake library).  paper presented at  the annual meeting of  the australia library and  information association. retrieved  july 10, 2005, from: http://conferences.alia.org.au/ alia2004/pdfs/leuzinger.p.paper.pdf  leuzinger and marnane summarize the decisions taken prior to making the uts library the first university  library  in australia  to  install access gates at  the entrance  to  its  largest campus  library. this paper “dis­  cusses the ethical and cultural issues worked through by the library management group, with staff, pri­  mary clients and  the broader community.  it also describes  the access policies developed to protect the  interests of personal researchers in the community and summarizes the library’s experience, noting the  positive outcomes a year down the track.” this case study may of interest to other academic libraries that _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  23  are currently grappling with similar issues related to the provision of general access to collections.  smith, m.m.  (2002). global  information ethics: a mandate  for professional education. paper pre­  sented at the 68th ifla council and general conference, glasgow. august 18­24, 2002. retrieved july  10, 2005, from: http:// www.ifla.org/iv/ifla68/papers/056­093e.pdf  smith reflects on emerging issues within the field of library and information science, namely access, intel­  lectual property, privacy, security, and human rights and notes they will demand “critical ethical reflection  and  dialogue  across  boundaries  of  geography,  language,  and  cultural  background.”  based  on  twelve  years of research that has followed the development of information ethics as an emerging field in applied  ethics,  smith  presents  “ten  reasons  to  teach global  information  ethics”  along  with  a  brief model  of  courses  in  global  information  ethics  and  she  “defines  the  scope,  content,  and  various  approaches  for  courses to be taught co­operatively involving faculty and students from all around the world.”  sturges, p. (2003). it’s not cricket: laws of the game, or guidance in ethical reflection for infor­  mation professionals in western europe. paper presented at the world library and information con­  gress:  69th  ifla general conference  and council,  berlin.  august  1­9, 2003. retrieved  july  10,  2005,  from: http:// www.ifla.org/iv/ifla69/papers/090e­sturges.pdf  sturges uses the game of cricket as a metaphor in a discussion of the codes of ethical conduct by infor­  mation  professionals.  using  examples  of  codes  of  ethical  conduct  for  information  professionals  from  western european countries, sturges examines whether  these codes  “either  seek  to prescribe  lines of  conduct, or to encourage ethical reflection and well­considered decisions by individual professionals. an  approach to developing systems of guidance on professional ethics based on codes of ethics, but incor­  porating case study material and the codes of other relevant associations, is suggested.”  intellectual property  the ethics of  information use: a teacher’s guide.  (2001).  [special  issue]. school libraries  in can­  ada,  20(1).  retrieved  july  10,  2005,  from:  http://www.sd22.bc.ca/redgie/ictresources/  documents/  eth­  ics.pdf  this complete  issue of school libraries  in canada provides a comprehensive description of  the  issues  related  to  the ethical use of  information (e.g. copyright, plagiarism, intellectual property etc.), especially  within the context of the internet. designed to improve the information literacy skills of k­12 teachers and  students, a number of lesson plans, handouts, and evaluation rubrics are included as resources.  vaagan, r. & koehler, w. (2005). intellectual property rights vs. public access rights: ethical as­  pects of the decss decryptation program.  information research, 10(3) paper 230. retrieved july 10,  2005 from: http://informationr.net/ir/10­3/paper230.html  “in 1999­2000, a norwegian youth cracked a dvd­access code and published a decryption program on  the internet. he was sued by the us dvd copy control association (dvd­cca) and the norwegian mo­  tion picture association (map), allies of the us motion picture association of america (mpaa), arrested  by norwegian  police  and  charged  with  data  crime.  two norwegian  court  rulings  in  2003  unanimously  ruled that the program did not amount to a breach of norwegian law, and he was fully acquitted. in the  us, there have been related cases, some with other outcomes.” during their discussion of this case, the  authors provide an interesting analysis of four ethical issues related to information systems: privacy, accu­  racy, property and access. see also: vaagan, r. (2005). lis infoethical survival kit. scandinavian public  library quarterly 38(1). available from http://www.splq.info/issues/vol38_1/06.htm _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  24  links to sites  koehler, w.  (n.d.). ethics links to librarian and information manager associations. retrieved july  6, 2005, from valdosta state university, master of library and information studies web site: http://books.  valdosta.edu/mlis/ethics/resources.htm  this  site,  created  by dr. wallace koehler,  associate professor  at  the  library  and  information studies  program at valdosta state university, presents a comprehensive  list of ethical codes and standards  for  library and other information professions and associations around the world.  center for art and media karlsruhe. (2001). international center for information ethics. retrieved july  4, 2005, from http://icie.zkm.de/  the international center for information ethics (icie), established by rafael capurro in 1999, is an inter­  national  and  intercultural  organization  dedicated  to  the  exchange  of  information  on  the  research  and  teaching of information ethics. this site lists institutions and teaching personnel specializing in the field, it  provides  international news, and  it  links  to a virtual library of scholarly full­text materials. the icie also  publishes and provides links to the scholarly online journal international review of information ethics. the  current issue and an archive of articles dating back to 2004 are available.  international federation of library associations and institutions. (2004, september). ifla committee on  free  access  to  information  and  freedom  of  expression  (faife).  retrieved  july  6,  2005,  from  http://www.ifla.org/faife/index.htm  the committee on free access to information and freedom of expression (faife) was established by  ifla in 1997. its mission is the defense of freedom of expression and freedom of access to information in  all aspects, directly or indirectly, related to libraries and librarianship. this site provides links to codes of  ethics adopted by national libraries and library associations in thirty­one countries. it also provides news,  and it links to “basic reports, articles and other documents on internet regulation in general and on filtering  and rating in libraries ­ and the intellectual freedom implications of such measures.”  information ethics.  (n.d.). retrieved july 6, 2005,  from university of pittsburgh, school of  information  sciences web site: http://www2.sis.pitt.edu/~ethics/  the university of pittsburgh’s school of information sciences was one of the first library schools to offer a  regular course on the ethical concerns of information professionals. this site includes a chronological his­  tory of the study of information ethics at the university of pittsburgh. it also provides links to a selected  bibliography of recent print and electronic resources on information ethics.  unesco. (2000). right to universal access to information in the 21 st  century. papers presented at  the third unesco congress on ethical, legal and societal challenges of cyberspace, paris. november  13­15, 2000. retrieved july 12, 2005, from: http://webworld.unesco.org/infoethics2000/index.html  the goal of this congress, hosted by unesco, was  to “stimulate reflection and debate on  the ethical,  legal and societal aspects of the  information society. “the presenters provide an extensive overview of  the global issues including a look at the role of public authorities, the concept of “fair use,” and sugges­  tions on how to protect human dignity. a pdf of the final report and proceedings is also available from  this site.  authors’ note: text that is enclosed within quotations marks has been taken directly from the document.  chris bober is the education librarian at concordia university libraries.  email: boberc@alcor.concordia.ca  anne wade is manager of the centre for the study of learning and performance and has taught in the  information studies program at concordia university for ten years. email: wada@education.concordia.ca microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 5 cataloging of original materials in the 21st century: frequency and preparation factors dr. daniel fuller, san jose state university abstract cataloging and catalogers play an important role in the access to electronic catalogs for users at all levels. two recent studies investigating the preparation of entry level library media specialists and the frequency they perform original cataloging led to a larger examination of the topic in the context of academic libraries. one factor has been the steady decline in required cataloging courses in alaaccredited library schools for the past two decades. a second factor is the relative supply of catalogers and how they have been reallocated within the academic library. a third factor is the increasing practice of cataloging outsourcing. implications of high levels of cataloging by librarians lacking preparation are analyzed. the potential for flawed electronic records being shared and viewed over the internet has implications for all levels. as the last century ended, the issue of cataloging materials in libraries seemed to be generally settled. rather than do original cataloging, smaller libraries would purchase electronic records or share cataloging done by expert catalogers in larger libraries to populate their electronic catalogs. if any original cataloging or editing of an electronic record at the local level were to be done, it would be at the copy cataloging level. if a set of data needed to be cleaned up, vendors or data utilities would provide the services to prepare a clean database in electronic format. the approach appeared to be a good match for the abilities and needs of libraries to share electronic data across systems and states. with those procedures in place, fewer schools of library science made cataloging a required course, with the understanding that the basic theory would be included in foundational information retrieval courses. spillane (1999) reported a decline in required cataloging courses in ala accredited library schools from being required in 70.2% of the schools in 1986 to 55.4% in 1999. saye (2002) verified the trend and the continued drop in his study to 41%. in a review of course offerings in 2006, fuller identified the percentage of ala schools requiring a basic cataloging course at 20%. long-suffering students chose to take other electives rather than cataloging in their preparation program. union catalogs reduced or laid off cataloging staff responsible for data clean up. as long as librarians could use a standard number to find the appropriate expertly catalogued record, the electronic world would change the approach to preparing new librarians. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 6 figure 1 decline in required cataloging courses 1973-2006 year n useable n number of programs requiring course(s) percent of programs data source 1973 58 47 33 70.2% thomas (1976) 1986 63 55 43 70.2% cataloging news (1987) 1998 na 56 31 55.4% spillane (1999) 2002 56 56 23 41.1% saye (2002) 2006 56 50 10 20 % fuller (2006) on the other side of the millennium, practice may not be following the form assumed a few years earlier. research indicated kaplan’s (2006) assertion that the conventional wisdom about practitioners not needing to catalog was wrong. fuller (2006) reported high levels of cataloging activities among library media specialists. in an assessment of lis program completers and their preparation for practice, shannon (2006) identified cataloging as one area where students and their supervisors felt that new library media specialists were least well prepared upon completion of their programs. anecdotally, union catalog staff reported increasing numbers of flawed incoming records that had to be cleaned up. the problem was reported for all levels of union catalogs, from district through statewide. a number of studies have focused on cataloging practices in a variety of academic library settings. the authors identify a number of issues with an impact on quality including productivity benchmarks (charbonneau, 2005), outsourcing (lam, 2005), decline of the number of professional catalogers (those holding a mlis) (leysen & boydston, 2005), and the lack of required cataloging courses in professional preparation programs (hall-ellis, 2006). the factors are interrelated. when records for resources are purchased (the cataloging is outsourced), professional positions in cataloging are reallocated within the organization, resulting in a decline in the number of professional catalogers. the expanded role for catalogers is easily identified in the study of buttlar and garcha (1999) where added job responsibilities such as reference desk work, collection development, and bibliographic instruction at least double from 1986 to 1997 (317). medeiros (2006) links the quality of cataloging to survival of academic libraries suggesting the time has come to accept an error rate, because “there are too many competing demands to allow legacy cataloging practices to inhibit such progress” (157). the pages that follow analyze these indicators and address the question of “why are people still cataloging.” specifically, the issues surrounding the requirements for cataloging in library programs are examined, considering what impact course requirements have had on the amount of cataloging done in the field. cataloging activity academic libraries face a challenge in the form of a subtle change from paper to electronic formats as their institutions make a conscious decision to purchase electronic access to current resources instead of their print collections (hall-ellis, 2006, 39). leysen and boydston (2005) reported in their study of academic libraries, “paraprofessional catalogers outnumber professional catalogers almost two to one” (257). leysen and boydston also stated the increase of cataloging by paraprofessionals was increased by the changing responsibilities of the professional to management and supervision of the cataloging unit. outsourcing as a factor in cataloging activity provides an interesting contrast. all of the examined studies about academic libraries revealed that the vast majority of sites were relying on vendors for a large percentage of the electronic data for their catalogs. outsourcing grew from about 28% of academic libraries in 1997 (libby & caudle) to 70.2% in 2005 (lam). wolverton (2005) found academic libraries outsourced authority control 50% of the time. the respondents to the surveys indicated high levels of satisfaction, and indicated that the error rate was less than five percent for the large majority of the libraries (lam, 2005, 112). when charbonneau (2005) examined the problem of benchmarking _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 7 catalogers’ work, the same kind of work where vendors are judged on their error rates, she found it almost impossible to make comparisons because “[cataloging] is an intellectual enterprise that often requires the application of the cataloger’s judgment” (47). when discussing productivity measures, academic libraries may be using different standards for outsourced work and work done in-house. as part of the san jose state university school library journal survey of library automation (fuller, 2006), questions were posed about the frequency with which they created original marc records or edited them in their systems. of the 961 responses by library media specialists, 25.6% indicated this occurred on at least a monthly basis (figure 2). an additional 34.9% reported that original cataloging was done on a weekly basis, and 19.6% reported daily original cataloging. survey respondents were also asked about the frequency with which records in their databases were edited. again, the most common frequency reported (37.6%) was weekly (figure 2). the amount of respondents indicating daily and monthly editing was almost the same, 23.2% for daily edits to 24.5% monthly. f i g u r e 2 f r e q u e n c y o f o r i g i n a l c a t a l o g in g w e e k l y 3 5 % m o n t h l y 2 6 % d a i ly 2 0 % d i s t r i c t 6 % n e v e r 5 % y e a r l y 5 % o t h e r 3 % w e e k l y m o n t h l y d a i l y d i s t r i c t n e v e r y e a r l y o t h e r _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 8 f ig u r e 3 f r e q u e n c y o f e d i t i n g c a t a lo g in g w e e k l y 3 7 % m o n t h l y 2 4 % d a i ly 2 3 % n e v e r 6 % y e a r ly 5 % o th e r 5 % w e e k l y m o n t h l y d a i l y n e v e r y e a r ly o t h e r the data suggest that the respondents were aware of alternatives for cataloging such as z39.50 clients or internet sites with cataloging. the respondents are also aware of data enhancement and data clean up products and services. 35.9% indicated they never use these services versus the 19.8% who “did not know.” for data enhancement and clean up, the comparative responses between “never” and “did not know” was 41. figure 4 summary of frequency of use responses never district catalog daily weekly monthly yearly not available do not know original marc cataloging 5.4% 6.4% 19.6% 34.9% 25.6% 5.4% 0.4% 2.3% edit marc records 5.6% na 23.2% 37.6% 24.5% 4.6% 1.7% 2.8% 3 rd party products 41.5% na 6.9% 12.8% 14.5% 10.5% 6.1% 7.7% z39.50 find and import 35.9% na 6.7% 14.1% 14.9% 3.2% 5.4% 19.8% import / export marc 5.6% na 7.9% 30.0% 41.4% 11.8% 0.6% 2.6% academic preparation for cataloging fuller’s and shannon’s studies, which examined the level of preparation of entry level cataloging professional, used similar approaches: beginning with the expectations of the employers and then matching them to the course work required of -or offered to -candidates in schools of library information science. funded by an institute for museum and library services (imls) grant to develop an outcomes-based model for recruiting and educating lmss from rural and low socio-economic areas, shannon (2006) examined the level of teacher-librarian preparation of candidates who had completed their program at the university of south carolina between 1997 and 2003. the purpose of the survey was to identify gaps in the preparation program. her research investigated the views of five groups: the program graduates, _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 9 supervisors of library media, district hiring personnel, internship supervisors, and principals. the methodology used to capture these views included surveys and focus groups. her findings from openended question responses indicated that graduates and internship supervisors identified cataloging as one of two areas where more preparation was needed. hall-ellis (2006) approached the problem of academic preparation by reviewing position announcements and coding the terms used over a five-year period. the institutional announcements included public libraries, special libraries, and higher education. the vast majority of job announcements were from higher education, 152 out of a sample of 266. all of the libraries required the successful candidate to be able to catalog all formats, but the higher education institutions were more likely to require the candidate to have completed basic cataloging in preparation for the mlis. universities, presumably research institutions, were more likely to require advanced cataloging classes than other post-secondary institutions. the employers understood the need for beginning catalogers to be able to catalog using metadata schema in order to provide access to a wide variety of electronic resources (47). for a variety of reasons, slightly more than half of the respondents to the leysen and boydston (2005) study reported problems recruiting professional catalogers. while they did not have specific data to conclude that the pool of applicants was not as strong as it was in the past, anecdotal evidence indicated they “may have to compete for catalogers with non-library employers, such as vendors” (258). leysen and boydston also concluded that the increase of supervisory tasks required of the professional cataloger will mean that library schools will need to include management coursework in their preparation of professional catalogers (259). trajectories of cataloging problems midway through the first decade of the 21 st century, powerful tools allow the users of information systems to access information at any time, anywhere, and from any other spot on the globe. the globalization of information has made library collections visible all over the world. the quality of the products produced by libraries is evident to anyone accessing them. where is the quality issue most important? certainly, the impact is felt at the local level. further down stream any union catalogs formed from the records created will be impacted. with the emergence of new generations of library automation products, groups from higher education consortia to school districts are creating their own union databases. in short, three trends are likely to increase the impact of poor-quality cataloging: the extent of possible items to be catalogued, the increasing existence of union catalogs, and the federated approach to cataloging that can result in dire cross-pollination of inaccurate records. one specific conclusion to be made is that union data collections rely heavily on the contributors to provide quality data. subrahmanyam’s (2006) research into the consistency of library of congress classification numbers in 52 union catalog systems revealed they were consistent 85% of the time. while that might be reassuring, the chances for error when multiplied by millions of records are staggering. depending upon the kinds and types of information organizations involved in the creation of a union database, any large group of user-contributed cataloging records of poor quality can consume precious resources of the union database to correct. gigo, “garbage in, garbage out,” the first rule of data processing is still valid. the least expensive place to insure the highest quality data is at the originating site. the impact of the amount of cataloging and cataloging skill preparation on union catalogs needs hard data to help define the anecdotal record. the opportunity exists for some interesting analysis of union catalog databases. the data is in digital form and can be manipulated using automated tools. the records needing to be repaired are a valuable source of information, giving the researcher valuable information regarding the most common errors, source of errors and other data. a second conclusion is to agree with levitt and dubner (2005) that “conventional wisdom is often wrong” (13). the notion that cataloging by large staffs in large libraries could be then shared nationally has proven to be false. the creation of new information resources far surpasses the capacity of those large libraries to provide comprehensive cataloging (piepenburg 1994, vii). furthermore, while current best management practice identifies the most efficient means of providing access to a collection to be _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 10 purchasing electronic data, consulting district level and statewide catalogs, and using internet sources (woolls, 2004, 177), the reality is that libraries still place a heavy reliance on original cataloging. institutions may create their own documents, which require original cataloging. many items are still difficult to locate in other catalogs, and some systems still do not want to pay for existing records or outsource cataloging in general. in this light, the finding that the large majority of library media specialists are aware of alternatives to original cataloging is particularly intriguing. the alternatives are cost-effective when compared to the cost of a professional’s salary or a trained library technician. often the alternatives can be automated to eliminate drudgery. people are the most precious resource in a library. why are the most costly resources of the library utilized for cataloging? many of the survey respondents were “solo librarians” so the valuable human resource of the library was entering data into an automated system. what is the selfperception of manager versus the worker in these libraries? how do these solo librarians value their time? as is with the case of any interesting research findings, there are more questions to be asked than answered. both shannon and fuller examined populations limited to library media specialists; how do their findings apply to other academic libraries? if the problem is a function of the requirements for library preparation programs, other post-secondary institutions with a small library staff should report similar findings; i.e., that original cataloging is prevalent, and that librarians may feel inadequate to do the job. hall-ellis (2006) used position announcements to examine the expectations of employers about beginning catalogers. the same methodology could be further refined to determine whether staff size, collection size, and format of the collection influence the expectations of employers for librarians to be able to catalog resources. considering the volume of cataloging reported, further investigation is needed about the “what,” not just the “how much.” what is being catalogued on a daily, weekly, and monthly basis? what are the local constraints that need to be observed by the cataloger? what is the source of the materials needing to be catalogued: donations, purchased, or licensed? are they unique and library specific or are they resources that are not unique and found in common cataloging databases? what alternatives are available to provide shared electronic data? summary – why are people still cataloging? the notion of cataloging trickling down from major libraries or library systems, freeing the majority of librarians from the onerous task of cataloging was flawed even in the decade of the eighties when it became the conventional wisdom. even then, the rate of growth of the materials to be catalogued far outpaced the ability of large cataloging units to keep current. the internet has proven to be both a vehicle for providing the cataloging as well as a source of cataloging problems. a video imbedded within a larger set of web pages is a challenge to librarians as they provide access to a new generation of information consumers who assume that libraries can bring that video to them regardless of geography and time. if libraries cannot deliver the “goods,” this generation of users will find some other source that will. academic libraries recognize the cataloging quality problem and a corresponding shortage of professional catalogers. at the same, time the strong service traditions of academic libraries may not deliver the result desired by the new generation of information consumers. these information consumers are motivated by a desire to get a “good enough” answer, not the perfectly catalogued one. nevertheless, accurate and sophisticated cataloging is necessary in order provide immediate access to the specific information desired, particularly in non-traditional formats. additionally, at the same time, the wide variety of options to find and download the shared electronic cataloging records are not being utilized. practitioners are self-identifying the lack of preparation for cataloging in real world situations, and yet they indicate they are aware of online resources or other products to assist the process of creating electronic records – and still choose not to use those alternatives. the lack of a connection between the acknowledged shortcomings, options to overcome the shortcomings, and actual practice is intriguing and frightening. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 11 researchers have a rich arena in which to pursue additional inquiry. most of the data exist in electronic format and can be manipulated for analysis using electronic research tools. additionally, the opportunity also exists for behavioral studies of the practitioners’ disconnect between theory and their practice. references buttlar, l. & garcha, r. (1998, july) catalogers in academic libraries: their evolving and expanding roles. college & research libraries, 59(4), 311-321. cataloging news: courses of instruction offered in ala-accredited programs in support of cataloging services. (1987). cataloging & classification quarterly, 7, 167-95. charbonneau, m. (2005, january). production benchmarks for catalogers in academic libraries, are we there yet? library resources and technical servicesm 49(1), 40-48. fuller, d. (2006, october). school library journal & san jose state university 2006 automation survey. school library journal, 52(10), 48-52. hall-ellis, s. (2006, winter). cataloging electronic resources and metadata: employer’s expectations as reflected in american libraries and autocat, 2000-2005. journal of education for library and information science, 47(1), 38-51. kaplan, a. (2006, june). the changing aspects of cataloging. paper presented at the meeting of the american library association, new orleans. lam, v. (2005). quality control issues in outsourcing cataloging in united states and canadian academic libraries. cataloging & classification quarterly, 40(1), 101-122. levitt, s., & dubner, s. (2005). freakonomics, a rogue economist explores the hidden side of everything. new york: william morrow. leysen, j., & boydston, j. (2005, october) .supply and demand for catalogers, present and future. library resources and technical services, 49(4), 250-265. libby, k & caudle, d. (1997, november) a survey on the outsourcing of cataloging in academic libraries. college & research libraries, 58(6), 550-560. medeiros, n. (2006). good enough is good enough: cataloging lessons from the university of california libraries. ocls systems & services, 22(3), 155-158. piepenburg, s. (1994). easy marc. castle rock, co: hi willow research and publishing. ruschoff, c. (1995, january) perspectives on the cataloging literature. cataloging’s prospects: responding to austerity with innovation. the journal of academic librarianship. 21 (1) pp. 51-57. saye, j. (2002) where are we and how did we get here? or, the changing place of cataloging in the library and information science curriculum: causes and consequences. cataloging & classification quarterly. 34(1/2), 121-143. shannon, d. (2006, june). school library media recruitment and program review: stakeholder perspective. paper presented at the meeting of the american library association, new orleans. spillane, j. (1999) comparison of required introductory cataloging courses, 1986 to 1998. library resources & technical services, 43(4), 223-30. subrahmanyam, b. (2006, april) library of congress classification numbers: issues of consistency and their implications for union catalogs. library resources & technical services. 50 (2). thomas, a. (1976). the library cataloguing curriculum, usa: a survey of the contemporary compulsory instruction. london: panizzi press. wolverton, r. (2005) authority control in academic libraries in the united states: a survey. cataloging & classification quarterly, 41(1), 111-131. woolls, b. (2004). the school library media manager. westport, ct: libraries unlimited. daniel fuller is an assistant professor at the san jose state university library and information science school. email: daniel.fuller@sjsu.edu canadian guidelines on library and information services for people with disabilities new and forthcoming at reference compiled by lori mestre, university of illinois at urbana-champaign, andrews, r., & haythornthwaite, c. (eds). (2007). the sage handbook of e-learning research. london: sage publications. isbn: 141291938x; 978-1-4129-1938-8. oclc # 150341260. $130.00 this is the first handbook to provide an in-depth account of research on e-learning, including reviews of over 20 areas in e-learning research by experts in the field, and a critical account of the best work to date. areas of research covered by the handbook include: contexts for researching e-learning; theory and policy; language and literacy; design issues; and history of the field. intended for undergraduate, faculty and university administrators or anyone involved in providing e-learning. includes bibliographical references. bank, b. (ed.) (2007). gender and education: an encyclopedia. 2 vols. westport, ct: greenwood publishing group. isbn: 978-0-313-33343-9. oclc # 144598101. $200.00 the entries in this work cover the breadth of topics related to gender and education including educational theories, research, curricula, practices, personnel, and policies, as well as variations in the gendering of education across historical and cultural contexts. the contributors, educators in the field, provide reference information on the history and condition of gender and education from elementary to high school. intended for students, educators, researchers. includes bibliographical references and index. buros institute. (2007). the seventeenth mental measurements yearbook. isbn: 978-0-910674-60-7. lincoln, ne: buros institute of mental measurements. oclc # 154690121. $195.00 this current edition of the mmy series offers evaluations of the latest assessments in education, psychology, business, law, healthcare, counseling, and management. in addition to test reviews, descriptions of the purpose, target population, administration, scores, price, author, and publisher for all listed tests are provided. reviews are written by highly qualified professionals with expertise in a range of disciplines. test entries are cross-referenced and indexed by title, subject, name, acronym, and score. connelly, f. m. (2007). the sage handbook of curriculum and instruction. thousand oaks, ca: sage publications. isbn: 978-1-4129-0990-7. oclc # 137260063. $99.95 internet option also available. this handbook provides a comprehensive, inclusive set of authors, ideas, and topics related to curriculum and instruction. topics are global, rather than from a north american perspective. entries reflect post-1992 changes in curriculum policy, practice and scholarship. teacher education is included in the handbook with the intent of addressing the role and place of teacher education in bridging state and national curriculum policies and curriculum as enacted in classrooms. the three parts covering 26 chapters are: curriculum in practice; curriculum in context; and curriculum in theory. each chapter also includes a literature review. intended for educators, policy makers and researchers. author and subject indexes. coiro, j. (2008). handbook of research on new literacies. new york: lawrence erlbaum associates. isbn: 978-0-8058-5651-4. oclc # 129948853. $225.00 also available as an internet resource. this handbook provides leadership on the major issues, theoretical perspectives, and interdisciplinary research on new literacies. an extensive collection of research reviews in this area of educational research were provided by a diverse international team of editors and chapter authors. highlighted are _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 34 the multiple perspectives and theoretical frames behind new literacies. a commentary section is also included. intended for the literacy research community, including scholars and students from the traditional reading and writing research communities in education and educational psychology as well as those from information science, cognitive science, psychology, sociolinguistics, computer mediated communication, and other related areas. cox, j., & cox, k. b. (eds.) (2008). your opinion, please! now to build the best questionnaires in the field of education (2nd ed.). thousand oaks: corwin press. isbn: 9781412955386. $61.95 the second edition of this guidebook presents elements for both the novice and the experienced researcher in completing any type of research project. it provides eight stages for developing the basic questionnaire, collecting and analyzing the data, and then reporting it. it gives guidance from establishing and clarifying the guiding questions to designing the questionnaire, formatting responses, and categorizing respondents. this edition also includes a discussion of the value of using the internet and pitfalls to avoid when gathering information and developing and distributing questionnaires. intended for graduate students, educators and researchers. includes resources. evans, t., huaghey, m., & murphy, d. (eds.). (2007). international handbook of distance education. oxfordshire: elsevier science. isbn: 9780080447179. oclc #: 166379665. $150.00 this handbook provides a selection of essays on topics of traditional and contemporary distance education practices, as well as emergent concerns of the changing field. includes both private and public educational sectors. intended for policymakers, managers, educators, designers, and support staff in distance education organizations. festus. e. o. (2008). 100 multicultural proverbs. inspirational affirmations for educators. thousand oaks, ca: corwin press. isbn: 9781412957793. oclc #: 163625243 $49.95 this resource presents proverbs from different african, asian, native american, and latino tribes, communities, and countries. the author also provides brief interpretations and prescriptions for the appropriate use of these proverbs for those involved in education, leadership, and the service provision. the book also focuses on the implications proverbs have for collaboration, consultation, and cooperation in today’s society. the four major sections, each including 25 proverbs, include: proverbs that teach selfresponsibility; proverbs that teach collaboration and consultation; proverbs that teach spirituality; and proverbs that teach other life lessons. intended for teachers and administrators. green, t.d., brown, a., & robinson, l. (eds.) (2008). making the most of the web in your classroom. a teacher's guide to blogs, podcasts, wikis, pages, and sites. thousand oaks, ca: corwin press. isbn: 9781412915731. oclc #: 159822108 $61.95 this guide, divided into four sections, provides tools and a step-by-step process for incorporating the web into classroom instruction in order to support learning. it shows teachers how to meet iste technology and other content standards. major sections are: the wide world of the web: fitting it into your curriculum; using and evaluating web activities and projects in the classroom; solving the mystery of designing and creating web sites; and reading between the lines: the legalities and liabilities of using the web in the classroom. this book provides examples and guidance for designing web sites for helping students develop their own web projects. intended for teachers and educators. includes reproducible forms, appendices, references and index. hornberger, nancy h. (ed.). (2007). encyclopedia of language and education (2nd ed.). 10 volumes. new york: springer. isbn: 978-0-387-32875-1. $1200.00 this ten-volume second edition of the encyclopedia includes two new volumes on language socialization and the ecology of language. more than 250 contributors drawn from numerous countries provided 20-30 _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 35 reviews per volume. the text of each review is followed by a reference list containing about thirty key references mentioned in the text. the volumes are: language policy and political issues in education; literacy; discourse and education; second and foreign language education; bilingual education; knowledge about language; language testing and assessment; language socialization; ecology of language; and research methods in language and education. intended for researchers and policy makers in education. mcculloch, g., et al. (eds.). (2008). encyclopedia of international education. london, new york: routledge. isbn: 978-0-415-27747-1. $225.00 this single-volume work covers all aspects of educational international theory and practice, with particular reference to developments over the past twenty years. organized in an a-z format, the approximately 600 entries range from definitions of educational concepts, terms and biographies of key educators to substantial, to authoritative essays on major educational topics contributed by leading international researchers. extensive cross referencing, suggestions for further reading and comprehensive index. intended for teachers, students and policy makers in education and related areas around the world. moore, john h. (2007). encyclopedia of race and racism. 3 volumes. detroit, new york: macmillan. isbn: 978-0-02-866020-2. oclc # 144570914. $345.00 this encyclopedia examines the anthropological, sociological, historical, economic, and scientific theories of race and racism in the modem era. some of the nearly 400 articles address broad theoretical topics that have helped to shape modem ideas about race and racism; others address more specific subjects in the larger fields. included are biographies of significant theorists, political and social leaders and notorious racists. also includes selected primary documents. includes outline, glossary, filmography and comprehensive index. e version also available. reason, p., & bradbury, h. (eds). (2007). the sage handbook of action research: participative inquiry and practice (2nd ed.). thousand oaks, ca: sage publications. isbn: 9781412920292. $130.00 this edition has been completely updated to bring chapters in line with the latest qualitative and quantitative approaches in social inquiry. intended for scholars and professionals engaged in social and political inquiry, organizational research and education. includes bibliographical references and index. salkind, n. j. (ed.) (2008). encyclopedia of educational psychology. thousand oaks: sage publications. isbn: 978-1-4129-1688-2. oclc # 141385657. $300.00 along with a few comprehensive overviews of educational psychology, this encyclopedia, with over 275 contributions, covers the categories of human learning and development (across the life span), motivation, measurement and statistics, and curriculum and teaching. the encyclopedia also draws from a variety of disciplines including psychology, anthropology, education, sociology, public health, school psychology, counseling, history, and philosophy. intended for everyday readers interested in these areas. spolsky, b. & hult, f.m. (ed.) (2007). the handbook of educational linguistics. oxford: blackwell publishing. isbn: 978-1-4051-5410-9. oclc # 123798643. $174.95 this handbook provides an overview of educational linguistics, written by leading specialists in its many relevant fields. the three parts, covering 44 chapters are: foundations of educational linguistics; core themes; and research-practice relationships. major findings and practical applications of educational linguistics are also explored. intended for students, researchers, language educators, curriculum developers, and educational policy makers. dr. lori mestre is the digital learning librarian at the university of illinois at urbana-champaign. email: lmestre@uiuc.edu _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 36 microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 12 cat-ti: e-learning, goal-setting, and cataloging jacqueline snider, university of iowa abstract this article describes the techniques of applying a goal-setting program to an online tutorial on cataloging the title field. training staff to catalog presents many challenges to librarians in management positions. the task, while necessary, is sometimes considered tedious. in addition, researchers report an extremely high learner dropout rate for online tutorials. goal-setting programs enhance work performance, and facilitate the completion of online tutorials. for some librarians, training staff to catalog presents a major challenge to their managerial and instructional skills as there are issues of time, cost, motivation, and persistence. to address the first two concerns of time and cost, e-learning or online instruction provides an effective domain in which to learn. an online tutorial allows staff to learn on the job, reduces travel and classroom training costs, and provides “just-in-time” training when information is needed the most. for motivation and persistence issues caused by the e-learning environment and the tutorial’s subject matter, a goal-setting program offers structure to the training process. this article describes the benefits and drawbacks to online learning, and the techniques of applying a goal-setting program to an online tutorial on cataloging. e-learning: pros and cons a recent survey of corporate training reveals that e-learning in the form of self-study more than doubled from 7 percent in 2005 to 15 percent in 2006 (“2006 industry report,” 2006). librarians too are beginning to use online instruction for staff development purposes. according to a survey of 651 public, academic, special, and state libraries conducted by webjunction in 2005, 70 percent intend to implement online learning in the next three years, while 49 percent will start within the next 12 months (mason, chesemore, & noord, 2006; “trends in e-learning,” 2006). in their meta-analysis of fifteen major reports, waight, willing, and wentling list the major features of online instruction as time, cost, location independence, “just-in-time” access to information, and learnercentered control (2002). depending on the article, researchers describe these features in either positive (rossett, 2002; deluca, 2002), or negative terms (cipd, 2006; clark & mayer, 2003). time if employees do not need to leave their offices, and in some cases, travel long distances, to attend instructor-led training, then online instruction should save workers and employers a great deal of time. the flip side of this argument, however, is that employees feel that they do not have sufficient time to train (“savvy employers,” 2001). by staying at their computers, they experience distractions. ideally, employees should take online courses in an area away from their offices. they need adequate time to thoroughly work through the courses, and familiarize themselves with the technological requirements (derouin, fritzsche, & salas, 2004). in two studies, brown (2001; 2005) concluded that participants needed sufficient time to practice what they learned in their online courses as learning occurs through practice. however, he found that those who had the heaviest workloads were least likely to spend time training and practicing even though additional instruction would improve efficiency, and ultimately reduce their workload (brown, 2005). cost according to astd, employers spend on average $1,424 per employee each year for training (ketter, 2006). other figures include an annual total of $50 billion (hudson, bhandari, peter, & bills, 2005), or $55.8 billion (“2006 industry report,” 2006). e-learning appeals to employers because it reaches more employees at the workplace, and reduces the amount spent on travel. while this may be true in theory, there are hidden costs. first, employers must install computer systems to deliver training online. this _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 13 might be in the form of acquiring servers, establishing networks for internet training, contracting with elearning vendors for courseware, and upgrading office computers to support modules (deluca, 2002). selecting courseware presents additional considerations. in some cases, employees require training in skills that are specific to a corporation or institution. e-learning vendors may not have the relevant courseware in their catalogs. vendors who create training for specific purposes charge over $100 an hour, and can ask almost $40,000 for one hour of web-based training (derouin, fritzsche, salas, 2005). employers are aware that e-learning is not inexpensive. in fact, 48.8% of the 133 employers, who responded to learning circuits 2005 survey, indicated that “cost to implement” was a major concern of elearning (astd, 2005). from the same survey, employers stated that they allocated less than ten percent of their training budget to technology-based instruction. librarians have many course providers available to them including webjunction, sla’s newly launched click university, solinet, bcr, amigos, and others (“trends in e-learning,” 2006; smithee, 2005). however, like corporations, a barrier to implementing e-learning is lack of funding (“trends in e-learning,” 2006). location independence staff in rural libraries and small, one-person special libraries are isolated, and restricted in attending offsite courses. through online instruction, employees can access courses anytime, and anywhere (deluca, 2002). while theoretically this sounds appealing, the drawbacks associated with time also apply to location. employees tend not to utilize online courses as they are over committed, susceptible to distractions, and short on other staff to fill in during their absence. by leaving the office or hanging a donot-disturb “i’m in training” sign on the door, an employee can concentrate on the lesson at hand. “just-in-time” learning ten years ago, a manager at the boeing company (kiser, 1999) created a cd-rom program by using a camcorder to film a mechanical process that he wanted workers to adopt. this “quick and dirty“ instruction video is a perfect example of “just-in-time” training. because e-learning can be delivered to the desktop, it offers employees access to information that they need immediately in order to develop skills for a specific application. “just-in-time” learning depends upon the anticipating employees’ needs, and locating or developing the appropriate courseware (alessi & trollip, 2001). in webjunction’s survey, 55 percent gave “just-in-time” training as a reason for developing their own online instruction (“trends in e-learning,” 2006). off-the-shelf courseware offers an alternative to designing online programs particularly when staff do not have course development expertise, or time. staff development topics specific to the library world are broad-based and relevant to many. there topics include cataloging, reference, information literacy, and marketing. learner-centered training a key ingredient of technology-delivered training involves the learner controlling instruction. in other words, the employee decides when to access the online courseware, and guides the lesson (horton, 2001; derouin, fritzsche, & salas, 2004). placing the learner in command often produces mixed results. what brown discovered in his study of 78 employees of a fortune 500 company is that motivation and goal orientation determined the participants’ choices (2001). some participants elected to terminate their training, and limit their practice time which resulted in poorer posttest scores. he concludes that “simply providing access to computers with training activities does not mean that trainees will use them to learn.” computer-delivered instruction is more than just posting classroom courses onto the web or cd rom (horton, 2001). the very nature of the electronic environment presents challenges. e-learning is learnerdriven, and therefore, solitary. the experience could be described as the loneliness of the long distance e-learner. many students require social interaction and collaboration to learn (deluca, 2002). computerbased courses can incorporate interactivity into the design to create a community of learners. this can be accomplished synchronously or asynchronously through discussion boards, email, or real-time chats (clark & mayer, 2003). _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 14 several recent studies report dropout rates of 69 and 70 percent (shepherd, 2003; laine, 2003; rossett & schafer, 2003; van liew, 2005; weinstein, 2006). a study of 61 participants conducted by learning tree, an it training firm showed that distractions and work commitments cut short training, and that the length of training determined the number of dropouts (laine, 2003). several of the study’s participants attended instructor-led training as well. they found the classroom experience more satisfactory in terms of engagement, and preferred face-to-face interactions with the instructor and other students. ironically, the classroom experience took more time than online instruction. in a study of 204 employees, 67 percent dropped out of training due to time restrictions, interruptions, inability to concentrate, preferences for shorter periods of instruction, the difficulty of the content, or technology problems (baldwin-evans, 2004). the author concluded that participants dropped out because they received the exact amount of learning they required. they preferred “dipping in and out” of courses, and learned in chunks. goal-setting and learning in short, well-developed and implemented online tutorials have positive potential for effective staff training. however, institutional factors also need to be carefully considered and integrated to insure effectiveness. particularly if the task to learn is considered tedious, additional incentives need to be in place to motivate the learner. one such approach is a goal-setting program. the elements of a goal-setting program include its application in the workplace, its use with repetitive, and boring tasks, and its focus on task performance. the most difficult goals produce the strongest performance, and difficult goals elicit better performance than when people are told “to do their best” (locke and latham, 2002). feedback provides the necessary component to inform workers of the effectiveness of their performance. learning how to catalog bibliographic records using an online tutorial contains all the features necessary for a goal-setting program. the topic, while essential, may not appeal to staff. and as noted previously, the e-learning environment presents obstacles to motivation and persistence. cat-ti tutorial a few years ago, i created a web-based tutorial, cat-ti: a tutorial for cataloging the title field of marc bibliographic records. i focused on the title field because patrons often search by title, and the topic is complex yet focused enough for one lesson of instruction. the tutorial incorporates the instructional design model, addie, and takes into account issues that occur in designing courseware in an online environment. gustafson and branch (2007) define the components of addie as: analysis, which involves a needs assessment to identify problems, learners, and formulate goals; design, which outlines measurable objectives, learning activities, storyboards, flowcharts, and media; development, which creates materials such as streaming video to support the elements described in the design stage; implementation, which delivers the instruction; and evaluation, which includes either or both formative and summative. formative evaluation provides feedback in order for the designer to improve, and revise instruction. summative evaluation reflects the instruction’s overall effectiveness and worth (gustafson & branch, 2007). the major feature of addie and other instructional models is congruence. every aspect including goals, objectives, strategies, and evaluation must correspond in order to ensure effective instruction (gustafson & branch, 2007; smith & ragan, 2005). the following detailed analysis and modification of the cat-ti tutorial provides a case study in the process of integrating online factors and goal-setting program elements into the instructional design in order to develop more effective and efficient instruction. goal-setting program the following eight steps constitute a goal-setting program. the process is outlined, noting the context of guiding library staff to complete the online tutorial. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 15 1. identify the objective to be accomplished. the start of a goal-setting program requires a clear statement of the objective that is to be accomplished. as shown in figure 1, the objectives of cat-ti are prominently included in the tutorial’s introduction, and state that the learner will be able to: (1) select the first and second indicators for titles of items, and (2) determine the subfields to use for titles of items. according to locke and latham (2002), “[a] goal is the object or aim of an action, for example, to attain a specific standard of proficiency, usually within a specified time limit.” the learner who starts cat-ti understands that the goals of the program are to learn which indicators and subfields to use when defining the title entry in a marc record. more importantly, i situate the objectives by describing a larger context for the title field. the title field is made up of data which ultimate forms the background of the online catalog. this allows patrons to search for material in the library. figure 1 introduction to cat-ti 2. define goal difficulty. from their research and that of others, locke and latham (2002) illustrate that “moderately difficult goals” produce the best performance, while very difficult and very easy ones result in less optimum work. while i am not certain of the difficulty level that cat-ti would fall into, i would contend that precision is important, and that level of accuracy might be considered somewhat difficult to attain. library staff who catalog need to know how to apply the correct tags and subfields to the title field; otherwise, patrons will not be able to find titles in an online catalog. in the original tutorial, i did not specifically define goal difficulty. in a revised version of cat-ti, i would clearly define goal difficulty by adding: the concepts described in this tutorial are of moderate difficulty. successful completion of the exercises in this tutorial represents an understanding of the importance, and mechanics of correctly cataloging the title field. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 16 3. define goal specificity. goal specificity reduces ambiguity. the learner focuses on the task at hand, knows what to do, and what to expect (reeve, 2005). in cat-ti, the goals are very specific. learners select the indicators and subfields of the title field. why are the indicators so important? the second indicator controls the alphabetical indexing of the first word in the title field. if the definite article such as “the,” and indefinite articles such as “a” or “an” are not taken into account, the database indexes the title alphabetically by “a,” “an,” or “the.” when a patron searches for a title, and does not include the article, they may not retrieve the correct title because it is indexed by the article, and not the second word of the title. “the sound and the fury” is the example provided in the tutorial. indicator 2: nonfiling characters 0-9 -number of nonfiling characters this indicator is set at zero, except when the title begins with an article. for example, in the sound and the fury, the second indicator would be set to 4. the letters, t, h, e, and the space following them are ignored in alphabetizing titles. the record will be automatically filed under "s" for sound. 4. specify in advance when performance will be measured/assessed. by stating in advance when performance will be measured, the learner is given feedback on her performance, and can keep track of her goal. feedback is essential to performance. if the learner performs at a high level then she feels satisfaction, and discrepancy creation occurs with the possibility that the learner will create a more difficult goal. if the performance is at a low level, then the learner feels dissatisfied, and will try harder (reeve, 2005). on the second screen of the original cat-ti, i stated that the tutorial includes exercises at the end for learners to evaluate their conceptual understanding. upon reflection, i provided exercises that were too few and too easy. in a revision of this tutorial, i would include a variety of exercises and feedback that build upon the learner’s knowledge. i would disperse throughout the tutorial, not just at the end. 5. check on goal acceptance. goal acceptance is an essential part of the goal-setting program as it involves the person’s willingness to accept or refuse the goal (reeve, 2005). in the workplace, goals are often imposed on workers. staff need to accept the goal in order to increase performance or complete the assignment. if they do not accept the imposed goal, then the objectives of an organization or unit are unfulfilled. thus, goals need to be internalized to improve performance (reeve, 2005). four factors determine goal acceptance: goal difficulty, employee participation in setting the goal, the credibility of the person setting the goal, and extrinsic rewards. in cat-ti, the only way to determine goal acceptance is by discussing the tutorial with the staff member. goal acceptance occurs between the facilitator and the learner. the facilitator will need to outline why the lesson is important, and what will be accomplished after completion. what spurs the staff member into working through the tutorial? while extrinsic motivation in the form of rewards is not totally in favor with motivation experts, it provides a powerful incentive in the workplace. in this instance, extrinsic motivation is present in terms of accomplishment. once staff understand title field, they can move onto other parts of the record. the ultimate goal is to gain expertise in marc, which presents an intellectual challenge and offers more responsibility. 6. discuss plans and strategies underlying goal attainment. discussing plans and strategies is important in the goal-setting process because it makes the learner conscious of the actions that need to occur to succeed in reaching the goal (locke & latham, 2002). cat-ti does not provide a means to develop a plan or strategy for its successful completion; the learner just moves from screen to screen. feedback from working through the exercises could provide a means to strategize and plan, but only to a limited extent, and only if the answer is incorrect. in a revision, i would add a worksheet that allows the learner to track the concepts that she worked through, the ones that were successfully completed, and the areas that need review. 7. create implementation intentions. implementation intentions guide the learner in developing a plan to attain goals. in the workplace, implementation intentions are often tied to performance evaluations. managers will indicate that the employee needs to develop skills or perform at a certain level in a specific area. often the manager, in consultation with the employee, will create a schedule and a plan of action to accomplish these goals. in _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 17 some cases, the successful completion of a course can satisfy the plan outlined by the manager and the employee. since scheduling can be a problem, staff development courses and tutorials are scheduled during slower periods when there is sufficient time. sometimes staff fit courses into their schedules. it is important for employees to take online courses away from their cubicles, and into work areas that are lowtraffic, to reduce distractions. this can all be discussed prior to taking the course. with cat-ti, implementation intentions need to be discussed in advance with the learner. a specific time and plan should be decided upon for the employee to take the tutorial. there should also be a backup plan to help the learner follow through on the intention to take the tutorial. by specifying a certain day, time, and place to take the tutorial, the learner has the impetus to get started and ultimately finish (reeve, 2005). 8. provide performance feedback. feedback is essential in the goal-setting process as it guides the learner in terms of achieving the goal. learners track their progress through feedback. the feedback communicates the level of performance the learner successfully reached. feedback is incorporated into cat-ti through exercises that assess the learner’s understanding and competency. the multiple choice format inherently provides feedback. in figures 2 and 3, the learner selects the incorrect answer, and receives a message explaining why the answer is wrong. the input i created to let learners know if they answered successfully or unsuccessfully is intended to reinforce the lessons in the tutorial, and to return them to the information for additional review. feedback is extremely important in making sure that cataloging is done correctly. it is very precise, because wrong indicators and tags can result in patrons not finding the items they need in the online catalog. figure 2 cat-ti exercise 1 _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 18 figure 3 cat-ti: feedback for exercise 1 conclusions a goal-setting program provides the perfect structure for cat-ti. according to reeve, goal-setting was developed for the workplace to enhance employee performance (2005). since cataloging exists in the library work environment for the essential purpose of organizing and accessing materials, a goal-setting program works well for this task. goal-setting is best suited for boring and uninteresting tasks. for many, cataloging has limited creativity, and is very structured. training staff to perform cataloging functions often presents a major challenge. a tutorial that incorporates goal-setting theory provides a structure within itself to help staff learn to perform this task. with regard to intrinsic motivation, one hopes that understanding what each concept means in a title field, and how to successfully apply this learning, will be in itself fulfilling. once learners know how to catalog the title field, they move to other parts of the catalog record, which are often more interesting. in addition, the environment of an online tutorial can dissuade the learner from completing the lesson, and practicing the concepts presented. webjunction addresses this on their website by including a list of suggestions to facilitate learning online (“e-learning tips,” n.d.). in revising cat-ti for it to fully incorporate all the elements of a goal-setting program, the following features should be added: defining goal difficulty; specifying early in the program when performance will be measured and providing sufficient feedback to indicate goal level; incorporating a means to check on goal acceptance; discussing plans and strategies to attain the goal; and creating implementation intentions. these elements, including the ones already in cat-ti, can produce strong incentives for learners to complete the tutorial. cataloging instruction challenges librarians. an online tutorial that incorporates goal-setting motivational and performance incentives to teach and transfer knowledge on this topic is essential. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 19 references alessi, s., & trollip, s. (2001). multimedia for learning: methods and development. 3 rd edition. boston, allyn and bacon. american society for training & development. (2005). e-learning trends 2005. learning circuits. retrieved january 8, 2007 from http://www.learningcircuits.org/2005/dec2005/annualtrends.htm baldwin-evans, k. (2004). employees and e-learning: what do the end-users think? industrial and commercial training, 36, 269-274. brown, k. (2005). a field study of employee e-learning activity and outcomes [electronic version]. human resource development quarterly, 16, 465-80. brown, k. (2001). using computers to deliver training: which employees learn and why? personnel psychology, 54, 271-296. chartered institute of personnel and development. (2006). e-learning: progress and prospects. retrieved january 8, 2007 from http://www.cipd.co.uk clark, r., & mayer, r. (2003). e-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. san francisco, ca: pfeiffer. deluca, r. (2002). using the internet to achieve your workplace training objectives [electronic version]. applied occupational and environmental hygiene, 17, 814-817. derouin, r., fritzsche, b., & salas, e. (2005). e-learning in organizations [electronic version]. journal of management, 31, 920-940. derouin, r., fritzsche, b., & salas, e. (2004). optimizing e-learning: research-based guidelines for learner-controlled training [electronic version]. human resource management, 43, 147-162. e-learning tips and resources. (n.d.). retrieved january 9, 2007, from http://webjunction.org/do/ navigation?category=13591. gustafson, k., & branch, r. (2007). what is instructional design? in r. reiser & j. dempsey (eds.), trends and issues in instructional design and technology ( 2 nd ed.). (pp. 10-16). upper saddle river, nj: pearson, merrill, prentice hall. horton, w. (2001). leading e-learning. astd. retrieved january 9, 2007, from http://library. books24x7.com/ proxy.lib.uiowa.edu. hudson, l., bhandari, r., peter, k., & bills, d.b. (2005). labor force participation in formal work-related education in 2000-01. washington, dc: national center for education statistics. ketter, p. (2006). investing in learning; looking for performance. t+d, 60(12), 30-33. kiser, k. (1999, june). blue-collar training on the web. training, 36, 22-24. laine, l. (2003, june). is e-learning e-ffective for it training?t + d, 57, 55-60. locke, e. a., & latham, g. p. (2002). building a practically useful theory of goal setting and task motivation. american psychologist, 57, 705-717. mason, m., chesemore, s., & noord, r. (2006, nov. 15). e-learning’s next wave. library journal, 131(19), 40-43. reeve, j. (2005). understanding motivation and emotion (4 th ed.). new york: wiley. rossett, a. (2002). waking in the night and thinking about e-learning. in a. rossett (ed.), the astd elearning handbook (pp. 3-18). new york: mcgraw-hill. rossett, a., & schafer, l. (2003). what to do about e-dropouts. t+d, 57(6), 40-47. shepherd, c. (2003). complete the course. ittraining, 42-45. savvy employers make e-learning part of their overall training strategy (2001). ioma’s human resource department management report, 1, 6-8. smith, p., & ragan, t. (2005). instructional design (3 rd ed.). new york: wiley. smithee, j. (2005). fla e-learning: continuous learning for florida librarians. florida libraries, 48, 6-8. trends in e-learning for library staff: a summary of research findings. (2006). retrieved january 9, 2007, from http://webjunction.org/learningcenter. 2006 industry report. (2006, dec.). training, 43(12), 20-32. van liew, r. (2005). effective corporate it training: bursting the e-learning bubble. itworld.com. retrieved january 8, 2007, from http://www.itworld.com?career/3710/050603elearning/ van liew, r. (2005). live and in person: why there is no substitute for classroom training. computeruser.com. retrieved january 8, 2007, from http://www.computeruser.com/articles/ 2407.5,.88.1.0701.05.html _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 20 waight, c., willging, p., & wentling, t. (2002). recurrent themes in e-learning: a meta-analysis of major e-learning reports. retrieved march 27, 2006, from http:/learning.ncsa.uiuc.edu/ papers/ ahrd2002_waight-willging-wentling.pdf weinstein, m. (2006). e-learning’s dirty little secret. training, 43(2), 6. jacqueline snider is an adjunct faculty member of the university of iowa school of library and information science. email: jacqueline-snider@uiowa.edu the next issue will focus on diversity issues, particulary in terms of outreach. some of the issues include: • identifying under-served populations • identifying ways to reach under-served populations • assessing needs of diverse populations • developing collections and services for diverse populations • developing outreach strategies to reach diverse populations these are just a few of the possibilities for topics to write about. the deadline is april 15. additional book reviewers are also welcome. email queries and manuscripts to editor dr. lesley farmer at lfarmer@csulb.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  11  references  aristotle. (1991). on rhetoric: a theory of civic discourse (g.a. kennedy, trans.). new york: oxford uni­  versity press.  auer, n.j., & krupar, e.m.  (2001). mouse click plagiarism: the role of technology  in plagiarism and  the librarian’s role in combating it. library trends, 40(3), 415­432.  ballenger,  b.p.  (1999).  beyond  note  cards:  rethinking  the  freshman  research  paper.  portsmouth:  boynton/cook.  center  for  academic  integrity.  (2003).  cai  research.  retrieved  january  17,  2005,  from  http://www.academicintegrity.org  crowley,  s.  (1990).  the  methodical  memory:  invention  in  current­traditional  rhetoric.  carbondale:  southern illinois university press.  devet, b. (2002). welcoming grammar back into the classroom. teaching english in the two­year col­  lege (tetyc), 30(1), 8­17.  ercegovac, z., & richardson, j.v. (2004). academic dishonesty, plagiarism included, in the digital age:  a literature review. college & research libraries, 65(4), 301­318.  franke, d.  (1995). writing  into unmapped territory: the practice of lateral citation.  in l.w. phelps &  j.a.  emig  (eds.),  feminine  and women’s  experience  in  american  composition  and  rhetoric.  pittsburgh: university of pittsburgh press.  howard, r.m. (2002). don’t police plagiarism: just teach! education digest, 67(5), 46­49.  selber, s. (2004). multiliteracies for a digital age. carbondale: southern illinois university press.  sommers,  nancy.  (1982).  responding  to  student  writing.  college  composition  and  communication  (ccc), 33(2), 12­16.  welch, k.e. (1999). electric rhetoric: classical rhetoric, oralism, and a new literacy. cambridge, ma:  mit press.  assistant professor benjamin harris is reference/instruction librarian for the elizabeth huth coates li­  brary at trinity university in san antonio. his email address is benjamin.harris@trinity.edu  academic librarians and student affairs professionals:  an ethical collaboration for higher education  by laura urbanski forrest, california state university long beach  abstract  librarians’ ethical directives point  toward a collaborative effort  in providing support  for students outside  the classroom. academic librarians often focus on collaborative relationships with teaching faculty at insti­  tutions of higher education, but  they should also  form partnerships with other higher education profes­  sionals. currently, few such partnerships have been reported in the literature. staff who work in student  affairs, including academic advising, career counseling, and other academic support offices would benefit  greatly from librarians’ expertise. specific suggestions for building such collaborations are given, and pro­  posals about future research and possible collaborations are offered.  introduction  librarians’ ethical directives and standards point toward a collaborative effort with teaching faculty in pro­  viding support for students (american library association., 1995; american library association., 2005) as  do the professional standards of student affairs professionals (american college personnel association, _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  12  2004).  presumably,  although  these  professional  standards  refer  to  collaborating  with  teaching  faculty,  they also apply to other higher education colleagues who are involved in supporting student learning in all  of its many facets. indeed, the association of college and research libraries’ (acrl) standards for li­  braries in higher education (2005) specifically advises that “[l]ibrary staff should work collaboratively and  cooperatively  with  other  departments  on  campus”  (paragraph  28).  as  a matter  of  fact,  the  acrl  de­  scribes  itself as “dedicated  to enhancing  the ability of academic library and information professionals  to  serve the information needs of the higher education community” (emphasis added; acrl, 2005, para­  graph 1). similarly, the american college personnel association’s (acpa) statement of ethical principles  and standards recommends that its members “[c]ollaborate and share professional expertise with mem­  bers of the academic community” (2004).  academic librarians and student affairs professionals in higher education share many of the same goals  and values.  in addition  to the primary goal of supporting student  learning, both academic librarians and  student affairs professionals are advocates for all the students at their institutions so it seems natural that  a  partnership  should  develop.  however,  although  both  professions  promote  and  document  successful  collaborative relationships with academic departments and faculty ((doskatsch, 2003; evans, 2001; fried  & national association of student personnel administrators,  inc, 1998; pulliams & eric clearinghouse  on counseling and personnel services, 1990; raspa & ward, 2000; swaine, 1999) there is scant litera­  ture  to  suggest  collaborations  between  academic  librarians  and  student  affairs  professionals  (poole,  2003) or to document existing partnerships (evenbeck & foster, 1996). so why aren’t they collaborating  more? perhaps these partnerships exist, but they have been ignored in the literature.  expanding collaborative relationships  academic  librarians  and  student  affairs  professionals  often  focus  on  collaborative  relationships  with  teaching  faculty  at  institutions  of  higher  education,  but  they  should  also  form  partnerships  with  other  higher education professionals, especially with one another. why does the literature in both professions  seem  to  focus  exclusively  on  partnerships  with  teaching  faculty? academic  librarians  are  naturally  fo­  cused on information literacy, and the natural conduit for this academic competency is the classroom. but  the reasons may go deeper. like  it or not, there  is a status hierarchy  in higher education and  teaching  faculty are at the top, both at institutions that focus on research and those that value teaching and learn­  ing. they also have regular sustained contact with students through their courses, advising and research.  so  it  is natural  for other higher education professionals  to  reach out  to  teaching  faculty  first. however,  there are smany other academic professionals in higher education who have the skills and competence to  enhance students’ learning, both inside and outside of the classroom or lab.  one  possible  explanation  for  why  these  academic  professionals  might  not  be  collaborating  is  lack  of  awareness of one another’s roles and capabilities. academic librarians offer abundant resources to stu­  dent affairs professionals but their expertise is not taken advantage of often enough. another obvious an­  swer  is  lack  of  time  and  other  resources,  especially  support  from higher  level  administrators.  perhaps  some student affairs professionals do not take full advantage of this likely collaboration because they are  simply very busy with an overwhelming caseload of students and often unaware of librarians’ rich back­  ground in researching, evaluating and obtaining resources as well as their proficiency with technology.  institutional  differences,  such  as  size,  structure  and  focus may  also  inhibit  such  partnerships.  in  some  two­year settings,  counselors wear many hats,  including academic advisor,  career guide, and personal  supporter (pulliams, 1990). they could obviously use the librarian’s help. but often these counselors are  so  focused on  their primary responsibilities  that  they do not seek out obvious resources. frankly, there  are also “turf wars” in academe which might create artificial barriers to collaboration. student affairs pro­  fessionals  may  feel  that  students’  lives  outside  the  classroom  are  their  responsibility.  in  lean  budget  times, when cutbacks often hit support services first, many academic professionals feel the need to define  and defend  their areas of service  to students. this can  inhibit collaborations  that might actually expand  both parties institutional strength and value.  current status of the partnership  currently, few such partnerships have been reported in the literature. do they exist? a collaborative effort  between  teaching  faculty,  librarians, academic advisors, and media specialists at an urban midwestern _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  13  university  aimed  at  retaining  nontraditional  and  underrepresented  students  (evenbeck & foster,  1996)  uses  instructional  teams  to  address  the  needs  of  under  prepared  students.  these  collaborations  are  aimed at  first  year students who we know are most  in danger of dropping out. although  librarians and  academic advisors are both part of  the  team, there  is no  indication  that  they specifically collaborate  to­  gether. however, the article does make an important point about how overwhelming both technology and  academic planning have become to both academic professionals and students. obviously, librarians, with  their expertise in information technology, can be of great assistance in sorting through the complex and  vast resources available and help professional staff members evaluate them.  studdard (2000) describes  the benefits of library faculty volunteering to serve as academic advisors for  students who have not declared their majors, both to students and to librarians. jesudason (2000) reports  on a collaborative effort between the athletic department academic advisors and instructional librarians at  a  midwestern  university  and  describes  the  e­mail  reference  services  program  that  they  have  imple­  mented. these articles provide further suggestions for how librarians can provide support and collaborate  with other academic professionals. librarians need to extend their outreach efforts to include student af­  fairs professionals and to advise them of the rich resources that the academic librarians have to offer.  lending librarians’ expertise  staff who work  in  student  affairs,  including academic advising,  career counseling, and other  academic  support  offices  would  benefit  greatly  from  librarian’s  expertise.  poole  (2003)  urges  community  college  librarians to reach out to student affairs professionals, citing their common values and experiences in their  work with students.  in particular, she notes  the reluctance of counselors  to adopt and adapt  to  technol­  ogy, which  has  certainly  been  noted  elsewhere  (casey,  2000;  lewis, coursol,  khan, & wilson,  2000;  myers, gibson, 1999). there are many ways in which student personnel in both two­year and four­year  settings can benefit from the librarian’s expertise with technology in terms of offering web­based services,  communicating effectively via email, and other remote services to today’s students who insist upon a high  level of technology rich services (poole, 2003).  beyond the obvious areas of information and technology, academic librarians can offer support to student  affairs personnel in terms of library resources pertinent to their field. they can offer state­of­the­art infor­  mation on  learning styles  to  tutors. their experiences with virtual  reference services can help personal  and career counselors anticipate potential pitfalls as  they embark upon  the cutting edge  field of  cyber­  counseling  (poole,  2003). certainly,  their  up­to­date  information  sources  can  help  career  development  centers keep their facts and figures about employment opportunities current. librarians can help writing  center staff members become more efficient in their assistance to students who need help with specific  format or style requirements and other technical aspects of assignments.  in return, many student affairs professionals are  trained  in  interviewing skills  that could enhance  librari­  ans’ reference interviewing skills in zeroing in on what exactly students are looking for (poole, 2003). stu­  dent affairs professionals can offer librarians more opportunities for contact with students in nontraditional  ways. not only will this increased exposure to students benefit librarians in terms of better advertising the  vast array of services the library has to offer, it also gives librarians more personal satisfaction in terms of  more sustained interactions with a broader population of students. studdard (2000) describes the process  of watching students grow and learn throughout their academic careers. if a librarian teems with an aca­  demic advisor to help a student evaluate information about selecting a major, that librarian might become  a reliable source for that student attempting to find information for other purposes, such as academic pa­  pers.  this  same  student might  rely  on  the  same  librarian  again,  working  in  conjunction  with  a  career  counselor, to begin to make career choices and plan for career success as they look toward graduation.  the librarian becomes another trusted advisor and mentor for the student, another great source of infor­  mation on campus, a wise sounding board, with accurate, up­to­date information to share.  conclusions and future research possibilities  obviously,  collaborations  between  academic  librarians  and  student  affairs  professionals  would  greatly  benefit both parties. the first step would be to survey both fields to find out if such partnerships already  exist. white and wilson (1997) posed similar questions and followed up by surveying a random sample of  1000 school counselors about whether or not partnerships currently existed between school counselors _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  14  and  teacher  librarians,  and  to  discover  how  existing  collaborative  relationships  could  be  strengthened.  they found that seventy­one percent of the school counselors who responded reported benefiting from a  partnership with the school librarian. so perhaps similar collaborations exist between academic librarians  and student affairs professionals in higher educational settings but are missing from the literature of both  fields. the above mentioned survey (white & wilson, 1997) might also provide suggestions for how exist­  ing collaborative partnerships can be strengthened.  white and wilson queried school counselors about needed services  that  their  teacher­librarian was not  currently offering and about services they currently did provide that were particularly helpful. in response  to  the  former  category,  348  “services  needed”  were  identified;  in  response  to  the  latter  category,  454  “services  provided”  were  reported.  a  similar  list  might  be  gathered  from  student  affairs  professionals.  white and wilson specifically noted that teacher­librarians should be conscious of possible challenges to  potential partnerships in terms of “communication, collaboration and interpersonal skills” (p. 11).  these  areas of concern echo attributes needed for successful collaborations noted in the literature on partner­  ships between teaching faculty and librarians.  in another article discussing  the  theory and practice of collaboration between school  library media spe­  cialists and teachers, monteil­overall (2005) argues that a fully­developed collaboration goes beyond co­  ordination and cooperation. she contends  that a  true collaboration has a much higher  level of engage­  ment between the participants and involves “a trusting, working relationship between two or more equal  participants involved in shared thinking, shared planning and shared creation… through a shared vision  and shared objectives,… opportunities are created that integrate subject content and information literacy  by co­planning, co­implementing, and co­evaluating students’ progress…” (emphasis  in original, section  a, paragraph 7). in order to engage in collaboration at this level, monteil­overall notes the need for colle­  giality, congeniality,  respect,  reciprocity and  trust  in order  for an effective collaboration  to develop. she  also identified two factors, time and the administrative support, that can act as either enabling or inhibiting  conditions. it makes sense that these factors might also effect collaborations between academic librarians  and  student  affairs professionals.  as monteil­overall  points  out,  a  true  collaboration  “is  the  process  of  shared creation: two or more individuals with complementary skills interacting to create a shared under­  standing that none had previously possessed or could have come to on their own” (emphasis in original,  section a, paragraph 2). once such a partnership develops, the shared goals and vision lead to a level of  understanding that facilitates proficient communication. laying the groundwork together, partners “know  where each other are [sic] coming from.”  monteil­overall’s (2005) statement about the importance of administrative support and time is also critical  in  terms  of  providing  funding  for  collaborative  workshops  to  form  or  strengthen  partnerships  between  academic librarians and student affairs professionals. these trainings could be opportunities to exchange  information and to raise awareness of common issues, conduct frank discussions about ways to improve  collaborative  relationships,  and  establish  goals  and measurable  outcomes  for  a  successful  partnership  that would be mutually beneficial and ethically professional.  references  american library association. (1995). code of ethics. chicago: american association. retrieved august  14, 2005, from http://www.ala.org/alaorg/oif/ethics.html.  american college personnel association. (2004). code of ethical standards. (1 st  revision draft). washing­  ton, dc: american college personnel  association. retrieved august  19,  2005,  from  ttp://www.  myacpa.org/au/documents/acpaethicscoderevisionrequested1104.pdf.  association of college and research librarians. (2005). standards for libraries in higher education. chi­  cago:  american  library  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(1997). school  counselors  and  teacher­librarians:  a  necessary  partnership  for  effective schools. emergency librarian, 25(1), 8­13.  dr. laura forrest is an assistant professor of counseling at california state university long beach. her  email is lforrest@csulb.edu new and forthcoming at reference compiled by gladys i. dratch and deborah s. garson american association of university women. educational foundation. commission on technology, gender, and teacher education. tech-savvy: educating girls in the new computer age. aauw educational foundation commission on technology, gender, and teacher education. washington, d.c. : american association of university women educational foundation, 2000. 82p. isbn 1-87992-223l . oclc#44 121494. $ 1 1 .95. represents the findings of the aauw educational foundation commission on technology, gender, and teacher education. the commission met from november 1998 to january 2000 and focused on educational techn logy experiences in k1 2 public schools. this report is based on interviews of 70 east coast middle school and high school girls, and approximately 900 teachers nationwide who responded to an online survey. themes and recommendations explore how to make technology more accessible, appealing, and inviting to a variety of users and learners. five chapters cover girls' perspectives on the computer culture, teacher perspectives and classroom dynamics, educational software and games, the computer science classroom, and school in context of home, community and work. appendix, endnotes, selected bibliography. executive summary. career counseling of college students: an empirical guide to strategies that work. darrell anthony luzzo, ed. washington, dc: american psychological association, 2000. 353p. isbn 1 -55798-708-4. oclc#443 1 3493. $39.95 : a comprehensive review of vocational theories and empirical l iterature with emphasis on career development theory, research, and practice as applied to the college student population. the focus is on providing practical approaches, with more than 200 strategies to use in college student career counseling. seventeen individually authored chapters are organized into four sections: theoretical bases and models for career development, methods and techniques, special populations and issues, and professional issues and future directions. author and subject index. distinguished educators on reading: contributions that have shaped effective literacy instruction. nancy d. padak et al . , eds. newark, del. : international reading association, 2000. 553p. isbn 0-87207-269-x. oclc#4468 1926. $39.95. contributions from 34 l iteracy educators who had contributed to the the reading teacher 's distinguished educator series which began in 1 989. five sections of individually authored articles cover theories of l iteracy, teachers, schools, curriculum materials and instruction, assessment and evaluation. authors have contributed professional biographies and, in some cases, updated their original articles. eddy, john p. and stanley d. murphy. international higher education systems. new ed. lanham, md. : university press of america, 2000. 190p. isbn 0-76 1 8 1 748-4. oclc#44 1 3 1756. $26.50. written to give an understanding and appreciation of the complexity of international higher education decision making, knowledge of american higher education compared to other selected nations, and a basic overview of selected overseas higher education institutions. fifteen chapters consider higher education internationally with respect to economic and political situations, cultural issues, and governmental policies. appendixes include case studies. enger, sandra k. and robert e. yager. assessing student understanding in science: a standards-based k-12 handbook. thousand oaks, calif. : corwin press, 2001 . 178p. isbn 0-7619-7648-5. oclc#439 1 3076. $79.95. an assessment handbook which addresses student performance for six domains of science: concept, process, application, attitude, creativity, and the nature of science. eight chapters include assessment in the contexts of teaching, evaluating teaching practice, rubrics and scoring guides, and assessment examples. assessment examples are based on the research and practices of educators from kindergarten through higher education. glossary, references, index. education libraries vol. 25, no. 1 (summer 200 1 ) � d e p a r t m e n t s fry, edward bernard et al. the reading teacher 's book of lists. 41h ed. paramus, n.j. : prentice hall, 2000. 464p. isbn 01 3028 1 85-9. oclc#43555340. $29.50. intended for use by teachers, publishers, tutors, home schoolers, and others involved with l i teracy and reading for kindergarten to adult students. fifteen sections of word lists organized into topics such as phonics, vocabulary, writing, instruction, spelling, and the internet. the fourth edition contains substantially updated lists, plus many new ones, including teaching with newspapers, search engines for educators, and activities for tutors. index. "g" is for "growing ": thirty years of research on children and sesame street. shalom m. fisch, rosemarie t. ruglio, eds. mahwah, n.j. : lawrence erlbaum, 200 1 . 27 1 p . isbn 0-8058-3394-3 . oclc#43694286. $69.95. a collection and synthesis of research on sesame street during the past 30 years. the volume is divided into three broad sections : part i focuses on integrating research and educational content into production, with such topi�s as the beginnings of sesame street research, and creation and evolution of the sesame street curriculum. part ii examines the impact of sesame street, preparing children for school, and sesame street viewers as adolescents. part iii focuses on the extension of sesame street into other cultures and other media with chapter topics such as developing sesame street into print publications and using sesame street based materials with young children. author and subject index. gale directory of learning worldwide. farmington hills, mi: gale group, inc., 200 1 . 3 v. (5758p.). isbn 0-78765005-6. oclc#45838592. $52 1 .25. a guide to approximately 28,000 international institu­ tions of higher education, research and culture, including academies, soctetles, assoctat10ns, research institutes museums, libraries and archives, and colleges and universi­ ties. information is organized by country with an overview of educational and cultural environments for 220 countries, including government, educational, and cultural systems. a faculty index for nearly 5000 universities includes more than 1 90,000 faculty members and administrative staff. index and an appendix of multinational organizations, currency and definitions table. education libr aries vol. 25 , no. 1 (summer 200 1 ) 'i gale encyclopedia of psychology. bonnie r. strickland, ed. 2"d ed. detroit, mi: gale, 2000. 701p. isbn 0-7876-47861 . oclc#440893 17. $ 178.25. newly revised edition includes over 650 entries on people and subjects important to the study of psychology. coverage includes key concepts as wel l as major theoretical advances in the field. clinical information is broadly covered. b iographical profiles are included for major figures in the field, from earliest historical pioneers to current clinicians. entries are alphabetically arranged with almost 65% of the entries new or updated. sections with additional reading and information follow entries. glossary, l ist of psychological organizations, subject index. handbook of adult and continuing education. arthur l. wilson, elisabeth r.hayes, eds. new ed. san fransisco: jossey-bass, 2000. 735p. isbn 0-7879-49981 . oclc#43945222. $60.00. eighth in a series of adult education handbooks begun in 1934 and sponsored by the american association for adult education, the adult education association, and the american association for adult and continuing education. intended to explicitly inform practical action as well as to record information about the field of adult education, the handbook focuses on critically reflective practice. this reference work serves multiple audiences, such as practitio­ ners, professors, public policy makers and community planners. four sections with individually authored chapters include the profession's common concerns, the profession in practice, and reflections on the profession. resource section gives contents of past handbooks. name and subject index. handbook of children and the media. dorothy g. singer, jerome l. singer, eds. thousand oaks, calif. : sage publications, 2001 . 765p. isbn 0-76 191954-6. oclc#439 1 3055. $99.95. the handbook's goal is to integrate the usage and effects of electronic media exposure on children and adolescents with the basic behavioral research on child development. meant for a broad audience, this publication represents an effort to review the past and potential future impact of the electronic media on children in america. emphasis is on the medium of television as it has developed over the past 50 years. thirty­ nine chapters, divided into three sections, address popular media as educators and socializers of growing children, forging the media environment for the future, and policy issues and advocacy. index. d e p a r t m e n t s 27 handbook of instructional practices for literacy teacher­ educators: examples and reflections from the teaching lives of literacy scholars. joyce e. many, ed. mah­ wash, n.j . : l. erlbaum associates, 200 1 . 373p. isbn 08058-3 1 1 0-x. oclc#4368458 1 . $39.95. individual authors give background and syllabi for their undergraduate or graduate l iteracy courses. organized into nine sections with an annotated table of contents, the handbook is intended for literacy professionals at every stage of their careers. the handbook has a companion web site: http://msit.gsu.edu/handbook. the online resource provides additional information regarding the authors' courses, including syllabi, recommended readings, grading rubrics, and/or sample assignments. author, subject index. historical sources in u.s. reading education, i 900-i 970: an annotated bibliography. richard d. robinson, ed. newark, del . : international reading association, 2000. 93p. isbn 0-87207-27 1 1 . oclc#43562 1 1 3. $ 17 .95 . references included predominantly cover the period of 1900 to 1 970. the bibliography's selection process use� the following criteria: impact of the source on the field of reading education; source's bibliography as a guide to related research; the source and current practice; and the sourc� as a contribution to the study of the field of literacy history. fifteen sections include summaries of reading research, oral and silent reading, readiness, reading assessment, and texts for reading instruction. author, title, subject index: improving student achievement: what state naep test scores tell us. david grissmer et a!. santa monica, ca: r a n d , 2 0 0 0 . 2 7 1 p . i s b n 0 8 3 3 0 2 5 6 1 9 . oclc#44 1 3 1 775. $20.00. of interest to educational policymakers, district superintendents, school principals, as wel l as teachers and parents, this analysis presents results of a study that examined state-level achievement scores from the national assessment of educational progress (naep) tests given in math and reading from 1 9901 996. the reported data was also used to estimate the effects of varying levels and u�es of per-pupil expenditures on student achievement. nine chapters include methodology, trends in state scores, effects of state educa­ tional policies, and assessing the cost-effectiveness of different resource utilizations. appendixes, bibliography. international education indicators: a time series perspec­ tive i 9851 995. stephane baldi et al . ; thomas d. synder, project officer. washington, d.c.: u.s. dept. of education, office of educational research and improvement, 2000. 1 49p. isbn 01 6-050278-0. oclc#4357799 1 . $ 1 6.00. this report, which compares educational trends in oecd countries, is an extension of the 1 996 title, international education indicators: a time series perspective, and includes hungary, poland, and south korea. the data is derived from the oecd 1 996 education database online, data from other oecd publications, and u.s. dept. of commerce data. eighteen indicators, covering a range of education issues for comparing country differences and changes over time, are organized into five sections: demo­ graphic and socioeconomic context of education; rates of participation (enrollments, including private schools) ; financial and human resources (expenditures, teacher salaries, student/teacher ratios); system outcomes (graduation ratios); labor market outcomes (unemployment, earnings and educational attainment). includes an essay section comparing trends in oecd countries and trends of interest to u.s . readers regarding primary, secondary, and higher education. tables, figures, glossary. international society for technology in education. national educational technology standards for students: connecting curriculum and technology. international society for technology in education. eugene, or: the soc iety, 2000. 3 7 3 p . i s b n 1 -5 6484 1 5 0-2 . oclc#42996620. $29.95. published in collaboration with the u.s. department of education, this resource sets forth the technology foundation standards for students, the performance indicators for technology-literate students, and the curriculum examples for grades prek12 . in a section on curriculum integration, learning activities are provided for english language arts, foreign language, mathematics, science, and social studies. there is also a section on multidisciplinary resource units. appendixes of standards by discipl ine and grade level; several forms for learning activities and units; and resources, including books, videos, cd-roms, audiotapes, software, software publishers, software distributors, and web sites with links to educational sites. lathrop, ann and kathleen foss. student cheating and plagiarism in the internet era: a wakeup call. englewood, colo. : libraries unlimited, 2000. 255p. isbn 1 -56308-84 1 -x. oclc#43936782. $30.00. geared to parents and educators with the aim of providing the background knowledge to combat cheating and plagiarism in k1 2 schools. chapters describe "high-tech education libraries vol. 25, no. 1 (summer 200 1 ) � d e p a r t m e n t s cheating" via electronic devices, electronic plagiarism through internet sites, and various ways to deal with the problem, such as identifying plagiarism and creating assignments that will make plagiarism difficult. provides "copy-me" pages that may be reproduced without permission and used to assist in discussions with students, parents, and teachers. references and index. list of web addresses includes sites with resources to help counter plagiarism, software tools, academic integrity policies. index. lester, paula e. and lloyd k. b ishop. handbook of tests and measurement in education and the social sciences. 2nd ed. lanham, md. : scarecrow press/technomic books, 2000. 399p. isbn 0-8 108-3863-x. oclc#44 1 72957. $45.00. intended for an audience of teachers and guidance counselors, this revised and expanded edition of the 1997 handbook contains more than 1 20 instruments arranged under 36 topics. provides references to published and unpublished measures. contains a section on measurement in education and the social sciences and a discussion, with examples, of psychometric procedures. excludes instruments focused entirely on personality or psychology. author and instrument indexes. measuring up 2000: the state-by-state report card for higher education. san jose, calif.: national center for public policy and higher education, 2000. 1 88p. oclc#45494259 and #45498238. $25.00. developed for state leaders and legislators, and the general public with an interest in higher education. this report card on performance refers to education and training after high school and includes public, private, two and four­ year, profit and non-profit institutions. grades performance on each state's preparation in k1 2 schools, opportunities for residents to enroll in higher education, affordability to pay for the education, completion rate, social and economic benefits to the state. provides a national and state-by-state picture, and charts for state comparisons. available online for download­ ing, creating individualized comparisons, and locating reference information regarding indicators, calculations, and grading: http ://www.highereducation . org or http :// measuringup2000.highereducation.org moore, ann m. the insider 's guide to study abroad. lawrenceville, nj: peterson's, 2000. 331p . isbn 07689-0590-7. oclc#448 1 8388. $ 1 4.95. written by the head of programs abroad at the college of william and mary and a representative to the national association of foreign student advisors, this practical guide is directed to students preparing for study abroad and their families. covers the various stages of the experience: investigating study abroad options, determining costs and education libraries vol. 25, no. 1 (summer 200 1 ) other background information before applying to a program, the application process, travel arrangements, making the most of the experience while abroad, the return home and marketing the experience. ·�ppendixes contain glossary, directory of online resources, international career information, bibliography. national research council (u.s.). committee on early childhood pedagogy. eager to learn: educating our preschoolers. committee on behavioral and social sciences and education, national research council ; barbara t. bowman et al. , eds. washington, dc: national academy press, 200 1 . 443p. isbn 0-30906836-3. oclc#449 1415 1 . $34.95. this publication is the result of a three-year study by the nrc 's committee on early childhood pedagogy, composed of 17 experts who reviewed the research literature in the behavioral and social sciences, both quantitative and qualitative, with a focus on the education of children, ages 25. in addition, works were commissioned on specific subjects. topics covered include cognitive development, social and emotional context, individual and cultural variations, quality of preschool programs, curriculum and pedagogy, assessment, preparation of early childhood professionals, program and practice standards. final chapter with conclusions and recommendations. appendix discussion of scientific evidence. tables, figures, chapter references, and index. rudestam, kjell erik and rae r. newton. surviving your dissertation: a comprehensive guide to content and process. 2nd ed . thousand oaks, calif. : sage publica­ t i o n s , 2 0 0 1 . 2 9 8 p . i s b n 0-76 1 9 1 9 6 1 -9 . oclc#4426787 1 . $53.00. this updated second edition, first published in 1992, is geared to facilitating the completion of the master's thesis or doctoral dissertation and may also be of general use to new faculty advisers. the first section discusses the topics and potential methods, followed by a section on the content of the dissertation chapters, such as the literature review, the research plan, and the results of the studies. the final part focuses on the process, including the mechanics of organizing the project, the writing process, the use of the personal computer, and some guidelines on presenting numbers in the dissertation, and ethical concerns, such as informed consent. references, tables, name and subject indexes. d e p a r t m e n t s 29 shelton, carla f. and alice b . pollingue. the exceptional teacher's handbook: the first-year special education teacher's guide for success. thousand oaks, calif. : corwin press, 2000. 1 89p. isbn 0-7619-7739-2. oclc#2000032 1 . $69.95. provides practical aids for improving organizational and instructional planning skills of new teachers. as a quick reference tool, this resource offers checklists, forms, and information on major topics and activities that special education teachers will encounter. chapters include student placement in inclusive settings, academic instruction, parent­ teacher conferences, the special education classroom, writing a legal and effective individualized education program. appendixes cover medical emergencies in the schools, stress management for the teacher, organizations for parents and for the exceptional students, instructional materials, pharmacol­ ogy reference list. chapter references. steeves, kathleen anderson and barbara cole browne. preparing teachers for national board certification: a facilitator 's guide. foreword by mary hatwood futrell . new york: guilford press, 2000. 1 84p. isbn 1 -57230542-8 . oclc#4359030 1 . the purpose o f this guide i s to provide an understanding of the voluntary national certification process of the national board for professional teaching standards (nbtps), an organization established in 1987. this resource is meant to assist teachers actively pursuing this model of certification and especially the faci l itators who are the professionals in the field, as well as colleges and universities, school districts, and other organizations interested in supporting outstanding competence in the teaching profession. the first part describes for facil itators the model of teacher support during the pre-candidacy period, including specific seminar sessions with reproducible overheads ; part two describes the requirements for the candidates and the standards in the areas of early childhood/general ist, early adolescence/generalist, early adolescence/english language arts, adolescence/young adulthood/mathematics ; and the last part on post-candidacy offers two chapters on insights from national board certified teachers and the nbpts process with regard to education reform implications. chapter references, index. weil , danny k. charter schools: a reference handbook. santa b arbara, calif. : abc-clio, 2000. 2 1 1 p . isbn 1 -57607-245-2. oclc#45024340. $45.00. examines the charter school movement and compares it with other educational innovations. following an introduction and chronology from the late 1960s, chapters focus on curriculum and instructional approaches with a discussion of what some charter schools are doing, and charter schools in relation to the law, the politics of education, school choice, and teacher unions. offers an annotated list of organizations, associations, and government agencies, and selected print and nonprint resources. appendixes include a state comparison of progress towards standards and charter school laws, state testing requirements, information on charter school admis­ sions by state, and collective bargaining and certification requirements for teachers. also available as an e-book: http:// www .abc-clio.com gladys i . dratch is collection development librarian and deborah s. garson is head of reference services at monroe c. gutman library, harvard university, graduate school of education, 6 appian way, cambridge, ma 02 138 . phone: gladys-(617) 496-3 108; e-mail : gladys_dratch @harvard.edu phone: deborah-(617) 495-432 1 e-mail : deborah_garson@harvard.edu fax for both: (6 1 7) 495-0540 education libraries vol. 25, no. 1 (summer 2001 ) woolls, blanche. the school library media manager, 2nd ed. englewood, co: libraries u nl im ited, 1 999. 340p. isbn : 1 -56308-702-2. $40. in the school libr01y media manager, woolls attempts to provide a comprehensive overview of the school library media specialist's job. every aspect of being a media specialist is covered, from getting certified and finding a job to writing grants and designing library faci lities. there are 14 chapters and 12 appendices in this book. each chapter provides important, practical information about a wide variety of topics, including: the historical evolution of the school library media center; contemporary challenges and opportunities for the media specialist; methods of becoming a school library media specialist; how to select one's first media specialist job wisely ; planning and managing the media center program; managing the facility, the staff, the collection, the budget, and the services of the media center; marketing the media center; evaluating the center and its program; networking with colleagues; and demon'strating leadership. the appendices provide reproductions of important documents that can apply to work in the media center, e.g., sample letters, policy statements, and forms that can be used in the daily management of the media center. included are l ists of professional publications, and a wealth of other useful information. there are two particularly notable aspects of the book. first, woolls maintains a strong focus on the leadership responsibilities of the school l ibrary media specialist. readers wil l definitely come away knowing that the media specialist education libraries vol. 25 , no. 1 (summer 200 1 ) i s more than a simple custodian o f books and participant in the school's reading and information l iteracy programs. second, woolls provides a useful set of exercises at the end of each chapter. each set of exercises includes several questions and activities that serve to reinforce and apply the information given in the chapter. anyone using this book as a text will benefit from contemplating and completing these valuable activities. unfortunately, this fine book does have one major weakness: lack of depth. those looking for in-depth information about specific aspects of the library media specialist's job will not find what they need here. woolls gives her readers a taste of a great many things, but no opportunity to fully savor her points. while many readers may feel disappointed with the book's lack of depth, the problem could easily be remedied with the addition of a "for further reading" section at the end of each chapter. overall , woolls provides her readers with a good, solid overview of what a school library media specialist does. beginning school library media specialists and those who are considering becoming media specialists wil l find this book enlightening. experienced specialists will find it useful as a checklist against which they may evaluate their centers' services and their own responsibilities. finally, library educators will find this to be a useful, practical textbook. jeneen lasee-wil lemssen is information technology librar­ ian and assistant professor of library science, university of wisconsin-superior, superior, wi. email : j wil lems@uwsuper.edu b 0 0 k r e v i e w s 31 hearne, betsy, with deborah stevenson. choosing books for children: a commonsense guide, 3rd edition . u rbana, i l : un iversity o f i l l inois press, 1 999. 229p. i s b n 0-252-0251 6-4. $1 4.95. . first published in 1980, revised in 199 1 , and now newly revised, hearne's choosing books for children is a witty, articulate, straightforward manifesto aimed at helping parents, teachers, and librarians select books that are worthy of young people's time and imagination. although children's librarians and school library media specialists may find l ittle new information in this book, they should still appreciate hearne's anecdotes and chapter bibliographies. library generalists and others who lack formal training in children's l iterature will find this compact book to be an invaluable resource for demystifying the selection process for young people's books. after an opening chapter in which she encourages the reader to " trust your own reactions" (p. 1 1 ) when choosing books in which young people will find value, hearne spends several chapters outlining the developmental progression of books for young people. she discusses, in turn, picture books for babies and toddlers, more sophisticated picture books for older children, chapter books, middle grades l i terature, and young adult li terature. although she does discuss genres of children's literature in these chapters, she does not attempt to isolate genres such as historical fiction, fantasy, or mystery. instead, she describes books in terms of their appeal to young people because of characterization, story line, or developmen­ tal fit. following these chapters, hearne writes in more detail about three specific genres of writing that demand more focused analyses: poetry, folklore, and nonfiction. the final three chapters of the book are devoted to controversial topics in children's books, enduring ('l ive') classics of children's li terature, and how to find good books for young people. hearne's book has many q ualities that make it a worth­ while purchase. first, her keen insights derived from her extensive experiences both as a children's book author and reviewer, and as a scholar of folklore and children's l i terature lend a sense of authority to this book that is sometimes missing from other guides to books for young people. second, deborah stevenson's assistance has ensured that the annotated bibliographies and chapter discussions are current so that books with copyright dates through 1 998 are included. third, the book has both an author-illustrator index and a subject index making the content of the book more accessible for reference use; a title index would enhance the book even more. with a highly affordable paperback version of this new revision now in print, hearne's book makes the perfect addition to professional collections in school library media centers as wel l as to parents' collections in public l ibrary children's departments. hearne encourages her readers to use their imaginations to see through the eyes of young readers as they select books for them; for reminding us to use that criterion as we make book choices, hearne's guide deserves to be read. carol tilley, a former school l ibrary media spec ialist, is a ph.d. candidate and visiting lecturer, indiana university school of library and information science. email : ctilley @indiana.edu schon, isabel. recommended books in spanish for children and young adults: 1996 through 1999. lanham, m d and london: the scare­ crow press, inc, 2000. 362p. isbn 0-81 08-3840-0. $45. isabel schon is unrivaled in producing work (over 20 books to date) that fi l ls the professional void in the area of finding books in spanish. recommended books in spanish for children and young adults: 1 966 through 1 999 is another invaluable resource; a well-annotated bibliography that librarians will want to add to their collections. schon has included critical annotations for 94 1 reference, nonfiction and fiction books in spanish for preschool through grade 12 (all in print at the time of publication). most books included were published in the united states, spain, mexico, venezuela and argentina. the format of this book follows the same format as her earlier work, recommended books in spanish for children and young adults, 1 991-1 995 ( 1997). each entry contains full bibliographic data, as well as isbns, price, and recommended grade level. included are bilingual books, books translated into spanish, as well as books originally published in spanish. the books are organized alphabetically education libraries vol. 25, no. 1 (summer 2001 ) . i 32 8 0 0 k r e v i e w s by author. in addition to the major sections on reference, nonfiction and fiction books, there are appendices including dealers of b ooks in spanish for children and young adults and author, title, and subject indices. as a university reference librarian serving a large constituency interested in multicultural children's books, i tend to look at subject indices with great interest, as many teachers and student teachers hope to locate books on particular themes. the breakdown of categories in schon' s subject index ( 1 07 pages) is quite extensive. there is even an entry for toys and moveable books a category i could have used when i was a children's l ibrarian. the subject index also provides access points for various topics by country, a very sought-after item in many l ibraries. although the entries in the main section include age level, the addition of age level with the titles in the subject index or a separate index of age level would make this even more useful. the books selected in this edition are all recommended by schon. she has provided well-annotated summaries with highlights and any caveats or distractions to the books. she captures the essence of each book with descriptive, lively critiques. her depth of knowledge of children's books in spanish is clearly evident as she compares books to similar books, predecessors and previously published works. her evaluations are based on desigp, educational value, i l lustra­ tions, layout, readabil ity, and recreational and personal needs of spanish speakers. the section on reference books includes atlases, dictionaries, encyclopedias, handbooks, and style manuals. the nonfiction section includes major subject areas and also includes biography, folklore and poetry. there is a short publishers' series section, and then the fiction section, which is divided into easy books and general fiction. this book is a must for anyone interested in adding spanish language books to a collection or in choosing books to use in the classroom or for story hours. nothing else compares to schon' s work on j uvenile l iterature of latino cultures. lori s. mestre, m.a.l.s., ed.d., is coordinator of instruc­ tional and curriculum support services, w.e.b. du bois library, university of massachusetts amherst. evans, earlene green an � d branch, muriel mi l ler. 3-d displays for libraries, schools and media centers. jefferson, nc: mcfarland & co., inc., 2000. 1 26p. isbn 0-7864-0860-x. $38.50. evans and branch, both retired library media specialists with many years of combined experience, have put together this small book of examples of three-dimensional bulletin boards. designed for teachers, librarians, and others who use bulletin boards to encourage students to read and to enhance the curriculum, 3-d displays for libraries, schools and media centers will be a welcome help to all educators who struggle to come up with new display ideas. the authors have arranged the book thematically, around six different topics, all easily related to the curriculum. a total of 26 different bulletin boards are presented. each bulletin board includes step-by-step instructions for even the least creative to follow. constructing and assembling the bulletin boards should be a snap. the authors have relied on easy-to-find and everyday items, ensuring that teachers and librarians need not find the process expensive. a most helpful feature is the l i st of suggested learning activities to accom­ pany the display 8 to 1 0 for each bulletin board. the authors suggest locating these tasks at interest centers near the bulletin board and allowing students to select from the group. these activities are appropriate for individual students, small groups, or an entire class. although they cover subjects across the curriculum for students in grades 59, high school teachers looking for supplementary activities might also find them useful. education libr aries vol. 25 , no. 1 (summer 200 1 ) the six thematic units are centered around the themes of apples, reading, flight, women, the harlem renaissance, and world cultures. the authors designed all units in cooperation with subject area teachers. the unit on women, for instance, came from the annual celebration of women' s history month in march. extended learning activities relate to the three bulletin boards for this unit: "all eyes on women," "focus on women," and "set your sights high, too." activities for this unit lead to using the dictionary to find word meanings, exploring the school environment as a melting pot, checking biographical resources to find information on women featured in the display, and using career resources to explore careers in science for women. evans and branch have provided their readers with an easy-to-follow guide to creating three-dimensional bulletin boards. while it would have been more aesthetically pleasing to include color photographs, the black and white photos clearly depict the bulletin boards, providing a starting point for those wishing to re-create them. in addition to the examples presented, the book should serve as inspiration for teachers and librarians wishing to create their own displays. b arbara wales is education/psychology b ibliographer and associate professor of library services, central missouri state university. email: wales@libserv.cmsu.edu b 0 0 k r e v i e w s 33 mil ler, elizabeth b. the internet resource directory for k12 teachers and librarians, 2000-2001 ed. englewood, co: libraries unl imited, 2000. 462p. isbn 1 -56308-839-8. $27.50. the seventh annual edition of the internet resource directory for k12 teachers and librarians ably fulfi l ls its aim to present "a broad sampling of some of the best internet resources for educators, school library media specialists, students, and parents." the directory contains 1 ,5 1 5 entries, including 440 new or updated entries from the 1999-2000 edition. each entry includes an excellent descriptive annotation and access information for the resource described. the entries are arranged in eight chapters that correspond to k12 curriculum areas plus a "reference" chapter for cross-curricular materials and two chapters "resources for educators" and "the school library: the school information resource center" that cover professional information, lesson plans, and other general education sites and informa­ tion. special attention is given to providing multicultural resources, sources to support gender equity and school-to­ work and career resources. related sites are cross-referenced and subject and site indices are provided. although criteria designed to guide the reader' s selection of individual sites from among those l isted is specified, the criteria guiding the author's inclusion of sites in the book are not. consequently, the selection of sites seems rather uneven. for instance, the national science teachers association <http://www.nsta.org/> is not included among the 263 science sites supplied, but the national council of teachers of 't mathematics is one of 63 identified mathematics sites. in the "u.s. parks" section, a cross-reference to the national parks service and three sites about the grand canyon are included but other useful s i tes such as the everglades digital librmy <http:/ /everglades. fi u .edu/educat ion/index. html> and yosemite online <http://www.yosemite.org/> are not. whi le no book covering web sites can be comprehensive, system­ atically reviewing the web sites included and plugging gaps and broadening coverage within subject areas would improve the work as a whole. the introduction promises monthly updates and corrections to this edition at its own web site <http:// www.lu.com/lu/irdupdates.html>, but a check of this site in march 2001 found that the latest update was dated march 2000 for the 1999-2000 (6th) edition. despite these flaws, this directory does provide a wide range of web sites likely to be useful to k1 2 teachers and librarians. the detailed and thoughtful annotations make the purchase worthwhile for most public and school libraries. cheryl grossman is assistant for user services and processing, eric clearinghouse for adult, career, and vocational education, the ohio state university. email : grossman.4 @osu.edu r ichardson, r ichard c., jr., et al. designing state higher educa­ tion systems for a new century. american council on educa­ tion/oryx press series on h igher education. phoenix: oryx press, 1 999. 21 9p. isbn 1 -57356-1 74-6. $34.95. in the past, centennial turnings seem to have inspired an apparently basic human desire to do two things: to see if new paradigms might be developed that will allow us to avoid the mistakes of the past, and also, s imultaneously, to ensure that the new age j ust dawning will be golden. millennia! turnings could be expected to be even more inspirational of this particular brand of intellectual optimism. given the sorry mess that has all too often been made of attempts by the states to rationally control their public higher education systems, some optimism in this field of endeavor is welcome. by reviewing the ways in which various state governance structures influence how public systems of higher education actually operate and by proposing a number of revisions to the ways in which most states attempt to govern their institutions of higher education, the authors of this work provide some j ustification for such optimism as the new century gets under way. b ased on a study conducted by the california higher education policy center, (recently re-dubbed the national center for public policy and higher education) that examined the ability of existing state higher education structures to respond to the perceived economic, social and technological challenges of the late 20th and early 2 1st centuries, the book opens with an excellent historical view of the growth of state-level coordination of public higher education and the societal issues that resulted in increased state governmental oversight of higher education in the years immediately fol lowing world war ii. in their first chapter, the authors state the basic premises reflected in their examination of the seven case studies contained in the book: education libraries vol. 25, no. 1 (summer 200 1 ) 34 8 0 0 k r e v i e w s [s]tudy suggests that the performance of higher education systems is influenced by at least two primary factors. the first of these is the state policy environment and the role that the state government chooses in balancing the competing influences of professional values and the market. the second is system design, including the way the interface between higher education and state government is structured, and the responsibil ity for and characteristics of the key work processes (p. 1 1 ). the authors acknowledge the key importance of leadership, from both elected officials and their staffs, as well as from those who are charged with the management of the state' s institutions of higher education. they rightly recognize that leadership is central to an understanding of the performance of any particular state system of higher education, i .e., who is pulling the governance levers, and with what level of influence and enthusiasm, is as important as where those levers are located. the major portion of the work is devoted to comparative case studies of higher education systems in seven large and diverse states: california, florida, georgia, i l l inois, michigan, new york, and texas. these systems were studied from the perspectives outl ined above, and each is r�viewed through an examination of the history of the governance/ coordination structure of the respective state, consideration of the relative influence of state officials and university management on governance decision-making, appraisal of the effect of demographic and geographic factors, review of the state's higher education budgeting process and program planning and review parameters, and an articulation of the type and quality of collaboration existing among the state' s institutions of h igher education. the authors advance a structure for the classification of higher education governance systems in which each state's approach to the governance problem is classified as either segmented, unified, or federal . the seven states studied education libr aries vol. 25, no. 1 (summer 2001 ) provide representation o f all o f the three structures, with il l inois and texas being described as having federal structures, georgia a unified structure, and michigan, california, new york, and florida being characterized as having segmented structures for public higher education. while these classifications can be seen as involving more questions of degree as opposed to bright-line differences, to a great extent they do appear helpful in determining the distinguishing characteristics of the approaches they describe. the book's last chapter is its most important as it concerns broad public policy questions and attempts to predict the future of higher education governance through a synthesis of the research presented. the authors identify six areas of concern that wil l have a serious impact on systems of higher education over the next few years, including: increasing social stratification (the perceived widening of the gap between the rich and the poor); increasing enrollment demand brought on by the need for higher skil l levels throughout the work force; continuing pressures to contain costs; the erosion of consensus on the question of financial support; concerns about quality; and the unpredictable impact of new technologies (pp. 1 871 89). these daunting concerns do not, however, keep the authors from asserting that there can be a promising way out of the morass. their recommendations, most of them practical and reflective of those successes that the governance systems studied in the book have enjoyed, are made to provide assistance to state pol icy leaders, who are crafting or revising higher educational systems. their attempts are made to ensure that those systems will be in a position to meet the educational needs of their respective state ' s citizens during the next century. overall , the authors do an excellent j ob of developing a theoretical picture of the current structure of american higher education governance systems and provide an informative, detailed look at the current governance picture as it exists in seven important states. the book is highly recommended for education libraries. vicki l. gregory is professor and director, school of library and information science, university of south florida. email : gregory @luna.cas.usf.edu b 0 0 k r e v i e w s 35 worthington, janet e., and albert b. somers. more novels and plays: thirty creative teaching guides for grades 6-12. englewood, co: teacher ideas press, 2000. 223 p. isbn 1 56308691 3. $27. this book is a must-have for language arts teachers in junior high, middle, or high school. the authors have built on the successful format developed in their first book, candles and mirrors ( 1 984), and expanded on in their second, novels and plays ( 1997). in designing the study guides included in these books, the authors work with the premise that teachers sometimes need a l ittle help in teaching novels and plays. in this volume, ten study guides are reprinted from the earlier editions, and twenty new ones have been added. the titles under consideration are broken into groupings by grade. katherine patterson 's bridge to terabithia ( 1 977) falls into grades 5 6, while ernest gaines' a lesson before dying ( 1 993) is placed in grades 1 0 1 1 . of course, there i s flexibil i ty regarding these grade-level designations. entries for each title follow a common format: ful l bibliographic and publication information is followed by a brief summary. an appraisal of the work is given, including a list of awards for the work or to the author, the reputation of the book, and the appropriate age level of the reader. worthington and somers also identify the major themes and literary concepts treated by each title. for example, in bridge to terabithia, the themes include friendship and death, and the literary concepts are characterization and foreshadowing. a l ist of related readings that deal with similar topics and themes, or other works by the same author, are included to encourage readers to continue reading. the next section, reading problems and opportunities, focuses on words that may be difficult. this is especially useful in works such as hamlet, julius caesar, or wuthering heights, since readers may be unfamiliar with the language. in addition, where the lilies bloom contains vocabulary on plant life, appalachian dialect, and uncommon words. chapter numbers follow each word as a reference. the authors provide a section on initiating activities. this is useful for sparking the student's interest in the work even before it is read. the discussion questions, writing activities, and other activities are all designed to guide exploration. each chapter has a question attached to it, and these questions could be used for essay assignments. the writing activities are broader. for example, in great expectations, students are asked to research and prepare a written report on the prison system in 1 9th-century england, and compare it to the current system in the united states. the final section for each title is an annotated l ist of selected teaching resources. this includes media such as cd­ roms and video, plus urls for related internet sites. the authors provide a date when the internet site was last accessed indicating that it was active then although it may not be now. the authors are very clear in their introduction that their intent is not to spoonfeed teachers. teachers know their students and they must tailor instruction to meet specific learning objectives and learner needs. more novels and plays is a guide, a j umping-off point, if you will, to help teachers get started, and to help flesh out their lesson plans. through the activities and discussion questions, the authors promote critical thinking and encourage student engagement in these works. a point worth noting is that this volume is very affordable. study guides are often published separately for each title, whereas this one book contains thirty. jacqueline snider is l ibrary manager at act, a testing company, in iowa city, iowa. she is past-chair of the special libraries association, education division. emai l : snider@act.org education libraries vol. 25, no. 1 (summer 2001 ) 36 8 0 0 k r e v i e w s lenning, oscar t., and larry h . ebbers. the powerful potential of learning communities: improving education for the future. ash e-eric h igher education report volume 26, no. 6. washing­ ton, dc: the george washington un iversity, graduate schopl of education and h uman development, 1 999. 1 63p. isbn 1 -87838086-9. $24. in the powe1ful potential of learning communities: improving education for the future, lenning and ebbers (both iowa state university) provide an excel lent introduc­ tion, overview, and "how to" manual for anyone in higher education interested in knowing more about or implementing learning communities on campus. as the authors point out, "learning communities are one of the most commonly discussed concepts in higher education today . . . but although they are mentioned constantly, [they] are not well understood or defined, and the term has different meanings for different people" (p. ix). lenning and ebbers successfully endeavor to remedy this situation in this thoughtful, well-organized, and readable report. the book is divided into topical chapters: learning communities: what are they and why do we need them? (overview of definitions and theoretical foundations), types of student learning communities (defines the various types and how they work), the benefits of student learning communities (benefits for various campus constituencies), creating and implementing optimal col lege student learning communities (the "nuts and bolts" of getting learning communities up and running) , and learning communities in the future (what directions different types of communities might take in the future). the book concludes with a comprehensive bibliography of works related to learning communities in higher education, and includes an excellent subject index. with many years of experience in higher education administration between them, lenning and ebbers provide a fine introduction to the concept of learning communities and a useful instruction manual for anyone considering adopting this curricular model. learning communities are an important concept in higher education administration, and more and more institutions are implementing them. even if your university is not currently using or planning for learning communities, the book is useful for future planning or to expose students in higher education administration to the relevant concepts. this book is highly recommended. mark t. bay is electronic resources librarian at cumberland college. email: mbay @cc.cumber.edu fuhler, carol j. geography of north america with books kids love. golden, co: fu lcrum resources, 1 998. 240p. isbn 1 55591 -954-5. $1 7.95. part of the "books kids love" series, this teacher resource uses picture books to explore the geography of north america with students in grades three to six. an introductory chapter outlines the discipline of geography, geography instruction and a rationale for using children's l iterature to teach i t . the second chapter suggests books and activities to help students gain an overview of the united states as a whole. each of the 1 0 geographic regions of the united states and the countries of canada and mexico are addressed in the next 1 2 chapters. each of these chapters comprise · a brief introduction to the region, an tmttatmg activity, two to four lessons, and a culminating activity. education libraries vol. 25, no. 1 (summer 2001 ) employing one or two picture books apiece, each lesson lists objectives, materials, a motivator, activities, books used, and suggested companion titles. evaluation is addressed generally in the first chapter but assessments for each lesson are not specified. while the regions of the u.s. are covered adequately, the chapters on canada and mexico are too brief even as introductions; better to omit them and change the scope of the book. a large majority of lessons contain obj ectives that relate to the themes of location and place, one third or less to the themes of movement or region. objectives range from the sweeping, e.g., "to learn about oregon from the past to the 37 8 0 0 k r e v i e w s present" (p. 1 9), to the specific, e.g., "to trace on a map the route fol lowed by grandma essie and her family" (p. 50). instructions for the activities are descriptive rather than step­ by-step and vary in their level of detai l . while no selection criteria or sources are provided for the books used in the lessons, many were published since 1 994, with authors, titles, or publishers that are generally famil iar and reliable. the three appendices consist of a list of teacher resources, an annotated list of chapter books organized by geographic region, and ideas for projects. the index includes cites, states, regions, geographic features, activity names, topics, and lesson (but not companion) books. these last appear both alphabetically and under the region in which they are used. authors are not included. a cumulated bibliography by title and author of books used in the lessons and related indexes organized by region and by geographic theme would be beneficial additions to a sourcebook of this nature. the resources l ist, which is organized by region, is selective, including primarily sources for those materials necessary to implement the lessons. missing from the l ist are sections on reference sources, organizations, standards, web sites, or sources for identifying other suitable children ' s books. sections o n general information, titles related to geography, and computer programs related to geography are included, but are brief. although many lessons involve map activities, there are few sources for obtaining the • maps required (which can be surprisingly hard to locate and acquire). the rest of the l ist is comprised almost entirely of state offices of tourism. it i s hard to fault a book when its aims are so commend­ able, especially given how little , on the subject is available. unfortunately the book promises more than it delivers. given the reader expectations created by the author's endorsement of approaches, such as active learning, using trade books, standards-based and integrated curriculum, the tone and point of view found in the work are disappointingly remjniscent of an older model of social studies instruction. many of the activities are of the "plan a dream tour" or "create a concentration game" sort both of which are ways of collecting and presenting interesting, but disembodied, facts. reducing the powerful stuff of geography to fun activities the scavenger hunt framework is the critical weakness of this book. rather than animating the geographic themes or helping students understand what really matters about a region, the lessons proffer a regrettably limited vision of geography curriculum. for thoughtful discussions of geography education, see douglas, the hist01y, psychology, and pedagogy of geographic literacy ( 1 998), and lindquist and selwyn. social studies at the center: integrating kids, content, and literacy (2000). also useful is rogers's geographic literacy through children 's literature ( 1997), that is organized by geographic theme, i l lustrating diverse teaching strategies and providing a well-developed annotated bibliography. ann glannon is curriculum resources librarian at wheelock college. email: aglannon @wheelock.edu o'brien nancy p. education: a guide to reference and information sources. 2"d ed. englewood, colo: libraries unlimited, 2000. 1 89p. isbn 1 ·56308-626-3. $40.00. as more and more students, researchers, librarians, and members of the general public turn to the world wide web for reference and information resources, it is reassuring to examine a printed guide that reaffirms the intrinsic value of printed text. nancy patricia o'brien has built upon and expanded a valuable title, education, a guide to reference and information sources, in the field of education resources. a new edition of the 1 989 work edited by loi s buttlar, this title continues to be a basic guide to resources in the field of education. o'brien notes in the introduction that it is "always a challenge" to produce a new edition of a respected work, but she has successfully met that challenge by providing value-added, expanded journal l istings and world wide web/ internet resources. although intended for an audience of researchers, practitioners, scholars, librarians, and students in the field of education, the contents of this work would be of interest to the education community-at-large, including those individu­ als in the related disciplines of sociology, psychology, and social sciences. the guide reflects the ever-broadening scope of the field of education. education libraries vol. 25, no. 1 (summer 200 1 ) 38 8 0 0 k r e v i e w s in acknowledging today's research methods, which utilize bibliographic software, the editor has chosen to reduce the number of bibliographies and expand the number of journal titles. her selection criteria are highly reflective of the researcher's approach to and need for information that is current. for this edition, she has selected titles with publication dates from 1990 through 1998. in considering pre1990 titles for inclusion, obrien has noted in her introduction, and in specific title entries, the importance of standard works that are valuable resources to the background and history of a specific educational subject or the general field of education. fourteen subject categories organize selected titles in the field of education, including general education sources, early childhood, elementary and secondary education, higher education, special education, career and vocational education, curriculum, instruction and content areas, educational history and philosophy, and educational psychology. the subject categories are a strong advantage for using the guide as a ready reference resource. another reference source, the third edition of social science reference sources by tze-chung li also has a very extensive education section but the organiza­ tion by format makes it a less valuable ready reference tool. obrien's organization offers a multi-use format, giving the user a tool for ready-reference or in-depth reference. within obrien's fourteen subject categories, �itles are sub-categorized by format. the standards of dictionaries and encyclopedias, directories and almanacs, indexes and abstracts, and journals are covered with the addition, when appropriate, of world wide web/internet resources. a definition of world wide web/internet sources, however, would have been helpful for a better understanding of selection and inclusion. within format categories, individual entries are l isted alphabetically by author or editor and title. the entries have education libraries vol. 25 , no. 1 (summer 200 1 ) standard bibliographic information. the entry annotations are well written and succinct. entry information notes audience, content, indexing/accessing, special features, and the title's value as a resource. title shortcomings or valued features are noted. unique or distinctive features are noted as well , such as classroom journals with reproducible curriculum materials. journal entries provide a definitive overview of publication content. standard bibliographic information, such as frequency of publication, issn number and price, are given along with any title changes. both indexing and abstracting information as well as online availability are included in the journal entries. subsequent editions of this guide should consider, evaluate, and include electronic journals in the field of education. the electronic journal format, whether by subscription or free, is a rapidly increasing form of academic communication. many institutions have listed electronic education journals as a collection resource. world wide web and internet entries have the added benefit of designation of date accessed by the author. with the challenge of constantly changing urls, this is a much­ appreciated notation. the "here today gone tomorrow" characteristic of many web sites is part of the current challenge of researchers. the frustration of a user trying to access a resource long gone or changed is a problem that is not easily resolved. obrien's date notation is an excellent way of alerting the user to a potential· access issue. to sit and turn pages, to browse indexes, to look at a table of contents, and to read well written concise entries is an infrequent pleasure in today's world of electronic mouse c licking, page scrolling and keyboard strokes. for individuals or libraries beginning to build a reference or core education collection, re-evaluating an existing collection, or simply becoming re-acquainted oneself with the latest standards in the field, this is the book to have at hand, and thankfully, in hand. deborah s. garson is head of reference services, monroe c . gutman library, harvard university, cambridge, ma. email : deborah_ garson @ harvard.edu from: a r t i c l e s a century of library support for teacher education in calgary; by barbara brydges, university of calgary abstract this paper traces the century-long history of a library that has served teacher preparation programs in calgary, alberta, since 1909. it looks at how this library’s role and collections adapted to shifting notions of what constituted good teacher education and changing economic circumstances. in recounting this history, the paper examines the historical circumstances that created a separate education library at the university of calgary and how issues of group and professional identity contributed to its continuing existence. the various themes which emerge may be common to many north american education libraries. introduction the doucette library of teaching resources at the university of calgary is the direct successor of the library established to support teacher preparation in the province of alberta one hundred years ago. since its origins in 1909, the library has borne many names, been housed in at least seven locations, and had varying mandates in response to changing philosophies about teaching and teacher education. its history reveals how issues of group identity played a role in determining that a separate education library exists on the calgary campus. its story also documents the struggle librarians faced in achieving professional recognition in an academic community, as well as the unique challenges of those particular librarians responsible for curriculum materials collections. the normal school library in 1905 alberta obtained official status as a province within canada, thereby acquiring total responsibility for all matters in education. its two most populous cities vied to become the capital, and when edmonton both won that honor and also became the site of the province’s first university, calgary had to settle for the consolation prize of the provincial normal school. educating teachers in singlepurpose institutions had been the tradition in both the united states and canada for almost a century, since the idea of training teachers in “the norm” or “the right way” of teaching was imported from europe.1 in 1908 a large new normal school building opened in calgary, and given that calgary’s population at the time construction began was little over 21,000, its grandeur exuded civic optimism about future growth. on the second floor of the new school was a large space designated for a library. in 1909 the library was established when miss helen mason was given the combined position of librarian and stenographer.2 she did not stay long and was followed by a succession of women who played the role of both secretaries and keepers of the library, and who did not appear to have had formal library training. the lack of professional qualifications is not surprising since no canadian universities offered library degrees at the time, although short-term coursework was available far away in toronto and montreal.3 calgary’s first public librarian, appointed in 1911, was trained by the older apprenticeship method. in contrast, one study reveals that at least some of the normal school libraries in the american west were able to attract people with library degrees, because library education was further advanced in the united states.4 it was not until 1924, when isabella currie took over the position of librarian for the calgary normal school, that secretarial responsibilities were removed. although she did not have a library degree, currie had taken summer school co librarianship at a couple of american universities. urses in 5 to understand the nature and role of the library that developed, one must look at the nature of the normal school program. we learn something about its objectives from the experience of one of its earliest education libraries, volume 32, no. 1, summer 2009 4 students, georgina thomson, who later went on to an illustrious career at the calgary public library. in 1908 she was a sixteen year-old farm girl whose family couldn’t afford an extra year of school, so they sent her to get a teacher’s certificate instead. on her first morning at normal school, the assembled students were asked by the principal, “what is the most important requisite for a teacher?” i sat in horrified silence for a moment and then piped up in a weak little voice, ‘to know a lot’. there was a chilling silence while the principal fixed his reproving stare on my freckled face. ‘the most important requisite for a good teacher,’ he said coldly, ‘is a good moral character.’6 on a more practical level, the purpose of the normal school was to meet the extraordinary demand for teachers in a fast-growing new province – and to do so in as quick a time as possible. the program was only four months in length; the first two months were devoted to studying all aspects of education, the last two primarily given over to practice teaching. by 1919, a second normal school was operating in the province, to meet the demand, and the length of the program was increased to eight months. when they were not practice teaching, students were scheduled into four consecutive class periods in the morning and three in the afternoon, in an attempt to cram both subject content and educational theory and methodology into their heads. into this very busy schedule two or three library periods a week were inserted. in his 1922 annual report to the department of education, calgary’s principal was gratified to note that “the library is probably the busiest place in the building.”7 what did the students find in this library? isabella currie purchased an accession register in which she not only noted all her own purchases but also handwrote a shelf list of the 4,750 titles in the library at the time she started. the first two pages of philosophy and psychology titles show that the books were likely organized according to the dewey decimal system. about one sixth of the books were works of educational theory and methodology, textbooks used in alberta schools, and a relatively small collection of children’s books, primarily folkand fairy-tales. more surprising was the amount of she space given to standard works in many subject disciplines, and especially a literature section equa size to the education collection. it included novels b authors ranging from dickens to austen, and poetry collections by all the major english languag 8 lf l in y e poets. nterprises. the diverse nature of this collection implies a tacitly understood role for the library. clearly it provided resources that would help students understand educational theory and methodology and it gave them access to texts used in alberta schools. but it also existed to help fill gaps in the students’ previous education, not only their subject knowledge but also their cultural understanding and their ability to transmit the dominant english canadian culture to a province full of immigrants from many different parts of europe. as for research – so near-and-dear to contemporary librarians’ hearts – in a schedule which packed every minute of students’ time, there was not much room for that, as the normal school principal mourned in his 1921 annual report: one of the most difficult things to foster, even in teachers-in-training is a disposition towards independent enquiry….to correct this notion we might do many things, were it not for the amount of academic review still found necessary.9 a decade later, more by virtue of a major shift in the province’s education system than its own designs, the normal school began to create more room for inquiry and library research in its program. in 1936 alberta’s department of education introduced a radical new curriculum the enterprise curriculum, which had developed out of the theories of john dewey and the work of the progressive education association in the united states. progressives rejected formal methods of instruction and favored an experienceor activity-based curriculum centered on the interests of the students. as envisioned in alberta, it was meant to involve both the elimination of rigid promotion from grade-to-grade, in favor of groupings of grades, and the replacement of rigid subject divisions with integrated topics which were to be carried on by means of class undertakings termed e 10 the normal school was now expected to prepare students to teach the enterprise curriculum as well as bring their own teaching in line with the new activity education libraries, volume 32, no. 1, summer 2009 5 program. it reduced the number of teaching periods to give more opportunity for independent study, and largely replaced the lecture method with student reports and class discussion.11 one result was a notable new emphasis on the library. the 1937 normal school report recorded that the library had been increased by several hundred volumes and that a picture file had been added for students to take out into city classrooms. by 1939 isabella currie was giving each class a course of instruction in library classification and procedure. the use and organization of a library was now seen as important for teachers-intraining so that they could lead their pupils in doing research. supporting two institutions long before these curriculum changes, the library had expanded its mandate and responsibilities. in 1922, the normal school moved into the west wing of a new building which it shared with the province’s recently created institute of technology. the library was a shared facility, occupying the central tower between the two institutions. this less than ideal situation was to change, but not for the better, with the outbreak of world war ii. when its building was taken over by the air force, the normal school moved into a calgary school, while the technical institute took up different temporary quarters. the library collection was also split, and the principal reported that, “the very limited reading-room space here made it impossible to continue the arrangement of having classes in the morning and independent work time in the afternoon, since it became necessary to spread library work throughout the day.”12 in 1942 isabella currie retired after nearly 20 years, and her position was taken by mary isobel grant, more commonly known as ‘belle’. she came with an education degree from columbia university and she later took a sabbatical to get her library degree. perhaps in recognition of the library’s new role in instructing students, she was hired to teach as well as to run the library. she inherited a library of about 8,000 volumes; a collection which she felt was very unbalanced, weighed down in some places with up to twenty-one copies of one title. her opinion was that because currie was not a professional librarian, she had left selection to the instructors, who each had their favorite books.13 however grant, and her successors, found that it was not easy to wrestle selection responsibility away from the teaching staff. most of the book budget continued to be allocated to faculty, although grant did have money to buy reference and general works. in addition, a library committee was formed and keeping it from interfering in daily operations was a challenge. in 1954 grant was outraged when the library committee asked for a detailed accounting of purchases. she responded that “the questioning with regard to the choice of books of a general nature ordered for the library constitutes a denial of the librarian’s ability to determine the needs of the library.”14 she again explained the difference in viewpoint between instructors, concerned primarily with their own subjects, and a librarian’s concern for the entire collection. a few years earlier, in regard to a different incident, she’d written to a colleague that she’d been “… shocked again with the realization of what one loses in prestige and salary by being a librarian.”15 becoming a university library with the end of the war both the normal school and the technical institute returned to their former shared building. in the meantime the normal school had now become the calgary branch of the faculty of education of the university of alberta. the library moved back up the fifty-two steps to the third floor of the central block, to a space that was increasingly inadequate for its purposes – in size, layout and noise level. the library no longer served the institute of technology as well, but was now considered a branch of the university of alberta library, and its chief librarian became responsible for administration. ironically, the transfer of teacher training to a university may have meant a return to more teacher-driven, lecture methods of instruction, judging by grant’s comment that education courses now all had a definite text, whereas previously they hadn’t and the students had been encouraged to use many sources of information rather than the authority of a single text.16 belle grant continued and expanded her predecessor’s involvement in instruction, offering seven classes during scheduled hour-long library periods, on topics education libraries, volume 32, no. 1, summer 2009 6 that included not just use of the library but also evaluating materials, using library resources in the classroom, and the role of the modern newspaper. this emphasis on instruction seems to have been common in normal school libraries at the time, according to researchers like beck who hypothesizes that in the first part of the century “… much of the leadership in library instruction shifted to normal colleges, where women librarians were able to make full use of their abilities.”17 integrating audiovisual materials was also more likely to occur in libraries serving teacher preparation students, since educators were becoming interested in the potential of multimedia, and in the 1951-52 academic year grant reported that her collection now encompassed sound recordings and three listening tables. that same year, a more significant change came when the institution began to define itself not just as a branch faculty, but as a branch university. by 1951 calgary offered the first year of an arts or science degree, so the library no longer served just the faculty of education. library materials had to be purchased to support these new programs and members of different faculties vied for access to a very limited book budget. in 1956 the education faculty complained that it got only a $700 book allotment for 250 students while arts & science received almost $1,000 for approximately 90 students.18 the issue of buying school textbooks was particularly contentious. some arts & science faculty considered them totally inappropriate for a university library and complained that when their students went to the shelves they found ‘children’s material.’ finally, says former education faculty member dr ethel kingshaw, “we got so fed up that bertha newton and i pulled them all from the shelves and demanded a separate textbook collection.” it was set-up as a special area within the library and included children’s nonfiction as well as authorized school texts.19 by the time this happened in 1958, belle grant had been replaced by dorothy ryder, a qualified librarian with previous academic and special library experience. she came faced with huge challenges. calgary would soon offer a full arts and science program, so the library needed to greatly increase its holdings, but there was almost no room for new materials when there was already a collection of 20,000 items crammed into 4,000 square feet. ryder also had to plan for a new library on a new campus, at the same time as she was busy with day-to-day operations. her stress was increased by tense relations with, and within, the library committee, which often wanted to take more operational than administrative responsibilities, especially in determining how the budget would be divided among departments. in 1958 ryder left it to the library committee to select the seventy-five titles that would be purchased with a special grant, from a list of 500 suggested by faculty members. she stated that: “she understood that there were certain professors who felt strongly against the librarian choosing the books, so she preferred not to have anything to do with the actual choosing.”20 education establishes a materials centre when the library moved over to the new campus in 1960, the separate textbook library remained a selfcontained collection, and ryder described it as the beginning of a curriculum laboratory. this presumption, presumably agreed to by the faculty of education, remained until 1964. then suddenly, in a move that seems to have been driven by identity politics, the new curriculum and instruction department of the faculty of education announced the establishment of its own curriculum lab, to be called the ed ci materials centre. a former education professor recalls that the faculty got so fed up with the attitude of the rest of the campus to having children’s materials in the university library, that they unanimously passed a motion instructing their department head to get back their textbooks, “even if he had to shed his own blood to do so.”21 the ed ci materials centre was created for two specific purposes: to provide resources to students for practice teaching and, in the eyes of kay snow, newly appointed to the faculty to teach courses in school librarianship, to be a model school library. school libraries were beginning to blossom in alberta, as in the rest of north america, and they were badly in need of trained teacher librarians to run them. the textbook library moved to the faculty of education, along with the picture file and 500 items from the pamphlet collection. some works of educational theory and methodology were also transferred, but the majority remained with the university library, which today continues to buy works of education theory and research. the first purchase for the new materials centre was 856 filmstrips from encyclopedia britannica, evidence that the ed ci department valued different kinds of material than did the university library, where buying was limited to print. with the emerging emphasis on using multimedia in schools, student teachers were encouraged to integrate resources such as filmstrips in education libraries, volume 32, no. 1, summer 2009 7 their lesson preparations and could borrow them to use in their practice teaching. lending was limited to students taking ed ci courses at this time. as in calgary, many teacher education institutions in canada created curriculum materials centers in the early 1960s.22 they were a variation on the concept of ‘curriculum laboratories’ that had emerged in the united states in the 1920s as part of the curriculum reform movement. in their early years, curriculum laboratories developed slowly, often not in universities, and they focused not just on collecting but on producing instructional materials. they increased substantially in number in american universities throughout the 1940s and 1950s, driven by two main factors: a proliferation in the quantity and formats of available curriculum resources, and the transfer of responsibility for teacher education to degree-granting universities.23 then, in 1960, inclusion of a curriculum laboratory became an accreditation requirement for teacher institutions in the united states, when it became a standard of the national council for accreditation of teacher education.24 in spite of that, there was inconsistency and uncertainly about their role and purpose, shown in wide variably in the names given to these units.25 in naming their facility a “materials centre,” calgary’s curriculum and instruction department tacitly acknowledged that, in most places, the curriculum laboratory had evolved into a facility for acquiring, organizing, and circulating curriculum materials, rather than for producing them. the head of the curriculum and instruction department listed four new educational practices which required good resource centre support: • enquiry methods of learning • open area facilities • increased use of media in schools • individualization of learning26 in 1966, the campus became the autonomous university of calgary. that same year, calgary’s curriculum and instruction department hired mohan sharma, head of the education library at the university of alberta, to prepare a report about the role and scope of their materials centre, in anticipation of the faculty’s move to its own building. sharma said that the centre’s basic purpose should be to support the student teaching program and that this required going far beyond collecting textbooks. he recommended that the materials centre should buy in almost every conceivable format, again making it demonstrably different from most academic libraries. his recommendations reflect the standards of library service for canadian schools published in 1967. sharma ambitiously suggested that the centre should develop, within the next two years, a basic core collection in all subject areas equivalent to “the standard instructional materials a teacher is expected to find in an established school.”27 when he stressed the importance of the centre taking “an active role in selecting and evaluating materials,” he may have been making a pitch for professional library staff to play an enlarged role in selection, although he also proposed the creation of a materials selection committee. sharma’s suggested budget was based on his vision of bringing the centre to its full potential within five years. his grand plan was that by then it would have a budget of $200,000 and a staff of seven professional librarians supported by ten non-professional staff. he estimated the centre’s space needs for 1968-69 as 10,000 square feet, increasing to 30,000 square feet within five years. in principle, the materials centre committee concurred with many of sharma’s recommendations but, in reality, only considerably scaled-down versions were actually implemented. in 1967 the faculty of education got its own building and the library moved into 5,000 square feet in the education tower. between the 1968/69 academic year and 1970/71, the centre’s budget did double, increasing from $53,000 to $102,000. the space and money were each only half what sharma’s plan had advocated. nevertheless the growth of the collections and staff was remarkable. by july 1970 the centre held 20,000 books and 8,200 audiovisual items. it had a professional staff of four full-time school librarians. this staff had an instructional role to play in assisting future educators, so considerable emphasis was placed on their teacher qualifications.28 challenging times shortly thereafter, however, the situation changed. the centre began to experience somewhat of a struggle for survival, as the faculty’s share of overall university enrollment declined. the collection budget drastically decreased, staff numbers declined and hours of opening were reduced, causing discontent among students who circulated a petition asking for the centre to be open longer. while in 1972 four professional librarians staffed the centre, by the late seventies professional staff had decreased to one and threequarters. lack of space caused what was labeled a ‘deconcentration’ of the collection, as different components were dispersed into several rooms spread over two floors. education libraries, volume 32, no. 1, summer 2009 8 these were troubled days for the whole faculty, which climaxed with a scathing presidential taskforce report in 1976. one of the few things about the faculty that the report found to praise was the materials centre, which it said “has gained a national reputation for excellence and innovation. it is unfortunate that recent budgetary restraints have curtailed its growth and limited its hours of operation.”29 heartwarming words, but the center was still left competing for money with all other faculty units from a sharply declining budget. not surprisingly, one solution that was explored was for the ed ci materials centre to go under the administration of the university library. in 1973 and again in 1987, with the impending retirement of the centre’s director, consideration was given to this option. however arguments for keeping the centre independent prevailed. these revolved around three components of the centre’s self-identity. first was the centre’s teaching role. one centre librarian noted the amount of time they spent instructing future teachers about using library tools and resources, and argued that this would be lost in the main library which “has no philosophy of teaching as far as i can see.”30 a second argument related to loss of both specialized staff (librarians who were also teachers) and specialized cataloguing. the third, and perhaps most persuasive, argument revolved around the great difference in the kind of materials purchased by the two libraries. the department of curriculum and instruction argued that it was almost certain that in an amalgamation, the strengths of the centre would disappear and “no clear gains to the faculty of education have been demonstrated.”31 during the 1970s in the united states, there seems to have been a movement of curriculum centers away from schools of education toward main libraries. a 1983 survey of canadian curriculum materials centers contrasted the situation in canada with an american study showing that 71% of american centers were part of the main libraries32. unfortunately this survey provided singularly unhelpful canadian statistics, since it stated that 39% of canadian centers were under the direction of schools of education and 35% under the main library. the fact that there was no mention of the remaining 26% creates some question as to the validity of the data. strong leadership was important in ensuring the continuance of calgary’s materials centre within the faculty of education. philomena hauck, who was appointed director in 1977, had credibility with both the school library and the academic communities. along with kay snow, she co-authored the book: the media centre in the secondary school. she came with an med in curriculum and instruction, later acquiring a doctorate, and was involved in teaching in the faculty’s school library program. hauck continued to stress the centre’s differences from the university library and its identification with the school library community. in 1977 the centre started reporting to the dean’s office instead of being associated with only one department, and this helped increase its status. it dropped the ed ci from its name and became the education materials centre, or emc, and by 1981 all students in the faculty had borrowing privileges. more than a name change when david brown joined the emc as librarian in 1980, later becoming its director, he established a cooperative arrangement with the university library that allowed the centre to automate its catalogue and circulation system, creating efficiencies that compensated for declining numbers of staff. brown was interested in the opportunities that technology offered, and recognized early on the potential of the internet. he developed a website, the children’s literature web guide, which became internationally known. because of his technical expertise, he became the logical person to supervise the faculty website, which led to his taking responsibility for the faculty’s technology support staff. this was very useful politically because, as brown comments, “technology gets a seat at the table even if libraries don’t.”33 brown’s supervision of technology staff also laid the groundwork for a close integration of technology and library services within an “information commons” in a newly remodeled centre, where students and faculty have one-stop access to both library and technical support services. the remodeling, which took place in 2000, followed the centre’s 1994 name change to the doucette library of teaching resources. both changes were an indication that the nature of the library had again shifted. by the 1990s brown had begun to reconceptualize the centre’s role: it frustrated me that the message was that they were trying to integrate theory and practice, but we had a theoretical library in one place and a practical one in another place. my goal was to blur that a little bit, so we didn’t have such a giant gap.34 education libraries, volume 32, no. 1, summer 2009 9 in its renaming, the doucette library returned to the normal school library’s original mandate of supporting all aspects of student study about the nature and practice of teaching, as well as providing curriculum materials. it moved from being a curriculum library to becoming more of an undergraduate library supporting all aspects of the teacher preparation program. brown’s philosophy meshed with the faculty’s desire to re-imagine its teacher preparation program. in 1998 they replaced the traditional course-based, four-year bachelor of education program with a two-year postdegree program, in which students spend time in schools right from the beginning. this closer orientation to the field was acknowledged by opening up the library to practicing teachers. most importantly, the program was inquiry-based. for the third time in a century, just as in the thirties and sixties, an inquiry approach meant paying special attention to the library. today’s challenges today, the doucette library is a large and attractive facility, incorporating a wide-variety of educational technology resources and collaborative workspaces along with its collection of over 48,000 titles. all formats of materials (other than the poster file) are interfiled on the shelves in dewey decimal order, insofar as possible. technical service and reference functions are performed by the same small group of staff, who possess intimate knowledge of the nature and requirements of both the teacher preparation program and of the alberta program of studies. they bring this knowledge to their cataloguing, selection decisions, reference work and their extensive instructional workshops. in addition to offering the kind of information literacy instruction characteristic of academic libraries, doucette staff go into many classes and conduct inquiry-based workshops. these workshops encourage students to consider integrating interesting and thought-provoking subject resources into their teaching. that said, it must also be acknowledged that the current economic recession will present new and not yet defined challenges. it is an additional expense for any faculty to fund its own library, and it would be interesting to know how many curriculum libraries exist today in north american faculties of education. judging by the websites of canadian faculties, the majority of curriculum libraries in this country now exist within university library systems, although they may be housed in an education building. from their websites, it appears that some newer education programs may not be even trying to provide curriculum resources to education students. conclusion this article has explored the local and organizational circumstances, and the personalities, that shaped the history of one particular teacher preparation library over the last century. it has also looked at the many external forces which played a significant role in its evolution: changing economic circumstances, evershifting notions about effective teaching, the increasing variety and availability of educational resources, and advances in educational technologies. the history of calgary’s education library shows that its librarians faced particular challenges arising from the nature of their collections, which were given only peripheral status within the university. further research into the history of other libraries of this kind would determine whether the same issues arose in other teacher education libraries and how they were dealt with elsewhere. such research would show how education librarians have constructed a unique identity within the profession, based on factors particular to their environment. photo on page 6 courtesy of the university of calgary archives education libraries, volume 32, no. 1, summer 2009 10 references education libraries, volume 32, no. 1, summer 2009 11 1 robert m. stamp, becoming a teacher in 20th century calgary (calgary, ab: detselig, 2004), 16. 2alberta department of education, annual report (edmonton, ab: king’s printer, 1909), 40. (hereafter cited as alberta education ar). 3 peter f. mcnally, “fanfares and celebrations: anniversaries in canadian graduate education for library and information studies” in readings in canadian library history, ed. peter mcnally, 2nd ed. (ottawa: canadian library association, 1996), 41. 4 joanne e passet, “women academic librarians on the western frontier, 1900-1920,” library quarterly 60 (1990), 320-336. passet’s focus is on the nature of the experience that library school graduates had in normal school and land-grant colleges in the west, so does not provide quantitative information about the average qualifications of librarians in these institutions. 5 calgary normal school yearbook (calgary: calgary normal school, 1929), 13. 6 georgina thomson, crocus and meadowlark country (edmonton, ab: institute of applied art, 1963), 253. 7 alberta education ar, 1922, 40. 8 calgary normal school library accession registers, 19251960. calgary normal school fonds, m5695, glenbow archives, calgary, ab. 9 alberta education ar, 1921, 37. 10 alberta education ar, 1937, p 15. 11 alberta education ar, 1940, 26. 12 alberta education ar, 1940, 37. 13 isabel grant, “report to library committee,” minutes of meeting, university of alberta calgary branch library committee, march 10, 1954. university library fonds (hereafter cited as grant report). 14 grant report. 15 “annual report of the library, 1951/52”, university library fonds, university of calgary archives (hereafter cited as library ar). 16 library ar, 1951/52, 9. 17 clare beck, “genevieve walton and library instruction at the michigan state normal college,” college and research libraries 50 (1989): 446. 18 minutes of meeting, university of alberta calgary branch library committee, may 9, 1956, university library fonds (hereafter cited as uaclc minutes). 19 ethel king-shaw, interview by barbra brydges, tape recording, april 15, 2005. 20 uaclc minutes, feb. 27, 1958. 21 king-shaw interview. 22 berthe boudreau, “curriculum materials centres in teacher education institutions,” canadian library journal 40 (1983): 379. 23 leota nevil, “ a survey of curriculum laboratories in selected colleges in pennsylvania” (master’s thesis, wilkes college, 1975), 5-8 (eric document 112909). 24 nevil, 10. 25 boudreau’s 1983 survey of canadian curriculum materials centres found that 14 different names were used to designate the 31 centres and said that a similar american report had identified 23 name variations. boudreau, 380. 26 s. a. lindstedt, “a report on the ci materials centre, july, 1970,” faculty of education fonds, university of calgary archives. (hereafter cited as lindstedt report) 27 mohan sharma, “development of the materials center, department of curriculum and instruction, faculty of education, university of calgary: final report, september 1967,” faculty of education fonds. 28 lindstedt report. 29 university of calgary, “report of the presidential task force to assess and evaluate the faculty of education, the university of calgary, march 31, 1976,” 45. 30 gail yeoman, “memo to dr w. c. holliday, oct 9, 1973,” doucette library files. 31 margaret hunsberger and douglas roberts, “memo to dean oliva, may 5, 1987.” doucette library files. 32 boudreau, 380. the american figures she quoted came from eva l kiewitt and lois l lehman, curriculum materials centers: a survey of their policies and practices, 1979 (eric document 194110) 33 david brown, interview by barbra brydges, tape recording, march 15, 2005. 34 brown interview barbara brydges university of calgary 402 education tower 2500 university dr n.w. calgary, ab, canada t2n 1n4 403-220-6295 brydges@ucalgary.ca library website: http://education.ucalgary.ca/doucette/ http://education.ucalgary.ca/doucette/ from: b o o k r e v i e w s education libraries, volume 32, no. 2, winter 2009 34 this entry in the series libraries unlimited professional guides for young adult librarians focuses on the needs of children between ages 10 and 14. geared towards young adult librarians in public libraries, the book attempts to define “young teens and ’tweens” developmentally and demographically, and to suggest effective resources and programs to best serve them. each chapter addresses a different aspect of serving this age group. in chapter 1, anderson provides an overview of the group. she also includes a discussion of “special considerations” regarding this group in the library (censorship, space concerns, reference service, and negative behavior) and a list of more than two dozen professional resources, ranging from lucille w. van vliet’s media skills for middle schools to chicken soup for the preteen soul. an unannotated and out-of-place chronology of “landmark books about teens and ’tweens,” with no explanation of criteria, also appears. in chapter 2, brenda hager discusses the information needs of children in “the zone.” she briefly addresses how and why this group seeks information, technology use, and the importance of partnerships between school and public librarians. a useful annotated list of current nonfiction resources on a variety of subjects that will appeal to this age (for instance, physical changes, relationships, and style) has also been compiled, along with descriptions of free and subscription-based electronic resources. her allusion to brenda dervin’s sense-making model and its usefulness in working with young teens, though, will likely be confusing to librarians and other youth workers who are unfamiliar with it. deborah taylor, in chapter 3, has compiled a useful annotated list of fiction titles, grouped by theme (for instance, social development, problem solving, and sexuality). she also annotates a list organized around eliza dresang’s categories outlined in her book radical change (h. w. wilson 1999): changing forms and formats (novels in verse, graphic novels); changing perspectives (presence of underrepresented teen voices); and changing boundaries (discussion of previously taboo topics). though public libraries will likely have many of these titles in their children’s and/or young adult collections already, the list might inspire booktalks, displays, or programs targeting young teens and ’tweens. chapter 4, by robyn lupa, is full of examples of programs that would appeal to this age group, as well as tips for organizing and assessing programs. her ideas provide ample opportunity for collaboration across organizations. the final chapter, by kristine mahood, makes a persuasive case for the importance of booktalking to young teens and’tweens. she breaks down “appeal characteristics” (story, character, setting, language) that can help in the selection of titles to booktalk, and then suggests ways to emphasize these characteristics when booktalking. she includes a sample program, complete with booktalks, to inspire librarians to write their own. serving young teens and ’tweens would be most useful to those beginning careers as young adult librarians and to people who have recognized a need to better serve this “in-between” population but need to discover effective ways to do so. mikki smith is a ph.d. student in the graduate school of library and information science at the university of illinois at urbana-champaign. email: smimikki@gmail.com � serving young teens and ’tweens — reviewed by mikki smith anderson, sheila b. (2007). serving young teens and ’tweens. westport, conn.: libraries unlimited. isbn: 978-1-59158259-5. (pbk.) $40.00. mailto:smimikki@gmail.com education libraries, volume 32, no. 2, winter 2009 35 � we all recognize the fast pace in which technology changes. unfortunately, technology application competencies for k-12 teachers, while published in 2008, already feels out-of-date. the authors, irene chen and jane thielemann, both of the university of houston downtown, spend a lot of time talking about specific products, some of which are no longer in wide use, while ignoring some of the more widespread tools being employed by educators today. articles available on the web could provide the overview for most of the chapters, for free. this 300-page volume is divided into four sections: technology applications core; digital graphics/animation and desktop publishing; video technology and multimedia; webmastering. each chapter begins with an objective and relates the chapter contents to the specific international society for technology education (iste) national educational technology standards for teachers (nest●t). each chapter ends with a bibliography for further reading, and a set of simple multiple-choice questions better suited to a high school student than an educator. chapter i, technology operation and concepts for teachers, provides a history of computers and operating systems, as well as a summary of four types of software used in education: productivity tools (ms word, ms excel, and ms access); authoring programs that help teachers (and students) produce courseware; electronic reference software (e.g., microsoft encarta and grolier’s multimedia encyclopedia); instructional software for crating practice drills, educational games, and tutorials. the fact that many schools use integrated learning systems containing these tools, and that these resources abound in open-source, free, and low-fee options is ignored. chapter ii, teacher productivity and professional practices, teaches educators how to use a spreadsheet and describes some utility software: system tools, antivirus tools, compression tools, device drivers, and format converters. none of these discussions provides links to specific products available for free (or fee) via the web. technology application competencies for k-12 teachers —reviewed by barbie e. keiser chen, irene, and thielemann, jane. (2008). technology application competencies for k-12 teachers. hershey, pa: information science publishing. isbn 978-159904-735-5. $99.95. using technology for learning, teaching, and designing curriculum (chapter iii) is supposed to focus on using computers to “transform the role of the teacher in the classroom.” there is a discussion of multimedia skills by age so that correct choices are made in creating software, as well as a discussion of technology for learners with special needs. these discussions are of a general nature at best, with few specifics for how to create effective tutorials, for example. the principles of applications of digital design (chapter iv) discusses paint and draw programs, and what to seek when selecting cameras, capturing images, editing graphics, and tips for animation and compression. the chapter is so basic that no topic is addressed thoroughly, requiring further reading to fully comprehend what needs to be done and which tools are best. chapter v addresses the issue of desktop publishing in schools, including font selection, paragraph designs (alignment), layouts, and printing (wysiwyg). chapter vi (creating multimedia for special audiences) purports to address media literacy through composition principles, user navigation, aesthetic principles (proportion, balance, contrast, rhythm, unity/harmony, color mixing and meaning, and lighting). school multimedia design teams and projects, chapter vii, reviews the main steps in developing multimedia project plans for education: plan, prototype, develop, author, test, and project dissemination. unfortunately, none of these is described beyond a single paragraph, with no example presented. an 11-step multimedia project lifecycle is similarly offered up, with roles and responsibilities for each member of a multimedia design team or production crew. chapter viii tells the reader how to get good video and audio effects. design, production, and distribution of multimedia projects are the topics covered in chapter ix. chapter x deals with the administration of educational web sites by talking about wans and lans, discussing the internet (pre-www), and school web project development. chapter xi addresses design tools on a superficial level and the final chapter of the book covers some of the things to look for in virtual education libraries, volume 32, no. 2, winter 2009 36 learning communities and evaluating instructional web sites and electronic resources. it’s unfortunate that such knowledgeable authors did not offer the educator something beyond what they could have gotten elsewhere. there is little new in this work and much of the material is dated. perhaps a book, with its long production timeframe, is not the ideal delivery system for covering a technology where change is a constant. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net the internet literacy handbook is an “evolving manual” designed to “respond to parent and teacher needs.” the third edition can be downloaded for free in either flash or html version from http://www.coe.int/t/dghl/standardsetting/internetliteracy /hbk_en.asp. the flash version provides access to the material in small doses that are easily digested by novice users of the internet; the html version provides a more traditional approach, requiring one to scroll down one long page. the only drawback in using the flash version is that to proceed through the screens within each fact sheet one must click on the forward/back arrows at the bottom right of the screen; the navigation bar on the top is not hyperlinked. this could confuse the novice who might mistake not being able to progress through the fact sheet using the top navigation bar as a broken link rather than a design issue. according to the introduction, the work provides “sufficient technical know-how” to teachers and parents so that they can participate in their children’s “voyages of discovery through communication technology.” the work points to the wealth of ideas available on the internet, particularly to those who do not regularly visit traditional libraries. the technology facilitates communication and the exchange of experiences across borders. many of the practical “how to” fact sheets refer users to wikipedia for additional explanation. the handbook is comprised of a series of 25 concise fact sheets highlight ethical issues revolving around use of the internet, and “give insight into added-value in education,” providing “ideas for constructive, practical activities in class or at home.” consistent format of the fact sheets—for example, each fact sheet begins with an introduction and concludes with a “links to further information” screen—makes for site navigation that is easy to learn. topics covered by the fact sheets include: 1. getting connected: educational benefits of internet use, ethical issues, how to and best practice 2. setting up websites: building a school web site and best practice the internet literacy handbook: a guide for parents, teachers and young people — reviewed by barbie e. keiser. council of europe. (2009). the internet literacy handbook: a guide for parents, teachers and young people. 3rd ed. http://www.coe.int/t/dghl/standardsetting/internetlitera cy/hbk en.asp 3. searching: introduction, educational value, ethical considerations and risks, how to and best practice 4. portals: definition (horizontal and vertical portals) and usage, ethical issues, use for classroom activities and best practice 5. e-mail: as an educational tool, ethical considerations and risks, how to and best practice 6. spam: introduction to phishing, ethical considerations and best practice 7. chat: definition and danger, educational applications, how to, rules of thumb and ideas for classroom work 8. newsgroups: definition and use as an educational tool, ethical considerations and risks, how to and best practice 9. www libraries: distinguishing an online from a digital library, why use online libraries at school, ethical issues, ideas for classroom work, best practice 10. music and images: copyright, illegal content, ethical considerations and risks, ideas for the classroom, best practice for dealing with copyright and illegal content 11. creativity: how the internet promotes creativity, ensuring that creativity is not inhibited, boosting creativity in the classroom, best practice 12. games: introduction indicating the size and scope of the industry, personal development and educational value, potential risks and best practice 13. distance learning: definition and advantages, choosing a system and best practice 14. labelling and filtering: signs indicating quality, education about use of filters, how to and best practice mailto:barbieelene@att.net http://www.coe.int/t/dghl/standardsetting/internetliteracy/hbk_en.asp http://www.coe.int/t/dghl/standardsetting/internetliteracy/hbk_en.asp http://www.coe.int/t/dghl/standardsetting/internetliteracy/hbk_en.asp http://www.coe.int/t/dghl/standardsetting/internetliteracy/hbk_en.asp education libraries, volume 32, no. 2, winter 2009 37 15. privacy: why address privacy in class or at home, ethical issues, ideas for the classroom, best practice, cookies and data protection 16. security: ethical consideration and risk and best practice 17. bullying and harassment: definition, how to deal with it at school or home, ethical and safety issues, ideas for the classroom and best practice 18. shopping: education, ethical considerations and risk and best practice 19. e-citizenship: rights, new skills required, advantages, ethical issues and ideas for classroom work 20. mobile technology: issues in education, how to and best practice 21. blogs: educational uses, how to and best practice 22. social networking: ethics, advice, best practices and safety 23. web 2.0: implications, ethics, ideas for classroom work 24. democracy: driving forces, tools and trends 25. assistance: how to report illegal content one can only hope that the online manual can be updated as new tools become available requiring similar treatment by qualified professionals. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net the discipline of children’s literature is vast, and many professionals find it increasingly difficult to keep up with the field. with the vast number of books published in all genres’ guides like gillespie’s historical fiction for young readers is a valuable resource for librarians and teachers. designed to introduce the different facets of the genre the work provides extensive information that will be useful in a number of contexts. the first three chapters give general background information about the genre and how it can be used. chapter one focuses on the structure of novels in general and historical novels in particular. this chapter also discusses how structural aspects fit together and how structural criteria can be used to judge the quality of a novel. chapter two gives a brief but very comprehensive overview of the history of historical fiction from the invention of printing to the modern day. it should be noted that while this chapter is full of exceptional information, the flow is awkward and often difficult to understand. the author moves quickly between authors and titles with little division. the third chapter offers some general techniques that librarians can use to promote and encourage the reading of historical fiction. the remaining chapters delve deeply into 81 high quality, recently published, historical novels for late elementary and middle grade readers. these chapters, four though eight, group the novels into five major geographical categories: europe, asia and oceania, africa, latin america and canada, and the united states. the chapter devoted to europe (chapter four) and the one devoted to the united states (chapter 8) additionally subdivide the titles into subdivisions of important historical periods such as the middle ages and renaissance or the revolution and after. for each novel in this section, in addition to full bibliographic citations, six areas of detailed information are given. first is an � historical fiction for young readers (grades 4-8): an introduction — reviewed by rachel l. wadham gillespie, john t.. (2008). historical fiction for young readers (grades 4-8): an introduction. westport, conn., libraries unlimited. isbn 978-1-59158-6210. $60. mailto:barbieelene@att.net education libraries, volume 32, no. 2, winter 2009 38 introduction with biographical information on the author and other general yet significant information about the work or other related works. second, an overview of important historical events that relate to the novel is given. third, the principal characters in the title are outlined. fourth, a summary of the entire plot of the novel is provided. fifth, key passages are noted with page numbers that would be appropriate to include as part of a book talk. and last, the principal and secondary themes or subjects of the work are briefly outlined. while each of these overviews is brief they contain an extensive amount of information. they offer an excellent summary so readers get a true feel for the book without having to read it in its entirety. the book talk passages and outline of themes are also a valuable resource for the introduction to and connection of books and readers. with its emphasis on quality novels published since 1990, professionals are sure to find novels that they can use in libraries and schools and that will certainly appeal to a wide variety of modern young readers. librarians who work with young people, who do readers advisory and build juvenile collections, will find this work particularly valuable. however, while gillespie’s focus is on librarians, teachers will also find the information here extremely useful. its layout and historical divisions will assist teachers in finding just the right book to make cross curricular connections with social studies, history, and language arts. although this work is structured around novels suitable for grades four through eight, teachers of all grades will find this work valuable for its in-depth descriptions of novels that can be used for read alouds or resources for reluctant readers who are outside of the targeted age range. for academic librarians serving education students and juvenile collections this work would be an excellent addition since pre-service teachers preparing lesson plans and studying the field of children’s literature will also find value in the outstanding coverage and depth of this work. rachel l. wadham is education librarian at brigham young university. email: rachel_wadham@byu.edu there is little doubt that the digital revolution has changed many fundamental things about the world in which we live and work. among these changes are the transformations that have resulted in major differences in the creation, storage, distribution, and access to documents and records. while these are vast and complex, professor ziming liu from san jose state university has taken an important step in delving into the intricacies by synthesizing and addressing this complex topic with his examination of the characteristics of documents and how this change impacts society. by combining together and expanding on previously published articles this work brings simplicity to the subject by focusing its examination on significant emerging issues. these issues include topics relating to preservation, changes in scholarly publishing, perceptions of the credibility of digital information, changes in reading behaviors and document use, and the future of paper in this digital age. this discussion has broad implications for libraries and information services and the information presented in this work is virtually essential for modern day information professionals to understand. after a brief introduction, the remainder of the book is organized with the life cycle of a document as its larger framework. thus, the work starts with issues of document creation, moves on to issues of document storage, and concludes with topics relating to the utilization of documents. chapters one and two offer an introduction and summary of how documents have changed in the digital age and the impact these changes have had. chapter two in particular focuses on the consequences of the shift from print to digital documents. chapter three covers the creation of documents by discussing issues and trends in scholarly � paper to digital: documents in the information age— reviewed by rachel l. wadham liu, ziming. (2008). paper to digital: documents in the information age. westport, conn.: libraries unlimited, isbn 978-1-59158620-3. $50.00 mailto:rachel_wadham@byu.edu education libraries, volume 32, no. 2, winter 2009 39 publishing and their implications. chapter four discusses storage issues with an in depth discussion on the development of trusted systems for the preservation of digital information. the following chapters discuss how we utilize documents. specific issues addressed are how reading behavior has changed in a digital environment (chapter five), the gender differences in reading behavior (chapter 6), how perceptions of creditability for documents have changed (chapter 7), how cultural differences effect judgments of creditability (chapter 8), and lastly how university students use both print and electronic resources (chapter nine). the underlying finding for these chapters is that while our utilization of documents has changed significantly, users have adapted to and desire a hybrid environment of print and digital since both have positives and negatives. the conclusion in chapter 10 summarizes the previous findings, and discusses the future of paper in the digital age. this chapter shows that paper is unlikely to disappear since paper and digital formats fill unique roles and serve users differently. also it is important to note that the proliferation of digital documents has actually increased the use of paper since humans tend to prefer reading on paper. the work ends on the positive note that into the foreseeable future it is unlikely that digital media will make books and libraries obsolete. relying on a survey of studies conducted by others as well as basic data collected by professor liu, each chapter presents extensive information and support for each topic addressed. while this work is an exploratory summary and is not intended to be definitive, readers are certainly encouraged to continue their own exploration with the extensive bibliographies at the end of each chapter. numerous tables and graphs also add depth to the discussion and provide quick visual representations of many of the changes documents have undergone in the digital environment. this discussion of a complex and important issue is accessible and fascinating. librarians at all stages of their careers and in all types of organizations will find much here regarding the forces shaping our present realities and our future. rachel l. wadham is education librarian at brigham young university. email: rachel_wadham@byu.edu � connecting boys with books 2: closing the reading gap. — reviewed by sheila kirven sullivan, michael. connecting boys with books 2: closing the reading gap. chicago, il: american library association, 2009, isbn: 978-0-83890979-9. $40.00. are boys and their literacy needs underserved by our schools and libraries? librarian and author michael sullivan certainly thinks so. in his first book, connecting boys with books: what libraries can do, sullivan focused on boys as a neglected group when considering literacy, and libraries. he referred to the lack of male reading literacy models and what public and school librarians, teachers, and institutions could do to make males more welcome in these perceived female spaces. in this volume, connecting boys with books 2: closing the reading gap, sullivan delves more deeply into issues such as the reading gap, gender differences in child development, learning disabilities (particularly adhd), and the continued lack of encouragement of boys’ literacy. he feels that just as problems in girls’ educational equity have been investigated and addressed, the problems of the gender gap in reading, and boys’ literacy must also be considered. in the well-referenced chapters, concerning male child development, sullivan cites several studies and books such as kindlon and thompson’s raising cain, protecting the emotional life of boys and gurian’s boys and girls learn differently!: a guide for teachers and parents reflecting the dominance of males in special education programs and adhd diagnoses (pp.18-20). he agrees with kindlon and thompson that when adhd /add behavioral symptoms are contrasted with normal male behavior, they coincide (p.19). sullivan poses the question, “are we punishing boys for being male”? as he did in his first book, sullivan suggests many strategies for leveling the classroom “playing field” for boys. these strategies include: consideration of the lag in male development in the school years, recognizing male patterns of socialization, allowing physical mailto:rachel_wadham@byu.edu education libraries, volume 32, no. 2, winter 2009 40 movement, encouraging non-fiction reading materials, and dispensing with perceptions of male behaviors as disabilities. sullivan provides updated lists of genre reading for boys, building on those found in the first volume. he also recommends dispensing with a reliance on lexiles and reading levels, which do not reflect the individuality of readers or their interests and abilities, and remediated instruction using mechanics in isolation. the author discourages reliance on the stationary reading behaviors necessary for ssr (silent sustained reading), and suggests its replacement with volume reading for pleasure in physical environments that recognize boys’ developmental, physical and social needs to accomplish the same goals. whether one agrees or disagrees with michael sullivan’s theories, he provides an alternate perspective to viewing male behavior, male development and learning. he suggests new ideas for programs and approaches that create more inclusive spaces for males in schools and libraries. each chapter in his book contains either citation notes or a reading list of useful books on topics such as gender differences, reading and learning, reading program resources, and genre booklists. he also includes surprising (to this reviewer) resources such as the u.s. navy and marine reading lists. (who would have thought that the armed services recognize the importance of reading, and require that officers for promotion be well-read?) the book also contains an index and a bibliography. connecting boys with books 2: closing the reading gap is an addition to the growing literature on the topics of gender and learning , males and male development in the classroom, and literacy. this supplements the author’s previous work and those of dan kindlon, michael gurian, leonard sax, michael w. smith and jeffrey d. wilhelm. it is also useful as a resource for program ideas, genre bibliographies, and booklists on male students, and male development and education. this book will be of interest to librarians, reading and language arts teachers .it would also be a worthwhile supplementary text for literacy education, youth literature, and gender studies courses. references gurian, m. (2002). boys and girls learn differently!: a guide for teachers and parents.san francisco: jossey-bass. kindlon, d and thompson, m. (2000). raising cain: protecting the emotional life of boys. new york: ballantine. sax, l. (2005). why gender matters: what parents and teachers need to know about the emerging science of sex differences. new york, doubleday. smith, m. w. and wilhelm, j.d. (2002). reading don’t fix no chevys: literacy in the lives of young men. portsmouth, nh: heinemann. sheila kirven is the education services librarian at the congressman frank j. guarini library of new jersey city university in jersey city, nj. she is a former young adult services and school librarian. email: skirven@njcu.edu � action-packed classrooms, k-5: using movement to educate and invigorate learners (2nd edition) —reviewed by warren jacobs summerford, cathie. action-packed classrooms, k-5: using movement to educate and invigorate learners (2nd edition). thousand oaks, ca: corwin press, 2009. isbn 978-1-41297091-4. $28.95. the current emphasis on teaching to curriculum standards often leaves little or no time in the school day for physical education, yet research proves that aerobic activity prepares the brain for learning. cathie summerford, a california teacher of the year awardwinner, encourages teachers to introduce movement into their classrooms to engage students in learning. actionpacked classrooms, k-5: using movement to educate and invigorate learners makes extensive use of brain research to furnish a template for the introduction of movement into overburdened classrooms. this update of the 2005 edition includes new chapters on planning and organizing lessons that feature movement. the reader will find sample activities in social science, language arts, health, and physical education; and tools to assess the efficacy of activities. action-packed classrooms, k-5 is divided into three sections consisting of nine chapters that include case studies, lesson plans, quotations, pictures, and lists to facilitate a teacher’s commitment to movement in his/her classroom. the text features a table of contents, introduction, index, brief references, and a resource section that teachers will find invaluable. the author mailto:skirven@njcu.edu education libraries, volume 32, no. 2, winter 2009 41 acknowledges the assistance of six classroom teachers who served as peer-reviewers. in the introduction, the author presents a list of benefits of action-packed classrooms that include an understanding of the research, strategies for learning, knowledge of movement-based activities, and an action plan for easy implementation. a flow chart shows the progression through the text leading to an action plan that will provide students with many opportunities for movement and learning enhancement throughout the day while taking little time away from standards-based curriculum. the first chapter discusses the need to teach students that learning is fun to increase their desire for their next opportunity to learn. chapter two features a comprehensive timeline of brainbased research on movement and the effect on learning. it would have been helpful to include the complete citations of these articles in the list of references. the author asserts that instruction should stimulate and engage the whole brain. examples include student demonstrations, active movement, discussion, simulation, and hands-on assignments. to promote readiness for learning, energizers, state changers, and attention grabbers overcome the effects of student fatigue and decrease daydreaming. in chapter three, the author provides many quick activities, some utilizing music as well as movement. aligning movement with academic concepts is essential for learning to occur. student learning increases when instructional methods utilize a multitude of activities. teachers should alternate repetitive sedentary exercises and active lessons. the fifth chapter is comprised of subject matter template games that improve retention and foster active learning. once students learn the game’s format, instruction in multiple modalities can be concentrated on the content standards. voluntary exercise reduces the effects of a high fat diet, an important consideration with an epidemic of childhood obesity. voluntary exercise includes activities that students like and want to perform, as opposed to required activities like running laps. chapter six provides ideas for warm-up activities, inside and playground games, outside and field games, and basketball and water games. in chapter seven, summerford advocates the use of a weekly lesson plan template in which movement is chunked throughout the day to assist teachers with organization, time management, and stress management. standards-based assessment is discussed in chapter eight. assessment is an active process that should be integrated with instruction. alternative assessments, authentic assessments, performance-based assessments, and rubrics may be created by teachers or students. a sample rubric evaluates slide dancing movements. chapter nine concludes the text by asking teachers to formulate an action plan that demonstrates an understanding of the effect of movement upon learning, features kinesthetic teaching strategies, and promotes clear learning objectives and multidimensional assessments. action-packed classrooms, k-5: using movement to educate and invigorate learners will be an excellent addition to every elementary teacher’s personal library. there are many resources and activities to enhance student learning through the use of movement. this title will be a useful addition to academic library collections supporting programs in teacher education. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu mailto:wjacobs@csustan.edu 42education libraries, volume 32, no. 2, winter 2009 many multicultural education books approach the subject of cultural proficiency. the testimony usually begins with a novice teacher entering a “diverse” classroom and eventually making the cultural transition to understanding the “other”. white teacher by vivian gussin paley was one of the first of these narratives. had culturally proficient leadership: the personal journey begins within been available to vivian gussin paley, she might have had an opportunity to examine her perspectives toward her school, her students, and most importantly herself, before she stepped in the classroom. raymond d. terrell and randall b. lindsey, the authors of culturally proficient leadership: the personal journey begins within, are university professors of education with a plethora of experience in k-12 teaching, school administration and diversity and equity issues. this book emerged from cross-cultural workshops conducted by the authors. the authors define culturally proficient leadership, as opposed to other leadership, as being “… anchored in the belief that a leader must clearly understand one’s own assumptions, beliefs and values about people and cultures different from one’s self in order to be effective in cross-cultural settings” (p.5). terrell and lindsey of differing racial and social backgrounds, consider their histories, their perspectives, and their progress toward cultural proficiency. the authors recount their lives and acquisition of cultural proficiency while guiding the reader through the same process. the reader examines his/her life through exercises in drafting a cultural autobiography by examining personal perspectives about language, race, class, gender, sexual orientation, “ableness,” religion and family. in one of the exercises, a self-interview, the reader’s personal experience is expanded to include an examination of not only the experience but also how it affects views of people who differ from the reader. an opportunity to interview persons with different backgrounds and orientations is also presented with careful instructions and guidelines (pp76-80). � the book is more a workbook than a narrative. opportunities to stop and reflect on the topics discussed are presented within each chapter. tables, interview forms, and blank spaces to respond are distributed throughout the text as the reader builds a cultural autobiography and relates it to the norms, beliefs and culture of the school environment. terrell, raymond d, and lindsey, randall b. culturally proficient leadership: the personal journey begins within. thousand oaks, ca: corwin press.2009. $31.95 culturally proficient leadership: the personal journey begins within — reviewed by sheila kirven terrell and lindsey intersperse excerpts from their personal cultural autobiographies throughout the book. the appendices at the back of the book contain the complete cultural autobiographies of the authors. the choice to begin with the text or the appendices is left to the reader. advancing through the book, one follows the progression of discovery and reflection experienced by the authors in their cultural autobiographies. the realization of how one’s socio-economic status and other attributes create beliefs about oneself, one’s place in society and schools, and one’s attitudes toward students, parents and co-workers is soon apparent this is similar to the process that vivian gussin paley had to develop on her own while working in the field. in our diverse schools, it would be wonderful to send out a well trained cadre of culturally proficient teachers and leaders to classrooms. even though the primary intention of this book is for educational leadership, it would be a welcome addition for all pre-service teachers, and as a resource for in-service teacher workshops to create a subdued, supportive guide to the reflective practice necessary to achieve cultural understanding. this is a good choice as a supplementary text for educational leadership and multicultural education courses. the indexed volume contains chapter citations and a bibliography. references paley, v.g. (1979). white teacher. cambridge: harvard university press. sheila kirven is the education services librarian at the congressman frank j. guarini library of new jersey city university in jersey city, nj. she is a former young adult services and school librarian. email: skirven@njcu.edu mailto:skirven@njcu.edu n ew a n d forthcom i n g at reference compiled by gladys i. dratch and deborah s. garson, harvard university anthony, r. (2003). 101 grade a resumes for teachers. 3rd ed. hauppauge, ny: barron's. 1 75p. isbn 0-764 1 -1 987-7. oclc#51 770242. $ 1 3 .95 twenty-one sections are d ivided into two parts. part one presents resume essentials such as arrangement, headings, references, proofreading and cover letters. i ncludes resumes for specific positions; administrators, international teaching , and second career and non-l icensed individuals. part two contains sample resumes for a wide range of positions, including special services and international settings. bishop, a., et al. ed. (2003). second international handbook of mathematics education. dor­ drecht; boston: kl uwer academic publ ishers. 2 v. 982p. isbn 1 -4020-1 008-7. oclc#51 289968. $400.00 organized into four sections: pol i cy dimensions of mathematics education, responses in mathematics education to technological developments, issues in research in mathematics education, and professional practice in mathematics education . intended to be an essential resource for scholars and researchers of the field of mathematics education as well as those in governments and educational systems who shape policy in mathematics education. chapters cover mathematical l iteracy, i nternational comparative research i n the field, influence of technology, technology as a tool for teaching, mathematics teachers as researchers, regulati ng the entry of teachers of mathematics into the profession , and educating new mathematics teachers. list of principal authors. names and subject i ndexes. education libraries volume 26, no. 1 summer 2003 blake, n . , et a l . eds. (2003). the blackwell guide to the philosophy of education. malden, ma: blackwell . 4 14p . isbn 0-631 -221 1 82. oclc#493941 69. $69.95 this collection of twenty essays by thi rty-six international contributors reflects some of the current topics and themes being addressed in the field. arranged in five parts, essays are grouped under socia l and cultural theories, politics and education, phi losophy as education, teaching and curriculum, and ethics and upbringing. the essays were written in pairs, as requested by the editors, to provide a sense of the various dimensions and approaches that are to be found within each topic. each of the essays contains recommendations for further read ing. provides a lengthy bibliography of references and an index . bogdan, r. , & biklen, s . (2003). qualitative research for education: an introduction to theory and methods. 41h ed. boston, ma: allyn and bacon. 291 p. isbn 0-205-37556-1 . oclc#50072543. $86.00 this fourth edition of a wel l-known text on qualitative research, first publ ished twenty years ago, serves as a reference for this research approach. as indicated in the introduction , whi le it is meant to be a resource for beginn ing researchers, it can also be used as a handbook for those practicing research. it provides an understanding of the uses of qual itative research in education , d iscusses the theoretical and historical background, and specific research methods. following the introductory chapter on the 1 9 foundations of qual itative research, chapters cover research design; fieldwork; qual itative data; data analysis and interpretation; writi ng up the research; appl ied qual itative research for education. the appendix includes examples of observational questions for educational settings, an example of field notes, a glossary, and references . cabell's directory of publishing opportunities in educational curriculum and methods. (20022003). 6th ed. beaumont, tx: cabell publ ishing. 2 v. 1 1 5 1 p . isbn 0-91 1 753-1 8-4. issn 1 534-3286. oclc#49803209. $99.95 more than 350 journals are represented in this publ ication. the preface offers helpful guideli nes for potential authors, particularly for authors new to the publ ishing process. arranged alphabetical ly, journal entries contain the submission address, publ ication gu idelines, circulation data with subscription price, review information, and manuscript topics. i n addition, the entry section on manuscript guidel ines/comments provides: editorial procedures, manuscript acceptance pol icy, preparation of copy, how to reference citations i n the text, reference format, and editorial pol icy. an index organizes the journals into twenty-eight topic areas with information regarding type of review process, number of external reviewers, and acceptance rate. cabell's directory of publishing opportunities in educational psychology and administration. (2002-2003). 6th ed . beaumont, tx: cabell publ ish ing . 2 v. 799p. isbn 0-91 1 753-1 9-2. issn 1 534-3286 . oclc#498031 85. $89.95 over 225 journals are represented in this publ ication, which offers the same features as the cabell's directory focused on educational curriculum and methods. campbel l , d. , et al. (2003) . how to develop a professional portfolio: a manual for teachers. 3rd ed. boston, ma: allyn and bacon . 1 06p. isbn 0-205-39341 -1 . oclc#51 558943. $27.00 provides pre-service and in-service teachers with specific gu idelines for organizing a portfolio of professional goals. six chapters cover the development of a working and presentation portfolio, the rationale and guidel ines for creating an electronic portfolio, application of the i nterstate new teacher assessment and support education libraries volume 26, no. 1 summer 2003 consort ium's teaching standards to a professional portfolio, and the use of a portfolio throughout a teaching career. appendixes i nclude ncate affi l iated professional organizations, artifacts checklist, and glossary. col l ins, j . , & o'brien, n . eds. (2003) . the greenwood dictionary of education. westport, ct: greenwood press. 431 p. isbn 0-89774-860-3. oclc#523 1 2 1 49. $59 .95 this is the first dictionary of education to be publ ished since carter good's dictionary of education in 1 973. the focus of the editors and contributors has been to produce a com prehensive l ist with descriptive entries of the contemporary usage of words and terms in the broad and interdiscipl inary field of education. the publication is geared to the general public interested in education issues, k-1 2 professionals , education students, educators, researchers and scholars i n h igher education settings. it is also offered as a useful resource to staff of public, academic, and school l ibraries for concise interpretation of educational terminology. more than 2600 terms relevant to educational research, theory, and practice are explained . the main focus is education practice in the united states, although terms are relevant to many education practices in other countries. each entry identifies the contributing authors by in itials separately l isted. the contri buting editors and teams of contributors are l isted under their subject areas of expertise, of which there are twenty-five. i ncluded is a lengthy bibl iography of sources consulted by the editors and contributors. distefano, a . , kjel l , a. , rudestam, e . , & si lverman, r. eds. (2004). encyclopedia of distributed learning. thousand oaks, ca: sage publ ications, 2004. 549p. isbn 0-761 9-2451-5. oclc#52595252. $99.95 a resource that provides descriptions, explanations, and institutional and social chal lenges related to distri buted education. the encyclopedia is i ntended for a wide aud ience including educators, students, and policymakers. contains 1 7 4 entries of various lengths organized around six primary themes: administrative processes; technical tools and supports; pol icy, fi nance, and governance; social and cultural perspectives; student and faculty issues; and teach ing and learning processes and technology. 20 entry topics are broad, ranging from historical predecessors of distributed education to future projection , from teaching skil ls to theories of pedagogy, from home school ing to residence halls. append ixes include print and non-print resources and prominent distributed learn ing programs. i ndex and reader's guide. educators guide to free internet resources. (2003-2004). elementary/middle school ed. 2nd ed . randolph, w i : educators progress service. 3 1 0p. isbn 0-87708-379-7. oclc#49597265. $39.95. this second annual ed ition of the educators guide, focused on the elementary and middle schools , offers a variety of 1 ,697 teach ing aids, available through the i nternet, which are geared either for teacher or student use. the main section l ists the titles with brief annotations, suggested grade level , format, source, and url. the 1 ,536 new titles in th is edition are clearly indicated . i ncludes a title i ndex with page references, subject and source indexes. a companion volume is the 21 81 edition of the secondary school edition, 20032004. farmer, v. ed. (2003) . the black student's guide to graduate and professional school success. westport, ct: greenwood press. 424p. isbn 0-31 3-3231 1 -9. oclc#50291 1 51 . $69.95 developed by the editor to help b lack students become i nformed about graduate education and to guide them through the process, this publication is organized into three parts. the fi rst part presents twenty-one chapters, with all but one written by black scholars , on how to prepare for and become a successful student in graduate and professional school . part two prov ides essays authored by th i rty-nine black scholars and one native american from various professions who describe the experiences that led to their success both in graduate and professional school and in thei r chosen career field . i n part three, twenty-seven outstanding black graduate and professional students have written autobiographical essays that describe individual chal lenges, solutions, and accomplishments, thereby personal izing the information and advice that is offered throughout this vol ume. education libraries volume 26, no. 1 summer 2003 farrel l , m. (2003) . the special education handbook. 3rd ed . london: david fulton. 226p. isbn 1 -85346-97 4-2. oclc#50402499. $42.95. the focus of this publ ication is special education i n the united kingdom. i t offers a n in-depth overview of uk special education issues and how they are addressed. the audience includes teachers, students, adm inistrators, parents, social and health services professionals, and volunteers. while the entries for special education terminology are arranged alphabetically, the coverage is based on six broad themes: basic terms, i deas and values; venues relating to special education and school organization (board ing schools, early education settings, home education, primary schools, etc.) ; roles, duties and responsibil ities, procedures and rules; i ndividual differences among learners with special educational needs (sen); curricu lum, assessment and resources; and pedagogy. a classified l ist/thematic i ndex of the a-z entries is an aid to readers wish ing to systematically study this resource. the append ixes i nclude selected legislation and related reports and documents from the warnock report to the present; selected regulations, 1 981 to the present; selected special educational needs codes among other documents. friedman, m . , et al. (2003). educators' handbook on effective testing. columbia, sc: i nstitute for evidence-based decision-making in education . 880p. isbn 0-9666588-2-5. oclc#52587657. $ 1 20.00. designed to assist educators in understandi ng testi ng, interpreting test results, and justifying their selection, construction, and use of tests. only tests used by educators are analyzed i n the handbook. five sections cover test reviews under the headings of admission, placement, instructional prescri ption, achievement certification, and referral . a sixth section discusses criteria for the evaluation of educational practices. each section has an introductory feature highlighting issues relevant to that testi ng area. test review format i ncludes usefu lness of the test, technical adequacy, special features, feasibi l ity considerations, and excerpts from other test reviews. extensive i ndexes such as test acronyms , test classification, publishers' d i rectory. glossary. gaquin , d . , & and debrandt, k. eds (2003). the almanac of american education, 2004. lanham , 2 1 md: bernan press. 353p. isbn 0-89059-896-7. oclc#53483942. $49.00 the almanac provides h istorical and current statistical and demographic information that guides readers in understanding and comparing national , state, and county education data. it is organized into three sections: national school enrollment and educational attainment statistics; state education statistics; and county education statistics. the first section is no longer avai lable in print from the census bureau , and the county data statistics are a special tabulation from the national center for education statistics (nces) files and the 2000 census. for the state statistics, there is descriptive information for various geographic areas. each section contains notes and definitions to explain the meaning of the individual statistical terms used . this publ ication has numerous tables and figures for enrollment, educational attainment levels, expenditures, teacher characteristics and salaries, and other comparative data analyses. offers a descriptive guide to educational internet resources. i ndex. greenwood, d. (2003). action! in the classroom: a guide to student produced digital video in k12 education. lanham, md: scarecrow press. 207p. isbn 0-81 08-4662-4. oclc#50809243. $40.95 this book is a resource for teachers as they guide thei r students through the video production process. the first section focuses on integrating video production into the class curricu lum, with chapters on video projects and how to manage them, how to teach communication skills, and the basics of aesthetic education and visual communication through video. the second section offers chapters on preproduction and the development of a story or script, an understanding of professior:tal video production, the process of cutting , sequencing, special effects and other ski l ls and knowledge base. the third section discusses video production equipment appropriate for student productions. i ncludes a chapter on media literacy and the evaluation of media content. i l lustrated throughout with student forms, sample storyboards, and the particulars of equipment. bibl iography, index, and companion website: http://www. action-in-the-classroom.com education libraries volume 26, no. 1 summer 2003 guthrie, j. ed. (2003) . encyclopedia of education. 2nd ed . new york, macmil lan reference usa. 8 v. 3357p. isbn 0-02-865594-x (set). oclc#49872009. $775.00 this second edition has been rewritten to incorporate the societal changes that have impacted education in the more than thirty years that have passed since the 1 971 edition. as explained in a lengthy preface, al l articles were newly commissioned, with three biographical exceptions. its purpose is to be comprehensive in its descriptive coverage for the united states and worldwide. the broad audience for this edition i ncludes parents, teachers, administrators, scholars, pol icymakers, and the interested public. more than 850 articles, ranging from 500 to 5,000 words, are arranged in an alphabetical l isting. there are 1 2 1 b iographical entries of major educators, h istorical to the present-day. entries i nclude references to other entries and a bibl iography. this edition d iffers from the first in that the international focus is not of education within individual nations but on descriptions and comparative information on global regions, and in addition , selected articles provide cross-national comparisons. volume 1 contains an alphabetical l ist of articles and contributors. volume 8 includes a thematic outl ine of content and groups entry terms within appropriate categories; a selection of primary source documents, including abridged versions of u .s . supreme court cases; an alphabetical l ist of commonly administered tests, with organization address and website; state departments of education ; internet resources; bibl iography; index . henson, k. (2004) . grant writing in higher education: a step-by-step guide. boston: allyn and bacon. 226p. isbn 0-205-3891 9-8. oclc#50982233. $30 .50 written as a practical guide to assist beginning and experienced grant writers to develop grant proposals. eight chapters cover the process of grant writ ing, i ncluding grant-writ ing myths, parts of a proposal , budget preparation , three winning proposals, using action research, appropriate writi ng style, and using the i nternet. appendixes i nclude a sample of a proposal , survey questionnaire, first draft, and journal article. i ndex. 22 isenberg, j . & jalongo, m . , eds. (2003). major trends and issues in early childhood education: challenges, controversies, and insights. 2nd ed. new york: teachers college press. 2003. 208p. isbn 0-8077-4351 -8. oclc#5091 9797. $26.95 intended to support both beginning researchers and advanced scholars in the field. chapter authors identify trends and address key issues within twelve chapters grouped into three parts. part i considers the chi ld and fami ly issues. part i i looks at curricular trends and issues affecting practice. part i l l examines pol icy and professional development issues. chapter authors are scholar­ practitioners writing on inclusion, developmental appropriateness, assessment, emergent l iteracy, and global education. index. johnson, j . (2003). distance education: the complete guide to design, delivery, and improvement. new york: teachers college press. 230p. isbn 0-8077-4373-9. oclc#51 848392. $34.95 organized in four parts, this publication gives a comprehensive look at distance education from its beginnings to its future. it is i ntended for a�variety of audiences such as institutions and individuals explori ng the topic of d istance education, faculty and staff i nvolved in distance education, and i nstructors teach ing undergraduate and graduate courses related to technology and learning. part i presents the evolution of distance education around the world . part ii describes exemplary programs such as britain's open university. part i l l presents four abbreviated case stud ies to i l lustrate two important aspects of d istance education pedagogy and student support services. part iv addresses the topics of assessment, evaluation, standards, and accreditation . appendixes, references, and index. kouzes, j. (2003). the jossey-bass academic administrator's guide to exemplary leadership. 1 st ed. san francisco: jossey-bass. 1 1 2p. isbn 0-7879-6664-9. oclc# 51 281 054. $ 1 8.00 intended to assist ind ivi duals throughout the higher education community in furthering their abilities to lead others. designed to describe what leaders do, expla in the fundamental princi ples that support practice, provide examples of those who demonstrate leadersh ip practice, and offer specific education libraries volume 26, no. 1 summer 2003 recommendations. chapter one describes the five pract ices of exemplary leadership based on the authors' research . chapters two through six focus on the five practices, one to a chapter. each practice is i l lustrated with case examples and recommended actions to put. the practice to use . chapter seven discusses leadership as a learnable set of practices . detailed information on the authors' research methodology, statistical data, and validations studies by other researchers is avai lable on the author's web site: http://www.theleadershipchal lenge.com. references and index . maddox, t . , ed . (2003) . tests: a comprehensive reference for assessment in psychology, education, and business. 5th ed . austin , tx: pro­ ed. 581 p. isbn 0-89079-908-3. ocl#49892347. $1 36.35 presents the tests of 2 1 9 publishers, updates information from the fourth ed ition, and presents descriptions of new and revised tests. three main sections -psychology, education, and business -­ are d ivided into subsections. each test has a primary classification in one of the subsections. tests in each subsection are l isted alphabetical ly by title. each test entry includes test title and author(s) , copyright date, intended population, purpose statement, brief description, format information, scoring method , relevant cost and availabil ity, and primary publisher. five indexes cover test title, author, publ isher, tests not in the fifth edition, and publishers not in the fifth edition . matthews, d. ed. (2003) . learning disabilities sourcebook: basic consumer health information about learning disabilities. 2nd ed . detroit, m l : omnigraphics. 621 p. isbn 0-78080626-3. oclc#51 0091 71 . $78 .00 describes specific learning disabil ities such as dyslexia, developmental speech and language disabi l ities, developmental arithmetic d isorder, and developmental writing d isorder as wel l as hearing impairment and tourette syndrome. eight parts include an overview of learning disabil ities; descriptions of learning disorders; information about reading , writing and mathematical d isabi lities; a description of various impairments and disorders affecting learning abi lity; and discusses dai ly issues faced by learning disabled people and thei r fami l ies. part vi i i chapters cover additional help and resources, such as national 23 organizations and financial aid i nformation for students with d isabil ities. index. modoc press, camp. (2003). directory of distance learning opportunities: k-12. westport, ct: greenwood press. 302p. isbn 1 57356-51 5-6. oclc#5063881 9. $69.95 provides an overview of distance learning for k-1 2 students, with more than 6000 courses l ists by 1 54 institutions and consort ia. course del ivery methods described are mainly print-based (correspondence study) or web-based, with i nternet delivery of the course work. an alphabetical l isti ng of entries for the individual institutions contains the description of the institution, access, tuition/fees, enrollment period , equ ipment requirements, credit and grading, l ibrary services, and accreditation, followed by descri ptions of the courses by grade level. i ndexes for a subject index of courses offered by level; course level index of institutions, and a geographic i ndex. naar-king, s . , e l l i s , d . , & frey, m . eds. (2004). assessing children's well-being: a handbook of measures. mahwah, nj : lawrence erlbaum associates. 307p. isbn 0-8058-31 73-8 . oclc# 5 1 2941 1 1 . $69.95. . this handbook provides key screening instruments for cl inicians and researchers working with pediatric populations. the areas d iscussed in this volume cover a wide spectrum of assessment issues that chi ld health cl inicians and researchers need to address, such as health status and qual ity of l ife; pain management; child behavior; chi ld development; ch i ld coping; cognitions, attributions, and attitudes; and environment. each chapter begins with an introductory overview followed by key assessment measures. each measure provides the reference source, how to obtain the measure, purpose of the measure, a description of the measure , standardization and norms, rel iabi l ity and val idity, and summary of strengths and l im itations. entries also include additional references or readings. the appendix incl udes measures not copyrighted or that the authors gave permission to reproduce. partin, r. (2003) . the social studies teacher's book of lists. 2d ed . san francisco: jossey-bass. isbn 0-7879-6590-1 . oclc#51 060266. $56.95 for use in planning lessons for grades 4-1 2, 554 l ists are printed in reproducible form , numbered education libraries volume 26, no. 1 summer 2003 consecutively, and organized into seven -sections: un ited states h istory, world history, american government, consumer economics, sociology, psychology, and geography. this edition includes a thematic table of contents, organized by the national council for social studies' ten thematic areas. an introductory section presents a variety of activities to use with the l ists, such as cooperative learn ing reports, scavenger hunt, pairi ng puzzles, dictionary game, internet research, and i nterest bui lders. i ncludes academic standards bibl iography. pinar, w. ed . (2003). international handbook of curriculum research. mahwah, nj: l . erlbaum associates. 704p. isbn 0-8058-3222-x. oclc#50042638. $ 1 80.00 reports on scholarly developments and school curriculum development in itiatives worldwide. thirty-six essays on 29 nations, i ncluding four i ntroductory essays, provide a view of the state of curriculum studies globally. the introductory essays focus on curricul um research issues that cross national boundaries, such as the globalization of curriculum studies and environmental education. chapters five through thirty-eight i nclude the countries of japan, argentina, mexico, namibia, norway, romania, and southeast asia . author and subject index . strange, j . (2003). handbook on teacher evaluation: assessing and improving performance. larchmont, ny: eye on education. 253p. isbn 1 -930556-58-6. oclc#51 886374. $49.95 f i rst in a series on the evaluation of four disti nct educational groups; teachers, educational special ists, administrators, and classified employees. this title is organized as a guide for developing and implementing a teacher evaluation system. three major sections cover development and implementation, roles and responsibi l ities, and tools. eight chapters include a history of teacher evaluation, a model , performance standards, rating scales, documentation, policy, and legal guidel i nes. part two provides eight comprehensive sets of teacher job responsibi l ities. the specific positions l isted include classroom, engl ish second language, preschool, reading recovery and special education resource teacher. the fi nal section has forms such as teacher evaluation records, portfolio guidel ines, student and parent surveys, and an improvement assistant plan. a cd-rom offers the 24 abil ity to customize the forms to meet a specific school or school d istrict's needs. list of figures. swanson, h . , harris , k., & graham, s. eds. (2003). handbook of learning disabilities. new york: gui lford press. 587p. isbn 1 -57230-851 -6. oclc#50643923. $70.00 thirty-two chapters divided into four parts review major theoretical , methodological , and instructional advances in the field. the fi rst section focuses on foundations of and current perspectives on learning disabil ities. within this section chapters include major research-based landmarks, issues of classification , defi nition and publ ic policy, and effective service delivery models. the second section addresses the causes and behavioral manifestations of learning disabi l ities with chapters on basic cognitive processing , memory, language processes, social cognition, neurological correlates, and genetic influences. the third section i ncludes chapters from leading researchers focusing on effective instruction . section chapters cover word ski l ls , readi ng comprehension, writi ng, spel l ing , and science and social sciences. formation of instructional models is the focus of the fourth section . chapter topics include research related to strategy instruction, d irect i nstruction, cooperative learning, and curriculum-based measurement models. the final section focuses on methodology. areas covered include exploratory and confi rmatory models, subtype analysis, and qual itative research . author and subject indexes. teferra, d.& altbach , p. eds. (2003) . a frican higher education: an international reference handbook. bloomington: indiana university press, c2003. 7 1 4p. isbn 0-253-341 86-8. oclc# 5059071 4 . $89 .95 presents an extensive analysis of higher education in africa . nearly 80 contributors, mainly from within africa, and a number of experts outside africa, have contributed to th is volume. the fi rst part i ncludes thi rteen chapters addressi ng various themes, such as trends and perspectives in african h igher education, financing of higher education , women in un iversities, student activism in african h igher education , foreign aid financing, the language predicament in african universities, and african h igher education and the world . the second part examines higher education in fifty-two countries i n africa. the thi rd part contains higher education resources: a lengthy bibl iography on education libraries volume 26, no. 1 summer 2003 higher education in africa; and 301 doctoral d issertations on higher education in africa arranged by country and by themes. chapter references; numerous tables and figures. i ndex of themes and countries. torres, c . , & antikainen, a. eds. (2003) . the international handbook on the sociology of education: an international assessment of new research and theory. lanham , md: rowman & littlefield. 4 1 5p. isbn 0-7425-1 769-1 . oglc#4949501 8. $85.00 three sections cover new developments in social theory and methodology, the practice of sociology in different countries and regions of the world , and an appraisal of critical i ssues in the field . section one's eight chapters incl ude social capital i n education, socio-cultural approaches to cognition , and critical ethnography. within section two several case studies consider the development of the discipl ine and its concerns worldwide. in the third section five chapters present international presentations of citizenship in textbooks, global and national influences, and cultural simi larities and differences in effective education. index. walberg, h . , reynolds, a. , & wang, m . , eds. (2003) . early childhood programs for a new century. washington, dc: cwla press. 400p. isbn 0-87868-834-x. oclc#47666972. $28.95 this book is part of the university of i l l inois at chicago series on chi ldren and youth. the introduction by the editors prov ides an overview of trends in early childhood programs. the chapters are organized into three parts: preschool education and care, covering the first five years to include head start and model programs; early school age programs and practices to include discussion of school readiness, g rade retention, and early intervention; and national investments, with chapters that examine the implications of research and practice for developing programs and formulating policies. an epi logue by the editors d iscusses themes and recommendations for the new century. chapter references and tables, contributor information, author and subject indexes. gladys i. dratch , . head of collection develop­ ment, and deborah s. garson, head of research services, gutman library, harvard university. emai l : gladys d ratch@harvard.edu, deborah garson@harvard.edu 25 editorial by noreen blake and j�anne locke to everything there is a season, and with this issue an immensely gratifying three-year involvement with education libraries comes to an end. it has been an extremely rewarding experience, and we shall miss the relationships that have developed with the contributors, columnists, book reviewers, editorial review board members, and others in the sla education division. the education libraries issues are products of a working team to whom we owe a debt of gratitude. joanne locke, who held the position of co-editor in 1 994, gamely stepped in again to fill the gap created by anne galler's untimely death. her suggestions, contributions, and guidance have been i nvaluable. noreen blake, who asumed the bulk of the responsibility as co-edi tor, has ensured continued production of quality issues on a timely schedule. noreen's communication and networking skills facilitated the process for all concerned. team member judy piper dewolf joined the education libraries staff three years ago to work on the desktop publishing part of the journal. every issue presented its own challenges, to which judy capably rose. she has creatively produced an improved layout and has provided her successor with a sound foundation for future issues. contents in education libraries are the product of a group of people who volunteer their input. featured here are two articles that offer interesting perspectives on distance education-one from wales, the other from canada. dr. sue lithgow is no stranger to these pages. her article "library and information services to disadvantaged users" appeared in vol . 20 nos. 112 1 996. she is joined in this issue by open learning unit co-authors clare thomas and marianne taylor in providing us with an in-depth investigation into the evaluation procedures for a distance undergraduate degree program at the university of wales, aberystwyth. the second article, authored by canadian distance educators wendy lowe and richard malinski, underlines the importance of implementing unified support systems for the growing numbers of distance learners. department column new and forthcoming at reference continues to provide readers with a wide variety of new information resources while eric news and selections coupled with resources on the net concentrate on useful annotated theme-related selections. readers will note a burgeoning in the book reviews section. several new reviewers are introduced here, notably new editor scott walter, who takes over the helm of education libraries with the 200 i publications. we extend to scott and his editorial members our very best wishes as they take up the torch to continue to bring you innovative quality information on library education and research. last but not least, we draw your attention to detailed guidelines on how to contribute articles or book reviews to education libraries at the end of the book reviews section, page 46. these procedures will be published in each issue. inquiries to the editor are most welcome. e ducation libraries vol. 24, nos. 2/3 new and forthcom i ng at reference compiled by gladys i. dratch and deborah s. garson, harvard university armstrong, f . , & moore, m . (eds . ) . (2004). action research for inclusive education: changing places, changing practice, changing minds. london, new york: routledge farmer. 1 46p. isbn 0-41 5-31 802-5. oclc# 528 1 4 1 43. $47 .95 . as stated in the foreword , the individual chapter authors present "inclusive ideas and values" and how they might ideally be incorporated into the everyday work of the classroom. eleven experi­ enced primary though postsecondary school educators from england provide their viewpoints, experience, and research for coverage of such topics as disabil ity and empowerment; the contri­ butions of special schools to the development of inclusive practices in mainstream schools; stu­ dents who challenge; cultural differences and mi­ nority voices as agents of change; gay students, teachers and research action. association for supervision and curriculum de­ velopment. (2004 ). ascd, 1984-2004: defining moments, future prospects. alexandria, va: ascd. 96p. isbn 0-871 20-963-2. oclc# 53824 1 24. $ 1 5.95. this volume, a follow-up of the 1 986 publ ication ascd in retrospect, presents the most recent twenty years of highl ights, events, and documen­ tation of this association, which was founded in 1 943. brief chapters describe ascd's commit­ ment to democratic principles, to teaching and learning, to diversity, to leadership and profes­ sional ism, to internationalization. the chapter on community offers graphs to describe the current membership. the conclusion d iscusses the chal­ lenges for the 2 1 st century. an appendix offers key events in ascd history, a l ist of ascd presidents, education libraries volume 27, no. 2 winter 2004 1 984-2004, council report topics and chairs to 2004. notes, references, and index. burns, m. (sr. ed . ) . goethals, g . , sgrensen, g . (eds.). (2004). encyclopedia o f leadership. thousand oaks, ca: sage. 4 v. isbn 0-761 92597 -x. oclc#54066411 . $756.00. provides general and specific entries for students and teachers in courses ranging from history to psychology to anthropology to law. the encyclo­ pedia contains 373 substantive entries (ranging in length from 1 000 to 6000 words), 1 50 photo­ graphs and other i l lustrations, and 300 sidebars drawn from public records, newspaper accounts, memoirs, and ethnography. about 1 50 entries are devoted to biographical essays focused on lead­ ers (and their followers) and on case studies of leadership events and moments. four appendixes provide readers with additional information : bibli­ ography of significant leadership books, directory of leadership programs, primary sources, presi­ dential speeches on foreign policy and war, and primary sources: sacred texts. includes list of en­ tries, reader's guide, l ist of sidebars, and index. canestrari, a. , &. marlowe, b. (eds . ) (2004). edu­ cational foundations: an anthology of critical readings. thousand oaks, ca sage. 244p. isbn 0-761 9-3030-2. oclc# 52601 148. $ 1 34.00. geared to students who have chosen the teaching profession or for those students researching the field, this collection of read ings is authored by ac­ complished teachers, principals, and policy mak­ ers. the authors all have strong opinions, and this book is meant to provide readings that wil l 23 offer opportunities for critical reflection and ongo­ ing discussions and debates about teaching and learning. some essays have been previously pub­ l ished, and other have been written for this publi­ cation. they are grouped under five parts: why teach? who are today's students? what makes a good teacher? what do good schools look l ike? how should we assess student learning? how does one develop a critical voice? some of the authors represented are jonathan kozol, theo­ dore sizer, lisa delpit, alfie kahn, paulo freire, henry giroux, and deborah meier. epi logue and index. chauncey, c. (ed .) (2005). recruiting, retain­ ing, and supporting highly qualified teachers. cambridge, ma: harvard education press. 1 4 7p. isbn 1 -891 7-9256-3. oclc#57657743. $39 .95. focusing on teacher quality, this volume in the harvard education letter spotl ight series con­ tains chapt�rs previously published as articles in hel, as well as four chapters commissioned for this publ ication . chapters include d iscussions of teaching as a professional career, retaining good teachers, nontraditional teaching paths, novice teachers, mentoring new teachers, national board certification, teacher evaluation, and principal preparation. chapter notes and references. � davis, j . (2005). framing education as art: the octopus has a good day. new york: teachers college press. 230p. isbn 0-8077-4578-2. oclc#571 68685. $23.95. this multi-faceted book explores arts learning and education within k-1 2 and broader community settings. through the approach of a representa­ tive child, the stories told are based on evidence from the author's research and teaching in the field. the child's artistic development from pre­ school to high school is presented within the con­ text of five chapters: the artistic process, the child as artist, the arts in education in school, arts in education in the community, and framing educa­ tion as art. references and index. dede, c., honan, j., & peters, l. (eds.). (2005). scaling up success: lessons learned from technology-based educational improvement. san francisco: jossey-bass. 265p. isbn 0-78797659-8 . oclc#56368607. $57.95. this book is the result of an effort to learn more about how to transfer knowledge of technology­ based educational innovations to other d iverse education libraries volume 27, no. 2 winter 2004 settings. through the partnership of the harvard graduate school of education and the mid­ atlantic regional technology in education con­ sortium, a conference with the same name as the title of this publ ication was organized in cam­ bridge (ma) in march, 2003. most of the papers presented at the conference and revised subse­ quent to it are included in this volume. some of the topics for scaling up that were addressed in­ clude: digital infrastructures; data use in class­ rooms, schools and districts; lessons from suc­ cessful districts; and a final chapter which synthe­ sizes themes and insights. references, graphs, tables, figures, index. dubois, d., & karcher, m . (eds.) (2005). hand­ book of youth mentoring. thousand oaks, ca: sage. 608p. isbn 0-761 9-2977-0. oclc# 56793560. $21 9.00. a compendium intended for the researchers, prac­ titioners, and policymakers working in the field of youth mentoring. from the perspectives of ·both science and practice eight sections include con­ cepts, frameworks, and foundations; mentoring relationships; developmental and cultural perspec­ tives; formal mentoring programs; contexts of mentoring; special populations; and pol icy issues . thi rty-six individually authored chapters highl ight theoretical models for understanding the mentor­ ing process, synthesize and critically evaluate ex­ tant research, and offer d iscussions of crucial is­ sues and areas of debate in practice. subject and author index. duhon-sei ls, r. (ed.) (2004). best practices for teaching students in urban schools. lewiston, ny: e . mellen press. 227p. isbn 0-7734-6220-1 . oclc#5661 4206. $ 1 09.95. the papers in this volume of the mellen studies in education are authored by scholars who have experienced the difficulties of growing up in the urban environment and the challenges of attaining academic success. the editor is the dean of the college of education, southern university at new orleans. the foreword states that un iversities must prepare teachers to learn how to teach in the urban schools, which is not the same as teaching for the "trad itional student. " thus, this collection is meant to provide particular focus for teachers to learn how to engage and inspire urban students. the chapters cover a range of grade levels and subject areas. topics include parental participa­ tion, effective teacher training programs, profes­ sional development in urban schools, using afri24 can american l iterature, urban education and ge­ ography, science and mathematics education . engl ish, f. (ed . ) . (2005). the sage handbook of educational leadership: advances in theory, research, and practice. thousand oaks, ca: sage. 608p. isbn 0-761 9-2979-7. oclc# 5579801 1 . $225.00. a disti l lation of what is known and not known about educational leadership. authors and coau­ thors were commissioned to consider creative dimensions of educational leadership and prac­ tice . five sections cover: multiple lenses of de­ mocratic leadership; management, organization , and law; educational politics and pol icy; theories of leadership; and the micropolitics of school leadership. with in twenty-three chapters, ind ivid­ ual authors examine a history of publ ic school leadership, leadership as social construct, the school superintendent, parent engagement, lead­ ing in the midst of diversity, curriculum leadership, school design, un ions, collective bargaining, and the challenges of leading. author and subject in­ dex. freeman, c. (2004). trends in educational eq­ uity of girls & women, 2004. washington, dc: national center for education statistics. 1 09p. nces publ ication #200501 6. oclc# 57303678. free. drawing upon a wide range of publ ished and un­ published statistical materials, the report presents an overview of the educational status of g irls and women in the u .s . an update of an earlier publ i­ cation, trends in educational equity of girls & women (nces 2000-030), this publ ication has thirty-eight indicators, a number of which are new, reflecting current research on topics relevant to educational equity. the indicators begin with pre­ primary and early elementary education, move through elementary and secondary education and postsecondary education, and finally consider educational outcomes. the general focus of the report is on overal l comparisons between males and females. indicators include computer use, victimization at school , alcohol and drug use, dropouts, high school coursetaking patterns, col­ lege athletics, undergraduate degrees, adult edu­ cation, educational attainment, and median earn­ ings of young females. appendix with supplemen­ tal tables and bibl iography. giordano, g. (2005). how testing came to dominate american schools: the history of education libraries volume 27, no. 2 winter 2004 educational assessment. new york: p. lang . 288p. isbn 0-8204-7255-7. oclc# 5391 9031 . $32.95. examines the ongoing discussion and d ispute about standardized tests. eight chapters with brief summaries cover: the influence of science on test­ ing; how educators adapt to standardized tests; mi l itary tests; educational testing and politics; test­ based racism; ongoing criticism; and the testing industry. references, i l lustrations, author and sub­ ject index. latterel l , c. (2005) . math wars: a guide for parents and teachers. westport, ct: praeger. 1 88p. isbn 0-275-98423-0. oclc#561 03787. $39.95. offers tools to enable parents, mathematics teachers, mathematics professors, and others to know about the current state of mathematics edu­ cation. additionally, the text is written with the express goal of enabling parents to have a say in the mathematical education of their chi ldren. twelve chapters cover constructivism; nctm standards, nctm-oriented curricu lum, mathemat­ ics education internationally, and resources. three append ixes include gender d ifferences in mathematics abi l ity and p lacement testing . glos­ sary, notes, bibl iography and index. levinson, d . (2005). community colleges: a reference handbook. santa barbara, ca: abc­ clio. 255p. isbn 1 -57607-766-7. oclc# 57574267. $45.00. part of the contemporary education issues se­ ries, this book analyzes community colleges whose open access pol icy has precluded a clear picture of thei r educational effectiveness as they enter their second century of existence. eight chapters examine community colleges in the con­ text of the larger domain of h igher education and developments in k-1 2 . chapter one presents a general overview of the community college by dis­ cussing its structure and the changing demo­ graphics of col lege students in the u .s . chapters two through six cover the growth of community col leges, demands of access vs. excellence, transfer versus career function, l ife long learning, trends in community colleges as highl ighted at a plenary session held at the 2001 annual meeting of the american association of community col­ leges. chapters seven and eight l ist organiza­ tions, associations, and government agencies and 25 selected print and non-print resources. glossary and index. mathison, s. (ed . ) . (2005) . encyclopedia of evaluation. thousand oaks, ca: sage. 481 p . isbn 0-761 9-2609-7. oclc#55054983. $ 1 50. written to be a who, what, where, how, and why of evaluation with an intended audience of evalua­ tion practitioners, theorists, and the publ ic. organ­ ized alphabetically with almost 600 entries, the encycloped ia offers a view of evaluation as a practice, as a profession, and as a discipl ine. with world wide contributors, a global overview of evaluation is presented within this work. a reader's guide is organized into 1 8 thematic categories that include ethics and standards, evaluation planning, laws and legislation, organi­ zations, people, publ ications, qual itative methods, and utilization . author and subject indexes and l ist of contributors. modoc press. (camp.) (2004). teacher educa­ tion programs in the united states: a guide. westport, ct: praeger. 487p. isbn 0-275-981 568. oclc#5576441 6. $95.00. a compilation of informative data for 872 institu­ tions that offer teacher education programs. data were col lected via questionnaire, i nternet search, and databases maintained by the national center for educational statistics. information is applicable to the 2002-2003 academic year. all institutions included have been accredited by the responsible reg ional accred iting agency, and al l institutional programs l isted have been approved by the appli­ cable state agency responsible for teacher certifi­ cation . the directory documents many facets of teacher education on college campuses such as size of the enterprise, productivity of teacher edu­ cation programs, diversity of program offerings and degree programs, and colleges' heavy reli­ ance on state controls. i nstitution i ndex. moss, d. , glenn, w. , & schwab, r. (eds. ) . por­ trait of a profession: teaching and teachers in the 2151 century. westport, ct: praeger, 2005. 230p. isbn 0-275-9821 8-1 . oclc# 561 09214 . $44.95. eight chapters individually authored offer an over­ view of the profession of teaching. chapter one frames a discussion around four time periods: the colonial and revolutionary period, the common school era, the progressive era, and the modern education libraries volume 27, no. 2 winter 2004 era . bui lding upon the history of american teach­ ers, chapter two focuses on the search for a knowledge base necessary to advance teaching as a profession. the development of a nationally recognized teacher preparation program is chronicled in chapter three . chapters four and five give voice to teachers through teacher narratives and discussion of teaching challenges. focusing on two key challenges to the profession, chapter six covers technology and professional develop­ ment. teach ing qual ifications and the future of the profession are addressed in chapters seven and eight. index, figures, and tables. national research council (u .s . ) . committee on how people learn, a targeted report for teach­ ers. donovan, m . , & bransford , j h . (eds . ) . (2005). how students learn: history, mathematics, and science in the classroom. washington, dc: national academies press. 6 1 5p. isbn 0309-07433-9. oclc#5701 0240 . $34.95. bui ld ing upon the expanded edition of how peo­ ple learn (national research council , 2000), the report provides examples of how hpl principles and findings might be incorporated in teach ing specific subjects in the k-1 2 curricu lum. thirteen chapters examine the application of hpl's core learning principles in three content areas; history, mathematics, and science from the elementary to high school level. chapters were authored by in­ dividual contributors with extensive experience in teach ing or partnering with teachers. each chap­ ter has notes and references. includes biographi­ cal sketches of committee members and contribu­ tors, and index. nationa l research council (u .s . ) . committee on research in education . towne, l. , wise, l. , & winters, t. (eds . ) . (2005). advancing scientific research in education. washington, dc: na­ tional academies press. 1 20p. isbn 0-30909321 -x. oclc#57003942. $32.00. this publication is a fol low-up of the report, scien­ tific research in education (national research counci l , 2002) . the no child left behind act of 2001 and the education sciences reform act of 2002 have been key in intensifying efforts to dis­ cuss and plann improved education research methods. this recent final report by the national research council provides thirteen recommenda­ tions grouped under three objectives: promoting qual ity, bui lding the knowledge base, and enhanc­ ing professional development. chapters for each of these objectives expand upon the recommen26 dations. the summary and conclusion chapter describes and charts the recommendations as they relate to federal research agencies, profes­ sional associations and publishers, and schools of education and universities. references. appen­ dixes provide the related workshop agendas and a summary of the second workshop on tools and strategies for education research. nieto, s . (2004). affirming diversity: the so­ ciopolitical context of multicultural education. 4th ed . boston, ma: allyn & bacon. 464p. isbn 0205-38692-x. oclc# 5 1 62996 1 . $72.00. explores the meaning, necessity, and benefits of multicultural education for students from al l back­ grounds through research that considers the fol­ lowing: influences on school ing such as school organization and educational policies and prac­ tices, and case studies and snapshots. presents data on the multicultural nature of schools and society, i ncluding information about d ifferent cul­ tural groups, their experiences in schools, and the issues and chal lenges they face. eleven chapters are organized in three parts. part one describes the case study approach and summarizes the terminology used in the book. part two presents a framework for multicultural education in a socio­ political context. part three focuses on the impli­ cations of the case studies and snapshots for teaching and learning in a multicultural society. each chapter concludes with a series of problems or situations for readers to consider, and with suggestions for classroom activities and commu­ nity actions. epi logue, appendix, glossary, bibl iog­ raphy, and index. presser, s. (ed . ) (2004). methods for testing and evaluating survey questionnaires. hobo­ ken, nj : john wiley & sons. 2004. 606p. isbn 0471 45841 -4 . oclc#56222423. $53.50. written to provide a state-of-the-field review of question evaluation and testing methods and to serve both as a record of the many accomplish­ ments in the field , and as a pointer to the ongoing challenges. chapter one overviews the field and subsequent chapter content. the volume is di­ vided into seven sections: cognitive interviews, supplements to conventional pretests, experi­ ments, statistical modeling, mode of administra­ tion, special populations, and multimethod appli­ cations. twenty five chapters i nd ividually authored cover a wide range of topics including dynamics of cogn itive interviewing, experimental design con­ siderations, modeling measurement error, develeducation libraries volume 27, no.2 winter 2004 opment and testing of web questionnaires, devel­ oping and evaluating cross-national survey in­ struments, and methods for developing and evaluating a state-choice questionnaire to value wetlands. references and index. rury, j. (2005). education and social change: themes in the history of american schooling. 2"d ed. mahwah, nj : l. erlbaum associates. 273p. isbn 0-8058-5294-8. oclc# 5491 3670. $32.50. an introduction to the history of american educa­ tion considering the relationship between educa­ tion and social change. six chapters cover: his­ tory, social change, and education; colonial ori­ g ins; the 1 9th century; ethnicity, gender, and race; the progressive era; and education in postwar america. epilogue, references, and index. seale, c. (ed .). (2004). qualitative research practice. thousand oaks, ca: sage. 620p. isbn 0-761 9-4776-0. oclc#53030837. $ 1 30.00. a book about research practice with methodologi­ cal discussion being contextual ized in the actual conduct of research projects. seven parts cover encountering method , analytic frameworks, field relations, context and method, qual ity and credibil­ ity, audiences and appl ications, and the interna­ tional context. each part of the book, with the ex­ ception of part seven, is preceded by a short in­ troduction explain ing its rationale and its contents in brief. the thirty-eight individually authored chapters include biographical research, narrative research, ethnomethodology, ethical issues, internet as research context, qual ity in qual itative research, action research , and g lobalization of qual itative research. index. todd behr, c., & pattabiraman n. (2004). the effect of state public k-12 education expendi­ tures on income distribution. washington, dc: national education association. 34p. nea re­ search working paper. available through http://www.nea.org . following an executive summary, the chapters cover income and poverty trends and d istribution, methodology, empirical results, and the report's conclusions. contains an appendix of summary tables and dependent variables, and a bibl iogra­ phy. 27 tong, b. (ed.). (2004). asian american chil­ dren: a historical guide. westport, ct.: green­ wood press. 268p. isbn 0-31 3-33042-5. oclc# 54454634. $55.00. part of a publication series intended to survey and synthesize scholarship on children and adoles­ cents of d ifferent classes, races, genders, regions, rel igions, sexualities, and abil ities. part i consists of synthetic essays written by experts in the field whose surveys are chronological and contextual . essays cover representations of asians in st nicholas magazine, 1 8881 9 1 0; and transnational among second-generation asian i nd ians. part i i provides access to hard-to-find primary source documents, in part or whole, such as stanley ha­ yami's diary; petition for immigration of amerasian children; immigration interview transcripts, 1 9 1 9; and a l ife h istory interview. bibl iography and in­ dex. villa, r., & thousand, j. (eds.) (2005). creating an inclusive school. 2nd ed. alexandria, va: as­ sociation for supervision and curriculum devel­ opment. 2 1 9p . isbn 1 -41 66-0049-3. oclc# 331 33450. $26.95. eight chapters cover and update inclusive educa­ tion, offering readers the legal and h istorical background of inclusive education, a constel lation of rationales for inclusion, advice on how to facili­ tate the transformation of schools so as to em­ brace an inclusive ethic and practice, promising educational practices supportive of d ifferentiating instruction for d iverse learners, and answers to common questions and concerns about inclusive education . contributors include teachers, admin is­ trators, and parents of students with disabil ities. index and author i nformation. weiss, h . , et al. (ed.). (harvard fami ly research project). (2005). preparing educators to involve families: from theory to practice. thousand oaks, ca: sage. 1 82p. isbn 1 -4 1 29-091 0-4. oclc# 56840404. $34.95. this publ ication reflects the data gathered by the john d. and catherine t. macarthur foundation's research network on successful pathways through middle chi ldhood and the harvard family research project's work on family involvement. many of the case studies presented are the resu lt of the school transition study, a collaboration of h frp and stanford university. the introduction explains how to use the casebook and method , and also provides a table to serve as a guide to education libraries volume 27, no. 2 winter 2004 the cases and the theoretical approaches. a total of twelve cases are presented . references, graphs, tables, and index. who passed the ged tests: 2002 statistical reports. (2004). washington, dc: american council on education. 91 p. oclc#5681 8736. $22.00. developed primarily for ged partners who rely on statistical tables and graphs for program status and trend information, the 2002 report shares the results of ged testing conducted in 2002. new as of 2002 is a section profi l ing the number of adu lts who need a high school d iploma and describing those who have earned one. three additional sec­ tions featuring detailed statistics by jurisdiction combine exhibits, tables, and text to present: the potential need for high school credentials among u .s . adults; trend information about the ged testing program; and information about the ged testing program such as lists of ace and gedts boards and committees. zubay, b. & soltis, j. (2005). creating the ethi­ cal school: a book of case studies. new york: teachers college. 1 27p. isbn 0-8077-4514-6. oclc#5606881 4. $ 1 9.95 . the case studies presented are based on actual situations within the context of the independent k1 2 school, berkeley carroll school in brooklyn (ny) of which zubay is principal . administrators , teachers, and parents joined in this effort to make ethical awareness, reasoning, and behavior an integral part of the school community. the pur­ pose of this book is to provide case studies and discussions for raising the ethical awareness of private and public school educators within diverse school settings. chapters focus on the steps taken to nurture ethical consciousness in a school community; teacher/student cases; teacher/administrator cases; teacher/parent(s) cases; teacher/teacher cases; par­ ent(s)/administrators cases, heads/trustees/school cases. appendixes describe student understand­ ings of right and wrong and the berkeley carrol l school ethical standards. suggested read ings on moral theory and ethics and education. gladys i . dratch, head of collection develop­ ment, and deborah s. garson, head of re­ search services, gutman library, harvard uni­ versity. emai l : g ladys_dratch@harvard .edu , deb­ orah garson@harvard .edu 28 finding , saving, and relocating dick, jane, alice, jerry, janet and john: historical and archival collections in education by nancy p. o'brien u niversity of i l l inois at u rbana-champaign abstract in summer, 2002, the education division of the special libraries association held a panel presentation on "h istorical and archival collections in education." from that session developed this article which d is­ cusses the need for finding aids, publicity, creative uses of the web, and collaborative ways to deal with these issues. specific references to finding aids and web sites of interest to education historians and l i­ brarians, and brief descriptions of several special col lections of h istorical education materials are in­ cluded. also highl ighted is a new service, an exchange registry, which offers institutions a way to place materials where they are most needed. the lack of visibil ity for collections of historical education materials is one of the most dishearten­ ing aspects for those that work with and try to de­ velop and promote these collections. many others have addressed the need for these collections and the uses made of them. this paper discusses the need for finding aids, publicity, creative uses of the web, and collaborative ways to effect change. there are outstand ing col lections of research ma­ terials related to the history of american education scattered across the un ited states. gutman li­ brary at harvard university houses some unique reports from schools and academies from the eighteenth and nineteenth centuries, for example. teachers college at columbia university has unique textbook materials from other countries, as wel l as an excellent col lection of american text­ books . the un iversity of pittsburgh houses an exceptional collection of textbooks, with a strong emphasis on h istorical school books used in the pennsylvania region . however, there are smaller places than the more obvious research l ibraries collecting historical schoolbooks and other related materials. for example, miami university of ohio houses a collection of mcguffey readers since mcguffey was affi l iated with that institution. the un iversity of south carolina houses a number of specialized materials, particularly those that relate to the progressive era in education. and, even in the larger research institutions, surprising and special ized collections may be found. for exam­ ple, at the un iversity of i l l inois, there is a collec­ tion of twenty-three primers from argentina pub­ l ished during the peron period. entitled peron­ evita , these unique resources reflect the peronist education libraries volume 27, no. 2 winter 2004 period, often include references to evita as the spiritual leader of argentina, and contain the sig­ nature of juan peron in one of the schoolbooks (aibornoz de videla, 1 953). what researcher would th ink to look for evita on the prairie? existing sources with all of these examples, it becomes clear that better finding aids to the wealth of materials tucked away in special col lections, research l ibrar­ ies, and archives need to be made avai lable. while some resources exist, these are rather dated and not as comprehensive as is desirable. three sources immediately come to mind to assist researchers and l ibrarians: the 1 988 directory of historical curriculum collections, published by an ad hoc subcommittee of the education and be­ havioral sciences section , association of college and libraries, american library association; the 1 995 international guide for research in the his­ tory of education, published for the i nternational standing conference for the h istory of education ; and the history of education museums and col­ lections international directory, published by the blackwell history of education research collec­ tion at northern i l l inois university in 1 993/1 994. clearly these print resources are all rather dated. however, efforts are underway to update at least two of these sources, and there is surprisingly l im ited overlap among these three items. the in­ ternational guide for research in the history of education is now available as a searchable web database, accord ing to the organ ization's web site. the web version is comparable to the print version of the second edition that offers access to a number of special ized collections of education 1 9 resources, particularly in the european area . the rather outdated directory of historical curriculum collections is in the process of being updated by another ad hoc committee within the educatio"n and behavioral sciences section of the associa­ tion of college and research libraries. the new guide wil l focus on collections of historical text­ book and curriculum collections in the united states and canada, however, rather than on spe­ cial ized collections of school reports, college cata­ logs, or other materials that may also be useful to education historians. another option to improve access to such specialized materials might be to participate in the international guide's searchable database by submitting information for u .s . insti­ tutions which is sadly lacking , as is coverage of the african nations. encourag ing researchers to identify sites for this database would be a valuable collaborative effort. the history of education museums and collec­ tions international directory has been erratic in its publication, and is un likely to be updated at any time soon , according to the publisher. however, the most recent edition does contain some unique features, such as a l ist of american country schools, taken from andrew gul l iford's america 's country schools, now in its third ed ition ( 1 996) . the advantages of having this type of information included in a d i rectory are numerous for the re­ searcher. the history of education museums and collections guide is international in scope, but l ike others, the coverage is primarily european with three latin american countries and australia thrown in for balance. the bulk of this directory covers the united states, of course, and provides information about museums and special collec­ tions that contain materials of interest to education historians. the list of american country schools and one room schoolhouses adds value to this resource. world wide web access one of the most exciting recent developments i n being able to locate historical materials i s access provided through the world wide web. such web sites often need better organization , though, since they tend to jumble categories of materials to­ gether and require constant l inking to sites to de­ termine whether an item is a primary source or a list of other resources. that lack of organizational focus is why efforts to update existing directories are sti l l val id . education libraries volume 27, no. 2 winter 2004 the web offers a variety of options that did not previously exist for promoting or l isting resources for an international audience of researchers. for example, actual ful l-text images from nineteenth century schoolbooks have been digitized and made avai lable on the web by the un iversity of pittsburgh's library system. one hundred forty textbooks have been digitized , as well as john n ietz's 1 96 1 and 1 966 surveys of american schoolbooks (http://dig ita l . l ibrary.pitt.edu/nietz/). this rich resource for historians provides access to materials without the necessity of travel . even so, there are advantages to having access to the actual artifact. for example, a health and hygiene schoolbook (smith , 1 884) found in the dig itized collection, while faithful ly scanned in , does not contain the homely touches that the artifact may have. pittsburgh's digitized version of smith's book does not include images of the book cover. the library at the un iversity of i l l inois at urbana­ champaign holds not only the 1 884 book, but the author's primer on the same topic (smith , 1 885). the university of i l l inois copy of the primer has been carefully covered in a hand-stitched fabric cover, presumably to hide the title as the student walked back and forth from school at the end of the nineteenth century. with contents that address issues such as smoking , alcohol , and other "un­ clean" habits, a nineteenth century student might justifiably hide the title of this provocative primer. despite the wonders of the web, these touches may be lost unless researchers demand consis­ tency in the preservation and digitization of such items. many of the larger research col lections, such as harvard university and teachers col lege at co­ lumbia un iversity provide information on the web about their historical collections. at the harvard site, one can find information about the historical textbook collection as well as public school re­ ports, private school catalogs, and teacher train­ ing programs, with images from the col lection to tantalize the researcher (http://www.gse.harvard . edu/l ibrary/collections/sc_textbooks). teachers college offers a text summary of their extensive special collections in the history of education that contain materials dating from the fifteenth century, american textbooks published before 1 900, and international education textbooks (http://www.tc. columbia. edu/a&h/h istory-ed/h b-collections. htm). other locations of textbooks are not as easily searchable on the web. for example, the center for research libraries in chicago houses 72,000 schoolbooks from the eighteenth through the 20 twentieth centuries, but none of these is cataloged or accessible by searchable databases at this time. ful ly half of the 56,000 textbooks in u niver­ sity of i l l inois library col lection are uncataloged due to resource shortages. however, l ike most research institutions, the cataloged segment of the collection is searchable through the onl ine catalog to anyone worldwide (http://wwwcrl . uchi­ cago.edu/contentltextbooks). borrowing of mate­ rials through interlibrary loan is often possible for these items. researchers seeking information may find their efforts facil itated by web sites of specific interest to education h istorians. for example, the text­ book colloquium in the united kingdom has not only a web page with papers from relevant con­ ferences on it (http://www.open .ac.uk/ou/aca demic/arts/textcoll), but also a print publ ica­ tion, paradigm, that addresses history of educa­ tion topics. back issues of paradigm are also available on the web, and include articles and es­ says that are international in scope (http://faculty.ed .u iuc.edu/westbury/paradigm/). many other professional associations also have web sites , some containing content and l inks to research materials. with al l of these wonderfu l resources avai lable, many of them l isted on the web, questions sti l l arise regarding location·, ac­ cessibi l ity and content of these collections. those questions can be answered by the forthcoming directories, or by other collaborative efforts. one collaborative effort that d rew together educa­ tion stakeholders was the national education network (nen). this outreach organization was affil iated with the national library of education and had as its mission to "to preserve the educa­ tion past, connect the education present, and shape the education future by provid ing and sup­ porting comprehensive access to education infor­ mation." while this organization is currently transi­ tioning to one that is less dependent on the na­ tional library of education, it still has web sites sponsored at harvard and syracuse universities that provide useful information to current practitio­ ners as well as education historians. one of the services offered through this web site is an edu­ cation materials exchange registry. basically, this is an ebay® type of web site, al lowing institutions to l ist materials that they would l ike to offer to other institutions, or that they would l ike to add to thei r collections. for those people familiar with similar l ibrary l istings, this is a "needs and offers" l ist. the purpose of this registry is to allow for the placement and preservation of education materieducation libraries volume 27, no. 2 winter 2004 als rather than having them sent to the nearest landfi l l . promotion of this web site to education l ibrarians, arch ivists, historians and others wil l help preserve education materials so that they are not lost as have been so many other historical items. publicizing sources one way to publ icize special collections of educa­ tion materials is for institutions to provide easily searchable descriptions on the web, using terms l ikely to be picked up by various search engines. another publ icity mechanism is developing exhib­ its and d istributing information about them. ac­ companying these exhibits with a graphical ly ap­ peal ing web site offers further access to the col­ lections as wel l as publ icity. another way to pro­ mote collections is to host speakers at institutions with significant collections or develop workshops or conferences related to these resources. nos­ talgia for childhood readers may draw some of the audience but the wealth of resources will be sure to impress them and l inger in their memories. knowing about these special collections wil l en­ courage audience members to discuss them and share that knowledge with others. while the amount of work involved in identifying education history collections, promoting their availabi l ity, and preserving the content may seem overwhelming, these are important activities. un less a beginning is made now, more and more of these materials wil l be lost to deterioration, dis­ posal due to lack of space, or simple lack of knowledge about which institutions would be happy to accept a donation of these types of ma­ terials. most of the major research institutions wil l g lad ly accept donations of older education materi­ als that are un ique and do not dupl icate their ex­ isting holdings. the nen exchange registry wil l help to identify good homes for needy books and reports. as our most popular characters from school readers would testify, there is an invalu­ able social and historical content stored in the pages of schoolbooks and other education re­ sources. so, in the words of dick and jane (new basic readers), alice and jerry ( the alice and jerry basic reading program), and janet and john (the british version of alice and jerry repackaged for d istribution to the empire), "f ind books! see books to save! save books, please!" 21 notes miami university of ohio has a brief description of the wil l iam holmes mcguffey schoolbooks col lec­ tion of 336 items and a searchable database at: http://www . l ib .muohio.edu/l ibinfo/depts/spec/ (ac­ cessed march 31 , 2005); information about the mcguffey papers and museum may be found at: http://www . l ib .muohio.edu/mcguffey/. the museum of education , university of south carol ina, columbia, includes information about educational l ife in south carol ina as well as na­ tional trends in curricu lum, primarily in a progres­ sive trad ition , at the museum and its web site: http://www .ed.sc.edu/musofed/index.htm. dick and jane are characters from the new basic readers by wil l iam s. gray and others. the 1 954 edition was publ ished in chicago by scott, foresman and co. · many other editions were pub­ l ished. alice and jerry were featured in the alice and jerry books by mabel o'donnell . beginn ing in the 1930s, many editions were published in evanston, i l l i nois by row, peterson , and com­ pany, and their various successors. janet and john were actual ly the anglicized version of alice and jerry. originally published by row peterson and company for author mabel o'donnel l; the british publ isher, james nisbet and company, repackaged the series and publ ished it in london as the janet and john books. references albornoz de videla, g. ( 1 953) . evita: libra de lectura para primer grado inferior. buenos aires: edit. l. lasserre. gaspard , p. ( 1 995) . international guide for re­ search in the history of education. (2nd ed.) paris : lnstitut national de recherche peda­ gog ique; bern: p. lang. a database of up­ dated information available at the web site of the institution: http://bdd. inrp.fr:8080/mgi/gb_ multiwelcome.html . history of education museums and collections international directory ( 1 993/1 994). dekalb, il: blackwell h istory of education research collection, northern i l l inois university. infor­ mation about the publisher may be found at: http://www . cedu.n iu .edu/blackwel l/. directory of historical curriculum collections. ( 1 988). compiled by the ad hoc subcommit­ tee on h istorical curriculum collections, edu­ cation and behavioral sciences section , aseducation libraries volume 27, no. 2 winter 2004 sociation of college and research libraries, american library association . chicago: the association . also available as eric docu­ ment no. ed31 3045. gul l iford , a. ( 1 996) america 's country schools. (3rd ed.) niwot, co: un iversity press of colo­ rado. n ietz, j. (1 961 ). old textbooks: spelling, gram­ mar, reading, arithmetic, geography, ameri­ can history, civil government, physiology, penmanship, art, music, as taught in the common schools from colonial days to 1900. pittsburgh : university of pittsburgh press. n ietz, j. (1 966). the evolution of american sec­ ondary school textbooks; rhetoric & litera­ ture, algebra, geometry, natural history (zo­ ology), botany, natural philosophy (physics), chemistry, latin and greek, french, german & world history as taught in american latin grammar school academies and early high schools before 1900. rutland , vt: c. e. tut­ tle. smith, w.t. (1 884). the human body and its health; a text-book for schools, having spe­ cial reference to the effects of stimulants and narcotics on the human system. new york: lvison, blakeman, taylor & co. smith, w.t. (1885) . primer of physiology and hy­ giene: a text-book for primary classes: with special reference to the effects of stimulants and narcotics on the human system. new york: american book co. nancy p. o'brien is head, education & social science library, university of i l l inois at urbana­ champaign, e-mai l : npobrien@uiuc.edu 22 microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 21 resources on the net: organization of information in academic libraries compiled by chris bober, concordia university, montreal, quebec frbr and library catalogs bennett, r., lavoie, b.f., o'neill, e.t. (2003). the concept of a work in worldcat: an application of frbr. retrieved january 23, 2007, from http://fjt.cnitn.cn:89/gate/gb/www.oclc.org/research/publications/archive/2003/lavoie_frbr.pdf the authors investigate the concept of a work in worldcat, the oclc online union catalog, using the hierarchy of bibliographic entities defined in ifla’s 1998 frbr report. a methodology is described for constructing works by applying the frbr model to a random sample of 1,000 bibliographic records. it was concluded that “the frbr model, with its definition of concepts and relationships associated with bibliographic entities, promises to improve the functionality of search and retrieval tools for catalog users, as well as introduce greater efficiencies in cataloging practice.” calhoun, k. (2006, march 17). the changing nature of the catalog and its integration with other discovery tools. retrieved january 23, 2007, from http://www.loc.gov/catdir/calhoun-report-final.pdf calhoun was commissioned by the library of congress to prepare a report on revitalizing the library catalog whose “market position has eroded to the point where there is real concern for its ability to weather the competition for information seekers' attention". some of the more controversial suggestions in the report are to abandon the system of library of congress subject headings and to downgrade lc’s cataloging and classification operations. for example, resources could be diverted from cataloging books towards cataloging unique primary sources like archives, special collections, teaching objects, and research by-products. frbr review group. ifla. division iv. cataloguing section. (2007). frbr bibliography. retrieved january 22, 2007, from http://infoserv.inist.fr/wwsympa.fcgi/d_read/frbr/frbr_bibliography.rtf constantly updated, version 10.11 of this comprehensive ifla resource includes the following major sections: impact on current standards; application studies; implementation and research projects. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 22 ifla study group on the functional requirements of bibliographic records. (1998). functional requirements for bibliographic records: final report. retrieved january 22, 2007, from http://www.ifla.org/vii/s13/frbr/frbr.pdf the functional requirements for bibliographic records (frbr) report recommends of the restructuring of library catalogs to reflect the conceptual structure of information resources. ifla continues to monitor the application of frbr and promotes its use. mann, t. (2006). the changing nature of the catalog and its integration with other discovery tools. final report. march 17, 2006. prepared for the library of congress by karen calhoun. a critical review. retrieved january 26, 2007, from http://www.guild2910.org/afscmecalhounreviewrev.pdf this is a critical review of a draft of calhoun’s final report that is featured above. it was written for afscme 2910, the library of congress professional guild. mann criticized the premises behind calhoun’s report, and warned that if certain of her proposals were implemented, there would be "serious negative consequences for the capacity of research libraries to promote scholarly research." mimno, d., crane, g., jones, a. (2005, october). hierarchical catalog records: implementing a frbr catalog. d-lib magazine. 11(10). retrieved january 23, 2007, from http://www.dlib.org/dlib/october05/crane/10crane.html the authors used the perseus digital library catalog to explore some of the implications of the frbr hierarchy of works, expressions, manifestations, and items for searching and for browsing. their research demonstrated that “small, theoretically well-founded changes in the structure of catalog records, combined with readily available database software can produce catalog interfaces that address previously identified problems with existing library catalogs.” oclc. (2007). oclc research activities and ifla’s functional requirements for bibliographic records. oclc, dublin, ohio. retrieved january 24, 2007, from http://www.oclc.org/research/projects/frbr/default.htm one of the researchers’ main goals is to examine the issues associated with the conversion of a set of bibliographic records to conform to frbr requirements. through a number of case studies, including one with ‘fictionfinder’, a prototype catalog, “researchers hope to better understand the relationship between the bibliographic records and the bibliographic objects they represent, and to determine if the information available in the bibliographic records is sufficient to reliably identify frbr entities.” working group on functional requirements and numbering of authority records. (2005, june 16). functional requirements for authority records: a conceptual model. retrieved january 23, 2007, from http://www.ifla.org/vii/d4/franar-conceptual-m-draft-e.pdf the working group on functional requirements and numbering of authority records (franar) was established in 1999, a year after the publication of the frbr final report. it arose mainly out of the need to define functional requirements of authority records. franar continues to serve as the official ifla liaison to other interested groups concerning authority records. tillett, b. (2004). what is frbr? a conceptual model for the bibliographic universe. retrieved january 23, 2007, from http://www.loc.gov/cds/downloads/frbr.pdf this brochure, published on behalf of lc’s cataloging distribution service, provides an excellent brief introduction to frbr. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 23 cataloging rules coyle, k., & hillmann, d. (2007, january/february). resource description and access (rda) cataloging rules for the 20th century. d-lib magazine, 13 (1/2). retrieved january 23, 2007, from http://www.dlib.org/dlib/january07/coyle/01coyle.html this is a critical examination of the proposed rda standard currently under development by the joint steering committee for revision of aacr. the committee’s mandate is too conservative and radical changes are necessary, for if “new cataloging rules are developed without the parallel development of new models for library catalogs, then it will be necessary for some in the library world to set off in their own direction, rejecting what they see as insufficient change with a large price tag for implementation.” joint steering committee for revision of anglo american cataloging rules. (2007, january 29). rda: resource description and access. retrieved january 31, 2007, from http://www.collectionscanada.ca/jsc/rda.html resource description and access (rda), scheduled for release in early 2009, is a new standard that will be the successor to aacr2. when implemented, rda will “provide a comprehensive set of guidelines and instructions on resource description and access covering all types of content and media.” library catalogs and portals bates, m. j. (2003, june 1). task force recommendation 2.3 research and design review: improving user access to library catalog and portal information. final report (version 3). retrieved january 26, 2007, from the library of congress bicentennial conference on bibliographical control for the new millennium web site: http://www.loc.gov/catdir/bibcontrol/2.3batesreport6-03.doc.pdf the conference on bibliographical control for the new millennium considered how bibliographic control can be improved in the context of the current wave of information technology capabilities. the purpose of this report was to “prepare a review of the literature on catalog users and use, and, taking into account the state of information system design, make recommendations on how the library and cataloging communities might respond.” metadata dublin core metadata initiative. (2007, january 15). retrieved january 26, 2007, from http://dublincore.org/ the dublin core metadata initiative (dcmi) is “an organization dedicated to promoting the widespread adoption of interoperable metadata standards and developing specialized metadata vocabularies for describing resources that enable more intelligent information discovery systems.” this site includes links to a bibliography documenting the continuing evolution of dcmi and its endeavors. moen, w. e., miksa, s. d. (n.d.). marc content designation utilization. retrieved january 24, 2007, from university of north texas, texas center for digital knowledge web site:http://www.mcdu.unt.edu/?p=30 the official title of this research project is ‘examining present practices to inform future metadata use: an empirical analysis of marc content designation utilization’. it is thought that an empirical investigation “regarding the utilization of marc content designation in our current library information retrieval systems can contribute to discussions regarding the future of marc and its place in the rapidly evolving networked information environment.” this site has links to presentations and published papers. compilers’ note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc@alcor.concordia.ca from: e d i t o r i a l funny, you don’t look 100! education libraries, volume 32 no. 1, summer 2009 2 by jacqueline snider co-editor big events such as anniversaries, birthdays, or in this case, sla’s centennial, make us consider what we are, where we are, and how we got here. this could be a symptom of aging, a desire for reflection, or an attempt to make sense of all that has gone before. sla’s centennial prompted me to look at the history of the division, and in particular, of this journal. what i discovered is that the association, division and the journal are intertwined. in 1975, the first issue was published under the name, education libraries bulletin. according to the first editor, guest perry, the division began with murray wortzel of herbert lehman college (known as the “godfather of the group”) petitioning social sciences division librarians to form an education section in 1972. in 1975, the section became a full-fledged division. during the first few years, issues incorporated elements of both a newsletter and a journal, and included a directory of division members, a list of conference and meeting events, articles, advertisements, and annotated bibliographies of new and important materials. in looking through these, i recognize names and libraries: my predecessor at act, lois renter, the librarian at harvard graduate school of education; malcolm hamilton, our current co-chair; deborah garson who has had a long association with the division and the journal; and our favorite dancer, joan segal. theme issues started in 1977 with “back to basics.” over the years, topics ranged from ethics, networking, international education, an early examination of microcomputers in education (1980), environmental education (1979) to name just a few. contributors included famous sociologists such as john ogbu as well as intrepid, well-traveled librarians such as john d’amicantonio. with the help of deborah garson, our plan is to post all of the back issues on our website. the current issue of the journal looks at the past, present and future of education libraries. in her article on the need for the division to involve itself in strategic planning, joan segal concludes by saying that “one of the greatest strengths of the education division is and probably always will be the fellowship among the members, and this matches extremely well with one of the greatest member needs, which is the sharing of ideas.” these words are as true today as they were when she penned them in 1991. please join me in celebrating sla’s 100th anniversary by continuing to support the association, our division, and this journal. milestones: • 1975 fall-june 1977. bulletin education libraries. first issue. editor: guest perry • 1977 fall. new name: education libraries, first theme, “back to basics” • 1978 fall. new look. • 1979 winter. first guest editor, dexter fox. • 1988 winter. question of peer review raised • 1991 winter. anne galler became editor • 1991 winter. 15th anniversary issue; joan segal’s article on the future of the division • 1992 spring. new look • 1992 summer. editorial board announced • 1992 fall/winter. article by john u. ogbu • 1993 spring. first refereed issue • 2005 summer. last print issue • 2005 winter. first online issue available at http://units.sla.org/division/ded/education_libr aries.html editors: • 1975. guest perry, houghton mifflin • 1976-1980. guest perry, houghton mifflin; and malcolm hamilton, gutman library, harvard graduate school of education, coeditors • 1981-1985. susan baughman, gutman library, harvard university • 1986-1988. hope tillman, rider college library • 1989. lucie m. olson, socorro public library • 1990. hope tillman, tufts university, guest editor • 1991-1999. anne galler, concordia university • 1999-2000. joanne locke, concordia university, and noreen b. blake, bake & associates, acting co-editors • 2001. m. suzanne brown, education library, university of florida, guest editor; scott walter, george b. brain education library, washington state university, editor • 2002. patricia o’brien libutti, rutgers university libraries, guest editor; scott walter, editor • 2003-2007. lesley s. j. farmer, california state university, long beach • 2008 . jacqueline snider, act, and cybèle elaine werts. education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://units.sla.org/division/ded/education_libraries.html. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. officers of the education division, sla for 2009: chairs: michelle bagley and deborah garson; past chair: lesley farmer; secretary-treasurer: debbie bogenschutz © 2008 – special libraries association, education division education libraries, volume 32, no. 1, summer 2009 3 http://units.sla.org/division/ded/education_libraries.html 1s a r t i c l e s c opyrigh t issues in c reating digi tal archives by laura n . gasaway abstract as digital archives continue to increase, libraries must face concerns relating to copyright, and find workable, legal solutions to these issues. this article describes three types of digital library projects. public domain material and its accompanying copyright implications are first described. these include works on which copyright has expired; materials of unclaimed copyright and the current restraints; and works produced by the federal government. second is a discussion on fair use of copyrighted works. third, issues surrounding uncertain copyright status are explored. license agreements, particularly in relation to interlibrary loans, and cooperative projects wherein agreements are reached between owner and library so that no copyright problems exist, are also covered. the author concludes that while the creation of digital libraries brings copyright problems with it, these are not insurmountable and explains why. introduction libraries are increasingly interested in creating and using digital archives. the rapid development of scanning technology has brought this interest to the forefront, and indeed a variety of projects are underway to develop and share archives of digital works. libraries have a number of reasons for being interested in digital archives: (1) to preserve fragile material, (2) to increase the ability to search a variety of materials, (3) to make unique materials widely available, (4) to gain access to materials not held in a local collection, (5) to save space, (6) to develop unique products to market, and (7) even to save trees by reducing the need to rely on paper copies of works. additionally, a library might have a combination of these reasons. because creating a digital archive is a reproduction of a work, libraries must address copyright concerns. in some situations, the copyright issues may be nonexistent; in others, problems may be easily solved by agreements with the copyright owner. there may also be situations when the copyright issues are so serious that the digital archive project must be abandoned. digital library projects current digital library projects are of three types. first, there are many projects being created from public domain material. second, libraries are creating digital archives of copyrighted works. third, there are cooperative projects between the copyright owner and a library or other entity. the copyright concerns and potential solutions differ depending on the type of material and the project. education libraries vol. 21, no. 3_ public domain material digital library projects of materials in the public domain are the easiest since there are no serious copyright problems. everyone owns material in the public domain and anyone may freely reproduce the works. there is no exclusivity of rights and no need to seek permission from anyone. materials available in the public domain are very important for scholars and researchers as well as to libraries. making this material available digitally is equally important. just because it is copyright-free does not mean that the works are freely available, however. for years researchers have traveled to distant libraries and archival collections to use public domain material that exists only in one or very few copies. creating digital copies of these works that will be widely available on the world wide web is a tremendous service that a library can perform for scholarship and research. there are three types of materials that are in the public domain. first, all the works on which the copyright has expired are in the public domain. this is the largest group of materials. while the term of copyright has varied over the years, there is still a certain time when copyrighted works pass into the public domain. for a chart that details when works pass into the public domain in the united states, see http://www.unc.edu/-unclng/public-d.htm. the second type of materials in public domain work are those in which the author never claimed copyright or which were dedicated to the public by publishing without notice under the 1909 copyright act. some authors choose not to claim copyright and include a statement with their works to the effect that " the author makes no claim of copyright ; you are free to reproduce this work for any purposes." under the previous u.s. copyright a r t i c l e s 1 1 act, the 1909 statute, if the author or publisher published a work and failed to include a notice of copyright (i.e., the © or the word "copyright," the name of the copyright holder, and the year of first publication), he or she lost the rights to the work. in other words, it was a fatal flaw. this did not continue to be the case under the 1976 copyright act. for works published after january 1, 1978, the author had five years to correct any accidental omission of notice by going back and putting the notice on unsold copies. when the u.s. joined the berne convention in 1988, notice became optional on the part of the copyright holder. so, there will be no additional works passing into the public domain for failure to include copyright notice. · the third type of work in the public domain is works produced by the federal government. section 1 05 of the copyright act of 1976 states that works produced by the federal government or its employees acting within the scope of their employment are not eligible for copyright protection. this is not true of state or local government . works, however. since this is a federal statute, only federal government works are denied eligibility for copyright protection. copyrighted works in order to digitize a work that is copyrighted and make it available, permission must be sought and royalties pajd if the copyright owner so requests. works in this category are not the most difficult with which to deal. in fact, it is fairly clear what must occur. section 106 of the copyright act gives copyright owners five exclusive rights: reproduction, distribution, adaptation, performance, and display. while there are limitations on the owner's exclusive rights, only fair use merits consideration. are digital archives of copyrighted works fair use? probably not. section 1 07 of the act states: the fair use of a copyrighted work, including such use by reproduction in copies for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research, is not an infringement of copyright. a court will consider 4 factors in determining whether use of a copyrighted work is a fair use: (a) purpose and character of the use, (b) nature of the copyrighted work, (c) amount and substantiality used, and (d) market effect. purpose and character of the use favors scholarly and nonprofit educational and research uses. since a digital archive is of necessity made generally available, then the equivalent of multiple copies is made through each user of the work. fair use typically does not favor multiple copying. the nature of the copyrighted work factor examines the work itself. is it a novel? a musical score? a short news note? often libraries want to digitize out-of-print works. w hile the fact that the work is no longer in print is one consideration, it does not mean that the work may be freely reproduced. out-of-print and out-of-copyright are not the same thing. the third factor, amount and substantiality, looks at the quantity of the work reproduced. further, there is a qualitative aspect to this factor, and if "the heart of a work" is reproduced, then it is too much, regardless of the quantity copied. market effect examines the effect on the potential market for, or value of, the work. many of these works have little market value, but courts appear to consider any market that the copyright holder might develop, and this would include the digital market. if the work is digitized by a library but is not made available to users, then perhaps permission of the copyright holder is not required. but why else would a library create a digital archive except to make it available to users, and typically to users throughout the world? thus, digitizing copyrighted works most certainly will require permission from the copyright holder to avoid liability for infringement. copyright status uncertain the copyright status of many works a library may �ant to digitize may be uncertain. for example, it is much more difficult to determine the status of works published abroad than it is for works published in the united states. additionally, what about �ll the unpublished works that existed in archival collections all over this country? the copyright status of this second type of work will become clarified over the next few years. works that existed as of january 1, 1978, but which have never been published, will pass into the public domain at the end of 2002 or life of the author plus 50 years, whichever is greater. this will encourage libraries to digitize those works since they will definitely be copyright free. if an unpublished work existed january 1, 1978, but which is published before the end of 2002, the work will pass into the public domain at the end of 2027 or life of the author plus 50 years, whichever is greater. thus, the status of a huge amount of archival material will become clear, and, in fact, such works will become public domain over the next few years. there will still be other works for which the status is unclear for a variety of reasons. libraries that wish to create digital archives of these works should try to determine the copyright status as best they can. at some point, however, the library (working with legal counsel) may determine that it is willing to assume the risk involved in potential infringement and will go forward with the digital project. cooperative projects there are certainly projects where the copyright holder and the library have agreed that the library will create digital copies of the owner's works. thus, the copyright problems are nonexistent because the library and the owner have reached an agreement about the project. often these projects are for older material, back runs of journals, etc., and the agreement benefits both parties in addition to potential users of the digital library. education libraries vol. 21, no. 3 1 s a r t i c l e s acqu iring (accessing) digital archives in addition to creating digital archives, libraries want to access digital materials made available by other libraries and companies. sometimes that access is free and there is no license agreement involved. often, however, the library must sign a license agreement and pay a license fee to obtain access. section 108(t)(4) of the copyright act of 1976 states: "nothing in this section in any way affects any contractual obligations assumed at any time by a library when it obtained a copy of a work in its collection." in other words, libraries are bound by any license agreements they execute. thus, the library should ensure that the agreement contains the provisions that facilitate the anticipated use. issues that should be address�d include interlibrary loan and what happens when the license is terminated. to satisfy interlibrary loan requests, the library needs a clear provision about whether it may use the digital archive for which it has a license. if the license states that use is restricted to the institution, then interlibrary lending is not permitted. when the license expires or is terminated by either party, the library may want to negotiate up front as to whether it gets to retain the digital archive as it existed at the time of termination. a further agreement term might be that, after expiration of the license, not only does the license� get to retain the archive as it existed at the time of termination, but that the licensee be permitted to upgrade the archive to new platforms over time. copyright i n wor ks you dig itize most digital library projects deal with works in the public domain, manuscripts, incunabula, etc. creating a digital version of the work does not change the underlying copyright status of the work. is the act of digitizing itself enough to create a new copyright? education li braries vol. 21 , no. 3 some argue that the digital version creates a new copyright, but most copyright experts disagree. if the underlying photograph, literary work, etc. is in the public domain, then so is the digital version. the digital version is merely a copy in electronic form. certainly, if there were sufficient originality in the digital work then it would be eligible for copyright protection, probably as a derivative work. if the library has added descriptive material, comment, criticism, etc., then perhaps there is enough new material to qualify for copyright. but it is only the new material that is protected. however, the library might seek copyright protection for the collection. existing rights are probably best controlled through a license agreement. the library itself may want to develop a license that users would have to sign to obtain access to the archives. a license agreement can be used even if there is no charge for access to the material. terms could include how to cite the work, giving credit to the library that has created the archives, etc. conclusion creating digital libraries is an important development in the history of scholarship and research. scholars everywhere hope that libraries will continue to develop digital archives that facilitate their research. while there are copyright problems, they are not insurmountable, and libraries should continue to work with publishers on agreements when they are needed and certainly to produce digital archives of public domain material. laura n. gasaway is professor of law and director of the law library at the university of north carolina. she teaches courses in intellectual property and cyberspace law as well as on law librarianship and legal resources. she has written widely on both copyright and law management issues and is a frequent speaker on these topics. phone: (919) 9621049; e-mail: laura_gasaway @unc.edu 22 d e p a r t m e n t s selections from eric journal articles ej 459 963 norton, melanie j. ( 1992, summer). effective bibliographic instruction for deaf and hearing-impaired college students. library trends, v4 1 n l p l 18-50. discusses the need for providing adequate bibliographic instruction in academic libraries to deaf and hearing-impaired students. highlights include a legislative background; library staff training; instruction for groups, individuals, and faculty; written library materials; and equipment. a student guide to the ntid (national technical institute for the deaf) library is appended. includes i i references. ej 328 455 ju nor, c. ll oyd; taylor , cathy m . ( 1984, n ovember) . the in tegration of heari ng i mpaired s tu dents i n to regular education programs: some ramifications for library-resource personnel. australian library journal, v33 n4 p29-35. offers suggestions on ways in which librarians and resources personnel can optimize facilities for use by students wi . th impaired hearing. factors requiring consideration are discussed: architecture and spaces, resources (hardware, software), other collection considerations, expectations of students, institution expectations, time, budget, and allocation of funds. a 27-item bibliography is included. ej 199 827 metcalf, mary jane. ( 1979, january) .helping hearing impaired students. school library journal, v25 n5 p27-29. describes visual aids that can be used to help hearing impaired children participate in library story hours as well as programs for library instruction and encouraging reading. factors to be considered in selecting appropriate library materials for this group are discussed, and book selection aids and information sources are indicated. education li braries vol. 23, no. 1 ej 429 877 ·schleper, david r. ( 199 1, march april). tips for building a classroom library. perspectives in education and deafness, v9 n4 p2 1-22. eleven tips to teachers wanting to build a classroom library for hearingimpaired students include seeking community donations; joining book clubs; borrowing from the school library; involving the parent/teacher association; calling on the deaf community; contacting local service organizations; and asking for discounts. ej 258 240 esteves, roberto . ( 1982, january). video opens libraries to the deaf. american libraries, v 13 n 1 p36,38. describes recent technological developments that are making libraries increasingly accessible to the deaf and hearing impaired. ej 260 384 carter, william a. ( 1982, february). serving handicapped students in the school media center. technological horizons in education, v9 n2 p47-49. discusses the education for all handicapped children act and some of its effects and impact on public education, focusing on ideas and ways to make the library media center a meaningful experience for the hearing impaired, deaf, blind, and physically handicapped. ej 363 783 nelson, sandra m. ( 1988, january). modifying and planning library media skills lessons for exceptional students. school libraty media activities monthly, v4 n5 p28-32. presents 1 1 library media activities designed to meet the needs of elementary school students with : ( 1) varying exceptionalities, i .e . , mental and emotional handicaps, or severe learning disabil ities; (2) communication disorders; or (3) hearing impairments. d e p a r t m e n t s 23 ej 5248 18 leon, katy. ( i 996). library services to disabled students: outreach and education. reference librarian, n53 p l 3-25. discusses some approaches to meeting the needs of disabled students in academic l ibraries in keeping with the americans with disabilities act. highlights include types of disabilities, including visual, mobility, and hearing impairments; obstacles found in libraries, including poor communication; and possible remedies. ej 418 355 malcolm, ronald. ( 1990, september -october). my sister is deaf, and what about me? : meeting the needs of s ib l ings. perspectives in education and deafness, v9 n i p l 214. ten ideas are outlined for helping hearing children feel closer to and more comfortable with the lives of their deaf siblings. ideas include, among others, visiting the hearing-impaired sibling's classroom, touring the audiology booth, showing deafness-related movies, starting a sign language club, upgrading the school library, and sponsoring a poster contest. ej 436 279 simpson, jerome d. ( 1991 , november). the sound of many voices: library access for the print impaired. school library journal, v37 n i i p6 1. describes services available through the national library service (nls), a division of the library of congress that provides books on cassette, disc, or in braille for students with learning disabilities and/or visual impairments. the history of the nls is described, and cooperation with regional l ibraries is explained. ej 441 762 rosen, leslie; and others. ( 199 1 ). enabling blind and v isually impaired l ibrary users : inmagic and adaptive technologies. library hi tech, v9 n3 p45-6 1. describes a variety of technological advancements being used at the l ibrary of the american foundation for the blind to make library operations and services accessible to people who are blind or v isual ly i mpaired. the database management system inmagic is explained, and sidebars describe various other technologies. ej 416 544 byrne, w.c.; and others. ( 1990, june). resources and information: an international exchange. journal of visual impairment and blindness; v84 n6 p327 -31 . international sharing by libraries of special-format materials for blind and physically handicapped readers is discussed. topics include the variety of formats for such materials, identification of potential users, l ibrary activities for improving loan procedures, production practices and faci lities, determination of available publ ications, methods of sharing, and postal and customs considerations. ej 543 136 henson, dawn. ( 1997). setting up a library accessible area for the blind or visually impaired: considerations. college & undergraduate libraries, v4 n l p41 -52. discusses l ibrary planning for services for blind and visually impaired users, including access needs of patrons, available library space, appropriate adaptive technology, equipment costs and budget resources, internet access, and staff training. a list of pertinent resources is appended. ej 479 738 scott, alice h . ( i 993, fall). outreach : no longer the stepchild. illinois libraries, v75 n5 p304-06. considers the benefits of incorporating library outreach programs into regular ongoing l i brary services, based on experiences at the chicago public library. highlights include l iteracy programs; recognition of cultural diversity, including special services and collections for various ethnic groups; and services for deaf, bl ind, and physically handicapped users. contains eight references. how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan, or if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48 i 06. phone: i -800-52 1-0600. the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 13244 prepared this column. phone: (3 15) 443-3640; e-mai l :eric@ericir.syr.edu education libraries vol. 23, no. 1 24 d e p a r t m e n t s news from eric eric clearinghouses stay put another 5 years the united states department of education announced the award of 16 new 5 -year con tracts to operate the eric clearinghouses. the contracts, administered by the national library of education, will run from january 1 , 1999 to december 3 1, 2003. all 16 incumbents were re-a warded their respective operations. the list below names the 16 contractors and the eric clearinghouse each will administer: adult, career, and vocational education the ohio state university assessment and evaluation the university of maryland community colleges university of california at los angeles counseling and student services university of north carolina/greensboro disabilities and gifted education the council for exceptional children educational management university of oregon elementary and early childhood education university of lllinois higher education the george washington university information & technology syracuse university languages and linguistics the center for applied linguistics reading, english, and communication indiana university rural education appalachia educational laboratory education libraries vol. 23, no. 1 science, mathematics, and environmental education the ohio state university social studies/social science education indiana university teaching and teacher education american association of colleges for teacher education urban education columbia university the new five-year contracts challenge the 16 eric clearinghouses to propel the eric database and system into the next millennium and thereby meet the information needs of the 2 1st-century education community. with its 33 years of experience in the field of education dissemination and technology, the eric program will maintain its strength as a coordinated system by: • making its resources easiiy available to every school, library, household, and point of education decision making • expanding its database to include useful information for all categories of users • developing a variety of products to meet the increasing number of users' needs • producing educational products in full-text electronic formats as well as microfiche and paper • expanding its internet services in electronic question-answering and virtual libraries of curricular and education information. edrs unveils new electronic document subscription service in response to the growing need of research institutions and their patrons to have immediate access to eric materials, the eric document reproduction service (edrs) has created e*subscribe, a new electronic document subscription service. the new service features access to the eric database and to electronic page images of the documents described in the eric database; search manager capabilities (save, reactivate, and modify frequently searched topics); electronic delivery of page images in adobe acrobat (pdf) format; and ordering capabil ity for documents not available electronically. this service premiered in d e p a r t m e n t s 2s january by offering subscribers access to one full year of eric documents; access will eventually expand to include document page images from 1996 to the present. for more information, visit the edrs web site www.edrs.com or call 1-800-443-3742. full eric database now on eric/it and askeric web sites you can now search the ful l eric database ( 1966 to present) on the eric clearinghouse on information & technology (eric/it) and askeric web sites. also note that the pl web search engine no longer limits search results to 100 citations. simply use the "next" and "previous" options at the top of the results page. v isit the eric/it site and try the new search engine at http://www.askeric.org/eric/. new eric publications from the eric clearinghouse on information & technology : lankes, r. david and abby s . kasowitz: aska starter kit: how to build and maintain digital reference services, syracuse, ny: eric clearinghouse on information and technology, 1998 . 235p. isbn 0-937597-47-3 (spiral) . $23.00 order no. ir107. this set of s ix selfi n struct ion al moaules prepares organizations and individuals to create an internet-based, human-mediated information service. real-life experiences from existing digital reference service, such as askeric, the national museum of american art reference desk, nasa's ask the space scientist, kidsconnect, and ask dr. math, provide helpful hints for new services. lankes, r. david. building and maintaining internet information services: k-12 digital reference services. syracuse, ny: eric clearinghouse on information and technology, 1998. 2 1 1 p. isbn 0-937597-46-5. $23.00. order no. ir106. this monograph describes the foundations of digital reference, outlines how k12 digital reference services build and maintain services in the changing internet environment, and uses qualitative methods to look for similarities among several exemplary services. lankes also discusses the early development of i nternet technology; dynamic systems, complexity, and adaptive systems; and the role of k12 digital reference in education today. from the eric clearinghouse on language and linguistics: faltis, christian j. and paul wolfe, eds. so much to say: adolescents, bilingualism, and esl in the secondary school. foreword by nancy h . hornberger. washington, dc: eric clearinghouse on languages and linguistics, center for applied linguistics, 1998. 3 12p. isbn 0-8077-3797-6 (cloth) . $54.00; 0-8077-3796-8 (paper). $24.95. some of the most influential and well-known specialists in the field of language education share their research and knowledge about a wide range of issues in bilingualism and esl, including curriculum planning and implementation of native language l i teracy, she l tered co ntent teach ing , language teachi ng, demographics, discrimination, and the social realities of culturally diverse classrooms and schools. order from teachers college press at 1-800-575-6566. ncle update in collaboration with the national institute for literacy (nifl) and the western/pacific literacy network, the adjunct eric clearinghouse for esl literacy education (ncle) has devel oped an e s l specia l col lect ion on the web at http:// literacynet.org/esv. the collection highlights web resources related to teaching english to adult immigrants and leans heavily on the clearinghouse site at http://www.cal.org/ncle. ncle also moderates the nifl-esl listerv of 648 subscribers for the national institute. you' l l find subscription information on the site. for more information or to order eric publications, contact: eric/it, syracuse university, 4194 center for science and technology syracuse, ny 13244-4100. phone toll free: 1-800-464-9 107 e-mail : eric@ericir.syr.edu; web : http://ericir.syr.edu/ithome. news from eric is collected from various eric sources by the staff of the eric clearinghouse on information & technology, 4194 center for science and technology syracuse university syracuse, ny 13244. phone: (315) 443-3640 e-mail :eric @ericir.syr.edu education libraries vol. 23, no. 1 _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  4  it was a close one. there were mumblings about  this  issue of education libraries being  the  last one.  i  have been editing this journal for three years, and am starting my term as chair of the education division  of special library association. outgoing chair sharon weiner agreed to assume the reins of editorial re­  sponsibility, but the question arose as to the impact of the journal. our journal is the only peer­reviewed  publication within the association, and, as such, reflects the importance of scholarly publication for aca­  demic  librarians. moreover,  thanks  to  the  effective  communication  of  editorial  review  board member  jacqueline snider, several worthy articles were submitted and accepted. as a result, i am pleased to offer  this high­quality  issue, and have provided  the groundwork  for  the next  two  issues (i will edit  the winter  issue as my farewell editing  job  for  the division, at  least  for a while). thanks  to  the contributors. keep  those manuscripts coming – as well as reviews (we still need more of both, of course).  so what is special about this issue? the focus is on diversity, particularly in attracting people of color to  education  libraries and  to  the profession. last september,  southern california  libraries held a diversity  summit to discuss issues of recruiting, preparing and retaining librarians of color. the following month the  american library association held a similar event. as this nation becomes more diverse, librarians need  to  reflect  that  diversity. nevertheless,  the  percentage  of  non­anglo  librarians  has  remained  stuck  at  a  stubbornly  low number. particularly as post­secondary students make career choices,  they will  be  less  likely to think of academic librarianship if the only information professionals they see are pictured in ala  spectrum posters. the career ethnicity cycle must be broken.  academic  faculty members suzie allard, bharat mehra and m. asim qayyum offer  some basic  tips  for  “checking one’s assumptions” when communicating with multicultural populations. they are also develop­  ing a toolkit that will facilitate intercultural leadership, a somewhat overlooked dimension of academic li­  brarianship.  these  authors  helped  implement  their  own  diversity  event,  the  result  of  collaboration  be­  tween the university of tennessee and the university of puerto rico in rio peidras.  emily love suggests a promising venue for effective collaboration: minority  student  services. she pro­  vides a step­by­step plan to facilitate education partnerships, and explains several successful efforts im­  plemented by the university of illinois and urbana­champaign.  paul jaeger and renee franklin  review the  literature on  library and  information science (lis) faculty of  color, and found that more effort needs to be made in attracting qualified teaching faculty of color. having  a richly diverse lis faculty helps the profession in general, and provides important role models for poten­  tial information professionals.  i am pleased that we can continue this important conversation about diversity within our profession. it can  only  lead  to greater sensitivity  to every students’ needs,  re­examination of assumptions, and pro­active  work towards providing opportunities for people of color to inform the rest of us about the diverse world of  information and  information services. and  i  am pleased  that  this  journal will  continue  to pursue worthy  issues within education libraries in the hopes of improving education for all. i salute you all, and continue  to ask for your support. education libraries is your voice. issues 0 access by dr .. lesley s .. j .. farmer education l ibraries can have the greatest collections, but if they are not physically and intellectually ac­ cessible, they do little good . increasingly, academic l ibrarians are focusing on the intellectual access to information, thankfully. as universities lean towards an instructional specialty model, their professional staff can develop collaborative relationships with their associated teaching faculty, creating meaningful learning information l iteracy activities for university students. this issue tackles some of the other concerns of access to resources and services, focusing on the needs of the user. yunfei du addresses the new versions of d istance learning: web-based courses. he examines the satisfaction level of users relative to their computer competency. as universities increas­ ingly mount courses online, they may make assumptions about their students' technological ski l ls. re­ gardless of the fact that today's mil lennial-generation students have grown up in an internet world, they were not born with technology genes or had computer chips implanted into their brains. distance learn ing, while often geographically convenient, can be an isolating experience for students. if thei r technological expertise is also in question , they are l ikely to be frustrated and prone to drop out. du's study looks at the contributing factors in this scenario. particularly as education l ibraries are obligated to provide the same level of service and resources to distance learners, du's conclusions warrant attention. catherine carter addresses l ibrary access for students with disabil ities. she identifies three areas of con­ centration: bibl iographic instruction, web page design, and staff train ing. because the term "disabil ity" can refer to so many d ifferent issues: how students perceive information, how they process it internal ly, and how they communicate it, a one-size-fits-all approach is an injustice to these often gifted students. to be fai r, though, trying to figure out the appropriate approach for each student's accommodations can be daunting . carter wisely suggests that creating universal ly-accessible web sites and instructional delivery systems benefits al l students. nancy o'brien's d iscussion of bibl iographic access to historical children's textbooks and other print mate­ rials may sound trad itional . she notes traditional access tools, mentioning both high-profi le and l ittle­ known sources. she rounds out the issue of access by discussing the impact of the world wide web. in a fascinating way, access to early americana primers l inks to access to electronic resources for dis­ tance learning. the key point is that access issues endure, and that attention needs to be paid to users as well as to the resources themselves. librarians' roles include l inking those two entities in meaningful ways. not far from john cotton dana. education libraries volume 27, no. 2 winter 2004 4 oksale: building a culturally responsive virtual library of education resources for a tribal college by loriene roy, graduate school of library and information science the university of texas at austin abstract in spring 2001 students at the graduate school of library and information science at the university of texas at austin created a virtual library of education resources for pre-service teachers at northwest indian college (nwic) in lummi, washington, one of thirty-two tribal colleges in the united states . the virtual library includes pathfinders on topics such as emergent literacy and the impact of technology on indigenous peoples. in addition, the virtual library includes links to related sources in information literacy and library instruction as well as handouts providing instruction on using applications such as powerpoint adobe photoshop, and flash . introduction nationwide, less than one percent (18,000) of teachers are native american (koger, 2000). most native ameri­ can children are taught by adults who are not culturally connected to a tribal community. this results in high turnover among staff at tribal schools and disconnection between tribal schools and the communities they serve. several initiatives are underway to increase the num­ ber of native educators . twenty-seven of the thirty-two tribal colleges award education certificates or degrees (schubert, 2000) . one program is oksale, the native teacher preparation program at northwest indian col­ lege (nwic) on the lummi, reservation, north of bellingham, washington. oksale, which means teacher in the lummi coastal salish language, began in 1997 through a grant from the w. k. kellogg foundation (schubert, 2000; northwest indian college, n.d.). oksale courses are offered in conjunction with washington state university in bellingham. graduates of the program re­ ceive a bachelor of arts degree in elementary educa­ tion with k-8 certification (schubert, 2000; northwest indian college, n.d.) . in late 2000 portland (oregon) state university's (psu) graduate teacher education program received a $45,000 extension to a 1999-2002 u.s. department of education preparing tomorrow's teachers to use tech­ nology (pt3) grant to collaborate with nwic (lois cohen, email to portland state university pt3 project, september 15, 2000). faculty at nwic requested that education libraries vo1.25 no.2 winter 2002 oksale virtual library: content content for the virtual library evolved from class dis­ cussions, communication with dr. vivian delgado who is the oksale program director, input from the aces team, and incorporation of scheduled assignments in dr. roy's spring 2001 classes. after the list of content ideas was generated, the library instruction class iden­ tified four main content areas: educational resources, technology tips, library resources, and useful links. the class consciously chose to use four divisions to reflect native american cultural philosophies that honor four cardinal directions, four seasons, and four ages of human kind (infancy, childhood , adult hood, and elder age). this philosophy is also reflected in the use of a circle image on the home page. since the virtual library was designed at the request of the oksale program, the educational resources sec­ tion is the most important of the four main areas . the twelve students in dr. roy's information resources in the social sciences class created pathfinders based on topics mentioned in a selection of oksale program syllabi such as journal writing and media literacy. the pathfinders each include an introduction to the path­ finder topic and a description of the search strategy the student followed, an annotated bibliography of fifteen to twenty-five resources, and a pathfinder or outline that provides instruction on how to locate information on the chosen topic. in addition to these are links to sources of information on creating culturally responsive curricula for native 26 t ' figure 1: oxsale virtual library home page ogram vtrtuat l1brary home pag american students, fifty annotated links to sources on lesson plans,links to sites for children and parents , in­ cluding homework help. also , education resources in­ cludes information on information literacy organiza­ tions and models.gregory cajete and carol kuhlthau permitted the students to provide online versions of sev­ eral writings (cahete, 1994; kuhlthau , 1994 ). oksale virtual library: design the gslis students were concerned that the graphics and design be respectful and reflective of lummi culture . dr. vivian delgado , oksale program director, recommended that library instruction students consult dr. gregory cajete's book, look to the mountain, for guidance on how to adapt the virtual library site to reflect indigenous models of learning (cahete, 1994 ). valerie valdez, one of the library instruction students, assumed the responsibility of suggesting graphics to the class. she conducted an internet search of lummi art, which provided suggestions of tribal colors (red, black, and white) and graphics, and designed original education libraries vol.25 no.2 winter 2002 watercolor animals that became the basic imagery on the web site. gslis students selected the salmon to respect this valuable source of food for the pacific northwest peoples and its place as an esteemed spirit of the natural world . the eagle is found in the lummi nation seal. students chose the frog as the lummi people consider it as an auspicious being . lastly, students decided on the raven in the format of a carved cedar pole. other design decisions are evident in the section of the web site called about this virtual library. library instruction students felt that creating the virtual library was a journey like a river sometimes rambling, sometimes rushing and churning within its confines, thus the main imagery of this section is a river. the river involves smooth travel as well as coursing through and among potential river hazards, illustrated by a series of linked boulders. river imagery was also appropriate since lummi tribal land is associated with water, both sweet and salt. 27 oksale virtual library: communication and · decision-making the oksale web site was constructed following a process that involved communal decision-making. as a service-learning project, the process also tried to provide students with opportunities to contact the aces project community and to reflect on their work. communication during the web site construction included gslis students, aces partners , oksale students, nwic information specialists (including ms. nancy carroll, the lummi reservation library system librarian), lummi tribal members, researchers on information seeking behavior and native american education, and those involved in the american indian higher education consortium (aihec) virtual library project at the university of michigan and at bay mills community college in brimley, michigan. figure 2: eagle graphic in addition to class discussion and deliberation, the students created several documents to help coordinate decision-making. one document was a sign-up list by which students selected the content areas and tec)lnology areas on which they would work. each student selected a primary technology area for which they would provide advice to other students and one or more secondary technology areas. early in the process, dr. roy created several versions of a graphic illustration of the web site, using inspiration software. relying on previous web development experience, aimee akerman, a gslis student, drafted statements reflecting site development standards, file structure and file submission guidelines, and a site map outline. evaluation of the site involved sharing the url with nwic, the aces team and others involved in indigenous library development. students also placed a feedback form on the web site and gathered responses when they demonstrated the work on-site at nwic. education libraries vol.25 no.2 winter 2002 work on the oksale program virtual library is ongoing as is the informal partnership begun with nwic and aces. it is the hope of the gslis students that the virtual library will continue to be a useful resource for oksale program students and faculty. at least until final transfer of the virtual library is made to nwic, the virtual library can be found at http://www.gslis.utexas.edu/vlibrary (roy, 2001 ). references cahete, g. (1994) look to the mountain; an ecology of indigenous education. skyland, nc: kivaki press. koger, c. (2000) less than 1 percent of teachers are american indians, but a $10 million federal program hopes to add 1 ,000 more within five years. retrieved from http://www.inform .umd .edu/ edres/topic/diversity/specific/race/specific/ native_ american_ resources/ announcements/ teachers.html kuhlthau, c. c. (1994 ).students and the information search process: zones of intervention for librarians. in irene p.godden , (ed.). advances in librarianship 18, 57-72. new york: academic press. northwest indian college. (n .d.) native teacher preparation program. bellingham, wa: northwest indian college. roy, l. (may 2001) nwic oksale program virtual library. retrieved from http://www.gslis.utexas.edu/-vlibrary. schubert, r. (2000) . native american program graduates first class of teachers. retrieved from http://seattlepi.nwsource.com/ local/natv1 o.shtml figure 3: frog graphic dr. loriene roy is associate professor, library and information studies, university of texas, austin . her work has been recognized by the tucker foundation with a recent grant to con­ tinue an emerging site: if i can read, i can do anything. 28 b o o k r e v i e w s b uzzeo , ton i and jane kurtz . terrific connections with a uthors, illustrators, and storytellers: real space and virtual links. englewood , co: libraries unlimited, 1 999. 215 p. isbn 1 -56308-744-8 (softcover). $26.50 teachers and librarians who want to expand their efforts to instill a love of reading and writing in their students through author visits or "connections" will find everything they need in this book. jane kurtz, a well-known children's author and toni buzzeo, a library media specialist, combined their areas of expertise to produce this practical guide to connect students, teachers and librarians with authors and illustrators. what makes this book unique are the innovative ideas to connect students and authors using technology. professionals who have hosted bookpeople in the past will discover new ways to enhance the visits. novices will be eager to plan their first visit. information is easily found in terrific connections due to the physical layout. throughout the book are sidebars (marked tc for terrific connection) describing actual visits or quotes from those involved. author/illustrator spotlights contain short, informative paragraphs about a particular author and often include the url of the author's website. there is a reference list of authors and titles mentioned at the end of each chapter. these are compiled into one list at the back of the book. a bookperson index, title and subject indexes are included. the urls that were checked were still valid. the book is divided into two parts. part i deals with organizing successful author, illustrator and storyteller visits in schools and libraries. buzzeo and kurtz emphasize the amount of work and cooperation that is required to carefully plan a visit. readers will also learn why some visits are not successful. the comments of children's authors on how they make their presentations and how they tie their books into the session are fascinating to read. one chapter is devoted to choosing the right bookperson for your group. other chapters include creative ways to tie the visit in with the curriculum and how to prepare your audience for the big event. the author's wish list provides organizers with a checklist of do's and don'ts based on authors' experiences. young author conferences are explained as well as organizing visits with the help of public libraries and bookstores. suggestions on financing the visits are provided. part ii investigates alternative connections with bookpeople. the smallest or most physically remote school will be able to implement many of the ideas presented here. the chapters in this section explore the use of fan e-mail, formal e-mail, and online mentoring programs for students. authors are able to connect with students around the continent as they encourage them to write. other bookpeople have been involved with chat rooms at managed sites. the read in!, an annual global event that brings students and authors together through internet, is carefully explained. a librarian or teacher will soon realize that a virtual visit from an author can be an exciting activity for their students. an annotated list of author and illustrator web sites will prove very helpful for librarians, teachers and students. a few author /illustrator personal web pages are discussed in detail. students will be excited to find activities that accompany the book they are reading. the links will provide them with additional information. satellite networks can be used for interactive television broadcasts. planet think produces two subscription-based shows that promote reading: cover to cover and author's desk. well-known authors are able to reach large audiences through this innovative method. at a time when education budgets are facing cuts, this book is highly recommended for a school that is searching for new ways to turn students on to reading. grades k12 is indicated on the back cover but most of the examples are of elementary and middle school experiences. schools will be able to adapt the suggested ideas to fit into their own programs. dayle cushen is the school librarian at lindsay place high school, i l l broadview avenue, pointe claire, qc, canada h9r 3z3. she has hosted several author visits at this school library. phone: (5 14) 694-2760; e-mail: dcushen@total.net education li brari es vol. 24, no. 1 as b o o k r e v i e w s hurtado, sylvia et al. enacting diverse learning environments: improving the climate for racial/ethnic diversity in higher education. ashe-eric higher education report vol. 26, n umber 8. washington, dc: the george was h i n gton u n iversity, g raduate school of education and human development, 1 999. isbn 1 -8783080-88-5. issn 0884-0040. "the increased cultural diversity of the nation's campuses challenges institutions of higher education to achieve fundamental change. over the past 50 years, campuses in this country have enrolled students and hired faculty and staff who represent a broader variety of races, ethnicities, and cultures than at any previous time in history. among the forces fueling these dramatic changes have been armed international conflicts, changes in the world economic order, major social movements, presidential executive orders, government legislation, federal court rulings, and increased immigration. in the process, the country has been required to confront the myth of america as a homogeneous nation in the stark light cast by a reality that is decidedly multiracial, multicultural, and heterogeneous." (p.69) this statement begins the chapter entitled "design principles for improving the climate for diversity in higher education institutions." as the authors of this volume review the research that has been done on enacting diverse learning environments, we see that much has been accomplished. but higher education in the united states remains far from the goals of the true inclusion of minorities and appreciation for diversity. the authors of this report, with the support of the common destiny alliance (coda), reviewed recent and classic studies on diversity in higher education and presented their results to a consensus panel of scholars and practitioners who reviewed the first draft of this report and made suggestions on strengthening it. it is projected that by 2010, students of color will make up 24 education libraries vol. 24, no. 1 percent of the population 1 8 and under. the climate in higher education must improve if these students are to achieve the baccalaureate degrees needed to support the nation's economy. (p. 1 ) the research reviewed covers a lot of ground. one section compares the services provided by special mission institutions­ the historically black colleges and universities and american indian collegeswith those of desegregated white colleges. one strong advantage of special mission colleges is seen as the abundance of role models available from a faculty that more closely approximates the make-up of the student body. several studies have pointed out the importance of a cohort group. the more students of an individual racial/ethnic group, the less marginalized individual students feel, and the more willing they are to disclose personal feelings and contribute to class discussions. many studies covered in this volume recount the importance of the majority culture in learning more about the minority cultures. college students exhibit greater openness to social and political change, than people do at any other time of life (p.28) and it is advisable to take advantage of this fact by exposing students to a wide array of experiences. the authors advise that colleges must learn to dispel the predominant eurocentrism of traditional curriculums, and increase diversity and respect for the differences that this brings, in all aspects of college life. this book should be required reading for faculties and administrators throughout the united states. it is highly recommended for higher education library collections. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh.us), cincinnati state technical and community college, 3520 central parkway, cincinnati, oh, usa 45223. she is a regular contributor to the book re views department. phone: (5 13) 569161 1 ; fax (51 3) 559-0040; e-mail: bogenschutzd @cinstate.cc.oh. us b o o k r e v i e w s 39 rodigues, dawn and raymond j. rodigues. the research paper and the world wide web. 2 nd ed. upper saddle river, nj: prentice hall, 1 999. useful to both the beginner and the professional, this state-of-the-art-guide equips the reader with the skills to conduct research in libraries and online through the world wide web. the publisher describes this book as "technically two books in one (a guide for writing research papers and an introduction to web searching)." it provides an introduction to the basic principles of searching for information in your local library catalog, but further extends the research process by demonstrating how to use web tools for finding local and worldwide resources on the internet. the authors have written several guides on how to integrate the traditional methods of research using the newer forms of web searching. they begin this text with a review of the· research process. the next two chapters cover the topic selection stage by providing a discussion on a whole collection of resources to tap for the best information on subjects of interest. suggestions for tailoring research strategies to a particular field of interest, preparing a working bibliography and developing systems of note taking are offered. web sites for the most commonly used search engines, subject dictionaries and other online library resources are evaluated on their potential value for gathering credible information on a given topic. included in each chapter are practice boxes and end-of-chapter exercises, which allow for an interactive option for practicing and mastering each of the chapter's concepts. chapter 5 stresses the need to evaluate both print and web sources not only in isolation, but also in the context of the research project. preliminary criteria such as content, currency, source of publication and coverage can be applied to all sources, while a checklist of questions help the researcher to determine the efficacy of a good web site (url). chapter 6 explains how mail, newsgroups, forums and listservs can be used to gather unique information from other researchers and specialists in a particular field. guidelines on the etiquette of using e-mail for data gathering are discussed in some detail. titled "taking notes and organizing information," chapter 7 examines the use of bookmarks as organizational tools and, with the aid of pictorial inserts, shows how to set up electronic files and folders to organize all the resources located during the research process. topics such as summarizing, paraphrasing and quoting sources are covered in the first part of chapter 8, followed by a lengthy section on documenting sources in either the mla or apa citation styles for both print and web sources. writers of research papers will find this section most useful, as it demonstrates the proper way to integrate and cite all the different forms of electronic web sources within a research paper. an attractive feature of this publication is the online companion web site. an interactive tutorial reinforces each of the chapter concepts by providing links to related web sites, exercises, interactive essay questions and examples of resources. a bulletin board area allows students to discuss chapter topics. in summary, this book equips the reader with the skills to locate and assess information using both print and online resources, but offers insufficient guidance on the writing of a research paper. over 24 pages are devoted to a sample research paper without any attempt to explain the mechanics of. writing an effective thesis statement, working with a balanced outline, thinking critically about an argument or editing the final draft. however, the book would be an excellent companion to a another text which covers those principles and conventions governing the structure of a balanced research paper. judy piper dewolf is a former lecturer in library studies, concordia university, montreal ,quebec, canada. she is currently the layout and design creator for education libraries. phone: (514) 426-14 14; e-mail: japiper@total.net education libraries vol. 24, no. 1 4o b o o k r e v i e w s nilsen, aileen and don nilsen. encyclopedia of 20th century american humor. phoenix, az.: oryx press, 2000. 360 p. isbn 1 -57356-218-1 . $67.50 encyclopedias are always useful books for any library. this one is also amusing. 20th century american humor gives an interesting insight into the culture of 20th century america. drawn from all forms of existing media-print, television, radio, vaudeville, the internet, etc . , it ranges over all types of humor-literary, ethnic, performance, and many others. it is unhampered by political correctness and therefore is an honest, even harsh portrayal of what we laugh at. gay and lesbian humor, gender and humor, disabilities and humor are some of the often-sensitive topics faced. ethnic humor includes hispanic, jewish, and american indian. topics covered include antiauthoritarian humor complete with a dilbert cartoon. children's television takes up 5 pages and has a picture from sesame street with big bird. the influence of television on 20th century america is notable. a substantial portion of the topics and many of the references within all the topics are to acts or personalities seen on the small screen. sitcoms have a special section. puppets and puppeteers feature a picture of jim henson and the muppets. radio, regional h1,1mor and urban legends are all included. styles of humour such as impersonation , irony, mime, put-downs and rejoinders, s atire, self-disparagement, and education libraries vol. 24, no. 1 understatement each rate their own entries. seemingly ancillary entries for magazines, museums and poetry add to this interesting collection. peppered with pictures, this is book is irresistible. buster keeton, whoopi goldberg, the simpsons, woody allen, emma bombeck, lucille ball, gilda radner and sid caesar are all portrayed. references are made to peanuts, dustin hoffman, mad magazine and the pink panther among a galaxy of others. this encyclopedia is an excellent source of ideas for that occasional speech you may be asked to give. for occasions like weddings and surprise birthday parties where you are stuck for ideas, pop open this book and something will quickly grab your attention and subsequently your audience. from the first entry, ''academic study of humor", to the last one, "wit", this is a good addition to an academic, public or personal collection. entries include see also references and further readings. there is a good bibliography and a full index at the back of the book. while the main entries are part of the index they get somewhat lost amongst all the other material. aileen pace nilsen and don nilsen are both professors of english at arizona state university and each is associated with the international society for humor studies. franki elliott is a consultant and trainer in information research located in hudson heights, qc, canada. she is a frequent reviewer for this journal. phone: 450-458-2636. e-mail: franki @hudson.net b 0 0 k r e· v i e w s 41 nelson, pauline and todd daubert. starting with shakespeare: successfully introducing shakespeare to children. englewood, co: teacher ideas press, 2000. isbn 1 -56308-753-7 (pbk). $23.50 us. $28 outside north america. "beguile the time and feed your knowledge . . . . " (twelfth night, 3.3). this invitation which closes the book, starting with shakespeare, provides a most auspicious opening for its review. although pauline nelson and todd daubert dedicate their book ''to everyone who had to study shakespeare and hated it", those who already love shakespeare and are seeking new ways to communicate this delight to their students will more gratefully receive their enthusiasm. if the authors also achieve their goal by enticing the reluctant, so much the better the more, the merrier. the authors' organizational skills are evidently based on experience, the best teacher of all. this book offers the kind of colleague to colleague exchange that feeds on what has worked. the "let me tell you, it was fantastic; the kids loved it" kind of staff room chatter. not only are the authors keen, they also possess an endearing sense of humour. for example, when introducing the major characters in hamlet, they describe the young prince as "the james dean of denmark: rebellious, misunderstood, and scornful of the adult establishment the perfect teen idol !" (p.23) this comment not only introduces a touch of levity, something of which we know shakespeare heartily approved, it also strikes a relevant note by indicating the way in which shakespeare's characters transcend the centuries. the introduction offers the rationale for teaching shakespeare to elementary students, but there is no doubt that teachers and librarians in junior high schools could also effectively employ the book. it contains practical suggestions for fueling interest and lays out the organization of the book in a straightforward and readable fashion. part one, setting the stage, contains "fuel for the fire": background information about shakespeare; "spontaneous combustion: ideas for crosscurri c u l ar enrichment activities;"fanning the flames": advice on introducing the great man to the students, and "how not to get burned": timely classroom management advice. part two is entitled the plays. the same approach is used for four of shakespeare's plays: hamlet, macbeth, a midsummer's night dream and romeo and juliet. the first section is who 's who-a brief introduction of the main characters, including the phonetic pronunciation of each character's name, a useful touch. (after recently overhearing iago's name mispronounced by students who were mimicking their teacher, this is certainly not an unnecessary or trifling addition). who 's who is followed by what's what, which offers illuminating background information, and what's happening which reveals the basic plot line and includes suggestions for class discussion or debate. then, will's words suggests selections for students to memorize and recite. the section entitled lights, camera, action, movie offers excellent practical tips and advice on helping any movie-making session run more smoothly. having once videotaped sixty grade six students enacting two thousand years of british history, allow me to say you need all the advice and help you can muster to embark on such adventurous and rewarding projects. also provided are scenarios and mini-scripts, which include the will's words selections as a jumping off point. while the authors admit that they were forced to cut some scenes and characters, they encourage participants to create these scenes at will, as energy and interest allow. shakespeare, the movie, is followed by a section entitled don't just sit there which offers thirty or more cross-curricular ideas for enhancing students' appreciation of the sixteenth century and hot stuff, suggestions for further resources. at the end of the book the authors include parental responses to the programme in which their children have been involved. an incidental concern is that all fifteen responses are from mothers. in the second edition, let us hope the authors will include some enthusiastic appraisals from dads as well. aside from an index that is so short as to seem an incomplete afterthought, starting with shakespeare is delightful. highly recommended for teachers and school librarians, this guide has been written for enthusiasts by enthusiasts and the enthusiasm is contagious " . . . joy delights in joy" as shakespeare would say. sharen mcdonald is the librarian at hudson high school, 69 cote st charles, hudson heights, quebec jop i jo, canada . . she is the author of two books, one of which, a gefltlemand and a scholar was reviewed in education libraries, vol. 20, no. 3, 1 996. phone: (5 1 4) 6961 462; e-mail : donaldsb@dsuper.net education li braries vol. 24, no. 1 42 b o o k r e v i e w s volz, bridget dealy et al. junior genreflecting: a guide to good reads and series fiction for children. genreflecting advisory series, englewood, co: libraries unlimited, 1999. 1 87 p. isbn 1-56308-556-9. $28 lis. $33.50 outside north america. betty rosenberg and diana tixier herald were pioneers in creating sources that identify exactly the type of books that readers are craving: genre fiction. betty rosenberg provided easy access to genre fiction in the first three editions of genreflecting: a guide to reading interests in genre fiction. diana tixier herald continued with the fourth and fifth editions of genreflecting and then created a targeted volume for an audience of younger readers in teen genreflecting. they have helped librarians and professionals identify titles and authors by arranging them in an easy to use subject format for dedicated genre fans. now bridget dealy volz, cheryl perkins scheer, and lynda blackburn welborn have created junior genreflecting: a guide to good reads and series fiction for children. the books listed in this volume are suitable for third to eight grades and include special icons to identify titles for grades six to eight, and picture books for older readers. titles included are from the 1990's including reference to the three wildly popular harry potter titles, which will have a serial life for many more years. information included for all titles include appropriate age level of the material, number of pages in each book, isbn for the hardback copy, other titles if the book is part of a series or has companion novels, and any awards given to the book. sources used to select titles for this volume were at least one positive journal review from booklist, bulletin of the center for children's books, horn book magazine, horn book guide to children's and young adult books, and school library journal. also consulted were the ala notable book lists for young adults if appropriate to age level or genres discussed. chapter one provides information on reading for life and includes suggestions for establishing the reading habit. it also includes a list of resources and web sites entitled "helpful resources for working with young people and useful sites on the internet." the rest of the chapters deal with the genres of: adventure, animals, contemporary life, fantasy and science fiction, historical fiction, and mysteries. " the contemporary education libraries vol. 24, no. 1 life" section includes further subdivisions on family relations, ethnic groups, and problem novels. other topics included are families and family life, friends and friendship, emotions, emotional and physical challenges, child abuse, values, neighborhoods, and cities and city life. for each chapter the authors also include short stories, paperback series, and an all­ time favorite list of the authors. the book concludes with an authorffitle index and a subject index. subjects with numerous titles in the book include: coming of age, dealing with death, divorce, dragons, immigrants and immigration, moving, orphans, prejudices, slavery and world war. genreflecting has moved to the world wide web with the web site genreflecting books of the week (http://mancon.com /genre/) which includes a teen genreflecting link. perhaps a link for children will soon be available. they provide a list of books of the week. world wide web access to suggested titles is another way to hook readers into a lifetime of reading. now on the web one can get weekly lists to satisfy all appetites for reading. children in the third to eighth grades love to read genre fiction and this book was created for those readers. children are heavy users of public and school libraries and like to borrow books from their friends. aids to finding books they like are most welcome. this book is recommended for colleges and universities that have children's literature courses and for reference collections in public and school libraries. karen bacsanyi is librarian iii, at purdy/kresge library, wayne state university, detroit, michigan 48202. phone: (3 13) 577-6446; fax: (3 13) 577-3436; e-mail: k.bacsanyi @wayne.edu b o o k r e v i e w s 43 silverman, franklin h. publishing for tenure and beyond. westport, ct: praeger publishers, 1 999. 1 68 p. isbn 0-275-96390-x (hardcover). $65.00. isbn 0-275-96391 -8 (pbk). $1 8.95. it's no secret that the key to getting tenured and promoted in colleges and universities is to publish, publish, and publish. or at least that's the common wisdom. as franklin h. silverman says in his helpful book publishing for tenure and beyond, assistant professors are hired for one job-teaching-but they are evaluated on their ability to do something else, that is, research leading to publications. even though it may be tempting to put all one's energy into teaching when getting that coveted faculty position, assistant professors need to know that a solid publishing record throughout their employment at the university is key to gaining tenure. at most universities, tenure decisions and promotions to associate professor go hand in hand. silverman pulls no punches. he indicates that being well liked by faculty, students, and administrators is the unwritten criterion in tenure and promotion decisions, but an inadequate publication record can be used as an excuse to deny tenure. so, it is clear that those aspiring to tenure should publish as well as develop interpersonal skills. at least one article per year in a peer-reviewed publication is important, as are invited book chapters and other respectable publications. although writing a scholarly book, especially one published by a university press, is prestigious and earns the author credit, those on the tenure track should realize that textbooks, trade books, self-published monographs, and those published by vanity presses do not necessarily benefit the author. according to the author textbooks take too long to write, stealing time from other publishing projects, and books that earn a writer money may merely incur the envy of colleagues. silverman has over one hundred published articles and a dozen books to his credit, so his advice about getting published is supported through solid experience. he warns that newsletter articles, book reviews, conference proceedings papers, and even articles in electronic publications do not have the weight of writing that appears in a well-established first tier journal. some electronic journals now do have a rigorous peer review process, but many university-wide tenure and promotion committees do not yet recognize the legitimacy of online publications. tenure-seeking authors are warned to avoid projects that are impractical or that are not likely to be completed, such as longitudinal studies, book projects without a contract, and projects that question widely accepted theories in the discipline. save those things until after tenure, silverman cautions. this book is sometimes redundant and, at times, a topic seems to be exaggerated out of proportion, such as the chapter on the fear of writing. all things considered, however, silverman's clear writing and straightforward style offers practical advice for several key constituencies: assistant professors, graduate students, and even those who are tenured and need to have their research and publishing agenda re-energized. instead of platitudes and cliches the author gives real help to those who need it. he compares the tenure process with a game, and gives the written and unwritten rules of the game, something that may take years of experience to determine on one's own. he also offers a 30-minute a day writing system that silverman claims has worked for him in producing dozens of articles and books. it is hard to imagine that in 30 minutes a day complex research-based articles can be written, but this system does offer an alternative to the somewhat unrealistic search for huge blocks of time in an assistant professor's busy day of teaching, committee meetings, and family responsibilities. although silverman is well entrenched in the academy, he manages to avoid jargon and to write in an accessible and refreshing style. his hints are down-to-earth and sometimes seem like common sense. however, the difficulty some in the academy have with getting published and the tenure anxiety experienced by many justify this publication and the helpful tone in which it is written. deans and department chairs might consider giving this small volume to new professors as a way to support junior faculty members' quest for the holy grail of becoming tenured. claire mcinerney is an assistant professor of library and information studies at the university of oklahoma, 401 west brooks, room 1 20, norman, ok, usa 7301 9. phone: (405) 325-3921 ; fax: (405) 325-7648; e-mail: cmcinerney @ou.edu or cmcinerney@aol.com education li braries vol. 24, no. 1 44 b o o k r e v i e w s lepage-lees, pamela. from disadvantaged girls to successful women: education and women's resiliency. westport, ct: praeger publishers, 1997. 184 p. isbn 0-275-95752-7. $49.95. this book is a timely investigation into the educational and emotional lives of twenty one american women who overcame disadvantaged backgrounds to achieve a high level of success (either ma or ph.d. degrees) in the academic world. the author writes sensitively and intelligently on this subject in large part because she herself came from such a background and believes that "the literature on women's resiliency is incomplete and that my personal achievement process was too difficult." pamela lepage-lees makes an important contribution to the research on women's education by correcting a mistaken impression that the choice to pull oneself up by the bootstraps and overcome family and social barriers through education is in any way an easy one. the twentyone women whose stories are drawn upon here all had the following common backgrounds: • they lived in either a poor working class or lower-class family as a child. • they were first-generation college students. • they experienced at least one type of familial dysfunction or traumatic childhood stress (physical · and/or sexual abuse, alcoholism, drug abuse or mental illness, and severe illness) (p. 8). the style of the author is scholarly without being pretentious; it is straightforward, easy to understand and her points are amply illustrated by selected direct quotes from the women themselves, adding greatly to its credibility and interest. lepage-lees pursues her topic logically from the first chapter, which describes the participants themselves and then relates their characteristics to education libraries vol. 24, no. 1 the general traits of resilient successful women. she continues on through such common crucial aspects as their reactions to disadvantage, teachers, mentors, positive and negative aspects of schooling, achievement and development patterns, and finally family and community influences. this study will prove interesting and validating to the many women who have managed to achieve highly in the academic world in spite of the drag of poverty and familial dysfunction. it will provide many insights to educators who may encounter such women in their classes, often unknowingly; for example, one of the common ways in which these women managed to reach their goals was by hiding the facts of their negative and difficult origins. lepage-lees' book should be read and taken seriously by all educators who wish to understand and assist such women and make their paths to a better life easier. her final chapter called "transforming education" offers concrete and doable suggestions for changing the way in which professional development programs for teachers are carried out, based on the knowledge she gained through this and other studies, with the ultimate aim of making the achievement process less difficult for others. contents include four appendices: (a) demographics; (b) data collection methods; (c) research tables; (d) feedback questionnaire and pruticipants' comments as well as references and an index. this book is a highly recommended addition to academic libraries in institutions with women's studies and education departments. eunice degruchy is a former educational consultant in professional development for the cree school board, james bay, quebec, canada. she is currently executive director of the quebec association for adult learning based at concordia university in montreal, 1455 de maisonneuve blvd. w., room lb 614-3, montreal, qc. h3g 1m8. phone: (514) 848-2036; e-mail: degrueoo@primus.ca microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 64 new ad forthcoming by dr. lori m by dr. lori mestre estre anderman, e.m. & anderman, l.h. (2008). psychology of classroom learning: an encyclopedia. (vols. 1-2). farmington hills, mi: gale. isbn: 00286-6167-2; 978-0-0286-6167-4; ebook isbn: 978-00286-6170-4. oclc: 191891733. 1000 pp. $260.00. psychology of classroom learning is a two volume set that explores psychological aspects of learning — such as cognition, motivation and emotion. it includes theories, biographies, classroom concerns, development issues, and methods of promoting learning especially focused on the student/teacher dynamic. the nearly 300 detailed essays examine how learning is affected by a range of factors, from the effect of teachers’ emotions and classroom management style to the impact of cultural differences and school culture. includes, photographs, images, and index. intended for: use by a broad audience, including teachers, school psychologists and those studying developmental and educational psychology. asamen, j.k., ellis, m.l. & berry, g.l. (eds.). (2008). the sage handbook of child development, multiculturalism, and media. thousand oaks, ca: sage publications, incorporated. isbn: 978-1-41294915-6. oclc: 183926457. 495 pp. $125.00. the sage handbook of child development explores the multicultural development of children through theory, research, and best practices through socialization (such as family, home, schools, peers) and media influences (such as print, television, internet, video games). it examines how socialization practices and media content construct and teach us about diverse cultures. the 29 chapters are divided into four parts: part i: foundations for multicultural concepts, child development principles, and an emerging worldview; part ii: institutions of socialization and the development of a child's multicultural worldview; part iii: media and the development of a child's multicultural worldview; part iv: perspectives on media literacy and the forces that shape the media experiences of children. throughout, the editors and chapter authors highlight how to analyze, compare, and contrast alternative perspectives of children of different cultures with the major principles and theories of child development in cognitive, socioemotional, and/or social/contextual domains. includes illustrations, bibliographical references and indexes. intended for: those interested in program development, research and evaluation, as well as for broadcasters, public policy and advocacy groups, teachers, and other childcare professionals. ayers, w. quinn, t. & stovall, d.o. (2008). handbook of social justice in education. london: routledge. isbn: 0-8058-5927-6; 978-0-8058-5927-0. oclc: 190396172. 800 pp. $225.00; $89.95. the handbook of social justice education is an up-todate review of the field from multiple perspectives concerning topics like education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. the nine sections are: historical and theoretical perspectives ; international perspectives on social justice in education; race and ethnicity, language and identity: seeking social justice in education; gender, sexuality and social justice in education; bodies, disability and the fight for social justice in education; youth and social justice in education; globalization: local and world issues in education; the politics of social justice meets practice: teacher education and school change; and classrooms, pedagogy, and practicing justice. intended for: researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.. n e w a n d f o r t h c o m i n g education libraries, volume 31, no. 2, winter 2008 65 bickman, l,& rog westat, d.j. (eds.). (2008). the sage handbook of applied social research methods. (2nd ed.). thousand oaks: ca: sage publications, incorporated. isbn: 978-1-4129-5031-2. oclc: 212893577. 680 pp. $125.00. this revised handbook covers core methods, research designs, data collection, management, and analysis issues related to social research methods. the eighteen chapters are organized into three parts: part i: approaches to applied research; part ii: applied research designs; and part iii: practical data collection. each chapter includes step-by-step procedures practical examples from various settings to illustrate the method, and parameters to define when the method is most appropriate and when it is not appropriate. the emphasis for this revision is on applying research techniques in ‘realworld” settings in which there are various constraints. it also includes chapters on internet data collection, concept mapping, and qualitative comparative analysis. includes graphs, models, and tip boxes. intended for: students of introductory and intermediate research methods courses and researchers. borman, k. & cahill, s. (2008). handbook of american high schools. (vols. 12). lanhem, md: rowman & littlefield education. vol 1: isbn: 15788-6702-9; 978-1-5788-6702-8. 490 pp. $49.95. vol 2: isbn: 1-5788-6703-7; 9781-5788-6703-5. 488 pp. $49.95. oclc: 229021438; oclc: 232713699. written by an interdisciplinary group of experts in education, psychology, sociology, and other fields, this handbook provides an examination of u.s. secondary education from the private academies of colonial america to the comprehensive high schools and alternative schools of today. it includes original entries on almost all of the core issues surrounding education, especially those concerning social issues. includes cross referencing, primary documents, bibliography. intended to serve as a reference for scholars, educators, parents, and students in a variety of fields. charner, b., murphy, m. & clark c. (eds.). (2008). the giant encyclopedia of lesson plans: more than 250 lesson plans created by teachers for teachers. beltsville, md: gryphon house, incorporated isbn: 0-8765-9068-7; 9780-8765-9068-3 978-0-8765-9068-3. oclc: 213384895 574 pp. $34.95. this encyclopedia offers more than 250 complete lesson plans written by teachers. lesson plans for ages 3-6 cover topics from colors and numbers to seasons and nursery rhymes. each lesson plan is complete with: a learning objective; a circle or group time activity; book suggestions; snack ideas; five learning center activities; assessment strategies; related songs, poems, and fingerplays. includes indexes. drotner, k. & livingstone, s. (eds.). (2008) international handbook of children, media and culture. thousand oaks, ca: sage publications, incorporated. isbn: 978-1-4129-2832-8. oclc: 71285206. 560 pp. $130.00. each chapter in this multidisciplinary handbook provides a clear orientation to the main debates and core issues related to media and culture. the contributors, from around the globe, present detailed empirical cases to illustrate how interactions with technologies shape children’s social relationships. they also present global trends and cultural variations in how children use media. intended for: advanced students and scholars. english, l.m. (ed.). (2008). international encyclopedia of adult education. basingstoke: palgrave macmillan. isbn: 978-0-2302-0171-2. oclc: 226357124. 768 pp. $55.00. the international encyclopedia of adult education provides a comprehensive and education libraries, volume 31, no. 2, winter 2008 66 concise guide to key terms, individuals, movements and concepts in adult, from the field’s emergence to present day. more than 170 entries, arranged a-z, were written by international scholars. they provide summaries of ongoing debates, from self-directed learning to human resource development. includes bibliographical references and an index. intended for: scholars, graduate students, and practitioners who have an interest in the field of adult education. fry, h. & marshall, s. (2008). a handbook for teaching and learning in higher education: enhancing academic practice. (3rd ed., revised). new york: routledge. isbn: 0-4154-3464-5; 978-0-41543464-5. oclc: 213133362. 544 pp. $49.95. this updated and expanded edition of the handbook focuses on developing professional academic skills for teaching. it includes new topics such as: e-learning; lecturing to large groups; formative and summative assessment; and supervising research students. part 1 examines teaching and supervising in higher education, focusing on a range of approaches and contexts. part 2 examines teaching in discipline-specific areas and includes new chapters on engineering, economics, law, and the creative and performing arts. part 3 considers approaches to demonstrating and enhancing practice. includes illustrations, bibliographical references, and an index. intended for: new lecturers and those working in learning and education. given, l.m. (2008). the sage encyclopedia of qualitative research methods. (vols.1-2). thousand oaks, ca: sage publications, incorporated. isbn 1-4129-4163-6; 978-1-4129-4163-1. oclc: 185031301. $350.00. the sage encyclopedia of qualitative research methods presents an overview of qualitative approaches to research, including ready-to-use techniques, facts, and examples from the field. the international contributors are from a variety of disciplines and represent different approaches, including traditional, positivist, postmodern, and constructionist. the approximate 500-600 entries are arranged a-z and cover every major facet of qualitative methods, including gaining access; research participants; data coding and collection; research ethics, and aspects of specific qualitative methods. entries define and explain core concepts, and describe the techniques involved in the implementation of qualitative methods. they are also cross referenced and include stable urls and further readings. intended for: public and academic libraries, undergraduate and graduate students, practitioners, researchers, and consultants. includes a reader’s guide, appendices, and a bibliography. gonzalez, j. m. (ed.). (2008). encyclopedia of bilingual education. (vols. 1-2). los angeles, ca: sage publications, incorporated. isbn: 978-1-41293720-7. oclc: 185031294. 1008 pp. $325.00. this reference work provides resources discussing the polemics in the field of bilingual education from various angles: history, policy, classroom practice, designs, and research bases. it covers the history of bilingual education in the last half of the 20th century and its roots in earlier periods in u.s. history and provides links between bilingual education and related subjects: linguistics, education equity issues, sociocultural diversity, and the nature of demographic change in the united states. included are public documents, important legislation and litigation documents, essays, presentation of law and court cases, demographic data, biographical and bibliographic material. intended for: nonspecialists, university undergraduates and school personnel. hornberger, n.h. (ed.). (2008). encyclopedia of language and education. (2nd ed. vols. 1-10). new york: springer. isbn: 978-0-3873-2875-1 (set); 03873-2875-0 (set); 978-0-3873-0424-3 (e-bk.); 0-38730424-x (e-bk.) ;978-0-3873-5420-0 (print & electronic bundle) ;0-3873-5420-4 (print & electronic bundle). oclc: 185028339. $1500.00. education libraries, volume 31, no. 2, winter 2008 67 this second, 10 volume revised edition of the award winning set includes the newest developments in the field. new volumes of language socialization and language ecology, research and scholarly content have been added, especially relevant to language and teaching in a global society. more than 250 international scholars contributed to the encyclopedia. each volume contains reviews, most with coverage of early developments in their topic, major contributions, work in progress, problems and difficulties, and future directions. the volumes are: volume 1: language policy and political issues in education; volume 2: literacy; volume 3: discourse and education; volume 4: second and foreign language education; volume 5: bilingual education; volume 6: knowledge about language; volume 7: language testing and assessment; volume 8: language socialization; volume 9: ecology of language; volume 10: research methods in language and education. intended for: researchers and policy makers in education, and college and university libraries. lavrakas, p. (2008). encyclopedia of survey research methods. thousand oaks, ca: sage publications, incorporated. isbn: 1-4129-1808-1; 978-1-41291808-4. oclc: 213466494.1080 pp. $350.00. the encyclopedia of survey research methods presents information and methodological examples from all major facets of survey research. with more than 600 entries with cross referenced terms and stable urls, this resource uses a total survey error perspective that considers all aspects of possible survey error from a cost-benefit standpoint. facets covered include: selecting the sample design and the sampling frame, designing and pretesting the questionnaire, data collection, and data coding. also discussed are issues surrounding diminishing response rates, confidentiality, privacy, informed consent and other ethical issues, data weighting, and data analyses. intended for: beginning, intermediate, and advanced students, practitioners, researchers, consultants, and consumers of survey-based information. includes a reader’s guide, sample survey designs, actual instruments, appendices, index, and bibliography. provenzo jr., e.f. (ed.). (2008). foundations of educational thought. (vols. 1-4). series: sage library of educational thought & practice thousand oaks, ca: sage publications, incorporated. isbn: 978-1-4129-4586-8; 1-4129-4586-0. oclc: 173719719. 1624 pp. $1,050.00. the four volumes in this set bring together a comprehensive collection of readings on educational thought and the western world’s most influential thinkers from antiquity to the present. it includes four volumes and over 100 different selections. vol 1: classic/early modern (to 1945); vol 2: modern (1945-1979);vol 3/4: postmodern (1979-present). selections from historic and seminal addresses, reports, and works are included. for a sample chapter see: http://www.sagepub.com/upm-data/19063_provenzo~vol_1_ch_01.pdf intended for: researchers and lecturers interested in education studies or the sociology of education. renaud, j.p., provenzo jr., e. f. (eds.). (2008). encyclopedia of the social and cultural foundations of education. (vols. 1-3). thousand oaks, ca: sage publications, incorporated. isbn: 1-4129-0678-4; 978-1-4129-0678-4. oclc: 230006238. 1384 pp. $425.00. this resource provides an introduction to the social and cultural foundations of education, as well as topics ranging from methodological approaches to major movements in the field. themes and theoretical debates are covered with an interdisciplinary perspective in areas such as comparative education, educational anthropology, educational sociology, the history of education, and the philosophy of education. some specific topics debated are: religion in the public school curriculum, rights of students and teachers, surveillance in schools, tracking and detracking. a chronology of the historical development of american education, essays on major movements in the field, and more than 130 biographical entries are included on important men and women in education. the encyclopedia also contains a visual history of american education with nearly 350 images and an accompanying narrative. includes bibliographic resources and a user’s guide. education libraries, volume 31, no. 2, winter 2008 68 reynolds, c.p. (2008). handbook of school psychology. (4th ed). john wiley & sons, incorporated. isbn: 0-4717-0747-3; 978-0-47170747-9. oclc: 237191871. 1216 pp. $147.95. this updated and revised handbook again focuses on how a school psychologist can operate and create change within the educational system instead of focusing solely on the diagnosis and treatment of an individual. russon, c.j. (ed.) (2008). encyclopedia of education law. (vols. 1-2). thousand oaks, ca: sage publications, incorporated. isbn: 1-4129-6391-5; 978-1-4129-6391-6. oclc: 185031300. 1072 pp. $325.00. the encyclopedia of education law provides entries in broad areas covering key cases in education law, key concepts, theories, legal principles, treaties, curricular issues, educational equity, governance rights of students and teachers and technology. essays by leading experts are included, as well as selections from key documents, and entries on the historical development of the law as it relates to education. smith, m. c. (2008). handbook of research on adult learning and development. mahwah, nj: lawrence erlbaum associates, incorporated. isbn: 978-08058-5819-8; 978-0-8058-5820-4; 780203887882 (ebook); 0203887883 (ebook). oclc: 190396106 $250.00; $99.95. 824 pp. this handbook analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning. prominent scholars across diverse disciplinary fields contributed to this resource. fields represented include education, developmental psychology, public policy, gerontology, neurology, public health, sociology, family studies, and adult education. the six themes of this volume are: theoretical perspectives on adult development and learning; research methods in adult development; research on adult development; research on adult learning; aging and gerontological research; and policy perspectives on aging. intended for: researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning. tillman, l.c. (2008). the sage handbook of african american education. thousand oaks, ca: sage publications, incorporated. isbn: 978-1-4129-37436. oclc: 226281130. $99.95. 584 pp. the sage handbook of african american education is a collection of theoretical and empirical scholarship with perspectives on issues affecting the participation and leadership of african americans in pk–12 and postsecondary education. this volume also addresses historical and current issues affecting the education of african americans and discusses current and future school reform efforts that directly affect this group. the 30 chapters are divided into six sections. they are; section i: the education of black folk: historical perspectives; section ii: the landscape of teaching and learning for african americans in u.s. schooling; section iii: african american leaders in pk-12 educational leadership; section iv: african americans in higher education; section v: current issues: theory and research on the participation of african americans in u.s. education; section vi: african americans shaping educational policy? intended for: scholars and practitioners. includes bibliographical references, index and appendix. tucker, e. (2008). children's folklore: a handbook. westport, ct: greenwood publishing group, incorporated. isbn: 0-3133-4189-3; 978-0-31334189-2. oclc: 226357704. 184 pp. $55.00. the first section of this introduction to children’s folklore discusses how children's folklore is defined, and how various types of children's folklore are classified. examples and texts illustrating the variety of children's folklore from around the world are included. the next section looks at how scholars have responded to children's folklore since the 19th century, and how children's folklore has become prominent in popular culture. includes a glossary, bibliographical references, and index. intended for: nonspecialists. dr. lori mestre is the digital learning librarian at the university of illinois at urbana-champaign. lmestre@uiuc.edu microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 24 new and forthcoming at reference compiled by lori mestre, university of illinois at urbana-champaign, and linda salem, san diego state university anderson, gary l., & herr, kathryn g. (eds.). (2007). encyclopedia of activism and social justice. 3 vols. sage publications. isbn 1-4129-1812-x. oclc#73927767. $495. with perspectives from the fields of education, psychology and sociology, this work offers chronological, alphabetic and biographical entries on the topics of civil engagement, social justice, and activism and covers small-scale and large-scale social concepts and events of the 20 th century. includes bibliography and index. baumberger, j. p., & harper, r. e. (2007). assisting students with disabilities. a handbook for school counselors. (2 nd ed.). thousand oaks, ca: corwin press. 160 p. isbn 1-4129-4181-4. oclc# 70219881. $55.95. published in association with the american school counselor association, the purpose of this resource is to describe the role that school counselors play in the personal, social, academic, and career development of students with disabilities. this edition updates the first edition published in 1999. the newly revised second edition is written in the context of the nclb (no child left behind), the reauthorized idea, and the asca national model. this edition explains changes in the legal context, tips for gathering data, tips for matching data with appropriate interventions, guidelines for designing services collaboratively, and strategies for integrating the needs of individual students in comprehensive school programs. ideas for working with families of students with special needs are included. this source includes suggestions for connecting school counseling process with advocacy and social change. baxter, k. a., & kochell, m. a. (2006). gotcha for guys! nonfiction books to get boys excited about reading. westport, ct: libraries unlimited. 288 p. isbn 1-5915-8311-x. oclc# 71507523. $35.00. over 1100 citations to books focus on interests of middle grade boys. it also includes complete booktalks in each chapter. there are ten chapters with titles such as “creepy-crawly creatures,” “prehistoric creatures,” “all things gross,” “around the world,” “american history,” “animals,” “action and innovation,” and “science”. includes an appendix with author booklists, and author and title indexes. brice, a. e. (ed). (2006). multicultural handbook of school psychology: an interdisciplinary perspective. mahwah, nj: lawrence erlbaum associates. 528 p. isbn 0-8058-4562-3; isbn 13: 978-08058-4562-4. $69.95. this comprehensive handbook provides an overview of the field of multicultural school psychology. chapters focus on multicultural issues related to consultation, instructional interventions, alternative assessment, academic assessment, vocational assessment, culturally sensitive counseling models, and working with families and special populations. leaders in the field have contributed chapters and commentaries. appropriate for graduate students, researchers and practicing school psychologists. clapham, c., & corson, p. (eds). (2006). encyclopedia of language and education: volume 7: language testing and assessment (2 nd ed.) dordrecht: springer. isbn 1-4020-4489-5; isbn 13: 9781-4020-4489-2. $79.95. this volume offers a general introduction to research (and a brief synopsis of past and present research) in language assessment for applied linguists, researchers, and language teachers. twenty-nine reviews provide a report of research into a different aspect of assessment of first and/or second language ability. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 25 also covered are methods of assessment, quantitative and qualitative approaches to test validation, and the ethics and effects of testing and assessment. de souza, marian, et al. (eds). (2007). international handbook of the religious, spiritual and moral dimensions of education. dordrecht: springer. 1000p. isbn 1-4020-4803-3. oclc# 74650547. $499.00. this work presents the research and professional practice of international scholars who are daily engaged in the consideration of religious, spiritual and moral dimensions in education. it contains a collection of essays that reflect the discipline, as well as chapters that outline an agenda for the future based on these dimensions in education. drew, b. a. (2006). 100 most popular african american authors: biographical sketches and bibliographies. westport, ct: libraries unlimited. isbn 1-5915-8322-5. oclc#71369256. $55.00. this reference source includes 100 profiles of popular favorite contemporary african american writers, and includes lists of their works. each author is briefly profiled, and several are pictured in black-andwhite photos. the focus is on writers of the last 25 years, such as alers, angelou, butler, delaney, morrison, mosley, tyree, and wright. this is for high school and up. fayolle, a., & lyon, e.m. (2007). handbook of research in entrepreneurship education: a general perspective. volume 1. northampton, ma: edward elgar publishing. 400p. isbn 1-84542-106-x. oclc# 69734531. $119. this volume provides an authoritative and comprehensive look at the evolving state of entrepreneurship education. it showcases the nature and benefits of a new wave in entrepreneurship education emerging as a result of revised academic programs developed to reflect new forms of entrepreneurship. the sixteen chapters are divided into three parts: changing paradigms; renewing methods; and understanding contents. includes index, figures and tables. geared for those interested in educational entrepreneurship. haven, k. (2007). 100 greatest science discoveries of all time. westport, ct: libraries unlimited. 250 p. isbn 1-5915-8265-2. oclc #71833342. $35. this ready reference work in science focuses on the 100 most significant scientific events of all time. it covers archimedes’ discovery of levers and buoyancy, human anatomy, astronomy, electrons, black holes, and the human genome. the author has a background as a storyteller and has also authored the books marvels of math, write right! and close encounters with deadly dangers. hayden, m., thompson, j. j. & levy, j., (eds.). (2006). sage handbook of research in international education. thousand oaks, ca: sage publications. 520 p. isbn 1-4129-1971-1.oclc#71285196. $130. organized into five parts and 39 chapters, this handbook covers origins, contributions and theoretical interpretations of international education. the five parts include: historical roots, definitions and current interpretations; students and their learning; teachers and their development; organizing formal institutions for the promotion of international education; current issues and future challenges. the work includes case studies, practice, student perspective, curricula, pedagogies, and institutional organizations. klein, s., et a.l (eds). (2007). handbook for achieving gender equity through education (2 nd ed.). lawrence erlbaum associates. 1000 p. isbn 0-8058-5453-3. $110.00. this handbook builds on the 1985 edition. new topics and chapters include: global gender equity issues and learning from other countries; the role of sexuality toward achieving gender equity with attention to sexual harassment; sexuality education; body image, and lesbian, gay, bisexual, and transgender students and educators. it also includes gender equity issues associated with technology. increased attention is given to gender equity as it relates to males and to specific cross-cutting population groups, _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 26 such as individuals with disabilities or addictions or populations that face discrimination based on race, ethnicity, or poverty. the intended audience includes researchers, educators and educational activists interested in gender equity. lester jr. f. k. (ed). (2007). second handbook of research on mathematics teaching and learning: a project of the national council of teachers of mathematics (2 nd ed.). charlotte, nc; information age. isbn 978-1-59311-176-2 $350.00; isbn 978-1-59311-177-9 $499.00; isbn 978-159311-177-9. oclc# 73502393. $350.00. this edition reflects development and changes in mathematics education since 1992, and provides perspectives and pertinent information for conducting investigations that are informed by previous work. the chapters contribute to an effort to help the community understand mathematics education research and its relevance for those outside their immediate community. the six parts of the handbook include: foundations; teachers and teaching; influences on student outcomes; students and learning; assessment; and issues and perspectives. the intended audience is mathematics education researchers and other scholars, including teacher educators, curriculum developers, state and national policy makers, and test developers and others involved with assessment. includes indexes. lock, l.f.; spirduso, w.w. & silverman, s.j. (eds). (2007). proposals that work: a guide for planning dissertations and grant proposals (5 th ed.) thousand oaks, ca: sage publications. 384 p. isbn 1-4129-2423-5; 1-4129-2422-7. oclc# 71507015. $49.95. this book covers all aspects of the proposal process, from the most basic questions about form and style to the task of seeking funding, with example proposals. information is provided about the effects of new technologies and the internet on the proposal process with urls listed, where appropriate. new sections cover alternative forms of proposals and dissertations, and the role of academic rigor in research. chapters are devoted to ethics, common mistakes in proposal writing, funding, and the qualitative research proposal. intended for anyone considering writing a thesis, dissertation, or grant proposal. pawuk, m. (2006). graphic novels. a genre guide to comic books, manga, and more. westport, ct: libraries unlimited. 720 p. isbn 1-5915-8132-x. oclc# 74648957. $65.00. . the purpose of this guide is to help librarians and teachers start, update, and maintain a graphic novel collection and to support reader advisory for this genre. this source covers more than 2400 titles appropriate for ages 6 to adult level. series titles are included. titles are organized according to genre and subgenre and according to themes, including super-heroes, adventure, crime, humor, and nonfiction. reading levels, awards and recognition for each title are noted. gaming, film, anime and television tie-ins are noted. includes bibliographical references and indexes. reynolds, c.r., & fletcher-janzen, e. (eds). (2007). encyclopedia of special education: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. (3 rd ed.). 3 vol. hoboken, nj: wiley. 1016 p. isbn 0-471-67802-3. oclc #72868267. $500.00. this third edition includes the latest information about new legislation and guidelines. it also features school psychology, neuropsychology, reviews of new tests and curricula that have been developed since publication of the 1999 edition, and new biographies of important figures in special education. the encyclopedia addresses issues of importance ranging from theory to practice. intended for researchers and special education practitioners. dr. lori mestre is the digital learning librarian at the university of illinois at urbana-champaign. email: lmestre@uiuc.edu linda salem is the education librarian at the malcolm a. love library at san diego state university. email: lsalem@mail.sdsu.edu from: e d i t o r i a l filling in the blanks by jacqueline snider, co-editor one of the perks of living in a university town is that distinguished academics often visit. i heard dr. peter stallybras of the university of pennsylvania talk about “blanks” and the importance of writing. he described forms such as customs forms, indulgences that were printed and purchased hundreds of years ago, and the evidence of writing that appears in family bibles and other published documents. as i sat listening, the idea of invisibility and visibility came to mind. blank forms require certain kinds of information such as name, address, and so forth. during paper shortages, people wrote on anything to practice penmanship, hence, the repetition of letters and names found in family bibles. in that same vein, family bibles often contain the names of relatives, siblings, and parents; thus, moving from the realm of the invisible to the visible, the impersonal to the personal. what does this have to do with libraries and this issue? catalog cards go beyond providing classification information, similar to filling in blank forms, to containing pencil annotations which personalize and embellish the item’s description. thus, like the family bible that includes personal names, the catalog item becomes even more visible, and alive. the invisible and visible extend to the current discussion of what to call our association. are special libraries invisible, and require us to constantly explain and justify ourselves? will askpro make us more visible and set the record straight? this journal issue examines visibility during sla’s 100th anniversary. two of the articles describe programs that reach out to patrons and researchers, and make those facilities and services more apparent and relevant. the third article wrestles with what school library administrators call themselves; their self-identification. photograph of card catalog in central search room, 1942 (courtesy of the national archives) education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://units.sla.org/division/ded/education_libraries.html. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. officers of the education division, sla for 2009: chairs: michelle bagley and deborah garson; past chair: lesley farmer; secretary-treasurer: debbie bogenschutz © 2009 – special libraries association, education division http://units.sla.org/division/ded/education_libraries.html from: canadian guidelines on library and information services for people with disabilities resources on the net: library collaboration compiled by chris bober, concordia university, montreal, quebec building virtual communities of learners greene, h.c. (2005, winter).creating connections: a pilot study on an online community of learners. journal of interactive online learning 3(3). retrieved september 30, 2007, from http://www.ncolr.org/jiol/issues/pdf/3.3.3.pdf greene presents the findings from a pilot study that examined the contributions of chat discussions and threaded discussion lists to support distributed learning communities in an educational psychology course for preservice teachers. an online learning community offers great advantages for preservice teacher training programmes “as it offers the highest of potential for distributed learning, with access to experienced teachers, administrators, university faculty, and a virtually endless list of possibilities for participants in such a program.” haythornthwaite, c., bruce, b. c., andrews, r., kazmer, m. m., montague, r., & preston, c. (2007, august). theories and models of and for online learning. first monday 12(8). retrieved october 12, 2007, from http://firstmonday.org/issues/issue12_8/haythorn/index.html this article presents six theoretical perspectives on new teaching and learning practices that have recently emerged in online learning. of particular interest is kazmer’s concept of communityembedded learning and the social environments that make this type of learning possible. communityembedded learners are characterized as those who are “embedded in work as well as social communities, often employed in jobs that are related to the academic degree they are earning online. when students come together online to learn, they bring with them and share each remote workplace. as each workplace becomes a part of the learning community, there is also the potential for it to be shaped by that community. students not only bring their workplace into the online class, but also bring what they learn in their courses into the community that they know well and that knows them.” kazmer also identifies five major transfers of knowledge that occur within community-embedded learning. shea, p., li, c. s., swan, k., & pickett, a. (2005, december). developing learning community in online asynchronous college courses: the role of teaching presence. journal of asynchronous learning _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 30 networks 9 (4). retrieved october 12, 2007, from http://www.sloanc.org/publications/jaln/v9n4/v9n4_shea.asp the focus of this study is the relationship between online learning communities and teaching presence. previous research revealed “the critical role that community can play in building and sustaining productive learning and that teaching presence, defined as the core roles of the online instructor, is among the most promising mechanism for developing online learning community.” the authors support this claim by presenting the results of a multi-institutional study of 2036 students from thirty-two state university of new york colleges. results indicate that there is “a significant link between students' sense of learning community and their recognition of effective instructional design and directed facilitation on the part of their course instructors.” swan, k. (2005). a constructivist model for thinking about learning online. in j. bourne & j. c. moore (eds.) elements of quality online education: engaging communities. needham, ma: sloan-c. retrieved october 12, 2007 from http://www.kent.edu/rcet/publications/upload/constructivist%20theory.pdf swan provides an overview of constructivist learning theory and its potential application in designing online learning networks that are “learner centered, knowledge centered, assessment centered, and community centered.” swan also presents a constructivist model for thinking about online learning, exploring social contexts developed in online environments. the proposed model identifies the impact that “particular kinds of online interfaces, communication tools, and media mixes have on specific social interactions online, and so, the social construction of knowledge in online courses. of particular interest may be the ways in which online communication tools support the external and collaborative construction of knowledge and how this affects learning.” online discussion groups and communities of learners haythornthwaite, c., kazmer, m. m., & robins, j. (2000, september). community development among distance learners: temporal and technological dimensions. journal of computer mediated communications. 6(1). retrieved september 30, 2007, from http://jcmc.indiana.edu/vol6/issue1/haythornthwaite.html this research study considers the possibility of maintaining online communities in the context of a distance learning environment. interviews were conducted over a one year period with seventeen students enrolled in a distance option for the master's degree in library and information science at the university of illinois at urbana-champaign. successes and failures of using chat and online discussion for community building were recorded. a number of recommendations were offered for further research, including “promoting initial bonding, monitoring and supporting continued interaction and participation, and providing multiple means of communication to support the need to engage in work and social interaction, both publicly and privately.” the authors conclude that “belonging to a community brings benefits to the individuals and to the program, and supports efforts by educators who strive to provide such a community for their distance learners.” matusov, e., hayes, r., & pluta, m. j. (2005). using discussion webs to develop an academic community of learners. educational technology & society 8(2). retrieved october 12, 2007, from www.ifets.info/journals/8_2/3.pdf this report investigated the instructional contributions of online group discussions. the study sought to determine whether a group discussion web in a university class of preservice teachers contributed to the development of a community of learners. a total of 1124 student and instructor web postings were analyzed. discussion webs are not of themselves essential to the development of a community of _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 31 learners. further investigation is still necessary but it was discovered that discussion webs can be used to “supplement other ways of communication and instruction, providing additional channels of comfort for some students, and thus facilitating pedagogical innovations.” murphy, e., laferrière, t. (2005, april). identifying and facilitating group-development processes in virtual communities of teacher-learners. international journal of instructional technology & distant learning 2(4). retrieved october 12, 2007, from http://www.itdl.org/journal/apr_05/article03.htm murphy and laferrière present a case study of teachers participating in a virtual learning community. they discovered that there are varying degrees of trust and mistrust in asynchronous learning environments. the level of trust has a major impact on learners’ abilities to collaborate effectively in virtual communities. the authors use group development theory to measure the development of relationships through online facilitation and web discussion. it was demonstrated that there exist “processes at work in groups which can be monitored and, it is expected, facilitated with the aim of orienting the group towards levels of trust and open communication that lead to shared goals and understandings.” redesigning libraries for communities of learners jamieson, p. (2005). positioning the university library in the new learning environment. planning for higher education. 34(1). retrieved october 12, 2007, from http://www1.scup.org/phe/fmpro?db=pubitems.fp5&-lay=art&-format=read_full.htm&-error=error.htm&id_pub=pubd4ljghnualom1zoxj&t_pub_pgnum=5&-sortfield=t_pub_pgnum&-find this article describes an initiative at australia’s largest university “to reinvigorate the role of the central library and to make it more pedagogically relevant through the provision of spaces designed to facilitate the creation of communities of learners.” an annex was designed inside the central library and a flexible learning environment that encouraged greater interaction and collaboration amongst students was allowed to flourish. survey data revealed that “the students perceived the environment as one where the range and quality of facilities, together with the level of comfort they experienced, created an environment that invited and sustained their diverse range of study approaches, from individual effort to collaboration within groups.” this positive response encouraged the creation of two additional flexible learning environments in the central library: a café area and a lounge space. joint-use libraries bundy, a. (2003). joint-use libraries – the ultimate form of cooperation. in g. mccabe & j. kennedy (eds.) planning the modern public library building. westport, ct: libraries unlimited. retrieved october 15, 2007 from http://www.library.unisa.edu.au/about/papers/jointuse.pdf bundy provides an australian perspective to joint-use libraries. australia is currently the world leader in joint-use libraries, with over 120 participating institutions. he focuses his attention on the most common type of combined library, the school housed public library or school community library. bundy sees jointuse as a manifestation of cooperation, a core value of libraries and librarians worldwide, although currently it is not readily initiated or promoted in the library profession. fitzgibbons, s. (2000). school and public library relationships: essential ingredients in implementing educational reforms and improving student learning. school library media research, 3. retrieved october 15, 2007, from http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume32000/relationships.cfm _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 32 this paper includes a summary of the research literature on joint-use school library media centers and public libraries. both successful cooperative efforts and failed efforts are documented. the author explores a formula for building and maintaining successful cooperative relationships between public libraries and school library media centers in support of educational reforms and improving student learning. successful collaborations encompass “a shared vision and common goals; a process of formal planning that involves the establishment of joint policies and procedures; commitment on the part of administrators, decision makers, staff, and the general public; active communication and interaction; and adequate funding and staffing that allows innovation and risktaking.” georgia public library service. (2007, june).joint-use libraries: a bibliography. atlanta,ga: university system of georgia. retrieved on october 15, 2007, from http://www.georgialibraries.org/lib/collection/jointuselibraries.pdf this extensive bibliography of current, internationally published books, book chapters, journal articles, government reports and web sites on joint-use libraries, was compiled by the staff of collection development & reference support, georgia public library service. library collaborations aasl/alsc/yalsa joint task force on school/public library partnerships. (n.d.). school/public library cooperative activities. retrieved october 15, 2007, from http://www.ala.org/ala/alsc/alscresources/forlibrarians/schoolplcoopprogs.htm this site is a clearinghouse of information about school library and public library collaborative activities. it lists local and national models of cooperative, collaborative or partnership programs between elementary, middle or high schools and local public libraries. excluded from the listings are items about joint-use libraries and items about cooperation between libraries and other agencies and age groups. mcnicol, s., matthews, g., kane, d., lancaster, k., thebridge, s. & dalton, p. (2002, november). collaboration between libraries and education: supporting the learner. centre for information research, university of central england. retrieved october 12, 2007, from http://www.mla.gov.uk/resources/assets//i/id364rep_pdf_6808.pdf the aim of this study was to investigate the impact of existing collaborative arrangements between libraries in the united kingdom. primary focus was on collaborative projects between public libraries and academic libraries. one of the tangible benefits of collaboration is increased access to resources. however, research indicates that these collaborative ventures are not supporting the real needs of the learner, and their impact on the learner is minimal. before future collaborative projects are implemented, institutions must first “develop an in-depth understanding of the needs of their learners and to consider the ways in which collaboration with other institutions can help to meet these needs more effectively.” compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc@alcor.concordia.ca _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 33 d e p a r t m e n t s 41 selections from eri c journal articles ej 476 317 cullen, charles t. and others. ( 1 993). the role and future of special collections in research libraries : british and american perspectives. journal of library administration, v 1 9 n 1 p 1 -98. six papers from a seminar on special collections in research libraries address special collections and the scholarly community; the function of special collections in research and education; services and development issues; the evolving character of special collections; special collections in emerging information delivery programs; and the changing nature of scholarship. ej 413 601 dorner, daniel g. ; stenstrom, patricia f. ( 1 990, july). resources for s ch ol ars : four library and information s cience collections: part 1 : universi ty of western ontario and university of lllinois at urbana-champaign. library quarterly, v60 n3 p232-53. describes the resources available to scholars in the library and information science collections of the university of illinois at urbana-champaign and the university of western ontario. for each university, the description includes a h istory of the development of the school of library and information science as well as resources found in special collections and archives. ej 462 312 glau, gregory r. ( 1 993, spring) . mirroring ourselves? the pedagogy of early grammar texts. rhetoric review, v 1 1 n2 p4 1 8-35. argues that the use of specific grammar texts, along with the books themselves, has remained essentially unchanged for over 200 years. examines how grammar texts were established and used historically. claims that pedagogical uses of grammar textbooks mirrors instructors' perceptions of their students. ej 439 898 jesudason, melba. ( 1992). building a women's studies reading area collection: university of wisconsin-madison, college library experience. reference services review, v20 n 1 p8 1 -93. discusses women's studies as a discipline and describes methods of collection development of women's studies materials for academic libraries. an example is given of a women's studies collection at the university of wisconsin-madison, including development models, budget, personnel, role of the librarian, types of materials, and appropriate subject headings. (24 references) ej 450 250 jones, linda bunnell. ( 1 992, summer). linking undergraduate education and libraries : minnesota's approach . new directions fo r higher education, no . 78 (information literacy: developing students as independent learners), v20 n2 p27-35 . resource-based learning and information literacy skills play important roles in the minnesota state university system's efforts to improve undergraduate educational quality, and the library is seen as both the locus and the agent for acquiring those skills. a blue ribbon commission's 1 99 1 report describes the academic library of the future. ej 469 731 o'brien, nancy p. ( 1 993, jan-feb). resources for curriculum history: emerging from the warehouse. journal of curriculum studies, v25 n 1 p95 . maintains that there are several large collections of educational materials that reflect the historical development of textbooks and curriculum guides. describes major collections at the university of illinois (urbana-champaign), the center for research libraries in chicago, harvard university, and teacher's college, columbia university. education li b raries vol. 22, no. 1 / 2 42 d e p a r t m e n t s ej 413 641 roberts, francis x. ( 1990). an early example of a curriculum materials collection in an institution of teacher education. behavioral & social sciences librarian, v9 n 1 p2 1 -28. the university of northern colorado has had a curriculum materials collection in its library since 1 896. this early collection contained school furniture, books, pictures, apparatus and devices for class use, games, and toys. the collection has been maintained despite periods of neglect and today contains all the formats of an up-to-date curriculum collection. ( 1 3 references) ej 492 035 stray, chris. ( 1 994, jan-feb) . paradigms regained: towards a historical sociology of the textbook. journal of curriculum studies, v26 n l p l -29. maintains that educational history and the history of textbooks have merged recently within the history and sociology of culture. examines school textbooks as a focal element in the processes of cultural transmission. focuses specifically on benjamin kennedy's latin grammars that are still in use in great britain today. education libraries vol 22, no. 1 / 2 how to obtain materials cited in this bibliography: journal article citations are from current index to journals in education. the articles may be obtained from a college, university, or large public library, borrowed through interlibrary loan or, if so indicated, ordered from: umi clearinghouse, 300 n. zeeb road, ann arbor, mi 48 1 06. phone: 1 -800-52 1 -0600. this column was prepared by the staff of the eric clearinghouse on information & technology, syracuse university, syracuse, ny 1 3244. phone: (3 1 5 ) 433-3640; e-mail: eric@ericr.syr.edu d e p a r t m e n t s 43 news from eri c recompetition for the educational resources information center (eric) system's 1 6 clearinghouses took place in the spring of 1 998, and new five-year contracts will be awarded for each clearinghouse in january 1 999. the eric clearinghouses are responsible for acquir ing , processing , synthesiz ing , and disseminating information about a particular aspect of a subject area of education. each clearinghouse is assigned a well-defined and unique scope of coverage. clearinghouses perform tasks in six basic areas: database development; products; user services; outreach and training; system improvements and special projects; and management . as p art of the recompet i t ion effort , clearinghouses were asked to reflect on trends and issues in their respective scope areas. here are some of the trends in the library and information science and educational technology scope areas. trends and issues in library and information science and educational technology the eric clearinghouse on information & tech nology (eric/it) makes a special effort to stay up-to-date on the latest trends and issues in its scope areas. in 1 996, for example, associate director donald p. ely, conducted a content analytic study in the field of educational technology. the study was publishe · as an eric clearinghouse monograph , trends in educational technology 1 995 (ely) and summarized in an eric digest. the work was based on a systematic analysis of content coverage in leading professional journals; papers given at annual conventions of professional associations; dissertations from major universities that had a high level of doctoral productivity; and documents entered into the eric database. the analysis was complemented by an examination of supplementary documents to confirm the trends indicated in the content analysis. some of the key trends include: • computers are pervasive in schools and higher education institutions. virtually every student in a formal education setting has access to a computer. • networking is one of the fastest growing applications of technology in education. • educational technology is increasingly available in homes and community settings. • new delivery systems for educational technology applications have grown in geometric proportions. there is a new insistence that teachers become technologically literate. • educational technology is perceived as a major vehicle in the movement toward educational reform. the eric clearinghouse on information & technology is fortunate to have access to data related to instructional and information technology through a related project-askln (ask the learning network), funded by at&t. the most frequently asked askln question areas relate to: • money: where can schools get funding for computers, software and internet access? educators are concerned about financing technology-from those just beginning at small rural schools to teachers and library media specialists involved in sophisticated, collaborative classroom projects. • staff development: how can schools get staff up to speed with educational technology? there are requests for specific training materials and also more conceptual questions asking about computer literacy. • integration: how can teachers integrate technology in the classroom? these questions come from individual teachers and are specific to grade level, academic subject or lesson topic. • network maintenance: how can we solve this specific problem? these questions are the "techie" problems that include getting computers to work with networks, internet connections, and network software. • internet resources: where do we go on the internet for specific resources? this category includes requests for lesson plan sites, information on specific topics (whales, planets), skills (keyboarding, searching), and classroom management (scheduling computers). • web technology : how can schools create or improve websites? questions come from beginners to experts, for both classroom, school and district level website development. • purchasing choices: what hardware and software should schools buy? what about cd-roms, software comparisons or reviews, computer upgrades, scanners, digital cameras, laptops, internet providers, etc. • classroom vs. lab: which strategy is best for our school? schools are still struggling with questions concerning the distribution and allocation of computing resources among labs, l ibrary media facilities, and classrooms. • laptop s : should schools h ave students use l aptop computers? what about related issues of maintenance? • digital cameras & video-conferencing : what are the options, costs, capabilities, and applications for learning and teaching? education libraries vol. 22, no. 1 / 2 44 d e p a r t m e n t s the clearinghouse must be responsive in services and resources to accommodate the concern of all audiences regarding the use and impact of computing and network technologies on all aspects of learning and teaching. looking across the scope areas of the eric/it clearinghouse, the shared concerns of both library and information science and instructional technology that will frame the work of the clearinghouse over the next few years include: · distance delivery on educational and information delivery. the promise of connecting schools and libraries to the internet lies both in greater access to information resources and an increase in distance delivery of curriculum. distance learning, teaching, and teleconferencing are seen as major strategic growth areas in higher education, adult education, and continuing professional education for those in the field. similarly, distance training, training-on-demand, and various forms of teleconferencing and telecommuting are becoming essential elements of success in business. in libraries, reference services are being freed from desks, and offered to an entire community regardless of distance and time. · development of metrics in an information environment. with the emergence of the virtual library and the school without walls, there is a growing concern about measuring the impacts of "virtualizing" services. as the nation responds to the president and secretary's priorities and connects a growing number of schools and libraries to the internet, there is also a growing call to prove effectiveness, and demonstrate impacts of wiring these organizations. evaluation is central to realizing and maintaining true change in networking education and information services. professional roles and responsibilities of educators and librarians in a technologically enhanced learning environment. the large volume of i nformation available to today 's classrooms and libraries i s driving the two communities closer together. in many ways, these two communities are starting to encounter the issues of the other. librarians are being faced with an obligation to provide context to users, not just a list of possible resources. teachers, on the other hand, are learning to use multiple sources of information in the classroom far beyond an approved text. librarians in public, special, academic and school settings are being given a greater charge for training and instructional development. teachers, professors and researchers are being called upon to manage information better and add structure to their content areas. education l i b rari es vol. 22, no. 1 / 2 · convergence of information delivery technologies and resources. the days of having "the" information resource are over. the days of being the center of anything on the internet are over. no organization, no matter how large, can provide all the information on any given topic. in the recent past, this realization has lead libraries to call for increased budgets to acquire more resources. it has driven researchers and students to do more work on the subject of learning and the use of a wider variety of information resources. however, these solutions are not scalable. libraries will run out of money, and researchers will run out of time. the solution is in integrating information resources and services together. · a growing emphasis on information, technology, and network literacy. the convergence discussed above is best demonstrated in the rise in importance information and technology literacy. the three r's of "reading," "writing," and "arithmatic" have been joined by routers, relays, and response time. in an education environment of overload, the first grader, undergraduate, and life long learner alike must know how to find information in the noise of the internet. library and information science skills are essential in the classroom of tomorrow-and today. mathematicians must be aware of massively parallel processing; english teachers must be aware of hyperfiction; and art teachers must be aware of image compression. these trends are not exhaustive, but form a framework from which to understand the scope area and priorities of the eric/it clearinghouse. these trends will change, and new concerns will emerge. as the fields of library and information science and educational technology change, so too must the eric/it clearinghouse's view of those fields. news from eric is prepared by the eric clearinghouse on information & technology 41 94 center for science and technology syracuse university syracuse, ny 13244-4 1 00. phone: (800) 4649 1 07 ; (3 1 5 ) 443-3640; e-mail : eric@ericir.syr.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  27  resources on the net:  multicultural outreach  compiled by chris bober, concordia university, montreal, quebec  american library association. (2006). office for literacy and outreach services. retrieved march 30,  2007, from http://www.ala.org/template.cfm?section=olos  the mission of the office for literacy and outreach services (olos) is to provide support to “traditionally  underserved  populations,  including  new  and  non­readers,  people  geographically  isolated,  people  with  disabilities, rural and urban poor people, and people generally discriminated against based on race, eth­  nicity, sexual orientation, age, language and social class.” the office supports its mission through various  training, information resources, and technical assistance initiatives.  association of college and research libraries instruction section. (2007, april 5). research agenda for  library  instruction  and  information  literacy.  retrieved  march  31,  2007,  from  http://www.ala.org/  ala/acrlbucket/is/iscommittees/webpages/research/researchagendalibrary.htm  this  document  is  an  updated  version  of  the  research  agenda  for  bibliographic  instruction,  originally  published by the acrl bibliographic instruction section (bis) research committee in april 1980. it was  revised to reflect the diverse ages, ethnicities, and abilities of the student populations that are served by  instruction and  information  literacy programs.  it was  revised with  the  recognition  that each of  these di­  verse groups “presents unique issues for library instruction and information literacy programs.”  association  of  college  and  research  libraries.  instruction  for  diverse  populations  committee.  (2003,  december 2). library  instruction  for diverse populations bibliography. retrieved march 31, 2007,  from http://www.ala.org/ala/acrlbucket/is/publicationsacrl/idpbibliography.pdf  the bibliography was created  to meet  the demand by college and university librarian  instructors for  in­  formation and resources about teaching diverse populations. it includes ten to twenty resources per spe­  cific population group: african americans, asian americans, and native americans. the bibliography in­  cludes both print and electronic resources so that librarians “needing to teach a class to students of a par­  ticular group can turn to the relevant section of the bibliography, find an overview of issues and strategies  relating to that population, and locate informational resources that will give them immediate help in pre­  paring teaching methods and materials.”  espinal,  isabel.  (2002,  june).  multicultural  outreach  in  academic  libraries.  retrieved  march  31,  2007, from www.ala.org/ala/pio/campaign/academicresearch/academic_multicultural.pdf http://www.ala.org/template.cfm?section=olos%20 http://www.ala.org/ala/acrlbucket/is/iscommittees/webpages/research/researchagendalibrary.htm http://www.ala.org/ala/acrlbucket/is/publicationsacrl/idpbibliography.pdf http://www.ala.org/ala/pio/campaign/academicresearch/academic_multicultural.pdf _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  28  this document summarizes  in point form a paper  that was presented at  the american library associa­  tion’s annual conference in june, 2002. it includes practical tips and advice for academic libraries seek­  ing to develop outreach programs. it also reviews successful academic outreach programs at the univer­  sity of california at berkeley and at the university of massachusetts at amherst.  international children’s digital library foundation.  (n.d.)  international children’s digital library. re­  trieved march 31, 2007, from http://www.childrenslibrary.org/index.shtml  the  international children’s digital library (icdl)  is a research project funded primarily by  the national  science foundation, the institute for museum and library services, and by microsoft. its goal is to create  a digital  library of more  than 10,000 books  in at  least 100  languages published  from around the world.  the  titles are collected with  the aim of  “identifying materials  that help children  to understand  the world  around them and the global society in which they live.” this virtual library ”provides a supportive, safe en­  vironment  for  children who  speak different  languages and are  from different  cultures  to come  together  using activities related to books in the icdl as common ground.”  national education association. (2006). minority community outreach. retrieved march 31, 2007, from  http://www.nea.org/mco/index.html  the guiding principle behind  the national education association’s minority community outreach  is  that  “every child deserves a quality education—regardless of  race or ethnicity.” it strives  to develop partner­  ships with ethnic minority communities and to strengthen existing partnerships. this site provides links to  significant events and activities and summarizes research on some of the major issues affecting ameri­  can public education  like closing  the achievement gaps of  culturally and  linguistically diverse students.  their goal is to “meet the needs of these children, support ethnic minority community commitment to pub­  lic education, work collaboratively to improve the quality of their schools, and assure all children the edu­  cation they need and deserve.”  walter, s.  (2005, november).  instructional outreach and campus diversity: building partnerships  with multicultural  student  services.  retrieved march  30,  2007,  from:  https://kuscholarworks.ku.edu/  dspace/handle/1808/741  this  is a slide presentation of a paper presented  in november 2005 at  the annual meeting of the aca­  demic library association of ohio. it reports on a study conducted at washington state university whose  purpose was to identify opportunities for collaboration between the academic library and student services  offices dedicated to providing services to students of color. it provides practical guidelines and identifies  “a number of discrete approaches to providing more effective library resources and services to students  of  color  within  the  framework  both  of  liaison  with  academic  departments  and  of  co­curricular  service  frameworks.”  webjunction. (2007). retrieved on march 30, 2007, from http://webjunction.org  webjunction, launched at the library of congress in 2003, is a growing collection of best practices, case  studies and resources to facilitate outreach to all types of libraries and organizations that support public  access to information technology for underserved populations. it includes outreach services and curricu­  lum materials for use with recent immigrants and for use with tribal and first nations communities. the  spanish language outreach program is another  important  resource  that  is designed “to provide public  library staff with skills and resources to reach out to spanish speakers in their local communities and in­  crease the number of spanish speakers using public access computers in libraries across the u.s. “  compilers’ note: text that is enclosed within quotations marks has been taken directly from the source  document.  chris bober is the education librarian at concordia university libraries.  email: boberc@alcor.concordia.ca http://www.childrenslibrary.org/index.shtml http://www.nea.org/mco/index.html https://kuscholarworks.ku.edu/%20dspace/handle/1808/741 http://webjunction.org/ small, ruth v. and marilyn p. arnone. turning kids on to research: the power of motivation. eng lewood, co: li braries u n limited, 2000. 1 98p. isbn 1 -56308-782-0. $26 u.s. $31 outside north america. anyone who has struggled to motivate students who are only marginally interested in learning information skills will appreciate the many real-life accounts presented in this volume. the authors state in the preface that they offer "a way to enhance existing models (of information skills i nstruction) with an overlay of motivational techniques and strategies." as reflected in the title, this work focuses on the importance of student motivation throughout the research process and provides techniques and strategies tailored to specific stages of that researc h . as to audience, the authors are primarily addressing library media specialists with some experience in teaching information skills. these readers will best appreciate the successes and fai lures described in the book and find detailed advice and true-to-life solutions to challenging situations. drawing on their combined academic and applied experience, the authors present a mix of theory and practice. the middle chapters of their work are replete with practical advice and tactics while the first and last chapters provide a theoretical framework. in the first chapter the authors present their "motivation overlay for information skills instruction" which forms the foundation of the book. chapter 1 begins with an overview of several information problem-solving models currently used in information skills teaching models. based on these models, the authors formulate three broad generic research stages, each of which is further divided into categories of information skills. secondly, the authors describe a number of key motivational theories with elements applicable to the design of lessons in information skills. mindful of the importance of students' attitudes and their changing needs as they progress through research, they link these two distinct elements through the creat ionof a motivat ion overlay for information skills instruction. this overlay assists in the selection and application of a variety of motivational techniques appropriate at specific stages of the research process. chapters 2 through 4 deal with the three main research stages, essentially the beginning stages, the middle, and the completion of the research. the final chapter provides an overall review and links this approach with a constructivist learning environment. education libraries vol. 24, nos. 2/3 to fully convey the nature of this work, it is necessary to examine a specific example of how the overlay functions. the authors have divided the research process into three main stages. the first or beginning stage is subdivided into three information skills : definition, selection, and planning. motivational goals, applicable to these skills, are identified. in this particular case, an example of a goal is confidence building in research ability. this specific goal is refined into motivational techniques such as prov id ing an appropriate level of chal lenge , c lar ify i n g expectations, and offering a supportive environment. the authors then provided various examples of how these motivational techniques have been applied in the definition, selection and/or planning stages of the initial research. a number of techniques are employed to reinforce and illustrate the book's main points. motivational moments and motivational makeovers are real-life accounts from practitioners on their experiences. additional features include chapter review questions, tabular and graphic displays, as well as chapter bibliographies. in conclusion, this book provides useful techniques and examples of how to successfully launch student research projects and how to keep them on track until completion. it can be especially useful to consult for fresh ideas to intervene at a specific moment in the research process. although high school l ibrary examples are i ncluded, the majority of concrete examples are drawn from elementary and middle school l ibraries. marlene giguere is a former associate professor in library studies at concordia university, montreal, qc, canada. her articles on the topic of the internet appeared in previous editions of education libraries and she was an acting coeditor for vol . 1 8 , nos. 1 , 2 and 3 of th is j ournal . s h e now resides i n georgia, usa. e-mail : giguere@ bellsouth.net b o o k r e v i e w s 33 g regory, vicki l . , mari lyn h. karren brock sta uffe r and thomas w. kee n e , j r. multicultural reso urces on the internet: th e united states and canada. englewood, co: libraries unl imited, 1 999. 366 p. isbn 1 -56308-676-x. $28 us. $33.50 outside north america. why try to produce a comprehensive guide to internet resources on any subject, given the ephemeral nature of the web? vicky l. gregory addresses th is question head-on i n her introduction to this work, which should prove useful for some time. gregory argues that any source of information is changing; it's just that the pace is faster with the web. the selectors of the sites included here (the three authors l isted, and an additional ten librarians/information specialists) focus on those sites that they believe will have a greater degree of permanence than the average web si te-government s i tes, those sponsored by enduring organizations, and so forth. in addition, the guide gives tips for tracking down sites that have moved, and for searching out new sites to replace or supplement those listed here. the first chapter addresses "comprehensive internet sites." it includes sites, newsgroups and discussion l ists addressing american studies and ethnic studies, and worldwide business, government, and cultural concerns. following this are chapters devoted to specific ethnic groups: native american, african american, hispanic american, asian american (this covers general resources for this group, which is further broken down in other chapters), chinese american, japanese american, asian indian, jewish american, americans of middle eastern and north american descent, french canadian, cajun and creole, and hawaiian american . the focus is on english-language sites, although many that are i ncluded exist in dualor multi-language versions. the chapters begin with a discussion of the individual ethnic group: their history in north america and prominence in recent census counts. the authors address the search processes: search strategies, taxonomies, and search engines used. this information will be useful to the searcher who wants to explore beyond the resources l isted here for more information. chapters are sub­ divided into general information, business, culture and humanities, fine arts, history, language arts and literature, popular culture, religion, science and technology, and "other"-most frequently travel and tourism. within each section, resources are l isted alphabetically, and are annotated with descriptions that are typically one to three sentences in length. the individual sites chosen reflect a wealth of culture for each group. the volume is indexed by site title and sponsor. this book should be useful to those studying multicultural issues in depth, as well as to more casual users. recommended especially for ethnic studies collections, but any library where the internet is used as a research tool would do well to include it. hancock, susan, ed. a guide to children 's reference books and multimedia material. brookfield, vt: ashgate, 1 998. 203 p. isbn 1 -85928-256-3. written as a guide for parents and others assembling a home library, this guide presents books "designed for 'dip in ' reference rather than 'cover to cover' read." (p. xi) although initial selection was by a panel of b ri ti sh educators, ch i ldren themsel ves participated in the process and offered their own reviews. specific genres covered are alphabet books, dictionaries, a t l as e s , a n d encyclopedias. the guide includes information o n over 250 titles marketed for preschool children through age 1 4 . there is a decidedly british bent, despite being published in great britain, the united states of america, singapore and australia, and the. book will be most useful to a british audience. basic arrangement is by age group. each section starts with an overview of the learning needs of the particular age group, and general guidelines for selecting books to meet these needs. for books rev iewed, i n formation given includes standard bibliographic description, target age group, language (simple or vocabulary expanding), layout, images, and retrieval devices. education libraries vol. 24, nos. 2/3 34 b o o k r e v i e w s beginning with key stage i (ages five to seven) children's assessments appear. these become increasingly sophisticated with each age group . for younger chi ldren, the adul t reviewer summarizes the children's experiences with the books. older c h i l dren ' s comments are q uoted verbat i m , and i nc lude comparisons to other works and deficiencies that the children perceive in the works evaluated, both in content and presentation . chapters end with the editor's personal recommendations from books reviewed. a substantial chapter "information playgrounds: children's reference and m u l timedia" discusses the advantages and disadvantages of cd-roms as educational programs, and reviews a number of titles. internet addresses are given for a small number of websites of interest to children, but these are not reviewed or described in any way. a "glossary of technical jargon" is included. the introduction briefly discusses the history of children 's reference works, and a bibliography presents a historical survey of children's reference books as well . m it c h e l l , b r u c e m . a n d robert e . s a l s b u ry. encyclopedia o f multicultural education. westport, ct: g reenwood press, 1 999. 304 p. isbn 0-31 3-30029-1 . b ruce m . mitchell (professor emeritus of education at eastern washington university) and robert e. salsbury (professor of education at eastern washington university) previously collaborated on multicultural education: an international guide to research, policies, and programs (greenwood, 1 996). as our society and our schools become more multicultural, and as we i ncrease our celebration of d iversity, an encyclopedia of multicultural education sounds as i f i t would be a welcome addition to our libraries. unfortunately, this recent collaboration leaves much to be desired. the preface states: "encyclopedia entries were selected based on their relationship to the content and method of multicultural education . . . for example, louis armstrong was not only an i nternationally famous musician , but he spoke out against racial insensitiveness, such as the government's handling of the little rock, arkansas, school desegregation issue, an important topic in multicultural education ." (p. vi i ) this criteria is unevenly applied. the entry on muhammad ali states: "physical education teachers and social studies teachers could use the situation encountered by ali as an example of the discrimination against education libraries vol. 24, nos. 2/3 black athletes, which has plagued the history of the united states." (p.8) this is a direct educational reference. rafer johnson is included as an "outstanding ucla student athlete (who) became known later for his brave attempt in helping professional football player roosevelt grier wrest the gun out of the grasp of sirhan b . sirhan after he assassinated attorney general robert kennedy." (p. l 2 1 ) the connection to education here is tenuous at best. at the same time, some prominent educational figures are missing, such as isaac m. wise, who started the first permanent rabbinical college in north america. the entry on "afrocentrism" makes reference to "monoethnic curriculums" (p.6), yet this term is not defined elsewhere to allow a contrast to entries on "resegregation" and "separate but equal doctrine". "melting pot theory", "salad bowl theory", and "stew theory" are, however, all separately defined with reference to each concept in each article. overall, the terms and ethnicities selected for definition seem unbalanced and haphazard. those looking for a single volume handbook on multicultural education will not find this book meets that need. debbie bogenschutz is coordinator of information services at the johnnie mae berry library (http://dogbert.cinstate.cc.oh .us), cincinnati state technical and community college, 3520 central parkway, cincinnati , oh 45223 . she is a regular contributor to the book reviews department. phone: (5 1 3) 5691 6 1 1 ; fax : (5 1 3) 559-0040; e-mail : bogenschutzd @cinstate.cc .oh. us b o o k r e v i e w s 35 kliewe r, j oy rosenzwe i g . the innovative campus: nurturing the distinctive learning environment. american council on education ioryx press series on higher ed ucation. phoen ix, az: oryx press, 1 999. isbn 1 -57356-236-x. in their landmark study of alternative higher education, the perpetual dream: reform and experiment in the american college ( 1 978), g. grant and d.riesman described the 1 960s as being "as volatile a period of educational reform as america has ever experienced." in the years before and since, a number of authors have attempted to describe the "experimental" educational programs that entered into the discourse of american h igher education as a result of this tumultuous period. in t he innovative campus, kliewer re-visits a number of these familiar programs in order to identify the factors that nurture innovation in higher education as well as those that can inhibit the endurance of educational change. in a time when higher education has once again become a volatile field, she also hopes to provide lessons for contemporary would-be innovators. kliewer employs a case study approach in order "to capture the stories of the institutional lives and histories of innovative col leges and universities" such as hampshire college, the university of california, santa cruz (ucsc), and the evergreen state college (tesc) (xvii) . drawing on personal interviews, descriptions of each campus and its history are provided as well as general conc lus ions about the soc ia l , c u l tura l , and organizational factors that have an impact on the survival of innovative educational programs. al though the systematic presentation of each case study makes for occasional repetition in the nanative, both the richness of its descriptions and the breadth of its scope make this study a worthy successor to earlier works in the same vein, including b .r.clark's t he distinctive college: · antioch, reed, and swarthmore ( 1 970) and grant and riesman 's ( 1 978) the perpetual dream: reform and experiment in the american college. a number of studies have reviewed the birth of these experimental colleges and universities during the 1 960s and early 1 970s, but kliewer notes that none has had sufficient historical distance from its subjects to consider the key question of whether or not innovation can endure in the american system of higher education . each of the institutions profiled in the current study have survived (with at least some degree of innovation intact) for over a quarter-century. the principal questions guiding kliewer's study specifically concern the endurance of innovation and the l essons that "mainstream" i nstitutions may take from the experience of these "maverick" schools. innovative campuses share a number of organ i zational features. chief among these are: in terdisciplinary academic programs; student-centered education ; egalitarian governance structures; opportun i ties for experiential l earn ing ; and an institutional focus on teaching rather than research (xviii) . factors that fac il i tate the endurance of these features i nclude: the continuing presence and support of founding faculty members; an effective program of faculty recruitment; a professional rewards sys tem that values i n n ovat ive pract ice ; nont rad i t iona l organizational structures; and administrative support (2 17). factors that may inhibit the maintenance of these features include: changes in the economy (especially an economic downturn); affil iation with a public university system (as in the case of the university of wisconsin-green b ay) ; and changes in student demographics, such as an increasing student-teacher ratio (as in the case of ucsc) (222). "alternative" academic programs such as the ones described by the author are not for everyone, but, as she notes, they may provide useful examples to mainstream institutions looking to modify their own approach to teaching and learning in higher education. despite the considerable contribution that kliewer makes to the literature with this study, there are a number of questions that remain unanswered. for example, she focuses on the impact that new ideas about higher education have on the academic program, but does not fully consider their equally significant impact on student services. as a librarian, i wondered if the atypical academic programs that kliewer describes have had any impact on library services or on the professional lives of their librarians. earlier studies oftesc, for example, suggest that l ibraries and librarians may be sign ificantly affected by the presence of innovative academic programs such as those described by s. pedersen et a!. in the article entitled "ethnography of an alternative college library" (libra1y trends; volume 39, number 3, pages 339-4 1 ) . aspects such as those presented by pedersen are not considered in the present study. however, the "suggestions for further research" provided in kl iewer's conclusion point the way to potentially interesting future work. education libraries vol. 24, nos. 2/3 36 b o o k r e v i e w s also left unconsidered by kliewer is the important question of the degree to which mainstream colleges and universities have already begun to adopt academic programs associated with the innovative campuses. increasingly familiar programs such as learning communities and first-year-experience share a number of features with the programs described by kliewer, but she fails to acknowledge this. a fuller consideration of the growth of these programs at institutions such as the university of hawaii, indiana university-purdue university at indianapolis, the state university of new york at albany, and elsewhere would have made the significance of pioneering i nstitutions such as the ones presented here even more apparent. despite these lacunae in her analysis, kliewer provides a useful study of the experimental academic programs of the 1 960s and 1 970s and suggests a number of practical concerns of which contemporary innovators should take heed if they wish to benefit ful ly from the experience of those who have gone before . recommended for all academic collections. scott walter is head, brain education library, 1 30 cleveland hall, p.o. box 642 1 1 2 , washington state university, pullman, wa, usa, 99 1 64-22 1 2 . he assumes editorship of education libraries with the 200 1 editions. phone: (509) 3351 59 1 ; e-mail: swalter@wsu .edu morgan , harry. the imagination of early childhood education. westport, ct: berg i n & garvey, 1 999. 255 p. isbn 0-89789-594-0. $59.95. this latest work by harry morgan, a professor of early childhood education at the state university of west georgia and author of cognitive styles of classroom learning (greenwood, 1 997) and historical perspectives on the education of black children (greenwood, 1 995), is well researched and presented. focusing on imagination as opposed to developmental concerns in the early childhood years (from infancy to age eight), the author divides his subject into six distinct chapters on imagination. these are historical imagination; philosophical imagination; theoretical imagination; curriculum imagination; montessori imagination; and the imagination of literature. from aesop to plato and socrates, to froebel, montessori, freud, piaget, and erikson, morgan draws his conclusions of their influences on imagination and its development and leads the way from the past to the present. he shows how this has been a bumpy road, as church and state have both historically intervened and influenced education. a distinction is drawn between what is called elementary education and early childhood education . early chi ldhood education encompasses the years when children are most open to learni ng. by the time many children reach the elementary school system they are often shaped by experiences that wi l l be unchangeable. education libraries vol. 24, nos. 2/3 chapter one "historical imagination"is by far the most extensive. all chapters discuss the problems encountered with programs targeting poor students and the resistance these programs constantly face in order to continue and grow. the politics of intelligence and the endless verbiage surrounding the topic of children and education are shown to be potential impediments rather than catalysts for change or progress. the emphasis of this book seems to be to open the minds of its readers rather than to draw any hard and fast conclusions. each chapter ends with two to three pages of additional references. a selected bibliography and short index conclude the book. a few carefully selected charts and i llustrations enhance and lighten this serious text. franki elliott is a consultant and trainer in information research located in hudson heights, qc, canada. she is a frequent reviewer for this journal. phone: (450) 458-2636; e-mail : franki @hudson.net 8 0 0 k r e v i e w s 37 hodges, g a b ri e l le c l iff et a l . , eds. tales, tellers and texts. l o n d o n ; new yo rk: cass e l l , 2 0 0 0 . 1 62 p . isbn 0-304-70641 -8 ( pbk). this excellent collection celebrates the power of narrative of all types. it assembles strong arguments for the value of teaching texts and telling tales of all kinds. "text" here is broadly defined to include familiar genres such as television, film and animation, as well as new genres such as internet and video game narratives. far from replacing print, these genres add to the mix of imaginative works available to teachers engaged in helping children develop critical thinking, self-knowledge, and judgement. many of the chapters stress the tension between truth and fiction in narrative and its part in expanding readers' horizons and actively engaging them in exploring their attitudes towards the moral or social conflicts posed in the tales. the authors deal sensitively with the question of tradition vs. changing attitudes toward nationalism, faith, class, and cultural difference in traditional and h istorical tales. the book is divided into four sections covering oral, historical, visual, and literary narratives, and includes one chapter on the newest narrative forms. if this book has a shortcoming it is that, despite the emphasis in the introduction on the importance of these new forms, only one chapter is devoted solely to them. perhaps this reflects the reality of today's classrooms, where print is still king. the essays on storytelling are particularly eloquent. the authors effectively demonstrate how storytelling is qualitatively different from reading a story. storytellers must choose which details to include in order to build meaning and interpret the story to make it relevant to a modern audience. they must see past the nationalism and stereotyping found in some traditional tales to bring out the universal di lemmas and dreams that unite them. storytelling offers practical benefits to children as well ; for example, improving their l isten ing and memory skil ls , and enriching their vocabulary and grasp of narrative structure. the chapters on historical fiction provide ample justification for the use of this form, shunned in the past as not "true" enough for historians and not "literary" enough for english teachers. today 's examples build on fully developed characters in well­ researched settings. they offer a way to engage children in the past and to explore the interplay between h istorical fact and meaning. the authors in the visual narrative section demonstrate the need to teach "visual literacy" and argue persuasively that the techniques and traditions of visual text are just as important as the structure, setting, character development and plot elements of print literature. the final chapter deals with the bias against the new forms of narrative of our technological age-television, film, video, animation, e-books, graphic novels, cos, the internet, and video games. the author suggests this prejudice might be part of a puritanical bias in education against pictures: since they are more fun, they must be less valuable ! she argues that these genres have their own "grammar" (their own techniques and conventions) and that teachers must not abdicate their role as mediators between them and their students. this volume is a valuable contribution to our understanding of narrative. it will be used by english, history, and art teachers looking for texts and techniques as well as by researchers in education and anyone with an interest in children's literature, broadly defi ne d . beyond mere usefu lness , h owever, i t demonstrates the value o f narrative for pure pleasure. chris desai is assistant science librarian, morris library, southern illinois university, carbondale, il, usa 6290 1 -6632. phone: (6 1 8) 4531 1 62, fax: (6 1 8) 453-8 1 09, e-mail : cdesai @ lib.siu.edu education l ibrari es vol. 24, nos. 2/3 3s b o o k r e v i e w s bieh ler, robert f., et a l . psychology applied to teaching, 1st canadian edition. to ro nto : h o u·g h ton m iffl i n company, 1 999. isbn 0-1 7-607360-4. biehler, et al's psychology applied to teaching is a great introductory textbook and reference book for students, teachers, education professors, and librarians who are i nterested in the psychological aspects of teaching. although it is primarily intended as a textbook for an introductory course in educational psychology (which is obvious from the organization, chapter summaries, and questions at the end of each chapter), it is an excellent source of information for anyone who may have, or need to answer, questions dealing with psychological issues in the educational process. psychology applied to teaching is divided into five general areas: considering student characteristics (stage theories of development , diversity issues , age-level c h aracteristics) , specifying what i s to be learned (devising and utilizing learning objectives), providing instruction (behavioral and social learning theories, information-processing, cognitive theories, motivation), evaluating performance, and maintaining an effective learning environment (classroom management, reflective teaching). within each area are chapters dealing with a specific aspect of that area, and the chapters are further divided into pertinent points. each chapter also includes suggestions for incorporating the material into teaching practice and resources for further investigation of the information covered in the chapter. a comprehensive bibliography of works cited is included at the end of the book, as well as excellent author/source and subject indexes and a fairly thorough glossary. the glossary and indexes make this an excellent reference resource in addition to a good-quality textbook. education libraries vol. 24, nos. 2/3 as for the content, the authors have provided in-depth, unbiased coverage of the field of educational psychology. all of the major theories of learning, from behaviorism to the cognitive theories, are covered equally. part of an entire chapter even deals with koh l berg's moral development theory, and gill igan 's gender-based ways of knowing are also discussed. appropriate illustrations are included, along with many tables and charts. all of the illustrative matter is clear and easy to understand. the charts and tables dealing with legislation and demographics are not particularly useful for readers in the united states since this is the canadian edition . however, it remains a valuable reference tool for education libraries in the u.s. because of the wealth of information it contains on the general areas of educational psychology. the only obvious drawback of this book is its binding. this reviewer examined a copy with a trade binding, which is not durable enough for library use. with a hard binding, this book will find years of utility in the reference or general collection of any education library. it is highly recommended. mark t. bay is visiting librarian for instruction and reference, iupui university library, 755 w. michigan st. , indianapolis, in, usa 46202-5 195 . phone: (3 1 7) 274-528 1 ; e-mail: mbay @iupui .edu b 0 0 k r e v i e w s 39 reese, jean. internet books for educators, parents and s tudents. eng lewood, co: libraries u n l im ited, 1 999. 299 p . isbn 1 -56308-697-2. $32.50 us. $39 outs ide north america. jean reese, the author of this book, is the associate director for the education library at vanderbilt university, nashville, tennessee. she is also editor of "the reference shelf', a column for the magazine multimedia schools which reviews professional materials in the area of technology in schools. these two roles give her access to many publications, placing her in a unique position to evaluate them. this publication is comprised of reviews of works published between 1 996 and the present, each 1 -2 pages in length . six chapters identify a variety of the most current and useful internet books available for educators, librarians, students, parents, and children, as well as books for use in curriculum development, web page design, and fiction books for juvenile readers. the target audience is the k1 2 education community. for each book listed, full bibliographic detail is provided along with a web address for the publisher. who might find such a collection of reviews useful? would a review of a 1 997 web book not be outdated by the year 2000? the author's reviews point out the strengths and weaknesses of each publication. many of the publications have enduring interest. for teachers who have internet access in their classrooms for the first time, a number of excellent sources are listed. listed also are sources containing suggestions for appropriate internet based student activities. the media specialist will also find useful topics such as copyright and the internet. the chapter on web page design reviews books and software manuals for both pc and mac environments. on the negative side, and the author points this out, the web is always evolving and as a result a number of the entries are not timely. there is no mention of many of the web-browsers that are common today ( l ike google), nor is there anything about mega-browsers l ike dogpi le. subscribers to the publication multimedia schools will be familiar to many of the reviews included here. reese's guide is useful as a collection development and evaluation tool for elementary and high school libraries or media centers. it is also a useful sourcebook for public libraries and school libraries or media centers that have only recently gained access to the internet and are looking to build a support collection. it is also a handy reference tool for parents looking for suggestions on what internet books to purchase for home use. elizabeth winiarz is the science librarian at the university of massachusetts dartmouth library, 285 old westport road , north dartmouth, ma, usa 02747-2300. phone: (508) 999-8696; e-mail : ewiniarz@umassd.edu education libraries vol. 24, nos. 2/3 4o b o o k r e v i e w s palette, nancy j. gifted books, gifted readers: literature activities to excite young minds. eng lewood, co: lib raries unl imited , 2000. 282 p. isbn 1 -56308-822-3. $32.50 us. $39 outside north america. understanding the need for gifted children to be exposed to quality l iterature is at the heart of this guide to curriculum for gifted students. nancy polette argues that many adults make the false assumption that gifted children who read are in fact "well read." b ased on the thesis that gifted children need broader exposure to children's l iterature, she has created an extensive collection of activities that meet the basic goals of an elementary language arts curriculum while challenging the gifted mind. gifted books, gifted readers is a thorough, literature-based compendium of ideas and activities for use with gifted students in the classroom. the book begins with a discussion of the need for literature-based curriculum for gifted students and a discussion of what makes a child "gifted." the collection then offers six distinct chapters on topics such as picture books, folk and fairy tales, the classics, diversity, historical fiction and heroi�m. each chapter highlights numerous books and includes a variety of activities for each, most of which focus on reading comprehension and writing. the activities encompass a diverse selection including vocabulary building, pre and post reading discussion questions, poetry, descriptive writing and more. the book i ncludes a detailed table of contents and a comprehensive author/title/subject index. one unusual concept polette introduces i s the idea of the memory song, a recounting of the plot through singing. for example, she suggests some rather obscure melody lines such as don ho's "tiny bubbles" and herb alpert's "what now my love" for use as a romeo and juliet karaoke. this would be a stretch for even the most engaged student, let alone your average, albeit gifted, child. any teacher can, however, take this concept education libraries vol. 24, nos. 2/3 and create a more appealing lesson plan through the use of other musical conventions that may have more relevance to the ·period being studied or the students' personal lives. one of the biggest difficulties with gifted books, gifted readers is that it lacks any specific age or grade guidelines. while it may be true that i nstructors of gifted students need flexibility within their curriculums to serve the breadth of abilities found in their classrooms, there is a huge difference between intellectual capability and cognitive understanding. some guidance would be useful for teachers who wish to browse lesson plan ideas without having to read the entire book to find appropriate activities for their classroom. there is also an implied understanding that this will be used with students who are able to write, which limits its usefulness to students in grades 3 and up. again, activities could be easily modified for use with pre-writers as well. overall , the guide offers teachers of gifted students many useful and creative ideas for i ntroducing qual i ty chi ldren's literature. with consideration for i ts developmental assumptions, gifted books, gifted readers would be a serviceable addition to most elementary school professional coll.ections, particularly where gifted classrooms are in use. amelia j. shelley is manager, children's/young adult services, laramie county library system, 2800 central avenue, cheyenne, wy, usa, 8200 1 . e-mai l : ashelley @ larm.lib.wy.us 8 0 0 k r e v i e w s 41 dingwal l , c indy. happy birthday america! fort atkinson , wi: a l l eyside/h ighsmith p ress, 2000. i s b n 1 -57950048x. $1 5.95. happy birthday america! is a boon for anyone looking for one-stop programming. cindy dingwall has created a "cookbook" of recipes for successful event planning for grades 1 -5 . the programs are centered on celebrating the fourth of july and the birthdays of six historical figures: betsy ross, martin luther king, jr., rosa parks, abraham lincoln, susan b. anthony and george washington. these celebrations can be presented in schools, public libraries, park districts and bookstores. dingwall, a school and public librarian and former teacher, previously wrote storybook birthday parties ( 1 998), library celebrations ( 1 999), and worship time with kids ( 1 998) . happy birthday america! presents a smorgasbord from which one or two events can be selected for scheduling during the year. each program description includes an outline of the activity, approximate time, music, spoken/read i ntroduction , stories or songs, and interdisciplinary learning activities. al l the "nuts and bolts" of planning, preparation, publicity, and materials are covered. an annotated resource list of relevant fiction, non-fiction, audiovisual materials and internet resources is included. the appendices contain additional internet resources, programmi n g resources, sample forms, puzzle solut ions , classroom connections and a chart of learning activities used in each celebration . much of the information can either be used by a classroom teacher to create bulletin boards, research modules, reading/writing activities, or (as suggested by the author i n appendix c ) t o foster public library/school library/classroom teacher cooperation. although this book is a valuable resource for educational programming, three of the activities deserve comment: 1 ) the introduction to the rosa parks section (p.30) reads: t here was once a time when black people were separated from white people. t he black people had to ride at the back of the bus . . . . t here were different schools for black children and white children. t here were some places where black people weren't allowed to go. while this is quite true, young children might personalize these historical facts to minority members of the class. a more inclusive, developmentally appropriate introduction for grade one through five students is found in the "hints" box on page 3 5 : tell children that a violation of civil rights includes: teasing or making fun of others, hurting and harming others, etc. everyone has the right to be treated kindly and fairly. discuss this with the children to help them understand civil rights in a way that relates to their lives. 2) one of the additional activities for the abraham lincoln program (p.43) contains the suggestion: have the kids role play an experience about slavery. have one group be the slaves and the other the slave owners. slaves cannot attend school or participate in. the kinds of activities the owners enjoy. discuss how it feels to be a slave and a slave owner. the next day sujprise the children by reversing the roles. this activity could create controversy within the community after the first day of the exercise, if there were no student or parental preparation. 3) on page 40 one of the materials listed for a craft is rubber cement, a hazardous material in some states. these caveats aside, dingwall has created a useful manual for programmers in educational settings. it is a good reference for sources , i deas , games, and puzzles with curriculum connections for classroom teachers and librarians. she i la kirven i s educat ion services librarian at the congressman frank j . guarini l ibrary, new jersey ci ty university, 2039 kennedy blvd., jersey city, nj, usa 07305. e-mail : skirven @ njcu.edu education libraries vol. 24, nos. 2/3 42 b o o k r e v i e w s casey, jean m. early literacy: the empowerment of technology. rev. ed. , eng lewood, co: libraries unl imited , 2000. 1 98p. isbn : 1 -563-08865-7 (pbk). $27.50 us. $33 outside north america. author jean casey, a specialist in reading/language arts at california state university, long beach, offers a unique analysis about the power of technology as a language-learning tool in the l ives of children. she bases her analysis on her own research, plus that of dr. rachael cohen of the university of paris-nord and dr. gloria medrano, a researcher from the university of zaragoza in spain. casey begins her work by giving a brief history of technology and l iteracy development programs starting in the early 1 980s. she describes programs like keytalk, a synthesized speech program for n onverbal preschool ch i ldren, logo mathematics software, and the earliest versions ofwriting to read. researchers using these programs began to understand how and why "language machines" such as simple talking word processors enhance literacy in children. much of the book focuses on how computer-teaching programs can help at-risk students such as those with attention deficit disorders, learning disabilities, physical disabilities, and english as a second language. casey 's main thesis is that all children can benefit when quality software programs are used appropriately in line with student needs and curricular objectives. she argues against a growing number of critics who assert that computers should not be used with young children because they are harmful to social growth and cognitive development, and that computers isolate children. she counters these ideas throughout her book with numerous case studies. rachael cohen's french study of 600 non-french speaking chi ldren with learning difficulties indicated that young children were able to concentrate and master the skills necessary to use a keyboard, behaviors that defied what was commonly believed about young children. casey and others question the assumption that l iteracy and writing for younger children or children with disabilities must be l inked to motor coordination and the physical development of children, and that a child's ability to write expressively need not be held hostage to his or her eye-hand coordination skills. "it is wrong to consider motor coordination a part of reading readiness," she writes. casey illustrates how good literacy computer programs such as kidtalk or smooth talker use synthesized speech to help at-risk children hear and understand sound patterns as they use talking computers to read, speak, and write. she emphasizes the power of technology in meeting the needs of exceptional students education libraries vol. 24, nos. 2/3 with descriptions of how talking computers can empower gifted students, students with cerebral palsy, and aphasic students, allowing them to control, practice speech sounds, communicate, explore, and achieve at their own pace. moreover, the research and case studies from france and spain support her point that reading, writing, spelling, are not independent, discreet, or linear activities, but, rather, that language acquisition is an integrated, recursive process with a constant interchange between oral and written language. from her discussions about esl and special needs students, casey goes on to analyze one of the successes in promoting literacy with al l younger children, writing to read, the "language experience" approach to literacy. what she describes as "language processing," using writing to read allows children to type their own thoughts i nto the computer, see what they wrote, and print their work to share with others. casey emphasizes that programs like writing to read offer a multisensory, literacy-rich environment that provides opportunities for writing, reading, speaking, and l istening. wri ting to read, and some of the other software programs that she profiles in the latter chapters of the book ( kidworks2 , vale, waterford early read i n g program, wiggleworks, accelerated reader program, and others) " were developed by educators who used current research base and teacher expertise to design a developmentally appropriate reading program for children that would use technology to empower and enhance learning." these products were tested rigorously and extensively with children, teachers and schools over long periods of time before the programs were released for general use. casey moves from the research into the practical applications by devoting space to reviewing l iteracy software programs, offering caveats about programs that fail , providing recommended guidelines for educators that will ensure success, and offering criteria for technology l iteracy program evaluation. she strongly advocates using literacy computer technology as an integrated part of the classroom environment, favoring that approach over a computer laboratory environment. she presents research findings that show children achieve literacy better with technology in integrated classrooms over lab settings, but that overall children who use technology in either setting do better than those who do not. b o o k r e v i e w s 43 the final chapters of early literacy discuss barriers to change in schools while offering recommendations for future success. casey outlines factors that create success or failure in the use of l iteracy technology programs and discusses the need for constant evaluation of new products and programs. appendices provide qualitative tools and assessments of programs, software program information, teacher's checklists, professional organizations, resources , deal i n g wi th early l i teracy, and an extensive bibliography. researchers interested in technology issues with families and children will find this a rich resource. public educators and parents w i l l fi nd th i s a valuable resource i n ei ther implementing or assessing the technology programs being used for children in their schools. casey, jean m. creating the early literacy classroom: activities for using technology to empower elementary students. eng lewood , co: libraries un limited, 2000. 1 1 1 p. isbn 1 -56308-71 2-x (pbk). $25 us. $30 outside north america. an outgrowth of jean casey 's earlier book, early literacy: the empowerment of technology, this work is written mostly for practitioners. casey 's first volume targeted a broader audience and presented research, providing the underpinnings for this work, while creating the early literacy classroom has been written primarily for teachers who wish to use technology as a tool for enhancing l iteracy. the focus i s on restructuring traditional learn ing e nv ironments w i t h the rig h t tec h n ology tool s , accompanied b y classroom activities that work well with these tools. the book is divided i nto four parts: a discussion about the value of technology as a means for language learning; activities for the k-8 classroom; models for classroom design that support those activities; and a final chapter aimed at parents and their use of technology in the home. part i, "creating a literacy classroom," makes the case for why talking computers enhance literacy, describes who benefits from literacy technology programs and why, and explains how such programs work with children as they explore the keyboard, encode letters or new words, and finally begin to write their own thoughts. casey also indicates hardware and software programs that best meet the language development needs of children. in part ii, casey offers a variety of activities for the k-8 classroom . the emphasis here i s on flexibi l ity, adapting to available resources, and customizing them to student needs. to this end, the author writes,"the key to good teaching is to match the activity to the i nterest and needs of your students and not the other way around, prescribing to students whe�er they need the activity or not." casey details classroom activities with a single computer, small group or paired activities using more workstations, and individual instructional activities. these activities offer ideas about how to encourage young learners to enjoy acquiring the basics of letters, phonics, and encoding of words creatively, as well as how to motivate gifted and older children to write journal entries, stories, letters, newsletters, poetry, songwriting, reviews of books, movies, television shows, and research projects. part iii offers tips on how teachers can also foster literacy by creating a "publishing classroom." casey describes the spaces in the classroom devoted to computer, editing and revising, and reading, so that students and teachers can do their best work together. the book concludes with pointers for parents about how to select qual i ty educational software for chil dren at home. throughout this work one finds helpful references for educators and parents to learn more about l i teracy and technology. many of these are included in the "resource section" and "references" lists pages. creating the early literacy classroom is recommended for teachers, adm i nistrators, and parents i nterested in how technology can be used creatively to help children become avid authors and readers. susan ariew is coll ege libraria n , educatio n and human development collection management and college-based services dept, university libraries, p.o. box 9000 1 , blacksburg, va, usa, 24062-900 1 . phone: (540) 23 1 -7040; fax: (540) 23 1 -9366; e-mail : saa@vt.edu url: http://www. lib. vt.edu/subjects/educ/ education libraries vol. 24, nos. 2/3 44 b o o k r e v i e w s fredericks, anthony d. more social studies through children 's literature: an integrated approach. eng lewood, co: li braries unl imited , 2000. isbn 1 -56308-761 -8. $27.50 us. $33 outside north america. this complement to the author's social studies through children's literature ( 1 99 1 ) is a practitioner-oriented resource prov id ing act iv i t ies and proj ects rel ated to c lass ic and award-winning trade books in support of a l iterature-based social studies curriculum. libraries that own the original volume will want to purchase this one as well . trade books were selected because of their appropriateness to the social studies curriculum or their adaptability to the k-6 audience. titles range from classics, such as dear mr. henshaw by beverly cleary and t he village of round and square houses by ann grifalconi, to caldecott award winners, such as smoky night by eve bunting. more recent titles include bridges are to cross by philemon sturges and elephants for kids by the author. american book award medalists, reading rainbow selections, and high-low titles are also supposed to be included, but, unfortunately, the author does not identify which books fall into the above categories. a practi tioner new to the i n tegrated curriculum approach and needing a "high interest-low vocabulary" title to use with a unit of study for a fifth-grade class, for example, will be unable to identify appropriate titles either by grade level or by readability level. practitioners unfamiliar with children's literature will not be able to identify award-winning titles. the book is divided into ten chapters: chapter 1 provides an overview of the l iterature-based approach to instruction; chapter 2 summarizes ncss standards and suggests how concepts related to these standards might be integrated into a social studies unit; chapter 3 explains how titles were selected and how the book is organized. subsequent chapters provide book-related activities and projects organized around the seven major areas of the elementary social s tudies curricu lum: c h i l d/sel f, fam i ly, community/neighborhood, city/country, states/regions, nation /country, and the world. education libraries vol. 24, nos. 2/3 for each of the thirty-five books included, the author p�:ovides a brief plot summary, the social studies disciplines and ncss thematic strands to which it corresponds, critical thinking questions, a list of books with similar themes and book-related activities or projects. examples of activities include suggestions for writing assignments, web sites to explore, selections from other books by the same author which could be read by the school l ibrarian, c lassroom discussion topics, creative art proj ects, reader's theater scripts, field trips, map studies, science projects, math activities, and much more. a balance of activities, which integrate social studies, language arts, mathematics, science, art, and music, is not offered for each title. the activities for some books, for example, may be overloaded with writing projects while not suggesting mathematics activities at all. appendix a includes an annotated bibliography of trade books arranged according to the seven basic concepts of social studies curricula and another organized by social studies discipline, i .e . , geography, anthropology, sociology, pol itical science, economics or h istory. appendix b is an annotated bibliography of relevant web sites. these appendices are valuable tools for the elementary social studies teacher seeking additional books, lesson plans or activities that will engage students in the classroom. regardless of its shortcomings, this is a timely resource for preservice and practicing teachers which academic l ibraries, school libraries, teacher resource centers and curriculum materials centers will want in their collection. judy druse is curriculum media librarian, mabee library, washburn university, 1 700 sw college avenue, topeka, ks, usa 6662 1 . e-mail : zzdrus@washburn.edu 8 0 0· k r e v i e w s 45 thomas, nancy pickering. information literacy and information skills instruction: applying research to practice in the school library media center. englewood, co: libraries unlimited, 1 999. 1 87 p. isbn 1 -56308-603-4. $30 us. $36 outside north america. this work is part of paula m ontgomery 's library and information problem solving skills series, presenting a highly readable and much needed syn thesis of the l i terature on information skills instruction. thomas' work is i ntended primarily for school library media specialists and the people who train and supervise them; h owever, undergraduate reference and bibliographic instruction librarians as well as public librarians who work with young people will find something of value in this volume. in the opening chapters, thomas traces the development of user education programs in academic and public libraries and demonstrates its impact on i nstructional practices in k1 2 school library media centers. using kuhlthau's research on the process of information seeking as a bridge, thomas then explores this research and its accompanying model as well as non-research -based process models by scholars and practitioners such as irving's study and information skills across the curriculum ( 1 985) and joyce and tallman's making the writing and research connection with the /-search process ( 1 997). the remainder of the book describes and discusses factors suggested in library and information science as well as education research-such as i ndividual differences, cognitive development, domain and strategic knowledge, assignment type, assessment style, and relational communication-that potentially affect information skills instruction. thomas states that she does not aim for this book to provide a series of "instructional shortcuts" or a "magic formula" (p.xx). at the same time, she does describe a number of instructional possibilities and best practices that school library media specialists might find useful when planning and designing i nstruction. for example, gender-related differences in information seeking are highlighted i n one table, while another table summarizes bate's ( 1 979) strategies of online searching, also known as 'berrypicking.' key components of effective research assignment design fill one of the many additional tables. while the scope of materials thomas distills in the book is reason enough to purchase it, the book is not without minor weaknesses. despite an extensive bibliography, thomas is quick to use 'as cited in' references leaving the reader to pursue the citations for many items in the works of other authors. the two chapters on process models of information seeking are informative, but thomas makes no attempt to synthesize these models in order to find areas of similarity and difference. this book has great potential to bring the research on information seeking and information skills instruction into actual practice in k1 2 school library media centers. the timing for the publication of this volume could not be better as many school library media specialists are looking for guidance in helping students and teachers fulfil l the information literacy standards for student learning ( 1 998) published jointly by the american association of school librarians and the association for educational communication and technology. thomas' book is also being used with success as a text for a graduate course about information literacy-the first of its kind-at indiana university's school of library and information science. further information on this course, " information inquiry for school teachers", can be found on the web: http ://www.s l i s . indiana .edu/courses /callison!l55 1_2000.html carol l.tilley is a former high school l ibrary media specialist. she is currently a visiting lecturer and phd candidate at indiana university's school of library and information science where she teaches school l ibrary and youth services courses. phone: (8 1 2) 330-0268 ; e-mail : ctilley @indiana.edu education libraries vol. 24, nos. 2/3 editor's note: for readers who are interested in submitting articles and/or book reviews to this journal, we present the following guidelines, procedures and instructions. instructions for contributors about education libraries education libraries (el) i s published by the education division of the special libraries association. its audience consists of education i nformation professionals employed i n a variety of venues, including special libraries and information centers, academic l ibraries, public libraries, and school libraries. manuscripts submitted for publication i n el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of l ibrary and information science are also welcome provided they include a significant component specifically germane to education information or education l ibraries and librarianship. el is indexed in current index to journals in education and library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. three hard copies and one electronic copy should be sent to scott walter, editor, education libraries , brain education library, 1 30 cleveland hall . p.o. b ox 642 1 1 2, washington state university, pullman, wa 99 1 64-2 1 1 2, usa, inquiries regarding contributions are welcome and should be directed to mr. walter via mail or e-mail. (see below) preparation of manuscripts . 1 . all manuscripts should be submitted with an electronic copy on a 3.5" disk and in ibm-compatible ms word format. if electronic copy cannot be provided, please contact the editor for alternative arrangements. please contact the editor prior to submitting electronic copy via e-mail attachment. 2. all manuscripts should be typed or word-processed on 8 y:z x 1 1 -inch paper, double spaced, with 1 v2-inch margins on all sides. references should appear on separate pages at the end of the article. 3. education libraries follows the publication manual of the american psychological association, 4th ed. ( 1 994) . citations to electronic resources follow the "electronic reference formats recommended by the apa," available online at: <http : //www.apa.org/journals/webref.htmi>. 4. the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and e-mail address . to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 501 00 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. 7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert i n the text, e .g . , (insert figure 1 ) . each table or i l lustration should have a number and a brief title. all tables and illustrations should be submitted on disk. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. education libraries vol. 24, nos. 2/3 review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completion of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, pre-k1 6 education, children's literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. • • • • • • • • i nstructions for reviewers about education libraries education libraries (el) is published by the education division of the special libraries association. lts audience consists of education information professionals employed in a variety of venues, including speci al l ibraries and information centers, academic l ibraries, public l ibraries, and school l ibraries. contributors should keep this audience in mind when writing reviews. el reviews should address the reasons why a work should (or should not) be added to a library collection, or suggest the uses to which the work might be put by an education information professional. scope of reviewed works education libraries includes reviews of new publications relevant to education information or education l ibraries and librarianship. areas of interest include library and information science, pre-k1 6 education, children's literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. procedures if you are interested in reviewing materials for education libraries, please contact the editor for a reviewer information form. electronic queries are welcome (please note whether or not you can receive the information form electronically and, if so, in what formats). if you wish to review an item that has been announced in our listing of "books available for review," please note the title in which you are interested in your initial query. reviews should be typed or word-processed on 8 y2 x ! l ­ inch paper, double spaced, with i y2-inch margins on all sides. reviews may be submitted in hard copy or in electronic form. if submitted in hard copy, an electronic copy should be provided on 3 .5" disk. if submitted electronically, the reviewer may send the text as an e-mail message, or as an attached document. in all cases, electronic copy should be provided in an ibm-compatible ms-word format. for reviews, electronic copy submission via e­ mail is preferred. contact for additional information or for reviewer information form scott wal ter, editor, education libraries, b rain education library, 1 30 cleveland hall, p.o . box 642 1 1 2, washington state un ivers i ty, pul l m a n , wa , usa, 99 1 64-22 1 2 . phone: (509) 3351 59 1 . e-mail: swalter@wsu.edu education libraries vol. 24, nos. 2/3 from: r e s o u r c e s o n t h e n e t resources on the net: past, present, and future of academic libraries compiled by chris bober the following is a continuation of resources on the net: past, present, and future of academic libraries, published in the summer 2009 issue of education libraries. early predictions campbell, j.d. (2006, january february). changing a cultural icon: the academic library as a virtual destination. educause review magazine, 41(1),16-31. retrieved from http://net.educause.edu/ir/library/pdf/erm0610.pdf campbell calls into question the future of academic libraries in the light of advances in digital technology and what will become of the physical library in the next decade. he believes that the primary role of the academic library will be as a virtual destination. he discusses the seven "creative and useful services that have evolved within academic libraries in the digital age: providing quality learning spaces; creating metadata; offering virtual reference services; teaching information literacy; choosing resources and managing resource licenses; collecting and digitizing archival materials; maintaining digital repositories.” lewis, d.w. (2007, september). a strategy for academic libraries in the first quarter of the 21st century. college & research libraries, 68(5), 418-434. retrieved from indiana university-purdue university indianapolis scholar works repository website: https://scholarworks.iupui.edu/handle/1805/1592 lewis presents a survival strategy for the near future of academic libraries. the five points of the strategy are “1) complete the migration from print to electronic collections; 2) retire legacy print collections; 3) redevelop library space; 4) reposition library and information tools, resources, and expertise; and 5) migrate the focus of collections from purchasing materials to curating content.” mullins, j. l., allen, f. r., & hufford, j. r. (2007, april). top ten assumptions forthe future of academic libraries and librarians: a report from the acrl research committee. college & research libraries news, 68(4). retrieved from association of college & research libraries website: http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2007/apr/tenassumptions.cfm in 2007, the acrl research committee prepared a planning document for the next ten years that reported on the most pertinent assumptions for the future of academic libraries and librarians. the report was not meant as a forecast, but as an encouragement “to embrace the changes and opportunities that are already occurring and to build into their libraries a culture that will continue to embrace change and opportunities that the future will bring.” lis educational challenges aharony, n. (2008, january). web 2.0 in u.s. lis schools: are they missing the boat? ariadne, 54. retrieved from http://www.ariadne.ac.uk/issue54/aharony/ aharony asks whether library and information science schools in the united states are familiar with new technological changes and innovations, and whether the different web 2.0 applications are being integrated into the curriculum. an examination of the web sites as well as a survey of 59 u.s. lis programs revealed that only a small number of programs offered a specific course on web 2.0 or even courses which explored basic web 2.0 concepts. the author recommends “that the different issues and applications of web 2.0 be thoroughly taught as a separate course in the lis curriculum and not as partial topics in another course. expanding the curriculum will equip new generations of librarians with competencies and skills that fit a modern, dynamic and changing work environment. this course should include theoretical explanation as well as practical experience of the various applications of web 2.0 such as: blogs, wikis, rss, flickr, collaborative favorites, tagging and folksonomies, instant messages, social networks etc.” 30education libraries, volume 32, no. 2, winter 2009 http://net.educause.edu/ir/library/pdf/erm0610.pdf https://scholarworks.iupui.edu/handle/1805/1592 http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2007/apr/tenassumptions.cfm http://www.ariadne.ac.uk/issue54/aharony/#author1 http://www.ariadne.ac.uk/issue54/aharony/ education libraries, volume 32, no. 2, winter 2009 31 choi, y., & rasmussen, e. (2006, september). what is needed to educate future digital librarians. d-lib magazine, 12(9). retrieved from http://www.dlib.org/dlib/september06/choi/09choi.html hoi and rasmussen’s concern is that recent lis graduates lack the necessary skills to work in increasingly digital fy rofessional challenges, opportunities and trends ough collaboration: how one library refined its approach. uarterly/educausequarterlymagazinevolum/creatinglearnings c library environments. they surveyed digital library professionals in academic libraries in the united states to identi their current activities and skills and to detect any gaps in their training. the survey results helped to develop a suitable profile for digital librarianship, and to point out the “implications for the design of digital library education that meets real workplace needs. “ p fox, r. & stuart, c. (2009).creating learning spaces thr educause quarterly, 32(1). retrieved from http://www.educause.edu/educause%2bq pacesthroughc/163850 this article is part of a special issue of educause quarterly entitled ‘learning spaces’, and it is of special interest to s. ippincott, j.k. (2008, december). mobile technologies, mobile users: implications for academic libraries. research library space planners. creating new roles for libraries in research, teaching, and learning involves both a physical and a virtual restructuring of its spaces. the author’s share three major insights for success: “eliciting user input increases a renovation project's effectiveness. incremental renovations permit testing assumptions about learning spaces along the way. continuous assessment informs upgrades and future projects, increasing their impact.” links within the article to video and slideshow presentations are particularly effective in demonstrating key strategies and decision l library issues, 261,1-4. retrieved from association of research libraries website: http://www.arl.org/bm~doc/arl-br-261-mobile.pdf is widely acknowledged that mobile devices are increasingly being used to search for information as well to d n nly owry,c. b., adler, p.,hahn, k., & stuart, c. (2009, february). transformational times: an environmental scan it communicate. the author presents the results of a survey designed to ascertain what roles libraries can play, “an perhaps more importantly what roles should they play in delivering content that is configured for mobile devices, i developing services aimed at mobile device users, and in configuring physical spaces to respond to mobile device users’ needs?” the results of the survey indicated that mobile devices are being adapted to library applications in o a small number of institutions. guidelines to develop a plan that integrates mobile devices into academic libraries are also presented. l prepared for the arl strategic plan review task force. retrieved from association of research libraries website: http://www.arl.org/bm~doc/transformational-times.pdf the report of the task force on the review of the arl strategic plan provides recommendations for the directions ld pull aron, n.l., & kirby smith, k. (2008, november). current models of digital scholarly communication.retrieved and priorities of arl’s strategic plan over the next five years (2010–14). the report identifies a number of potential threats to libraries. these include: “outsourcing of dissemination activities and a growing role for content industries in setting policies and defining services could further erode research institutions’ control of the intellectual assets produced by research and teaching; and if libraries turn inward and focus on protecting local resources, they cou back from essential cooperative work.” libraries, by addressing these threats, have an opportunity to consolidate their positions as they continue to support research, teaching, learning, scholarly communication, and public policy. m from association of research libraries website: http://www.arl.org/bm~doc/current-models-report.pdf aron and smith present the results of their 2008 study conducted on behalf of the association of research libraries. m they set out to investigate new models of digital scholarly works in everyday use across disciplines. they identified eight major types of digital scholarly resources: electronic only journals, reviews, preprints and working papers, http://www.dlib.org/dlib/september06/choi/09choi.html http://www.educause.edu/educause%2bquarterly/educausequarterlymagazinevolum/creatinglearningspacesthroughc/163850 http://www.educause.edu/educause%2bquarterly/educausequarterlymagazinevolum/creatinglearningspacesthroughc/163850 http://www.arl.org/bm%7edoc/arl-br-261-mobile.pdf http://www.arl.org/bm%7edoc/transformational-times.pdf http://www.arl.org/bm%7edoc/transformational-times.pdf http://www.arl.org/bm%7edoc/current-models-report.pdf education libraries, volume 32, no. 2, winter 2009 32 hubs. ’dell, j.(2009, may). libraries and the future of search. library philosophy and practice, 11(1), 1-13. retrieved encyclopedias, dictionaries, and annotated content, data, blogs, discussion forums, and professional and scholarly it is of particular value to university librarians, as it points out the ways that they “can play a central role in sharing information about these digital resources with the campus community, and in guiding new projects toward success.” o from http://www.webpages.uidaho.edu/~mbolin/odell.pdf his article discusses the future of libraries within the evolving nature of information searching. search engine builders s es.” stuart, c. (2009, june). learning and research spaces in arl libraries: snapshots of installations and experiments,” t like google are in the process of developing variations of a ‘smart search engine’, which if successful, could possible eliminate the need to organize records. these activities are found to be in direct opposition to libraries traditional role of creating, classifying, and then organizing records into a system used to retrieve them. should these smart search engines prevail, there is a risk for libraries in that library users “might no longer need a basic understanding of the organization of information because that capacity will be built into the search engine's data or text mining capabiliti research library issues, 264, 7–18. retrieved from association of research libraries website: http://www.arl.org/bm~doc/rli-264-spaces.pdf his study was undertaken to ascertain what initiatives arl libraries were taking to provide learning and research ch t spaces for their communities. stuart here provides a glimpse into the results of the ‘innovative spaces survey’, whi uncovered a total 98 noteworthy examples that were being supported in the reporting libraries. the complete survey results are available by linking to the following: http://www.arl.org/bm~doc/innovative-spaces-2009.pdf oblinger, d.g. (ed.) (2006, october). learning spaces. [electronic version]. retrieved from http://net.educause.edu/ir/library/pdf/pub7102.pdf his 446 page e-book, published by educause, presents learning space design from the perspective of faculty, learning role of duke university’s perkins library. humaker, d. & tyler, l. (2007, june). embedded library services: an initial inquiry into practices for their . ibsvcs.pdf t technologists, librarians, and administrators. it distinguishes itself from earlier publications for its focus on the heretofore neglected issues of “learner expectations, the principles and activities that facilitate learning, and the technology.” three trends form the background to this study: “changes in our students; information technology; our understanding of learning.” featured case studies include s development, management, and delivery. special libraries association annual conference. denver, co retrieved from special libraries association website: http://www.sla.org/pdfs/sla2007/shumakerembeddedl mbedded librarianship is a relatively new phenomenon that focuses on the user and brings the library and the survey tute toerger, m. (2009,july). the digital melting pot: bridging the digital native-immigrant divide. first monday.14(7). e librarian to the user, regardless of the media used or the user’s location. in this presentation, shumaker provides evidence of the planning that has taken place in various types of organizations, as well as profiling the duties and responsibilities of embedded librarians. one of the notable trends discussed is that “virtual embedding appears particularly strong in higher education, with its increased emphasis on web-based distance education as a substi for or enhancement of traditional classroom instruction. “ s retrieved from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2474/2243 toerger challenges some widely held misconceptions that educational technology advocates espouse about millenials als, s when comparing them with preceding generations. millenials are not all necessarily born tech-savvy, and the value of gained experience must also be incorporated into future curriculum design. stoerger prefers to use the term ‘digital melting pot’, defined as “the blending of individuals who speak with different technology tongues. instead of segregating individuals based on their skills or lack thereof, the digital melting pot is a place where all individu http://www.webpages.uidaho.edu/%7embolin/odell.pdf http://www.arl.org/bm%7edoc/rli-264-spaces.pdf http://www.arl.org/bm%7edoc/innovative-spaces-2009.pdf http://www.arl.org/bm%7edoc/innovative-spaces-2009.pdf http://net.educause.edu/ir/library/pdf/pub7102.pdf http://www.sla.org/pdfs/sla2007/shumakerembeddedlibsvcs.pdf http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2474/2243 33 including those with low levels of competency, experience technology in a way that fosters opportunities without barriers.” stuart, c. (2008, december). virtual resources & instructional initiatives: snapshots of library experiments. arl: a bimonthly report, 261, 5-8, retrieved from http://www.arl.org/bm~doc/arl-br-261-vrii.pdf. stuart summarizes the findings of a recent survey of arl libraries on virtual resources, instructional initiatives, and learning spaces. this report looks at a number of innovative and noteworthy experiments in the areas of instruction programs and virtual resource development. the following important themes emerged in the responses: collaborations with academic faculty; digital images; podcasts/vodcasts; blogs; facebook; short web tutorials; specially assigned librarians; immersion in special collections; mentoring/training of instruction librarians; plagiarism and ethics; customer-informed training, faculty workshops; student research competitions.” the complete survey results, covering all three areas under study, includes a keyword searchable list of 18 subtopics, and is available from http://www.arl.org/rtl/roles/vrii/subtopics.shtml compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. boberc@alcor.concordia.ca education libraries, volume 32, no. 2, winter 2009 http://www.arl.org/bm%7edoc/arl-br-261-vrii.pdf http://www.arl.org/rtl/roles/vrii/subtopics.shtml mailto:boberc@alcor.concordia.ca from: education libraries, volume 32 no. 1, summer 2009 12 from laboratory to library: the history of wayne state university’s education library; by suzan a. alteri, wayne state university, purdy/kresge library abstract: the education library at wayne state university has a long and storied history. from its beginning at the detroit normal school to its final merger with the general library, the education library has been at the heart of not only wayne state university, but also in the development of the college of education. this paper chronicles the history of the library, and the people who created it, from its very beginning to its final place among the volumes of purdy/kresge library. introduction the story of the early wayne state university library system is the story of g. flint purdy, library director for three decades (1936-1969) at wayne state university, an amalgamation of various city institutions for higher education. while purdy was certainly the impetus for a general library on campus, an “education laboratory,” which also served as a small library, had been functioning since the early years of the detroit normal school, precursor to the college of education. harriet scott, the second principal of the detroit normal school, accumulated a small collection of professional materials for the student teachers. this small assemblage planted the seeds of the future education library, which continued to grow until it became one of the largest collections of educational materials in the nation. it was a collection that clearly merited its own division in the general library – the only college in the university to do so – until budget constraints forced a divisional merger of all subjects aside from science, law, and medicine, all of which had their own library buildings by 1970. a library begun in a basement the history of the education library is not just one of books, curriculum guides, tests, eric documents, textbooks, and professional pamphlets gathered from across the nation. it is also the chronicle of the growth of a college. the detroit normal school, housed in a rundown building in the economically disadvantaged side of town, would grow into a college of education that has been at the forefront of educating future teachers. these two histories are intertwined thanks to the determination of members of the education faculty that formed the nucleus of what was to become the education library. harriet scott had already gathered a small set of professional materials during her tenure at the detroit normal school, which was founded in 1881 and later renamed the detroit teachers college in 1921. when a central university was created in 1930 by the merger of the detroit junior college and the detroit teachers college, it moved into the main building of the old central high school: hence the name old main, which would later become the focal point of the newly minted wayne university in 1934. scott’s collection of materials moved into the basement of the library. it would be scott’s method of using literature “to cultivate a child’s slumbering literary sense and image making power” (hanawalt, p. 134), which would inspire future education faculty members to create a collection, particularly of juvenile materials, that was unrivaled in the nation. in 1931, when the detroit teachers college relocated to old main, three faculty members combined forces to start what they would call an “education laboratory.” dr. gertha williams (educational psychology), mrs. lois place (library science), and miss eloise ramsey (english education) all recognized the need for functional classrooms in a library-like setting that would provide budding teachers with the practice materials they needed to teach children to read. all books from their three departments were moved to a basement classroom in old main. “the three instructors held their classes in this room and shared responsibility for the care and circulation of the books” (“functional library,” p. 158). this “laboratory” served as a combination of workshop, demonstration, and lessons on reading development. most of the children’s literature books came from ramsey’s own private collection, which illustrated her commitment to provide the best to her students. as the library’s own juvenile collection grew, ramsey became a pioneer in the field of children’s literature, both as an instructor and a woman of impeccable standards. she continued as a tireless advocate for children’s literature and education resources, collecting materials from across the nation to support a children’s literature collection, until she passed away in 1964. eloise ramsey: an educator ahead of her time ramsey was not a product of the normal school education system of the nineteenth century, rather earning her bachelor’s and master’s degrees from ohio state university in english, she entered one of the few fields open to women in the early twentieth century: teaching. she accepted a post at the detroit normal school in 1919. early on in her career she insisted that a children’s literature course be taught to students entering the teaching profession, and by the second semester of her employment, she succeeded in introducing such a course. however, merely the offering of a course was not enough in her eyes. “students [needed to] read as exhaustively as possible from the truly great literature of children and keep records of what they read … a teacher must lose herself in the activity of learning” (“michigan state fair,” p. 2). it was her firm belief that what children read was just as important as their ability to read. she stressed in her classes in the “laboratory,” by using materials from her own collection, “that discrimination in choosing the material to be read was the key to a sound education” (“michigan state fair,” p. 2). as her experience grew over the years, ramsey was promoted from teacher to professor throughout the laboratory’s growth to a college of education until her retirement in 1956. in 1938, after the “education laboratory” had become a library, it was first placed on the ground floor of old main and later moved in 1949 to the fourth floor. during this time ramsey was advocating her idea of an institute for the use of books for young people. she castigated education programs, with their fixed credit structure for “denying the opportunity for the quality of reflection that goes into the making of a point of view about books and reading, and consequently about life” (eloise ramsey, personal communication, february 18, 1938). scores of teachers from across the nation, she wrote in her proposal letter, were writing and asking the same question: where can i get real training with books? the proposal discussed the abstract theory of reading education, but the kernel was to establish a place where teachers could come and actually use the books they would later use in schools, as well as establishing a rapport with the local detroit public school system. the center, or “laboratory,” as it continued to be known, continued in the university library on the fourth floor of old main until 1953 when the new education library moved to its final location, the wayne university general library. when g. flint purdy, a new fresh-faced university librarian was hired in 1933, he understood ramsey’s predicament, and agreed with her about the use of functional classrooms in the library. although it appeared fanciful to the university administration, the classrooms would appear in the general library he designed and built in 1951. when he arrived, he described the “education laboratory” as: a tremendously significant and highly successful pedagogical experiment. the ‘laboratory’ was a joint project of english education, educational psychology, and library science. physically it consisted of an embryonic but astutely selected collection of children’s literature, educational psychology books, and library science tools, housed in and adjacent to a classroom in which the relevant courses were taught. i believe that wayne university has been, and is, producing competent elementary school teachers. much of the result derives from the excellence of staff. some of it results from the ‘laboratory’ technique which they have evolved (g. flint purdy, personal communication, march 7, 1956). with purdy’s arrival on the scene, ramsey had her champion at last. she not only had the support of the university librarian, but her collection made up the core of one of the largest collections of juvenile literature at an academic institution. she also established the basis for a collection of rare juvenile literature, later named the ramsey collection of literature for children and young people after its pioneer. moreover, she persuaded the university librarian to give her library funds for new purchases, a process which continues today. education libraries, volume 32, no. 1, summer 2009 13 the general library: educational division in 1949, purdy actively campaigned for separate buildings for the overcrowded library at old main, which by then included far more than just educational materials. in his proposal, he laid out the continuation of the divisional nature of the library which included humanities, social sciences, and education. the chief aim of the library was one that still resonates today, namely, to make materials accessible to students, faculty, and staff while also offering a space for the conservation of recorded knowledge (g. flint purdy, personal communication, july 1949). for the education division, he proposed continued work with the college of education on library materials, recommending a general curricular reading area, facilities for the storage of audio-visual materials and microfiche/microfilm, seminar rooms, an open-shelf textbook collection and education and curriculum laboratories. the education division, in his eyes, was not just a place for students and faculty of wayne, but also a place where community teachers could visit to remain current on teaching methods. the wayne university general library opened its doors in 1953, with the education library located on the fourth floor. annual reports, from the opening of the education library to its merger in 1986, illustrate a growing library that dea with familiar library issues: space, automatio budgetary challenges, and staff turnover. in 1957, even with those challenges, the education library counted for half of the total circulation requests from the general library. this continued throughout the 1960s, until circulation statistics were combined with the humanities and social sciences division lt n, s in the 970s. re at purchase at least one copy of every significant english ege of been assets” (“annual report ducation,” 1963). al e bibliographic instruction to courses in the 960s. 1 the 1950s were a boom time for the education library. as it continued to grow, it added and expanded programs such as the children’s literatu collection, off-campus service, circulating audiovisual materials, and the periodical collection. at th time, it was the policy of the education library to language publication appearing on standard or commonly-used book lists, with a small percentage of the budget still allocated to children’s and young adult literature. in 1953, the collection numbered 66,000 books and pamphlets, 5,000 children’s books, a collection of first editions, a historical collection furnished by ramsey, and a collection of contemporary foreign language children’s books in order to serve detroit’s diverse population. in education division reports, the librarians noted their plans as they came to fruition, including a curriculum materials center in 1957, which aided local teachers in lesson planning, as well as failed attempts such as the attempt to get publishers’ copies of books (“annual report education,” 1957). the 1960s found the education library staff focusing on circulation statistics and the outdated circulation system. although other parts of the library were continuing to boom, education division personnel found their book budget inadequate for the number of new education publications arriving each year. it wasn’t just the librarians who were concerned. the education library advisory committee, run by the coll education, also expressed deep anxiety over the inability of the library to purchase enough materials for the students in the college of education. as one librarian wrote in the report, “our comprehensive acquisition of titles has always one of our strongest e discussion also included a detailed description of reference service, which provided a bibliographic service to faculty members alerting them to new publications in their areas of research. by providing this research service, as well as hosting a large summer program in education for graduate students and strong involvement in the university’s short-lived monteith college, the librarians had entrenched themselves far enough into the college of education that they started to provid 1 education libraries, volume 32, no. 1, summer 2009 14 in the 1970s, the education library’s dedication to providing the best materials to its students, faculty, staff, and community was rewarded when it became one of 35 educational resources information center (eric) reading research centers in the nation and the only one of its kind in the region. the purpose of the center was (and is) to make available quickly and conveniently the latest information and research in the field of reading (“eric/crier,” february 1970). the librarians released a series of university press releases as well as how-to handouts for faculty and students. it was also during this time that the education library moved to the kresge wing of the general library when the sciences division moved into a new science library. even with this large burden, librarians continued to provide bibliographic instruction to students and reference services, although due to dwindling enrollment in the college of education, services and circulation statistics declined. by 1976, the discretionary book budget for education had been cut in half from $48,000 to $25,000, illustrating the economic decline of the nation and the temporary decline in enrollment. by the 1980s, the education library was beset with budget cuts, layoffs, and unfilled vacancies for positions, all while trying to cope with the task of shifting the card catalog to the anglo-american cataloguing rules, second edition (aacr2) and an online public access catalogue (opac). due to staff shortages, the education library was forced to close on weekends and curtail service to the community. even so, the library was still able to pilot its education library locato (ell), created by librarian karen bacsanyi, which allowed patrons to type in a call number and receive a graphical picture of where the book or material was located in the library. by 1984, the education library was “one of the largest education libraries in the united states” (engle & borgman, p. 21). the collection numbered 297,000 books; 18,146 periodicals; 343,623 micro r fiche; and 4,421 microfilm les. onated o merge all divisions in e general library into one. s her ll ions,” d.). ve, and , he ges run back ucation library s a separate entity no longer existed. ion ro this collection was combined with textbooks, curriculum guides, children’s and young adult literature, and a sample file of over 1,000 standardized and experimental educational tests. the children’s and young adult collections alone had 55,000 circulating volumes as well as the 1,200 volume urban and ethnic collection, which represented specialized reading for inner-city children. in addition, the education library maintained a special collection of rare books d by ramsey in 1964, titled the eloise ramsey collection of literature for children and young people, which offered titles dating back to the seventeenth century. however, despite the education library’s size, its influence was declining. by the mid 1980s, a plan was in motion t th curtain call: merger into purdy/kresge library the proposal for a merger began with the renovation of the general library, now renamed the purdy/kresge library in which major service points for all division were centered on the ground floor, periodicals were shelved toget in the open stacks, and reference services were handled from a central desk by librarians who could answer questions in a subject areas, (lothar spang, “proposal, merging collect personal communication, n. the response was positi prompted the staff and administration to consider further simplification of access to collections. since faculty, staff and students enjoyed the new system, the merger served as t death knell for the education library. even so, these chan were not taken lightly. the college of education conducted its own library survey, which also demonstrated the trend for a truly general library (r. craig roney, p. 50). in 1985, dean of the library system peter spyers-duran stated that, with the merger, “a student wouldn’t have to and forth between service desks and various collections. the library will be much easier to use” (ware, p. 9). by the fall of 1986, the ed a conclusion today, education materials are housed among the regular collection stacks. in recent years, librarians, students, and faculty have noted that the combinat of the education library with that of the general library has been a partial detriment since special education libraries, volume 32, no. 1, summer 2009 15 education libraries, volume 32, no. 1, summer 2009 16 ts, till of e e due to the mixture of utdated and current books. rature he college n en e historical and present trends in children’s terature. used aging certain . e ly if or they are newbery or caldecott award ugh ural to circulate. ooks are not added to these collections. as a n, g. ueness, and a sense of community sponsibility. e sge etroit, ayne state rger ahead. the south end, p. . sity, purdy/kresge library 02 s9827@wayne.edu materials such as curriculum guides, standardized tes and textbooks are no longer collected but are s use to those entering the teaching profession. moreover, many students and faculty find the juvenil collection to be difficult to us o even with the complaint of outdated books, what remains from the education library is its outstanding juvenile collection, which continues to be one of the largest examples of the history of children’s lite in the nation. books are regularly added to the collection in order to serve students of both t of education and the school of library and information science. four special collections also remain: the millicent a. wills collection of urbanethnic materials; the mildred jeffrey collection of peace and conflict resolution; the william boyce storytelling collection; and, of course, the well-know eloise ramsey collection of literature for childr and young people. the ramsey collection now contains 15,338 rare items and juvenile books that illustrate th li the ramsey collection is a closed collection, ho in a locked room on the fourth floor with access granted only through an appointment of the man librarian. the books are preserved in acid-free envelopes and, in some cases, archival boxes. the collection maintains the organizational structure originally set-up by ramsey, explicitly, that of subject classification rather than one by call number. materials have been loaned out to reputable researchers, but this is done on a case-by-case basis the most recent research to make heavy use of the ramsey collection is donald haase’s three-volum encyclopedia of folktales and fairy tales. new materials are added to the ramsey collection on they are appropriate to the history of children’s literature winners. of the three remaining special collections, only the millicent wills collection is non-circulating; altho books are in the open stacks. this collection also currently purchases materials relevant to multicult diversity and urban life. the boyce and jeffrey’s collections are in open stacks and allowed b although the education library no longer remains separate entity, its history is still seen throughout purdy/kresge library. ramsey’s collection and reputation is a heritage and trust for wayne state university. what made wayne state university’s education library unique was neither its size and scope, nor its entrenchment within the college of education, which began with harriet scott and the detroit normal school’s small collection. rather it was the grit and determination of three women, dr. gertha williams, mrs. lois place, and miss eloise ramsey – a pioneer in her field – and one ma flint purdy, all of whom were committed to excellence, uniq re references ngle, c. b. & borgman, b. c. (1984). profile of the kre (education) library, wayne state university, d michigan. education libraries, 9 (1-2), 21-25. ayne. (1954, may). michigan functional library at w education journal, 30, 158-160. hanawalt, l. l. (1968). a place of light: the history of wayne state university. detroit: w university press. ware, w. (1985, june 17). library me 9 suzan a. alteri wayne state university wayne state univer 5285 cass avenue detroit, mi 482 313-577-6446 a salteri@wayne.edu canadian guidelines on library and information services for people with disabilities the critical success factors for school and community (joint use) libraries in new zealand vivienne kaye d. matthews akaroa library, christchurch city libraries and philip j. calvert victoria university of wellington, new zealand abstract joint use libraries in new zealand are generally found in the form of school and community libraries, primarily in rural areas, but there is little information available about their effectiveness or success. research was undertaken by surveying all identified joint use libraries in new zealand and then following this with detailed case studies of three selected libraries. as these joint use libraries continue to be established in rural and urban areas of new zealand, this research aimed to establish the critical success factors for school and community (joint use) libraries in new zealand. a comparison of these factors with those found in overseas literature on joint use libraries has yielded guidelines to enable present and future manifestations of these libraries in new zealand to be effective and successful. a joint use library is one in which two or more separate library service providers cooperate to serve their user groups equitably in a shared facility. joint use libraries (also known as dual use, combined use, school and community, school/public, university/public, or polytechnic/public libraries) have existed for nearly one hundred years. they have been established or are being considered in a number of countries including australia, canada, the united states of america, the united kingdom and new zealand. in the past they were often established to provide public library services in rural areas where a lack of funding made normal public library provision difficult, if not impossible, so sharing facilities with existing school libraries was a viable solution to the problem. in these cases they succeeded best when there were strong links between the school and the community. in more recent times these library partnerships have continued to be developed for economic reasons. however, they are also developed to: • encourage lifelong learning by allowing general public access to large university collections and professional reference staff; • make larger public collections, superior information technology, and better staffing numbers available to school pupils. numerous failures of these partnerships have been documented and the chief reasons for negative results have been: • a lack of perceived savings or economic advantage; _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 5 • irreconcilable differences in philosophies between the partners; • insufficient growth in funding for collections and information technology; • low staffing levels; • staff resistance to the concept; • an inconvenient location and poor car parking facilities; • poor marketing and insufficient signage; • the reluctance of the public to use a library situated within a school. better outcomes for current and future joint-use libraries are entirely possible. considerable research and study has been undertaken world-wide to identify the factors required to ensure the survival and success of these library partnerships. extensive planning and consultation must occur before any implementation begins; there must be considerable effort made to secure commitment to the concept from all stakeholders; and a number of critical success factors must be accepted, understood and incorporated into their management. there is very little information to be found about the success of this form of library service delivery in new zealand. in the past these libraries seem to have been established to fill a library need in a fairly arbitrary fashion without much consideration being given to the ongoing support which would be required and the important factors necessary for their success. joint-use school and community libraries are still being established in both rural and urban areas so an insight into the factors that make these libraries a success is increasingly important. literature review a review of the literature leads to the conclusion that joint-use libraries remain popular but can be controversial, and will probably always have degrees of success and failure which require careful planning to control. overseas events in the 1970s and 1980s largely shaped the joint-use libraries of today, and there is a considerable body of ‘classic’ literature covering these events in detailed case study form. amey (1987, p. vii) includes a 514-item bibliography and makes the interesting point that while the literature was voluminous it mostly consisted of independent case studies from widely disparate communities and locations and with different forms of governance. studies were conducted in canada, united states, australia and new zealand (haycock, 2006, 491) and the united kingdom (mcnicol, 2003b). the variation between the libraries made it hard to see patterns or themes in their success. most relevant to the new zealand situation is the significant contribution that bundy (1994, 1997, & 1999) has made to the literature. he has undertaken extensive research projects especially in south australia where joint use libraries are unique as they have a political mandate from the state government. his study tour of the forty-six south australian rural joint use libraries in 1993 was then followed in 1997 by an extensive investigation of the history and management of these libraries which provided much detailed data in case study form. his follow up 1999 study consisted of visits to fifty-two joint use libraries throughout australia and seven in the upper north island of new zealand. his findings tend to highlight the problems that are inherent in applying the joint-use concept in practice because proper procedures, management structures and support systems are often left lacking. he concludes that it is essential to have current agreements between the main partners with all aspects of management and service provision covered, and also to have a stipulation for external review of the library service on a regular basis – probably every two years. bundy (2003) further elaborates on joint use libraries around the world and the factors affecting their successful implementation and management, as well as those that cause their failure. his assertion, however, that these libraries are generally very successful is at odds with the views expressed by six joint use library managers (aird, bergoc, dunford, hamblin, perkins, & shepherd, 1998). they cite difficulties _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 6 encountered because of funding reductions and vastly increased workloads, which have meant that successes are due more to the dedication and flexibility of staff rather than the joint use concept itself. while their objectivity may be called into question, bundy’s overview may also be glossing over serious problems in his enthusiasm to endorse the joint use concept. in new zealand joint use libraries followed the example of the then successful south australia model when it became necessary to provide a different form of delivery for library services to rural areas. in the late 1930s the perceived disadvantage rural dwellers experienced in library services was being addressed by the country library service, which provided book van services, small book depots in community facilities, and books by mail for very far-flung areas (griffith, harvey & maslen, 1997). however, in 1986 the national library of new zealand commissioned the ministerial review of the national library’s services to rural areas, which was adopted in 1987 (andrews & frater, 1987). this resulted in the demise of the country library service and changes to library service delivery for rural areas in new zealand. andrews and frater compiled a guide (1987) to provide procedures and criteria for these planned changes. the south australian model of school/community libraries was deemed to be appropriate for new zealand to adopt with the national library providing various forms of assistance. schools were believed to be the best base for developing rural library services, so twenty-three area schools were initially selected to receive incentives in the form of book stock. the national library book van service was replaced by loan collections to these libraries by 1990, and the existing school library service continued with the addition of microfiche readers and catalogues provided to the new joint use libraries. however, in 1992, local government restructuring in new zealand saw the end of much of the support given to school and community libraries by the national library. loan collections were discontinued because central government devolved the responsibility for library services to local authorities. extra funding to compensate for this loss of support became a matter to be negotiated with each individual local authority. the provision of library services to smaller rural communities has been, mostly, successfully achieved by the joint use concept, with benefits to the schools of a much larger book stock, better staffing levels and longer opening hours. these libraries provide a service where a separate public facility would not have been viable or economic, and give the added benefit of closer ties with the school community as well as the encouragement for continuing education. in recent times there has been little written about the new zealand joint use library experience. bundy (2003) provides an overarching view of the experiences of joint use libraries around the world, describing both the larger number of school-community models and the smaller number of university-public ones. he asserts that one of the main advantages is the synergy of a joint use service the whole is greater than the sum of the parts. he also states that ultimately it is the library staff who will make these partnerships succeed. he provides comprehensive checklists for planning proposed joint use libraries and describes the key factors that are vital for their success. mcnicol (2003a) undertook a survey of twenty-three dual use (joint use) libraries in the united kingdom. she followed the survey with three case studies representative of the three types of locations where dual use libraries are commonly found in the united kingdom, i.e., an isolated rural community, a less isolated village, and an urban community. her study focused on the effects that these libraries have on the communities they serve, the factors affecting their success, their unique problems and unique benefits. she concluded that the number of joint use libraries is likely to increase as schools are encouraged to work more closely with local communities. this necessitates recommendations for best practices and guidelines for all aspects of managing these libraries, i.e., design, operation, service agreements, staffing, resource provision, and promotion. this recent research is of significant value and interest for the methodology used and the types of joint use libraries studied. haycock (2006), provides a very balanced overview of (what he calls) dual use libraries. he makes the humorous point that the term is dual, not duel, in reference to the many conflicts that can arise if planning and management are not done correctly. his ten criteria for success are very similar to those which _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 7 consistently and continually appear in studies that investigate and assess the quality of services in joint use libraries. bundy and amey (2006) describe the difficulties inherent in trying to evaluate joint use libraries because their uniqueness militates against benchmarking. this often means that problems go unrecognised until a crisis point is reached. they stress the importance of continuous self-evaluation and also external evaluation. a joint use library evaluation methodology is outlined using “critical success factors.” goals are identified and the critical success factors required to achieve these goals are outlined; this gives an effective mechanism for documenting progress and failures. “experience suggests early investment in an ordered program of evaluation together with the selection of the right staff is the best guarantor of a durable joint use library, and one that is truly greater than the sum of its parts” (bundy & amey, 2006). objectives this research into joint use school and community libraries endeavoured to find which have been the most important factors for success in the new zealand context. a comprehensive list of factors considered necessary for success in overseas joint libraries has been gleaned from the available literature (e.g. haycock, 2006; bundy & amey, 2006; bundy, 2003; mcnicol, 2003b; shier, 1999; andrews & frater, 1987; australian library and information association, 2002). planning factors: • a driving force, initiator, specific reason or impetus; • an independent feasibility study by a library consultant familiar with the joint use concept; • professional advice during an extensive planning process; • unequivocal commitment by all partners; • promotion of the joint use concept to overcome negative preconceptions; • determination of the population size and characteristics of the profile community to ensure that all needs are met; • full and comprehensive communication and consultation with all parties affected, especially the community to be served; • realistic attitude towards cost saving: savings expected by joining facilities are unlikely without compromising service levels; • an undertaking that the level of service is at least equal or better than the two separate entities. location & physical factors: • if the site is located in school grounds there must also be reasonable proximity to other essential community facilities; • site must be accessible, visible and have plenty of parking for all users; • signage should be clear and unambiguous; • building size must be adequate for both partners served; • future proofing is ensured by the ability to increase size of facility; • facilities, collection and services must be completely integrated, with no restriction of access to any resources; • separate areas should be provided for group work, teaching and study; • opening hours must reflect the needs of the users served. policy & management factors: • access to all users must be available during all operating hours no groups excluded at any time; • policies must be in place on all aspects of operation, e.g., censorship, internet access, fines and charges; • signed formal agreement between partners should cover all aspects of management including collection policies, funding, future development, staffing, maintenance and dissolution of the partnership; _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 8 • management board representative of all parties and in advisory capacity to the library manager should develop policy, goals and budget priorities; • excellent information technology provision and ongoing equipment and software support services must be provided; • all parties commit realistic funding; • collection development must be consistent with the needs of all users; • goodwill, excellent communication, cooperation and tolerance of the differing philosophies of the partners should exist; • if possible, the library should be part of a larger network; • regular internal and external evaluation should be conducted. staffing factors: • integrated staffing structure with a single library manager who has regular communication with management board; • adequate staffing levels with provision for professional development; • ongoing commitment to the joint use concept by all staff; • staff members who are flexible, open to different ideas, and trained to meet the needs of the different user groups. in new zealand there are about forty joint use libraries, and they generally occur as rural school-based public libraries in communities ranging in size from a few hundred to several thousand. there are exceptions, notably a new community and school library, opened in february 2006, which is located in the grounds of a high school and jointly serves its 1100 customers, plus a community of 30,000 residents in a suburban area of a large city. the overseas studies give valuable information regarding the factors involved in the successful implementation and management of joint use libraries, but the lack of new zealand research leaves a large gap in our knowledge of how these libraries are succeeding and whether they could be managed more successfully. new zealand communities differ from those in australia (bundy, 1994, 1997,1999) and the united kingdom (mcnicol, 2003a) where the most recent studies have been done, and the level of support that joint use libraries receive in new zealand could be vastly different as well as very variable depending on the negotiations and relationships with their partners. the generally shared opinion of bundy and mcnicol that joint use libraries are beneficial to the communities they serve and should increase in number needs to be tested in the new zealand situation to ensure that these are valid and objective premises and that there are not, in fact, significant systemic problems that need to be uncovered and resolved. study objectives this investigation had several objectives: • to survey as many as possible of the existing school and community libraries in new zealand as can be contacted and persuaded to participate; • to select three examples of these joint use libraries and carry out a more detailed case study of each by observation and interviews with library staff; • to ascertain by these research strategies which factors have been most critical to their survival and/or success, and which are only incidental; • to formulate a list of critical success factors which have been most important in the survival of school and community library partnerships in new zealand; • to determine whether these success factors vary significantly from those identified by overseas studies; • to gain an insight into how joint use libraries in new zealand should be planned before implementation, and then managed, to give them the best chance of success. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 9 methodology the chosen method for this research was a mixed methods approach, which employs both quantitative and qualitative methods of data collection, i.e. numerical and text information, to provide a better understanding of the research problem, and captures the best of both approaches (creswell, 2003). the integration of these methods provided diverse data to explain the divergent views found, and maximized the validation and enlightenment gained. the sequential explanatory strategy was employed, whereby quantitative data was collected by means of a survey questionnaire addressed to librarians employed at the joint use libraries; the data received was then collated. following this stage, three joint use libraries were selected as case studies for qualitative data gathering which, when analysed, gave a much richer, fuller picture than the survey data alone could give. the aim was to provide a clear understanding of the multiple factors contributing to positive or negative outcomes in joint use libraries in new zealand and thereby identifying the factors critical for their success. determining these factors will provide essential planning data for the future when proposed joint use facilities are being considered. the entire population of new zealand school and community libraries was surveyed. thirty one libraries were identified, so sampling was unnecessary and undesirable. once contact details had been obtained for all joint use libraries identified, a detailed questionnaire was sent with questions that covered physical location, proximity to community facilities, parking, signage, information technology facilities, collections, funding, staffing, support, management and perceived success. the results of the survey questions were collated in spreadsheet format. in this sequential model, some outlier or extreme cases were found, which diverged widely from the general results and these provided interesting data for consideration. three joint use libraries were selected for further in-depth case study research. one outlier view and two representative views were studied. • interviews. time and feasibility constraints meant that only the librarians were able to be interviewed instead of the wide range of stakeholders which would have been desirable. questions were asked and opinions sought to build up a broad and detailed picture of the successes, failures, problems and benefits perceived in each library situation. • observation. the facilities, collections and equipment, plus the general atmosphere, workability, staff and user relations, were all observed to gain an insight into the validity of the interview results. • analysis. the data obtained was organized and transcribed so that results could be interpreted and compared. the qualitative data provided more specific and explanatory findings as well as uncovering more details on divergent and common themes and issues. data analysis thirty-four surveys were sent out because in three cases initial feedback was received which indicated that completely different opinions could be expected from the school versus community librarians at those libraries. effectively, there were replies from nineteen library respondents: a 56% response rate. comparisons of the numerical variables such as population size, circulation figures, total collection size and staffing have been attempted but only give a small part of the overall results picture. however, the table does indicate the widely disparate results when circulation is compared to population, and when circulation is compared to population, and when staffing levels are compared to circulation. figure 1: a comparison of the joint use libraries community population school population collection size circulation/ annum staff hrs. /week voluntary hrs./week 3,000 162 20,643 20,000 42 0 1,500 250 16,835 24,505 56 12 2,000 200 40,000 27.5 3 _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 10 400 12,988 16,301 37.5 7 500 147 6,330 2,648 11 0 320 11,500 20,500 40 22 300 75 1 7 30,000 1,100 65,000 579,000 570.5 0 1,800 320 10,000 19,000 42 10 290 36 20 900 120 8118+ loan collections 12,950 8 40 600 180 800 pa loan collection 150 20 0 456 180 5,000 4,464 32.5 0 2,000 120 15,000 38,000 50 12 a general summary of results and comments is provided here. figure 2: summary of the survey results background: summary year opened 1981 2006 reasons for formation resource sharing in small areas. national library encouragement because of the demise of country library service and devolution of rural library service provision from central to local government. management committee y = 16, n = 3 importance of management committee very = 2, important = 11, not = 2, don't know = 4 formal management agreement y = 18, n = 1 communication between partners very = 7, average = 11, poor = 1 library manager y = 16, n = 3 service or resource restrictions y = 5, n = 14 availability all users during opening hours y = 15, n = 4 meeting school needs very = 16, average = 2, poor = 1 meeting community needs very = 15, average = 4 community: community type urban = 2, rural = 17 school type primary = 2, secondary = 5, area = 12 community population 300 30,000 school population pupils/staff 75 1,100 strong links between school & community y = 19 importance of community support very = 11, important = 8 community education programmes y = 9, n = 10 importance of library in lifelong learning very = 5, important = 9, not = 4, don't know = 1 building & location: purpose built/school library adapted adapted in some way = 10, purpose built = 9 size adequate y = 17, n = 2 room for expansion y = 15, n = 4 importance of ability to expand very = 9, important = 5, not = 3, don't know = 2 suitability of location y = 16, n = 3 importance of location to school very = 17, important = 1, not = 1 importance of location to community very = 10, important = 4, not = 5 _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 11 access & signage: parking adequate & convenient y = 18, n = 1 disabled access y = 16, n = 3 signage boldness y = 12, n = 7 signage clarity about joint use y = 11, n = 8 importance access & signage to usage very = 11, important = 2, not = 4, don't know = 2 adequacy opening hours y = 16, n = 2, don't know = 1 importance of different opening hours very = 1, important = 8, not = 9, don't know = 1 staffing: paid staffing hours per week: teacher librarian rare: 1 2 hours per week max. librarian/library manager 8 570.5 hours per week library assistant 10 42 hours per week staffing levels adequate y = 15, n = 4 staff committed to joint use concept y = 18, n = 1 importance staff attitudes to success very = 15, important = 3, don't know = 1 volunteers y = 13, n = 6 voluntary hours per week 3 40 hours per week importance of volunteers very = 13, important = 1 not applicable = 5 information technology: it funding school = 8, council = 11 availability of good it support y = 16, n = 3 internet/email school y = 15, n = 4 internet/email community y = 12, n = 7 catalogue online to classrooms y = 13, n = 6 webopac for community y = 4, n = 13, soon = 2 importance of good it for success very = 16, important = 3 funding & collection: employment of staff: school bot hours per week 1 65 hours per week council hours per week 0 505.5 hours per week collection funding: school bot % 10% 100% council % 0% 90 % collection development responsibility librarian = 5, school = 1, council with school = 3, both = 6 collection integrated y = 18 (2 with separate ownership), n = 1 collection size 5,000 65,000 issues per annum 2,820 579,000 adequacy collection school very = 8, average = 10, don't know = 1 adequacy collection community very = 9, average = 9, don't know = 1 day to day running costs school = 14, council = 1, both = 4 funding percentage equitable y = 11, n = 8 importance of principal & bot very = 15, important = 4 importance of council very = 14, important = 2, not = 3 part of larger library network y = 17, n = 2 importance of network very = 13, important = 3, not = 1, not applicable = 2 evaluation y = 13, n = 4, y(school) & n(cty) = 2 importance of evaluation very = 11, important = 4, not applicable = 3, don't know = 1 success of partnership very = 15, average = 3, poor = 1 _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 12 comments: council have contracted library services to school detailed agreement from beginning would have prevented difficulties and meant fairer sharing of expenses school pay majority of costs; better agreement would have helped mutual respect and being open to experimentation are important staff attitudes vital: bad in past, good now, so much more successful very successful mostly due to excellence of staff team working on better signage, and funding for a late night from council future doubtful because of changing community circumstances support from all has given community a library to be proud of council doesn't fund; community fundraises for it and books better disabled parking needed is in planning stage school supervision of students during lunch breaks important book collections from district's main library supplement stock analysis of the survey results summary (figure 2) indicates interestingly positive responses from the majority of the school and community libraries: background: • 84% management committee, which 68.5 % consider to be very important, or important • 95% formal management agreement • 37% very good communication between partners, 58% average, 5% poor • 84% library manager with overall responsibility • 74% no service or access restrictions for users • 79% available to all user groups during opening hours • 84% meet school needs very well, 11% average, 5% poor • 79% meet community needs very well, 21% average community: • 90% rural populations • 64% based in area schools: 26% secondary, 10% primary • 100% strong links between school and community • 100% community support very important or important • 47% community education programmes provided • 73% library very important or important for lifelong learning building & location: • 53% school buildings adapted, 47% purpose built • 89.5% library size was adequate • 79% room for expansion if required • 73% ability to expand very important or important • 84% situated in convenient locations for all users • 95% location was very important or important, for school • 74% location very important or important for community _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 13 access and signage: • 95% adequate and convenient parking • 84% suitable disabled access • 63% sufficiently bold signage for users unfamiliar with location • 58% signage clarity regarding joint use partnership • 68% access and signage were very important, or important • 84% hours of opening met user’s needs • 50% different or longer hours would increase library usage staffing: • 79% staffing levels considered adequate • 95% staff were committed to the joint use concept • 95% staff attitudes to library success very important or important • 68.5% voluntary staffing support, 100% of these consider them very important or important information technology: • 42% it funded by councils, 58% by schools • 84% readily available support for their it systems • 79% internet and email access for school users • 63% internet and email access for community users • 68.5% library catalogue available in classrooms • 21% webopac catalogue available over internet, 10.5% coming soon • 100% good it for success very important, or important funding & collection: • 95% integrated collections • 42% collection meets needs of school users very well, 52.5% average • 47% collection meets community users needs very well, 47% average • 74% schools pay for day-to-day running costs • 58% funding is equitable • 79% principal and board of trustees very important • 74% support and funding from council very important • 89.5% part of a larger library network, which 84% think is very important or important • 79% some form of evaluation exists • 79% evaluation very important or important overall success: • 79% partnership very successful in providing an equitable service • 16% partnership average in providing equitable service • 5% partnership performs poorly the questionnaire endeavored to survey the majority of factors deemed to be important for the success of joint use libraries. the response rate was not as high as desired, at 56%, and it could be surmised that important results may be missing, most significantly from those partnerships that are failing. however, the majority who did respond painted an optimistic picture of the successes of joint use libraries in new zealand. • very good results were demonstrated for the following factors: management, physical locations, size, ability to expand, access, community support, staff attitudes, part of larger network, and success of partnership in providing an equitable library service. • good results were demonstrated for the following factors: availability to all users during opening hours, no service or resource restrictions, communication between partners, meeting school needs, meeting community needs, staffing levels, information technology, and evaluation. • average results were demonstrated for the following factors: community education programmes, importance of library for lifelong learning, signage boldness and clarity, different opening hours, _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 14 availability of internet and email, adequacy of the collection for school users, adequacy of collection for community users, and equity of funding. case study analysis the three case studies elaborated on the inevitably limited data obtained from the surveys. it is interesting that in the case of the two older rural libraries, staff and management have been able to keep up with technological changes and make necessary changes in attitudes and philosophy to accommodate their changing circumstances. funding has been found for computerizing library systems and updating these when necessary. generally, the collections have been managed well, and provide good resources for both sets of users. with the network changes that have also occurred in both libraries, borrowers can now access a wider range of materials. internet capabilities have also allowed access to online resources. voluntary help, which was vital in the early days of both these libraries, has diminished in importance and availability, but staff are coping with this change and managing to provide improved service levels. staff flexibility, goodwill, communication and willingness to embrace change, as well as seek it out, is impressive and has played a large part in the success of these two libraries. the third case study of a recently opened urban school and community library is very interesting because all nine planning factors identified in the objectives section were faithfully adhered to. the eight location & physical factors have been met. the ten policy and management factors have been met with the possible exception of the philosophies of the partners; the council does appear to dominate in this area. the four staffing factors have been considered and are being adhered to except for the integrated staffing structure. these combined results provide excellent data for the formulation of the critical success factors. • a formal management agreement • library manager with overall responsibility • community support • adequate size with room for expansion • convenient location for all users • good parking and access • convenient opening hours for all users • adequate staffing levels • staff committed to the joint use concept • volunteer staffing • up-to-date information technology and technical support • integrated collection • no restriction on services, resources or access for user groups • belonging to a larger network • support and funding from school • support and funding from council • external and internal evaluation • good will, flexibility, tolerance and communication. summary the three primary objectives of this research were: • to formulate a list of critical success factors important for the survival of school and community libraries in new zealand, which was done using the data collected quantitatively and qualitatively • to determine whether these factors varied significantly from those identified by overseas studies and literature • to gain an insight into how future joint use libraries in new zealand should be planned and managed to maximize their chances of success. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 15 the list of critical success factors provides an interesting platform to compare with the comprehensive list of factors which have been gleaned from the available literature. • location and physical factors: most of these factors can be found in the critical success factor list, the exceptions being signage, and separate areas for group work, teaching and study. signage is poor for some libraries but because of their location in small communities it is not considered important. • policy & management factors: again most of these factors can be found in the critical success factor list, one exception being management boards which were discovered to be serving little purpose and seem to be in existence in case of emergencies or as fund-raising bodies. goodwill, communication, flexibility and tolerance seem to exist as a part of the basic synergy of the successful partnerships but should not be taken for granted. • staffing factors: integrated staffing often does not occur, but indications are that it is preferable and is something that will be worked towards in the future in most cases. adequate staffing levels are open to interpretation the opinions will vary between staff and management. • planning factors: these factors have all been adhered to in the planning that was undertaken for the development of the one joint use library studied closely. it seems clear that any future development of joint use libraries in new zealand should, at the very least, ensure that they follow the list of critical success factors. however, they will be more assured of success if they follow the comprehensive lists of planning and management factors as described above, which incorporate even more detailed guidelines, and have proved to be just as relevant to the new zealand circumstances as they are to overseas. conclusion it is interesting to note that there are no significant variations between the list of critical success factors identified in this research and the list of factors found in the overseas literature. the only variation of note could be the fairly strong reliance on volunteers that is still to be found in some of the joint use libraries in new zealand, and this will be because funding has been scarce and those communities are still willing and able to provide voluntary support. while it could be argued that the survey results are not conclusive as any failing or unsuccessful libraries may not have responded, it is in the nature of research that one can only work with the results received. the other negative of the survey was the lack of explanatory detail which could be achieved by such a process. the only way to get the fully detailed picture that the researcher desired would be to undertake case studies of each library. it would seem that many of the joint use libraries have survived and succeeded because of a strong determination on the part of their communities and the library staff to overcome obstacles such as funding shortages and philosophical differences between the partners. management structures, procedures and support systems have been improved and funding increases have been negotiated when necessary. librarian workloads have changed and increased but do not seem to be considered an insurmountable problem. serendipitous findings came in the form of the generally very positive library staff attitudes encountered, the generous amount of time and help received, plus the very encouraging overall results of the research. the overseas literature tends to paint a picture of failure and disharmony in many joint use libraries but this research did not find evidence to support that view, except in one instance. the future of joint use libraries in new zealand looks very positive if past results are to be relied on. provided that all the planning and management factors, as described, are carefully observed, future manifestation of these libraries stand a very good chance of success and should be able to provide excellent library services to their schools and communities. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 16 references aird, g., bergoc, a., dunford, h., hamblin, d., perkins, p., & shepherd, c. (1998). joint use libraries in australia: practitioner perspectives. australasian public libraries and information services, 11, 174190. amey, l. j. (1987). introduction. in l.j. amey (ed.) combining libraries: the canadian and australian experience (p.vii). metuchen, nj: scarecrow press. andrews, g., & frater j. (1987). school/community libraries in new zealand. wellington, nz: national library of new zealand, and department of education. australian library and information association. (2002). amended 1996, 2002. statement on joint-use libraries. retrieved from august 20, 2006, from http://www.alia.org.au/policies/joint-use.html bundy, a. (2003). joint-use libraries: the ultimate form of cooperation. in g. mccabe & j. kennedy (eds.) planning the modern public library building (pp. 129-148). westport, ct: libraries unlimited. bundy, a. (1999). for the public good: joint use libraries in australia and new zealand. professional experience program leave report 1 july – 1 december 1999. retrieved april 28, 2007, from the university of south australia web site: http://www.library.unisa.edu.au/about/papers/public.pdf bundy, a. (1997). widened horizons: the rural school-community libraries of south australia. adelaide, s.a.: auslib press. bundy, a. (1994). at the crossroads: rural school community libraries in south australia in 1993. adelaide, s.a.: university of south australia. bundy, a., & amey, l. (2006). libraries like no others: evaluating the performance and progress of joint use libraries. library trends, 54, 501-518. bundy, a., & amey, l. (2003). best investment: an assessment of the potential of a joint use high school and public library at upper riccarton, christchurch. report commissioned by christchurch city council and riccarton high school. christchurch city libraries. (2004). upper riccarton library. retrieved august 8, 2005, from http://www.library.christchurch.org.nz/upperriccarton creswell, j. w. 2003. research design: qualitative, quantitative, and mixed methods approaches (2nd ed.). thousand oaks, ca: sage. curral, s. c., & towler, a. j. (2003). research methods in management and organisational research: towards integration of qualitative and quantitative techniques. in a. tashakkori & c. teddlie (eds.) a. handbook of mixed methods in social & behavioural research (pp. 513-526). thousand oaks, ca.: sage. griffith, p., harvey, r., & maslen, k. editors. (1997). book & print in new zealand: a guide to print culture in aotearoa. (pp. 173-194). wellington, nz: victoria university press. haycock, k. (2006). dual use libraries: guidelines for success. library trends, 54, 488-500. mcnicol, s. (2003a). dual use public and school libraries in the u.k. birmingham: university of central england. mcnicol, s. (2003b). joint use libraries in the u.k. australasian public libraries and information services, 16, 81-90. shier, c. (1999). resource sharing: case study of a new joint use library in south australia. australasian public libraries and information services, 12, 123-126. teddlie, c., & tashakkori, a. (2003). major issues and controversies in the use of mixed methods. in a. tashakkori & c. teddlie (eds.) a. handbook of mixed methods in social & behavioural research (pp. 3-50). thousand oaks, ca: sage. vivienne kaye d. matthews is associate community librarian at akaroa school & community library. email: kaye.matthews@ccc.govt.nz philip j. calvert is senior lecturer, school of information management at victoria university of wellington, new zealand email: philip.calvert@vuw.ac.nz _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 17 from: education libraries, volume 33, number 2, winter 2010 2 remembering cybèle werts by jacqueline snider, editor cybèle werts passed away on october 2, 2010 at the age of 47. cybèle was a dynamic, energetic, and vivacious person. when i met her several years ago at an sla conference, she was talking a mile a minute; ready for any challenge. she quickly informed me that her name was pronounced c-bell and that nothing else was acceptable. leslie farmer who converted this journal from print to online recruited cybèle and me as co-editors. cybèle possessed the technical skills to build upon leslie‘s infrastructure, and i dealt with the content. for the two years that we worked together, cybèle fine-tuned the look and feel of the journal. when i work on an issue changing the font color from black to brown or wrestling one of the background boxes in the book review section back to its rightful place, i think of cybèle. she left her mark, her imprint, on this publication. as it happens, this issue includes one of her articles. it is pure cybèle! in it, you will discover many of her passions and interests: digitization, her collection of pulp fiction, information about her father and siblings, and her desire to instruct others on best practices. i regret that she did not see this in print or more accurately, in pdf. other sla members who shared their memories with me mentioned cybèle‘s enthusiasm for collecting freebies from vendors at conferences, a past-time that she turned into an article for information outlook. cybèle is sorely missed. our sympathies go to her family and friends. cybèle elaine werts (1963-2010) cybèle was a researcher, author, and editor who lived in the boston area. she specialized in educational and emerging technologies, focusing on using them as a tool for collaboration and training. werts published extensively in online, and information outlook, and was former coeditor of education libraries. she developed a series of podcasts focused on using technology as a tool for collaboration and training. among her many interests, she collected vintage paperback books from the 1960s, the golden age of pulp novels and was an amateur photographer. she was devoted to her cats, lucy and chica. werts received a bs in video production and an ma in educational technology, both from san diego state university. she is survived by her sister, cynthia and brother, clifford. e d i t o r i a l education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://units.sla.org/division/ded/education_libraries.html. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2010 – special libraries association, education division http://units.sla.org/division/ded/education_libraries.html _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  16  new and forthcoming at reference  compiled by lori mestre, university of illinois at urbana­champaign,  and linda salem, san diego state university  alt, k.  (2006). 2005­2006 accredited  institutions of postsecondary education: candidates for ac­  creditation and accredited programs at other facilities. washington, dc: american council on edu­  cation. isbn 1­57356­627­6. $89.95.  this  edition  (annual  directory)  lists more  than  6600  accredited  higher  education  institutions,  including  public and private,  two­year,  four­year, and vocational and  technical schools, as well as some colleges  and universities located outside the united states. all are accredited by national, regional or professional  and  specialized  accrediting  agencies  recognized  by  either  the  u.s.  department  of  education  or  the  council for higher education accreditation. divided into three sections: degree­granting institutions, non­  degree­granting  institutions, and accredited programs affiliated with non­accredited  institutions.  in each  section, institutions are listed alphabetically by state. index and cross­references.  banks, j. a., & banks, c. a. (eds). (2004). handbook of research on multicultural education. 2 nd ed.  san francisco: jossey­bass. 1089 p. isbn 0787959154. oclc#51258293. $75.00.  intended  for  scholars  and  practicing  educators,  this  revised  and  expanded  edition  provides  a  current  overview and  summary of  theory,  research and  scholarship  in  the  field of multicultural education since  1960. this edition offers 20 new chapters and 29  revised chapters; 18 chapters  from 1995 edition are  dropped. twelve parts address: international perspectives; higher education; inter­group education; aca­  demic achievement; language  issues;  the education of ethnic groups;  immigrant children; historical per­  spectives; knowledge construction; research issues; and trends. new material includes topics of assess­  ment and standards,  findings on  the growth  in  interracial children, and  the characteristics of children of  immigrant  families.  research  approaches  include  experimental  design,  historical  and  philosophical  in­  quiry, ethnographic study,  case study,  survey research, and  insights  from practice. chapter  references  and index.  barkley, e., cross, k. p., & major, c.h. (2004). collaborative learning techniques: a handbook for  college faculty. san francisco: jossey­bass. 320 p. isbn 0­7879­5518­3. oclc#55877704.  this book offers college instructors an explanation of the process of group work and emphasizes the im­  portance of  collaboration  to group  learning. the authors provide examples of 30 collaborative  learning  techniques (colts). these include techniques for discussion, reciprocal teaching, problem solving, using  graphic  information  organizers  and  writing.  authors  suggest  how  to  form  groups,  assign  roles,  build  teams, solve problems, facilitate, evaluate and grade student participation. the authors make the case for  collaborative learning in higher education and offer college teachers information to make effective use of  collaborative learning techniques. references and index. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  17  barr, c., & gillespie, j.  (2005). best books for children: preschool through grade 6. 8 th  ed. west­  port, ct: libraries unlimited. isbn 1591580854. $80.00.  this 8th edition includes more than 25,000 in­print titles recommended for children in grades k­6. more  than 5000 entries,  thematically organized, are new  to  this volume, which updates both best books  for  children,  7th edition  (2002),  and  the supplement  to  that  volume  (2003).  this  resource  is  intended  for  reader's advisory,  research, and collection development. books  in series and award winners are noted.  includes annotations, bibliographic data ,and review citations.  bascia, n., et al. (eds). (2005). dordecht; [london]: springer. international handbook of educational  policy. 2 vols. 1114 p. isbn 1­4020­3189­0 (set), 1402032013 (e­book). oclc# 60417764. $475.00.  this two­volume set is designed to be a resource for policy researchers, analysts, academics and gradu­  ate students interested in educational policy, educational reform, educational governance and leadership,  teacher  quality,  literacy,  and workplace  learning.  the handbook  contains  over  fifty  chapters written  by  nearly ninety leading researchers from a number of countries and presents contemporary and emergent  trends  in  educational  policy  research.  the  chapters  provide  illustrations  of  the  conceptual  implications  contained within  them as well as allowing  for comparisons across  them. sections cover leadership and  governance, improving teacher quality and conceptualizing learning in various domains around the notion  of literacies; and workplace learning.  conrad, c., & serlin, r.  (eds).  (2006). the sage handbook  for research  in education: engaging  ideas  and  enriching  inquiry.  thousand  oaks,  ca:  sage  publications.  584  p.  isbn  1412906407.  oclc# 60971753. $99.95.  with contributions of top scholars from fields within and outside of education, the handbook has two main  sections:  engaging  ideas:  the  context  of  inquiry  and  meaningful  problems  and  enriching  inquiry  through identifying and addressing key challenges. the 30 chapters feature auto ethnographic voices  of authors through narratives, vignettes, and examples of key episodes in inquiry. integrated are quantita­  tive, qualitative and mixed method research approaches.  dickinson, d. k., & neuman, s. b.  (eds).  (2005). handbook of early literacy research. vol. 2. new  york: guilford press. 459 p. isbn 157230653x oclc#46640984. $65.00.  editors david dickinson and susan neuman  lead a group of knowledgeable and credible scholars who  offer current perspectives on early literacy research. volume two covers all aspects of literacy learning in  the preschool  years and offers current perspectives on  topics  in volume one. authors give attention  to  children and  their  reading with respect  to relationships with  teachers and  family, preschool and primary  grade  instruction  and  policy.  the  handbook  includes  seven  sections:  cognitive  and  linguistic  building  blocks of early  literacy development, phonemic awareness  and  letter  knowledge,  families and  relation­  ships and  socio­emotional and  linguistic  supports,  cultural and  linguistic diversity,  supporting  literacy  in  preschool  classrooms,  programmatic  interventions  during  the  preschool  years,  and  effective  primary  grade  instruction.  new  topics  include  the  transition  to  school,  the  teacher­child  relationship,  socio­  dramatic play, vocabulary development, neuro­imaging work, vygotskian theory, and findings from inter­  national studies.  english,  f. w.  (ed).  (2006).  encyclopedia  of  educational  leadership  and  administration.  2  vols.  thousand oaks, ca: sage publications. 1144 p. isbn 0761930876. $325.00.  presents the most recent theories, research, terms, concepts, ideas, and histories on educational leader­  ship and school administration as is taught in preparation programs and practiced in schools and colleges  now. there are over 600 entries written by more  than 200 professors, graduate students, practitioners,  and association officials. includes a wide range of topics covering teaching and learning, curriculum, psy­  chology and motivation, budgeting and  finance,  law, statistics,  research, personnel management, plan­  ning,  supervision,  and much more.  biographical  sketches,  tables,  references,  index,  powerpoint draw­  ings. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  18  english, f. w. (ed). 2004. the sage handbook of educational leadership. advances in theory, re­  search,  and  practice.  thousand  oaks,  ca:  sage  publications.  608  p.  isbn  0­7619­2979­7.  oclc#57798011. $125.00.  this source considers the role of education in promoting civic responsibility and developing strong future  leaders. guest editors are assigned to each of five parts: multiple lenses of democratic leadership; covers  management,  organization  and  law;  educational  politics  and  policy  in  creating  effective,  equitable  and  democratic schools; theories of leadership and research problems and practices; micro­politics of school  leadership. there are twenty­three chapters. this book reviews the critical knowledge base of educational  leadership and a history of how  leadership  thought and practice has been formulated and expressed  in  the united states. chapter references. author and subject indexes.  farenga, s. j., & ness, d. (eds). (2005). encyclopedia of education and human development. 3 vols.  armonk, ny: m.e. sharpe. isbn 0765612682. oclc#57344198. $349.  written  for  professional  educators  and  students,  this  three­volume  set  covers  educational  theory  and  practice from the primary grades  through higher education on  the  topic of education and human devel­  opment. included are contemporary educational policies and issues as well as historical information about  the subject dating back to the 19 th  century. entries address the social and political context of the topics  and people included. the work is divided into seven sections: constructs of learning; philosophical, social  and  political  issues  in  education;  levels  in  educational  practice;  physical motor  and  cognitive  domains;  educational issues concerning diverse populations; people; and organizations.  garcia,  e.  (2004).  teaching  and  learning  in  two  languages.  bilingualism  &  schooling  in  the  united states. ny: teachers college press. 199 p. isbn 0­8077­4537­5. oclc#56942116. $29.95.  this book offers a background on bilingualism and schooling. the author addresses educating students  from diverse language, culture, and social class groups, as the population whose native language is not  english grows in the united states. debates address effective instructional practices, english first, immi­  gration and assimilation, and the treatment of a student’s native language in the classroom. the case for  recognizing  students’  linguistic  and  cultural  roots  and  for  culturally  responsive  educational  practices  is  made. the circumstances of bilingual children  in  the u.s. and states are described,  from  linguistic and  cultural attributes of bilingual students to the history of u.s. educators serving linguistically diverse popu­  lations. u.s. policy issues are covered. analysis of teachers, classrooms, schools, and communities that  contribute to academic success for bilingual students is provided. references and index.  gillespie, j. (2005). the children' s and young adult literature handbook: a research and refer­  ence guide.westport, ct: libraries unlimited. 393 p. isbn 1563089491. oclc# 61111320. $55.00.  this compilation serve as a selection guide and collection development aid  for  librarians, as well as a  navigation tool for researchers. the book describes and evaluates more than 1000 publications covering  the entire spectrum of information sources in the field­­from general reference, bibliographies, and biog­  raphies  to  review  sources,  literary  awards,  professional  organizations,  and  special  library  collections.  internet and other non­print media are  included, as are major english­language resources  from britain,  canada, australia, and south africa.  bibliographical references  and indexes.  harmon, d., & jones, t. (2005). elementary education. a reference handbook. series: contemporary  education. santa barbara, ca: abc­clio. 261 p. isbn 1­57607­943­0. oclc# 57730931. $45.00.  the work presents elementary education within a holistic framework that allows readers to become famil­  iar with the history and current status of elementary education. authors seek  to  familiarize readers with  the purpose of education in our society and its implications for schooling in a democratic society. cover­  age includes description of elementary school populations, current trends, and the foundations of educa­  tion. authors discuss  the development of  the elementary student,  learning  theories,  intelligence,  styles,  creativity, culture, and language. the elementary school curriculum from early childhood through the ele­  mentary  curriculum  is  covered.  one  section  on  technology  describes  the  history  of  school  technology  from 1800 to now. annotated bibliography of print and non­print resources in elementary education. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  19  howard,  c.,  et  al.  (eds).  (2005).  encyclopedia  of  distance  learning.  four  vols.  hershey,  pa:  idea  group  reference.  2081p.  isbn  1591405556  (hardcover)  1591405548(e­book).  oclc#  57966011.  $995.00.  this source provides information about issues, solutions and challenges of technology for distance edu­  cation programs, educators, administrators, and researchers. this source offers comprehensive coverage  of the  issues, concepts,  trends, and  technologies of distance  learning from more  than 400  international  contributors from over 50 countries. examples of topics found in the encyclopedia are workforce training,  accessing education, digital divide, and the evolution of distance and online education into a multibillion  dollar enterprise. over 3000  terms and definitions and 6000 additional  references are  included. online  access is available.  hopkins,  b.,  et  al.  (eds).  (2005).  the cambridge encyclopedia  of child development.  new york:  cambridge university press. 670 p. isbn 0521651174. oclc# 56759845. $150.00.  an up­to­date account of all aspects of child development. contributions are from leading experts cover­  ing topics from neonatal development to education, encompassing pediatrics, neuroscience, theories and  research methods, physical development, social development, cognitive development, psychopathology  and parenting. the contributors also look at cultural issues, sex differences and the history of child devel­  opment. there are seven parts: theories of development; methods in child development research; prena­  tal development and  the newborn; domains of development,  selected  topics; developmental pathology;  and crossing  the borders. also  includes biographical sketches of key figures, a bibliography and author  and subject indexes.  jafari, a., & kaufman, c. (eds). (2006). handbook of research on e­portfolios.  indianapolis, in: idea  group reference. 600p. isbn 1­59140­890­3. $195.00 (book and online access), $156.00 (online access  only).  the aim of this handbook is to provide a complete investigation on a variety of e­portfolio uses through  case studies and supporting technologies, and to explain the conceptual thinking behind current and po­  tential uses not yet implemented. it covers the major themes and issues of e­portfolios, from concepts to  technology to implementation. features include authoritative contributions by the world’s leading experts,  references on literature an research on e­portfolios and free online access for libraries for life of the edi­  tion with the purchase of a print copy.  leo, t., &  subramaniam, r.(eds). (2006). handbook of research on literacy in technology at the  k­12 level.  hershey, pa: idea group reference. 600 p. isbn 1­59140­494­0 (book and online access);  1­59140­496­1 (online only). oclc#61295782. $195.00 (book and online access, $156.00 (online access  only).  this  handbook  provides  comprehensive  coverage  of  the  issues, methods,  and  theories  of  literacy  and  technology at  the pre­collegiate  level. the 35 chapters  reflect  the  research and practical experience of  fifty international experts. the intent of this handbook is to detail the needs of teachers, researchers, and  scholars through the contributors’ perspectives, as well as mention new ideas and developments. some  of its features include: over 260 key terms with detailed definitions; more than 1300 references on existing  literature and research on literacy and technology; and free online access for libraries for life of the edition  with the purchase of a print copy.  levinson, d.  (2005). community colleges: a reference handbook. santa barbara, ca: abc­clio.  225p. isbn 1­57617­767­5. oclc# 57574267. $45.00.  this work provides an analytical approach to community colleges including such topics as globalization of  the  u.s.  economy,  social  inequality,  limited  access  to  higher  education,  recent  demographic  develop­  ments, and the role of immigration and growing diversity in the united states. analyzing the mission and  purpose of community colleges, the author addresses the changing demographics of college students in  the united states. an historical analysis of community college growth and an analysis of the balance of http://www.cambridge.org/us/catalogue/searchresult.asp?ipcode=226824 _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  20  quality versus access is offered. a section on the transfer versus career function of community colleges is  included, as well as coverage of lifelong learning with respect to community colleges. a list of twenty­one  trends in community colleges that were described at a plenary session of the 2001 annual meeting of the  american association of community colleges is included. organizations and associations list and an an­  notated bibliography of print and web resources are also provided.  lima, c., & lima, j. (2005). a to zoo: subject access to children’s picture books. 7 th ed. westport,  ct: libraries unlimited.  isbn 1591582326. oclc#29336485. $80.00.  the 7th edition of this standard reference adds more than 4000 titles published since 2001. an introduc­  tion discusses the history and growth of english­language picture books. intended for both reader's advi­  sory and collection building, this comprehensive edition offers up­to­date information on fiction and nonfic­  tion picture books for children. includes a subject guide, a bibliographic guide, and title and illustrator in­  dexes.  mayer, r.  (ed).  (2005). the cambridge handbook of multimedia learning. new york: university of  cambridge. 680 p. isbn 0521838738. oclc# 57526976, $100.00.  the  focus of  this handbook  is  research and  theory  in  the  field of multimedia  learning and how people  learn from words and pictures in computer­based environments. contains 35 chapters written by leading  contributors  in  the  field  and  encompasses  all  aspects  of multimedia  learning,  including:  online  instruc­  tional  presentations,  interactive  lessons,  e­courses,  simulation  games,  virtual  reality,  and  computer­  supported, in­class presentations. author and subject indexes.  perry,  d.  c.,  & wiewel, w.  (eds).  (2005).  the  university  as  urban  developer.  case  studies  and  analysis. armonk, ny: m.e. sharpe. 330 p. isbn 0­7656­1541­x. oclc#57010249. $79.95.  the outcome of a multiyear collaborative project, this book assesses the understudied topic of the politi­  cal, economic, intellectual, and ethical elements of university real estate development. offering guidelines  for the evaluation of university real estate development, cases explore how the university is situated in the  larger urban development process. cases reflect the university relationship with the broader community,  collaboration with partners, and  the  influence of national  trends on development practices. urban areas  represented in cases include pittsburgh, new york city, chicago, tacoma, denver, philadelphia, atlanta,  toronto, indianapolis, st. louis, and cleveland. a section on ethics is included.  salkind, n. j.  (ed.).  (2006). the encyclopedia of human development. 3 vols. thousand oaks, ca:  sage publications. 1488 p. isbn 1412904757. oclc#58807258. $495.00.  a  comprehensive  and  authoritative  reference work  that  presents  research  and  facts  from  the  fields  of  psychology,  individual and family studies, and education. this  three­volume encyclopedia contains over  600 entries organized alphabetically. it covers topics such as adolescence; cognitive development; edu­  cation;  family; gender differences;  identity;  longitudinal  research; personality development; prenatal de­  velopment, and temperament. contributors are experts in the fields of psychology, education, human de­  velopment and family studies, and gerontology. classic studies and theories are highlighted and brief bi­  ographies of notable researchers and theorists are included. bibliography and index.  shelton,  c.,  &  pollingue,  a.  (2005).  the  exceptional  teacher’s  handbook.  the first­year  special  education teacher’s guide  to success.  2 nd  ed.  thousand oaks, ca: corwin.  217  p.  isbn 0­7619­  3195­3. oclc#47815452. $34.95.  addressing the needs of the first year special education teacher, the authors describe best practices that  promote and support excellent first­year teachers. updated to include changes in nclb and idea legisla­  tion,  this edition guides  teachers  through the entire school year  from preplanning  to post planning, and  deals with  the need to support new teachers who may be experiencing stress.  it covers understanding  students with disabilities, placing students in the least restrictive environment, managing the classroom,  teaching all students, preparing  for student­teacher conferences, understanding current educational as­  sessments, writing  the  legal and effective  ieps, preparing students  for  transition, professional develop­ _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  21  ment for the special education teacher, handling medical emergencies, stress management for the first­  year teacher, support organizations for students, and a pharmacology reference list. quotes at the begin­  ning of each chapter encourage topical reflection and researched­based information.  snowling, m., & hulme, c. (eds). (2005). the science of reading: a handbook. malden, ma: blackwell  publishing. 661 p. isbn 1405114886 (book), 1405141506 (e­book). oclc#57579252 (book), 60570270  (e­book).  this handbook contains reviews of reading research from leading names in the field, providing a multidis­  ciplinary overview of contemporary knowledge about reading and related skills. the volume is divided into  seven sections: word recognition processes  in reading;  learning  to read and spell;  reading comprehen­  sion;  reading  in different  languages; disorders of  reading and spelling; biological bases of  reading; and  teaching reading. in addition to providing reviews of current reviews, each section offers additional infor­  mation, such as, theories, models, and implications. bibliographic references and indexes.  upcraft, m., gardner, j., & barefoot, b.  (2005). challenging and supporting the first­year student.  san francisco: john wiley & sons. 607 p. isbn 0­7879­5968­5. oclc#51258293. $47.42.  a guide to the first year of college, this work is intended for policymakers, academic administrators, and  professionals who work directly with first­year students. this book describes the design of programs, ser­  vices, courses and initiatives that contribute to student success in the first college year. there is an over­  view of the past decade of scholarship and practice on the topic. this source covers the topics of recruit­  ment,  persistence  of  students,  campus  cultures  that  lead  to  success  for  first­year  students,  classroom  support, place of  the  library versus  the  library as place, supplemental  instruction, orientation programs,  living environments, and alcohol use. one section of this work is devoted to the subject of strategies and  tools to use for assessing the first college year.  dr. lori mestre  is the digital learning librarian at the university of illinois at urbana­champaign. email:  lmestre@uiuc.edu  linda salem is the education librarian at the malcolm  a.  love  library at san diego state university.  email: lsalem@mail.sdsu.edu  the next issue of education libraries  will focus on information seeking.  some of the areas to write about include: • information literacy research processes • information seeking behaviors by different user groups (student vs.  faculty, age issues, special needs, english language users) • information seeking in physical environments vs. cyberspace • instruction on information seeking strategies • supporting materials for information seeking • facilities design to facilitate information seeking.  the deadline for submissions is december 15. microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 23 new and forthcoming at reference compiled by lori mestre, university of illinois at urbana-champaign, and linda salem, san diego state university alexander, p. a., & winne, p. h. (eds.) (2006). handbook of educational psychology. 2 nd ed. mahwah, nj: lawrence erlbaum associates. 1200 p. isbn 0-8058-5971-3; isbn 13: 978-0-8058-5971-3. $89.95. 0-8058-4937-8 (cloth). oclc# 62533845. $245. this new edition contains 41 chapters with contributions by internationally renown scholars of up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. new chapters have been included, as well as coverage of cognition, motivation, and new methodologies for gathering and analyzing data. this resource is divided into eight parts: foundations of the discipline; development and individual differences; cognition and cognitive process; motivation; educational content; societal and cultural perspectives; the educational context; and assessment of learning, development, and teaching. intended for scholars, teacher educators, in-service practitioners, policy makers and academic libraries. arnett, j. j. (2006). encyclopedia of children, adolescents and the media. 2 vols.thousand oaks, ca: sage. 1176 p. isbn 1-4129-0530-3. $325. this encyclopedia offers current research and facts on the media’s interaction with children and adolescents. the over 400 entries in this work include topics such as the internet, censorship, sex and violence on television and in video games, rock lyrics, warning labels, body image and digital media downloads. includes coverage from the fields of psychology, education, media studies and communication, sociology, and public policy. authors from around the world offer cross-cultural perspectives; there are entries on the media in europe and asia. bascia, n., cumming, a., & datnow, a. (et al.) (eds.) (2005). international handbook of educational policy. cambridge: springer. series: springer international handbooks of education, vol. 13. 1114 p. isbn: 1-4020-3189-0. oclc# 60417764. $425. intended for policy researchers, analysts, academics and graduate students interested in educational policy, educational reform, educational governance and leadership, teacher quality, literacy, and workplace learning. there are fifty chapters written by nearly ninety leading researchers on contemporary and emergent trends in educational policy research. the book is divided into five sections: large-scale reform; leadership and governance; teaching quality; literacies; and workplace learning. illustrations and comparisons of the conceptual implications are included. the sections cover the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, finally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy. block, c.c., & israel, s.e. (2006). quotes to inspire great reading teachers. a reflective tool for advancing students’ literacy. thousand oaks, ca: corwin press. 200 p. isbn 1-4129-2647-5. oclc# 63171176. $32.95. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 24 this curriculum book includes quotations from thinkers from in and out of education, from many cultures and eras. each quote is associated with teaching practice and reading domains, including goal setting, comprehension, vocabulary building, assessment and collaboration. information is provided about how to use the quotes in the classroom to improve students’ literacy, metacognitive skills, reflection and critical thinking skills. each quotation entry includes three questions relating the idea of the quote to teaching, lesson prompts for using the quote, and literature links related to the quote. d'amato, r, c., fletcher-janzen, e., & reynolds, c. r., (eds.). ( 2005). handbook of school neuropsychology. hobeken, nj: john wiley & sons. 984 p. isbn: 0-471-46550-x 984. oclc# 61301689. $80.75. the handbook of school neuropsychology provides information on all aspects of school neuropsychology, from training and credentialing, assessment, and intervention to understanding and serving students with specific disorders or diseases. the 37 chapters are divided into five sections: foundations of school neuropsychological practice; development, structure, and functioning of the brain; neuropsychological assessment for intervention; understanding and serving learners with diseases and disorders and from special populations; and neuropsychological interventions in schools. appendices include a comprehensive neuropsychological questionnaire, sample neuropsychological evaluations, a list of associations, as well as sample neuropsychologically based ieps. intended for school and child psychologists, special education professionals, and students in both fields. davison, c., & cummins, j. (eds.). (2006, october). international handbook of english language teaching. 2 vols. cambridge: springer. series: springer international handbooks of education, vol. 15. 1200 p. isbn 1-4020-1332-9. $360. this two-volume handbook provides an examination of policy, practice, research and theory related to english language teaching in international contexts. each volume has three sections and an index. more than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. intended for english language teachers (pre-service and postgraduate), researchers, teacher educators in elt, administrators, graduate students in applied linguistics and education, and policy makers. debettencourt, l. u., & howard, l. (2006). the effective special education teacher handbook: a practical guide for success. upper saddle river, nj: pearson education. 176 p. isbn: 0-13-196192-6; isbn 13: 978-0-13-196192-0. $26. guide to preparing a professional portfolio demonstrating evidence of competency in self-selected areas (e.g., behavior management, collaboration), guidance in writing lessons plans and ieps, choosing effective instructional and behavioral techniques and getting evaluated by their supervisors. it also describes professional and ethical standards and reproducible templates and rubrics. intended for special education teachers and student teachers. fletcher-janzen, e., & reynolds, c.r., (eds.) (2005). the special education almanac. hobeken, nj: john wiley & sons. 576 p. isbn: 0-471-67797-3. oclc# 58526271. $42.45. written by experts in the field, this almanac contains information about special education law, ethics, assessment, and educational strategies. included in the 19 chapters are referrals, sources for test publishers, special education organizations, government agencies; resources on testing and report writing; to educational and internship opportunities; and descriptions of medications and syndromes. intended for all libraries. frisby, c., & reynolds, c. r. (eds.) (2005). comprehensive handbook of multicultural school psychology. hobeken, nj: john wiley & sons. 1200 p. isbn: 0-471-26615-9. oclc# 61764466. $80.75. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 25 this is a guide to current information about multicultural issues, science, and practice in school psychology. with contributions from the world's leading scholars in this area, it highlights the latest research in this area and offers practical information on integrating issues of cultural diversity into research and practice. the seven parts of the book are: perspectives on multicultural school psychology; cultural variation within american subgroups; educational foundations; psychological foundations; testing, assessment, and intervention issues; training and legal issues; and international school psychology. intended for school psychologists, as well as counselors, teachers, and administrators working in school settings. indexes. hallinan, m. (ed.) (2006). handbook of the sociology of education. cambridge: springer: cambridge. series: handbooks of sociology and social research. 600 p. isbn: 0-387-32517-4; isbn 13: 978-0-38732517-0. $74.95. provides an overview of the field of education as viewed from a sociological perspective. experts in the area present theoretical and empirical research on major educational issues and analyze the social processes that govern schooling, and the role of schools in and their impact on contemporary society. the six sections are: theoretical and methodological orientations; development and expansion of education; he study of access to schooling; the study of school organization; the study of school outcomes; and policy implications of research in sociology of education. intended for social scientists, graduate students, and educators. hamilton, p. (ed.) (2006). visual research methods. 4 vols. thousand oaks, ca: sage. 1696 p. isbn 1412901510. oclc# 57484084. $875. this collection includes contributions from writers in the symbolic and empirical research traditions on the topic of using visual evidence in social and cultural research. this work covers the varying uses of visual information in research methods. contributions cover influential statements about the use of visual evidence and the central debates about visual culture and research methods in many fields including educational research. the four parts of this work are classical historical statements, the objectivity of the visual, visual technologies, and the visual as method. hobbs, d. & wright, r. (2006). the sage handbook of fieldwork. thousand oaks, ca: sage. 416 p. isbn 0761974458. oclc# 61878719. $130. this book presents a major overview of fieldwork as a method, examining strengths, weaknesses, and applications of fieldwork technique. 22 chapters cover substantive fields of empirical enquiry written by experts. traditional and virtual fieldwork are covered. subjects such as emotion, sexuality, sport, embodiment, identity, self-narrative and organizational fieldwork are covered. written for use with undergraduate and graduate courses in qualitative research design methodology. kincheloe, joe l., et al. (2006). the praeger handbook of urban education. 2 vols. westport, ct: greenwood. 680 p. isbn: 0-313-33324-6; isbn 13: 978-0-313-33324-8. oclc# 62322163. $224.95. these two volumes contain sixty-one essays written by specialists in the areas of urban studies and related areas. the ten major sections in these two volumes are: context of urban education; race and ethnicity; social justice; teaching and pedagogy; power and urban education; language issues; cultural issues of urban schools as seen in the media; doing research in city schools; aesthetics and the proximity of cultural institutions; and education policy. intended for scholars, teachers, parents, urban politicians, school administrators, policy professionals. kotz, s., read, c.b., balakrishnan, n., & vidakovic, b. (eds). (2005). encyclopedia of statistical sciences. 2 nd ed. hobeken, nj: wiley. 9686 p. isbn: 0-471-15044-4. $4800. this encyclopedia provides complete coverage of statistics in a single reference. the second edition adds to the complete first edition updates and supplements, covering new methodologies and extensions and updates of 1500 existing articles. 300 new articles are included. this edition describes new topics in the _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 26 statistical literature, and details methods and applications that have become better known since the first edition. emphasis on applications of statistical methods in sociology, psychology and other disciplines. cross-reference and bibliographies. lauer, p. a. (2006). an education research primer: how to understand, evaluate and use it. hobeken, nj: john wiley & sons. 184 p. isbn: 0-7879-8323-3. oclc# 62896451. $30. intended for the beginning researcher, this resource provides the basics of educational research, including the relevance to school-based decision-making. it summarizes the various types of educational research, explaining their diverse purposes and methods. such research as experimental research and descriptive research are explained, as well as the description of control groups and data collection methods used in research. this book was produced with the assistance of mid-continent research for education and learning (mcrel). in addition to nine chapters, there is a glossary of education research terms and a research statistics tutorial. there are also sections on: tips on reading research reports and finding education research. references. macarthur, c.a., graham, s., & fitzgerald, j. (eds). (2006). handbook of writing research. new york: guilford. 468 p. isbn: 1593851901. oclc# 60373908. $65. describes current knowledge on writing development in children and adolescents and the processes underlying successful learning and teaching. coverage includes information from cognitive and sociocultural perspectives. it offers work by leading researchers on theoretical models, cutting-edge research methodologies and analytic tools. it provides data on the effectiveness of major instructional approaches and identifies key directions for future research. a section on cultural diversity, gender, special education, and bilingual learners is included. it is divided into five sections: theories and models of writing; writing development; instructional models and approaches; writing and special populations; and methodology and analytic tools. mckenna, m. c., et al. (eds.). (2006). international handbook of literacy and technology: volume ii. mahwah, nj: lawrence erlbaum associates. 432 p. isbn: 0-8058-5088-0; isbn 13: 978-0-8058-5088-8. 0-8058-5087-2 (cloth) $125. offers an international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. it describes commonalities and challenges of literacy educators. this volume also includes contributors from six countries and five continents, as well as commentaries from experts across the field on the potential of technology in key dimensions of literacy. it is divided into five sections: the role of technology in the new literacies; technology applications with specific populations; literacy software and the internet; teacher education and professional development; and the potential of technology in key dimensions of literacy. intended for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics. merrell, k. w., ervin, r. a., & gimpel, g. a. (2006). school psychology for the 21 st century: foundations and practices. new york: guilford. 368 p. isbn 1593852509. oclc# 61228616. $50. this book provides an up-to-date introduction to school psychology. it covers the historical context of the field and changes in the field inspired by attention to cultural and linguistic diversity. it covers training and credentialing issues in becoming a school psychology, and discusses work in the field including employment trends and opportunities. legal and ethical issues are covered as well as the school psychologist’s role in assessment. national education association. (2006). the nea 2006 almanac of higher education. isbn: 081062687x $35. free online: http://www2.nea.org/he/healma2k6/index.html. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 27 this year’s almanac delineates the current conditions of faculty and staff work, economic and political forces shaping that work, and the ways in which faculty and staff can negotiate and advocate for improvement. the almanac includes articles such as: “rights revoked: attacks on the right to organize and bargain” as well as topics including privatization and marketization, the bush administration, and the shift from part-time to full-time non-tenure track faculty. in addition to articles, the almanac includes the 2004-2005 faculty salary report. pierangelo, r., & giuliani, g., (eds.) (2006). the special educator's comprehensive guide to 301 diagnostic tests. 2 nd ed . hobeken, nj: john wiley & sons. 512 p. isbn: 0-7879-7813-2; isbn 13: 9780-7879-7813-6. oclc# 64096866. $32.95. this second edition contains 301 new and enhanced tests related to learning disabilities. it also explores the stages of evaluation, interpretation, diagnosis, prescription, and remediation. tests for diagnosing suspected disabilities are included. for anyone interested in special education. sharkin, b. (2006). college students in distress: a resource guide for faculty, staff, and campus community. binghamton, ny: haworth press. 171 p. isbn-13: 978-0-7890-2524-1; isbn-10: 0-78902524-8. 34.95 this book provides information on how to identify and refer emotionally troubled students for professional counseling. also included are general warning signs of student distress, symptoms of specific psychological problems such as anxiety and depression, guidelines for interventions, and methods of making a referral for counseling. this resource also examines current mental health issues for college students and provides an overview of common campus policies and procedures. intended for faculty and staff members, particularly those working in residential life, student health, and public safety, and for administrative offices within student services and student affairs. index. smith, s., & piele, p. k., et al. (eds.). (2006). school leadership: handbook for excellence in student learning. 4 th ed. thousand oaks, ca: corwin press. 512 p. isbn: 1-4129-3654-3; isbn 13: 978-1-4129-3654-5. $44.95. hardcover isbn: 1-4129-3653-5 84.95. oclc # 62766098. this fourth edition of school leadership: handbook for excellence in student learning has been updated and contains the latest research on leadership and strategies for becoming an effective school leader. there are four new chapters covering the principalship, accountability, leadership skills, and instructional leadership and 15 reworked chapters tying in student learning. the editors introduce school leadership from five perspectives: the person, the values, the structure, the mission, and the skills. intended for principals, superintendents, and other school administrators. volkmar, f. r. (2005). handbook of autism and pervasive developmental disorders. 3 rd ed. 2 vols. hobeken, nj: john wiley & sons. isbn: 0-471-71698-7. oclc# 56880278. $127.50. this third edition of this reference set provides an updated review of the information presently available about these disorders, drawing on findings and clinical experience from a number of related disciplines such as psychiatry, psychology, neurobiology, pediatrics, etc. volume 1 is: diagnosis, development, neurobiology, and behavior and volume 2 is: assessment, interventions, and policy. all aspects of these disorders are presented in the 53 chapters, including the sections of: classification and diagnosis, development and behavior, neurobiological and medical issues, theoretical perspectives assessment, interventions, and perspectives (public, international and personal). warner, j. and bryan, c. with warner, d. (2006). inside secrets of finding a teaching job. 3 rd edition. indianapolis, in: jist works. 196 p. isbn: 1-59357-295-6. oclc# 63171200. $12.95. this book is intended to simplify the complicated process of finding a good teaching job and reveals the inside track to finding one. the authors polled hundreds of teachers, administrators, and school personnel to inform the contents of this book. this source covers researching job opportunities, interviewing skills _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 28 and materials, sample resumes, portfolio materials checklists, and instructions for creating a video that shows off teaching skills. this edition includes all-new sample resumes and cover letters. wright, r. o. (2006).chronology of education in the united states. jefferson, nc: mcfarland. 195p. isbn 0-7864-2502-4. oclc# 63390656. $30. this work chronicles the development of education in the united states from its consideration as a privilege of the aristocracy in the 1600s to its development into a presumed right for all citizens. this work includes appendices that provide statistics on the numbers of bachelor degrees awarded by gender, the ratios of students to computers in public school systems and the percentage of americans age 25 or older who have completed high school or obtained a ged. wright has authored numerous other chronologies on energy, transportation, labor, communication and the stock market. zipes, j. d. (ed). (2006). the oxford encyclopedia of children’s literature. 4 vols. new york: oxford university press. isbn 0-19-514656-5. oclc# 62342788. $325. available online. edited by prominent children’s literature scholar jack zipes, this is the first multi-volume set to document and interpret the books read by children in the english-speaking world. it includes biographies of major authors and illustrators and essays on all genres of children's literature, individual works, themes, and essays on children's literature in many countries. it includes 3,200 signed a to z articles and over 400 illustrations. each article has an annotated bibliography. in addition to the print version, this work will be included in the oxford digital reference shelf. cross-referenced. index. dr. lori mestre is the digital learning librarian at the university of illinois at urbana-champaign. lmestre@uiuc.edu linda salem is the education librarian at the malcolm a. love library at san diego state university. lsalem@mail.sdsu.edu the next issue’s theme is the organization of information in academic libraries: • how has frbr impacted technical services? • how has cataloging mergers impacted technical services? • what should be catalogued? • is the notion of a catalog outdated? • how should library webpages and portals be organized? • how should repositories of resources be organized? • what are the newest trends in metadata and metatags? • how do librarians keep current in organizing information? these are just a few of the possibilities for topics to write about. the deadline is november 15. additional book reviewers are also welcome. email queries and manuscripts to editor dr. lesley farmer at lfarmer@csulb.edu microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 3 librarians in disneyland by jacqueline snider book review editor & author liaison water infiltrated the midwest this summer. an unusually snowy and icy winter and a rainy spring produced flooding in cedar falls and waterloo, then cedar rapids, and finally reached iowa city in june. the university of iowa was hit hard as hancher auditorium, the art museum, music building, main library, and many other buildings were in the “line of water.” thousands left their homes. cedar rapids public library is a total ruin as are many municipal buildings and historic houses downtown. i am not relating these sad facts to elicit sympathy, although the communities affected could certainly use it, but because i found references to the floods everywhere i did and did not go this summer. initially, i planned to attend sla in another waterlogged city, seattle, but could not travel the twenty miles to the airport since the interstates were closed. once the roads opened, i managed to book a flight to dry los angeles, and attended ala in anaheim. ala sure knows how to put on a show. the conference was full of celebrities, jamie lee curtis, ron reagan, dr. terry brazelton; book signings featured the most recent caldecott and newbery winners. the vendors were out in force, marketing their wares, and talking to customers. and the sessions included food, food for thought, and references to food and the flood. the first flood comment i encountered occurred when i attended a session titled, making the switch from print to online: why, when and how? one of the presenters showed a photograph of the devastated public library in parkersburg, iowa, and said that if the collection had been online, the library would not have lost as much. i didn’t realize that servers were waterproof. what about electricity; will it last forever? another flood reference came during the session of contributed research papers. the presenter, dr. lisl zach from drexel, examined how librarians behave in a crisis. her research focused on whether librarians use their information skills to assist the community after a disaster strikes. her preliminary findings show that librarians, themselves, were too overwhelmed to offer basic services. instead, their volunteer efforts centered on helping the community with food, clothing, and shelter, rather than utilizing their superior skills to locate information for the greater good. while the sessions i dipped into covered a wide range, i will touch on some highlights for brevity’s sake. “reviews outside the mainstream” looked at alternative sources for book reviews. references were made to websites such as bookslut and booksense. there were e d i t o r i a l education libraries, volume 31, no. 2, winter 2008 4 stories about authors who added positive reviews about their own books on amazon.com, and posted negative reviews about their competitors. the presenters covered comic books, graphic novels, and gaming interests in the library. i learned that some music is composed only for the game, and is not released anywhere else. in the session, knowledge wants to be known: open access issues for the behavioral and social sciences, i discovered that open access has a friend in john willinsky, professor of education at stanford. dr. willinsky single handedly promoted the concept, and established the public knowledge project that produces software allowing other university libraries to host journals. currently, thirty-four universities have an open access mandate. benefits include immediate access to material, author control, and an increase in the number of times an author is cited. there were questions regarding what happens when faculty move from one institution to another. the session also included views from publishing (alison mudditt from sage), and a college library (ray english from oberlin). judy luther, the moderator of the program making the switch from print to online: why, when and how, co-authored the arl report, the e-only tipping point for journals: what’s ahead in the print-to-electronic transition zone (http://www.arl.org/bm~doc/electronic_transition.pdf), a report everyone should read. one of the panelists, elizabeth rasmussen martin from the university of texas at austin, described the difficulty of justifying the acquisition and maintenance of serials in dual formats; print and electronic. tim bucknell from the university of north carolina at greensboro indicated that online journals were less expensive, and patrons prefer them. on the publishers’ side, noella owen from springer emphasized the financial benefits since online serials eliminate binding costs, storage, and shipping, and facilitate concurrent usage. springer is exploring on-demand printing for e-books. by describing her experiences, kim steinle presented a slightly different picture regarding duke university press’ move to online material. for the most part, the press spent more on offering online serials because of increases in and training of staff, and the need to work with new vendors. she found that there were new demands for keywords, definition of terms, and a higher level of customer service required. to explore information literacy, or il, from a slightly different angle, i attended the session, is there a right to information literacy? academic responsibility in the information age. the session focused on policy. patricia stanley, deputy assistant secretary, u.s. department of education, office of vocational and adult education talked about the responsibility of k-12 educators to make sure that high school graduates are ready for work and college. she touched on early government legislation (perkins), and programs (pathways), and of course mentioned no child left behind. she stressed the three a’s, accessibility, accountability, and affordability, and said that il is critical to students’ successes. penny beile presented the view from the frontlines as a librarian at the university of central florida. she talked about university policy, the course of action, and that unesco assigns the responsibility of il to librarians. to illustrate how il can become policy in a state university system, lorie roth, assistant vice-chancellor, academic affairs, and stephanie sterling brasley, manager, information literacy initiatives described in detail their experiences and success in instituting il in the california state university system. in addition to making attendees feel warm and fuzzy at breakfasts, lunches, and breaks, vendors talk about their products. a case in point was the breakfast sponsored by the american psychological association (apa). over steel-cut porridge, eggs benedict, and scones, we learned that in 2009 apa will launch a new database of educational and psychological tests available from non-commercial sources. apa representatives also talked about copyright issues regarding their well-known apa manual, and methods to promote “green” in their workplace such as instituting flex time for their employees. i did allow myself one guilty pleasure; i attended a book talk that jamie lee curtis gave to a group of education libraries, volume 31, no. 2, winter 2008 5 children. i love jamie lee, and she did not disappoint. what a smart, funny, and sharp lady. during the question and answer session, the most pressing query came from a little boy who asked how jamie lee bumped into her co-star, lindsay lohan, in order to transform herself from mother to daughter in the film, freaky friday. apparently, both actresses wore padding; lots of it. even though ala took place in anaheim, home of disneyland, i did not pay a return visit to the park which i first visited when i was five years old, oh several decades ago. i didn’t want to challenge my fond memories of frontierland, and tomorrowland. besides, ala provided an amusement park of its own, complete with food, intellectual stimulation, and a simulated roller coaster ride in the exhibit hall. i had all the excitement i could take plus endless sunshine. education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). starting in 2009, current issues of education libraries will be available in full-text on the sla education division’s website at http://www.sla.org/division/ded/edlibs.html. education libraries is indexed in library literature and the current index to journals in education. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. officers of the education division, sla for 2008-2009: chair: lesley farmer; past chairs: sharon weiner, susan couch; secretary-treasurer: debbie bogenschutz © 2008 – special libraries association, education division a letter from our business & circulation manager thank you for your continued support of education libraries, the peer-reviewed journal of sla's education division. originally, education libraries was sent only to members of the education division. when we began offering paid subscriptions, our circulation increased to libraries and scholars in over 40 countries on three continents. during this period of increasing costs and stagnant budgets, we have seen a drop in subscriptions. after much deliberation, we have decided to take steps to make education libraries available to a much wider global audience. our members and subscribers will receive the winter 2008 issue, volume 31 (2) by email, as has been our recent practice. after that, we have decided that education libraries will be a free publication available to all through the education division's website: http://units.sla.org/division/ded/index.html. our editors will continue to seek, review, and publish the same great content, but the result will now be available to researchers everywhere. volume 31 will be available at the website after a one-year embargo, as has been our policy. when volume 32 is published, we will open the journal to all. back issues for those volumes published electronically are now available at the website, and we will be working to bring more of the backlist online. again, thanks for your support through the years. we have appreciated having you as subscribers, and we hope you'll enjoy our new availability. debbie bogenschutz, msls, ma coordinator of information services johnnie mae berry library debbie.bogenschutz@cincinnatistate.edu 513-569-1611 tel 513-559-0040 fax microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 46 4kids.org: topical, searchable, and safe internet-based resource for children and youth by melanie bacon, leslie blood, marilyn ault, and doug adams abstract: 4kids.org is an online resource with an accompanying syndicated print publication created to promote safe access to websites and technology literacy. 4kids.org, created by altec at the university of kansas in 1995, provides a variety of internet-based activities as well as access to a database of websites reviewed for educational content, appropriateness, and commercial-free content. this review presents many 4kids.org features while highlighting a resource designed to provide young people in grades k – 5 with a safe and successful internet experience. introduction: in 1995 the internet was just beginning to be seen as a resource that would have a tremendous impact on business and education. many commentators, as illustrated by the july 3, 1995, time magazine cover article "on a screen near you: cyberporn,” were concerned about the negative effect this environment could have on children. 4kids.org was created to provide youth, their parents (and grandparents) a portal, through print publications and a website, to many of the rich and exciting resources that were present and emerging on the internet. the original intent of 4kids.org was to encourage access to the many safe, interesting, and educationally valuable sites so that youth and their families would become analytical and knowledgeable users of the internet. today over 90 percent of youth have access to the internet, and social networks as well as mobile technologies are used to communicate with friends and search for resources and entertainment. (lenhart, madden, and rainie, 2006). there are many online resources that continue to increase in number and popularity. from hidden advertisements to inappropriate content just a few links away, many websites that purport to be for children fail to provide a safe, secure environment, and while access to the internet is certainly an asset to teaching and learning, it is necessary to be aware of potential risks. there continues to be a need for youth to exercise caution in their searching, build skills needed to recognize objectionable sites, and seek information on safe, commercial-free sites in order to become proficient consumers of information (engauge 21st century skills, 2003). 4kids.org continues to address this need. what is 4kids.org? in the early 1990s educators at advanced learning technologies in education consortium (altec), a division of the center for research on learning at the university of kansas, created 4kids.org as a print publication for national and international syndication in newspapers and as a website providing children, youth, and their families with access to the increasing number of safe and educational sites on the internet. the print version of 4kids.org continues to be funded through syndication. the internet environment was funded from 1995 through 2005 by the federal regional technology in education consortium (rtec) program. with over 45,000 visits a month, the altec team (authors included) continues to support the online version through professional development and dissemination of other resources for k-12 education. since its inception in 1995, 4kids.org has appeared in more than 500 weekly issues published in newspapers worldwide to promote use of the internet and technology literacy. the database containing these website selections and reviews can be accessed online at http://4kids.org/ in the “back issues” section. every week, 4kids.org features three websites carefully chosen by staff members. sites are reviewed and selected for inclusion in the publication if determined to be educational, kid-friendly, and free of advertisements. many of the featured sites are interactive and encourage learning through games, quizzes and online research activities. figure 1. 4 kids.org as it appears in weekly print syndicated publications. in addition to the archive of print features, there are additional features which include a speak out section for youth to express opinions on current topics of http://4kids.org/ education libraries: childrens resources, volume 31, no. 3, spring 2008 47 interest; an internet hunt challenge; educational games; an ask amy feature; and a searchable database of vetted and reviewed sites called cool spots. youth voice 4kids.org provides two features that encourage youth to ask questions and comment on their experiences. these include ask amy and speak out. ask amy provides youth the opportunity to ask questions about the internet or general technology use. these questions are answered in the print publication or through a personal email. the answers are written in “kid-friendly” language and provide useful information on many topics such as creating websites, how to search the internet safely, where to find ageappropriate online projects, and how to chat responsibly on the internet. the ask amy print feature varies in content each week and also tackles technology questions and topics to help users understand computers and the challenges that go along with using them. one child recently asked “amy” why his computer at school sometimes seemed to work more slowly than other times. the answer was: “has your computer been running a little more slowly lately? it might be time to do some cleaning. there are a few easy things you can do to help your computer run its best. first, run a defragmentation utility on your hard drive about once a week. when you open, close and save files, pieces of your files can become fragmented. this makes your computer seem slower because it must access all the pieces of the file in different places. windows includes a defragmentation utility. click on start >> all programs >> accessories >> system tools >> disk defragmenter. you should also run weekly anti-virus and anti-spyware scans to keep your computer happy and healthy. these free tools can help: avg free anti-virus and anti-spyware (http://free.grisoft.com/) ad-aware free (http://www.lavasoftusa.com/products/ad_aware_free.php) ask amy also features a monthly essay dealing with topics of interest to young readers. these essays might discuss sports, pets, or health, always with a reference on the internet. for example, a recent essay discussed community responsibility: “summertime is the perfect opportunity to become involved in helping your community. instead of spending the afternoon watching tv shows, i like to help clean the parks and streets in my neighborhood with my volunteer group. we all wear rubber gloves and use litter pickers to safely pick up trash as we walk. a lot of the litter we find is actually recyclable. to help reduce recyclable litter, our group hopes to start a recycling program in our town. one of our ideas is to add recycling bins to our parks. helping to keep our community clean is important to me, since i care about animals and their habitats. “the best way to start volunteering is to find something you care about in your community. then, think about what you can do to help. is there a local organization you can join? if you need help finding volunteering opportunities, visit http://www.networkforgood.youthnoise.com/ where you can search by city, zip code or charity name to find your perfect volunteering match. get your friends involved too! volunteering with a pal is a cool way to hang out and help the planet!” other questions focus specifically on some area of technology. for example: “dear amy: how do viruses really affect the computers we use? — raaga, delray beach, fla. “dear raaga: what happens to your computer depends on the type of virus that infects it. some viruses will change program files or delete important files. other viruses may delete everything on your hard drive. one of the trickiest kinds of viruses is called a “worm.” it is designed to copy itself and spread the virus to other computers. worms can be spread through e-mail, which is why it is important to protect your computer by installing anti-virus software. to find out more about computer viruses, visit http://www.ucs.ed.ac.uk/usd/cts/ol/issues/viruses/whatis.html. while the ask amy feature responds to reader questions, the speak out feature provides an opportunity for readers to express their opinions on various current topics. every week 4kids.org posts a new question for readers with an open text field for responses. youth can answer the question and their answers are posted online. topics range from school subject preferences to favorite pastimes. this promotes a kid-friendly community where readers can see their own responses and read what others are saying. responses are posted for the current week, and http://free.grisoft.com/ http://www.lavasoftusa.com/products/ad_aware_free.php http://www.networkforgood.youthnoise.com/ http://www.ucs.ed.ac.uk/usd/cts/ol/issues/viruses/whatis.html education libraries: childrens resources, volume 31, no. 3, spring 2008 48 feedback has shown that children enjoy reading their comments and those of their peers. why games? 4kids.org also provides, and continues to expand, a suite of educational games. since youth spend increasing amounts of time engaged in electronic games (esa’s 2006 essential facts about the computer and video game industry, 2006), many researchers argue that games are a resource well suited to support classroom instruction. just as television and movies in the 20th century created children who were content to sit and watch a screen, video games are creating a generation of youth who want to actively participate in and create their own entertainment. games also challenge youth in a way they appreciate. students are not usually excited about doing difficult things -a problem to which all teachers and parents can relate. james gee of arizona state university writes that schools have traditionally used two methods of getting students to do difficult work: either force them or make the work less challenging (gee, 2003). current thought suggests that because games are engaging, they can be an effective instructional support and they do have a place in learning (van eck, 2006). game developers recognize that most youth who play games don't want them to be short and easy. indeed, henry jenkins (2006) of mit's "education arcade" initiative observes that students will complain if a homework assignment is too hard and if a game is too easy. game development at 4kids.org is based on theories of learning dealing with "automaticity" and "fluency" to help students learn basic math and language arts skills (binder, 1996; bower, & orgel, 1981; hook, & jones, 2002; lindsley, 1990; snyder, 1992; white, 1996). students playing the games are challenged to respond quickly to problems over a series of short, timed trials. the goal is to help students become fluent in the skills being practiced -skills such as addition, subtraction, subject-verb agreement, and parts of speech. as students play, the aim is to increase their rate of correct responses. and decrease their error rate until eventually they can solve the problems automatically. a new multiplayer game called grand prix multiplication even allows students to play against each other on different computers. as 4kids.org moves forward in the development of single and multiplayer educational games, the hope is that teachers and media specialists will access games as an instructional resource. figure 2. the 4kids.org multiplayer game called grand prix that challenges students to practice multiplication in a race environment. up to four (4) players can play grand prix at once. safe, educational sites the “cool spots” section of the 4kids.org website provides a searchable database of over 1,200 reviewed and approved sites. comparable to an online library, “cool spots” holds a collection of sites featuring not only school subjects but also sections on health, fitness, culture and games. youth visiting the site can choose from educational categories such as social studies scene, science center, reading room, by the numbers, and art and music. other categories of interest to youth include: creature features (always popular!), food and fitness, tech buzz, and true tech stories. “cool spots” is designed to be a “safe internet library” with information, stories, myths, and links to other online resources. youth may interact with the resources in a variety of ways. after choosing an area of interest, there is an option to search by using keywords or selecting links that divide a section into subcategories. for example, the art and music section provides subcategories of painting, photography, virtual museums, and crafts. after the word or category is selected, all the websites pertaining to the area are returned, with five items to a page. each site in the database is summarized, highlighting elements of particular interest to youth. there is also a link to the 4kids.org issue in which this site was featured as well as a link to the originating site. in addition, the user has the opportunity to tell a friend about this site and rank the site. the number of individuals who have visited the site through 4kids.org and the user ratings are displayed, so not only does the user receive information about a site, but there is also information about how others rate the site. 4kids was one of a kind when it was created in 1995, and it now serves as an exemplar for youth-friendly web sites. education libraries: childrens resources, volume 31, no. 3, spring 2008 49 figure 3 sample of a resource in the “cool spots” online database retrieved from a search in the category of art and music. summary 4kids.org is an excellent resource for young people, with many features that encourage learning and promote safe browsing on the internet. 4kids is a popular link featured on education websites, such as the university of north carolina at chapel hill school of education (http://www.learnnc.org/bestweb/kidsite) and online publications such as education world. in 2006 the american library association recognized 4kids with the distinguishing title of “great website for kids.” 4kids was one of a kind when it was created in 1995, and it now serves as an exemplar for youth-friendly web sites. may organizations that provide links to similar content also support television networks, such as nickelodeon (http://nick.com/), or feature more media resources, such as yahoo!kids (http://kids.yahoo.com/). 4kids.org is unique in that that youth may rank their favorite sites, and future development plans include expansion of the search feature so students have the ability to sort sites based on the date published and/or user ranking. 4kids also partners with arcademic skill builders (http://arcademicskillbuilders.com/) to provide interactive educational game play in single and multiplayer formats. with a new feature available each week, additional resources are added to the cool spots and back issues sections of the web site. youth are encouraged to speak out and share their opinions, and ask amy provides the opportunity to get answers to questions related to a variety of topics ranging from cultural studies to global warming. feedback suggests that youth enjoy searching through the resources as well as having the opportunity to see their own comments, add their voices to current issues, play educational games, and search safe sites. many teachers find the publication a useful reference for educational sites to accompany classroom activities and periodically print or keep the paper copies as a print reference on their desks. references binder, c. (1996). behavioral fluency: evolution of a new paradigm. the behavior analyst, 19, 163-197. bower, b. & orgel, r. (1981). to err is divine. journal of precision teaching, 2(l), 3-12. engauge 21st century skills: literacy in the digital age. (2003). north central regional educational laboratory and the metiri group. retrieved january 10, 200, from www.ncrel.org/engauge esa’s 2006 essential facts about the computer and video game industry. (2006). entertainment software association. retrieved january 15, 2007, from http://www.theesa.com/facts/index.php gee, j. p. (2003). high score education: games, not school, are teaching kids to think. wired 11(05). retrieved january 10, 2008, from http://www.wired.com/wired/archive/11.05/view.html hook, p. e. and jones, s. d. (2002). the importance of automaticity and fluency for efficient reading comprehension. international dyslexia association quarterly newsletter, perspectives, winter, 28(1), 9-14. jenkins, h. (2006). fans, bloggers, and gamers: exploring participatory culture. new york: new york university press. lenhart, a., madden, m. and rainie, l. (2006). teens and the internet: findings submitted to the house subcommittee on telecommunications and the internet. retrieved january 10, 2008, from http://www.pewinternet.org/ppf/r/67/presentation_display.asp . lindsley, o. r. (1990). precision teaching: by children for teachers. teaching exceptional children, 22(3), 10-15. snyder, g. (1992). training to fluency: a real return on investment. performance management magazine, 10, 16-22. van eck, r. (2006). digital game-based learning: it’s not just the digital natives who are restless. educause review, 41(2), 16–30. white, o. r. (1986). precision teaching—precision learning. exceptional children, 52, 522-534. http://www.learnnc.org/bestweb/kidsite http://nick.com/ http://kids.yahoo.com/ http://arcademicskillbuilders.com/ http://www.ncrel.org/engauge http://www.theesa.com/facts/index.php http://www.wired.com/wired/archive/11.05/view.html http://www.pewinternet.org/ppf/r/67/presentation_display.asp education libraries: childrens resources, volume 31, no. 3, spring 2008 50 melanie bacon is a senior project leader for altec (http://altec.org/) in the center for research on learning at the university of kansas in lawrence, kansas. she has worked in the field of educational technology for almost ten years, including four years of teaching wellness and business technology at the middle and high school level. her particular areas of professional interest include the use of mobile devices in education and the development of education materials using innovative technology solutions. she is currently working on her doctorate in curriculum and teaching, and hopes to create an interactive mobile solution that engages students in an interdisciplinary curriculum uniting health, math and science curricula. she values sla because the organization provides professional enrichment opportunities, and, most importantly, a strong network to collaborate with colleagues in the field of education. her personal hobbies include web development, graphic design, exercise, and leading a small group study at heartland community church in overland park, kansas. mbacon@altec.org game developers recognize that most youth who play games don't want them to be short and easy. indeed, henry jenkins (2006) of mit's "education arcade" initiative observes that students will complain if a homework assignment is too hard and if a game is too easy. books in brief by jacqueline snider book review & liaison editor engaging the disengaged: how schools can help struggling students succeed easton, l.b. (2008). engaging the disengaged: how schools can help struggling students succeed. thousand oaks: ca: corwin press. 239 p. isbn: 9781-4129-4998-9 (cloth) $80.95; 978-1-4129-4999-6 (pbk.) $38.95. every teacher wonders how to reach the students at the back of the class; those who zone out, seem disengaged, appear to be miles away. easton looks at struggling students in terms of the concept of engagement, and "flow" as defined by mihaly csikszentmihalyi. the suggestions and conclusions she offers come from her experiences with challenging students at eagle rock school and professional development center in estes park, colorado. her students’ voices are distinct, and clearly heard. interspersed throughout the text are vignettes that provide real world examples of these concepts. this is a very practical text strongly anchored in theory. by looking at the "so what" and "now what" sections at the end of each chapter, teachers have an opportunity to practice some of these lessons. easton presents an excellent analysis of selfdirected learners, and looks at constructivist and traditional classrooms as well as project-based and experiential learning. http://altec.org/ mailto:mbacon@altec.org from: a r t i c l e s a collaborative approach to implementing 21st century skills in a high school senior research class by michael k. o’sullivan and kim b. dallas abstract businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems. these are the information literacy skills students need for the 21st century. however, several recent studies on the ability of college freshmen to handle the rigor of college courses and research indicate that high school students are not being adequately prepared to apply these skills. the authors provide a case study of a collaborative effort between an english teacher and the high school librarian to better prepare high school seniors on how to locate reliable information, analyze the information and then determine how it can be applied to solving a real world issue or problem. introduction the goal of any high school is to ensure that its students have the knowledge and skills they need to be successful in college and in the workplace. however, several recent studies have claimed high school students are graduating without the necessary basic skills they need to be successful in college or at work. high schools throughout the country are being pushed to redesign and align their curriculum with college readiness standards. the problem is that there is no consensus among postsecondary institutions as to what constitutes “readiness”, and “readiness” may vary from institution to institution (olson, 2006, april 26). this article will focus on how a high school research paper class, as an example, can be designed and structured to give high school seniors an opportunity to experience what college level research and writing involves. a study conducted by act, inc., entitled “rigor at risk: reaffirming quality in the high school core curriculum” (2007), states that to eliminate the essential skills gap between secondary and postsecondary education needed to be successful in college, high school courses should be made more rigorous. many of these studies have focused on the basic reading, writing and math skills needed for college entry. however, simply requiring high school students to take more years of math, science and language arts will not ensure their success in meeting the rigorous academic requirements of college or the workplace. the partnership for 21st century skills, which includes the business community, education leaders and ring, g r” kills, the partnership’s agenda calls for high schools to creation of hen s e rs inking and research kills into their definition of college readiness skills. s , organizations, believes high school graduates must obtain strong learning skills in information gathe communication, critical thinking and problem solvin (jobs for the future, 2005). high school students need to be taught these sophisticated “higher-order” skills, such as the ability to locate and analyze complex information in order to solve real world problems. for high school students to obtain these “higher-orde s align their graduation requirements “with college and workplace entrance expectations” (jobs for the future, p. 12). an earlier report from the national commission on the high school senior year recommended a similar strategy through the k-16 councils in every state in order to strengt relationships between high schools and two and four year institutions (woodrow wilson, 2001). perhap one of the reasons for the skills gap between high school and college is the fact that student standards ar established in separate orbits. k-16 faculty membe rarely work together on standards, curricula or assessment (callan & kirst, 2008). other studies also include critical th s these studies have found that high school students are not being adequately prepared for the rigors of a college research assignment. in a 2002 report, the association of american colleges and universitie gave a concise summary of the problem (hammond 2008, may 2), education libraries, volume 33, no. 1, spring 2010 3 “many colleges and universities have begun t encoura o ge more in-depth, investigative, or research-based learning even in the first year, any another testing service (foster, 2007) found that “college students and high school students preparing to enter 2007). nts’ us iteracy skills. research has shown that ne of the major reasons why students falter in college than nley, ntial unclear where it ts in the university curriculum (quarton, 2003). ool is n on the high chool senior year stated in 2001. in that report, entitled “raising our sights: no high school senior e xposed to classes in high school that quire the application and use of specialized research h projects, when assigned, frequently center on ports, where students are required to read and er. rld s ry skills, including formation literacy, critical thinking and problem e nt aper, but high school and many ap courses continue to feature broad surveys and superficial ‘coverage.’ the senior year of high school, which ideally should emphasize the intellectual skills expected in college, is wasted for m students” (para. 5). such study conducted by the educational college are sorely lacking in the skills needed to retrieve, analyze, and communicate information available online.” ets, with the assistance of seven large university systems, developed an iskills assessment tool to measure both college and high school students’ information and communication technology (ict) literacy performance (katz, this assessment was designed to measure the stude problem-solving skills by using technology. vario colleges have used this assessment to determine their students’ level of information and communication literacy skills. but it is not sufficient to just measure the college students’ ict l o is that college courses are fundamentally different high school classes. college instructors expect students to solve complex problems that do not have obvious answers, conduct research, draw conclusions and find evidence to support their arguments (co 2007, p. 24). integrating information literacy skills into the college curriculum apparently is as problematic as it is in high school. while information literacy is seen as an esse component of higher education, it is fi practically speaking this should not be an issue, because information literacy skills can and should be integrated through course work at both the high sch and college level in all disciplines. to support th concept of integration, the partnership for 21st century skills has developed a framework to help states, districts and schools integrate the core subject areas with 21st century skills (silva, 2008). the findings of each of these subsequent studies reinforce what the national commissio s left behind,” the commission emphasizes both public and private high schools should be providing students with more rigorous and academically challenging curriculum (woodrow wilson, 2001). the report even spells out several of the same skills that the partnership for 21st century skills have identified as being critical for high school seniors to obtain. for example, the commission states that “high schools should be graduating students who are…capable of thinking critically and comfortable with...the problem-solving process (p. 10-11).” students also should be able to connect key ideas between the sciences, history and society (p.13). for high school seniors to be better prepared to handl the rigor and demands of a college research project, they should be e re skills and tools. according to conley (2005), research projects should become a more central part of the hig school curriculum in english as well as other subject areas. conley adds that these research projects should progress from the “relatively simple” to the more complex throughout the four years of high school. he advocates for students to receive extensive experience writing many five to ten-page papers over four years (p. 83). according to gordon (2002), students “in k-12 are trapped in a reporting mode (p. 19).” high school research re summarize their findings into a four to five page pap with the implementation of no child left behind (nclb) legislation, most high school curriculums have abandoned inquiry-based projects that challenge students to apply the knowledge they obtain through research, to solve or propose a solution to a real wo problem. there is a difference between the skills needed to research and write a report and the skill required to research and write an analytical paper that actually applies the knowledge a student obtains to a specific social problem or issue. one such class that can be offered at the high school level, which serves as a perfect vehicle in which to incorporate many of the 21st centu in solving, is a research paper class for high school seniors. such a class has been offered to seniors at rosemount high school, a suburban high school in th twin cities, for the past 20 years. the entire conte of this class is designed around a single research p and is designed to emulate the demands of a college education libraries, volume 33, no. 1, spring 2010 4 research assignment. the class has proven to be demanding, rigorous but fair, and at times overwhelming for some high school seniors. this class is not just about writing a longer resear paper (10 to 15 pages). the intent of this cl introduce high school seniors to what it is like t ch ass is to o search a subject in depth, to formulate research r ific sics of riting a research paper including how to select a t, organize and find t this o ch to h school eniors quickly abandoned these skills and resources they e and , nough chools won’t have a wide variety of information s to , “…college orked with the teacher librarian to revamp the more intensive as writing ish oach in which they have been doctrinated by the various internet search engines. ed re critical ve s well as several other states frequently contract with , research paper. in order to ffectively incorporate the teacher librarian into a is ge ts re questions and develop curiosities that go beyond the basic facts of a topic. by breaking the research pape process into a series of steps with individual, spec due dates, the teacher has been able to stress the importance of time management and developing effective work habits. these skills, in addition to the research skills involved, are critical for seniors as they prepare to make the transition to college. the research paper class when the research paper class was originally offered to seniors, the students were taught the ba w topic, write a thesis statemen sources and finally how to put it all into a 10-15 page research paper. the role of the teacher librarian a point was simply to take a couple of class periods t introduce students to the online catalog and resear databases. however, just introducing the students to the library’s resources was not adequate enough preparation for college level research. in spite of this instruction and receiving library instruction in middle school, and again introduced additional skills as ninth graders, the hig s and reverted back to what they thought worked. jumped back into google, yahoo or some other random search engine, entered a question or phras fully expected the answers to appear. not surprisingly they quickly became frustrated. in most cases they found too much information, and in others, not e relevant or reliable information. it became apparent they had very little, if any, critical research skills. the high school seniors in this class are no different than any other high school senior or college student, for that matter, across the country. while most high s resources, both online or in print, that is not the case with college and university libraries. college librarie frequently have outstanding information resources available to their students – from subject encyclopedias, online catalogs and subscription databases, but many college students are either unaware of these resources or they do not know how use them (quarton, 2003). quarton states students lacking these information skills are ill prepared to function in a technological and information-rich environment (p. 120).” integrating the teacher librarian to determine exactly what research skills to incorporate and emphasize, the research paper teacher w curriculum for the class incorporating units involving library research skills as well skills. as an example of true collaboration, the media specialist has become a co-teacher with the engl teacher during the topic selection and research portion of the class. as a result, the students’ information literacy skills have moved beyond the basic keyword and natural language appr in since then, the research paper class has been enhanc by emphasizing two distinct skill sets—information literacy and research writing, both of which a for these students in preparing them for college. in addition, these students begin to realize there is a systematic approach to doing research that will result in writing a successful academic-level research paper. minnesota high school students are fortunate to ha access to a vast array of online research databases, including several academic level databases. minnesota a various vendors to provide access to a wide variety of online research databases. with resources like these rosemount high school students can easily simulate the college level research experience in their suburban high school media center. including the school’s teacher librarian in the instructional process helps the students get started on the right foot with doing a e research paper class, it is important that he/she introduced on the first day of class. in this situation, the librarian gives a brief overview of his background and how he will assist in orienting students to colle level research skills. the teacher librarian conduc mini-lessons, lectures and administers exercises focusing on specific information literacy skills aligned with the association of college and research libraries (acrl) information literacy standards. education libraries, volume 33, no. 1, spring 2010 5 step one: selecting a topic topic selection is where each research paper class egins. at first students feel this should be an easy t know the difference t he of ey are really interested. iving them more time to explore topic ideas also ents ews as he d a topic that relevant to society or has an impact on society, and , the quality and erspective on topics chosen has improved. when es d ing e topic idea and explore any and all aspects topic, no matter how nd g t ks of the related topics from their rainstorming map that piques their interest as a is e a g of f ions. c b step, because they often do no between a suitable research paper topic and a repor topic. most high school students, when faced with t task of selecting a topic for research, will opt for the easy out by selecting one of the many tried and true high school topics. the research paper teacher and the librarian work together to help students brainstorm, narrow down ideas, expose them to controversial issues and put some limitations on acceptable topics. to get them started, topics from previous classes are shared, current events are discussed, and a variety subject specific encyclopedias are provided as sources of potential topic ideas. students are given nearly two weeks to select a research topic in which th g helps them get past the ‘brain freeze’, many stud experience when trying to select a topic for a major research paper. they are encouraged to tune into n broadcasts, such as bbc news america, to get a broader perspective of world events, to scan topic ide from online databases, such as opposing viewpoints or global issues in context, to read the headlines in t daily newspaper, to talk to teachers or parents, or to scan the “list of entries” in the front of a subject encyclopedia to come up with topic ideas. as students mine these resources, they are reminde that the course requires them to write about is which may involve a controversial issue. these types of topics require analytical thinking and problemsolving. students are encouraged to approach their topics with an open mind and to select a topic they are truly interested in exploring. by providing students more time to explore and think about a greater variety of issues p students select a topic they are truly interested in, the quality of their research and their writing improv dramatically. the class is structured to encourage students to consider their topic in context with history and society and to seek a deeper conceptual understanding of the issues surrounding or connecte to their topic. this frequently results in students becoming aware that their topic impacts or is connected to other disciplines. to accomplish this skill, students participate in a series of brainstorm exercises. step two: concept mapping during these exercises, students are encouraged to tak their initial or ideas related to their broader remote the connection might be. to help the students connect ideas to other related ideas or subtopics, they fill out a concept map or use a software program, called inspiration 8, to create their own web map. concept mapping is a brainstorming technique that helps create a visual image or diagram of a topic a how it connects with other ideas or concepts. usin this technique, students often discover even more interesting topic ideas than what they originally had. i enables them to visualize their idea and see connections or relationships between seemingly unrelated concepts. a second part to the concept mapping exercise as students to select one b potential area of inquiry or research. to complete th concept map refocusing, students may need to do som preliminary research, using a subject encyclopedi article, to obtain background information on their topic. the purpose of the refocusing exercise is to help students narrow the focus of their topic by examinin the economic, social or environmental implications their topic. they will contemplate specific causes, solutions, effects and/or benefits related to their main topic, as well as any people, places or things directly associated with or related to the topic. this aspect o the concept mapping exercise helps them gain a deeper conceptual understanding of their topic, which is considered one of the competencies required for the 21st century (silva, 2008). this refocusing exercise also helps them formulate effective research quest for an example of a completed concept map and topi refocusing, click here http://www.district196.org/rhs/library/documents/con cept%20mapexample.pdf step three: formulating a research question the ability to formulate an effective research question at addresses the causes, effects or solutions related to y of n ctive ss th their topic, helps the students focus their ideas and points them in the right direction to begin their research. students are asked to develop several research questions to re-frame their topic in a variet different ways in order to narrow their topic eve more. teaching students to come up with an effe research question, using question words like what, why or how, is a fundamental step in the research proce and encourages students to critically analyze all elements of their topic. education libraries, volume 33, no. 1, spring 2010 6 http://www.district196.org/rhs/library/documents/concept%20mapexample.pdf http://www.district196.org/rhs/library/documents/concept%20mapexample.pdf http://www.district196.org/rhs/library/documents/concept%20mapexample.pdf http://www.district196.org/rhs/library/documents/concept%20mapexample.pdf http://www.district196.org/rhs/library/documents/concept%20mapexample.pdf a well developed research question also helps them formulate a working thesis statement that succinc summarizes their main id tly ea, position and solution to g es ir n one of their research uestions, they are instructed on how to identify the revitalizing economic development and growth in today's using th question ses the importance of developing a comprehensive, dynamic list of related el of to ic. d their topic. in order to develop a good research question, the students must have a clear understandin of what issues are relevant to their topic and what typ of questions have been explored in relation to the topic. once the research question is formed, students easily move onto the next step of finding and identifying keywords. step four: keywords vs. subject headings once a student settles o q keywords or key concepts incorporated in their questions. for example: what benefits can an urban mass transit system provide in u.s. metropolitan areas? e keywords/search terms from their research , the teacher librarian stres keywords or synonyms, and in identifying the appropriate subject headings for the key concepts in their research question. using the library of congress’ catalog, worldcat or a university lev catalog, students are expected to identify the library congress (lc) subject headings that are used categorize issues dealing with or related to their top the students also receive instruction on the difference between a keyword and subject heading search an how to apply these approaches to improve their search results. an example of a completed keyword/subject heading exercise: http://www.district196.org/rhs/library/documents/wo men in military keyword exercise.doc step five: developing a search strategy the next component in the research process introduces the high school students to the world of college level el re to ing .html research. they are introduced to college lev resources and receive instruction on how to employ various search strategies in order to improve the relevancy of their search results. the students a instructed on how to apply their keywords and/or subject headings using various research databases which the library subscribes or has access to, includ academic search premier, expanded academic, health and wellness resource center, eric, opposing viewpoints, lexisnexis and science resource center. a list of the library’s online resources is available at http://www.district196.org/rhs/library/database . tudents or at other off-campus sites. ources, as well as the resource trail a scholarly article e e all of these databases allow remote access, so s can do research at home the students learn the difference between popular and scholarly articles, how to locate and identify scholarly s will provide them. to become acclimated to the world of “academic” research, the students are required to include at least three scholarly articles in their works cited page. students are shown how the results from these subscription databases differ from the results obtained from an internet search using google or som other search engine. if they choose to include information from a random internet search, an onlin internet evaluation form must be completed to verify the reliability of the information provided at the website. http://www.district196.org/rhs/library/webevaluation.cfm. in order to relevant information, students are taught how to apply use the databases more effectively to locate ore advanced, college related research skills from the of ts brary an. they quickly learn that not everything is full text er ation e writing phase, the research paper teacher has e high school es m use of boolean operators to help narrow or broaden their search results, to applying limiters to their search or employing truncation in order to retrieve related articles. they also are shown how to take advantage such database features as creating a research folder to save their articles, marking and e-mailing their resul home, downloading or saving their marked articles under favorites and how to properly cite their sources in mla format. the students use noodletools, a note taking and bibliographic citation program. these high school seniors also learn about the valuable service, librarians can provide through interli lo online or through google, and are encouraged to submit book and journal article requests to the teach librarian. using a statewide service, entitled minitex, provided by the minnesota office of higher educ and the university of minnesota, the teacher librarian is able to pretty much fulfill any interlibrary loan request from a journal article to an academic book. step six: writing the research paper as students begin the transition from the research to th established various benchmarks to help th students stay on task and on schedule. at various stages in the research and writing process, deadlin and points are assigned to different phases in the process. students are expected to submit documentation of their research, a copy of their thesis education libraries, volume 33, no. 1, spring 2010 7 http://www.district196.org/rhs/library/documents/women%20in%20military%20keyword%20exercise.doc http://www.district196.org/rhs/library/documents/women%20in%20military%20keyword%20exercise.doc http://www.district196.org/rhs/library/documents/women%20in%20military%20keyword%20exercise.doc http://www.district196.org/rhs/library/documents/women%20in%20military%20keyword%20exercise.doc http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/database.html http://www.district196.org/rhs/library/webevaluation.cfm statement which clearly states their problem and h they plan to resolve it. other benchmarks expected to meet include an annotated bibliography following the mla style guide, note cards using noodletools, an online bibliographic and note taking program, rough drafts of the first five pages, followed by drafts of their paper for peer review. as a fina assessment, each student is expected to orally present their thesis along with a summary of their research findings explaining how they supported their thesis. by structuring the class in this manner, the research paper teacher effectively demonstrates the importan of establishing and following a schedule when undertaking a major research paper assignment at the college level. students are required to use a variety of sources in their works cited ow students are l ce page, including subject specific ooks, scholarly articles and government documents in ir nd us points in the class, the teacher and e librarian will administer specific information the online assessment tool, ded e ing sessments to not only determine if the high chool seniors fully comprehend the concepts and , and teacher librarian veloped an online research and writing center page that incorporates examples and tips on various aspects mples b addition to the more popular resources they obtain from the newspaper and periodical databases at the disposal. by making this a required and graded part of the course, students are exposed to higher reading a vocabulary levels that require critical thinking and analytical skills. step seven: assessment likewise, at vario th literacy assessments using trails9.org. the specific skill assessments, that have been used with the high school seniors, have inclu the identification of potential sources, the ability to develop, use and revise search strategies and the ability to evaluate sources and information. these online assessments are administered several weeks after the students have completed a part of their research. before the students log into trails9.org, th librarian will conduct a short review of the basic elements that comprise the particular skill area be tested. the teacher and the librarian have used the results of these as s skills involved in these aspects of the research process but also to evaluate, revise and improve the instructional components related to the specific information literacy skills. to further assist the students in the research and writing process, the teacher de of the research process, as well as advice and exa for the writing process. the research and writing center page <http://www.district196.org/rhs/library/reswritingcent er.htm> was patterned after several prominent college and university online writing centers. conclusion by integrating more advanced research skills into the core curriculum of a research paper class, high school tudents will be better prepared to handle the stress and lege research assignment. this class ol he writing elements required for a ollege level research paper. by structuring the course r first major college research paper, ut they also had very little trouble navigating and . epares students r the rigor of college and the world of work in the s rigor of a col incorporates the essence of 21st century skills, by enabling students to apply and use the knowledge they obtain about a certain topic in order to propose a possible solution to a real world problem or issue (silva, date, p. 2). the research paper class at rosemount high scho has been structured to incorporate college level research skills with t c with these two elements, students have reported they feel less intimidated by the idea of doing college research and/or including a research librarian in the research process. several students, who have gone on to a four-year college or university, have reported they not only scored well on thei b using their college library’s resources. one former student reported, “everything we learned was huge some kids never get this information before they get to college and they had a ton of trouble.” this class provides a perfect opportunity for the research paper teacher and the high school librarian to collaborate in developing a class that pr fo 21st century. education libraries, volume 33, no. 1, spring 2010 8 references act, inc. (2007). rigor at risk: reaffirming quality in the high school core curriculum. iowa city, ia: act, inc. (eric document reproduction service no. ed496670) callan, p. m., & kirst, m. w. (2008, june 8). righting a troublesome ‘disjuncture’: a push-pull strategy for p-16 cooperation. education week. 27(40), 22-25. retrieved august 13, 2009, from education full text database. conley, d. t. (2007). the challenge of college readiness. educational leadership. 64 (7), 2329. retrieved january 22, 2008, from academic search premier. conley, d. t. (2005). college knowledge: what it really takes for students to succeed and what we can do to get them ready. san francisco: jossey-bass. foster, a. l. (2007). students fall short on ‘information literacy,’ educational testing service’s study finds. chronicle of higher education. 53(10), a36. retrieved january 10, 2008, from academic search premier. gordon, c. a. (2002). a eoom with a view: looking at school library instruction from a higher education perspective. knowledge quest. 30(4), 16. retrieved january 22, 2008, from wilsonweb education fulltext. hammond, b. g. (2008). advancing beyond ap courses. chronicle of higher education. 54(34), b17. retrieved may 1, 2008, from <http://www.chronicle.com>. harney, j. o. (2006). ready yet? connection. 20(4), 5. retrieved january 10, 2008 from academic search premier. jobs for the future. (2005). education and skills for the 21st century: an agenda for action. boston, ma: jobs for the future. katz, i. r. (2007). thinking beyond technology: using the iskills assessment as evidence to support institutional ict literacy initiatives. knowledge quest. 35(5), 36. retrieved july 30, 2009, from academic onefile. olson, l. (2006). views differ on defining college prep. education week. 25(33), 1-29. retrieved january 10, 2008, from masterfile premier. quarton, b. (2003). research skills and the new undergraduate. journal of instructional psychology. 30(2), 120. retrieved june 7, 2008, from academic onefile. silva, e. (2008, december). measuring skills for the 21st century. education sector reports. education sector. retrieved may 2, 2009, from eric. woodrow wilson national fellowship foundation. (2001). raising our sights: no high school senior left behind. final report, national commission on the high school senior year. princeton, nj: senior year report, the woodrow wilson national fellowship foundation. retrieved august 6, 2009, from eric. michael k. o’sullivan michael.osullivan@district196.org kim b. dallas kim.dallas@district196.org rosemount high school 3335 142nd street west rosemount, mn 55068 education libraries, volume 33, no. 1, spring 2010 9 http://www.chronicle.com/ mailto:michael.osullivan@district196.org mailto:kim.dallas@district196.org distance education association of col lege and research libraries (2000). acrl guidelines for distance learning library services. retrieved on october 27, 2003, from : http://www.a la .org/contenunavigationmenu/acrl/ standards_and_guidelines/guidelines_for_distance_learning_library_services1 . htm a culmination of documents from the last forty years, these guidel i nes are intended to "serve as a gateway to adherence to other acrl standards and guidel ines in the appropriate areas and in accordance with the size and type of originating institution." canadian library association. ( 1 993, feb. revised 2000, nov. 24). guidelines for library support of distance and distributed learning in canada. retrieved on october 23, 2003, from : http://www.cla.ca/abouudistance.htm a comprehensive position paper from cla modeled on the acrl guidelines for distance learning library services (association of college and research libraries, 1 998) but with a canadian context. "the purpose of the guidelines is to emphasize the importance of planning and delivering effective l ibrary services to support canadian d istance and distributed learning programs." crews, k.d . (2002, sept. 30). new copyright law for distance education: the meaning and importance of the tea ch act. prepared for the american library association. retrieved on october 27, 2003, from : http://www.a la.org/template.cfm?section=distance_education_and_the_ teach_act& template=/contentmanagemenucontentdisplay.cfm&contenti d=25939 this paper summarizes the new standards and require'ments established by the teach act. discusses impl ications for i nstitutional policymakers, information technology officers, instructors and librarians. document also avai lable as a pdf fi l e. u .s. web-based education commission. (2000, dec. 1 9) . the power of the internet for learning: moving from promise to practice. final report of web-based education commission to the president and the congress of the united states. retrieved on october 1 7, 2003, from : http://www.ed .gov/offices/ac/wbec/finaireporuindex.html the commission , chaired by senator bob kerrey, prepared this extensive report of over 1 60 pages, which presents a series of recommendations to the u .s . government related to the future of distance education as a vehicle for learning. following hundreds of interviews, the commission was able to identify barriers that are preventing the i nternet from realizing its ful l potential for improving learning. recommendations put forth focus on the need to embrace e-learning as a centerpiece of u .s . educational policy. report is available in pdf format. education libraries volume 26, no. 1 summer 2003 26 information literacy and library instruction american association of school librarians. (2003, oct. 28). the nine information literacy standards for student learning. fexcerpted from chapter 2, " information literacy standards for student learning," of information power: building partnerships for learning.] . retrieved on oct. 28, 2003, from: http:/ /www.ala .org/aasit em plate .cfm ?section= i nformation_power& tempi ate=/contentmanagem enucont entdisplay .cfm&contentl d= 1 9937 this document provides three standards for each of the following: information literacy, independent learning and social responsibi l ity as set by the aasl. association of col lege and research li braries. (2003, june). characteristics of programs of information literacy that illustrate best practices: a guideline. retrieved on october 31 , 2003, from: http://www.a la.org/content/navigationmenu/acrl/standards_and_guidelines/characteristics_of_progra ms_of_lnformation_literacy_that_l l lustrate_best_practices.htm these guidelines summarize the elements of exemplary information literacy programs for undergraduate students. association of col lege and research libraries (2003, june). guidelines for instruction programs in academic libraries. retrieved on october 27, 2003, from: http://www.a la.org/contenunavigationmenu/ acrl/standards_and_guidel ines/guidelines_for_lnstruction_programs_in_academic_libraries1 . htm these guidel i nes are designed to assist academic and research l ibrarians in preparing and developing effective instructional programs. the document includes sections on: program design; human resources; and support. i ncludes a bibliography. association of col lege and research libraries. (2000, jan. 1 8). information literacy competency standards for higher education. retrieved on october 25, 2003, from : http://www.ala.org/contenunavigationmenu/acrl!standards_and_guidel ines/l nformation_literacy_com petency_standards_for_higher_education.htm · this set of standards developed by the acrl first provides a definition for i nformation literacy and how i l is relates to i nformation technology, higher education, pedagogy and assessment. it then outl ines five standards for it and provides performance indicators, along with expected outcomes for each. also available as a pdf fi le. ind iana university libraries. assessment planning committee. ( 1 996, may 1 ) . an assessment plan for information literacy. retrieved on october 2 1 , 2003, from: http://www. ind iana .edu/-l ibinstr/lnformation_literacy/assessment.html this assessment plan, which is based on certain assumptions related to student learning, presents a series of objectives for each clearly defined goal. examples of measurement techniques are prov ided for each objective. i ncludes some learning strateg ies for novice and advanced students. brief b ibliography and g lossary are also included. education libraries volume 26, no. 1 summer 2003 27 users with disabilities association of research libraries. ( 1 999, apri l ) . service to users with disabilities. [theme issue]. transforming libraries: issues and innovations in . . . (no.8). retrieved on oct. 25, 2003, from: http://www.arl .org/transform/d isabil ities/i ndex.html summarizes services for users with d isabi l ities for thi rteen american academic l i braries in this special issue of transforming libraries. i ncludes a look at applying assistive technologies, adapting to the users' needs, physical access, and special programs. canadian library association. ( 1 997, feb.) . canadian guidelines on library and information services for people with disabilities. retrieved on october 21 , 2003, from : http://www.cla.ca/about/disabi ls.htm these guidel ines are "intended to be used by l ibrarians as the basis for creating l ibraries which are accessible to all canadians." i ncl udes information on planning, budgeting, marketing, human resources, public services, resource shari ng, adaptive technology and physical access. a l ist of provi ncial representatives is available in an appendix. center for universal design. ( 1 997) . the principles. retrieved from the north carol ina state university web site on october 3 1 , 2003, from: http://www.design. ncsu.edu/cud/univ _design/princ_overview.htm this document provides seven principles that may be applied to evaluate existing designs, guide the design process, and educate both designers and consumers about the characteristics of more usable products and environments. harrison , l. (n .d . ) . accessible web-based d istance education : principles and best practices. retrieved on october 27, 2003, from the adaptive technology resource centre, university of toronto web site: http://www. utoronto.ca/atrc/rd/l ibrary/papers/accdistanceeducation .html harrison discusses the universal design principles for the development of web-based educational resources so as to accommodate learners with special needs. provides general principles and basic strategies for web-developers in order to ensure universal access to education. miscellaneous information canadian library association. (2002, nov. 24). canadian guidelines on library and information services for older adults. retrieved on october 21 , 2003, from : http://www .cla.ca/about/olderadults.htm "this set of guidelines, proposed by the canadian library association 's interest group on services for older people, is intended to provide a checklist for l ibraries to use in planning services that are inclusive of older adults , and that wi l l encourage a greater use of l i braries by this growing population." unique needs related to physical faci lities, programming, and outreach are addressed . shannon, d .m . , johnson, t .e . , searcy, s . , & lott, a. (2002) . using electronic surveys: advice from survey professionals. practical assessment, research & evaluation, 8(1 ) . retrieved october 3 1 , 2003, from : http://edresearch.org/pare/getvn .asp?v=8&n= 1 this study reports "the perceptions and recommendations of sixty-two experienced survey researchers from the american educational research association regarding the use of electronic surveys. the most positive aspects cited for the use of electronic surveys were reduction of costs ( i .e. , postage, phone c�arges� , �he use of electronic mail for pre-notification or follow-up purposes, and the com�atibility of d�t� with ex1stmg software programs . . . they advised that electronic surveys designed w1th the vane education libraries volume 26, no. 1 summer 2003 28 technological background and capabil ities of the respondent in mind , fol low sound principles of survey construction, and be administered to pre-notified , targeted populations with publ ished emai l addresses ." special library association. (2003, oct. 3). technical standards. retrieved on october 25, 2003, from: http://www. sla.org/content/chdiv/committe/tech .cfm summarizes the membership criteria and mandate of the sla technical standards committee. i ncludes a l ist of current members along with contact i nformation. troll covey, d. (2002, jan.) usage and usability assessment: library practices and concerns. digital library federation and counci l on library and i nformation resources. retrieved on october 31 , 2003, from : http://www .c l i r.org/pubs/reports/pub1 05/contents. html this extensive report set out to develop a better understanding of methods effective in assessing use and usabil ity of onl ine scholarly information resources and information . "it offers a survey of the methods that are being deployed at leading digital l ibraries to assess the use and usabil ity of their online collections and services. focusing on 24 dlf member l ibraries . . . trol l covey, conducted numerous interviews with l ibrary professionals who are engaged in assessment. in these interviews, covey sought to document the fol lowing: why digital l ibraries assessed the use and usabil ity of their online col lections and services; what aspects of those collections and services they were most interested in assessing; what methods the l ibraries used to conduct thei r assessments; which methods worked well and which worked poorly in particular kinds of assessments; how assessment data were used by the l ibrary, and to what end ; and what chall enges l ibraries faced in conducting effective assessments. the result is a report on the application, strengths, and weaknesses of assessment techniques that include surveys, focus groups, user protocols, and transaction log analysis." . links to other sources burkhardt, j . & chabot, l. (2000, june) . bibliography for evaluation/assessment. col lege libraries section. association of college and research l ibraries. retrieved on november 1 , 2003, from: http://www.a la .org/content/navigationmenu/acrl/about_acrl/sections/col lege_libraries/publ ications1 8/bibliography_for_evaluation_and_assessment. htm this bibliography contains references, primarily to journal articles, on issues related to assessment in col lege l ibraries. association of col lege and research libraries. (2003). standards and guidelines. retrieved on october 27, 2003, from: http://www.ala.org/content/navigationmenu/acrl/standards_and_guideli nes/standards _and_guidel ines_by_ topic. htm an extensive l ist of l inks to standards set by the acrl, organized by topics including: col lege and universities li braries; education, personnel and academic status ; information literacy and i nstruction ; and rare books, manuscri pts special collections and archives. pathak, s. & redwine, j. (eds.) (2003, april 1 0). library services assessment clearinghouse (l· sa c). retrieved on october 3 1 , 2003, from : http://www. hol l ins.edu/academics/library/lsac.htm a repository of survey instruments designed to assess l ibrary services. com pi ler's note: text that is enclosed within quotations marks has been taken di rectly from the document. anne wade is manager of the centre for the study of learning and performance and has taught in the information studies program at concordia university for ten years. emai l : wada@education.concordia.ca education libraries volume 26, no. 1 summer 2003 29 abbey, cherie d. and hi l lstrom, kevin, eds. (2004). biography today authors series, vol. 14. de­ troit, ml : omnigraphics. isbn 0-7808-0652-2. $39.00 the biography to day series is designed to appeal to juveni le readers aged nine and above; it should be especially valuable to middle and secondary school readers. the series includes two sets: the general series and the subject series. the subject series is further d ivided into seven distinct subsets: a rtists, authors, business leaders, performing artists, scientists & i nventors, sports figures, and world lead­ ers. the entries in the general series are not dupl icated in the subject series. published twice a year, each volume is approximately 200 pages in length and has ten to fifteen entries. photographs of the individual profiled are included in each entry. this particular volume profiles writers orson scott card , russel l freedman, dan greenburg , n ikki grimes, laura h i l lenbrand, norton juster, lurlene mcdaniel , and stephanie s. tolan ; i l lustrator mary grandpre; and an imator stephen h i l lenburg . each profi le i s about fifteen pages long and includes in-depth information about the individual's birthplace, youth, education, career, marriage and fami ly, hobbies, honors and awards, and published works. can­ did personal quotes make the entries particularly entertaining. p hotos of each author and i l l ustrations of his or her work (such as book covers) are visually appeal ing . th e "further reading" section d irects the reader to more information in on l ine databases, sites on the world wide web, and to other reference works such as gale publ ications' something about the author series. younge r readers might find the indexes especia l ly easy-to-use. the name and general indexes have been combined into a new, single cumulative index. the cumulative index appears in every issue of the biography to day publ ications, and contains the names of all of the persons who have been profi led in the entire series since its beg innings (in 1 992). the cumulative index also includes the occupations, nation­ al ities, and ethn ic origins of all of the persons profi led . each i ssue also contains a places of birth and a birthday index, as well as two separate look who's appeared indexes for the general and subject series arranged chronolog ically by year of publ ication . th is appeal ing, economical, and user-friendly series is recommended for publ ic l ibraries, school media l ibraries, and curricu lum materials centers. collette davis is the education librarian at cal ifornia state un iversity, ful lerton . email : cmdavis@ful lerton.edu . allen, john d. (2003). gay, lesbian, bisexual and transgender people with developmental dis­ abilities and mental retardation: stories of the rainbow support group. new york: harrington park press. isbn 1 -56023-396-6. $19.95 i n a world of how-to manuals or d ry textbooks that tel l how to form and manage support g roups, this vol­ ume is a breath of fresh air. allen uses his book instead to i l l ustrate th rough the stories of the participants, the joys and trials of founding and runn ing a support g roup for people who are glbt with developmental education libraries volume 26, no. 2 winter 2003 39 disabil ities and mental retardation . although this is a sl im work, the chapters tel l the stories of people who have found support both in their d isabi l ities as wel l as in their l ives with in the glbt community. in 1 998, john allen felt the need for a support g roup within the new haven (ct) gay and lesbian com­ munity center that would address the unique needs of people with developmental disabil ities and mental retardation. he felt that this g roup was largely overlooked in the conventional support g roup system and also that this group presented special needs. often having to rely on others for trans.portation, assistance with daily l iving tasks and a myriad of other concerns not usually confronted by other users of the new haven gay and lesbian community center, allen decided to launch the rainbow support group. by tak­ ing into account those needs, allen was able to form a place for women and men to discuss and socialize with others who were l ike them . the book opens with two brief chapters to offer the history of the rainbow support group as well as ob­ servations from those who have worked with the group. in talking to parents, administrators, and others, allen comes to the conclusion that the benefits of such a group go far beyond the group members and extend to those around the rainbow support group. then allen goes on to offer portraits of fifteen group members. i n these descriptions, the needs, hopes, and realities of each of the participants come through . allen also goes into some detail about how each member of the group became involved , g iving a sense of why the g roup has become so important to its members. final ly, he ends with a co uple of chapters about the leaders of the rainbow support group. part therapist, part g roup leader, pa rt social d i rector and part good friend , john d . al len has created a work that is not only very readable but also enjoyable. for those who would l i ke to repl icate h is work or try a variation on the rainbow support group in thei r settings, allen i l lustrates the p innacles and pitfal ls of helping glbt persons who are also developmentally d isabled or mentally retarded . for those i nvolved in education , this book can help them to bu i ld better' programs to meet al l of the many needs with in their institutions. kris veldheer is instruction librarian at graduate theolog ical union . email : veldheer@gtu .edu buchanan, el izabeth. (2003). readings in virtual research ethics: issues and controversies. her­ shey, pa: information science publishing. isbn 1 -59140-1 52-6. $59.95 term paper writers and researchers who dig through the strained usage, anecdotal evidence, cl iches, jargon, missing sections, psychobabble, and needless repetition wil l unearth a d iamond mine of informa­ tion gems, research methods, suggestions, observations, criticism, issues, and controversies to use in their own projects, both onl ine and face-to-face (ftf), by referring to this anthology. buchanan organ ized eighteen readings into separate chapters and assigned each to a section . the pref­ ace briefly summarizes the chapters, and there is an abstract for each chapter. references and endnotes have refreshingly current dates. the index helps the reader decipher the rampant abbreviations, acro­ nyms, in itial isms, organ izations, agencies, and terminology, but the re are no people index. an "about the authors" section answers the natural question : what is the background of the author(s) of the chapters? most of the chapters in readings . . . present useable, informative, and interesting material in a well­ written manner. however, one of the chapters could have been omitted ; maybe the sentence-length title and multiple self-references were early clues that it would be fraught with the author's personal detai ls, word iness, repetitiveness, jargon, and the use of many words where one would do. 1 readings . . . is rife with the arcane al lusions, but they are made tolerable by the effective index. some examples are: cmc (computer-mediated commun ication), oppr (office for p rotection from research risks), cati (co mputer-assisted tel ephone interview) , mud (multi-user dimensions), moo (mud ob­ ject oriented , an i nternet-chat environment) , and i rs ( institutional review board) . "the belmont report" has for years provided "guid ing principles of research ethics" (vi); the index points to further information. education libraries volume 26, no. 2 winter 2003 40 a difference of virtual research from "real" research is shown by example on page 234. a we bsite about a musical band was set up before the band d isbanded . "this has placed me [the chapter author) in the awkward position of sometimes fielding enthusiastic messages (and serious interest of researchers) for a group that no jonger exists, an act of misrepresentation committed for the sake of history." 2 later, the author deleted the site. readings . . . combines elements found in handbooks, encyclopedias, d ictionaries, a"nd user manuals. they are usual ly not great l iterature, and readings . . . is no exception: " i n the concluding section . . . two chapters of import reside. both are cal ls to arms of sorts for researchers. both recogn ize that researchers and researched share a new relationship with in virtual spaces and these new relationships el icit new con­ siderations whi le demanding new understandings." (xi) a l ibrary school research methods class (taught by one of the authors referred to in this book) d isclosed that errors exist even in scholarly journals. an author in readings . . . wrote that the i nternet has impacted data collection in five ways, but in the text, only four ways were given ( 1 1 8-1 9) . i n conclusion , i t is impossible to look at any part of the book without wanting to look at others. read about the authors and one is tempted to look at their chapters. read chapters and one has to look at the index. reading chapter titles draws one to the chapters which lead one to investigate references and endnotes. readings . . . offers splendid methodolog ical, d iscipl inary, and geographical coverage of many virtual research ethical issues including: credentials of researcher, conflict of interest, informed consent, confidential ity, documentation, irbs, d ispensing with informed consent, offering inducements for research participation , deception in research, and debriefing.2 endnotes 1 one of the techn iques used in the read ings is that research participants' names are pseudonyms. 2 although there is a copyright statement at the bottom of every single page of readings in virtual research ethics: issues ahd controversies, no permission was obtained for the quotes used in this review. bil l enright is reference l ibrarian at rio hondo commun ity college library in wh ittier, cal ifornia. email : bi l lypearl@excite.com corry, michael, and chih-hsiung tu, eds. distance education: what works well. new york: ha­ worth press, 2003. isbn 0-7890-2288-5. $29.95 distance education: what works well, ed ited by professors from george washington un iversity's educa­ tional te chnology leadership program, has been co-publ ished simu ltaneously as a special issue of computers in the schools, volume 20, number 3, 2003 . these ten articles, written by qual ified practitio­ ners and academics, provide a mixture of very practical and useful how-to articles for improving onl ine learn ing , with examples of real-l ife d istance education experiences in k-1 2 schools, and a couple of more general and theoretical articles. except for two of the articles, wh ich describe the use of videoconferenc­ ing technolog ies and interactive television, the others refer to web-based onl ine instruction. the first four articles describe experiences with k-1 2 schools. while these are not descriptions of "best practices, " the reader benefits from read ing about these schools' experiences, especially those that have clearly identified the lessons learned . i ndeed , the editors could have improved this first half of the book had they requ i red the various authors to use a common outl ine, so that the reader cou ld easily compare the methods used , outcomes and conclusions. a model article for its organ ization and clear sections is "the design, development, and lmplementation ·of.kuda virtual high school" by charalambos vrasidas, covering the course development process, student selection, evaluation/lessons learned and train ing and compensation of teachers for an onl ine course for consumer education in i l l inois h igh schools. education libraries volume 26, no. 2 winter 2003 41 the second half of the book contains the practical advice the reader expects from the subtitle "what works well" and some true gems for the onl ine instructor. as a comm unity college instructor who has taught an onl ine course for over three years, this reviewer d iscovered a wealth of practical advice and gained new insights about how to be more efficient with onl ine time from hi rumi's article "get a life: six tacti cs for optimizing time spent onl ine," and how to improve onl ine d iscussion board conferences from two excel lent articles: "bu i lding active onl ine i nteraction via a collaborative learn ing community," written by the book's co-editors; and david winograd's "the roles, functions and ski l ls of moderators of onl ine educational computer conferences for distance education . " the latter article details the various func­ tions of a moderator, and describes the concept of weaving: the summarizing of the d iscussion points and extracting of the major themes and d isagreements to clarify and keep everyone on track. those charged with train ing onl ine instructors will find very useful the article by mcisaac and craft, "faculty development: using distance education effectively in the c lassroom," especially its gu idel ines for developing an onl ine syl labus and its annotated online references at the end of the article. all articles contain l ists of references at the end, and some also provide useful templates. the i ndex is rather weak, however, as it contains no cross references and seems to lack some major entries. for ex­ ample, there is no entry for "videoconferencing," ( indexed only under "broad-band videoconference") or " interactive television ," even though two of the articles describe the use of these technologies. overal l , this compi lation makes a contribution to the literature of practical experiences and advice in de­ l ivering and improving certain aspects of onl ine d istance education for midd le school through h igher edu­ cation practitioners. it is not, however, the manual on effective practices that the subtitle may imply, nor does i t provide what the ed itors claim to be found in one article as the "pros, cons, and requirements for successful distance education" (2). gladys dratch is head of col lection development for gutman library, harva rd un iversity. emai l : gladys_ dratch@harvard. edu ' giele, janet zollinger and stebbins, leslie f. (20 03). women and equality in the workplace: a reference handbook. (contemporary world issues series). santa barbara, ca: abc-clio. isbn 1 57607-937-6. $45.00 like other titles in the contemporary world issues series, this work consists of an overview of the subject, a detailed chronology, b iograph ical sketches, facts and data, primary-source material, a d irectory of or­ gan izations and agencies, annotated l ists of print and nonprint resources, and an index. the authors are on the faculty at brandeis un iversity. giele is a professor of sociology and stebbins a reference l ibrarian. both have previously publ ished in this field. the general tone of the work is scholarly and is clearly intended as a reference work rather than a text or other monographic work. the chapters follow the series gu idel ines, the first being an overview of women's progress toward equal ity in employment i n the u . s. and the world . i ndustrialization has brought more women into the workforce, but g lobalization has often deepened inequal ity i n the third world. (6) sometimes an apparent improve­ ment in the relationsh ip between men's and women's pay reflects a drop in men's wages. sex-typing of occupations, where certain jobs are considered male and others female, plays a role in wage inequality. explanations of the d ifferential between men's and women's pay i nclude: 1 ) preference theory: women often choose part-time work, spend fewer total years in the full-time workforce, and g ive priority to their fami ly responsibi lities; 2) d iscrimination and segregation : employers' preference for em­ ployees of one or the other sex for certain jobs; and 3) innovative and gender crossovers, where new fields, such as computer science carry no h istorical baggage, enjoy a h igh growth rate and require high levels of education, tra in ing, and experience. the authors conclude that there has been a great deal of progress, but that much more needs to be done. particularly in the th ird world , g lobalization has brought education libraries volume 26, no. 2 winter 2003 42 vast salary d ifferentials between managers in the developed countries and workers, especially women , in developing areas. chapter 2 focuses on legal remedies and social issues. new laws have moved away from the protegtion­ ist ph i losophy of the early 20th century to an equal rights orientation in the latter part of the century. sig ­ n ificant have been the equal employment opportun ity commission (eeoc) and title ix of the higher education act. on the social front, there has been improvement in chi ld care support by communities. "although sex discrimination persists, . . . problems are being recogn ized , especially among the non-poor, and progress is l ikely to continue." (97) chapter 3 contains a detailed time line from 1 900 to 2003 marking milestones of pioneering women, edu­ cational firsts, and key legal , pol itical , and cu ltural events in the u. s. and abroad relating to women's equal ity in education and employment. chapter 4 is a col lection of short (1 to 2 pages) biograph ies of women who have been pioneers, activists, and scholars in the area of gender equal ity. chapter 5 includes recent u. s. legislation , case law and statistics on employment, wage gaps, educa­ tion , gender-occupation l inks, d iscrimination , and harassment. a chro nolog ical summary tracks legisla­ tion , with brief descriptions of laws, court cases, and executive orders. there are excel lent charts and graphs of employment and education statistics. chapter 6 is a listing of organizations in the field, includ­ ing academic programs, with paragraph-length descriptions of each. chapters 7 and 8 l ist books, videos, journals, and web sites. there is a good g lossary, with very adequate defin itions, and a detai led index. each chapter also includes a summary and extensive references. this is an authoritative reference work from a rel iable publisher for any serious collection where questions of women's equal ity in the workplace need to be answered. joan s. segal, vintage ventures. emai l : jsegalvv@earth l ink . net goldenberg, claude. (2004). successful school change: creating settings to improve teaching and learning. new york: teachers c�llege press. isbn 0-8077-4423-9. $25.95 change is hard. change is messy. ch ange takes time. dr. golde nberg , associate dean of the col lege of education at california state un iversity long beach, has the temerity and integrity to share h is experi­ ences and i nsights about one school's multi-year effort to improve student achievement through substan­ tive school change. set in an u rban southern cal ifornia elementary school with a h igh percentage of latino students in the early 1 990s. (names have been largely changed for confidential ity reasons.) the focus for change was reading improvement. a principal who was working on her dissertation in the area of school change had successfu l ly led a school change process at an elementary school, and thought she could use the same approach at another site: freeman elementary. su ch was not the case. some teachers were skeptical, others were openly negative. the principal was overworked and frustrated . she had to reth ink her ap­ proach, and analyze the culture and expectations of freeman . instead of working top down , the principal brought faculty together to develop a concrete shared set of specific goals for student achievement. what developed were "settings for change," both for school improvement and for school community learn­ ing . people needed opportun ities to share understanding and decide how to accomplish goals. several elements operated at freeman : d iscussion between un iversity mentors and the principal, teacher work­ shops, faculty meetings, g rade-level meetings, quarterly conferences, scoring sessions, and a leadership counci l . to develop coherence, agreed-upon i ndicators of success were developed and used, and l inked with the other efforts. a d i sconnect existed between school and home, but homework centers provided a means to engage fami l ies in helping their chi ldren succeed . student ach ievement increased significantly over time, but d ropped when the main players left and fu nding was drained. education libraries volume 26, no. 2 winter 2003 43 the formal school change model that was used includes: goals that are set and shared , ind icators that measure success, assistance by capable others, and leadership that supports and pressures. this model "works through" teachers' attitudes and behaviors to impact student learn ing . the author is qu ick to say that the model must be contextualized in settings where people come together over an extended period of time and work on common goals. moreover, the work itself must be "nuts and bolts" oriented : that is, con­ crete , specific, validated , and well-developed . 'i some research on school change is d iscussed in this work, and separate chapters discuss school­ un iversity col laboration and communities with "cultures of poverty. " sti l l , the main strength of the book lies in the author's detailed descriptions of the complex trials and tribu lations of this school as a case study. just as a model can feel abstract and distant, so too can writings about school change seem artificial. this book's treatment is very authentic and realistic. there are not happy endings; however, the insights about the processes help the reader identify critical elements needed for school change and improve­ ment. the title actually does not do the book justice; it sounds as if it can provide a panacea for change. nothing could be further from the truth. the truths in this book are flesh-and-blood, hard and real. dr. lesley farmer is professor of library media at cal ifornia state un iversity long beach. email : lfarmer@csulb.edu jago, carol. (2004). classics in the classroom; designing accessible literature lessons. ports­ mouth, n h : heinemann. isbn 0-325-00590-7. $20.00 carol jago makes her stance clear from the very first page. middle and high school students need to be taught classic l iteratu re. her defin ition of classic literature is trad itional , and several times she makes ref­ erences to the classics as books that students are unable to read on their own , although her l ist includes a variety of titles, from jack london's call of the wild, to homer's odyssey, to zora neale hurston's their eyes were watching god. that these boo ks must be taught rather than simply read is a central theme, and she uses examples from her own teaching to i l l ustrate her points. it is also clear that jago is a teacher with h igh and rigorous standards. she decries activities such as de­ signing book jackets, acting out scenes from books, or even watching fi lms, noting that these activities use class time that could be otherwise spent in read ing, writing , or active book discussion. she draws a distinction between vygotsky's zone of proximal development with her own zone of min imal effort, in which she feels students spend far too much t ime. this book is an important add ition to education l ibraries. half soapbox and half teach ing strateg ies, jago clearly is passionate about the teaching of classic literature. her lesson design examples are usually ac­ companied by forms, charts, or tables, most of which she has explicitly g ranted permission to reproduce for classroom use. pre-service and practicing engl ish teachers will find lesson design assistance, as wel l as encouragement for preparing to teach classics to middle and h igh school students. the "accessible" in the title refers to jago's contention that all students, even those not in honors classes, should read great literature, and some of her strateg ies are keyed to helping students with vocabulary for some works. for the most part, however, the rigor in her expectations is geared to the motivated student. although jago refers at several points to vygotsky, she gives a min imal defin ition for zone of proximal development and only briefly describes the appl ication of that concept. sti l l , excerpts from this work may be used in pre-service engl ish education classes, where other read ings may g ive a fu l ler defin ition. by far the strength of this book is to give courage to the faint-of-heart engl ish teacher, d read ing the inevi­ table season of macbeth with its whining students and their uninspired papers. a summer read of th is book will provide renewed energy and enjoyment as together students and teachers visit the hal lowed halls of classic literature. education libraries volume 26, no. 2 winter 2003 44 gail dickinson is ass istant professor, department of library and i nformation studies, un iversity of north carol ina at greensboro. email : gkd ickin@uncg .edu kovalchick, ann, and dawson, kara, eds. 2004. education and technology: an encyclopedia. santa barbara, ca: abc-clio. isbn 1 -57607-35 1 -3. $1 85.00. ' 1 education and technology is a comprehensive two-volume encyclopedia designed to del iver clear and concise information on the impact of technology on teach ing, research, and educational and communica­ tive practices. education and technology is arranged for ease of use. the comprehensive index assists in the location of information. a g lossa ry is included to help users understand terminology that appears throughout this encyclopedia. the table of contents l ists entries by volume and category. ed itors ann kov alch ick, kara dawson , and 1 40 other contributors provide over 200 entries d ivided into seven categories of information. each entry is signed by the author and includes references. many of the entries include tables, g raphs, or screenshots to aid users in clearly understanding the information furnished. a numbe r of entries are cross-referenced to related topics that may be included throughout the two-volume set, assisting users in connecting concepts and appl ications. the first category, foundations, contains topics that provide a theoretical basis for educational tech nology. there are entries on constructivism, human-computer interaction , and instructional design . contained with in the entry for constructivism is a defin ition of constructivism, its importance in learn ing , contrasting views of constructivism, the history of constructivism, teaching methods, and principles of learn ing. implementation is comprised of terms that i l lustrate how educational technology may be employed to ach ieve the desired learning objectives in a .variety of educational settings. this category includes com­ puter-assisted instruction , computer-mediated communication , just-in-time train ing , and learning circles. the next category, issues, includes pol icies, concerns, and challenges associated with the appl ication of ed ucational technology. among the topics in this section are acceptable use policies, i nternet safety, netiquette, and school reform. all sides of a controversial issue are presented in an impartial, factual manner. as an example, when describing acceptable use pol icies, a definition is provided. key chal­ lenges of enforcement and accountabil ity are discussed. the author then demonstrates how these poli­ cies may be rendered ineffective by their l imitations, and concludes the entry with a summary and refer­ ences. the fourth category, leaders, includes biographical entries on seven prominent scholars whose work is considered essential to the development of educational technology and a model for further research. in­ cluded are bloom, bruner, clark, gag ne, papert, schramm, and vygotsky. within the category professional associations are several important organizations that have positively in­ fluenced the use of technology in education . among the organ izations profi led is the association for the advancement of computing in education, the association for educational communications and technol­ ogy, and the i nternational society for tech nology in education. entries may include· the organization's web address, a l ist of publ ications with annotations and isbn numbers, organizational conferences, soci­ ety and chapter information, membership benefits, projects and partnerships, and additional resources. the sixth category, projects, includes best practices of the use of technology in education. among the projects in this section are the apple classrooms of tomorrow project, florida virtual school , tech nology across the curricu lum, and web-based inqu iry science environment. entries define each project, who benefits from the work, who provides services, and include a history of each project. research and theory is the final category. b loom's taxonomy, computer-supported collaborative learn­ ing , distance education , and multiple i ntel l igences are just a sample of the important research projects education libraries volume 26, no. 2 winter 2003 45 that have furthered scholarship in this d iscip l ine. entries may provide a history of the research, the major theories studied , the pros and cons of the research project, as well as examples of implementation. education and te chnology is written in a clear, concise style to provide impartial information about educa­ tional technology and its appl ication in instructional design. it is avai lable in print and electronic book for­ mats. education and technology is a valuable add ition to an undergraduate l ibrary's education collection. i t may also be util ized as a reference source in high school and community col lege l ibraries. k-1 2 educa­ tors, college instructors, onl ine faci l itators, and educational administrators may wish to include this ency­ cloped ia in a professional collection . warren jacobs is a reference/instruction librarian at cal ifornia state un iversity, stan islaus. email : wjacobs@csustan. edu monolescu, d., schifter, c., and greenwood, l. (eds.) (2004). the distance education evolution: issues and case studies. hershey, pa: information science publ ishing. isbn 1 -59140-1 21 -6. $74.95 accord ing to the distance education evolution: issues and case studies, d istance education has existed for over 1 00 years. orig inally created as a way to reach students l iving in ru ral areas, its latest incarnation onl ine d istance learn ing takes advantage of the assets the i nternet has to offer. while onl ine de serves as the focus of this volume, it should be noted that older del ivery methods, such as instructional television , satel l ite downl inks, cable tv, and videoconferencing, are by no means outdated ; all are sti l l viable and widely used. in fact, chapter three, "can a viable de program stay behind the techn ology 'wave'? , " argues that d istance education programs do not necessarily have to stay on the cutting edge to provide a satisfactory learn ing experience for students. that said , the distance education evolurion tackles a wide variety of subjects in its in-depth look at temple u n iversity's development of its onl ine learn ing program. the fi rst seven chapters, grouped under the heading of "distance education issues in higher education." address issues that most if not al l institu­ tions of higher learning would come . up against in creating their own onl ine de programs, such as plan­ n ing , faculty participation and compensation, accessibi l i ty to information, online teamwork, and evalua­ tion . the second section, entitled "case studies in distance education," g ives the reader g l impses into five onl ine classrooms in subjects varying from music and media entrepreneurship to psychology and the humanities. compiled by temple un iversity administrators and faculty, this comprehensive overview can provide insight to other institutions interested in starting their own on l ine de programs. librarians are no strangers to d istance learn ing. accord ing to the american library association, almost forty universities across the u .s. offer a de component with in thei r l ibrary and information science pro­ grams. i n addition to being beneficiaries of such programs, l ibrarians have also acted as supporters and contributors. therefore, this volume can be a good resource for l ibrarians interested in playing a more active role in their un iversities' onl ine de programs. librarians can easily relate to chapter four, for exam­ ple, which focuses on accessibi l ity. in the tradition al sense, a l ibrary is a physical space overseen by l i­ brarians who make sure that their resources are accessible to d isabled users in accordance with the americans with disabil ities act. on the web , a de designer must do much the same by following national and international guidel ines for val idating website accessibi l ity. the case studies in the second section of the book that deal with various classroom situations can help l ibrarians especially subject specific l i­ brarians conceptualize the needs of their users in cyberspace. and final ly, "onl ine teach ing, copy­ rights, and the need for concerted solutions" provides food for thought to l ibrarians interested in onl ine intellectual property issues. julie shen is publ ications assistant at honnold/mudd library of the clarement col leges. email : ju l ie.shen@libraries.claremont.edu education libraries volume 26, no. 2 winter 2003 46 porter, kirby . (2003). setting up a new library and information service. oxford, england; roll ins­ ford, nh: chandos publishing. isbn 1 -84334-053-4. $55.00 setting up a new library and information service is intended for those people who have the responsibi l­ ity of establ ishing a l ibrary or information service in their organ ization but have l ittle or no prior knowledge of the skil ls that are the stock in trade of l ibrarians. porter provides up-to-date, easy-to-fol low, practical tips and h ints in this step-by-step approach to the problem. ' ' the first step is to d iscover what information resources, such as books, reports, magazines, journals, newspapers, and legislation is a lready available in the organ ization . this information audit wil l help re­ solve past problems with the supply of information and del ineate customer expectations for the new ser­ vice. the next step is to gather, organ ize, and catalog the materials a l ready avai lable. porter briefly d is­ cusses various ways to classify and catalog materials to improve access and retrieval . subsequent chap­ ters fol low the log ical sequence one would expect in developing an information service, i.e. how to ac­ qu i re resources to fi l l gaps and improve the quality of the collection , how to design the new service to meet the information needs of l ibrary users, how to market the use of the new service to ensure improved value for money, and how to measure the performance of the service. i n each chapter the author raises questions to add ress, defines terminology, suggests a course of action , and provides suggestions for fur­ ther read ing, mostly to british publ ications. two append ices include references to predominantly british pu bl ications and copyright law. an index is incl uded. throughout the discussion of the various topics porter emphasizes the importance of meeting the needs of l ibrary users and del ivering information in a cost-effective, efficient way so that sound business deci­ sions are made. this title is concisely written and d igestible, but anyone setting up a new l ibrary or infor­ mation service wil l need more detailed information to understand marc records, aacr2 gu idel ines, l i­ cense agreements, and other more compl icated aspects of l ibrarianship . judy druse is curricu lum resources l!brarian , mabee library, wa shburn un iversity. email : judy.dru se@washburn .edu reid, peter. (2003 ). the digital age and local studies. oxford: chandos publishing. isbn 1 -84334051 -8. $55.00 "local studies" is a primarily british term appl ied to collections of materials related to a specific geo­ graphic area, which are usual ly located in publ ic l ibraries. each of this book's eight chapters examines a broad theme: background to local stud ies and the web, the myth of parochialism, enqu i ry services, re­ mote users and local materials, e-genealogy, e-col laboration and cooperation, e-learn ing, and evaluation and appraisal. reid begins by examining the d ifference between more focused local h istory collections and local studies whose purpose is "to recogn ize the social, economic and cu ltural activities and ach ievements of the local community (1 )." local studies departments are reaching out to provide access to relevant electronic sources. recent emphases on the roles of l ibraries in social inclusion and lifelong learning have focused on making materials accessible g lobally. reid points out "that as our society becomes more mobile then our need to find out and understand our roots and origins becomes more pronounced (37) . " libraries must point to appropriate d igital materials that appeal to a wide range of users including chi ldren. reid d iscusses the merits of examplesm and touches on the need for l ibraries to create digital content; sti l l , he ind icates "the d ig ital age mentioned in the title relates to the i nternet more hol istically . . . [and] is as much about the things that the local studies department can get back from the internet as those things it can give to it." (50) in addition to the increased accessibi l ity furnished by the i nternet, email has greatly impacted the work of the local studies department, facil itating "enqu i ries" from d istant patrons and introducing new chal lenges education libraries volume 26, no. 2 winter 2003 47 in conducting the reference interview. whi le the creation of onl ine gu ides and instructions can provide relief from answering repeated mundane questions, staff must become comfortable with technological solutions and develop the abi l ity to search the i nternet qu ickly, easily and efficiently. additionally includin g information about research methods for local investigations in an email response is a "value-added ser­ vice." libraries may create weblogs of local enqu iries, avoid ing the too extensive genealog ical ones. hosting and monitoring bul letin boards or d iscussion boards al lows users to interact with each other, and help l ibrarians g lean useful information. '• in chapter fou r, reid d i scusses practical considerations to choosing content to make ava ilable electroni­ cally. offering examples of current good practices reid notes that dig itization can un ite materials held in varying locations and also make centrally held collections avai lable at remote locations. a website should represent the best of a collection and not confuse quantity with qual ity, nor should any one or two areas dominate. reid concludes the chapter with a 21 -page "a to z of content creation." next reid addresses the explosion of "e-genealogy" and d iscusses the desirabi l ity of local history gate­ ways to assist remote users. he emphasizes the need to provide a mix of national and local sources of­ fering the state library of queensland as a "best practice" and seattle publ ic library as a u .s . example. family-history d iscussion threads are mentioned as a useful tool for e-genealog ists. web-based collaboration and cooperation between l ibrary staff and others is the topic of chapter six. reid suggests that a thorough analysis of the local collection is an important fi rst step. the staff can identify gaps and search the i nternet for complementary collections. many academic l ibraries possess special collections and archive collections of wide interest. one promising area of e-collaboration is the mounting of 'virtual exh ibitions' featuring items from various locations that never have to leave home. such exh ibi­ tions should be well advertised and made available indefinitely. local studies l ibrarians may wish to iden­ tify and cooperate with individuals working on behalf of their community to gather and d isseminate local family and community h istory. reid approaches the topic of 'e-learn ing' in chapter seven, noting that information and communication technology has altered teach ing and learn ing at all levels. in the un ited kingdom, the technology explo­ sion was accompanied by an increased interest in local studies because these topics are seen as acces­ sible and relevant to students who are developing an understanding of a major issue. reid touches on the creation of virtual learning environments and the increase in d istance learning as an impetus for making content available remotely. he provides points to consider in developing tutorials for local studies re-· search (the first of which is to avoid the word 'tutorial' and substitute something more user-friendly such as "how to get started") . evaluation and appraisal are the focus of the final chapter. reid poi nts out that traditional criteria should be appl ied to 'global' sou rces but purely 'local' sou rces must be judged differently. like information found on the i nternet, print sources found in local studies col lections may not have been subjected to editorial qual ity standards or a refereeing process. nevertheless, reid concludes by providing a d iscussion of in­ d icators to factor into an assessment of value and positioning of local internet sources: localness, orig i­ nal ity, contrib ution , authority, level, integ rity, timescale, interaction, effectiveness, and support. chapter subheadings l isted in the contents make it easy to locate a topic of interest. the index includes organizations and major services mentioned. a l ist of i l l ustrations (screen-shots) and a l ist of abbrevia­ tions are part of the front matter. a four-p age bibl iography supplements chapter end notes. while the book is aimed at publ ic l ibrarians, educators wi l l focus on the example websites of particular interest to chi ld ren and the chapter on e-learning. el izabeth parang is serials/electronic resources librarian at pepperd ine un iversity library. emai l : el izabeth . parang@pepperdine.edu education libraries volume 26, no. 2 winter 2003 48 reynolds, marilyn. (2004). i won't read and you can't make me. portsmouth, nh : heinemann, 2004. isbn 0-325-00605-9 $1 7.00 m iddle and h igh school teachers regu larly have to deal with reluctant readers, those students who choose not to read . how does one reach them and turn them around in terms of read ing? marilyn reynold, who has taught reding to at-risk h igh school students for more than thirty years, has some answers. 'i it should be noted that reynolds has also written several well-received books about at-risk teens, so it shou ld come to no surprise that she knows how to touch these students. i ndeed , she uses her own ex­ periences as a way to explain how she connects with young people th rough teaching and through writing . reynolds' g ift seems to be that one-to-one connection . she tells several stories about students who dis­ cover the joy and importance of reading through a caring teacher's tel l ing assessment of a student's interests and needs. reynolds also shares the benefits of peer reading support. reynolds begins her book by provid ing an overview of the situation and the issues of students and teach­ ers. next, she detai ls the challenges of reluctant readers. the th ird chapter notes that books can serve as a safe haven in a hostile or uncaring world . reynolds also addresses the tough issues of "bad words," bibl iotherapy, and " lost causes. she provides gu idel ines for successful sustained si lent read ing programs and berates the "weapons of mass instruction. she concludes the volume by providing several useful forms to help students document and share their read ing experiences. reynolds writes from a very personal point of view. as such, she will either endear or d isturb potential readers. however, she has a good point in that ind ividual attention and response can impact students in a very profound way. therefore, th is book wil l be useful for pre-service teachers who wonder how they can impact student learn ing , particularly on the personal level . dr. lesley farmer coordinates the l ibrary media teacher program at california state u n iversity, long beach. emai l : lfarmer@csulb.edu education libraries volume 26, no. 2 winter 2003 49 i n s t r u c t i o n s f o r c o n t r i b u t o r s about education libraries education libraries (el) is published by the education division of the special libraries association. its audience con­ sists of education information professionals employed in a variety of venues, including special libraries and informa­ tion centers, academic libraries, public l ibraries, and school l ibraries manuscripts submitted for publ ication in el should present research studies, descriptive narratives, or other thoughtful considerations oi topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of l ibrary and information science are also welcome provided they include a significant component specifically germane to education information or education l ibraries and librarianship. el is indexed in current index to journals in education and in library literature. subm ission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publ ication in future issues. three hard copies and one electronic copy should be sent to dr. lesley farmer, edi­ tor, education libraries, california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840-2201. i nquiries regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu. preparation of manuscripts 1. all manuscripts should be submitted with an electronic disk on a 3.5" disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided , please contact the editor for alter­ native arrangement. 2. aii manuscripts should be typed or word-processed on 8.5 x 1 1 " paper, double-spaced, with 1 .5" margins on all sides. reference should appear on separate pages at the end of the article. 3. education libraries follows the publ ication manual of the american psychological association, 51h ed. (2001 ) . cita­ tions to electronic resources follow the "electronic reference formats recommended by the ala," available online at: http://www.apa.org/journals/webref.html. 4. the name(s) and affil iation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered con­ secutively. 7. tables and il lustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g . , (i nsert figure 1 ) . each table or i l lustration should have a number and a brief title. all tables and il lustrations should be submitted on disk, along with an email attachment. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions, review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the edito­ rial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education l ibraries and librarianship. areas of i nterest include l ibrary and information science, prek1 6 education , children's l iterature, and school l ibrarianship. publishers are invited to send review copies and announcements to the editor. prospective re­ viewers may write to the editor to indicate their wil l ingness to contribute reviews, their qual ifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. education libraries volume 26, no. 2 winter 2003 50 microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 4 thinking inside the box. academic librarians have a deep respect for the entity we call information. we value the ideas that the creators set forth, and we acknowledge the significance of the “container” of that information, be it physical or electronic. as any cataloguer about hardback vs. paperback vs. digital versions of a novel – let alone illustration variations, abridgements, revisions, and so forth. the new frbr guidelines codify those relationships, and provide an intellectual concept map of the development and manifestation of ideas and information. furthermore, academic librarians gleefully delve into those containers. we love to ferret out factoids, compare entries, extract relevant charts, and choose signature art examples. we produce bibliographies about whole documents (including web sites) as well as items within them, such as book lover quotes. we create web portals that link the user to pre-selected sources. nevertheless, academic librarians tend not to deconstruct those containers, or disembowel ideas from their documental entities. we store and retrieve, but we do not change the information as it is presented. we tend not to be anthologists. we tend not to create information. that mentality has been shifting. academic librarians have produced publications: library histories, research studies, information literacy tutorials, and the like. with the advent of electronic publications, producing and packaging information has become more common. digital formats facilitate repurposing the same information, morphing an outline into a powerpoint presentation or hyperlinked webpage, as needed. as long as the information sources is credited (“anchoring” it) and intellectual property rights are observed, academic librarians are seeing advantages of combining and synthesizing ideas/information per se as a value-added service for their users. we are thinking in and across boxes. the articles in this issue look at electronic information packaging. both were inspired by recent library conferences. the sla conference in baltimore featured several sessions on rss feeds, blogs, and wikis. karen huffman’s presentation on national geographic society’s ventures into library broadcasts was fascinating – and the source of the following article. ala’s annual conference highlighted library digital efforts and techno-marketing. of special interest was the research librarians’ meeting, which focused on ejournal concerns. follow-up to a technical services meeting at ala led to susan karplus’s analysis of learning management systems use by academic librarians. the dynamic duo bober and wade offer related websites. the reviews also pack a lot of information too, thanks to our faithful contributors. the next two theme issues for education libraries? the new world of information organization (november 15 deadline) and outreach (march 15 deadline). plan ahead. from: education libraries, volume 32, no. 1, summer 2009 35 new and forthcoming; by dr. lori mestre n e w a n d f o r t h c o m i n g armstrong, steven j. and cynthia v. fukami. the sage handbook of management learning, education and development. london: sage publications, ltd. 2009. isbn: 978-1-4129-3539-5. oclc: 214308676. $140.00. 600 pp. this handbook is the first to provide an account of the scholarship of management teaching and learning. chapters, written by leading academics, provide a comprehensive and critical overview of the given topic area, highlights current debate, and reviews the emerging research agenda. organized in three parts, the chapters discuss aspects of the study of organizations, concepts of individual and collective learning, delivery of formal management education and facilitation of management development. intended for students and researchers interested in broadening their understanding of this new field. ayers, william, therese quinn, and david stovall (eds.). handbook of social justice in education. london: routledge, 2008. isbn: 0-8058-5927-6; isbn13: 978-0-8058-5927-0. oclc: 190396172. $225.00. 792 pp. the handbook of social justice education provides a review of education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice in the area of social justice education. themes are arranged in nine sections: historical and theoretical perspectives; international perspectives on social justice in education; race and ethnicity, language and identity: seeking social justice in education; gender, sexuality and social justice in education; bodies, disability and the fight for social justice in education; youth and social justice in education; globalization: local and world issues in education; the politics of social justice meets practice: teacher education and school change; and classrooms, pedagogy, and practicing justice. intended for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction. illustrated. charner, kathy, maureen murphy and charlie clark (eds). the giant encyclopedia of lesson plans: for children 3-6: more than 250 lesson plans created by teachers for teachers. beltsville, md: gryphon house, 2008. isbn: 0-87659-068-7; isbn13: 978-0-87659-068-3. oclc: 213384895. giant encyclopedia ser. illustrated. $34.95. 544 pp. this newest edition includes more than 250 lesson plans written by teachers for teachers. topics range from colors and numbers to seasons and nursery rhymes. each lesson plan is complete with: a learning objective; a circle or group time activity book; suggestions; snack ideas; five learning center activities; and assessment strategies. also included are related songs, poems, and fingerplays. includes indexes. english, fenwick w. educational leadership and administration. 4 vols. london: sage publications ltd, 2009. isbn: 978-1-8478-7564-8. oclc: 228362900. series: sage library of educational thought & practice. $1,050.00. 1768 pp. the articles and chapters in educational leadership and administration draw on the broad perspectives of experts in the areas of behaviorism, structuralism, critical theory, and postmodernism from the united states, canada, the united kingdom, hong kong, australia, and new zealand. it provides a global perspective of the leading theories, turning points and ideas within educational leadership and administration within the last 30-40 years. intended as a reference resource for any student in the field. henderson, patricia. the new handbook of administrative supervision in counseling. new york: routledge, 2009. isbn: 0-415-99584-1; isbn13: 9780-415-99584-9. oclc: 231582492. $69.95. 368 pp. this resource is written for first line supervisors who work in mental health agencies, private practices, or in schools. nineteen chapters are grouped into six sections the highlight the skills needed to fulfill eighteen job responsibilities such as implementing your vision, advocating for services and staff members, navigating the politics inherent in work environments, team building, managing budgets and other realities, while still maintaining your own professional integrity and development. includes forms and self-directed exercises education libraries, volume 32, no. 1, summer 2009 36 to facilitate personal reflection. includes appendixes and references. kuper, adam and jessica kuper (eds). the social science encyclopedia. 3rd ed. london; boston:_routledge, 2008. 978-0-415-47635-5. oclc: 63046844. $55.95, 1160 pp. this third edition of the social science encyclopedia includes major rewrites and new entries. the 500 entries, written by international contributors and experts, cover the critical areas in social sciences study and research and also review topics such as neoevolutionism, rational choice theory and poststucturalism. recommended for all libraries. hornberger, nancy h. (ed.). encyclopedia of language and education, 2nd ed. 10 vols. new york: springer, 2008. isbn: 0-387-30424-x; isbn13: 9780-387-30424-3. oclc: 185028339. $1,500.00. this 10 volume revised set of the encyclopedia of language and education brings forth the newest developments in the field, including two new volumes on language socialization and language ecology. the addition of these volumes reflects the growing emphases in language education theory, research and practice, alongside the emphases on language policy, literacies, discourse, language acquisition, bilingual education, knowledge about language, language testing, and research methods. more than 250 international scholars contributed to the encyclopedia providing global perspectives on the field. most contributors give coverage of early developments in their topic, major contributions, work in progress, problems and difficulties, and future directions. the themes of the volumes are: 1: language policy and political issues in education; 2: literacy 3: discourse and education; 4: second and foreign language education; 5: bilingual education; 6: knowledge about language; 7: language testing and assessment; 8: language socialization; 9: ecology of language; 10: research methods in language and education. includes references and indexes. intended for college and university libraries. noffke, susan e. and bridget somekh. the sage handbook of educational action research. london: sage publications lt., 2008. isbn: 978-1-41294708-4. oclc: 228363047. $140.00. 568 pp. this sage handbook of educational action research is organized into four sections that provide theoretical and practical based information by highly respected scholars in the area of educational action research. the four sections of the handbook are: action research methodology: diversity of rationales and practices; professional: knowledge production, staff development, and the status of educators; personal: self-awareness, development and identity; and political: popular knowledge, difference, and frameworks for change. an opening chapter provides the historical development of action research, along with an analysis of the theories. other chapters exemplify the work of prominent practitioner and community groups working outside universities. intended for scholars and graduate students at doctors and masters levels, as well as school leaders and administrators. reid, gavin et al. the sage handbook of dyslexia. los angeles; london: sage publications, ltd, 2008. isbn: 978-1-4129-4513-4. oclc: 228363341. $140.00. 505 pp. the sage handbook of dyslexia is a comprehensive overview of the field. it provides an assessment of past and present theory, as well as current research. researchers and practitioners examine the relationships between theoretical paradigms, research and practice, and to map new areas of research. the five parts of the book are: neurological/genetic perspectives; cognitive and learning perspectives; educational influences; dyslexia and different languages; and beyond school. intended for postgraduates and academic researchers in special educational needs and educational psychology. includes bibliographical references and index. reynolds, cecil. r. (ed.) handbook of school psychology, 4th ed. hoboken, nj: john wiley & sons, incorporated, 2009. isbn: 0-471-70747-3; isbn13: 978-0-471-70747-9. oclc: 228676668. 969 pp. this edited handbook focuses on how a school psychologist can operate and create change within the educational system instead of focusing solely on the diagnosis and treatment of an individual. chapters have been updated and revised to provide a contemporary view of the field. the 43 chapters are grouped into the four sections of: the scientific foundations of school psychology; psychological and educational assessment; interventions: focus on children; and interventions: focus on systems. includes bibliographical references and index. 37 ois . wallace, susan. a dictionary of education. london; oxford: oxford university press, 2008. isbn-13: 978-0-1992-1206-4 isbn-10: 0-1992-1206-6. $120.00. 432 pp. rudestam, kjell erik and judith scholenholz-read. handbook of online learning. 2nd ed. thousand oaks, ca: sage publication, inc. isbn: 978-1-41296103-5. oclc: 280543998. $56.95. the 2nd edition of the handbook of online learning includes twelve new articles central to online learning. this book provides a foundation for those working with online programs along with practical applications. part 1 presents philosophies and theories of learning, along with the theoretical and conceptual base. part ii covers the practice of online learning, interactive teaching and pedagogical strategies. included are chapters on online learning research, evolving technologies, course management systems, virtual libraries, teaching to be effective online facilitators, and the challenge of culture and community in online academic environments. intended for teachers and administrators of online courses and programs. this uk based dictionary provides concise definitions of 1,250 terms related to education, including preschool, primary, secondary, higher education and adult and continuing education. also included are entries for major legislation, key figures and organizations and curriculum and assessment terminology. entry level weblinks are updated through a companion website. includes crossreferenced appendix of comparative terms in the u.s., canada, australia and other english-speaking countries. includes appendixes and glossary. dr. lori mestre is the digital learning librarian at the university of illin at urbana-champaignsmith, m. cecil, and nancy defrates-densch (eds). handbook of research on adult learning and development. new york: routledge, 2009. isbn 13: 978-0-8058-5819-8. oclc: 190396106. $275.00. 809 pp. lmestre@uiuc.edu this handbook analyzes, integrates, and summarizes theoretical advances and research findings on adult development and learning. the volume is organized around six themes: theoretical perspectives on adult development and learning; research methods in adult development; research on adult development; research on adult learning; aging and gerontological research; and policy perspectives on aging. intended for researchers, faculty, graduate students and practitioners whose work pertains to adult and lifespan development and learning. includes bibliographical references and index. education libraries, volume 32, no. 1, summer 2009 mailto:lmestre@uiuc.edu microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 73 our editorial board jacqueline snider book review & liaison editor jacqueline snider wears several hats. first, she is manager of the information resource center at act, a testing company, in iowa city. iowa. since 2003, she teaches collection management at the university of iowa's school of library and information science. with regard to education, she received her m.l.s. from the university of toronto, earned a master’s in educational psychology in 2006, and is a ph.d. student in the college of education at the university of iowa. she has worked in public, academic and special libraries in toronto, chicago, and iowa city. the education division saved jacqueline's life. in 1993 at her first sla conference, she walked into the division's board meeting, and was welcomed with open arms by gladys dratch, the division's chair. since then, jacqueline has held various positions in the division including bulletin editor, division chair, and membership committee chair. the education division provides a network of advice, support, and fellowship that strengthens and enhances the work she does as an information professional. in addition to the education division, jacqueline is a founding member of the iowa chapter of sla, and chair of its student relations committee. she also is a member of sla's research committee. jacqueline spends most of her free time working on her courses, and fretting about possible dissertation topics. her professional interests include staff development, user needs, policy implementation, outputs, and outcomes, as well as customer service. jacqueline snider, m.l.s., m.a. jacqueline.snider@act.org act information resource center 200 act drive, iowa city, ia 52243-0168 voice: 319-337-1165 fax: 319-337-1538 cybèle elaine werts article & layout editor cybèle elaine werts works at a nationally renowned research and development agency providing special education research and technological technical assistance to state departments of special education and other clients in the northeast. in addition, she works with data analysis, evaluation work, and online survey design producing a yearly progress report which is submitted to the office for special education programs (osep). werts is the website administrator for and manages most technological issues in her office. werts also publishes a series of articles, interviews and podcasts for information outlook, the journal of the special libraries association and can also be found on her personal website. she also developed a series of podcasts focused on using technology as a tool for collaboration and training. the series includes introductory information on podcasts, webinars, wikis, really simple syndication (rss), online survey applications, and digital photography. werts has several hobbies including amateur photography and snuggling her kitties lucy and chica to distraction. she also collects vintage paperback books from the 1960s, the golden age of pulp novels. werts received a bs in video production and an ma in educational technology, both from san diego state university. cybèle elaine werts cybelew@aol.com http://www.supertechnogirl.com webcam me at supertechnogirl on skype or ichat/aim 802.951.8224 o u r e d i t o r i a l b o a r d education libraries, volume 31, no. 2, winter 2008 74 debbie bogenschutz business & circulation manager debbie bogenschutz has been coordinator of information services at cincinnati state technical and community college for 28 years. she chose sla as her primary professional organization since she’s a generalist with a wide variety of specialist users, and sla helps her keep on top on many different fields. the education division became her sla home since education is the main concern. “faculty in two-year colleges, especially technical educators,” debbie explains, “often had not expected a career in education. they were working in their respective fields when they answered the call to teach. my research for faculty members is often on educational issues, while i’m helping students in a wide variety of disciplines.” debbie is also active in the cincinnati chapter of sla, having served twice as its president. in her leisure time, debbie quilts, and is an avid reader of mystery fiction. this photo is of debbie’s grandson patrick at age two on the internet. debbie says “"i like sharing research skills with a new generation, but my technical skills are quickly being surpassed. my grandson's mouse skills are every bit as good as mine." debbie bogenschutz debbie.bogenschutz@cincinnatistate.edu cincinnati state college library 3520 central parkway cincinnati, oh 45223-2690 513-569-1611 513-559-0040 fax suzanne brown suzanne brown, university librarian (rank), is in her twenty-seventh year at the george a. smathers libraries at the university of florida, gainesville, florida, and is a twenty-nine year+ member of sla. after over twenty-five years in the education library, in august 2007, suzanne became a research assistant, instruction and outreach librarian (title) in the humanities and social sciences reference unit (hssr), a lateral move in the same department. this position is in a newly renovated and enlarged high tech building serving the social sciences and humanities, the most popular research, study, and social center of the university. suzanne helps coordinate the uf libraries' 2008 fall semester program using facebook, second life, digital slide shows, blogs, film day, libguides development, serving on campus-wide committees for program coordination, designing and/or coordinating small and large library displays, posters, and participating in research on freshmen common reader programs. suzanne is a past president of the florida and caribbean chapter, a past chair of the education division, editor of a memorial issue of education libraries for anne galler, a recipient of the 1997 award for professional excellence, and a sla presidential appointee to the special committee that recommended the sla caucus structure; sla/education division discussion list moderator (slaedd-l) and discussion list development coordinator; a past networking liaison to sla-wide networking committee; and many times, a past member or chair of the division's nominations committee. suzanne brown msbrown@ufl.edu university librarian reference, instruction & outreach services librarian humanities & social sciences library p. o. box 117001 university of florida, gainesville, fl 32611-7001 352-273-2784, 352-392-8118 fax education libraries, volume 31, no. 2, winter 2008 75 lesley farmer education division chair education division chair dr. lesley farmer coordinates the librarianship program at california state university long beach. she has worked in a variety of library settings -special, academic, school, public, for over 30 years. sla helps dr. farmer keep current in the field, specifically in the areas of technology and management; her contacts in the education division have been particularly welcoming. the knowledge gained through association engagement also informs her instruction. professor farmer's research interests include literacies, educational technology, collaboration, and gender studies. her personal hobbies (besides reading) include travel, photography and other 2d art, singing, and girl scouts. dr. farmer also serves as the vp association relations for the international association of school librarianship, and edits ifla's school libraries and resource centers section newsletter. dr. farmer is a frequent presenter and author. of her two dozen books, the most recent titles are information literacy assessment in k-12 settings (scarecrow press, 2007) and the upcoming 2008 book teen girls and technology: what's the problem, what's the solution? (teachers college press). dr. farmer first joined sla in the mid 1970s when she held a technical librarian position at singer business machines' research and development center. in the '80s she became more active, and headed the internet project initiative for the san francisco chapter. the group developed a train the trainer model for internet use, and lesley presented for overflowing groups. dr. farmer had already contributed to education libraries, so her appointment as education libraries editor was a logical decision. she now leads the division, and encourages the membership to participate actively. lesley farmer lfarmer@csulb.edu california state university, department of educational psychology, administration and counseling 1250 bellflower blvd, long beach, ca 90840 562-985-4509, 562-985-4534 fax karen mcquillen karen mcquillen is the manager of brigham library of educational testing service (ets), in princeton, new jersey. she has been a member of the library's staff since joining ets in december, 1983. she has a strong background in searching the internet and proprietary databases, and instructs ets staff in the use of ets library resources and free internet technology tools. mcquillen received her mls from rutgers university in 1988, and her ba in english and psychology from trenton state college (now the college of new jersey) in 1981. she was the 2005 recipient of the sla education division's anne galler award for professional excellence and in 2006 received an ets presidential award for partnering with ets leadership to develop a central organizational knowledge resource and for helping position ets for future growth. she is a past chair of the education division of sla, was president of the princeton-trenton chapter of sla in 1995-96, and began her second stint as that chapter's president in january 2008. sla has enhanced her professional life greatly. she says, “my election to several leadership positions helped me to hone many of the skills i now use in a leadership position in my library. being a member of the education division has given me the opportunity to network with other professionals who work in libraries that are similar to mine. we are able to help each other with specific questions and challenges.” mcquillen has a collection of music from les paul on 78's to les paul on podcasts, and a complete set of donny osmond albums from the '70s. she says she is waiting until he becomes enough of an icon so that she can sell them. (and mentions that her all 'round nerdiness has truly been revealed). she also enjoys movies, bicycling, and travel. karen mcquillen kmcquillen@ets.org manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 609-734-5664 609-683-7186 fax education libraries, volume 31, no. 2, winter 2008 76 sharon weiner sharon weiner is the dean of library services at the claire t. carney library, university of massachusetts dartmouth. she has been an academic librarian for 25 years and joined the sla in 2002 when she became the director of the peabody library for the college of education and human development at vanderbilt. she says that the members of the education division were very welcoming to her and involved her quickly in the division. sla and the education division have enhanced professional life in several ways. she has learned much from the programs, which are always on the leading edge of our profession, and she has benefited from knowing other sla members, who are excellent resources for information-sharing. she adds that: “i appreciate the opportunities for becoming involved in the organization as a leader.” weiner’s areas of professional interest include academic librarianship, leadership development in higher education and academic libraries, creating libraries that are relevant to our future users, and organization development. her hobbies are music (classical piano and church organ); gardening; and needlework. sharon weiner, edd, mls, ahip sweiner@umassd.edu dean of library services claire t. carney library university of massachusetts dartmouth 285 old westport road north dartmouth, ma 02747-2300 508-999-8664 erin lanham website administrator erin lanham is a reference librarian at st. charles community college (scc) in st. peters, mo (just outside of st. louis). she received her mls from the university of missouri – columbia in 1999. prior to scc, she was a librarian at solutia, inc. for six years, where she supported the environmental, health and safety group through research and document delivery services. while at solutia, she participated on the library’s web team and led the library site’s usability study and redesign in 2003. she is currently the webmaster for the education division and st. louis chapter of sla, and has served as the chapter’s programming chair and president. during erin’s four years at scc, she and her colleagues are implementing new technologies to reach students and increase the library’s physical and virtual presence. she is most interested in what can be done to make library services accessible to community college students with varying learning styles and technological skills. she remains active in sla because of the leadership opportunities afforded to her on a local level. through her division and chapter involvement, erin has had the opportunity to plan programs, meet members, lead board meetings and hone her public speaking skills. these are skills which have contributed to her professional development. when she’s not working at scc or participating in sla activities, erin walks her dog, reads, runs or takes a yoga class erin lanham elanham@stchas.edu reference librarian st. charles community college 4601 mid rivers mall dr. cottleville, mo 63376 636-922-8587 education libraries, volume 31, no. 2, winter 2008 77 submissions about education libraries education libraries is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries. manuscripts submitted for publication in education libraries should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education, libraries and librarianship. education libraries is indexed in eric, current index to journals in education, and library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. back issues of education libraries http://units.sla.org/division/ded/education_libraries.html details on submissions http://units.sla.org/division/ded/instructions.html one electronic copy should be sent to: jacqueline snider jacqueline-snider@uiowa.edu 512 rundell street iowa city, ia 52240 inquiries regarding contributions are welcome and should be directed to jacqueline snider. references & footnotes authors may utilize style guidelines from the american psychological association (apa), the chicago manual of style (or the turabian which is based on the chicago manual of style), or the modern language association (mla). all your references must be in the same style for the same article. we strongly recommend that you utilize citation machine (http://citationmachine.net/), which is an easy webtool which allows you to simply enter the information for any of the style guidelines and will produce formatted references. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. layout the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide telephone number, address, and e-mail, webcam, website links etc. to insure anonymity in the review process, author information should appear only on this page. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted electronically. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completion of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. the review process is completed online, so all feedback will be available for the author’s review. queries concerning the review process can be directed to cybèle elaine werts, the article and layout editor at cybelew@aol.com. book reviews education libraries includes reviews of new publications relevant to education, libraries and librarianship. areas of interest include library and information science, pre-k-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. queries concerning the book review process can be directed to jacqueline snider, the book review editor and author liaison at jacqueline-snider@uiowa.edu. s u b m i s s i o n s canadian guidelines on library and information services for people with disabilities anderson, r. s., grant, m. m., & speck, b. w. (2008). technology to teach literacy: a eesource for k-8 teachers (2nd ed.). upper saddle river, nj: pearson. isbn: 978-0-13-198975-7. $22.00 effectively using technology in the classroom is a hard concept to implement, particularly in the k-8 literacy classroom. in this newly named second edition of using technology in k-8 literacy classrooms from 2001, anderson, grant, and speck present revised and innovative methods of integrating technology into all aspects of literacy, from kindergarten to grade eight. each chapter begins with a realistic scenario, followed by a review of relevant, recent research on the chapter’s topic as well as background information and ides for current usage. the chapters continue with sample lessons, techno-teacher tips, frequently asked questions, and extensive lists of references. updated to be current with the newer technologies that have come about since the first edition, this book has been totally revised and reorganized. chapters in this new edition include literacy and the technology-supported classroom, technology tools to support literacy, using technology to teach reading, teaching students to write and publish with computers, literacy in the information age, technology-enhanced esl instruction and learning in k-8 classrooms, using technology to teach literacy to struggling readers, and assessing students’ work. focusing not only on the well-equipped, high-functioning schools, the authors present tips and techniques for the students who are not reading above grade-level, the classroom with minimal technology available, and others needing to meet the no child left behind act. an extensive index, as well as charts listing chapters relevant to international reading association standards for reading professionals and national educational technology standards for teachers,provide added value. this book should be added to any professional development collection where the media specialist, or the teacher, is looking for current ideas on how to integrate technology and literacy into the classroom. sara marcus is an adjunct assistant professor at queens college. email: saramrofofsky@gmail.com caldwell, brian j. (2006). re-imagining educational leadership. london: sage. isbn 1-4129-3470-2. $39.95 educational reformer brian caldwell is a proponent of transformational leadership and self-managing schools. re-imagining educational leadership examines traditional bureaucratic educational systems of the past 25 years, and then proposes a new model of transformational leadership for the next 25 years. the application of the entrepreneurial model of enterprise logic will create an exhilarating experience that energizes staff, provides opportunities for schools to self-manage, and promotes the success of each individual student. re-imagining educational leadership is divided into three sections: re-imagining the self-managing school (chapters 2-6), the new enterprise logic of schools (chapters 7-11), and exhilarating leadership (chapter 12 -16). examples of self-managing schools primarily from the united kingdom are found throughout the text. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 37 in part one, the self-managing school is cited as a starting point for transformational change and characterized by decentralized authority and responsibility for resource allocation. the application of new enterprise logic focuses on the needs of each individual student. a horizontal network of school systems and public and private organizations is required for significant, systematic, and sustained change leading to high student achievement. chapter 4 describes partnerships between public and private entities, which creates synergy that fosters a sense of community while enhancing social capital. the concept of synergy is not restricted to the united kingdom; caldwell lists examples of successful public and private partnerships in the united states including the bill and melinda gates foundation, pew charitable trust, and the annenberg challenge. schools create a framework for transformation through shared knowledge (chapter 5). participation in a community of practice, networked organization, or a virtual community improves teaching, guides decision-making, and leads to higher levels of student achievement. in chapter 6 the author presents an international framework for governance in education that extends beyond public agencies and includes private sector participation. part two, starting with chapter 7, describes workshops held to develop new pedagogies of student learning. the success of an individual school is predicated on participation in a leadership network. chapter 8 notes how every member of the school must be at the forefront of knowledge in his/her discipline. examples of school systems successfully utilizing new enterprise logic are presented in chapter 9. teachers have improved their instruction through research into the best practices of teaching, as noted in chapter 10. a framework for leadership is displayed in table 11.1. part 3 considers exhilarating leadership. chapter 12 asserts that principals are highly satisfied when performing work that they find rewarding. unchecked stress, administrative paperwork, and unmanageable workloads lead to dissatisfaction with the profession. in chapter 13 the author shares four examples of master classes in which participants demonstrate transformational leadership contributing to the well-being of their school and society at large. workshops were held to gather input on how to create an exhilarating environment to enhance the career satisfaction of principals, as detailed in chapter 14. caldwell discusses three master strategists identified as transformative leaders in chapter 1). the new enterprise logic can be embedded in all schools by keeping a focus on the big picture. this global approach is demonstrated by examples of digital textbooks and $100 computers in chapter 16. chapter 17 offers an image of an empowered educational leader sharing knowledge in learning communities and self-managing his/her school. in a school where new enterprise logic is ingrained, teachers are considered pedagogical experts, holding a masters degree in their discipline. tables, figures, and bulleted lists may be found throughout the text to facilitate understanding. the appendix includes a framework to assess governance in education, and sample indicators of knowledge management. the text concludes with the references and index. re-imagining educational leadership is a theoretical examination of educational leadership that creates networks of learning communities to share knowledge, solve problems, and pool resources to embed new enterprise logic in all schools. caldwell’s work is thought-provoking, particularly when comparing models of educational leadership in the united kingdom to models found in the united states. this text will be a useful addition to academic library collections that serve graduate students, faculty, and educational researchers. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 38 encyclopedia britannica (2007). britannica student encyclopedia. chicago: encyclopedia britannica. isbn 1-59339-300-7. isbn-13 978-1-59339-300-7. $549.00 this 16-volume encyclopedia is organized alphabetically, complete with an index volume and extensive cross-references, enabling any elementary school user or any older user seeking an easy and concise overview of a topic to find what is needed quickly. with copious amounts of white space, a large font and simple sentences this resource of over 2200 entries includes colorful pictures “did you know?” callouts, cross-references entitled “more to explore,” and subheadings throughout the entries of approximately one to two pages in length. continents, countries, u.s. states, and canadian provinces each have their own entries, color-coded to show each geographic unit. however, the lack of attention to smaller entities outside of north america demonstrates a lack of material in certain geographic and historical areas. some countries include timelines, as do the entries for each u.s. president. an interesting feature is the start of each letter, which includes a brief discussion of several words in that letter. topics are updated, and controversial topics are treated with care throughout the volumes. the plethora of images, including charts, tables, maps, photographs, drawings, and more help even the youngest elementary school user to understand the materials being presented in the encyclopedia. there lacks, however, bibliographies for the entries to enable the serious researcher a list of resources for further research. sara marcus is an adjunct assistant professor at queens college. email: saramrofofsky@gmail.com galton, maurice. (2007). learning and teaching in the primary classroom. thousand oaks, ca: sage publications. isbn 978-1-4129-1835-0. $33.95 how do primary/elementary school teachers apply instructional theory in their classroom practice? this book works to give teachers a tool for understanding how to examine their teaching methods and refine those methods to maximize student learning. the book examines case studies and uses examples from the classroom to look at ways instruction can be organized for the greatest effectiveness. galton focuses on the general principles of teaching that carry across different subjects and states that his purpose is “to set out some of the pedagogic principles that that promote “deep” rather than surface learning and that encourage pupils to think for themselves.” galton begins by relating two visits that he made to primary school classrooms that demonstrate teaching dichotomies or two different styles of teaching that he observed. he looks at teaching as encompassing a set of general principles – “the science of teaching” – that can be adapted to different classroom contexts. teachers need to achieve a better understanding of how students learn and how this knowledge impacts teaching. he reviews research by mosely, et al. (2005) that uses a three-pronged model to develop a framework of classification for “thinking skills.” the model utilizes three strands of metacognitive skills: information gathering, building understanding and productive thinking. his chapter on teaching for transmission and understanding emphasizes that students who learn content with understanding will be able to retain and use that information. he then looks at instructional processes for facilitating student learning. he describes three types of knowledge -procedural, conceptual and metacognitive -and reviews different forms of scaffolding that are regularly used in teaching. academic tasks are classified along two dimensions, ambiguity and risk, using a dimension proposed by the american social psychologist walter doyle. galton states, “highly ambiguous and high-risk tasks are those where teachers seek to develop understanding so that pupils will, over time, become metacognitively wise.” _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 39 galton then moves into more specific areas, looking first at group work in the primary classroom and then the social and emotional aspects of teaching. in looking at the effectiveness of group work as a teaching method, galton identifies the need for children to receive training in group work skills just as adults in new jobs often receive training in teamwork. children need instruction in how to set group rules and exercises to help them in establishing trust and developing communication. from there he looks at how teachers can accommodate different learning styles, the creation of “personalized learning” and how to give students a voice. some references and examples may be confusing for educators not familiar with the english educational system, most particularly the chapter on new labour: new beginning, which looks at national standards set as targets by new labour and their effects both on children in the primary classroom and on their teachers. while this particular chapter isn’t directly relevant to teaching in the united states most teachers will see the relationship to similar initiatives here such as no child left behind. the book includes an index and key references at the end of each chapter, which are also included in the extended list of references at the end of the book. galton is a well known researcher, currently at the university of cambridge in england, and he has valuable insights into tailoring teaching methods (direct instruction, enquiry or scaffolding) in ways to meet specific learning goals. this book is recommended for all elementary teachers looking for ways to maximize learning in their classroom. jacqueline m. borin is coordinator, public services at cal state san marcos library. e-mail: jborin@csusm.edu glass, kathy tuchman. (2007). curriculum mapping; a step-by-step guide for creating curriculum year overviews. thousand oaks, ca: corwin press. isbn: 1-4129-1558-9. $61.95 the stated audience of curriculum mapping: a step-by-step guide for creating curriculum year overviews is the teacher-leader or administrator charged with facilitating staff development workshops for teachers on the topic of curriculum mapping. the author has extensive experience in planning and conducting curriculum year overview (cyo) workshops, and this guide is truly step-by-step. the inexperienced facilitator will cling to it as a lifeline. the multiple examples of cyos for different grade levels, subject areas, and time periods will provide clarity in the mapping process for the facilitators as well as teacher preparing to start the process. the book provides detailed instructions for planning and implementing cyo workshops to the level of scripting facilitator directions and agendas. some of the tips and steps may seem a bit mundane for those experienced at workshop presentation or attendance. it would be assumed that step 1: choose a time and place, and step 2: dress comfortably would be steps that even an inexperienced facilitator would not forget to do. the sample curriculum overviews for a variety of grade levels and subject areas are very helpful and provide a good model for inexperienced teachers delving into this task for the very first time. glass includes ideas and sample charts for conducting inventories of special areas such as writing. these can be adapted for any purposes in which a particular site has a need for a school-wide view of particular approaches or subject areas. a flaw in the book is the absence of any reference to using adequate yearly progress (ayp) or state standardized testing measures as part of the curriculum mapping process. it is a rather serious flaw. as the author points out, one of the benefits of performing a curriculum year map is ensuring that all of the standards are taught, that any overlap between grade levels or subject areas has an instructional purpose, and that there are no gaps in the coverage of the standards. this book does a good job of mapping out what is taught within the framework of the school. adding assessment data to that conversation is crucial with the current school improvement focus on standardized testing. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 40 even with that flaw, this book is an adequate choice for an education library. an experienced facilitator will adapt the charts and matrices, and the novice will find confidence in leading or participating in curriculum year overviews. it will not take long for even the novice to grow beyond the limited advice in this book, but while the reader is in the novice stage, this book will be very helpful. dr. gail dickinson is an assistant professor at old dominion college. email: gdickins@odu.edu james, abigail norfleet. (2007). teaching the male brain: how boys think, feel, and learn in school. thousand oaks, ca: corwin press. isbn 978-1-4129-3663-7. $37.95 it’s safe to say that most educators know that females and males learn differently; what’s harder is to adjust one’s teaching style to match the wide-ranging differences between the sexes. in teaching the male brain james provides a refreshingly practical resource that not only presents scientific brain and sociological research, but also provides many useable and realistic suggestions for teachers in the classroom. the effectiveness of this book is in its organization and james’ background; she draws upon her area of expertise in the areas of developmental and educational psychology as applied to the gendered classroom, as well as her years of research in the field, and balances it all with the practical knowledge and hands-on experiences she obtained from many years in the classroom as a middle and high school teacher. the work serves as a sensible handbook to help educators recognize the sociological and neurobiological foundations of gender differences, and then provides helpful examples, case studies and troubleshooting sections that demonstrate how to handle some of the anxieties that can come about when educating male students. the book is structured in three major sections. the first part features information and research on basic brain differences between the sexes. it focuses on current research on the learning process and how educational environments can respond to sex differences. the second part focuses on the relationship between society and biology on males in school, with special emphasis given to attention deficit hyperactivity disorder and other learning disabilities. the study of emotional and other social factors, along with information on students who come from different cultural, linguistic and socioeconomic backgrounds, is also covered here. the third section of the book offers specific strategies for the classroom teacher, including curriculum tips, lesson plans, lists of reference books, study aids, learning assessment tools and grading rubrics. james’ style is clear, lacking jargon and full of ideas and suggestions. the extensive reference list is included at the back of the book will be of great service to student researchers or teachers looking for further readings. this work is recommended for all libraries serving education students and faculty, as well as current teachers, school counselors and curriculum developers. kathryn tvaruzka is assistant professor, education reference librarian, at the university of wisconsineau claire. email: tvaruzke@uwec.edu kopetz, p., lease, a., & warren-kring, b. (2006). comprehensive urban education. boston: pearson education. isbn: 0-2054-2416-3 $50.20 what is it like to teach in an urban setting? what special considerations and challenges face those who teach or want to teach in urban areas? from the beginning, let's be clear: do not read this book if you are looking for a theoretical or foundational view of urban education. rather, read this book if you want to learn and think about the challenges of teaching in an urban environment in an age of high accountability for learning. this is not a volume for those looking for the easy path. the book wants you to come away with a realistic picture of the current conditions in urban schools and the factors that contribute to those conditions such as the homes and neighborhoods. the book also wants you to become a successful teacher. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 41 the format is simple. each chapter opens with a short vignette offering a perspective on urban education. then at the end of each chapter, there is a summary followed by chapter questions. finally, each chapter concludes with suggested websites and a list of references. the chapter questions are especially helpful because they focus quickly on the chapter’s main points. they are also a great tool to see if you read each chapter as carefully as the writers hope you did. additionally, table of contents and the index are comprehensive and allow you to select individual sections to read if you want. given the straightforward layout, this book would make an excellent text for reading by teachers in urban education or for those considering the urban environment for their careers. focusing on content, chapter one deals with the history of urban education. albeit this is the condensed version of this history, at least it introduces the basic threads. chapter two focuses on educational perspectives concentrating on a major reality of urban education: multiculturalism. the third chapter shifts to considering the characteristics of urban schools. if you don't know a great deal about urban schools, then this chapter will be crucial reading. in it, the authors tackle the world of the urban child and student achievement. they also talk about the role of parents and the realities of school buildings and facilities, realizing these are all factors in urban education. chapters four and five make another shift, discussing the urban teacher -and urban teachers as leaders. the authors argue that urban teachers need to understand culture, and they offer up a set of teacher characteristics that are helpful for someone considering the urban environment. these chapters also give strategies for urban classrooms, and suggest ways to better practice. they even go so far as to suggest reforms urban teachers might make in their classrooms and in their schools. in short, the first half of the book gives the history of urban education and lays out for teachers what it takes to teach in the urban classroom. the second half of the book shifts the focus from the teacher to the student. chapter six covers management techniques for the urban classroom. it needs to be noted that in the urban school the classroom should be a safe environment and often is the one safe place for children in an otherwise volatile world. chapter seven deals with instruction in urban settings. again, the authors emphasize cultural consciousness and cultural relevancy in the urban environment. there is also a call in chapter seven for urban teachers to take on the role of change agent and advocates for social justice. moving into chapter eight, the subject is assessment and evaluation. it is good to note in this chapter that the authors talk about current assessment issues, including no child left behind. assessment and evaluation are critical issues in the urban educational environment because too often there are so many other factors going on in the urban classroom so that assessment becomes a burden instead of a tool. the final two chapters focus on creating partnerships outside of the classroom, and opportunities for the future. some of the key partnerships highlighted include the wider community and local universities. in considering the future, the authors talk about teacher burnout, the importance of mentoring, and the need for professional development. this seems like a good place to end this book: with a look toward the future. overall, this is a great book and lives up to its title. with the many additional resources and questions to ponder, the book should be read over a period of time to allow for reflection and discussion. perhaps the only downside of this book is that each chapter really could be a stand-alone volume instead of a single chapter in a greater work. for those considering urban education or involved in urban education, this would be a valuable book for their collections. kris veldheer is instructional librarian at the graduate theological union. email: veldheer@gtu.edu the quick-reference handbook for school leaders: a practical guide for principals. (2005). thousand oaks, ca: corwin press. isbn 9-781412-914598. $37.95 the quick-reference handbook for school leaders is designed to provide new school leaders with accurate information to support decision-making. a principal may choose to read through the entire text, or simply check the table of contents or the index for the topical listing of the issue that requires immediate attention. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 42 the book is arranged for quick reference using icons to help the reader easily locate specific information presented primarily in the form of bulleted lists. checklists of daily routines, tips, and text boxes highlight important sources of information. advice from more than sixty elementary or secondary principals appears in the “voices of experience” quotation box at the conclusion of each chapter. the quick-reference handbook for school leaders is divided into five sections comprising 28 chapters on specific topics pertinent to the role of a school leader. a few of the chapters briefly cover a topic in as little as two pages. most chapters furnish more comprehensive information. part one (chapters 1-13) addresses school organization and management. a principal’s impact on teaching and learning is considered in part two (chapters 14-20). part three (chapters 21-22) covers the subjects of behavior and discipline. part four (chapters 23-26) looks at health and safety issues. a principal’s self-care is the focus of part five (chapters 27-28). part one highlights include a discussion of how effective leaders apply the five components of emotional intelligence. negligence and liability, steps to reduce risk, duty of care (in loco parentis), standard of care, and adequate supervision of pupils are addressed in chapter three. chapter four offers a useful primer on three important management skills: time management (focusing on what’s important), seven dimensions of delegation, and management by walking around (visibility). communication is vitally important to a principal’s success. to facilitate a principal’s acceptance in a new school, six active listening tips are presented. chapter 7 asserts that masterly communication with parents aids in preventing conflict and supports problem-solving. the steps to build a learning community, the principal’s role in curriculum implementation and assessment, and special education and esl programs are featured in part two. in an age of accountability, data driven school improvement is vitally important to many school leaders. a checklist for developing an effective school improvement plan is presented to assist new principals. part two concludes with staff supervision and performance appraisal, the development of beginning teachers, and the importance of celebrating a school’s success through the use of praise, rewards, and construction of a positive school culture. a heavy workload and unchecked stress may lead to burnout and a principal’s premature exit from the profession. it is important for school leaders to find balance in their lives by attending to their own needs for personal time and professional development. a three-five year cycle of priorities for learning is encouraged. three professional portfolios (personal growth, evaluation, and promotion) are described. a stress management questionnaire, ten suggestions for reducing stress, and tips for obtaining assistance are provided. the appendix includes daily, weekly, monthly, quarterly, and yearly routines; regular monthly activities, checklists for starting the school year, professional conference web sites, words of wisdom from veteran principals, and an overview of school activities and field trips. an annotated bibliography of books, web sites, and journals that are relevant to a principal’s success are presented in the resources section. the book concludes with complete references and a detailed index. the quick-reference handbook for school leaders is a joint publication of corwin press and the ontario principals council, a voluntary professional organization representing 5000 principals and vice principals in canada’s public school system. the book’s author and the “voices of experience” are not credited. the quick-reference handbook for school leaders should be included in every principal’s professional library. this book benefits beginning and experienced principals seeking practical advice to fulfill their professional responsibilities while achieving greater satisfaction as a school leader. this text will be a useful addition to academic library collections, and an excellent supplementary text for graduate programs in educational administration. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 43 journal of gay & lesbian issues in education: an international quarterly devoted to research, policy, and practice. binghamton, ny: harrington park press (imprint of haworth press). quarterly. issn: 1541-0889. subscription rates: $45/$90/$250. school library journal and time magazine have recently featured cover stories on gay, lesbian, bisexual and transgender (glbt) students. academic publishing addressed this topic and its educational implications as early as 2003, when haworth press started the journal of gay & lesbian issues in education: an international quarterly devoted to research, policy, and practice. the mission of this publication was to bridge the gap between “…practitioners, policy makers, and scholars [who] have inhabited different worlds, spoke in unrelated tongues, and read dissimilar journals” (sears, 2003, p. 1). the journal is a compendium of scholarly articles and studies as well as columns and communications that “…feature voices from gay, lesbian, bisexual, transgender, questioning, intersex and asexual youth” (sears, p. 1). the scope of the journal of gay & lesbian issues in education: an international quarterly devoted to research, policy, and practice covers all grades from pre-k16. the journal, in keeping with its subtitle, has a large amount of articles from around the world, and provides a venue for examining international aspects of glbt educational research, projects and experiences. all articles in the journal are in english; some of the translations from other languages, while not technically perfect, are understandable. past articles in the journal have included a translation of excerpts from a japanese monograph on queer youth, reflections on growing up gay in australia, and studies of south african, north american, and chinese gay youth. the journal also provides coverage of multicultural aspects of glbt education. past issues have examined the effects of norming heterosexuality and “whiteness,” and racial segregation in schools and colleges. some articles contain lesson plans or bibliographies of useful classroom materials. there are also several “feature” sections in the journal. resource lists of exemplary programs, projects, policies and practices, and annotations of current research comprise one feature section. another is “power points”: hints for new educators and researchers on getting published, career options, networking, and linking research with activism. some issues also include book reviews and the net nanny. the latter should not be confused with the internet filtering service; this net nanny provides wittily authored answers to queries on websites about sexuality and schooling. one laudable feature is the “youth voices” section with submissions from gay youth around the world. the journal has had an international youth advisory board since 2004. also beginning in 2004, the journal has devoted alternate numbers to a single theme. some of the special topical issues have covered transgender youth, resilience in sexual minority youth, and gay straight alliances. the journal of gay & lesbian issues in education is peer-reviewed and, as noted above, the contents can veer from the scholarly to the quotidian expressions of gay youth. all articles are written in language accessible to the layperson as well as the scholar. according to the publisher’s information, the journal is indexed in ebscohost’s glbt life and electronic journals service, e-psyche, mla international bibliography, google and google scholar among others. regrettably, indexing is not available in ebsco’s academic search premier or wilson’s omnifile full text mega, which are usually the starting points of research for practitioners, undergraduate general studies students, and education majors at most levels. marla morris in her article “queer life and school culture: troubling genders” in multicultural education says: teachers need to understand what queer life is like for young people. if teachers have no clue, they could perhaps unconsciously make it harder on queer students and queer faculty by projecting pre-judgments and rigid gender expectations onto people who are different from themselves. (2005, spring, p. 8). the discussion of this matter has been opened in a variety of popular magazines and newspapers as well as academic journals. the journal of gay & lesbian issues in education furthers the conversation and should be part of every school’s professional library. if school districts are not ready to or cannot enter the dialogue because of budgetary or philosophical constraints, then university libraries, especially those with colleges of education, should add this journal to their collection and publicize its presence. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 44 references cloud, j. (2005, october) the battle over gay teens. time. 166 (15). 42-8, 51. morris, m. (2005, spring). queer life and school culture: troubling genders. multicultural education, 12(3), 8-13. sears, j.t. (2003). editor’s note, journal of gay & lesbian issues in education: an international quarterly devoted to research, policy, and practice, 1(1), 1. whelan, d. l. (2006, april) out and ignored: why are so many libraries reluctant to embrace gay teens? school library journal. 52 (1). 46-51. sheila kirven is education services librarian at frank j. guarini library, new jersey city university. email: skirven@njcu.edu stepanek, janet, et al. (2007). leading lesson study: a practical guide for teachers and facilitators. thousand oaks, ca: corwin press. isbn: 1-4129-3987-9. $74.95 this book, a joint publication of learning point associates and the northwest regional learning laboratory (nwrel) offers a practical guide for facilitators charged with leading lesson study groups. lesson study is a proven method of improving practice in which teachers work together to develop a lesson plan. they then teach the lesson and meet again to observe the lessons and improve them.. this book is intended for both the novice and the experienced at lesson study, although most of the book is intended for those charged with facilitating groups. those who simply wants to learn about the practice of lesson study will find value in the first chapter “making the case for lesson study,” but will have to glean value from skimming the later chapters, since these are clearly written for the purpose of managing and leading the lesson study group. even with chapter 1, some knowledge of lesson study is assumed. the authors view lesson plan study as a cycle, which is obvious by the chapter titles. laying the groundwork for lesson study starts the cycle, which then continues with planning the lesson, then teaching and observing. immediately after the lesson is taught, teachers gather to debrief about the lesson, then revise and re-teach the lesson. the cycle concludes with reflecting on the lesson and sharing results. at the end of the book, the authors prepared a chapter about reflecting on the lesson study process and sharing the results. this process uses the same concepts as lesson study on the process, and sample reports are shown. appendices include sample lesson plans, a glossary, a list of frequently asked questions, and a list of further resources. for the novice facilitator about to engage in leading a group of teachers through the practice of lesson study, this book will prove to be a lifeline. the instructions are extremely detailed, ranging from the elements that make a good teacher team to arranging for food and drink for the teacher meetings. the charts and detailed matrices may be used by building administrators for a quick faculty meeting overview or the pre-service educator working on class projects or student teaching seminars. the number of samples and resources on the topic of lesson study make this a good choice for an education library. it will be useful to educators at all levels, from experienced administrators to pre-service teachers. for those seeking help with school improvement based on adequate yearly progress (ayp) or state standardized testing results, the topics in this book can be used to apply the lesson study concept to focus on improving instruction in those areas. the book itself only mentions assessment in the limited capacity of monitoring individual student learning progress, not the analysis of school wide data. however, any school improvement initiative can benefit from lesson study as articulated by these authors. it is a good resource with a variety of users and uses and will be a widely used resource at either the university education library or the school and district professional library. dr. gail dickinson is an assistant professor at old dominion university. email: gdickins@odu.edu _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 45 instructions for contributors about education libraries education libraries (el) is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. one electronic copy should be sent to cybele werts. inquiries regarding contributions are welcome and should be directed to cybele werts via mail or email: cwerts@wested.org. preparation of manuscripts 1. all manuscripts should be submitted as a windows-compatible ms word digital format attached in an email message or sent on an digital disc. if electronic copy can not be provided, please contact the editor for alternative arrangement. 2. all manuscripts should be word-processed for 8.5 x 11” paper format, double-spaced, with 1” margins on all sides. reference should appear on separate pages at the end of the article. do not use endnotes, footnote feature, or other such macro. 3. education libraries follows the publication manual of the american psychological association, 5th ed. (2001). citations to electronic resources follow the “electronic reference formats recommended by the ala,” available online at: http://www.apa.org/journals/webref.html. 4. the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, the page should include no author information, but should include the manuscript’s complete title. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. 7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1). each table or illustration should have a number and a brief title. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. authors retain their own copyright. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, prek-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the review coordinator jacqueline snider at jacqueline.snider@act.org to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 46 microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 2 by jacqueline snider book review editor & author liaison let me begin by expressing my utmost appreciation and gratitude to several people. no, this is not the academy awards. i will not thank my family, although i probably should. lesley farmer dedicated the last three years to editing education libraries. my co-editor, cybèle werts, and i take off our collective/collaborative hats, and applaud lesley for a fantastic job. lesley took on this position with zeal, grace, and omni-competence. she set the bar at a very high level. i am so pleased to co-edit the journal with cybèle elaine werts. while new to the division, cybèle brings a ton of editing and writing experience (she writes a column in information outlook), and jumps right in. due to her expertise and interests, this issue contains a plethora of graphics, photos, and visual content. when i took educational psychology classes, i learned that dual coding, the combination of graphics and text, helped students and readers retain information. education libraries is now our dual coding laboratory! much goes on behind the scenes of education libraries. the editorial review board members, past and present, spend a great deal of time, energy, and commitment reading submissions, and offering advice. as with most committees, changes occur, and people leave while new ones join. i want to thank joanne locke, a long-time editorial board member from concordia university in montreal, for all of her help, advice, and support during the last decade. joanne was acting co-editor in 2000. gladys dratch, former chair of the education division, co-author of new and forthcoming at reference, and unofficial historian of the division recently retired from the editorial board. gladys was and as far as i am concerned, will always be my mentor. i cannot think of a better role-model. we wish gladys and joanne all the best. next pg by cybèle elaine werts article & layout editor i didn’t really start my career until i was about 30. sounds late i know, but i guess i was fooling around in graduate school (educational technology) as well as owning my own small business through my twenties. it was only when i moved to vermont that i got my first real job as a training coordinator at a computer center. what followed for the next seven years or so was a long series of jobs, never more than a year and quite a few far less. it’s a little embarrassing really, and for the life of me i couldn’t figure out what was wrong with me. i never got fired for doing a rotten job, and in fact, i never really got fired at all. sometimes i was eased out under peculiar circumstances, a few times the company went under or was restructured, and other times there was just the sensibility that it would be good thing to leave sooner rather than later. eventually by a long and circuitous route i came to be an information and technology specialist at a national non-profit educational company, and have been one nearly nine years. you might wonder then, have i changed? no, not really. is the work i’m doing changed? no, not much. is it my charm and good looks? well, maybe! in fact, the difference came to me two years in when i hadn’t yet been let go, restructured, or otherwise disenfranchised. the difference was that i had finally found a corporate culture where i fit in. the corporate culture of education is one that values education first. seems obvious, but the kind of people who choose to work in this area do tend to be more like me – for better or for worse. a fair number of us are female, white, upper middle class educated liberal intellectuals. not all of course, but there you are. in this corporate culture my eccentricities are tolerated and my creative spirit is encouraged. two pages editorials by jacqueline snider, book review editor & author liaison and cybèle elaine werts, article & layout editor e d i t o r i a l s during ancient times, the library was considered the healing place of the soul ~ galen & johns education libraries: childrens resources, volume 31, no. 3, spring 2008 3 jacqueline’s editorial continued please welcome karen mcquillen from the educational testing service, lesley farmer from california state university long beach, and sharon weiner from the university of massachusetts dartmouth, who join debbie bogenschutz from cincinnati state technical and community college, and m. suzanne brown from the university of florida to form our new board. our first issue in 2008 presents the wonderful world of children’s resources. as you can see from these articles, the authors examine children’s literature from a variety of perspectives. the first article: is “e” for everybody? picture books for older readers in public libraries focuses on how to manage picture books that contain mature themes, and “you have kids’ books?!” promoting children’s literature in an academic library describes children’s collections in a non-public library context. bibliotherapy also represents an important use of children’s materials and we’ve included two articles on this important subject. the first of this short series is making a place for bibliotherapy on the shelves of a curriculum materials center: the case for helping pre-service teachers use developmental bibliotherapy in the classroom, and the second: understanding (dis)abilities through children’s literature. the second section of this childrens resources issue has to do with librarianship and technology, which play a growing role in providing information for children and young adults. the article, an online course in multicultural materials for lis graduate students at the university of south florida, combines children’s literature and e-learning by showing how an online course teaches graduate students in library and information science to collect and utilize multicultural resources targeted for children and young adults. digital literacy practices among youth populations: a review of the literature looks at young people’s efforts to express themselves online. finally, 4kids.org: topical, searchable, and safe web-based resource for children and youth, and developing a website directory for young people: a case study using graduate students in library and information science explore issues arising around different types of youth websites. i have a soft spot for children’s services and resources since i began my career as a children’s librarian. my claim to fame was playing the troll in the “three billy goats gruff” puppet shows. i loved to hear the delighted squeals (i hope) of the audience when i roared. enough said. this issue includes our regular features resources on the net by chris bober, and new and forthcoming in education by lori mestre. we’ve also added a books in brief section to our collection of book reviews. thank you to the authors of our regular columns, and to the book reviewers for their contributions. on a final note, i encourage you to send us comments and suggestions. please consider submitting articles, and let me know if you are willing to write book reviews. education libraries offers opportunities for you to share your research, read review copies, contribute reviews, and develop those writing skills. courtesy of our web master, erin lanham, back issues from 2004-2006 are posted on the education division webpage (http://units.sla.org/division/ded/education_libraries.html). cybèle and i will be at the sla conference in seattle. you will find us at the education division breakfast on monday, june 16, and at most other education division events. we hope to have a chance to meet lots of past, current, and future authors. education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). subscriptions are available in the us and canada for $40 and $60 for other countries. for contents of back issues, consult our website (http://www.sla.org/division/ded/edlibs.html). inquiries about be addressed to the editor or business manager. education libraries is indexed in library literature and the current index to journals in education. permission to reprint articles must be obtained in writing form the editor (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. http://units.sla.org/division/ded/education_libraries.html http://www.sla.org/division/ded/edlibs.html education libraries: childrens resources, volume 31, no. 3, spring 2008 4 cybèle’s editorial continued i warm to this feeling because my parents also tolerated my eccentricities and encouraged my creative spirit. my mother felt so strongly about the value of education that she chose where we would live by the quality of the schools, and my father left money for me on his passing specifically for college; something i will always remember. and so for the children who we have promised to educate, just as my father promised to educate me even if he wasn’t there to do it himself, my co-editor jacqueline and i dedicate our first issue of education libraries to children’s resources. these are not just books. which we all think of when we think of education, but of all kinds of resources, including assistive technology devices that allow students with disabilities to learn alongside their non-disabled peers. to reflect this bright new future of children’s education in 2008, you will notice some visual changes in education libraries, including updated color banners, as well as photos and biographies of our authors. we don’t want you to just read our words, we want you to see our faces and know who we are. we want your thoughts and feedback on what we write. as i’ve settled in as coeditor of education libraries, i’ve found that the corporate culture here too is the kind that believes in education as the foundation of a just and selfdetermining society. if we can make a contribution to the minds and hearts of our colleagues through this one publication, then even if my charm and good looks fade, well, i’ll know that i’ve have made a contribution that the children of our future can depend on, even if i’m not there to see it. corrections for last issue: please note: gladys dratch is not the author of the book review, what works well, which appeared in education libraries, volume 26, no. 2, (winter 2003), p. 41-42. we would like to correct the attribution of authorship, so please send me at jacqueline-snider@uiowa.edu. thank you. officers of the education division, sla for 2008-2009: chair: lesley farmer; past chairs: sharon weiner, susan couch; secretary-treasurer: debbie bogenschutz © 2008 – special libraries association, education division what is the dolly gray award for children's literature in developmental disabilities? http://www.dddcec.org/dolly_gray_award.htm the dolly gray award (mentioned several times in this issue) is sponsored by the council for exceptional children's division on developmental disabilities and special needs project. it was initiated in 2000 to recognize authors, illustrators, and publishers of high quality fictional children's books that appropriately portray individuals with developmental disabilities. the award is a collaborative work by members of the division of developmental disabilities (ddd) of the council for exceptional children (cec) and special needs project (a distributor of books related to disability issues). every even year, an award is presented to an author and illustrator (if appropriate) of a children's picture book and/or a juvenile/young adult chapter book that includes appropriate portrayals of individuals with developmental disabilities. 2006 award winners keeping up with roo by sharlee glenn (dan andreason) (focus on mental retardation) so b. it sarah weeks (focus on mental retardation) mailto:jacqueline-snider@uiowa.edu http://www.dddcec.org/dolly_gray_award.htm building blocks for information literacy by judy repman & randall carlson georgia southern university, ga abstract 1. \ information literacy includes a range of strategies and skills that are critical for.educat?rs in the 21 51 century . this article focuses on a module developed to provide 1nstruct1on related to one important set of information literacy skills: web searching . key concepts relevant to basic web searching strategies, web searching tools and the use of pathfinder pages are defined and discussed . examples of different tools and strategies are pre­ sented along with practice activities. introduction the information age is part of the new reality of work­ ing with students in colleges of education . students turn to the web as their first (and often their only) informa­ tion resource-they want their information full text, online, right now. those of us who view the results of this search­ ing often have serious doubts about this rush to accept the first item from the yahoo! hit list as an authoritative resource. as college of education faculty members, we teach graduate and undergraduate education students introductory computer courses and graduate courses for school library media specialists in training . when asked, most of our students assert that they have no trouble finding information on the web. to try to gain attention, we then like to give our students a little chal ­ lenge by asking them to find specific information on a simple topic (such as lesson plans on dinosaurs or re­ sources on mainstreaming students) . what usually fol ­ lows are loud complaints that these items just don 't ex­ ist on the web. luckily, we believe that web searching is a skill that can be taught and learned. we also believe that it is a critical building block of information literacy. we also realize, as marylaine block recently pointed out, that "while students might in fact wish to improve their search­ ing skills, they very much doubt that we're going to be any help" (2001, p. 33) . in response to our perceptions of our students' web searching skills, our knowledge of information literacy, and some understanding of our stu­ dents' attitudes, we developed an instructional module that provides students with the kinds of knowledge and hands-on experiences with web searching tools and strat­ egies that they can use immediately and apply in other settings. education libraries vol.25 no.2 winter 2002 information literacy and educators in information literacy competency standards for higher education (2000), the association of college and research libraries points out that information lit­ eracy is a basic skill in our increasingly complex, tech­ nological world . with so many information sources avail­ able, the ability to locate, identify and use reliabl e sources is critical for an educated populace. standard two states that the "information literate student accesses needed information effectively and efficiently" . perfor­ mance indicators for this standard include identifica­ tion of appropriate information systems (or resources) , developing effective search strategies, and retrieving the information. our module focuses on this particular area of informa­ tion literacy for several reasons : • despite their assertions to the contrary, stu­ dents are not effective web searchers . • use of a common introduction puts everybody "on the same page". • improved web searching brings immediate posi -tive results and helps students with their daily information needs across all of their classes . •these instructional activities can easily be modified to match students' ability levels (since we occasionally have students with almost no prior web experience). •the activities, resources listed, and examples used can be adapted for different subjects and different levels of knowledge about subjects (i .e., master's level special education majors, pre-ser­ vice secondary social studies students or doc22 torallevel educational leadership students). despite their usefulness, web searching skills and strat­ egies are rarely directly taught and practiced in other classes in a systematic way. developing this module also gave us an opportunity to model a systematic ap­ proach to teaching information literacy that preand in-service educators can apply in their own classrooms. while information literacy is a critical skill for every­ one, we firmly believe in this "ripple in the pond" impact when it comes to educators. the remainder of this article describes a systematic web-searching module developed over the past five years. it is presented in its most general form and in­ cludes three components: web search basics, web search tools (directories, search engines, metasearch tools, kids search tools, and specialized search tools) and the use of pathfinders as an alternative to search­ ing. the examples mentioned are those that we have found particularly useful. given the rapidly changing nature of the web, we're always watching for something new and exciting to add to the module-we hope that you will do the same. web search basics internet and web structure understanding the structure of the internet can be chal­ lenging. by defining the internet defined as a worldwide network of interconnected computer systems and com­ puter networks we demonstrate that searching for infor­ mation may involve searching many formats of elec­ tronic transfer. email, bulletin boards, gopher, ftp (file transfer protocol) sites, discussion lists, or the world wide web are included in this array. the world wide web (www) is defined as a worldwide series of linked documents written using the protocol (computer lan­ guage) called http (hypertext transfer protocol). fur­ ther discussion focuses on the web because it is the easiest place to find information and most of the time it proves to be an adequate source of information. today the web can be separated into two parts, the web as we usually consider it (sometimes called the "visible web") and the so-called "invisible web." we point out to our students that the visible web is composed of a large and rapidly growing set of linked web pages (some 3 billion is the current estimate; sullivan a, 2001) that are "indelible" that is, able to be cataloged by our current technologies and techniques. the invisible web, however, is much larger (estimated to be 500 times the size of the visible web) and is growing at a faster rate (bergman, 2000). invisible web information is readily available to those who have the skills and the inclination education libraries vo1.25 no.2 winter 2002 to find it. why then, you may ask, do we concentrate on searching the visible web with our pre-service teach­ ers? the answer goes back to our previous statement ­ it is the easiest place to find information and most of the time it proves to be an adequate source of information . basic searching strategies this area of our module has undergone some signifi­ cant modifications over the past year. previously, we introduced all of our students to boolean logic and walked through several examples of constructing search strat­ egies using boolean operators. we still provide this in­ formation for our school library media students but we've come to the conclusion that for most general purpose search tools (described in the next sections) a simpler approach is often just as effective and is less confus­ ing. search engine math (2001) presents a simplified approach to boolean logic, utilizing "+" and " " to construct search statements. one concept related to search engine math is another building block of information literacy: being able to specify the information needed in precise terms. we ask students to tell us what kinds of information needs they have using assignments from other classes. this is a very popular exercise since we use different search tools to demonstrate how the " + " and the " -" makes finding the information needed for actual assignments much more precise. the other special search strategy we demonstrate is the use of phrase searching, which most search tools recognize when quotation marks en­ close the search phrase. these simple, yet powerful, strategies are easy for most students to remember . students can see how much more effective their searches can be by the results they see. web search tools once students understand the structure of the www and general search basics, we highlight examples of the following general categories of search tools (all com­ monly misnamed "search engines"): • directories • search engines • metasearch tools • kid's search tools • specialized search tools use of any of these tools involves understanding one truth not evident to most of our students that when they "search the web" they are never searching the real-time web, but they are searching a database that has been constructed at a previous time to represent the web. the size of that database, the way that data­ base was constructed, the way that the database is 23 searched, and the way the search tool presents the results erns the choice of search tool. even the largest database represents only a small portion of the web. the most recent scientific study found that the largest database indexed only 16% of the total www and that the 1 0 largest databases only index about 42% of the web (lawrence & giles, 1999). still, there are many useful search tools available for educators and our next step is to demonstrate these tools by category. directories directories are lists of information arranged in hierar­ chical categories. a person (who may or may not be a librarian) establishes the categories and their relation ~ ships. directories are the most library-like in appear­ ance and function. to use a directory, one must enter the category structure and then follow the hierarchy down to the final piece of information. because editors review and categorize web pages for inclusion in the directory, directories can be small but focused . how­ ever, if your subject of interest is included, the results often provide a list of good, relevant sites. yahoo!, the most familiar directory, is composed of 14 top-level categories providing access to some 1.5 mil­ lion unique links (sullivan b, 2001 ). another very useful directory, the librarians' index to the internet, con­ tains more than 7,900 internet 'resources selected and evaluated by librarians for their usefulness. using the librarians' index to the internet, it is easy to demon­ strate the value of the annotations in selecting educa­ tional web sites. it is also useful to compare the clearly defined categories in the librarian's index with the over­ lapping and confusing category structure of yahoo!. search engines search engines construct their databases automatically using software programs called "spiders" or "bots" that "crawl" from one web page to another using the hyperlinks as a path. the size of the database clearly is an important factor. another important factor is the al­ gorithm that is used by the search engine to identify and rank returns for relevance. each search engine is different and these characteristics frequently are not obvious, so finding a good search engine that works for you is important. we suggest that our students try google . it has the largest database (1.4 billion pages claimed as of july, 2001) and uses a relevancy algorithm called pagerank that analyzes links in terms of how many there are and who they are linked to. yahoo! uses the google data­ base when searching for pages and not categories. fast search is our second choice for a search en­ gine. it has the second largest database size and claims education libraries vol.25 no.2 winter 2002 that it will grow with the weband it is fast! when time permits, or if our audience is more experienced, we show how these search engines can be personalized and what features are available for power searching. for students in advanced courses we also like to dem­ onstrate the search features of northern light . metasearch tools metasearch tools permit the simultaneous use of mul­ tiple search engines. they return a single, integrated and ranked set of results that is usually limited to 50-75 highly relevant items. we encourage our students to try lxquick. lxquick has a very clean interface and uses a very useful and intuitive relevance ranking. the site with most stars is ranked the highest .each time a site is ranked in the top ten returns when the query is submit­ ted to the ten individual search engines it receives a star. lxquick also translates advanced search techniques to each search engine's syntax. metacrawler's advan­ tages include a customizable feature and access to the large google database. kid's search tools kid's search tools are a category of search tools new to most of our students. obviously, when searching for educational resources, it is important for teachers to be able to locate resources for student use as well as re­ sources for their own use. kid's search tools are an excellent way to show pre-service educators how to evaluate the reading level of a web page and to look at other factors like the depth of information included and the amount of advertising on a page. alfy is very popular with early childhood education students. alfy has been developed for non-readers, so the categories are "read" when the mouse passes over the icons on the page. even though the alfy da­ tabase is very small, it is an excellent tool to demon­ strate how web resources can be identified for young users. kidsc/ick! is excellent for identifying resources for elementary aged students, while searchopolis has sets of links for elementary, middle, and high school students. whenever we give assignments we always try to differentiate between web resources that are appro­ priate for use by k-12 students and those that teachers would use for information. specialized search tools specialized search tools can be defined as search tools that search for specific kinds of information, perhaps in a single subject or for information in specific formats. one need that our students have is to find graphics to use in preparing different assignments. we like to demonstrate ditto, google's image search, and 24 altavista's image search as examples of specialized search tools . when a search term is entered, results are presented in terms of thumbnail graphics. this makes identifying an appropriate graphic much easier than the alternative of reading through and guessing from the text based results lists produced by general search tools. other examples of specialized search tools include eduhound and edview , which are limited to "educational" content, and free (federal resources for educational excellence) which allows searches for resources across governmental agencies. pathfinders pathfinders are the final category of search tools pre­ sented in the module. usually, at this point students are suffering from information overload so they are usually relieved to hear that there is an alternative to searching. pathfinders are resources developed and maintained by people with interest and expertise in a subject area. we believe that a "good" pathfinder is a well-organized list of links that is regularly maintained and is limited to a defined target audience. probably the most familiar educational pathfinder is kathy schrock's guide for educators . other examples of pathfinders include s.c. o.r.e. , which provides links related to children's and young adult literature and gander academy's theme related resources on the world wide web . most state departments of education and major profes­ sional associations for educators now maintain similar links libraries that can be helpful pathfinders. we stress that pathfinders can be excellent starting points when information is needed. our students usually love the idea that somebody else has done the work for them and they are amazed the there are people willing to do this amount of work just because they want to. of course many faculty and education librarians have developed their own pathfinder pages so this is an excellent op­ portunity to point students to these "local" resources. conclusion we provide our students with this information literacy framework and foundation through in-class lecture and demonstration. even more important is how we follow through by providing distributed, targeted, hands-on practice. these two exercises have worked well for us and can be adapted to almost any kind of higher edu­ cation setting.students work in groups to look for differ­ ent kinds of information using each of the search tools. we encourage students to use assignments from any of their classes for this activity. students have to de­ scribe the strategies used and evaluate their results in terms of the usefulness of the information retrieved. students choose a content area theme early in the term education libraries vol.25 no.2 winter 2002 as a focus for all in-class activities. this theme is used as a search term. this provides ample opportunity to discuss the importance of refining search terms to im­ prove the usefulness of the returns as they complete a variety of assignments. this is also useful in demon­ strating the limitations of the web. by limiting their search­ ing to a particular content area, we usually find that students begin to return to print resources for breadth and depth of coverage. when referring to the art and science of web search­ ing, paul gilster (1997) notes that "ungoverned and per­ haps ungovernable, the internet's vast holdings cata­ lyze your thinking only if you master the primary skills of the digitally literate searcher." (p. 3) unfortunately, few students seem to realize their own limitations in terms of web searching skills and they may doubt that we cari teach them anything about it. the instructional module presented here is simple, direct, and adaptable. staff and faculty working in education libraries could partner with college of education faculty to build this compo­ nent into classroom instruction and team teach the con­ cepts. the time spent is well worth the results. references bergman, m. (2000). the deep web: surfacing hidden value. brightplanet.com llc . retrieved on july 30, 2001 from http://www.brightplanet.com/ deep_ contenuindex.asp. block, m. (2001 ). teaching kids indirectly. library journal netconnect, (summer) 33-34. information literacy competency standards for higher education. retreived july 30, 2001 from http://www.ala.org/acrl!ilcomstan.html. gilster, p. (1997). digital literacy. new york: wiley computer publishing. lawrence, s. & giles, l. (1999). accessibility of information on the web. nature, 400, 107-109. search engine math. (2001 ).retreived july 30, 2001 from http://searchenginewatch.com/facts/math.html sullivan, d. (a ).(2001 ). search engine sizes. the search engine report, april6, 2001 . retrieved july 7, 2001 from http://searchenginewatch .com/ reports/sizes.html sullivan, d. ( b ).(2001). search engine sizes, the search engine report, retrieved april 6, 2001 from http://searchenginewatch.com/reports/directories.html judy repman & randall carleson are affiliated with the college of education, georgia southern university, statesboro, ga e-mail :jrepman@gasou .edu e-mail:rcarlson@gasou.edu 25 _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  3  as natural and political disasters surround and affect us, the issue of “right response” becomes an impor­  tant consideration. what is the ethical way for librarians do deal with the patriot act? how do we help our  academic library friends who have been devastated by hurricane katrina? how do we service the hurri­  cane “refugees” who are entering our academic halls? how should we react to the google digitalization  initiative? how do we handle plagiarism? many issues seem to be bombarding us from different direc­  tions.  librarians often serve as the ethics police in the university. we pay increasingly high subscription rates to  online databases to insure that authors get their fair share of royalties. we caution students to cite the  sources of their research accurately and completely. we have signs about copyright compliance on the  photocopier machines. we provide reserves and e­reserves so students can access materials for their  study under “fair use.” we are developing online mechanisms to offer digital content to the academic  community in a way that preserves intellectual freedom and intellectual property rights.  at the same time, we need to think pro­actively rather than just reactively. that is part of our responsibility  within the profession. i recently received my american library association renewal membership card,  which was attached to the library bill of rights. what am i doing to safeguard the intellectual rights of my  students and library users? since i teach both face­to­face and online students, i try to make sure that  their learning experiences are equitable and that they have the same intellectual and physical access to  the information they need. i also craft their learning activities so that they elicit students’ individual experi­  ences and perspectives, thus alleviating worries about plagiarism. i also address issues of professional  ethics in my courses.  benjamin harris makes a convincing case for academic librarians to play a leading role in instructing stu­  dents in recognizing their intellectual inspirations. laura forrest asserts that academic librarians have an  ethical responsibility to work collaboratively with student affairs professionals to help students succeed. in  this issue, ann wade and chris bober note the ethical codes of librarians in the u.s. and elsewhere.  they also provide a rich list of online papers and web sites on ethical issues, including intellectual prop­  erty.  thomas jefferson said: “"whenever the people are well­informed, they can be trusted with their own gov­  ernment." in this age of polarization, librarians play a key role in enabling their constituencies to access  the information they need and to help them to make informed and ethical decisions. as academic librari­  ans, we have a special responsibility to help our campus members to address ethical issues – and act  ethically.  this  issue may be  the  last print one  for  education libraries;  further  issues are  likely to be disseminated strictly in digital form. three reasons underlie this deci­  sion: timeliness, cost savings, and effective use of technology as a means to fos­  ter a community of practice. as we pursue  this medium, we hope  to offer more  images and links to deepen the professional experience. stay tuned. by dr. lesley s . .j. farmer libraries are often thought of a haven for print, and most people associate print with text. however, a world of information is captured in print-based images: d iagrams, i l lustration, art reproductions. education l ibraries are more apt than other university l ibrary sections to include visuals because of picture books and wel l as posters, maps, videos, and other visuals. increasingly, teachers and l ibrarians recogn ize the power of visuals as an educational tool . osa and musser's article on posters highl ights the impact of posters in teaching and learning. visuals can be generalized to include the entire l ibrary itself. the visual message of library facilities, in­ cluding furniture and signage , evokes a learning atmosphere in the best circumstance. dickinson and cogdell's article on transforming a materials center into a school l ibrary implies that schools need to have active learning communities rather than staid resource warehouses. the case for visual l iteracy runs deeper, however. nelson provides an overview of visual l iteracy and re­ search-based evidence for visual instruction . she explores the semiology of visual artifacts, and asserts that visual instruction needs to be taught explicitly, particularly in a pluralistic society. furthermore, l ibrary instruction should include visual aids to help students remember and apply concepts more readily . . the topic of visual aspects of education l ibraries exceeds these articles. wade's collection of web sites touches on other important issues: art collections, d igitizing images, access to visual images, cataloging visual resources, web page design, to name a few. visual information also has cultural and gender impl ications. do pre-service teachers have access to im­ ages from non-western culturesand women artists? does information literacy instruction include critical thinking about societal contexts of visual images? when people come to the l ibrary, they make a decision about staying and using l ibraries within the first four minutes . how does your library look? is it professional and welcoming? does publ ic art or student artwork festoon the l ibrary? do staff dress appropriately to reflect that same warm professionalism? are l ibrary publ ications "branded" to give a consistent look and message? does the l ibrary web portal carry out that theme and allow for faci le visual navigation? (and does it include captions for all images so that visually-impaired users can understand the graphical aspects of the site?) as societies reinstate visual images as a viable form of information, l ibraries need to embrace this ap­ proach to ideas. particularly in d iverse settings, l ibraries need to show the universal and culture­ contextual nature of visuals. education libraries vol u me 27, no. 1 summer 2004 4 microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 38 digital literacy practices among youth populations: a review of the literature by barbara blummer abstract digital literacy includes a range of abilities from basic computing skills to the creation of multimodal texts. this literature review examines eleven articles that track the digital literacy practices of youth populations or individuals between the ages of 12 and 17. it describes the practices of these individuals through three perspectives, including: studies centered on general youth populations, research discussing innovative programs targeting students from low income families, and articles tracking digital literacy competencies among young immigrant learners. foremost, the articles highlight young people’s efforts to express themselves through their own online literacy. to this end it remains essential that educators correlate students’ digital literacy habits in their personal lives to instructional practices in school. introduction the definition of digital literacy includes a range of abilities from basic computing skills to the creation of multimodal texts. the new london group suggests multimodal highlights meaning through the interconnection of linguistic, visual, audio, gestural and spatial elements. this literature review examines eleven articles that track the digital literacy practices of youth populations or individuals between the ages of 12 and 17. in 2007 the digital literacy competencies of these young people remain especially important as educators struggle to engage students as well as provide instruction relevant to their future academic and work environments. jones (2007) maintained that college students view cell phones, instant messaging and the internet as “extensions of themselves” (p. 207). the articles discussed below highlight young people’s efforts to express themselves through their online literacies or skills that allow them to create textual content using a variety of technology tools. to this end, it remains essential that educators correlate students’ digital literacy habits in their personal lives to instructional practices in school. methodology the author queried numerous databases including academic search premier, eric, proquest, google scholar, and science direct using the terms “digital, online, or multimodal literacy” with “youth, adolescents, teenagers, students, or young people.” bibliographies of relevant articles also served as a source of content for the review. the author highlighted material available in english and published within the last five years that focused on digital literacy practices among youth populations. the final sample of eleven articles was analyzed for common themes and these provided the structure for the review. literature review this literature review examines digital literacy from three perspectives including studies centered on general youth populations, research describing innovative programs targeting students from lowincome families, and articles tracking digital literacy competencies among young immigrant learners. taken together these three approaches provide an illustration of digital literacy practices among youth worldwide. digital literacy practices among youth the following research looks at general digital literacy practices among youth. these studies consisted of largely qualitative case studies sponsored by educational institutions between 2003 and 2007. chandler-olcott and mahar (2003) focused on two adolescent girls’ efforts to use information and communication technologies in their digital literacy practices outside of educational environments. according to the authors, the girls demonstrated their multiliteracies through their participation in online discussion groups as well as their creation of websites, fanfictions, and fan art, utilizing technology-mediated design. data analysis occurred within a pedagogical framework, and included situated practice, overt instruction, critical framing, and transformed practice. the organization of the results through these four components of a pedagogical framework illustrated the girls’ opportunities within their communities of ba, tally, and tsikalas (2002), authors of one of the articles in the review, offered one of the most comprehensive definitions of digital literacy. they described digital literacy as a “set of habits through which youngsters use information technologies for learning, work, and fun” (p. 3 (11)). according to the authors, these habits encompassed individuals’ troubleshooting abilities, purposes for connecting, skills in using popular technology tools, as well as communication literacy, and web literacy. education libraries: childrens resources, volume 31, no. 3, spring 2008 39 practice and especially the disconnect between the schools’ instructional practices and the girls’ need for support in their digital literacies. for example, chandler-olcott and mahar described the mentorship and pedagogy of rhiannon, one of the adolescent girls in the research study. they noted that the school failed to provide support for her in website design efforts. on the other hand, they reported both girls received overt instruction through online communities that also provided them opportunities for mentorship as well as richer social lives. according to the authors, the girls’ “online communities of practice” offered them “certain kinds of acceptance and friendships” (p. 379). still, chandler-olcott and mahar insisted the girls’ webtv and mailing list activities did not interfere with their face to face relationships but rather increased their own sense of identity especially as “designers and as users of technological tools” (p. 380). the article listed several implications of the research results. foremost, chandler-olcott and mahar maintained literacy teachers should provide opportunities for multimedia composition that supported students’ interests. to this end, the authors indicated “classrooms that embed such tool use within social learning communities” may increase students’ interest in school curricula (p. 381). according to the article, activities that allow students to construct online texts in classrooms and receive feedback from teachers and peers facilitate a potential shift toward a “learnercentered paradigm” (p. 381). the authors especially highlight the role of multimedia and multimodal technology in offering opportunities for students to serve as mentors as well as benefit from mentorship. in addition, they suggested teachers could help link students’ interests to the appropriate online communities as well as offer feedback and critique. lastly, the researchers supported larger scale research on adolescents’ technology mediated literacy practices with variation in participants regarding ethnic, race and language categories. eshet-alkali and amichai-hamburger (2004) compared digital literacy competencies among different age groups utilizing a terminology framework that included five competencies. they described photovisual literacy as the ability to read instructions from graphic interfaces, reproduction literacy as the creation of new products through digital texts, branching literacy as the construction of knowledge from nonlineal hyper-textual navigation, information literacy as the ability to assess the quality of information retrieved, and social-emotional literacy as the possessing online communication skills. their research focused on competencies of twenty high school students with an average age of 16.9 years in comparison with twenty adults and twenty college students. participants completed computer-based assignments that measured their skill in the five digital competencies. the results highlighted the photo-visual and branching literacy abilities of the high school and college students compared to other study participants. however, the authors noted youth performed poorly with information and reproductive literacy tasks. in conclusion, eshet-alkali and amichai-hamburger suggested digital literacy skills vary among age groups. the authors maintained the young people’s performance with photo-visual literacy suggest their advanced skills in utilizing user interfaces and interpreting graphical displays. on the other hand, the article indicated the low level of text reproductive literacy efforts among young participants underscored the need for instruction in cognitive rather than technical digital skills. likewise the researchers argued the youth’s poor performance on tasks measuring information literacy highlighted the availability of programs that enhance students’ “critical thinking and promote information literacy” (p. 426). according to the authors, the students’ lack of information literacy skills illustrated their “weakness as educated consumers of information” and potential for being “easily manipulated” (p. 426). lastly, eshet-alkali and amichai-hamburger advocated additional research on socio-emotional literacy skills due to the newness of this “rapidly–evolving” concept (p. 427). lewis and fabos (2005) examined the impact of instant messaging (im) on the social identities of seven youth ranging in age between 14 and 17 years old. the researchers selected participants with home internet access and who were “avid and dexterous im users” (p. 477). the methodology of the study centered on qualitative interviews that included three categories of questions on instant messaging such as: general appeal and procedural matters, peer and parent issues, and style or word choice. an analysis of the data illustrated the students’ abilities to use language in complex ways. the youth paid careful attention to word choice and spelling and also interweaved multiple messages within the context of larger stories. in addition, lewis and fabos discovered instant messaging reflected young people’s social networks revealing personal status and connections with others. the researchers also described the youths’ abilities to manipulate the surveillance features of instant messaging to weld power as well as change education libraries: childrens resources, volume 31, no. 3, spring 2008 40 identities in their online communications. lastly they emphasized the performative and multi-voiced characteristic of instant messaging that facilitated the creation of “versions of ones self” for multiple audiences simultaneously (p. 493). in their discussion lewis and fabos maintained the study’s outcome contained implications for formal literacy instruction. first, the authors argued the participants’ skills with the “digitally mediated form of reading and writing” supported instruction in other forms of literacy such as the “deliberative reading and writing practices that are basic to certain kinds of analysis and critique” (p. 496). second, lewis and fabos urged educators to focus on applying youths’ outside literacy practices within school settings. to this end, the researchers advised querying students to identify features of their out-of-school digital literacies (including chat, im, fanfiction, gaming) that remained appealing and how “they differ from school literacies” (p. 496). according to the authors, these discussions could highlight the importance of audience and aptitudes for different types of writing. third, lewis and fabos noted the instant messaging interactions they observed did not illustrate complex writing and therefore they promoted teaching students to read analytic online materials that required “lateral reading across genres and modes” (p. 497). in addition, the authors supported the availability of student activities such as blogs that fostered the utilization of multimodal design to discuss “complex topics” (p. 497). lastly, the article promoted continued studies on instant message usage among youth targeting a diverse group of participants from various ethnic and socioeconomic backgrounds. bulfin and north (2007) reported on an ethnographic case study of digital literacy practices among 15 and 16 year olds in secondary schools in melbourne, australia. the research goal sought to explore young people’s use of information and communication technologies (ict) in their everyday lives and especially the connections and disconnections between learners’ literacy practices inside and outside of school. the data, including interviews, student media diaries, and observational notes, highlighted the importance of technology in the daily lives of these youth. the article’s theme centered on student efforts to access cell phones, ipods, computer games and the internet for gaming, instant messaging, and blogging during school hours. according to bulfin and north, this represented the “concept of negotiated practice” where young people negotiate literary practices across different spaces in relation to their use of ict (p. 248). the article described students circumventing blocked websites, sneaking games into computer hard drives, and utilizing cell phones and ipods within the school environment. bulfin and north argued the study illustrated the youths’ negotiating practices as they travel through various spaces. these practices, the authors believed, underscored the need for educators to consider young people’s perspectives in developing english and literacy curriculums in secondary schools. moreover bulfin and north suggested the study results highlighted the value of teaching students competencies in authoring as well as communication tools and technologies. they pointed out schools could instruct students on how to use a “range of forms and modes” for communicating (p. 260). according to bulfin and north, teaching these abilities can also help educators illustrate to students the impact of these technologies and texts on their lives thereby assisting them in “negotiating various literacy practices” (p. 260). in addition, the article maintained the availabilities of new technologies blur the distinctions of home, school, community, online and offline requiring a reassessment of the relationships among these concepts. lastly, the authors urged educators to consider the problems of power and ideology associated with “literacy, technology and schooling” (p. 261). several consistent themes appeared in the articles describing general digital literacy practices of youth. first, many of the articles noted the importance of technology to these teens. second, the authors depicted these youth as especially savvy in utilizing various digital literacies. on the other hand, several of the articles described the need for school programs to modify instructional practices to consider students’ online literacies competencies as well as their literacy interests. these practices focused on teaching education libraries: childrens resources, volume 31, no. 3, spring 2008 41 analytical reading and writing using popular technologies in the context of student interests. ultimately adopting these changes in the curriculum allow schools to remain relevant to students’ current and future literary practices. innovative digital literacy programs for students in low income families the following group of articles, published between 2002 and 2007, evaluated innovative digital literacy programs for students from low income families. two of these studies were centered in california, another research project described a high school’s efforts to incorporate multiple literacy instruction in their curriculum, and the last inquiry evaluated digital literacy competencies in a low income mexican region. ba, tally, and tsikalas (2002) compared the digital literacy practices of middle school students from low and middle income households. the authors sought to illustrate the emerging digital literacy for both youth populations. the study was linked to a program that provided a home computer, training, technical support, and internet access to low income families in california. the researchers analyzed the data based on five components of digital literacy including: purposes of computing, troubleshooting, fluency with common applications, communications literacy, and web literacy. foremost, the findings highlighted the importance of the computer among children from low income families for “completing and enhancing their schoolwork” (p. 24). on the other hand, the researchers found middle-income students’ primary computer activities included communicating with friends and recreational purposes. in summarizing, the authors identified three factors affecting children’s digital literacies. first, they listed the technological environment, or the length of availability of home computers and the presence of money for stable internet connectivity. second, was the social environment and this included parental and peer attitudes as well as computer expertise. the final factor centered on the school and especially, homework assignments, the amount of computer instruction and school hours. according to the report, the study results supported the availability of programs that provided low income families with home computers as well as computer training. in their conclusion, ba, tally, and tsikalas stressed the findings “demonstrated that home computers help children develop digital literacy” (p. 55). to this end, they recommended providing all students and teachers in a school with home computers. the researchers also noted the importance of instructing parents as well as children in computer literacy and offering troubleshooting strategies. in addition, the report highlighted the need to educate schools on their roles in facilitating children’s computing. lastly, the authors advocated further research on the relationship among family income, social capital, and technology. ware and warschauer (2005) traced digital literacy uses among students in two technology-intensive learning spaces over a two year period. the authors aimed to reveal the emerging literacies for this population. in the digital underground storytelling for youth (dusty), a university-community partnership providing after school programs for youth, students created hybrid texts or digital stories utilizing a combination of traditional text as well as multimodal products such as speech, writing, image, gesture, and music. according to the authors, young people received mentoring from college students in a structured media-intensive environment that allowed the learners to build different identities without the “testing and curricular imperatives of school” (p. 435). in their analysis, the authors illustrated the use of multimodal texts for “engaging with active exploration, self-representation, and reflection” as well as for academic learning (p. 436). moreover, they argued the digital stories improved students’ educational identities. they reported on two individuals who gained reading and writing skills through their multimodal practices. lastly, the study’s results highlighted the disconnection between the academic literacy that students encountered in schools and the new media. in their summary, ware and warschauser characterized after-school collaborations that focused on new media and new literacies as containing challenges characteristic of “alternative learning spaces” (p. 443). they reiterated hull’s (2003) concern that educators in these environments balance the use of technology tools to avoid efforts that “domesticate youth culture” (p. 233). moreover, the authors pointed out, hybrid literacies remain difficult to evaluate through conventional testing and may not improve the quality of students’ work. still, ware and warschauser suggested hybrid texts can serve as a construct to connect students to academic literacy due to the flexible nature of the format that can adapt to the content. they maintained that the challenge for educators centers on balancing literacy and education libraries: childrens resources, volume 31, no. 3, spring 2008 42 communicative practices of youth culture with curricular requirements. however, they stressed that teachers still had great potential to serve as innovators “in the world of media and new literacy” (p. 444). tierney, bond, and bresler’s (2006) inquiry centered on a ten year in-depth study of high school students’ use of multimodal literacy tools during their secondary education. in the study students received access to cutting edge multimedia technologies to explore “images, soundtracks, and text interconnected in very complex, multifaceted ways” (p. 361). according to the article, the researchers’ evaluations focused on the process students utilized to explore topics, the multimodal nature of the genres, as well as the individual’s view of themselves as learners. tierney, bond, and bresler concluded the presence of the media prompted a greater use of multiple resources and an in depth examination of topics. they pointed out students became more willing to experiment with ideas such as multi-layering and graphic interfaces and often worked collaboratively. in addition, the authors described the increased skills and roles of the students that allowed them to “represent the complex interrelationship between ideas more easily” (p. 364). lastly, they noted all of the students in the program sought a college education following high school and many eventually enrolled in graduate schools. in their conclusion, the authors asserted digital literacies in collaborative learning contexts contain attributes that distinguish them from traditional school based literacies. the article highlighted this information in a table listing the differences between traditional print-based school literacies and the new multiple literacies. foremost, tierney, bond, and bresler claimed the findings demonstrated students’ opportunities with the multiple literacies offered them “new texts, new ways of negotiating meaning, and new ways of knowing” (p. 366). according to the authors, these literacies contained the potential to impact the social, political, and economic lives of individuals. still, tierney, bond, and bresler feared teachers’ pedagogical focus would center on students learning of the technologies rather than students using a range of multimodal literacy tools. in addition, they also admitted the benefits of multiple literacies remains difficult to test and promoted authentic assessments that illustrate the benefits of “collaborative and inquiry based work” (p. 366). huerta and sandoval-almazan (2007) reported on digital literacy skills among mexican telecenter users in poor counties. the research included a case study that evaluated participants through eshet-alkai’s (2004) digital literacy framework. this definition contained five skills including: photovisual, reproduction, branching, information, and socioemotional. the data included interviews with 31 telecenter users, 31 telecenter operators, and focus group participants. all of these individuals represented students that lived in areas with high levels of poverty. nearly three fourths of the participants ranged in age between 10 and 17 years old. the data collected from the focus groups aimed to expand on telecenter users difficulties with information retrieval. foremost, huerta and sandoval-almazan illustrated the popularity of telecenters for email, to search for information, and for online games. however, the authors reported participants typically failed to utilize computers for chatting, an activity huerta and sandoval-almazan said telecenter operators or guides attempted to discourage. still, the researchers emphasized the importance of the activity to users especially for building “social capital” that can “foster economic development” (p. 226). the authors concluded that the lack of digital literacy skills among study participants, especially in branching, recreation, and information skills, affected their internet experience. for example, interviews revealed users required assistance in selecting browsers as well as finding relevant material and synthesizing and analyzing information. to this end, huerta and sandoval-almazan proposed providing training for telecenter users in the “functionality of the hardware and software” as well as creating online tutorials for information literacy instruction (p. 227). in addition, they suggested the installation of automated translators to address language differences. the article also maintained telecenter centers could offer services to illiterate individuals if operators adopted an intermediary role in providing access to internet programs geared for these populations. lastly, the researchers argued for increased attention to telecenter internet technical problems, such as slow speed and connectivity issues. in their conclusion, huerta and the findings highlighted the importance of the computer among children from low income families for “completing and enhancing their schoolwork” on the other hand, the researchers found middle-income students’ primary computer activities included communicating with friends and recreational purposes. education libraries: childrens resources, volume 31, no. 3, spring 2008 43 sandoval-almazan asserted the exploratory nature of the research limited its ability to be “generalized to other populations” (p. 229). still, they pointed to the need for future inquiries to determine if the study’s participants’ literacy practices differed from their counterparts in similar areas. these studies highlighted the numerous benefits underprivileged youth receive from programs that promote digital literacies. in addition to the computer skills students acquire through these programs, the articles also document opportunities for revealing creativity and self-expression. to facilitate the programs’ successes the authors’ emphasized the need for supportive personnel for troubleshooting and direction. examining digital literacy practices among immigrant students the final group of articles focused on digital literacy practices among immigrant students. published between 2004 and 2007, these studies tracked the importance of digital literacies among young peoples from various ethnic groups for social relationships as well as self-expression. two of the studies were centered in the new york and the other in an arabic community in australia. cruickshank (2004) studied the literacy practices of four teenagers and their families in arabic speaking suburbs in australia. he focused on the teenagers’ writing and reading habits outside of school to illustrate their home literacy practices. data from the qualitative study included interviews, field notes, literary diaries, documents and artifacts. the research remained part of a larger study conducted on arabicspeaking community and local secondary schools between 1994 and 2000. according to the data analysis, the amount of reading and writing children did outside of school was “quite extensive” despite their teachers’ tendency to label these students as “non-readers” (p. 463). foremost the literacy and communication practices of the children as well as their parents changed with the availability of new technologies. cruickshank maintained the presence of a computer in all of the households by 1999 produced a change in technology from visual to text especially through the internet and chat. the author suggested this shift facilitated the development of a different range of “writing, reading, and perceptual skills” among the youth (p. 466). in addition, the article traced the impact of mobile phones on increasing the children’s expertise in instant messaging. in conclusion, cruickshank highlighted the influence of the families’ adoption of technology mediated communication in the four-year period on children’s literacy practices. foremost, he described the teenagers’ literacy practices as “more dynamic and complex than recognized” (p. 470). lastly, he blamed the teachers’ perception of these children as nonreaders to educators’ difficulties in defining the construction, understanding, and interpretation of home and school literary practices. this misunderstanding, he argued, limited the ability of the school literacy program “to change and adapt” (p. 471). to this end, cruickshank emphasized the need to understand the teenagers as well as their schools’ literacy practices. walsh (2007) reported on students multimodal literacy efforts between 2002 and 2003 within a small school in new york city’s chinatown. the author, a teacher at the school, described the results of his efforts to incorporate students’ out of school digital technologies practice into the classroom. his study encompassed fifty-eight 12 and 13 year-old first and second generation chinese students. he required these students to design websites that represented online tutorials and included individual as well as collaborative efforts. the author described students’ designs as illustrating “co-deployment of resources from language and other semiotic systems” (p. 79). according to walsh, the websites represented a hybrid form that recombined semiotic modes, or sign and symbol interpretations, in different ways that demonstrated a superior organizational design. he described one student’s website titled “life in the dust bowl panhandle region” as providing viewers with an audio ballad and then simultaneously displayed a poem on the topic transposed on an image of route 66. walsh referred to the project as a “linguistic, visual, and audio hybrid medium” and pointed out users could access additional information on the topic through page links (p. 82). in his conclusion, walsh noted his perception of the students as multimodal designers facilitated his understanding of multimodality and incorporate the use of digital culture texts in his teaching. foremost he education libraries: childrens resources, volume 31, no. 3, spring 2008 44 emphasized his role in encouraging students to utilize their digital literacy skills in the classroom. according to walsh, this facilitated a shift in the focus of literacy instruction “from students imitating modeled literacy practices” to students as innovators of “new genres” (p. 84). he suggested that allowing students to use out of school literacy practices within the context of school subjects improved their understanding of the topic and especially the final output. lastly, he reiterated the importance of making school based literacy practices “relevant to the students’ life worlds” (p. 84). mcginnis (2007), et al., tracked three transnational youth in their use of multimodal textual practices to create online identities. the authors also explored their efforts to cultivate social relations and create transnational communities of practice through their online literacy practices. digital literacy for these youth remained multimodal or included the integration of words with visual images, sound, streamed video, hybrid language, and “multilingual words” (p. 6). the research centered on the personal web pages and blogs of three high school students in suburban communities of new york city. in their analysis, the researchers considered modes, meaning making, and messages of the youths’ blogs and myspace accounts. foremost, their analysis considered how the data remained symbolic of the youth in articulating and performing multiple identifications. in their conclusion, mcginnis, et al., argued the digital literacy practices of the adolescents offered them opportunities to express explore and describe their multiple identifications. moreover, the article suggested the students’ online spaces illustrated their attempt to “express, explore, and describe their multiple identities” as well as “contest and challenge their position as youth living in transnational context” (p. 18). according to the authors, the youth “created new multimodal textual forms” by combining various resources with results that offered “new meanings” (p. 19). mcginnis et al., suggested the studies highlight the diverse aspects of these teenagers lives and the ability of their digital literacies to provide them flexibility in “topic, modes, medium,” and audience for communicating (p. 20). the authors challenged educators to understand the students’ literacy practices especially how they “express themselves through multilingual language forms” (p. 20). like their underprivileged counterparts, the online literacy habits of the immigrant youth served as an outlet for expression as well as for garnering support from like-minded individuals. moreover, as the research by walsh as well as mcginnis et al., suggested, the creation of multimodal texts remained especially significant in fostering self-identity, creativity as well as collaboration among youth. these benefits were also noted by chandler-olcott and mahar in their research of young girls’ literacy practices. finally, these studies also supported efforts to make literacy practices in educational program instruction relevant to students’ life outside of school. implications alvermann (2004) reiterated the concept of literacy “reinventing itself through hypermedia and digital technologies” and suggested this contained “enormous implications for teachers at the middle and high school level” (p. 78). the articles discussed above illustrated the reinvention of literacy as well as the benefits students received from programs that recognize and validate their multiliteracies. foremost, these studies support the creation of educational opportunities highlighting students authoring and communication skills in using the new media. several authors encouraged instructors to develop activities that challenged and enhanced students’ online literacy skills such as exposing them to complex reading or allowing learners to create blogs as class assignments. in addition, huerta and sandoval-almazan as well as eshet-alkali and amichai-hamburger defined digital literacy as including information literacy and their findings illustrated the need for its instruction to youth populations. the articles also noted the importance of recognizing students’ interests in developing projects that capitalized on learners’ multiple literacies. although the small sample of articles discussed in this review yielded similar themes and outcomes, additional research is required to reveal the applicability of these findings to other youth populations. this remains especially true for the selfreported teacher classroom inquiries. another shortcoming of the studies centered on the qualitative focus of the methodology. inquiries that consider a mixed method approach for evaluating digital literacy practices among youth may foster different outcomes. likewise, additional studies that examine specific youth populations or their digital literacy practices within various virtual environments such as facebook, myspace, and second life would also add to the literature on this topic. conclusion the topic of digital literacy is characterized by a nebulous definition and limited research studies that are often centered in foreign countries. however, the education libraries: childrens resources, volume 31, no. 3, spring 2008 45 rising importance of digital technologies to youth populations underscores the need for an understanding of their multiple literacies. the recent focus on information, communication, and technology (ict) skills as illustrated by the information technology literacy project of the educational testing service (ets) may foster attention on digital literacy. in 2006 ets released a web-based interactive tool for evaluating high school and college students’ proficiencies in utilizing technologies such as e-mail, web browsers, and library databases to “solve information-related tasks” (brasley 2006, p. 44). this test, while revealing student digital competencies, also challenges assumptions about evaluating multiliteracies and especially the role of educators in promoting literacy instruction based on students’ use of technologies. references alvermann, d. e. (2007). media, information communication technologies, and youth literacies: a cultural studies perspective. american behavioral scientist, 48(1), 78-83. ba, h., tally, b., & tsikalas, k. (2002). children’s emerging digital literacies: investigating home computing in lowand middle-income families. (report no. ir021996). east lansing, mi: national center for research on teacher learning. (eric document reproduction service no. ed477716). brasley, s. s. (2006). building and using a tool to access info and tech literacy. computers in libraries, 26(5), 6-48. bulfin s., & north, s. (2007). negotiating digital literacy practices across school and home: case studies of young people in australia. language and education 21(3), 247-263. chandler-olcott, k., & mahar, d. (2003). tech-savviness meets multiliteracies: exploring adolescent girls’ technology mediated literacy practices. reading research quarterly, 38(3), 356-385. cruickshank, k. (2004). literacy in multilingual contexts: change in teenagers reading and writing. language and education, 18(6), 459-473. eshet-alkali, y., & amichai-hamburger, y. (2004). experiments in digital literacy. cyberpsychology & behavior 7(4): 421-429. gilster, p. (2000). digital literacy. in the jossey-bass reader on technology and learning (pp. 215-225). san francisco, ca: john wiley & sons. huerta, e. & sandoval-almazan, r. (2007). digital literacy: problems faced by telecenter users in mexico. information technology for development 13(3): 217-232. hull, g. (2003). at last: youth culture and digital media: new literacies for new times. research in the teaching of english, 38(2), 229-233. jones, d. c. (2007). thinking critically about digital literacy: a learning sequence on pens, pages, and pixels. pedagogy 7(2), 207-221. lewis, c., & fabos, b. (2005). instant messaging, literacies, and social identities. reading research quarterly 40(4):470-501. mcginnis t. et al. (2007). “indianpride”: online spaces of transnational youth as sites of creative and sophisticated literacy and identity work. linguistics and education, 1-22. pew internet & american life project (2007). teens and social media. http://www.pewinternet.org/pdfs/pip_teens_social _media_final.pdf pool, c. r. (1997). a new digital literacy: a conversation with paul gilster. educational leadership, tierney, r. j., bond, e, & bresler, j. (2006). examining literate lives as students engage with multiple literacies. theory into practice, 45(4), 359-367. walsh, c. (2007). creativity as capital in the literacy classroom: youth as multimodal designers. literacy, 41(2), 79-85. ware, p. d., & warschauer, m. (2005). hybrid literacy texts and practices in technology-intensive environments. international journal of educational research, 43(7-8), 432-445. barbara blummer is the reference librarian for the center for computing sciences, a federally funded research and development center located in bowie, maryland. she has been working in special libraries since 1992. ms. blummer is also a doctoral student in instructional technology at towson university. she is a member of the american library association as well as the american society for information science and technology. her research interests center on information and digital literacies. bablumm@super.org http://www.pewinternet.org/pdfs/pip_teens_social mailto:bablumm@super.org from: education libraries, volume 33, number 2, winter 2010 72 curtis j. bonk, professor of instructional systems technology at indiana university, uses the world is open: how web technology is revolutionizing education (san francisco: jossey-bass, 2009) to tell us that the web is a great tool for learning of any type, formal or informal, at any time of the day or night, in the manner most appropriate to the subject matter at-hand and our own personal learning style. he summarizes the ten learning technology trends that are transforming education (and life) today, using the acronym we-alllearn: 1. web searching in the world of e-books 2. e-learning and blended learning 3. availability of open source and free software 4. leveraged resources and opencourseware 5. learning object repositories and portals 6. leaner participation in open information communities 7. electronic collaboration 8. alternate reality learning 9. real-time mobility and portability 10. networks of personalized learning in place of thomas friedman‘s new economic players, a flattened playing field, and more horizontal management processes, bonk highlights changes in three p‘s related to education: pages of content; piping that content (i.e., technological infrastructure); and participatory learning culture. the book is meant to highlight changing instructional practices, and focus a good deal more on the responsibilities of the individual learner than published studies to date. bonk employs the ―story‖ approach. most are interesting, but a bit long—so much so that i often forgot the point! the stories are designed to demonstrate how learning has shifted from the classroom to real-world settings, enabled by technologies and individual curiosity. according to the author, this notion of passion-based (just-in-time) learning makes us more connected with the world around us and fosters deeper knowledge about a subject. bonk agrees with ivan illich‘s three purposes of a good education system, and gives us many examples of how web 2.0 is the perfect education environment: providing unlimited resources for any learner at the point they are requested allowing individuals who want to share their knowledge or expertise with others to find those who wish to learn from them enabling all who want to present an idea, issue, or resource to the public to be able to do so. for bonk, and us, the very openness of the web pushes ―the envelope for untried and untested education methods,‖ serving as a great antidote to ―dull and flat learning‖ of old, with 50-minute lectures in large hall. the book is designed to provide a model to help us ―make sense of the ten converging learning technology trends that are now opening up education,‖ contributing to the empowerment of the learner who can now choose his/her teacher/trainer. there is a two-pronged message here, one for the learner and the other for the would-be educator: learning online in a self-paced fashion can enhance one‘s skills only if the content is properly designed (with participatory learning avenues through collaborative technologies) and the study is seriously undertaken. the text is peppered with examples of tools and sites— some of which are no longer available—though the discussion of each and how they contributed to the change in learning is always interesting. bonk gives us a great deal of food for thought concerning the nature of learning and will help all who strive to help others learn. his 400+ page work contains 40 pages of endnotes for additional research by the reader, as he/she desires. society is moving toward a learning culture where we have the ability to create our own personalized learning ı b o o k r e v i e w s bonk, curtis j. the world is open: how web technology is revolutionizing education. san francisco: josseybass, 2009. isbn 978-0-470-46130-3. $29.95 reviewed by barbie keiser education libraries, volume 33, number 2, winter 2010 73 environment, something the author encourages everyone to do. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com research provides the data needed to develop theories and make decisions. diana burton and stave bartlett have written a useful guide to the research process. focusing on critical evaluation, data collection, and analysis, key issues for education researchers includes 12 chapters comprised of sample case studies, templates, bulleted lists, tables, definitions, activities, and recommended readings. a table of contents, introduction, bibliography, and index are included. chapter one looks at the process of receiving information. teachers, lecturers, and students are constantly evaluating the activities taking place in an educational environment in order to institute needed changes. examples include school effectiveness and school improvement programs resulting from action research projects utilizing quantitative analysis, and practitioner research that helps educators enhance their teaching skills. in chapter two, the authors describe two major paradigms in the social sciences: positivist (quantitative characteristics) and interpretivist (qualitative characteristics). in designing a research project, researchers must ensure reliability, validity, and the triangulation of research findings to promote the consistency of responses while increasing the accuracy of the data collected. chapter three addresses the ethical principles which should guide any research project. researchers must seek the informed consent of participants, maintain their confidentiality and privacy, be honest and open, provide access to the findings of the research, and avoid doing harm in the course of the study. in chapter four, sample research projects investigating pupil truancy and the transition from high school to higher education help to demonstrate research design, a data collection plan, and a research timeline. chapter five teaches students how to critique literature reviews using a checklist of criteria. after performing a comprehensive search for library resources, readers are furnished with an outline to use when addressing the relevancy of the literature to the proposed research project. case studies and questionnaires are frequently used in educational research. three examples of case studies are provided in chapter six. a sample questionnaire is presented in chapter seven. readers learn how to frame questions, collect responses, and address issues that may arise. burton and bartlett, professors of education studies in great britain, discuss the merits of structured interviews comprised of set questions asked of all participants contrasted with unstructured interviews that place greater emphasis on the individual account of one interviewee. some of the factors that promote a successful interview include the ability to listen to the interviewee‘s responses, the use of appropriate body language, and the careful consideration of whether to take notes or record the interview. included are sample interviews that link to questionnaires. chapter nine identifies observations as a means to gather data for research projects. sample observations of individual students, small groups, entire classrooms, and playground activities are described. a checklist delineates the criteria to use when explaining the data gathered through observation. research biographies differ from diaries and logs. a biographical record synthesizes different types of data to create a coherent narrative that helps the researcher to better understand that individual, while a diary or log focuses on an ongoing account of a specific activity over time. ı burton, diana, and bartlett, steve. key issues for education researchers. thousand oaks, ca: sage, 2009. isbn 978-1-8478-73583. $37.95. reviewed by warren jacobs mailto:barbie.keiser@gmail.com education libraries, volume 33, number 2, winter 2010 74 chapter eleven addresses the use of existing documentation including lesson plans, textbooks, and visual records such as photographs. an example of a research study comprised of the abstract, research questions, literature review, methodology, analysis of findings, conclusions, and commentary is furnished in chapter 12. key issues for education researchers is a concise and understandable look at the research process. the numerous examples provide the novice researcher with a template for the design of a successful research project. this text should be added to graduate collections in education. faculty may also wish to utilize this title as a textbook for courses in educational research. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu this is the second edition of the best seller written by carolyn chapman and rita king, well known educational consultants. this second edition offers current research, many new activities and strategies, and best practices for teachers to differentiate their work and cultivate each student‘s unique skills in order to develop self-directed, effective, confident, and fluent writers. the book is organized in six chapters each ending with a summary. the book also includes an appendix, references, and an index. chapter 1: introduction infusing writing into the content areas is a strategy that uses higher-order critical-thinking skills and creativity and helps students to master content and authorship. educators need to build on the types of writing used by students such as e-mail, blogs, text messages, and personal web pages in order to teach them how to apply the standards of writing in formal and informal situations. differentiated writing instruction is organized around differentiating content, assessment, performance tasks, and instructional strategies. writing impacts brain activities by making mental connections, building long-term memory, and by achieving a state of flow which is the state of mind that occurs when the learner concentrates on the task at hand, enjoys it, and is totally immersed in it. the rationale for writing in the content areas is supported by the fact that writers write to demonstrate understanding, to enhance learning and memory, to inform and to express important ideas in the real world. every teacher is a writing teacher that has a golden opportunity to model and teach writing. all teachers can ―turn on the writers‖ in their students and use writing as a valuable component of differentiated instruction. chapter 2: creating a climate for writing establishing the effective writing environment in a differentiated classroom means to create a climate conducive to writing. the main tools that teachers can use in order to create such environments are instilling self-efficacy, developing internal motivation, and developing self-regulated learners. suggestions for creating a safe and positive writing atmosphere are the use of sayings, charts, slogans and posters. assessing the affective writing climate is essential. in order to create a physical environment for writing, teachers are encouraged to entice students with novel writing instruments and materials. the authors encourage adding spice to activities by varying the medium, size, shape, color, weight, and texture of the writing materials. examples of ideas that add novelty to the writing climate are the burrito fold, the accordion fold, or the hot dog fold along with shaping the things by using the quarter tear, paper stripping, or sticky tabbing. other suggestions are using the rainbow writing, ready references, and the teacher-created and student-created displays. finding the right write spot and assessing the physical writing climate are important in order for the teacher to establish and maintain a productive affective and physical learning environment that would inspire each writer. ı chapman, carolyn and king, rita. differentiated instructional strategies for writing in the content areas. thousand oaks, ca: corwin, 2009. isbn: 978-1-41297232-1 (pbk.). $28.95. reviewed by mona anne niedbala mailto:wjacobs@csustan.edu education libraries, volume 33, number 2, winter 2010 75 chapter 3: knowing the writer in this chapter the authors present the developmental stages of the student‘s writing abilities, from the lower levels, such as the scribbler, the picture maker, the storyteller, the letter shaker, the copier, the sound maker, to the complex, sophisticated levels, such as the sentence maker and the fluent writer. the description of problems teachers encounter during writing tasks in the differentiated classroom is organized around observable behaviors, feelings of the student, and suggested interventions. a list of common writing problems with some suggested interventions for improving individual writing performance is provided. understanding and addressing individual learning styles is a powerful tool for teachers to tailor writing experiences in the differentiated classroom. chapter 4: differentiating the writing process and flexible grouping the authors discuss the necessity of immersing students in the writer‘s craft and of developing a writing vocabulary which include terms such as draft, revise, edit, and publish. four types of writing are presented with suggested teaching guidelines: 1. descriptive writing: let me create a picture in your mind! 2. expository writing: let me explain it to you! 3. persuasive writing: let me convince you! 4. narrative writing: let me tell you what happened! purposes and features of the four types of writing with assignment examples are provided. the use of the block party activity, which is designed to meet the diverse needs of students as they practice the four types of writing, is presented. the description of the six steps of the writing process is the focus of this chapter. the authors make suggestions in regard to the teacher‘s role and provide guidelines for approaching each step: step 1: getting started: prewriting step 2: sloppy copy: first draft step 3: hamming it up: revision step 4: tuning it up: editing step 5: neat sheet: final copy step 6: sharing and celebrating: publishing the flexible grouping (total group, alone, partner, small groups) is an essential tool for meeting the diverse needs of learners and writers. the authors provide examples of group designs for specific writing activities. chapter 5: instructional strategies and activities for the differentiated writing classroom the chapter begins with a discussion about the value of using writing to develop critical thinking before, during, and after a lesson. writing strategies for englishlanguage learners are addressed. activities for differentiating writing with formats and genres, using personification to process content information, and planning for individual needs are described. the authors provide a wealth of examples for writing strategies, gathering research, note taking, developing outlines and rubrics, writing essays, rhymes and riddles, getting to know text characters, and sequencing with graphic organizers. the chapter ends with a collection of forty-three assignment activities. chapter 6: planning, assessing, and evaluating writing the chapter starts with a lesson plan model for writing in the content areas including strategies and ideas to meet students‘ needs before, during, and after the writing experience. a large collection of materials for informal writing assessment and formal writing assessment follows. the authors also provide a collection of examples of uses of writing across content areas such as language arts, social studies, math, science, visual arts, vocational studies, and physical education and health. this work is recommended for academic library collections supporting undergraduate and graduate programs in teacher education and school librarianship. the wealth of strategies, activities, suggestions, and practical examples make this book an excellent resource for in-service teachers and for professional development workshops. mona anne niedbala is education & curriculum materials librarian at university of rhode island email: mflorea@mail.uri.edu education libraries, volume 33, number 2, winter 2010 76 monty l. mcadoo‘s building bridges is a comprehensive guide that will help academic librarians connect more effectively with faculty members and students. mcaddo states that ―because of the nature of their work, librarians are often bridges between the student and the faculty member.‖ the book examines why this bridge is needed and how librarians can better serve their patrons and promote learning through learning assignments. this thought provoking book will help college librarians better understand their uniquely important role and give them tangible ways to foster the learning process. mcadoo has an m.l.s. and a doctorate in educational administration and leadership. the author has fused his educational training and his work as an instructional service librarian to create this insightful book. mcadoo has the expertise to understand academic settings and the learning process. the author draws on his own experience to guide librarians as they strive to help professors and students succeed. this book has an important message that can help librarians better promote learning in higher education. the book is organized into five parts. the parts include the need for bridges, building a foundation, building the bridge, bridge collapse and crossing the bridge. these chapters flow well as subsequent chapters build on the ideas presented in the previous chapters. other helpful features of the book include three appendixes, a resource list and an index. practical ideas are offered throughout the book to help librarians collaborate more with educators. the book also examines assignments and why they succeed or fail. the closing reflection will help librarians as they deal with the challenges of their work. the author addresses many important topics for academic librarians. the need for information literacy in academics is highlighted throughout the book. current trends in higher education are opening new ways for colleges to incorporate information literacy into the curriculum. librarians have much to offer this new learning environment and the author shares ways to promote information literacy. librarians are also encouraged to take a more active role in the learning process and forge relationships with faculty. the author is realistic when advising librarians how to proceed with problematic assignments and the best ways to cultivate partnerships with reluctant faculty. the author has a broad understanding of the culture of academics and the roles librarians have in this setting. reading this book can help the academic librarian better navigate through academia and help maximize student success. building bridges is a powerful resource that can help librarians close the gap between faculty, students and the college library. librarians can become a larger part of the learning process while promoting information literacy and library resources. academic librarians can benefit from reading and applying the useful hints throughout the book. this title is well worth its shelf space in your professional collection! celeste-marie moore works at st. andrew hall library in syracuse, ny email: moore_celeste@hotmail.com ı case study research examines a unique situation in order to gather data that will be used to foster change and enable needed decisions to be made. case study research in practice provides a blueprint for beginning researchers to follow as they design, conduct, and ı simons, helen. case study research in practice. thousand oaks, ca: sage, 2009. isbn 978-07619-6424-7. $39.95. reviewed by warren jacobs mcadoo, monty l. building bridges: connecting faculty, students, and the college library, chicago: american library association, 2010. isbn 978-0-8389-10191 (pbk.). $55. reviewed by celeste moore mailto:moore_celeste@hotmail.com education libraries, volume 33, number 2, winter 2010 77 disseminate the results of case study research to their constituents. helen simons, a retired professor, has written extensively on the case study approach to educational research, including a previous book, getting to know schools in a democracy: the politics and process of evaluation (falmer press). the prologue features a letter on case study research from a fictional student. the letter is a composite of student questions about the research process fielded by the author over the years. simons also includes a midterm and final letter from the student. these letters demonstrate the student‘s increasing understanding about case study research. simons asserts in her replies that this text is a lengthy response to the student‘s initial questions about case study research. case study research in practice is divided into four sections based on the typical progression of a case study. section one is comprised of the first three chapters. chapter one looks at the development of case study research. through the work of pioneering researchers, case studies have evolved from a qualitative inquiry about a single event into a comprehensive research strategy utilized to evaluate a program or policy. the second chapter focuses on the planning process which includes selection of a case, identification of the key research questions, establishing whether qualitative or quantitative methods will be used, and how a researcher can obtain access to a specific school or program to study. chapter three addresses the advantages and disadvantages of different types of interviews: in-depth, conversational, group, and non face-to-face (e-mail or telephone). the major purposes of interviews include documentation of the interviewee‘s perspective, providing an opportunity for both the interviewer and interviewee to learn more about an issue, a chance for the interviewer to represent feelings and events that may not have been observed, and the adaptability to investigate other issues as they come up in the interview. section two examines issues that arise during case study research in the field. chapter four looks at how researchers study and portray individuals. in chapter five, simons makes the case that a researcher cannot separate oneself from the research process. subjectivity does shape the investigation and findings. reflexivity is the process by which a researcher addresses the impact of his/her biases, values, beliefs, and preferences on the research process. chapter six deals with ethical issues such as establishing and maintaining trust, informed consent, confidentiality, and anonymization (using pseudonyms). chapters seven and eight make up the third section examining analysis and interpretation of research findings. chapter seven surveys the selection and organization of data. after data has been coded, the relationship between concepts can be established. chapter eight features examples of specific types of interpretation: interview transcripts, mixed mode analysis, and concept mapping. chapters nine and ten comprise the final section of the text in which the results of the case study are communicated. chapter nine looks at the scope and content of a case study narrative, documentary, and artistic expression. chapter ten addresses the strengths and weaknesses of the outcome of case study research in relation to subjectivity, generalization, generation of theory, and usefulness in policy-making. case study research in practice will enable a student to not only understand the theory behind case study research, but also design, execute, and inform others as to the results of a case study. each chapter contains examples, bulleted lists of key questions, notes, and annotated readings. this title will be an excellent addition to academic library collections, and useful as a textbook for research methods courses focusing on case studies in education or other social sciences. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu mailto:wjacobs@csustan.edu microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 12 web 2.0: beyond the concept practical ways to implement rss, podcasts, and wikis by karen huffman, national geographic society abstract this article focuses on how the national geographic society’s libraries & information services has implemented rss, podcasts and wikis with suggested practical application for academic libraries. the article is an adaptation from a presentation given during the special libraries association’s annual conference, june 2006 (huffman & ferry, 2006). the sparks that ignited us…. national geographic’s libraries & information services (lis) discovery and implementation of technologies dubbed “web 2.0” has been an evolutionary, rather than revolutionary process. we watched the trends to evolve our products and services. in 2005 we began seeing online news sources like bbcnews.com offering alternative ways to access their content. new rss-labeled icons appeared in the margins of websites with links to directories of feeds. these rss directories generally organized their feeds either topically or by news section and often included frequently asked questions about rss as well as recommended feed readers. as information organizers (and multi-taskers who streamline their work processes wherever possible), we initially saw rss feeds as a way to keep current with news sources, blogs, and research sites that were regularly publishing content through xml-based feeds! we saw the arrival of podcasts on the heels of rss. in january and february, 2005, the pew internet and american life project conducted a survey, and found 22 million, or 11%, americans age 18 or older owned an ipod or mp3 player. apple’s freely-available itunes library brought podcasting to the mainstream with the launch of its “podcasts” directory in june 2005. itunes’ integrated approach offered the ability to easily locate podcasts, subscribe to rss feeds, and transfer them to an ipod. “in the first two days of availability…itunes customers subscribed to more than 1 million podcasts” (laue, 2005). within the same month, companies like abc news, disney online, and espn.com launched large collections of podcasts via itunes (“abc news…,” 2005; pogue, 2005). colleges and universities were making the news. duke university in durham, north carolina, was an early adopter of ipods. as an experiment in the fall of 2004, the university gave all incoming freshmen ipods to “help invigorate the university’s academic life” (read, 2005). although the year-long study found that not all curriculums necessitated the use of ipods, the devices did prove beneficial for some and would continue to be supported by the courses that required the devices. apple also saw an opportunity to support educational initiatives of colleges and universities by launching itunes university (itunes u), a freely-available digital archives and web hosting solution (gordon-murnane, 2005; read, 2005; stephens, 2005; udell, 2006). wikipedia’s exponential growth since its inception in mid-january of 2001 has intrigued and confounded the professional community, bringing attention to this digital, collaborative encyclopedia among writers and analytics in the news, professional journals, magazines, and blogs and as “hot topics” during conferences. in march, 2006, wikipedia reached one million articles, and as of july, 2006, it now contains more than 1.28 million articles (schiff, 2006; wikipedia, 2006). _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 13 new wiki-based websites were appearing daily. professional literature began defining wikis, discussed their historical evolution, compared wiki engines and hosted solutions, reviewed advantages and disadvantages of wikis, and offered examples of practical implementation efforts. as a result, national geographic’s libraries started envisioning possible benefits for using collaborative applications such as wikis (chawner, 2006; clyde, 2005; fichter, 2006; ishizuka, 2005). national geographic’s libraries applied what we learned we took a pragmatic approach with web 2.0 applications through first-hand experience. as greg notess expressed in the may/june, 2006, issue of online: “rather than debate the overall merits of the 2.0 movement, information professionals should explore the territory, techniques, and examples to find the most useful applications in your own work environment.” we realized that web 2.0 was more about a concept on how the web was evolving from flat html-based pages (i.e. web 1.0) into interactive, social areas that integrated easily with people’s lifestyles. we also knew that not everything we tried would work, but if we didn’t explore and “play” with applications to understand how they worked, we could not see what potential they might have for our organization and its community. we continue to offer products and services through traditional channels. for example, we still market through our outreach/liaison program, email newsletter, brochures, and flyers. our libraries website offers a rich collection of products and services including links to our catalogs, subject research guides, subscription databases, and training class descriptions. staff can choose weekly training and learning opportunities from a variety of formats: hour-long classes, 20-minute coffee and cookie breaks, one-onone sessions, and online training tutorials and e-learning materials. web 2.0 applications offered the ability to evolve our content and services and develop new ways to market, present, and further expand our research offerings. it was not costly to experiment with different tools. we migrated our libraries website to lunarpages.com, a web hosting company that charges minimal yearly fees (about $100 a year) and supports industry-standard web server configuration. by moving our website to a new hoster, we had a “sandbox,” or space, to start testing our ideas. our largest success stories to date have included our implementation of rss, podcasts, and wikis. we have also experimented with online communities and blogs but have had less internal traction for these applications. rss and podcasts. about a year ago, we started building a directory of recommended rss feeds for our customers. we also offered several 20-minute “coffee breaks” to introduce rss and teach how to set up a web-based reader like bloglines.com to aggregate feeds for research purposes. with the launch of our new libraries website in september, 2005, we ran streaming rss feeds on our libraries home page using an open source php parser called magpie rss. in contrast to our research-focused implementation efforts, two large local public library systems described how they had implemented rss for marketing their services and events during last spring’s annual computer in libraries conference in washington, d.c. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 14 directory of recommended rss feeds for our researchers _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 15 library’s home page: rss feeds from bbc news and new york times (right sidebar) with some experience and understanding of rss, we decided to explore podcasting. our user community is from demographically diverse age groups, and we realized that not everyone wanted to receive information in the same way. podcasting offered an additional marketing and information delivery channel to augment (not replace) our other marketing efforts. national geographic was fortunate to have the internal resources to do this: we have a studio and recording/editing equipment in our audiovisual division; streaming audio capabilities on the desktop; available bandwidth (okayed by information systems & technology [is&t]); and our corporate intranet as a central means for distribution. we also are fortunate to have library staff with good radio voices and others with experience in radio writing and music production. we offered the opportunity to “try out” as broadcasters to all library staff – not just the report writers. in october, 2005, we developed and branded a handful of podcasts from content we were already producing. these podcasts laid the groundwork for our weekly 20-minute podcasts based on our daily “business intelligence” and “national geographic in the news” reports, our twice-weekly science-focused report called “earthcurrent,” our weekly “missions report,” and monthly topically-focused “special reports.” our archivist started monthly recordings of an “ng history moment,” and shortly after we began to podcast the “trends analysis group quarterly report.” podcasting has helped us reach our younger staff at the society and to look “cool” to the more technically-savvy staff. we also wanted to educate our executive staff on podcasting and its potential for the consumer market through practical applications and easy delivery channels. for an executive retreat, we uploaded ng content that was ready for podcasting onto new ipods. the executives “got it.” ng _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 16 began an enterprise podcast in august, spurred on by a library-led cross-divisional group that compiled assets, initiated enterprise branding, and negotiated with itunes. wikis. as we were redesigning and building our new libraries intranet site last summer and fall, we started experimenting with wikis. wikis are online collaborative communities that lend themselves to continuous editing and refinement of content. they work best at aggregating and distilling shared knowledge and include the ability to track article evolution so that content often reflects a blend of voices. as mentioned earlier, we followed the news about wikipedia and reviewed other research-focused wikis that might offer potential resources for our editorial groups. many wikis aggregate collections of knowledge and are good starting points for understanding a topic or finding links to additional resources. so, we began teaching our patrons about these exploding social applications, pointing them to potential research sources. after formulating some initial ideas, we decided to implement a wiki. in august, 2005, we launched the “libraries & information services wiki” (lis wiki) using mediawiki, an open source application originally developed for wikipedia. our library staff began using the lis wiki by adding their resumes including pictures and anecdotal information about their interests, animals, and children. we decided to aggregate in the wiki our 20-minute coffee-break handouts, compile quick reference materials, and convert dictionary-like pages including our “records and archives classification dictionary” and our “ng lingo” list for new employees. within less than a year, our lis wiki has expanded to include intraand interdivisional projects where team members can brainstorm and develop ideas for our consumer market, collaborate on status reports, and share research endeavors and information on trends, including links to working documents. examples of lis wiki home page, news collection project status, and “ng lingo” dictionary _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 17 in september 2005 we started work on a women explorers initiative to support content and product development for all areas of the national geographic. we built a viable and collaborative research tool using a wiki that a cross-divisional team was invited to use to research and write about selected women. the “women explorers wiki” is a research portal for internal staff which currently has nearly 250 entries and 20 contributors. we have recruited academic interns from the local library science programs to assist with research and writing entries. members of the team officially launched the “women explorers wiki” in march, 2006, during women’s history month. “women explorers wiki” our wikis continue to grow…. in july 2006 we launched two additional wikis: 1) a story development wiki for one of our national geographic editorial groups to organize research material and collaborate on related ideas; and 2) a procedures manual, enabling our international channels group the ability to easily share and maintain best practices guidelines and contact information with external producers. implementation of wikis work well in organizational cultures where there is a high level of trust. the organic nature of wikis is both its strength and weakness. by allowing anyone to add or edit anything there is a risk that this can lead to a chaotic information space. at national geographic, we require contributors to create a username/login before they can contribute. we assign wiki managers and editors who develop norms and conventions for naming pages and adding content to help keep our wikis consistent. beyond open source: if open source applications are not supported by the organization/institution, then find ways to integrate users into supported applications. we have a number of applications that permit contributions from our user community including “ng insider,” our corporate intranet built by library staff in a lotus content management product; our “future events calendar,” designed by library staff and programmed by ng contractors using java and a sql database; and our trends analysis group’s database, built by an is&t staff member using filemaker pro. we have incorporated simple templates and web-based forms to allow for collaboration within these resources. basic steps for getting started with examples for academic librarians this article illustrated ways web 2.0 applications have been applied within a special library. all of the examples could easily be extrapolated to any library setting irregardless of type (i.e., special, academic, or public). meredith farkas, a distance librarian from norwich university(northfield, vermont) developed a best practices wiki for librarians because, she said, “no one should have to reinvent the wheel when _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 18 another librarian has already done what they’re trying to accomplish” (ishizuka, 2005). so, listed below are a few final ideas for learning more about web 2.0, including practical suggestions for getting started: 1) read and review recommendations and best practices from books, news sources, magazines, professional journals and/or online subscription news and research services. 2) review web resources. for example, • the earl gregg swem library at the college of william and mary in williamsburg, virginia, built a page of streaming rss feeds from their blogs. • baylor university in waco, texas, has started “circulating ipods loaded with course reserves for music classes…. [imagine how an] art library might circulate an ipod photo with digitized images to support an art history course” (stephens, 2005). • many colleges and universities including stanford university (palo alto, california), drexel university (philadelphia) and duke university are taking advantage of itunes u’s offerings. (read, 2005; stephens, 2005; udell, 2006) • three useful resources full of ideas and practical applications include meredith farkas’ library success wiki: a best practice wiki for librarians, a digital book from wiki science on starting a wiki, and wikiindex, a wiki about wikis. 3) take advantage of local learning opportunities and conferences through professional associations and networks. 4) brainstorm ideas with colleagues. initial implementation efforts do not need to be revolutionary. if the organization is interested in applying web 2.0 ideas, then start by building guides to useful rss feeds, podcasts, blogs, and wikis. next, offer training and online tutorials that define the terms and enable users to gain comfort with the new ideas and tools introduced. at the university of maryland’s college of information studies (clis.umd.edu), the master’s students use webct for online course studies. webct is an online course management system now owned by blackboard. a wiki could easily be developed for distance learning or enhancements to in-class work and/or project collaboration and team experiences. 5) evaluate what resources are in-house and what the organizational culture will permit. depending on technical expertise and staff size, a library may prefer to focus on content and services rather than on application maintenance and development. if so, then subscribe to services that set up and manage the applications. for example, the following offer hosted solutions for minimal costs: typepad.com is a blogging service; livejournal.com builds communities; and jotspot,com hosts wikis. balancing risk and organizational culture in the short time national geographic’s libraries has explored the web 2.0 landscape, we have learned some valuable lessons: • make technology work to benefit users; don’t make users slaves to technology. • define the “spaces” – what to use, when, and for what. • pilot ideas to show concepts and how to use the applications. • track metrics to measure impact. • deliver on promises – stay focused. to be successful in building new tools and resources, risk-taking is key. a library must decide what their organizational culture will permit. look for what might lend itself best to web 2.0 applications or brainstorm new products and services. be creative, have fun, and go for it! _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 19 references abc news, disney online and espn.com. (2005, june 29). providing extensive line-up of podcast content via the new itunes podcast directory business wire. retrieved july 27, 2006, from lexisnexis database. bbcnews.com. retrieved july 28, 2006 from http://www.bbcnews.com. bowers, a. (2005, dec. 30). the year of the podcast. business wire. retrieved july 27, 2006, from lexisnexis database. chawner, b., & lewis, p. h. (2006, march). wikiwikiwebs: new ways to communicate in a web environment. information technology and libraries, 25(1), 33-43. clyde, l. a. (2005, april). wikis. teacher librarian, 32(4), 54-57. cohen, s. m. (2006, april). the next generation of reading lists. information today, 23(4), 20. duke digital initiative: ipods at duke. retrieved july 28, 2006, from http://www.duke.edu/ddi/projects/ ipod.html. earl gregg swem library at the college of william and mary xml news aggregator (2006, july). retrieved july 28, 2006, from http://swem.wm.edu/resources/blogs/. fichter, d. (2006). always fresh, keeping your web site current with news feeds. information outlook, 10(4), 27-29. fichter, d. (2006). using wikis to support online collaboration in libraries. information outlook, 10(1), 3031. finkelstein, e. (2005). syndicating web sites with rss feeds for dummies. indianapolis, in: wiley. gibbs, m. (2006). podzinger indexes and finds podcast content; podzinger uses speech recognition to index podcasts for search purposes. networld world. retrieved july 27, 2006, from lexisnexis database. gomes, l. (2004, october 4). how the next big thing in technology morphed into a really big thing. the wall street journal, p. b.1. gordon-murnane, l. (2005). saying “i do” to podcasting. searcher, 13(6), 44-51. huffman, k., & ferry, b. (2006) web 2.0 – making use of rss and collaborative applications. presentation for the special libraries association annual conference, baltimore, june 12-14. ishizuka, k. (2005). library success a best practices. school library journal, 51(10), 26. itunes u. retrieved july 28, 2006 from http://www.itunesu.com. laue, c. (2005, sept. 18). podcasting power. the omaha world-herald, 01e. retrieved july 27, 2006, from lexisnexis database. library success: a best practices wiki. retrieved july 28, 2006, from http://www.libsuccess.org. notess, g. (2006). the terrible twos: web 2.0, library 2.0, and more. online, 30(3), 40-42. pew internet and american life project (2005, february). ipods and mp3 players storm the market. retrieved july 28, 2006, from http://www.pewinternet.org/ppf/p/1047/pipcomments.asp. pogue, d. (2005, july 28). in one stroke, podcasting hits mainstream. the new york times, c.1. read, b. (2005, july 1). duke u. assesses ipod experiment and finds it worked – in some courses. the chronicle of higher education, 51(43), a.28. rosenzweig, r. (2006). can history be open source? wikipedia and the future of the past. the journal of american history, 93(1), 117-146. schiff, s. (2006). know it all. the new yorker, 82(23), 36-43. stephens, m. (2005, spring). the ipod experiments. library journal net connect, 130, 22-24. udell, j. (2006). an open source sandbox. infoworld, 28(22), 38. wiki science: how to start a wiki. retrieved july 28, 2006, from http://en.wikibooks.org/wiki/ wiki_science:how_to_start_a_wiki. wikiindex – a wiki of wikis. retrieved july 28, 2006, from http://wikiindex.com/. wikipedia. retrieved july 28, 2006, from http://en.wikipedia.org. young, k. (2005). management week – comment – could you be a podcast star?; podcasting offers firms a new wy to talk to customers, but will they. vnu business publications ltd., 45. retrieved july 27, 2006, from lexisnexis database. karen huffman is the manager of knowledge initiatives, libraries & information services at national geographic society. email: khuffman@ngs.org microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 39 visual & media literacy interview with tamara moats, speaker on visual thinking and use of art data by cybèle elaine werts, article editor of education libraries note: i met tamara moats when she was on a panel at the special libraries conference in seattle, wa this june. her lecture/demonstration was entitled visual thinking and use of art data. as i knew of our upcoming issue on digital, information, and visual literacy, i contacted her right away for an interview as a special addition to this issue. tamara moats was curator of education at the university of washington's henry art gallery for nineteen years where she organized programs for all ages, developed the museum’s teaching methods, and wrote extensive curricula. she now teaches art history at the bush school upper school and the cornish college of the arts, and visual thinking at the university of washington medical school. moats holds a ba degree in art history from the university of puget sound and an ma in asian studies from the claremont graduate school. to help explain tamara’s work, i’ve included this explanation of visual thinking: visual thinking is an inquiry-based method of teaching with original art works. it empowers viewers to trust their own observations, interpretations, and ideas about works of art. facilitators ask students to articulate their responses and to find evidence to support opinions and reasoning. student response drives all observations; the facilitator does not direct the discussion. visual thinking focuses on viewer response and interest. using dialogue posed by the teacher or exhibition guide, visual thinking allows the viewer to guide the inquiry. in this sense it is not informationbased, but information is woven into the discussion as it is asked for. the process progresses from narrative artwork to more complex ones, exploring images that relate to but play off of each other. questioning begins very simply by asking students “what is going in this artwork?” and allowing the discussion to follow a logical but creative progression. the idea is to reveal information about the work throughout the discussion, and guide the questioning to places that illuminate the artwork. this includes exploring composition, subject matter, medium, and artist, but the stress is placed on discovering meaning and deeper ideas. visual thinking builds critical and creative thinking skills that enhance the whole of the aesthetic experience. one of the things that strikes me first about your unusual vocation is that most viewers probably say that they don’t know anything about art, and therefore their thoughts and observations about it cannot possibly have value. how do you counter this widespread idea that only experts can understand art? my belief is that if under open and welcoming circumstances, most people cannot help but give their responses to an artwork, and if the works are well chosen, find something to talk about. the adult audience is a little more tricky, since older people usually do want to get some background before responding, but i have found that with the right, very brief, introduction, i can ask a question that the audience wants to answer. as for children, it is the reverse: all kids want to tell you what they see before getting any information on an artwork. they need little encouragement. education libraries, volume 31, no. 2, winter 2008 40 the traditional view of teaching art is through lecturing, but clearly that is no longer considered effective. why do you think this change in approach has occurred? what is the thinking behind waiting until students “ask” for information – like when the artwork was painted before offering it? lecturing only reaches a small group of learners, and is especially unhelpful in the museum setting, where a group is visiting for the average of an hour. from almost the beginning of my museum career, i could see that talking too much put people off, and really hampered the aesthetic experience. the visual thinking process (vts) is dynamic and interesting, and builds off of people’s responses. all of this is a more pleasurable process of looking and learning, and one where information is retained. when you wait for a student/visitor to ask for information, you have found the teachable moment, and the information makes sense to them. one aspect of the visual thinking process is that it is “inquiry-based” which is a concept that is used in other teaching areas such as science. for example, students often find personal explorations of nature far more useful than reading science books. how important is the inquiry-based aspect to this approach and how did it come to be used? inquiry, or dialogue, is critical to this process. you can’t do it without asking questions or allowing your viewers to guide the process, and being able to respond to the answers. it is a type of socratic dialogue. in the henry art gallery education department’s visual thinking curriculum, students are taught to trust their own observations and ideas about works of art. how do you work with students to help them trust their intuition about what they see? how do you teach them to “see?” this is difficult to put into words, but basically, you allow them to do what they can do. you choose works that are stimulating to talk about, and that progress in challenge. you ask for as much detail as possible, and make them look, and then look again. as they have success in unlocking the mysteries of an artwork, they want to know more, and look more. they begin to trust themselves. can you give me some examples of the questions you might ask me to guide me to an understanding of an artwork? suppose you used homer’s the lifeline, as you did in your sla presentation. the first vts question is “what do you see here?” or “what is going on in this image?” subsequent questions build off of the answers, but remain very simple. perhaps: what colors, what lines, what shapes? then you build off of the answers. my understanding is that you ask the students to articulate their responses and to find evidence to support opinions and reasoning. what might be an example of evidence to support an opinion about art? students need to describe what they see and be articulate about the details. they need to explain their observations based on what is there, but they may also be creative about interpretation. vts does not discourage responses, or guide the process to a given goal. there is no goal. i imagine that you also need to explore composition, subject matter, medium, and artist. how do you teach these traditional aspects of art while you are also doing this more esoteric type of exploration? and really, how much does a teacher or librarian need to know to share art using this method with others? do they need all the degrees and experience that you have? education libraries, volume 31, no. 2, winter 2008 41 actually, in the pure form of vts we do not explore composition, medium or artist. traditional aspects (formal elements) are not taught, and indeed, if students left an exhibition not knowing a single artist’s name, it is okay in vts. thus, teachers and librarians do not need a lot of background information to use this method. at the workshop i attended, you spoke of how students advance from being novice to more sophisticated viewers of art. what do you see and hear from them as they progress in their understanding of what they see? can you give some examples? as students progress they use more sophisticated vocabulary, more creative terms to describe things like color, and start to come up with unusual and complex interpretations. one student i had in the museum described a sky as pumpkin colored instead of just orange, and another made up a story that was happening off the edge of the painting— the approach of a bear to the figure in the center. also when students become more sophisticated they begin to ask deeper questions about the work. considering how open-ended the inquiry method seems to be, is it possible that viewers can have a “wrong” interpretation? can any understanding of an artwork be truly “wrong?” it’s not true that there are no “wrong” answers—the tree is green or the sky is orange—but in general, vts accepts all answers if the viewer can ground it in the evidence of the painting. if the observation is still off-base, i ask the group if they see what the other viewer sees. i let them work it out. but in general, the understanding of an artwork as right or wrong is something that gets hung up in art historical discussions, not in vts discussions. to some extent i suppose that focus on art and visual thinking is often secondary to students who are out to get a degree to get a job. how would you say the skills of visual thinking enhance the learning process as well as our ability to move through the world? vts develops both critical and creative thinking skills which are essential to the learning process and applicable in all situations that involve ambiguous material. i also teach this to medical students to help them develop their diagnostic skills. i hope what i teach allows my students to see the artwork differently both visually and intellectually, and that they take this new ability out to see the world differently as well. most of my questions to you have focused on art, but i believe what we’re talking about here is part of the broader scope of information and digital literacy. where do you see the study of art in that continuum? how important is visual literacy really? given that i love art; looking at and thinking about it, i see it as something that pervades all aspects of the contemplative life. art is a reflection of society, of a people, of an individual. it is a pathway to the soul. it stimulates us to think, even for just a few minutes, in a new way, and in that sense, open new pathways in the mind. there is an information aspect to it, which is interesting, but that is not central. it is about the experience, either sensual or rational, and whatever message we might gain from it. the idea of visual literacy has become important . the idea of visual literacy has become important currently because we are so bombarded with imagery every waking moment. it is important to become visually literate, or visually discerning, in order to survive. education libraries, volume 31, no. 2, winter 2008 42 digital literacy currently because we are so bombarded with imagery every waking moment. it is important to become visually literate, or visually discerning, in order to survive. there was an interesting twitter (http://twitter.com/ ) about your presentation at the sla conference that said: “tamara moats rocks. she led us through an examination of homer's the lifeline. we all do have instincts to interpret what we see.” do you feel that you are, as they say, “changing lives?” i am not so arrogant as to think i can change lives, but as a museum educator, i was trying to make the world a better place, and to help create a museum that stimulated thought as well as gave pleasure. as a teacher, i hope i have motivated a number of students to look at the world differently, and a few have decided to major in art history! thanks very much tamara, i enjoyed both hearing your engaging presentation as well as chatting with you! tamara moats can be reached at: tamara.moats@bush.edu review of the cuadra star application for library automation managing both traditional and electronic library collections this is a review of the cuadra star application which is used for an article level database in an historical digital collection. the review focuses on the creation of the database, input and output fields and webpage creation. the review also includes the step-by-step process used to create the collection and the pros and cons of each step. overall, the experience with building our database and web interface in star was extremely positive. if one has experience with database creation and html, this software is ideal to use, however, star would benefit from some work on their user interfaces. about cuadra star cuadra offers a comprehensive suite of customizable, task-oriented knowledge management solutions. each cuadra solution is designed to meet the professional standards in its field, as well as provide for fast, precise webbased retrieval, to enable users to find the information assets they need, when they need them. • collections management: for managing the full range of archive, museum, photographic, and image collections • library automation: for managing both traditional and electronic library collections • knowledge management: for managing the "corporate memory"—the vital information being created and acquired by your organization • media management: for managing all kinds of visual collections, including those a p p l i c a t i o n r e v i e w microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 6 information literacy in real life and in second life by cybèle elaine werts back in the years of yore when i was a student at temple university, i took a batch of communications classes in pursuit of my degree in video production. in one of the more esoteric ones, we often debated the meaning of media literacy as it related to the media of the time, circa early 1980’s. did such a concept even exist? if so, what was it, and was it even relevant to our work? at the time, the consensus was no. today, the debate on that existence and relevance has been made moot by thirty years and a proliferation of information so vast, it’s nearly immeasurable. i was typing those youthful term papers on a portable electric typewriter which was pretty nifty at the time because it had an automatic correction function, and it is to my pc today that same vast, nearly immeasurable distance. today, we all see the results of what we call information, or perhaps technological literacy (broadly speaking). you may not know exactly what these phrases mean yet, but they affect your ability to get a job, buy a house, pay your bills, and so much more. what is information literacy then? what about media literacy, visual literacy and the rest? are they the same, part of a continuum or just some big amorphous blob? let’s look at some definitions before we move on. just so you know, there are as many definitions for these phrases as there are students with esoteric communications degrees, so i selected the ones that are short, concise, and have an excellent provenance. visual literacy based on the idea that visual images are a language, visual literacy can be defined as the ability to understand and produce visual messages. this skill is becoming increasingly important with the everexpanding proliferation of mass media in society. as more and more information and entertainment is acquired through non-print media (such as television, movies and the internet), the ability to think critically and visually about the images presented becomes a significant skill. visual literacy is something learned, just as reading and writing are learned. it is very important to have the ability to process visual images efficiently and understand the impact they have on viewers. ~ at&t/ucla initiatives for 21st century literacies1 information literacy information literacy is defined as the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand. ~ national forum on information literacy2 digital literacy digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as surfing the web, deciphering user interfaces, working with databases, and chatting in chat rooms. ~ eshet-alkali & amichai-hamburger3 media literacy media literacy is a twenty-first century approach to education. it provides a framework to access, analyze, evaluate and create messages in a variety of forms — from print to video to the internet. media literacy builds an understanding of the role of media in society as well as essential skills of inquiry and self-expression necessary for citizens of a democracy. ~ center for media literacy4 e d i t o r i a l education libraries, volume 31, no. 2, winter 2008 7 now just as a side note, and perhaps an appetizer to encourage you to read my interview with tamara moats on the visual thinking process (vtp) which she uses in her work as a museum curator in teaching students how to see art in a new and different way. i asked her how she saw visual thinking as part of the larger scope of information and visual literacies that we’re exploring here. tamara gave me not the pedagogical definition, but one more from the heart. she said: “i see it as something that pervades all aspects of the contemplative life. art is a reflection of society, of a people, of an individual. it is a pathway to the soul. it stimulates us to think, even for just a few minutes, in a new way, and in that sense, open new pathways in the mind…. it is about the experience, either sensual or rational, and whatever message we might gain from it. the idea of visual literacy has become important currently because we are so bombarded with imagery every waking moment. it is important to become visually literate, or visually discerning, in order to survive.” i include her perspective here because it’s easy to get lost in the practical applications of all this literacy stuff, and forget that it is also entirely engaged in the way that we move through the world. with this in mind, allow me to invite you to step back a little and see if we can get a grasp on how all these concepts, definitions, and spirals of fancy come together in a real life way. one place they all come into play is in second life (sl) where i have recently begun my explorations through my avatar named supertechnogirl. sl is a fine example of the confluence of all these types of literacies, although perhaps not “real life” as you may define it. on the one hand, it uses a conceptual framework that allows us to look at the world of sl in a visual and spatial way as we are used to doing in real life such as walking around. for example, when you go shopping in sl, you may teleport to the store, but you’ll actually “walk” through each room of the store, just as you would in real life. this is important because we all need building blocks of the familiar before we can move on to the unfamiliar. on the other hand, sl also requires us to move through space, conduct business, and interact with other people (avatars) in a way that is completely novel. second life is not simply a game where you go to play and win or lose. in fact, it’s not a game at all, and there’s nothing in particular to win or lose. of course i’m sure that there are some people who do go there just to goof around, flirt, or maybe to spend hours designing clothing or some such. and i’m sure there are some games there as well if you were to seek them out. but let’s face it, most of us don’t have the time, interest, or motivation to spend our life that way. think of second life instead as a place to do what you do in real life, but through your computer. take me as an example, being as i’m the only one here. aside from my interest in cool boots, i like to hang out with other writers, information professionals, and people into emerging technologies. on the one hand, just exploring sl is a shot at my goal of learning new technologies, and where better to meet those info pros than say at the special libraries association sl space? sl describes it as allowing organizations to create space for communication, collaboration and community engagement. you can hold virtual meetings and classes, construct product simulations, provide employee training and more. there is also real business being transacted (i’ve spent about $20 us so far, which actually buys quite a lot there), visited a number of stores that education libraries, volume 31, no. 2, winter 2008 8 most definitely do not exist in vermont, and sat on a beautiful beach and watched the waves crash against my wicker chair as i listened to the sounds of the surf. is it all imaginary? well, it depends on how philosophical you want to get. ideas and information aren’t “real” in the sense of being concrete, but they are certainly authentic enough. second life is another place – although not a traditional “place” as we generally define it – to explore, live, learn, and play. it is another reality that is as existent as ideas and creativity, and of course if you have the right skills – as with all things – there’s money to be made. let’s talk a little about how information and the other literacies come into play here because i’ll tell you, sl actually is rather a challenge to learn, and if i didn’t have all of my literary ducks in a row, i would have long since given up. (i still sometimes consider it.) visual literacy in sl sl is almost completely a visual medium, although of course if you’re a wee bit tech-savvy, friends can chat with you by voice (microphone and speaker), or through digital transformations of their typed words. the downside of this intensely visual side of things is that often as in life, how we look is unfortunately almost more important than who we are. in my first few discussions with various sl participants, i heard more comments about my lack of taste in hair and clothing than i ever heard about who i was, what i did for a living, or anything else that actually means anything. the interesting thing is that in the real world, i’m sure these same people would never have the nerve to criticize me out loud. i’m almost thinking i’d rather live in real life and not hear it when it comes to this, but whatever. i was annoyed as you can imagine, although i had a vague feeling it had something to do with that “you’re in or you’re out” group mentality. i was clearly “new” so i also was clearly “out” with some groups where that was important (not groups where i was likely to return). although i gave it back to the nasty parkers with a few choice remarks, i nevertheless felt a bit embarrassed that i’d entered a universe where the clothes available were considered goodwill leavings. i trotted off to do some shopping and picked up some groovy duds, which fortunately are pretty darn cheap in a virtual world. and yes, you do pay real money even for virtual clothing unless you have the skills to design them, which i do not. of course you can also earn money in sl which are called linden bucks, but that’s a whole other discussion. aside from my petty grumbling, the broader implications of this are actually quite interesting. my avatar – supertechnogirl – looks like a more hard-bodied version of me, except with red hair which i always wished i had. i wasn’t aiming for anything exotic. in supertechnogirl is a lot of me (cybèle), and some of who i want to be: a tough gal with rippled abs. (try not to laugh!). in truth, nearly everyone online is not only fabulously gorgeous, has spectacular clothing, sports killer hair, and is – of course thin. look around you now – how many people are like that? no, i mean really! the ones who aren’t those things usually have avatars who are exotic animals from mars or something of the sort. sl allows us to be anyone we want, which is fun, but also means that there are none of the limits of real life. when i look at the people i’m meeting and speaking with, i can’t help but wonder how much of their avatar is really them (as i am cybele) and how much is who they want to be (the abs). and also, is your fantasy self (say if i wanted to be tank girl for a day) any less real than my little fantasy about being more buff? try to figure out that little philosophical conundrum. of course, when you think about it, we all kind of got stuck with the looks and bodies we were born with, and how we look may well have zip to do with who we are anyway. the result is that we can’t really trust anything we see or hear from another person in sl, relative to how many of us see “truth” in everyday life. it’s all a little squirrelly don’t you think? what is information literacy then? what about media literacy, visual literacy and the rest? are they the same, part of a continuum or just some big amorphous blob? education libraries, volume 31, no. 2, winter 2008 9 visual literacy extorts us to think critically about what we see, and attend to learning about the environment in which we are moving through. it asks us to process visual images efficiently and understand the impact they have, because in places like sl, not doing so nets you a whole lotta nothing. come to think of it, not doing so in real life nets you a whole lotta nothing as well. information literacy in sl information literacy asks us to identify, locate, evaluate, and effectively use the information we need. in the world of sl, this is a pretty big stipulation, because it’s not just about getting a better “do” or a really terrific pair of boots. in navigating around, there is, for example, the simple act of moving your avatar from one place to another, either by walking, flying, and even teleporting – my favorite method because it’s pretty much captain kirk’s transporter. how do you learn to walk, fly, or teleport? where is that information? i ask because in sl there is the website (http://secondlife.com/ ) which has all kinds of information and help, but then there’s also the actual software second life which is a completely separate application which you install and run when you want to travel in. yup, it took me a while to get this one straight, and both of them offer help and advice in completely different ways. locating the right information and translating that to the situation at hand has not always been an easy task. walking, flying and teleporting i got. buying a snazzy outfit i even got, although it took a fair bit longer than browsing the real life silhouettes online catalogue. but i still haven’t figured out why the hair i bought in sl has a big bald spot in the back, and how to fix that. the reason i can’t fix that is because the seller sent me a document on correcting the problem, but i can’t figure out how to download the document, presuming that i even have the capacity to undertake the operation – whatever it is. oh, and then there’s the problem that i can’t reply directly to e-mails from the seller via sl. it’s so frustrating that i’ve given up until i can suck up enough caffeine one morning to cope with it. translation: my information literacy for second life is on an exceedingly slow learning curve. i know i have the need; i have more or less identified and located the information required (about the hair), but i can’t effectively use it. as to evaluating, well that’s a place to teleport to another day entirely. digital literacy in sl here’s the good part: i’m pretty down with digital literacy; which is a blessing from the cybergods after that soap opera with the hair. if there is anything i can do, it’s “executing tasks in digital environments, such as surfing the web, deciphering user interfaces, working with databases, and chatting in chat rooms.” on the chat room side i had a few interesting experiences, mostly in that people were about as interested in me as they were in real life; meaning that they pretty much could care less. ongoing “chats” in the various places i visited was pretty much the same as any chat room you might visit in ten thousand places on the internet: silly, flirtatious conversation that overlaps and generally makes little sense. lots of “insider” comments which also make no sense. the only real difference is that i could see everyone standing around in cool outfits, leaning against brick walls with a james dean attitude. some even smoked. i wonder if they get cyber lung cancer? and as i mentioned, one hundred percent of the people in the rooms i visited were visually stunning in one way or another. if that isn’t the key to know how much is imaginary, i don’t know what is. i will say that a few (a very few) friendly souls chatted with me and sent me a variety of items, including skins (i think that’s hair or clothing or something), landscapes (places to visit) and of education libraries, volume 31, no. 2, winter 2008 10 course lots of recommendations for clothing and hair stores. i’ve always been proud of my ability to learn new applications fairly quickly, and i think i’m doing pretty well with sl in general. what i am reminded to do is to use my skills, not so much to struggle through the morass myself, but rather to research the internet for some training in second life. note to self: contact the sla group in sl for advice. after all, if my sister librarians can’t help me, who can? media literacy in sl if media literacy is not a stale conversation from the 1980’s, what is it? on the other hand, the definition of media literacy does specify “twentyfirst century approach,” and my days at temple were definitely in the old 20th century. perhaps then it translates, for example, into the recent two-part free training sessions that the special libraries association (sla) and click university hosted using webex (webcasts) and then a live session in second life. that’s the new millennium part of media literacy we can get down with. the “media” part of this literacy is the variety of ways that we have to learn now, whether it be those webcasts or live sl sessions, podcasts, video clips, online training modules, or even – gasp – old fashioned printed documents like i’m hand editing in bleeding red ink right now. how tres passé! the most important part of every tool however, is how it is matched to the need. yes, i like to edit my own stuff on paper with red ink – just like editors did in the good old days. but no, that sure doesn’t work when you’re editing a journal with a co-editor. when i send things to my co-editor jacqueline, it is of course always electronic. then as now i see resistance to these changes even in my own workplace. colleagues want their work methods to stay the same, to stay as it was when we were typing on that nifty portable electric typewriter. they sigh when i remind them to use the adobe connect webcast application because “a conference call and a powerpoint presentation would have done.” it may have done indeed – for now. but they are not seeing the big picture, which is that moving ahead with media and technological literacy is a mandate in our work (not to mention a big money saver). if we loll in the ways of conference calls and powerpoint presentations that grew from templates we’ve all seen a thousand times – as comfy a place as that is – our competition will soar above us as in second life, and we will watch as our american dollars transform into second life linden bucks in the blink of an accountant’s eye. linden bucks may be great in sl, but they aren’t going to pay my mortgage. continuum or just big amorphous blob so what is it all then, a continuum or just one big amorphous blob? considering how much these literacy concepts are changing, not to mention that each is defined in enough ways to confuse even the best of information professionals, i vote for amorphous blob. even with that, there remains a mandate for all of us to hop on the information highway, or rather teleport out to second life – if you’d like to join me – and leave the conference call powerpoint presentations and my portable typewriter in the closet for a rainy day. after all you never know when they might come handy (even my computer has crabby days). i’ve been thinking lately of teleporting via second life back to my communications class at temple university and chatting up that young girl who was me about all the fun stuff that’s happening these days in media literacy, but she probably wouldn’t believe me. after all, even the 1984 dawn of the macintosh was still a year away. but then even sl doesn’t allow for time travel as far as i know. still, teleporting around as education libraries, volume 31, no. 2, winter 2008 11 in “beam me up scottie” has always been a dream of mine, so if i can’t do it here in vermont, at least supertechnogirl can do it on the isle of tranquility. one of my favorite experiences was when i flew over the island and spotted a water fountain with two glistening unicorns. i spent about half an hour figuring out how to hop up on one and sit down – kind of sidesaddle was the best i could do. but once i got there i have to admit, it was a beautiful place. it’s that kind of view that brings me back to second life. fortunately, supertechnogirl has more information literacy in her little finger than i ever had in my whole arm; although i’m not so sure about the hair. references 1. "media literacy definition matrix." leadership summit toolkit 2007 30 sep 2008 <http://www.setda.org/web/guest/toolkit2007/medial iteracy/definitionmatrix>. 2. ibid 3. ibid 4. "visual literacy." at&t/ucla initiatives for 21st century literacies 06/20/2002 20 sep 2008 http://www.kn.pacbell.com/wired/21stcent/visual.html other resources second life second life® is a 3-d virtual world created by its residents. since opening to the public in 2003, it has grown explosively and today is inhabited by millions of residents from around the globe. from the moment you enter the world you'll discover a vast digital continent, teeming with people, entertainment, experiences and opportunity. once you've explored a bit, perhaps you'll find a perfect parcel of land to build your house or business. you'll also be surrounded by the creations of your fellow residents. because residents retain intellectual property rights in their digital creations, they can buy, sell and trade with other residents. the marketplace currently supports millions of us dollars in monthly transactions. this commerce is handled with the inworld unit of trade, the linden™ dollar, which can be converted to us dollars at several thriving online linden dollar exchanges. http://secondlife.com/ sla in second life blog sharing learnings and initiatives around sla in second life. http://sla-divisions.typepad.com/sla_in_second_life/ tank girl – the film http://en.wikipedia.org/wiki/tank_girl_(film information literacy competency standards for higher education these standards were reviewed by the acrl standards committee and approved by the board of directors of the association of college and research libraries (acrl) on january 18, 2000, at the midwinter meeting of the american library association in san antonio, texas. these standards were also endorsed by the american association for higher education (october 1999) and the council of independent colleges (february 2004) read a full version of the standards http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf the standards are: 1. the information literate student determines the nature and extent of the information needed. 2. the information literate student accesses needed information effectively and efficiently. standard three 3. the information literate student evaluates information and its sources critically and incorporates selected 4. information into his or her knowledge base and value system. 5. the information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose. 6. the information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. reference: http://www.ala.org/ala/mgrps/divs/acrl/standards/inform ationliteracycompetency.cfm education libraries, volume 37, number. 1-2, summer-winter 2014 12 the following three articles are reprinted from “special fifteenth anniversary issue of education division 1990 conference topics,” winter 1991, education libraries, 15, p. 8-15. the sla/education division: beginnings and early days by charles d. missar during the sla annual conference in boston in june 1972, a group of education librarians met informally to discuss the possibility of forming a separate section in the social science division. there had been an education and library service section started in 1948, but it dissolved in 1955. then, 17 years later barbara marks of new york university sensed renewed interest on the part of a number of librarians. these included, among other, dorothy christiansen of the center for urban education, wayne gossage of bank street college, murray wortzel of herbert lehman college, guest perry of houghton mifflin company, priscilla linsley of educational testing service, and malcolm hamilton of the harvard university graduate school of education. as a result of their meeting, it was decided to pursue section status, to recruit prospective members, and to request permission to plan a program for the pittsburgh conference in june 1973. dorothy christiansen agreed to serve as the first chairperson and coordinator of the planned luncheon program. it turned out to be a very successful event with about 50 people attending. with such support, the education section was officially launched and 74 members were listed in the august 1973 directory issue of special libraries. guest perry succeeded to the chair in june 1974 with the mandate to move forward as quickly as possible to achieve division status. the bylaws of the association required that a written petition of the 100 voting members be submitted to the board of directors requesting such action. a formal petition was made quickly so that at the toronto conference in june 1974 the board approved the establishment of the education provisional division. fort the january 1974 issue of special libraries, wayne gassage wrote a letter to the editor pointing out that this new group was directed toward “university education libraries, federal education libraries, school district professional libraries, education association libraries, libraries of the education, textbook publishers, av media publishers and a wide variety of other special libraries with some education dimension.” at the 1974 sla conference, priscilla linsley became the chair of the new provisional division. the need to sign up more members and to get full division status was imperative. by june 30, 1975, there were 152 members—50% more than needed. malcom hamilton took over the chairmanship at the 1975 chicago conference. rosetta martin of tufts university was chosen chair-elect and lois renter of the american college testing program was chosen secretarytreasurer. finally at the board of directors meeting in october 1975 the education division was given full status—a little over three years from the first meeting. also in the fall of 1975, the bulletin, the division’s newsletter, was launched with guest perry serving as the editor. the first issue had 26 pages with a directory of members, a book review section, a bibliography exchange, a list of new publications, a list of books on teaching by teachers, and an index of advertisers. three issues were published in 19761976. the spring issue highlighted the denver conference with a program on “full service, one-stop information education libraries, volume 37, number. 1-2, summer-winter 2014 13 centers’ and a field trip to the educational commission of the states. rosetta marin became division chair in june 1976 and the membership roster grew to 202. plans were drawn up for programs in new york in 1977. patsy tupper of the minnesota state department of education was chosen as chair-elect. malcom hamilton became a co-editor of the bulletin beginning with volume ii. in the fall issue a review of the division program was given as well as the directory of members. in june 1977 at the new york conference there were programs on “nationwide education information sources” and “worldwide information source.” the latter was co-sponsored with the social sciences division and there was a field trip to the unicef information center. ethel auster of the ontario institute for studies in education was selected as chair-elect and charles missar of the u.s. national institute of education because secretary-treasurer. membership continued to grow, now standing at about 225. in the fall of 1977, the bulletin was renamed education libraries and became theme-oriented. “back to basics,” “textbooks,” and “materials selection” were featured in volume iii. guest perry and malcom hamilton continued as coeditors, improving the size and quality of the publication. an annual index has been provided from the beginning. when the 69th sla annual conference was held in kansas city in 1978, the division sponsored a well-attended panel discussion on “small grants and how to get tem” and co-sponsored a program on “problems in communications” with the legislative reference section. ethel auster took over the responsibilities of the chair and pauline rothstein from the eric clearinghouse on urban education was selected chair-elect. membership had grown to 260. charles d. missar, retired from the u.s. department of education library, is a partner in missar associates, and twotime past-chair of the education division. microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 12 21st century literacies information literacy for teaching and learning: a course for teacher practitioners by sara bushong and colleen buff abstract teachers are faced not only with standards-based instructional design daily, but with the shortage of certified school library media specialists within their districts. information literacy for teaching and learning, a graduate level course, was created, in part, to empower teachers with the knowledge, skills and abilities to embed information literacy within classroom learning experiences. in addition, the skills mastered and activities explored in this course logically transfer to research projects assigned in future graduate courses. introduction most children in today’s prek-12 learning environment have grown up with the internet and a mind-boggling amount of information available to them via their computers. even so, this does not make them computer or information literate. these are skills that students need time to learn, practice, and develop throughout all levels of their education. unfortunately, teachers are in the position of having to learn these skills as well, since many of them did not grow up in a dynamic, electronic information age. because being information literate does not reside in any one discipline, there is often no one particular person in the school setting to whom this responsibility should fall. rather, these are skills that cross boundaries and therefore whether or not these competencies are part of the standards-based education system should be a concern to all educators. this is a case study that explains one attempt to provide graduate-level instruction to teacher practitioners interested in working independently or in collaboration with their school library media specialist to integrate the instruction of information literacy into their prek-12 teaching. review of the literature a review of the literature reflects that at many institutions in the united states and canada, library and information literacy instruction is embedded in the pre-service teacher preparation programs at the undergraduate level (battle, 2007; johnson & o’english, 2003; naslund, asselin, & filipenko, 2005; o’hanlon, 1988; witt & dickinson, 2003). a study of one such undergraduate approach concludes that preservice teachers are not effectively learning about school library programs and information literacy pedagogy (asselin & doiron, 2003). although stand-alone courses on information literacy competencies likely exist at the graduate level, the authors were not able to identify any documented analysis of this approach in the professional literature. rationale for starting the course the pre-service teacher education curriculum at bowling green state university (bgsu) is rigorous in an attempt to satisfy the national council for accreditation of teacher education (ncate) 2008 accreditation demands and in order to prepare future teachers to incorporate a variety of academic content standards at the state and national levels into student learning experiences (ohio, 2008). in short, there is no room in the pre-service undergraduate curriculum to offer a stand-alone course on information literacy. this is not to say that there is not a place for information literacy concepts in the undergraduate education curriculum. in fact, information literacy experiences are strategically and systematically integrated a r t i c l e s education libraries, volume 31, no. 2, winter 2008 13 throughout the undergraduate teacher preparation program at bgsu. after closely examining the undergraduate and graduate level curriculum, it was evident that there was more flexibility in the graduate curriculum to absorb a new course offering and ultimately take information literacy skills development to the next level. since bgsu offers a masters in education, it seemed the perfect place to suggest an elective, stand-alone course devoted to information literacy. the rationale was that teacher practitioners would already possess relevant classroom experience, established teaching practices and be interested in creating new research activities to enhance their teaching as well as their students’ learning experiences. additionally, with the shortage of certified school library media specialists in many school districts around the state, there was a need to empower classroom teachers with the knowledge, skills, and abilities to teach information seeking behaviors. three to four sections of the course are offered over six weeks during the summer session. instructors are librarians within the bgsu university libraries system and are uniquely qualified to design and deliver course material. instructor experience includes undergraduate degrees in education, graduate degrees in education, and successful prek-16 teaching experience. given the complex nature of the cooperative library system in the state of ohio, it is critical that academic librarians with a solid understanding of each of the three systems maintain the responsibility for teaching this course. it is a full-time job keeping abreast of the changes in these cooperatives, a responsibility that would be overwhelming for an education faculty member to handle. the course description builds upon the definition of information literacy as the ability to locate, evaluate and effectively use information resources as fundamental for student success in grades prek-12 and beyond. the course focuses on examining and promoting lifelong information literacy skills and instructional models useful when crafting effective research assignments. students explore online, print and non-print information resources available in public, school and academic settings. emphasis is placed on critical thinking, resource analysis, standards research (local, state and national in scope) and the ethical use of information. readings, skills mastered and activities explored in this course logically transfer to research projects in subsequent graduate courses and extend to real-life applications in the prek-12 classroom. student learning outcomes for the course include the following components: • students will gain an understanding of the organizational structure of print, non-print and electronic information resources. • students will be able to determine the scope of an information tool during the selection process. • students will explore and master the intricacies of search strategies for application in any research environment. • students will be able to create effective learning experiences for prek-12 students that integrate the research process into the curriculum. about the course ohio has a complex system of multiple library cooperatives that consist of three divisions: public, prek-12, and higher education. the public library cooperative is called the ohio public library information network (oplin, 2007). the prek12 system is known as the information network for ohio schools, infohio (2008) and the system for higher education is known as the ohio library and information network (ohiolink, 2008). although there is some cooperation and resource sharing among these three entities, the mission of each is specifically geared towards the needs of their respective populations. education libraries, volume 31, no. 2, winter 2008 14 the structure of the course touches upon the resources provided by each of the three statewide cooperatives, with an emphasis on resources specific to teaching students prek-12, but the skills teachers need to be information literate as graduate students are also addressed. from the onset, the course was designed to be practical. each project was strategically designed in such a way that the teachers would be able to incorporate the end products in their classrooms with their students. mechanisms have been created to share the reviewed work of the teachers with other educators throughout the state of ohio. feedback received over the years indicated that this sharing creates added value among the teachers because much of their graduate studies have taken a more theoretical approach. the course begins with an indepth overview of the structure of the information environment, an examination of the multiple definitions of information literacy, and the concept of transferable research skills from one online environment to the next. for most students it is the first time they have been asked to consider information retrieval in the context of the teaching and learning environment. in addition to understanding how information is organized on a large scale, students are introduced to general research concepts that are utilized in most online environments such as how to conduct keyword searches, when to use boolean operators, and what truncation searches accomplish. students practice the use of these search skills at length and are asked to intentionally use the skills throughout the course. the second module in the course includes an examination of the various information literacy models and the different standards expected to be incorporated into the projects throughout the course. in the first part of this module, the big6tm research model, created by robert berkowitz and mike eisenberg, is explored. according to their website, “big6 is the most widely known and widely-used approach to teaching information and technology skills in the world.” (big6 overview, 2008) this research model is demonstrated in the course by using the example of purchasing a new automobile and includes research terminology familiar to educators. students participate in an activity to compare and contrast additional research and information literacy models, and are challenged to consider adopting a particular model for students to use in their own classroom, thus seamlessly integrating information literacy principles into instruction. as each teacher’s school environment and access to library support differs dramatically, the benefits of having an entire grade, school or even school district adopt a particular model is discussed. for the second part of this module, students work intensively with the ohio academic content standards (ohio, 2008). through a hands-on, small group activity, students look for the presence of information literacy competencies in the academic content areas, technology standards and library guidelines, and then sort them strategically within the big6tm categories. areas of overlap as well as deficiencies are identified and students examine approaches to addressing information literacy in interdisciplinary ways. students are also introduced to the american association of school librarian’s standards for the 21st century learner (aasl, 2008), the nine information literacy standards for student learning (aasl, 1998) and the information literacy competency standards for higher education from the association of college and research libraries (acrl, 2008). by the third module, the final project is unveiled. at the end of the course, students are expected to build a webquest, which is an inquiry-based lesson in which most of the content utilizes online resources (dodge, 2007.) this approach was popularized by bernie dodge at san diego state university, and is utilized because of the model’s close alignment with information literacy competencies and research seeking behaviors. the rationale for using this model as a final project is education libraries, volume 31, no. 2, winter 2008 15 that it is an excellent mechanism for students to synthesize all of the resources they are exposed to in the course and to apply them to a real world learning experience for their students. students in the course have significant latitude in how to construct their webquest. because most of the students have little, if any, experience with web authoring tools such as dreamweaver or microsoft frontpage, microsoft powerpoint was chosen as the application of choice because it is familiar to most students as well as usually supported by most school systems. a template was constructed in microsoft powerpoint which includes the primary components and framework for their webquest: introduction, task, resources, process, evaluation, and conclusion. in addition, the typical structure of a webquest has been slightly modified to include the components of standards, citations, and teacher notes to the framework. in the next module, students are oriented to the infohio resources which include approximately a dozen different databases, most of which are available in each school district within the state of ohio as well as remotely. resources are available for a variety of content areas and all grade levels. although all teachers theoretically have access to the network in the state of ohio via their school districts, for many of them, this is the first time they have either been exposed to these resources or have devoted time to exploring the contents and classroom applicability of the resources. a tenminute learning activity is assigned at this point. in this exercise students create a mini-tutorial that will train their students and/or colleagues in one of the infohio databases to answer a specific research question. all tutorials are expected to include the following elements: the database name, grade level, topic/subject area, essential question, applicable academic content standards, search steps, additional comments or helpful hints about how the database works. students are required to develop the essential research question in this tutorial assignment in such a way that it fits in with the final webquest project. examples of the learning activities are housed on the educator page from the infohio website (infohio teacher, 2008). because not all prek-12 students have computer access at home, and because schools are not open during evening hours, instructors are intentional about including the statewide public library consortium, the ohio public library information network (2007.) any resident of ohio may obtain a library card that enables users to access many of the online sources available through this consortium from remote locations. while there is some overlap in the online offerings between oplin and infohio, there are unique offerings as well. students in the course are given activities and time to explore the wealth of resources in oplin, and they are encouraged to incorporate these findings into their final webquests. the module on effective internet searching changes frequently due to the volatile nature of the internet. students learn about search engine math and logic as well as the different types of searching tools such as search engines, directories, and meta search engines. in addition to exploring the advanced search features of google, students are provided the opportunity to learn about, utilize and compare functionalities between other search engines such as ask.com and dogpile.com. in aligning the course structure with the tenants of information literacy competencies, a module is included on the ethical and responsible use of information and explores the topics of plagiarism and copyright infringement. this is an increasingly popular topic because instances of plagiarism have been and continue to be on the rise (mccabe, 1999). teachers struggle with methods to detect and prevent acts of academic dishonesty. this class provides concrete strategies with the added benefit of meeting regularly with a group of professionals with whom they can exchange ideas and strategies to combat this problem. the notion that teaching ethical use of information is the responsibility of the english composition teacher at the high school level is dispelled. everyone is encouraged to embrace this problem as well as model ethical use of information and multimedia in their teaching practices. education libraries, volume 31, no. 2, winter 2008 16 as graduate students, teacher practitioners struggle with utilizing academic resources to search for research-based articles and monographs required for courses taken prior to this one and for upcoming classes. an academic resources module was created to address these concerns as students had repeatedly commented that this course was needed earlier in their program of study. subject, keyword and title searching of books and multimedia resources are introduced through the bgsu (2008) online catalog and the central ohiolink (ohiolink library, 2008) catalog during part one of this module. part two introduces students to the wealth of resources available through research databases purchased locally and cooperatively within ohiolink. students are unfamiliar with the notion of fee-based and free resources available through internet browsers, and this becomes another opportunity to draw attention to the differences between the two and the benefits of the breadth of scholarship available through the fee-based databases. eric and education research complete are demonstrated and students participate in activities designed to increase their content knowledge and search strategies. during the final part of this module, students practice citing resources (print, electronic and internet) using the apa citation style. this is particularly useful within this course for the citation section of the webquest as well as in future classes that require research papers. final projects are presented to the entire class during the last day of the course. the teachers enjoy sharing their work with their colleagues, and the instructors have an opportunity to view the overall functionality, design and subject content of the webquest as they are projected for all to review. students are encouraged to use the projects with students in the fall, and the most accomplished webquests are posted on the information literacy webquests website (webquests, 2008). recently, the course was adapted to include practical uses of internet 2.0 technologies as a mechanism to foster student-to-student and student-to-teacher collaboration by utilizing social networking tools for educational purposes. this module provides an overview of the different types of internet 2.0 technologies while offering hands-on practice with contributing to a class wiki and class blog. students were asked to read a series of articles on social networking and the instructional design effects of internet 2.0 technologies. the next step was to respond to the readings via a discussion board prompt within blackboard, the campus course management system. responses indicated that in-service teachers recognize the need to stay abreast of the new technologies and to engage their students in learning activities to prepare them for the challenges and opportunities presented in online environments. results and further research the work products generated by the graduate students in this course are far reaching. they have the opportunity to improve their personal information literacy skills while building grade and content appropriate materials to improve the information literacy skills of their students. additionally, students are helping to connect resources with teaching and learning. a teacher’s work day is hectic and all-consuming with little time left at the end of the day to explore information resources. the course information literacy for teaching and learning affords teachers the opportunity to discover new resources to enhance the classroom experience. to view the work products of students enrolled in sections of this course, visit the following links. • information literacy webquests http://www.bgsu.edu/colleges/library/crc/page38734.html (webquests, n.d.) • 10 minute learning activities http://infohio.org/educator/learningactivities.html (infohio teacher, 2008.) education libraries, volume 31, no. 2, winter 2008 17 exit surveys and informal conversations with students indicate that at the conclusion of the course there is a much greater awareness of online resources available through infohio, oplin and ohiolink; they have begun to master the idea of transferable research strategies; and they were able to create an inquiry-based activity using a familiar software application. over the six years the class has been offered, patterns have emerged worth noting. while teachers’ comfort level with the technology seems to have improved, many continue to be unaware of all of the educational information resources available to them through the library cooperative systems. the students consistently respond that the course allows them the space in their busy professional lives to be reflective about information and technology use in the classroom. evaluative comments include: • activities were beneficial for use in my classroom • assignments and lessons related to classroom—very helpful! • very applicable to my teaching. • course content was meaningful and useful. assignments were practical and reasonable. • very practical. we were able to adapt the projects to something we could use in the classroom. • this course was the most effective class i have taken so far in my full year in this cohort. • this course should be the first class. all the information would have been useful at the beginning of the program. • this course should be taken by all m.ed (masters of education) students. future research plans include a follow-up assessment with teachers who have been through the class to determine the skills most utilized from the course and how it has changed the way they teach. multiple sections of the course have been offered since 2003, reaching over 400 teacher practitioners in the northern region of ohio. with this data, the co-authors will be better prepared to showcase the merits of this course to other masters of education programs around the state of ohio. if universities in other regions of ohio were to offer a similarly structured course, the potential to effect meaningful change in informationseeking skills for teachers and students could be realized. references aasl standards for the 21st century learner. (2008). retrieved june 29, 2008, from the american association of school librarians website: http://www.ala.org/ala/aasl/aaslproftools/learningst andards/standards.cfm acrl. information literacy competency standards for higher education. (2008). retrieved from the association of college and research libraries website: http://www.ala.org/ala/acrl/acrlstandards/informatio nliteracycompetency.cfm american association of school librarians (aasl). (1998). information power: building partnerships for learning. chicago: illinois. asselin, m., & doiron, r. (2003, october). whither they go: an analysis of the inclusion of school library programs and services in the preparation of pre-service teachers in canadian universities. behavioral & social sciences librarian, 22(1), 1932. battle, j. (2007, fall). information literacy instruction for educators and the role of school and academic libraries. texas library journal, 83(3), 124-125. the big 6. (2008). retrieved june 29, 2008, from the big 6 website: http://www.big6.com/ the big 6 overview. (2008). retrieved september 8, 2008, from the big 6 website: http://www.big6.com/category/overview-of-big6-skills/ bgsu libraries catalog. (2008). retrieved from the bgsu university libraries website: http://maurice.bgsu.edu/search/x dodge, b. webquest.org: home. (2007). retrieved june 29, 2008 from the webquest.org website: http://webquest.org/index.php infohio teacher tools – learning activities. (2008). retrieved june 29, 2008, from the infohio website: http://infohio.org/educator/learningactivities.html infohio: the information network for ohio schools. (2008, may 5). retrieved june 29, 2008, from the infohio website: http://www.infohio.org/ johnson, c., & o'english, l. (2003, october). information literacy in pre-service teacher education: an annotated bibliography. behavioral & social sciences librarian, 22(1), 129-139. retrieved june 20, 2008, doi:10.1300/j103v22n01_09 mccabe, d. (1999, winter). academic dishonesty among high school students. adolescence, 34(136), education libraries, volume 31, no. 2, winter 2008 18 681. retrieved september 7, 2008, from academic search complete database. naslund, j., asselin, m., & filipenko, m. (2005, spring). blueprint for collaboration: an information literacy project at the university of british columbia. pnla quarterly, 69(3), 10-32. ncate: national council for accreditation of teacher education. (1997-2008). retrieved june 29, 2008, from the ncate website: http://www.ncate.org/ o'hanlon, n. (1988, summer). up the down staircase: establishing library instruction programs for teachers. rq 27: 528-34. ohio academic content standards. (2008). retrieved june 29, 2008, from the ohio department of education website: http://www.ode.state.oh.us/gd/templates/pages/o de/odeprimary.aspx?page=2&topicrelationid= 305 the ohio public library information network (oplin). (2007). retrieved june 29, 2008, from the oplin website: http://www.oplin.org/ ohiolink: the ohio library and information network. (2008). retrieved june 29, 2008, from the ohiolink website: http://www.ohiolink.edu/ ohiolink library catalog. (2008). retrieved june 29, 2008, from the ohiolink website: http://olc1.ohiolink.edu/search/ webquests: information literacy. (2008). retrieved june 29, 2008 from the curriculum resource center website: http://www.bgsu.edu/colleges/library/crc/page38734.html witt, s., & dickinson, j. (2003, october). teaching teachers to teach: collaborating with a university education department to teach skills in information literacy pedagogy. behavioral & social sciences librarian, 22(1), 75-95. sara bushong is head librarian for the curriculum resource center, and chair, archival collections and branches at bowling green state university (bgsu), bowling green, ohio where she has worked since 2000. she was the district elementary librarian and technology curriculum coordinator for perrysburg exempted village schools and formerly a choral music teacher in whigham, georgia. bgsu has a large college of education and the sla’s publication education libraries is particularly relevant to undergraduate, graduate students and faculty research projects as well as to the university librarian’s servicing the college. sara’s research interests include information literacy for pre-service teachers and the integration of technology into the prek-12 curriculum. she has worked extensively with bgsu undergraduate and graduate students on independent studies and courses designed to utilize the webquest model to promote information literacy. sara is involved with projects designed to “bring books to life” in area prek-12 schools; students are actively involved in aesthetic activities designed to enhance creativity through book reviewing activities. sara bushong, associate professor head librarian, curriculum resource center chair, archival collections and branches bowling green state university bowling green, ohio 43403 419.372.7909 sbushon@bgsu.edu colleen boff is the first year experience librarian at bowling green state university in bowling green, ohio where she has worked since 1999. prior to that, she worked briefly as a law librarian. colleen is committed to creating a seamless transition for students as they leave the high school research environment and enter the higher education system. for the past several years, she has worked with pre-service teachers at the undergraduate level as well as teachers enrolled in the graduate program as described in this article. colleen’s professional interests include application of web 2.0 technologies in library instruction, the millennial generation, and information literacy. colleen also runs the common reading experienceprogram for entering first year students. colleen boff, associate professor first year experience librarian bowling green state university bowling green, ohio 43403 cboff@bgsu.edu from: education libraries, volume 32, no. 1, summer 2009 41 policies and practices directing the provision of early childhood education and care services in the united kingdom differ from country to country, a distinction not identified in previous research studies. early childhood education and care: policy and practice presents legislative, political, and practical information on early years programs and services in england, northern ireland, scotland, wales, and the republic of ireland. the text examines each country’s demographic composition, languages spoken, legislation and customs governing early years programs, transition to formal schooling, curriculum, quality assurance, examination and inspection of facilities, staff development and training, and pending and future changes. early childhood education and care is divided into seven chapters containing a table of contents, a map of the five countries studied, and a comprehensive index. tables, figures, and bulleted lists may be found throughout the text to facilitate understanding. each chapter includes highlighted text to identify key concepts or additional sources of information, topics for discussion, and references of print and web-based resources. in chapter one, editors margaret m. clark and tim waller introduce the reader to developments in early childhood education across the united kingdom, curriculum for early years, and policy differences from country to country. seven contributors furnished the five chapters devoted to early years programs in the countries studied. chapters 2-6 begin with two case studies that examine the influence of family circumstances, services received, and curricular guidelines on a young child’s early education and experiences. b o o k r e v i e w s early childhood education and care: policy and practice— reviewed by warren jacobs children in england are at risk from an elevated infant mortality rate, obesity, poverty, and child abuse. a need for interagency cooperation to safeguard children is recognized in chapter two. specific issues addressed include the need for national curriculum standards, mainstreaming of special needs children, implementation of standards for quality care, and continuing staff development for day care workers. clark, margaret m., and waller, tim. (2007). early childhood education and care: policy and practice. london: sage. isbn 978-14129-3572-2. $39.95. in northern ireland, 95% of the children attend schools segregated by religion. children have experienced trauma from political and sectarian violence, and significant poverty. to support the emotional, social, and physical well-being of young children, a partnership of government, employers, parents, and community organizations is advised. chapter four discusses the high number of children living in poverty in the republic of ireland. many are asylum seekers from africa. an increasing knowledge of the benefits of early years services has led to a call for public facilities to serve disadvantaged families. since most early education facilities in the republic of ireland are privately run, nationally recognized standards and training for practitioners are regarded as essential to meet the escalating demand for services. there are many obstacles to obtaining early childhood education and care in scotland. different agencies administer policy. many languages are spoken. glasgow has a high number of single parent families living in overcrowded conditions. to raise children out of poverty and promote development and learning, a government partnership with private and voluntary providers has been formed to offer affordable, quality child care facilities throughout scotland. homelessness in wales has doubled from 2000 to 2004. 25% of all children live in poverty. new curricular programs like the learning country foundation phase 3 to 7 years are being developed to ensure that all children have the same opportunity for lifelong learning and wellbeing. learning outcomes delineated in chapter six education libraries, volume 32, no. 1, summer 2009 42 include personal, social, creative, and physical development; language, literacy, and communication skills; mathematical ability, and knowledge of the world. a comparison of programs in england, wales, scotland, northern ireland, and the republic of ireland follows in chapter seven. there are a number of critical issues: varied government policies, a patchwork of curriculum standards, considerable need to streamline and coordinate early years programs to reduce the bureaucracy hampering new initiatives, and prioritizing the recruitment of competent staff. to ensure the best quality program, childcare workers require ongoing training. among the benefits of early childhood education: school readiness, reduced grade retention, decreased need for remedial and specialized services, and improved test scores. early childhood education and care is designed to be utilized as a textbook for students and practitioners in the united kingdom. the editors and contributors are noted authorities on early childhood education. this book examines all issues associated with the provision of early years education and care services in five countries targeted for comprehensive study. this work will be a useful addition to academic library collections supporting the study of early childhood education on an international scale. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu information literacy assessment in k-12 settings was written by lesley s. j. farmer and james henri, though the book’s preface makes it clear that the bulk of the material was generated by lesley farmer, professor at california state university, long beach, who coordinates their library media teacher program. james henri, associate professor in the faculty of education at the university of hong kong, provides “the big picture.” the first half is more academic, presenting a good deal of general theory as to information literacy and assessment techniques that are available to be applied to information literacy training. if you didn’t know a lot about either subject, this might be a worthwhile book to read. the stress concerning resistance one will likely experience when implementing information literacy programs indicates that the book’s target should be district administrators rather than teacher librarians. the authors do not differentiate assessment of information literacy from other assessments conducted in elementary and secondary schools. the work might be too theoretical for the average teacher librarian to have time to read, digest, and implement. the authors fail to simplify the process; in fact, they make it more complicated than it needs to be. what the authors do well is to stress the importance of information literacy and libraries, and the need for community involvement—“a total learning community that values information literacy—teacher librarians, classroom teachers, support staff, administrators/board, students, and community” (p. 66). chapter 1 examines definitions of information literacy. it stresses the need for today’s literate person to have “the knowledge and skills to deal successfully with novel information and situations” (p. 2). the authors acknowledge that the term “information literacy” is not universally embraced and can consist of a range of overlapping literacies and competencies, critical thinking being among the most important. information literacy assessment in k-12 settings—reviewed by barbie e. keiser farmer, lesley s.j., and henri, james. (2007). information literacy assessment in k-12 settings. lanham, md: scarecrow press. isbn: 978-0-81085695-0 (pbk.), $35. chapter 2 explains the importance of information literacy. libraries are the place, the authors say, “to teach students how to be critical consumers of information.” rather than focus on bibliographic instruction to find what is within its four walls, libraries should be “portals to the world of information” (p. 14). “chapter 3 explores learning, information literacy and assessment. it details how students encounter and interact with information with a possible result of learning” (page xvii). chapter 4 outlines the conditions necessary for information literacy assessment. the chapter introduces mailto:wjacobs@csustan.edu education libraries, volume 32, no. 1, summer 2009 43 the reader to instructional design and implementation, presenting an input-output model for information literacy. chapter 5 explores the role of assessment. the authors remind us that “assessment of student literacy is not just a summative exercise; it is a complex and ongoing systematic process of gathering data about the variables underlying student achievement, analyzing that data, and acting upon the findings” (p. 72). chapter 6 is where the authors begin to introduce more practical ideas regarding the process of assessing information literacy. they present nine principles identified by the american association of higher education assessment forum to guide assessment of student learning and ask seven simple questions: why assess? what is being assessed? who is being assessed? who is assessing—and analyzing—data results? when does assessment occur? where does assessment occur? how is assessment conducted? utilizing a systems approach to assessment, the authors outline relevant input and output, identify typical assessment instruments—observation, individual interview, focus group, telephone or online interview, and content analysis—and factors to be considered when determining which assessment to use, including cost, time, availability, skills, legalities, and culture (pages 92-93). chapter 7 lists potential problems of assessing information literacy and provides ways to deal with those issues. this chapter identifies barriers to information literacy and assessment and suggests ways to overcome each. chapter 8 provides a classified list of user-tested information literacy assessment instruments. perhaps the most useful table appears in this final chapter, presenting a research product rubric that includes target indicators for each level of information literate student, from unsatisfactory to exceptional. this is a good work for administrators who must assure that all students in their school system possess information literacy skills and who want to be able to demonstrate the effectiveness of the curriculum used. the book would be helpful if the reader knew only a little about information literacy and the role it plays in succeeding in today’s society, or about conducting assessments. barbie e. keiser is a information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net the elements of library research: what every student needs to know— reviewed by barbie e. keiser. george, mary w. (2008). the elements of library research: what every student needs to know. princeton, nj: princeton university press. isbn978-0671-13857-2 (pbk.) $14 95 the preface of this book sets out a daunting task for the author: “to answer the questions every student has about conducting college-level research.” to a great extent, mary w. george, the acting head of reference and a senior reference librarian at princeton university library, succeeds. she methodically walks the undergraduate through a set of logical, practical steps for conducting research; topic selection and devising a research strategy; tools and resources to evaluate and employ; and developing a thesis, creating an outline, drafting and revising the final report. helpful hints are provided throughout; my favorite is “allow twice as much time for your research as you think you should need.” i can think of several students and clients would have benefited enormously from the research timelines provided in appendix c. while i appreciate the organization, content, and formatting of the work, i wonder how many students will go through the text if they need to conduct research. a more realistic target market for this work might be as a guide for those teaching research methods. the book can be an assigned text, or merely a guide for those developing curriculum. the author is knowledgeable, with an easy approach and style. the book succeeds in mailto:barbieelene@att.net education libraries, volume 32, no. 1, summer 2009 44 one of its stated objectives: lowering anxiety as one approaches a new tool and environment. ms. george covers information literacy topics masterfully, and the text is an easy read for undergraduates (whose work will only benefit if the students follow the advice of the author). barbie e. keiser is a information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net unlike other books that address the pedagogy of physical education, understanding physical education is written to help prospective teachers and researchers understand critical issues and important developments in the discipline. topics include physical education’s educational value, assessment, student wellness, and how student gender, ethnicity, and disability status may affect participation in pe. the author is ken green, a professor of applied sociology of sport at the university of chester. green has published extensively on the sociology of physical education. he previously edited a collection of essays for sage, physical education: essential issues (2004). the text includes a table of contents, an introduction, 12 chapters, a conclusion, references, and an index. case studies, tables of statistical information, bulleted lists, notes, and reading recommendations are incorporated to facilitate understanding. in the first two chapters, green presents several theoretical arguments on the nature and purpose of pe that emphasize the educational value of practical knowledge. questioning the goals and outcomes of policies that govern physical education in the united kingdom, the author identifies the constraints placed on pe teachers. the current state of physical education in england is examined through a study of the maintenance and access to facilities, time available for pe, and qualifications of teachers. secondary curriculum is still focused on school sports despite an impetus for change through partnerships with organizations that promote an increase in the number of activities available to students. green’s analysis of extracurricular pe indicates that gender, ethnicity, and disability status are important factors in the level of participation of secondary students. understanding physical education — reviewed by warren jacobs chapter five deliberates on the validity of assessment for purposes of accountability, an issue not limited to the no child left behind act in the united states. assessment will continue to be important to teachers as physical education is increasingly viewed in england as an academic subject, requiring the same scrutiny as mathematics, reading, or science. green, ken. (2008). understanding physical education. london: sage. isbn 978-1-41292113-8. $45.95. in chapters six and seven, the author states that exercise is just one of a multitude of factors that play a role in the promotion of wellness. equally significant is the quality of one’s diet, as well as the amount of time spent viewing television and surfing the internet. physical education is important for students to build good habits, but a shift needs to take place from the traditional competitive sports model towards recreational activities that can be enjoyed throughout one’s lifetime. the text concludes with four chapters that examine how physical education in england has traditionally been segregated by gender, social class, ethnicity, and disability status. participation in recreational activities has become more democratic in recent years. an increasing percentage of girls, members of the working class, people of color, and physically challenged students regularly participate in sport and leisure activities. vast potential exists to refashion physical education programs through the development of curriculum that positively enhances participation of nontraditional segments of the population in physical activities. green notes the need for continued progress in the area of mainstreaming children with special education needs (sen) to ensure their full participation in physical activities. understanding physical education will be an excellent addition for academic libraries that support programs in physical education. each chapter is comprehensively researched and presents information in an analytical fashion. examples that elucidate the key issues in physical education focus primarily on england, but the mailto:barbieelene@att.net education libraries, volume 32, no. 1, summer 2009 45 fundamental issues addressed in this text are relevant to the provision of physical education in the united states. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu in the introduction to key concepts in sport and exercise sciences, the editors credit the multidisciplinary nature of sport and exercise sciences for the growing number of students matriculating at college and university programs in this field. students face the challenge of becoming familiar with research literature in the biophysical sciences, social sciences, psychological sciences, and the humanities. to succeed in their studies, students must build a foundation of knowledge to support technical learning. key concepts in sport and exercise sciences furnishes readers with concise and understandable chapters containing the fundamental concepts specific to the study of physical education. the first section, biomechanics, outlines how mechanical methods are applied to the structure and function of the human body. exercise physiology, the effects of muscular activity on the human body, is described in part two. the pedagogy of physical education and coaching in england is the focus of part three. part four covers motivation, coping, leadership, and other psychological issues within physical education. the concluding section, sociology, analyzes sport and exercise as social and cultural activities. each section features six to nine short chapters (one to five pages in length) encompassing specialized topics such as angular kinetics (part one), energy balance and body composition (part two), and immediate emotional and affective responses to exercise (part four). the four editors are members of the carnegie faculty of sport and education at leeds metropolitan university, a british institution with a 75 year history of providing extensive offerings of sport and exercise sciences courses. each chapter is written by different contributors selected for their subject-matter expertise. 31 of the 33 contributors teach at leeds metropolitan university. important concepts are not only defined, they are also placed in a context that is relevant to the reader. in the chapter on force (part one), the author describes how the acceleration of force promotes injuries unless athletes reduce the impact sustained in a collision. one example uses body padding for rugby players to mitigate the effects of high-speed collisions. throughout the text, contributors make excellent use of visual representations of challenging concepts. readers will find a table of contents but no index. rather than providing references at the end of the book, each chapter concludes with suggestions for further reading. to enhance learning of difficult concepts like osmoregulation (control of body water) and blood glucose homeostasis (the body’s regulation of blood glucose), figures, bulleted lists, and numerical formulas are included. this text is one of many volumes in the sage key concepts series covering disciplines as varied as gender studies, teaching, journalism, and urban studies. the goal of the series is to furnish students with the knowledge of critical concepts in their discipline, creating a platform for further learning. key concepts in sport and exercise sciences will be a useful addition for academic libraries supporting undergraduate programs in physical education, sports medicine, and exercise sciences. professors teaching courses in these disciplines may utilize this title as a supplemental text. students will find this text to be a valuable resource as the entries are well-written, comprehensively researched, and help to clarify difficult concepts through the use of figures, lists, and formulas. while some entries utilize examples specific to england, this concise volume thoroughly covers concepts that are relevant to physical education programs in the united states. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu key concepts in sport and exercise sciences—reviewed by warren jacobs kirk, david, cooke, carlton, flintoff, anne, and mckenna, jim (eds.). (2008). key concepts in sport and exercise sciences. london: sage. isbn 978-1-4129-2228-9. $38.95. sage key concepts series. mailto:wjacobs@csustan.edu mailto:wjacobs@csustan.edu education libraries, volume 32, no. 1, summer 2009 46 school-parent relationships based on a deficiency model, which assumes both parents and children need guidance from an authoritarian school system to rectify deficiencies, would be a thing of the past if the ideas presented in this book gain acceptance. instead of seeing dysfunctions in families, parenting facilitators are encouraged to look for capabilities, assets, and potential for growth. relationships between parents, children, schools, and communities should focus on “ongoing, adaptive, changing, reflective, lifelong learning,” rather than isolated skill building (p. 197). in order to achieve this goal, the author recommends that parent-teacher engagement courses be a mandatory part of the curriculum for future teachers and all professionals who work with parents. she also suggests that field experiences with parents be included in all teacher training programs. if this proposal sounds too cumbersome to those administrators and higher education curriculum planners, mcdermott urges school districts to at is least employ one trained and credentialed parenting educator. this book, therefore, serves as a guide for parenting educators already in the field as well as a text for those who are still in the pre-service training portion of their career. to illustrate productive relationships among educators and parents, mcdermott has created “a synthesis of scholarly literature and an opportunity for the reader to apply and extend the topic” (p. xiv). the first half of the book focuses on theories of parental involvement and engagement with schools, parenting and the caring process, parents and teachers as lifelong learners, and culturally diverse teachers and parents. the second half models caring ways of relating to others and addresses concerns commonly held by teachers and parents. it also suggests developmental opportunities and stresses the importance of preparing the next generation for their future role as parents. although this book offers appendices online through the publisher’s website, provides material to use in parenting programs, and also describes programs already in existence that exemplify the book’s theories, this is not a simple “how-to” guidebook. the examples provided are not intended for across the board application at all schools. instead, mcdermott promotes the understanding of theories so parenting educators can create their own programs while taking into account the background and needs of families in their individual schools. as such, this book will be most useful in the hands of anyone who has ample time to devote to planning and implementing parenting outreach programs. college and university libraries that support comprehensive education programs or graduate-level education, counseling, family and consumer science programs are encouraged to consider this selection. ramirose attebury is assistant professor, reference/instruction librarian, at the university of idaho. email: rattebur@uidaho.edu currently, the market is full of books about gifted children and education. over a hundred have been developing caring relationships among parents, children, school, and communities. — reviewed by ramirose attebury mcdermott, dana. (2008). developing caring relationships among parents, children, school, and communities. los angeles, ca: sage publications, 2008. isbn 978-1-41292786-4. $39.9522289. $38.95. sage. nurturing the gifted female: a guide for educators and parents. —reviewed by michelle price navan, joy l. nurturing the gifted female: a guide for educators and parents. thousand oaks, ca. corwin press, 2009. isbn-13: 978-1-41296136-3 (cloth) isbn-13: 978-1-4129-6137-0 (paperback). $26.95. mailto:rattebur@uidaho.edu education libraries, volume 32, no. 1, summer 2009 47 published in the past three years. their subjects range from school-wide programs, lesson plans, teacher education programs, to parenting gifted children. the books are often split chronologically by grade level, school, or age. there is even a series for gifted education based on subjects such as mathematics, geography and foreign languages. with all these sub topics of gifted education, navan has managed to find her niche. the only other recent book that deals with girls specifically is teaching and counseling gifted girls, by susan k .johnsen and james kendrick. it is currently out of print and only 36 libraries in the worldcat system own it. in comparison, the 1998 book gifted girls published by the phi delta kappa educational foundation is held in 367 libraries, but no subsequent edition has been published. navan delivers her content in a tapestry of narratives. each chapter begins with a description of a girl who embodies the character of girls who whom navan has worked. this very human touch makes the pages fly by. she breaks down the chapters into bulleted lists and smaller chunks. since the book is aimed at both parents and educators, it is not surprising to see directions for “reflective research in the classroom” at the end of each chapter. however, these items can be easily parlayed to the home, for example, analyzing the effectiveness of a coping mechanism for a recent stressful event and how you can model effective coping strategies. the text is broken down into ten chapters, but the last chapter is actually a bibliography of annotated resources including organizations, periodicals, teacher and homeschooling resources, distance learning and enrichment sites. also in this chapter are book recommendations for gifted females broken down by grade-level. given that navan has found a special market within gifted children with nurturing the gifted female, this book is essential to any gifted education collection. michelle price is science and outreach librarian at lavery library, st. john fisher college in rochester, new york. email: mprice@sjfc.edu toward a 21stcentury school library media program —reviewed by mary jo langhorne rosenfeld, esther and loertscher, david v. (eds.). (2007). toward a 21st-century school library media program. lanham, md: scarecrow press. isbn: 0-8108-6031-7 (pbk.). $40.00. “what is the place of the school library program in the 21st century school? “ veteran school library leaders loertscher and rosenfeld address this question in a comprehensive compilation of articles previously published in teacher librarian and voya. the organizing principle of the volume is that teacher librarians need to be “learning leaders” in the school environment. structured around seven common themes, the volume includes articles by a variety of experts in school librarianship, including academics as well as building-level practitioners. part i focuses on collaboration and includes a seminal article by karen murunaga and violet harada titled “building teaching partnerships: the art of collaboration.” the authors focus on the behaviors needed for collaborative relationship building, as well as the significant benefits of collaboration for student learning. their model of the levels of curriculum involvement of the teacher librarian is useful and instructive. part ii is titled “curriculum design and assessment.” in chapter 11, carol koechlin and sandi zwann address the importance of effective questioning strategies in designing and developing assignments. they present models and frameworks to be used as the teacher, teacher librarian and students collaborate to identify questions that will lead to deeper understanding as they engage in research. a second contribution by koechlin and zwann inspires us to “focus on understanding” (chapter 13) to help students master important and challenging content, and includes strategies for doing this. mailto:mprice@sjfc.edu education libraries, volume 32, no. 1, summer 2009 48 part iii presents several articles on effective technology integration in the school library including two articles by well-known web 2.0 guru joyce valenza (the second with the amusing title, “something wiki this way comes…are you ready?”) valenza describes the new skill set of a 21st century teacher librarian including the necessity of thinking outside the box about the “collection,” organizing the web for student learners and performing the role of “info-technology scout,” the person who figures out how to make sound use of new and emerging technologies. other chapters deal with using blogging, podcasting, social networking and wikis in teaching and learning. part iv is titled “21st century skills”. in chapter 35, “graduating students who are not only ‘learned’ but also ‘learners,’” jean donham foreshadows the new aasl standards by listing dispositions that are essential for graduates if they are to become the often-cited “lifelong learners.” these dispositions include curiosity, open-mindedness and the ability to metacognate. schools that emphasize inquiry and promote collaboration between teachers and teacher librarians are essential to helping students develop and retain these dispositions, according to donham. part v of the book addresses the “literacy and reading” portion of the teacher librarian’s role. the section begins with an article by michael cart describing teacher librarians as “literacy leaders” in their buildings. marlene asselin describes in chapter 52 the “new literacies,” summarized as “unique ways of reading and writing with the new technologies of information, communication and multimedia.” other articles include tested reading promotion ideas. parts vi and vii deal respectively with “partnerships,” including that all-important relationship with the school administrator, and “issues and management.” this is but a sampling of the 72 articles included in this useful resource. although some of the articles are as old as 1999, most are more current and topics are generally timeless. this text is recommended as a reference for teacher librarians seeking to increase their understanding of key areas of the profession. mary jo langhorne is an adjunct instructor at the university of iowa school of library and information science. she does independent consulting and training in school libraries. email: mjlanghorne@mchsi.com web 2.0: new tools, new schools —reviewed by barbie e. keiser solomon, gwen, and schrum, lynne. (2007). web 2.0: new tools, new schools. eugene, or: international society for technology in education, isbn-13: 978-156484-234-3 (pbk.) $34.95. the premise of this book is made clear on its first page: “tools are changing how people, including students, interact with the world. the changing nature of information and the new ways our students understand and make sense of the world signal that we need new strategies and new tools for teaching and learning. the challenges of the new millennium require that students be adaptable and analytical, and that they have the skills to identify and use the best tools in a rapidly changing environment.” the authors, gwen solomon and lynne schrum, describe what students need during their years in the classroom, and beyond that, they realize how important web 2.0 tools are to the workplace: student fluency in the use of web 2.0 tools is necessary to assure that students become constructive contributors in society after ending their formal education. the authors are well-qualified to craft this book. their experience working as educators helps readers to shift their thinking that technology might be useful in demonstrating how individual teachers could employ various tools in everyday classroom activities to stimulate students to think and question. gwen solomon is the director of techlearning.com, the website of technology & learning magazine to which she is a contributing editor. in the past, she was a senior analyst in the u.s. department of education’s office of educational technology and coordinator of instructional technology planning for new york city public schools. co-author lynne schrum is a professor and coordinator of elementary education in the college of education at george mason university whose research and teaching focuses on teacher preparation, appropriate uses of information technology, mailto:mjlanghorne@mchsi.com education libraries, volume 32, no. 1, summer 2009 49 and online and distance learning. together they offer students, teachers, administrators, and parents a view of education that invites web 2.0 tools into the learning equation as a major vehicle for changing education today. the 10 chapters in the book divide neatly into three parts: chapters 1-4 lay the groundwork for this volume of 258 pages (+index) chapters 5-10 demonstrates how web 2.0 tools can be used constructively and responsibility in the classroom and the school district five appendices that include a timeline for the web, a comprehensive set of references, a summary of national educational technology standards, and specific tools for web 2.0 activities: blogging, wikis, aggregators, social bookmarking, file sharing, photo and drawing, photo sharing, video, web-based word processing, language arts/creative writing, webbased spreadsheets, presentation tools, desktop tools, surveys and polls, search tools, task management, online calendars, content management, mapping, and web start pages. chapter 1 talks about the transition from desktop-based applications to new online tools and how a participatory, interactive web can be used to create information collaboratively and share the results with others beyond the four walls of an individual classroom (emphasizing the difference that global sharing can make). the authors make their case for using advanced technologies for learning through their catalogue of information skills that the 21st century economy needs workers to possess: digital age literacy, inventive thinking, effective communication, high level of productivity. chapter 2 focuses on students: what they want from their schools, how they learn, and how they view technology (specifically, the web) as a part of their environment. understanding how children get information, customize it for their own use (and that of their friends) is an important lesson for teachers and parents. the authors believe that technology should be used in meaningful ways; not taught as separate subjects, but integrated into classroom activities, encouraging students to communicate and collaborate beyond. students should be encouraged to investigate resources outside of the school and learn how to find and analyze these resources themselves, connecting to others with whom they can share what they have learned (e.g., through syndication via rss feeds). the chapter closes with a prescription of how educators can “take advantage of students’ interests and the ways they learn to create new models for learning” (p. 42). chapter 3 deals with web 2.0 tools themselves, describing them in most basic terms (e.g., the web, open source, tagging and syndication, blogs, podcasts, wikis) for all to understand. the chapter begins by presenting the web as a platform where users can take control of their own data. the authors stress the benefit of using these tools from the perspective of administrators, teachers, students, and parents, including open source tools, tagging and syndication, aggregators, blogs, podcasts, wikis, social bookmarking, photo editing and sharing, video showcasing, and web 2.0 versions of desktop tools (i.e., word processing, spreadsheets, presentations), management tools (such as search engines, calendars, content management and electronic portfolios), and education tools (e.g., mapping, drawing, mashups, surveys and polls). no matter how well-versed you think you might be about options among these tools, the authors will present you with one or two resources that you’ve never heard about or used. (conscious of cash strapped classrooms, most of the software mentioned in this book is free to download and use.) the real-life applications highlighted toward the end of the chapter will help educators divine new ways to use these tools in their own classrooms as an integral part of their lessons. chapter 4 demonstrates how web 2.0 tools can be used for learning by highlighting model applications, such as using blogs for teaching the writing process, wikis for collaborative writing projects, and flickr for digital storytelling. classroom applications highlighted at the close of this chapter include english and literature at guston middle school (arlington, va), social studies at arapahoe high school (centennial, co), journalism at hunterdon central regional high school (flemington, nj), mathematics, geography, english as a second language, and science. educators who read this work will be able to use these models as inspiration for their own classrooms to be able to develop the websites and tools described in chapter 4, teachers need assistance; in this case, help takes the form of professional development. chapter 5 demonstrates how investing in technology literacy training for teachers can benefit communities. the authors describe the utility of using web 2.0 tools (e.g., blogs, podcasts, wikis) for professional development. in chapter 6, the authors demonstrate how administrators can use web 2.0 tools to become true leaders; for example blogging to share news and events, monitor progress, build community within a school district, and advocate for schools, policies, and investment. 50education libraries, volume 32, no. 1, summer 2009 chapter 7 covers the complex issues of online safety (of students) and security (of data). the chapter covers legalities, copyright and intellectual property, providing examples of acceptable use policies and security solutions to “knotty problems” such as instant messaging, social networking, and image sharing. universal (systemic) issues that all schools must consider and respond to through their programs, activities, and professional development are examined in chapter 8. this chapter shows how web 2.0 tools can be used beyond the basic curriculum, “in ways to create opportunities for all learners in a community” (p. 159); for example, blogging in english as a second language (esl) classroom, or podcasting to encourage interactive listening. web 2.0 tools are also pointed to as helpful for bridging the digital divide: among female students, those who are physically challenged, and low-income communities. the chapter ends with examples of how teachers conduct authentic assessments by taking advantage of the capabilities of web 2.0. chapter 9 begins by asking “what we should do with these technologies for the future of teaching and learning. what should we expect from new schools?” (p. 177). solomon and schrum encourage educators to use “the same tools in classrooms that students use at home…to create new models of technology-infused teaching and learning. our vision of a new school is one in which the educators can adapt and change, model and use tools, and understand how students learn and what tools—both technological and pedagogical—will foster learning” (p. 178). perhaps the most telling examples given in chapter 9 are those that outline the use of wiki technologies to chunk content. “teachers could search, access, and download snippets of content from each other— worldwide…assembling this content into their moodle sites” or write “an open-source application specifically designed to become the next-gen digital textbook.” money saved on buying textbooks could be put to good use: “to provide every teacher and learner with access to the world of digital networked content,” (p. 182) 24/7. the chapter closes with a hint of what’s in store for us in solomon and schrum’s next book: “the many uses of web 2. tools in our school” (p. 189). the authors encourage teachers to send their lessons, success stories, tutorials, and ideas to gwen_and_lynne_book2@yahoo.com. chapter 10 introduces tutorials for a few web 2.0 tools mentioned in this volume: zoho writer, num sum, tux paint, audacity, rss feed syndication in firefox, del.icio.us bookmarks and favorites, photo story for photo editing, wikispaces for educators, class blogmeister, google earth, google sketchup, and google reader. teachers must learn to integrate technology into the classroom as an integral part of the lesson and not an add-on. web 2.0 tools can help teachers create cohesive lessons around the technology quickly and with little training. web 2.0: new tools, new schools can be of assistance in that process. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net mailto:gwen_and_lynne_book2@yahoo.com mailto:barbieelene@att.net microsoft word edlibwin56rev.doc _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 5 a revolution in academic publication by charles f. webber, university of calgary abstract this paper discusses some of the issues related to e-journals: cost, speed of publication, global access, the politics of academic publication, and reduced control of publication houses. e-journals are also examined relative to their impact on academic responsibility, the peer review process, censorship, credibility, and academic literacy skill development. commonly-cited drawbacks of e-journals are critiqued, e.g., archiving, range of quality, institutional acceptance, cost of technology, and plagiarism. the paper proposes a framework for assessing both e-journals and traditional print journals. introduction the recent proliferation of electronic academic journals (e-journals) has led librarians and researchers to question many of the traditional values of the academy. where should research reports be published? who decides what is publishable? should knowledge created at public expense be resold in the form of expensive journal subscriptions to the very institutions that produced the information? how should readiness for tenure and promotion be assessed? these and many other questions provide motivation for conferences such as new ways and new technologies in social sciences, humanities and the arts. this paper will discuss some of the factors influencing e-journals, such as cost, speed of publication, global access, the politics of academic publication, and reduced control of publication houses. as well, it will look at e-journals in relation to their impact on academic responsibility, the peer review process, censorship, credibility, and academic literacy skill development. commonly-cited drawbacks of e-journals will be critiqued, e.g., archiving, range of quality, institutional acceptance, cost of technology, and plagiarism. the paper will close with a proposed framework for assessing both e-journals and traditional print journals. development and proliferation of e-journals the e-journals included in the communication of research special interest group (sig) of the american educational research association (aera) (2004) provide ample evidence of the rapid expansion of online publication venues. to be included in the list e-journals must be: (1) scholarly, (2) peer-reviewed, (3) full text, and (4) accessible without cost. an online link search using several search engines produced the following results. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 6 table 1. number of online links to a sample of e-journals, october 13, 2004. e-journal number of links to e-journal website altavista googl e hotbo t yaho o educational policy analysis archives http://epaa.asu.edu/ 849 221 403 1250 educational researcher http://www.aera.net/pubs/er/ 535 130 256 899 advancing women in leadership online journal http://www.advancingwomen.com/awl/awl.html 383 111 178 600 international electronic journal for leadership in learning http://www.ucalgary.ca/~iejll/ 346 74 153 465 turkish online journal of distance education http://tojde.anadolu.edu.tr/ 240 73 137 334 canadian journal of educational administration and policy http://www.umanitoba.ca/publications/cjeap/ 213 67 140 313 revista electronica de investigacion educativa http://redie.ens.uabc.mx/ 133 26 91 188 journal of cases in educational leadership http://www.ucea.org/cases/ 97 12 59 132 australian educational researcher http://www.aare.edu.au/aer/aer.htm 75 22 44 129 journal of research for educational leaders http://www.uiowa.edu/~jrel/ 54 15 21 97 clearly, e-journals are freely accessible, globally accessible and, potentially, of high impact given the sorts of organizations that link to them, e.g. government departments, university libraries, professional organizations, and school districts. in some ways, the wide accessibility of e-journals could be said to represent the democratization of information access that previously was restricted because of subscription costs for print journals or because of what has been called the monopoly of scholarly publication (meyer, 2001; quandt, 2003). indeed, e-journals have increased access to information normally created at the expense of public institutions but then repackaged as print journals that are edited for little or no cost by academics, and paid for again by some of those same public institutions (see bergstrom & preston mcafee, 2005; morris, 2003). it can be argued that the costs to universities of producing knowledge, providing editing services by academics, and allowing the use of campus physical and computer infrastructures constitute expenses that will remain whether scholarly reports are published in print or online journals. nonetheless, e-journals do not incur printing and mailing costs and they allow public institutions such as universities to restrict costs to the creation of knowledge and to utilize open access e-journals as a lower-cost form of scholarly communication than print journals, a significant advantage in light of ongoing budgetary concerns of tertiary institutions world-wide. the increased profile of e-journals is accompanied by several important issues that did not need to be addressed to the same degree in the traditional context of print journals. for instance, does global access to e-journals mean that information generated in one cultural context is being applied indiscriminately in other cultural arenas? if so, is that a form of cultural imperialism with all kinds of potential positive and negative results? are researchers aware of the cultural specificity of their work and, therefore, the politics of information dissemination in other cultures? what literacy skills are needed to assess e-journals that may represent particular unexamined or at least insufficiently examined academic perspectives? can the rapid speed of manuscript review and publication in e-journals promote academic fads rather than carefully considered patterns in scholarly communication? obviously, these questions can be applied to print journals as well as e-journals and it is essential that both forms of publication be scrutinized carefully _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 7 so that members of the academy are aware of the potential drawbacks of irresponsible publication now and in the future. e-journals as a form of scholarly communication like print journals, e-journals can play a significant and positive role in the dissemination of information if they adhere to the norms of academic discourse. that is, the articles that appear in e-journals should be premised on sound theory and research and, further, they should be articulated within clear conceptual frameworks (fischer, 2004). authors should demonstrate critical analyses of research findings that offer direction to other researchers, practitioners, and policy makers. manuscripts should undergo rigorous blind peer review processes (ziman, 2004) that are administered fairly and with scholarly integrity. however, e-journals have changed the academic landscape to such a degree that additional issues ought to be addressed. for instance, e-journals are not universally accepted as a legitimate venue for academic discourse (carley, 1999). thus, academics ought to consider whether reservations about e-journals are valid and to what extent are they based on normal resistance to change. they should consider how their opinions about e-journals influence their ability to review fairly manuscripts submitted to e-journals or even their willingness to serve as reviewers for e-journals. academics might even consider the degree to which the valuing of print journals over e-journals is a form of censorship. in addition, the proliferation of e-journals means that editors, reviewers, and readers ought to consider how manuscripts might move beyond their traditional text base to utilize communication tools such as sound, video, and animation. in other words, scholars should seek to expand their academic literacy skills in light of the new demands of e-journals. drawbacks of e-journals reconsidered drawbacks of e-journals that have been cited include unreliable archiving, a wide range of e-journal quality, the cost of computer equipment needed to access e-journals, a perceived higher likelihood of plagiarism, and acceptance of e-journals by universities. these concerns certainly have a basis in reality although closer examination may lead to the observation that they are not insurmountable (ryan, 1994). to the contrary, some concerns about e-journals may, in fact, turn out to be significant strengths. for instance, the long term archival of academic writing is extremely important in the context of scholarly discourse. researchers draw on both major and relatively obscure works of the past to do their work in the present. however, researchers know that access to publications of the past is not always easy. interruptions in library journal subscriptions leave serious gaps in specific library archives, less prominent journals may not be archived at all, deteriorating paper or bindings mean that some journal editions are out of circulation and unusable. interlibrary loan services are able to locate specific documents some of the time but not always. worse, print archives are vulnerable to damage due to environmental issues such as humidity and to disasters such as fire or flood. therefore, a question worth investigating longitudinally is whether electronic archives are more or less susceptible to loss than print archives. it may be that electronic archives, perhaps in multiple sites, constitute a safer and cheaper way to archive academic writing. indeed, it could be argued quite convincingly that access to existing e-journal archives is faster, cheaper, and more reliable than access to print archives. nonetheless, the superiority of print journal archives over e-journal archives, or vice versa, is not clear and more time must pass before the archiving issue can be resolved. it may be that a blended form of archival will emerge as the most desirable form of preserving print journals and e-journals. the wide range of e-journal quality is a reality (miller & talbot, 2004). e-journals are published by credible academic institutions such as universities and professional organizations but they also are published by entities that are less rigorous in journal focus and in the review process. the low cost of establishing an e-journal website, one of the major attractions for reputable e-journal publishers, also makes it possible for organizations or individuals with questionable motives to establish what may look at first glance to be credible e-journals. readers need to understand how to examine e-journals to determine the level of trust that they ought to place in the online publications. that is, readers should look to see whether: (1) an ejournal is published by an academic institution or a well regarded professional organization, (2) the editor _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 8 is affiliated with a respectable organization, (3) there is an editorial board consisting of credible individuals who represent the readership the journal states it is serving, (4) a blind review process is utilized, and (5) there is bias evident in the e-journal’s stated focus that could compromise scholarly ethics. clearly, these criteria apply equally to a reader’s assessment of print journals and it is equally clear that any discussion of e-journal quality notes the wide range of quality in print journals. the issue of technological haves and have-nots has been raised as an obstacle to equitable access to online resources such as e-journals (warschauer, 2002). computer costs and internet access certainly are major obstacles in developing nations and within certain demographic groups in developed countries. however, the rapid expansion in the use of wireless communication systems, lower cost computers, and mobile telephones with internet access can be seen as countering forces to inequitable access to online resources. for example, the virtually ubiquitous use of mobile telephones in eastern europe and asia may mean that nations in these parts of the world will have much wider access to online resources than in the recent past. in any event, those who cannot afford computers and internet service are also very likely to not be able to afford print journal subscriptions. further, libraries in developing nations are unlikely to subscribe to many high cost print journals and, in fact, may be more likely to be able to offer at least some public access to computers and internet service. (see papin-ramcharan & dawe, 2006, for a discussion of research library costs in a developing country.) plagiarism in the context of electronic publication sometimes is a concern (pitt & levine, 1996). this concern arises from the ease with which information can be copied from a website, pasted into a document, and then submitted as a manuscript purportedly written by someone other than the original author. descriptions of quick and easy plagiarism are accurate but they should be complemented with descriptions of how simple it is to observe plagiarism. search engines such as copernic (2004) make it far easier to determine plagiarism than in the past. certainly, if information is published somewhere on the internet, then it is almost certain to be locatable with a search engine. in fact, the searchability of the internet (hamilton, 2003) plus the global readership of articles published in e-journals make it possible for plagiarized work to be uncovered easier than ever before, perhaps even sooner than if the same plagiarized information appeared in a print journal (see mccullough & holmberg, 2005). as a former editor of an e-journal, i had authors ask me to provide information requested by members of university committees reviewing them for promotion and tenure. for instance, i have provided information about submission acceptance rates and the blind review process that was used. more interestingly, i have been asked for the number of subscriptions to the e-journal, a question which would make sense in the context of a print journal but which makes no sense in the context of an e-journal that is freely accessible online, a condition for inclusion in the communication of research aera sig (2004) list of ejournals. it was obvious to me that the universities’ review procedures for tenure and promotion, or at least committee members’ perceptions of the review procedures, were created during an era when print journals were the primary publication venue for refereed articles. however, it is not surprising that the only tenure or promotion-related question directed to me as editor or guest editor of long-established print journals came from authors who wanted to know if their manuscripts had been accepted so they might include them as in-press publications in their applications. it is possible that cronin and overfelt’s (1995) conclusion, albeit qualified, that “the issue of publication medium may well be a non-issue as far as promotion and tenure decisions are concerned” (703), is an accurate portrayal of decisions made in university tenure and promotion committee meetings; however, the value of new media scholarship continues to be debated (ball, 2004; rowlands & nicholas, 2005). e-journals have changed scholarly publication (nowick & jenda, 2004), very quickly and probably irrevocably, and institutional policies will need to be revised accordingly. a framework for assessing e-journals and print journals e-journals are forcing a reconceptualization of academic publishing. some of what we have understood about print journals is transferable to e-journals but other understandings may not survive the transfer. for instance, an article, that normally would be judged to be of low academic quality, published in a print publication that uses no review process, probably will have less of an impact (quadrant 1 in figure 1) _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 9 than if the same article were published online, given that it may be read by larger numbers of people world-wide (quadrant 2). figure 1. framework for assessing e-journals and print journals quadrant 2 • low academic quality • high impact quadrant 4 • high academic quality • high impact im p a c t: i n fl u e n c e o n r e s e a rc h e rs , p ra c tit io n e rs , a n d p o lic y m a k e rs quadrant 1 • low academic quality • low impact quadrant 3 • high academic quality • low impact academic quality: theoretical and empirical base, appropriate design, critical analyses, peer review similarly, articles that meet high standards of academic excellence and which are published online may fit within quadrant 4. that is, they are the result of high quality scholarship and they have the potential to be read by more researchers, practitioners, and policy makers than if they were published in print journals with more limited readerships (quadrant 3). therefore, e-journals have the potential to magnify the impact of manuscripts, thereby increasing the responsibility of authors, reviewers, and editors to publish work that demonstrates high academic quality. similarly, readers need a heightened ability to discern between online publications that represent academic excellence and those of lesser quality. authors and the wider academic community should be reminded that high impact is not necessarily a manifestation of academic excellence. members of university tenure and promotion committees might consider how publication in a high quality e-journal may in fact increase the impact of a scholar’s work and indeed be preferable to publication in a print journal of comparable quality. the work of librarians is critical in the context of e-journals because of their role in identifying high quality e-journals and maximizing access for researchers and students. conclusion the rapid rise in the profile of e-journals underscores the urgent need for scholars to understand the strengths and limitations of online publication and to adjust their perceptions of print journals accordingly. in our efforts to understand the changing landscape for the dissemination of theory and research we ought not to become embroiled in an either-or debate about the relative merits of online and print publications. rather, we should strive to maximize the impact of scholarship that meets high standards of academic excellence. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 10 references ball, c.e. (2004). show, not tell: the value of new media scholarship, 21(4), 403-425. bergstrom, t., and preston mcaffee, r. (2005). end free ride for costly journals. library journal, 130(20), 88. carley, m.j. (1999). publish well and wisely: a brief guide for new scholars. university of akron press. retrieved feburary 20, 2006, from www3.uakron.edu/uapress/pubwell.html communication of research special interest group, american educational research association. (2004). retrieved february 20, 2006, from http://aera-cr.asu.edu/ejournals/index.html copernic agent. (2004). copernic technologies, inc. retrieved february 20, 2006, from http://www. copernic.com/en/products/agent/index.html cronin, b., and overfelt, k. (1995). e-journals and tenure. journal of the american society for information science, 46(9), 700-703. fischer, c.c. (2004). managing your research writing for success: passing the “gate keepers.” business quest: a journal of applied topics in business and economics. retrieved february 20, 2006, from http://www.westga.edu/~bquest/2004/gatekeepers.htm hamilton, d. (2003). librarians help provide new solutions to an old problem. searcher, 11(4), 26-28. mccullough, m., and holmberg, m. (2005). using the google search engine to detect word-for-word plagiarism in master’s theses: a preliminary study. college student journal, 39(3), 435441.meyer, r.w. (2001). a tool to assess journal price discrimination. college & research libraries, 62(3) 269-88. miller, d. and talbot, j. (2004, april 5). report of the task force on electronic publications. university of california, san diego. retrieved february 20, 2006, from http://academicaffairs.ucsd.edu/offices/ apo/reports/eptfreport.pdf morris, s. (2003). open publishing: how publishers are reacting. information services & use, 23, 99-101. nowick, e., and jenda, c.a. (2004). libraries stuck in the middle: reactive vs. proactive responses to the science journal crisis. issues in science and technology librarianship, 39. retrieved february 20, 2006, from http://www.istl.org/04-winter/article4.html pitt, d., and levine, n. (1996). electronic publishing and standards – academic opportunity or opportunity? journal of information, law and technology. retrieved february 20, 2006, from http://elj. warwick.ac.uk/jilt/bileta/1996/3pitt/default.htm quandt, r.e. (2003). scholarly materials: paper or digital? library trends, 51(3). retrieved february 19, 2006, from http://www.findarticles.com/p/articles/mi_m1387/is_3_51/ai_102270882 papin-ramcharan, j., & dawe, r.a. (2006). confronting the cost of information for a research library in the developing world—the university of the west indies, trinidad and tobago’s experience. international information & library review, 38(1), 15-24. rowlands, i, and niicholas, d. (2005). scholarly communication in the digital environment. aslib proceedings, 57(6) 481-497. ryan, r. (1994). electronic publishing takes off. university of tasmania information services newsletter, 86. retrieved october 13, 2004, from http://info.utas.edu.au/docs/info/utas86/electronic _publishing.html warschauer, m. (2002). reconceptualizing the digital divide. first monday, 7(7). retrieved february 20, 2006, from http://www.firstmonday.dk/issues/issue7_7/warschauer/ ziman, j. (2004, july 20). appendix 59: memorandum from professor michael ashburner, university of cambridge. the united kingdom parliament select committee on science and technology. retrieved february 20, 2006, from http://www.publications.parliament.uk/pa/cm200304/cmselect/ cmsctech/399/399we70.htm this article is a revised version of a paper presented to the new ways and new technologies in social sciences, humanities and the arts conference, october 13-15, 2004, calgary, alberta, canada. charles webber is professor and associate dean of the graduate division of educational research at the university of calgary. email: charles.webber@ucalgary.ca a r tic l e s the relationship between students' computer competency and per­ ception of enjoyment and difficulty level in web-based distance learning by yunfei du, wayne state university abstract this paper discussed the concept of computer competency and investigated the relationship between students' computer competency and their perception of enjoyment and d ifficulty level of web-based dis­ tance-learning courses. participants were 237 entering graduate students in l ibrary and information sci­ ence from a mid-southwestern state university in the united states from year 2001 to 2003. computer competency was estimated by students' self-report of their prior knowledge of information technology skil ls in a survey called computer skill and use assessment. statistical significance was found between the correlation of computer competency and students' perception of enjoyment level (p=.01 1) and d iffi­ culty level (p=.001 ). introduction distance education has become an integral component of services from libraries, i ncluding academic l ibraries that serve college of educa­ tion . in recent years, l ibrary and information sci­ ence fields have been exploring innovative ways of teaching and learning in d igital era . for ex­ ample, since the 1 990s, d istance learning in l i­ brary and information science education has developed quickly in the united states. distance education via the world wide web, often com­ bined with on-site meeting requirements, has been a trend in l ibrary and information science fields (association for library and i nformation science education, 1 999, 7). the 2003 associa­ tion for library and information science educa­ tion statistical report shows forty-six out of fifty­ six ala-accredited l ibrary schools reported 1 , 1 55 courses offered as distance education, in comparison to 1 ,008 courses in 2001 , 489 courses in 2000, and 408 courses in 1 999 (as­ sociation for library and information science education , 2003). whi le lis practitioners and researchers are of­ fering instruction in different formats to provide education libraries volume 27, no. 2 winter 2004 students with more flexibility, they real ize the potential challenge of learn ing from a distance. for example, the instructor needs sufficient in­ structional and technical support in a same­ time/different-place learning environment (besser, 1 996, 81 9) . many of the library educa­ tors choose d ifferent-time/different-place models to deliver courses over the internet to reduce cost and eliminate techn ical challenges by two­ way video-conferencing (l ighting, sound, and wiring of classrooms, et al) . i n asynchronous models, students can control the pace of instruction but students' individual intellectual and technical background will impact learning effectiveness. an onsite environment makes it possible for instructors to adjust teach­ ing strategies according to student feedback via eye-contact. learners can think, watch , observe, and participate while communicating with the instructor and classmates. in web-based learn­ ing environments, students without adequate technological background may spend more time struggling with technology than working on course content. computer competency, or in­ formation technology l iteracy, may influence students' satisfaction with their performance 5 within an individual course and with their general experience of web-based learning in general . thus, chances of dropping out may increase for those students d issatisfied with their distance learn ing experience (sherry, fu lford, & zhang, 1 998, 4) . identifying factors impacting d istance learning is more valuable to education libraries because their students wil l be next generation of educa­ tors, who would explore pedagogical innovations at the rest of their life. the current study looked particularly at students at a library and informa­ tion science program. many of them were school l ibrarians. this study explored how students' computer competency can impact their percep­ tion of enjoyment and d ifficulty level in webbased d istance learning. · distance learning was defined in this study as the application of telecommunications and elec­ tronic devices that enable learners to receive instructions originating from some distant loca­ tion (keegan, 1 988; holmberg, 1 995, 51 ) . in­ struction may be synchronous or asynchronous. distance education may employ correspon­ dence study, or audio, video, or computer tech­ nologies. previous studies there are abundant research studies measuring student satisfaction . students' attitudes, espe­ cially their satisfaction with online courses, are important indicators of student success. studies show a di rect relation between d issatisfaction of distance learning and student retention. librari­ ans and educators have been exploring factors that enhance students' satisfaction in web-based distance learning: learning styles, technology support, and learn ing community, et a l . (simp­ son & du, 2004; frey, alman, barron, & steffens, 2004 ) . previous studies reveal a pos­ sibility of effects of learn ing styles and individual abi l ity in web-based distance learning (du, 2004). one of the abil ity factors is students' prior knowl­ edge and skil ls of computers. there is abundant research on the effects of specific knowledge and ski l ls, such as prior knowledge of computers, in distance learning. prior knowledge is defined as the knowledge, skil ls, or abil ity that students bring to the learning process (jonassen & grabowski, 1 993). prior knowledge is one of the strongest and most consistent predictors of learning. tobias states that prior knowledge can education libraries volume 27, no. 2 winter 2004 knowledge can be tested via a pretest devel­ oped specifically for a content domain. tests can be multiple choices, free recal l , true/false, or matching among others . some tests include a scale for learner to indicate thei r degree of con­ fidence in their answer (tobias , 1 982). research suggests an inverse relationship between level of prior knowledge and instructional support. as the level of prior knowledge rises, the need for instructional support decreases; conversely, as the level of prior knowledge decreases, the need for instructional support rises (tobias 1 976, 1 981 ; jonassen & grabowski , 1 993). theoretical backgrounds related to the impor­ tance of prior knowledge are transfer of learn ing, schema theory, information-processing theory, and theory of structural knowledge. transfer of learning theory explains how prior skil ls and knowledge transfer directly to new learning. schema theory explains the acquisition of new information through a learner's active, construc­ tive integration of new information into existing networks of knowledge. i nformation-processing theory focuses on the roles of perception a n attention in learning and memory (jonassen & grabowski , 1 993, 421 ). structural knowledge describes and facilitates the appl ication of prior knowledge to novel situations. it is the knowl­ edge of how ideas within a domain are interrf' lated . in other words, structural knowledge dt scribes how prior knowledge is interconnected (diekhoff, 1 983). structural knowledge is als • defined as conceptual knowledge, the conceij­ tual storage of meaningfu l d imensions in a given domain of knowledge. in the l ibrary and information science world, j more relevant concept is probably "computer competency", or "information technology l itel­ acy". simonson, maurer, montag-toradi , & whitaker (1 987) define computer l iteracy as (1 ) an understanding of computer characteristics, capabilities, and applications; and (2) an abil ity to implement this knowledge in the skil lful , pro­ ductive use of computer applications. specifi­ cally, osika & sharp (2002) identified technical competencies for distance learning students as seven ski l l g roups: ( 1 ) computer operations and utilities, (2) file management, (3) word process­ ing, (4) internet, (5) powerpoint presentations, (6) spreadsheet, and (7) databases. on the other hand, more recently talja (2005, p. 21 ) introduced a social constructivist viewpoint of "computer l iteracy" and suggests a more dialec­ tical social constructs. i n th is study, computer 6 competency is defined as an individual's knowl­ edge and abil ity with computers. this knowledge enables an individual to use computers, soft­ ware appl ications, databases, and other tech­ nologies to achieve a wide variety of academic, work-related , and personal goals, including a successfu l learning experience in web-based courses. "computer competency" can be an in­ d icator of "computer literacy". in this study we use them interchangeably. a related concept to "computer competency" is " information literacy". information literacy is a concept wel l d iscussed in l ibrary l iterature, for example, by snavely and cooper ( 1 997), carbo (1 997), behrens ( 1 994 ), kuhlthau (1 987), mcclure ( 1 994 ) , bawden (2001 ) , and eisenberg , lowe, & spitzer (2004). information literacy is a set of abi l ities requiring individuals to "recogn ize when information is needed and have the abil ity to locate , evaluate, and use effectively the needed information" (american library associa­ tion, 1 989). i t is believed that the two concepts are related but information literacy has broader impl ications for the ind ividual , the educational system, and society. a few studies explored the effects of computer competency to web-based distance learnjng . jiang ( 1 999) found students' previous computer competency was not a statistical significant fac­ tor in predicting students' perceived learning, but it has significant correlation with student-student communication (p=.0 1 ), learning styles (p=.03) and time on learning (p=.03). his sample was 287 web-based students from state un iversity of new york learning network. yu, kim, and roh (2001 ) found students' perceived need of web use, technical training they had received, per­ ceived usefulness of the web, and their com­ puter and web competencies had positive d i rect effects on their web use in distance learning. method this study surveyed the effects of students' computer competency to their perception of en­ joyment level and difficulty level . two research questions were explored : 1 . how can a student's perception of enjoyment level with the course be affected by different in­ d ividual levels of computer competency? 2. how can a student's perception of d ifficulty level with the course be affected by d ifferent in­ dividual levels of computer competency? accordingly, two nul l hypotheses are: education libraries volume 27, no. 2 winter 2004 h0(1 ) : there is no d ifference in enjoyment level when the subjects differ with regard to computer competency. h0(2) : there is no difference in d ifficulty level when the subjects differ with regard to computer competency. in this study, computer competency was meas­ ured by computer ski l l and use assessment, which was developed by the researcher. the survey was adapted from the information tech­ nology knowledge and skil ls diagnostic tool (http://www . unt.edu/slis/apppacket/itks/itksas sess.htm), by the school of library and informa­ tion sciences (slis) at the u niversity of north texas. it is a technology skil l self-assessment package for entering graduate students to evaluate their computer competency. itks is a web-based self-assessment with 1 97 questions. it has seven sections: basic computer knowl­ edge and skil ls, word processing, spreadsheet, database, presentation, i nternet, and web de­ velopment. enjoyment level and d ifficult level were assessed by the student satisfaction sur­ vey. the student satisfaction survey consisted of 5 items with a semantic-differential scale of 1 to 7. the researcher chose the items for the in­ strument from studies by rumpradit ( 1 999), and osborn (2000). both surveys were validated in previous studies (du, 2004; simpson & du, 2004 ) . participants were entering graduate stu­ dents in l ibrary and information science from a mid-southwestern state university i n the states. findings i n total , 301 subjects participated in the com­ puter ski l l and use assessment. among them 237 students completed the student satisfaction survey. participants in this study were graduate students enrol led in web-based distance learn­ ing courses at a mid-southwestern state univer­ sity in the un ited states from year 2001 to 2003. the subjects were 1 00% online students; they came to campus for software training because they had never taken a webct course. the subjects were essential ly homogenous in age, gender, and knowledge leve l . fourteen of them were male, the rest of them were females. aver­ age age of the students was between 35 and 40 . over 50% of them were school l ibrarians or schoolteachers working toward their master's or school l ibrary certification . they a l l enrolled as regular master's students. eighty percent of al l enrolled students participated in the study. the courses they took were taught 1 00% online. 7 table 1 : descriptive statistics of computer competency items item name mean sd skewness kurtosis q1_file 6 . 1 4 1 .04 1 .29 1 .34 q2_word 6.62 .70 1 .97 4 . 1 1 q3_spread 5.23 1 .45 .54 .38 q4_cut 6 .54 1 .05 -3.37 1 3.72 q5_ppt 5. 1 4 1 .66 .78 . 1 3 q6_email 6.67 .72 -3.36 1 7.52 q7_1nter 6.22 1 .03 1 .99 6 .37 q8_list 4 .51 1 .81 -.45 .64 q9_access 2.05 1 .42 1 .26 .58 q1 0_html 2.88 1 .82 .6 1 -.75 cc* 5.2 .80 .66 1 ' 1 5 note. cc (computer competency) stands for average of all ten items. 1 = least al ike, 7 = most alike computer competency table 1 i l lustrates the descriptive statistics for the question items. each item has a semantic­ differential scale, ranging from 1 to 7. one indi­ cates the lowest proficiency and 7 stands for the highest proficiency. the researcher expected the mean scores of the items to be between 4 and 5. from table 1 , the author found students in this sample rated themselves fairly high at basic computer skil ls, such as q1 (open/run files and programs, mean score = 6 . 1 4 ) , q2 (ms word, mean score =6.62), q3 (spreadsheet, mean score = 5.23), q4 (cut and paste, mean score= 6 .54), and q6 (using email , mean score = 6.67). students were not famil iar with com­ puter languages, such as q9 (access database language, mean score = 2 .25), and q 1 0 (html, mean score = 2 .88). several reasons may have contributed to the distribution of the current data. firstly, students may have a tendency to rate themselves higher if they are famil iar with some skills. that might yield negatively skewed scores in question items 1 to 6. secondly, this ala accredited l ibrary program expects that entering students have adequate skills in basic computer operation and can complete basic academic works, such as compil ing homework using a word-processor. the students are supposed to pass the itks self-test when they apply for this program. there is a possibil ity that students who failed to pass the itks self-test but claimed to pass it were sti l l al lowed to enroll in the program. thus, the scores of computer competency tend to be h igher than expected . table 2 : satisfaction measurement variables name enjoyment level performance satisfaction difficulty level grade expectation retention tendency satisfaction level* mean sd 5.48 1 . . 39 6.00 1 .2 1 4.90 1 .40 6.83 .42 6 .23 1 .48 5.89 .79 skewness -.88 -1 .55 .71 -2. 1 8 -2 .05 -1 ' 14 kurtosis .21 2.7 .29 4.04 3.41 .90 note. * satisfaction level is the average of al l five items (n = 237) . education libraries volume 27, n o . 2 winter 2004 8 student satisfaction as mentioned before, the researcher expected the mean scores of each items to be d istributed around 4 to 5 with a bell-shape curve. table 2 ind icates a leptokurtic and negative skewed d is­ tribution of both grade expectation (04) and retention tendency (05), with kurtosis more than 1 and skewness less than 1 . the data shows that most of the students expected an "a", rather than a bel l shape distribution , possi­ bly around "b", as suggested by statistical theo­ ries. this distribution l ikely occurred because graduate students are expected to get at least a "b" or better. graduate students in the sample also had a strong tendency toward retention , meaning that these students had a strong moti­ vation to stay in this ala accredited l ibrary pro­ gram. this university has one of only three ala accredited programs in the state of texas. the satisfaction level score, or the average of mean scores of all five items, reflected a normal d istri­ bution of the sample. correlation since the dependent variable, computer compe­ tency, yields continuous scores, mu ltiple regres­ sion analysis was applied to test the sign ificance of correlation between computer competency and student satisfaction level . the author con­ ducted five individual regression analyses on each question in the student satisfaction survey and found statistical significance in two student satisfaction items: enjoyment level (answers to question 1 of student satisfaction survey as the dependent variable) and difficulty level (an­ swers to question 3 of student satisfaction sur­ vey as the dependent variable). the results are l isted in the next two tables. the next table indicated that there was a statis­ tical ly significant correlation between computer competency and students' enjoyment level . the correlation coefficient, or � weight, is . 1 64 (p = 0.0 1 1 ). that means that computer competency as the independent variable may predict stu­ dents' enjoyment level on web-based courses, with a correlation coefficient of . 1 6. table 3: anova for enjoyment level source sum of squares regression residual total 1 2 .64 457. 1 5 469.79 df 1 239 240 ms 12.64 1 .9 1 3 f 6 .61 p .01 1 . 1 64 note: dependent variable: enjoyment level . i ndependent variable: computer from the table below, we can conclude that there was a statistically significant correlation between computer competency and students' difficulty level (see table 4 ). the � value is .205 (p = 0.001 ) . that ind icates that computer competency as the independent variable may predict students' impression of difficulty level of web-based courses, with a correlation coefficient of .205. table 4: anova report for difficulty level source sum of squares regression 20.27 residual 461 .99 total 482 .27 df 1 239 240 ms 20.27 1 . 93 f p 0.49 .001 � .205 note: predictors: dependent variable: difficu lty level. independent variable: computer competency there were no significant correlations between computer competency and performance satis­ faction (r = .052, p = .421 ), grade expectation (r = .034, p = .599), and retention tendency (r = education libraries volume 27, no. 2 winter 2004 .080; p = .21 7) . there was no significant corre­ lation between computer competency and the average of all five items (r = . 1 1 8; p = 0.069 > 0.05). even though the correlation is not statisti9 cally significant, the p-value is fairly close to .05. the correlation coefficient (13) impl ies there might be a significant result if the sample size were larger. the researcher believes there might be some practical significance in enhancing stu­ dents' computer competency in web-based dis­ tance learning. however, we need more studies to investigate that assertion. conclusion and implications different student computer competency levels impact students' perception of enjoyment level and difficulty level. students feel web-based courses are easier if they have enough com­ puter background. it is notable that a sign ificant relationship between learning style and enjoy­ ment level was found in previous studies (simp­ son & du, 2004 ). the results of this study sug­ gest additional factors that impact student en­ joyment level in distance learning. the findings of this study are valuable to educa­ tion l ibraries. u nderstanding the effects of com­ puter competency may help faculty to del iver learning materials more effectively onl ine. stu­ dents in education or school l ibrary programs with higher level of computer competency are l ikely to be more satisfied with d istance learning. such students will be more creative with peda­ gogical innovation, such as utilizing internet re­ sources, using databases, and creating digital media in teach ing and learning. those en­ hanced ski l ls may help them to achieve a wide � variety of academic, work-related, and personal goals. to better serve distant students and enhance student retention , we suggest technology sup­ port in d istance education programs. our resu lts are consistent with findings from previous stud­ ies (yu et a l . , 200 1 ) suggesting that technology support should be provided to learners in order to faci l itate the participation of web-based learn­ ing. students without adequate technology back­ ground should be g iven tutorials or training ses­ sions to help them adjust to the onl ine environ­ ment. distance learning programs in l ibraries should provide onsite training sessions to en­ hance computer competency for students with­ out enough prior knowledge of computers. in addition, distance programs might consider de­ ploying budget in supporting students and an­ swer students' technical q · uestions in real-time education libraries volume 27, no. 2 winter 2004 via telephone, instant messaging, video confer­ ence, et al (lowe & mal inski, 2000). the researcher found no statistically significant relationship between computer competency and pooled score of student satisfaction from al l five question items. he sampled students from dif­ ferent majors and from d ifferent online classes. different course types may yield a significant level of "within group variance" and thus yielded non-significant results. the researcher bel ieves with a larger sample size sign ificant results may be found. computer competency may not the only factor predicting students' success in web­ based distance learning. further studies are needed to explore the interaction of computer competency and different course delivering plat­ forms, such as gui-based (such as webct) vs. text-based (blackboard) systems. references american library association ( 1 989) . presiden­ tial committee on information literacy. final report. chicago: ala. retrieved february 3, 2005, from: http://www.ala.org/ala/acrl/ acrlpubs/whitepapers/presidentia l .htm association for library and information science education. ( 1 999). educating library and in­ formation science professionals for a new century: the kaliper report. oak ridge, tn: alise. retrieved february 2, 2005, from: http://www.alise.org/publ ications/ kali­ per.pdf association for library and information science education (2003). 2003 statistical repo " rt. oak ridge, tn: alise. retrieved february 2, 2005, from: http://i ls.unc.edu/alise/2003/ curric/curriculum0 1 .htm bawden, d. (2001 ). information and digital lit­ eracies: a review of concepts. journal of documentation, 57(2), 2 1 8-259. behrens, s.j. ( 1 994) . a conceptual analysis and h istorical overview of i nformation liter­ acy. college and research libraries, 55(4), 309-322. besser, h . ( 1 996). issues and chal lenges for the distance independent environment. journal of the american society for informa­ tion science, 47(11 ) , 81 7-820. carbo, t. ( 1 997). mediacy: knowledge and ski l ls to navigate the i nformation super highway. proceedings of the lnfoethics con­ ference, monte carlo, 1 0....:.1 2 march 1 997. paris: unesco. 1 0 diekhoff, g . m . ( 1 983) . relationship judgments in the evaluation of structural understand­ ing. journal of educational psychology, 75, 227-233. du, y. (2004). exploring the difference between "concrete" and "abstract": learning styles in l is d istance education . journal for dis­ tance education in library and information services, 1 (3), 5 1 -64 . eisenberg, m. e . , lowe, c. a. , and spitzer, k. l. (2004 ). information literacy: essential skills for the information age. westport, ct: li­ braries unl imited frey, b . a. , alman, s. w., barron, d . , & steffens a. (2004 ). student satisfaction with the onl ine mlis program at the university of pittsburgh . journal of education for library and information science, 45(2), 82-97 holmberg, b. (1 995) . the evolution of the char­ acter and practice of distance education. open learning, 10(2), 47-53. j iang, m . , & ting e. ( 1 999, october). a study of students' perceived learning in a web­ based onl ine environment. webnet 99 world conference on the www and inter­ net proceedings. honolu lu , hawai i . (eric document no. ed 448 721 ). jonassen, d . j . , & grabowski, b . l . (1 993). handbook of individual differences, learn­ ing, and instruction. h illsdale, nj: lawrence erlbaum associates. keegan, d. ( 1 988) . on defining distance edu­ cation. in d. seward , d. keegan, b. holm­ berg (eds .), distance education: interna­ tional perspectives. (pp. 63-65). new york: rouuedge. · kuhlthau , c. c. ( 1 987). information skills for an information society. syracuse, ny: eric clearinghouse. (ed 297740). mcclure, c. r. ( 1 994). network literacy: a role for libraries. information technology and libraries, 13, 1 1 5-1 25. osborn, v. (2000). identifying at-risk students: an assessment instrument for distributed courses in h igher education . unpubl ished doctoral d issertation, university of north texas, denton, texas. osika, e. r. , & sharp, d. p. (2002). minimum technical competencies for distance learn­ ing students. journal of research on tech­ nology in education, 34(3), 3 1 8-325. education libraries volume 27, no. 2 winter 2004 rumpradit, c. ( 1 999). an evaluation of the ef­ fect of user interface elements and user learning styles on user performance, con­ fidence, and satisfaction on the world wide web. unpubl ished doctoral dissertation, george washington university, washington, dc. sherry, a. c . , fulford, c. p . , & zhang, s. ( 1 998). assessing distance learners' satisfaction with instruction: a quantitative and a quali­ tative method . american journal of distance education 12(3), 4-28. simonson, m. r. maurer, m. montag-torard i , m .& whitaker m. ( 1 987), development of a standardized test of computer literacy and computer competency i ndex. journal of educational computing research, 3(2), 231 247. simpson, c. & du, d. (2004). effects of learning styles and class participation on students' enjoyment level in distributed learn ing en­ vironments journal of education for library and information science, 45(2), 1 23-1 36. snavely, l. and cooper, n ( 1 997). the i nforma­ tion literacy debate. journal of academic librarianship, 23( 1 ) , 9-20. talja, s. (2005). the social and discursive con­ struction of computing skil ls. journal of the american society for information science and technology, 56(1 ), 1 3-22 tobias, s. ( 1 976). achievement treatment in­ teractions. review of educational research, 46(1 ), 6 1 -74. tobias, s. ( 1 981 ). adapting instruction to i ndi­ vidual differences among students. educa­ tional psychologist, 16, 1 1 1 1 20 . tobias, s . ( 1 982). when do i nstructional meth­ ods make a difference? educational re­ searcher, 11(4), 4-9. lowe, w, & malinski , r. (2000). distance learn­ ing: success requires support. education libraries, 24(2/3), 1 5-1 7. yu , b., kim, k. , & roh , s . (2001 , june). a user analysis for web-based distance education . paper presented at the annual topics on distance learning conference, hammond, indiana (eric document no. ed 455 830). retrieved february 3, 2005, from: http://www .calumet. purdue.edu/todl/proceedi ngs/200 1 /2001 proceedings. htm 1 1 appendix: computer ski ll and use assessment rate your abil ity to do each of the following: (circle the appropriate number, from 1 (no knowledge/abil ity) to 7 (expert user)) no knowledge 2 3 4 5 6 7 expert user 1 . find, open and run files and programs 2 3 4 5 6 7 2. create a document using a word processor 1 2 3 4 5 6 7 3. use a spreadsheet to create a document 1 2 3 4 5 6 7 4. cut, copy, and paste text 1 2 3 4 5 6 7 5. create a presentation document on a computer 1 2 3 4 5 6 7 6. send and receive e-mail 1 2 3 4 5 6 7 7. search for information on the lnterneuworld wide web 1 2 3 4 5 6 7 8. subscribe and post messages to a " l istserv" 1 2 3 4 5 6 7 9. program a computer using a database language (such as access, foxpro or oracle, etc.) 1 2 3 4 5 6 7 1 0. create or edit a website (using html , java, etc.) 2 3 4 5 6 7 1 1. electronically send and receive files 2 3 4 5 6 7 1 2. general ly, how satisfied are you with your computer abil ity (choose one) 0 very dissatisfied 0 dissatisfied 0 dissatisfied with reservation 0 satisfied 0 very satisfied 0 no basis for judgmenu not applicable comments: yunfei du is an assistant professor, library and information science program, at wayne state university, detroit. e-mai l : yunfei@wayne.edu education libraries volume 27, no.2 winter 2004 12 keiser, barbie (2020). collection management for youth: equity, inclusion, and learning (2nd ed.) education libraries, 46:1 (2023) © academic & education division, special library association book review hughes-hassel, sandra (2020). collection management for youth: equity, inclusion, and learning (2nd ed.). chicago, il: ala editions. 128pp., $57.99, isbn 978-0-8389-4684-8 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc no work oriented toward the professional development of library workers today can afford to ignore deia – diversity, equity, inclusion, and accessibility. how prescient of sandra hughes-hassell, professor in the school of information and library science at the university of north carolina at chapel hill, to make equitable access and inclusive learning central to the second edition of collection management for youth. in eight chapters, plus 13 tools, hughes-hassell helps the reader appreciate how library materials collections can better “support the interests and needs of an increasingly diverse group of young learners” (p. xv). the author urges library collections managers to “reimagine their role,” encouraging them to “act as change agents, leaders, learners, and resource guides” (p. xvi). this text presents a roadmap for collections managers to realize five goals: 1. ground collection development decisions and practices in an equity framework. 2. adopt a learner-centered model of collection management that guides collection decisions and demonstrates accountability in the learning process. 3. redefine the roles of collection managers to support the concept of library staff serving as teachers and information guides who actively center equity in their collection development practices. 4. apply appropriate strategies and tools for working in the learner-centered equitybased paradigm that demonstrate knowledge of the learners, recognition of equity issues, familiarity with educational theories, awareness of resources, and attentiveness to the uniqueness of the community the library serves. 5. form a community of practice that shares responsibility for defining, developing, and evaluating the development and delivery of library resources to facilitate youth learning and advance equity (p. xvi). the book is divided into three sections. part i, theoretical foundations, presents arguments supporting the author’s thesis that collection management decisions and practices should focus on equity. chapter 1 answers why today’s collections managers must focus on equity: “when we focus on equity, our ultimate goal becomes justice” (p.3). the author reviews the demographics of youth in america, how changes in race and ethnicity over the first two decades of this century have increased the number of children who are english language learners (ells), and the increasingly diverse set of languages spoken by children enrolled in u.s. schools. dr. hughes-hassell highlights the need for libraries to recognize an evolving understanding of gender, and counsels education libraries, 46:1 (2023) © academic & education division, special library association librarians to do better at serving youth with one or more disabilities, including chronic conditions and learning disabilities. the author emphasizes a need to address traditionally marginalized youth by altering library services to advance equity and inclusion. they point to paul gorski (2017), who identified four abilities educators need to address equity literacy: 1. recognize even the subtlest biases and inequities, 2. respond to biases and inequities in the immediate term, 3. redress biases and inequities in the long term, 4. create and sustain bias-free and equitable classrooms, schools, and institutional cultures (p. 11). chapter 2 lays the theoretical foundation and framework for learner-centered collection management. hughes-hassell enumerates three changes influencing the work of librarians today: 1. the proliferating nature of information, 2. increasing awareness of the need for diverse books and other media, and 3. shifting educational theories and frameworks that focus on the learner, acknowledge the complexity of learners’ lived experiences, and respect learners’ home cultures, languages, and cultural histories. in this chapter, the author references the works of pioneers of various (and often competing) educational theories and frameworks, including constructivism (walker and lambert 1995), culturally relevant pedagogy (gloria ladson-billings 1994), connected learning (mimi ito and the connected learning alliance 2018), critical pedagogy (freire and macedo 1998, hooks 1994, katz 2014), and udl universal design for learning (cast, n.d.). in chapter 3, the author presents four models of collection management: collection-centered, learner-centered, the collaborative access environment, and the equitable access environment (eae). the eae model “centers the concepts of equity and learning” (p. 33) that hughes-hassell believes essential for library adoption today. eae demands the inclusion of all the youth of a community and the text emphasizes the need for outreach to those “who do not regularly visit the library or attend library programs” (p. 36). the teaming approach for collection management collaboration—a central feature of the eae model—encourages libraries to partner with parents, caregivers, and “other members of the community who work with or care about youth” (p. 37). the final chapter of this section (4), collector behaviors, addresses how the role of the collector must change to address “the needs of today’s diverse learners, support the teaching-learning context, and advance equity” (p. 41). to be successful, collection librarians must embrace the changing information and educational environments, shifting from distant expert to personal guide, learning “how to manage kiosks on the information superhighway… expected to carry an ever-changing and inclusive stock as well as provide instant access to other stores of items and to resource officials, wherever they may be located” (p. 41). education libraries, 46:1 (2023) © academic & education division, special library association collectors must collaborate with members of the learning community, helping all to collectively anticipate learner needs and emerging technologies. in learner-centered educational settings, “library resources are… considered central to the success of the learner” (p. 42). the author believes that collection librarians can assume leadership roles by negotiating better prices for resources, updating access policies, and advocating for equity. part ii, strategies for learner-centered equitable collection, presents strategies for creating a collection and library services that commit to equitable access, including clear, written policies that communicate the library’s commitment to equity and inclusion and stress the benefits of collaborative planning. one of the most useful chapters in the book is policy as the foundation for the collection, where the reader can relate the need for written and transparent collection policies explained in chapter 5 to the increasing number of book challenges by concerned parents and other community groups. hughes-hassell reviews the essential elements of traditional collection policies and highlights sample language that can enhance those policies to address a learnercentered equitable access policy in terms of broad goals, selection, formats, funding, evaluation, weeding, confidentiality, copyright, consortial agreements, and intellectual freedom. the author details the necessary steps for creating or revising a learner-centered equitable access environment policy, including: • how to identify stakeholders, • perform community analysis, • conduct stakeholder focus groups designed to help the library establish a strategic vision and goals, • prepare a written draft of the policy and test it with stakeholders, • revise the policy, as needed, • gain approval for the policy, and • communicate the policy to the community. chapter 6 offers decision-support tools to aid the collections librarian in making appropriate resource selections that support learning and advance equity. these tools include: • a matrix for gathering data about the curriculum, • sample teaching tolerance social justice standards, • a collection development analysis worksheet, • qualitative and quantitative measures of a collection, • learner-centered selection criteria, and • strategies for including your community in making these decisions to avoid challenges in the future. in budgeting for maximum impact (chapter 7), the author specifies the advantages and disadvantages of typical budget models, such as lump-sum, line-item, performance, program, and zero-based. chapter 8, collaboration and collection planning, is a paean to cross-cultural collaborative efforts and an inclusive process. here, the author highlights the importance of planning to persuade authorities (school or public education libraries, 46:1 (2023) © academic & education division, special library association library administrations and governing bodies) to adopt an equitable access environment model of collection development. the best part of the book is the completed set of tools throughout part ii allowing the reader to see how the blank forms available in part iii might look when completed, such as a swot analysis, shelf audit for diversity and inclusion, budget justification plans, and a checklist for planning promotional efforts for an equitable access environment collection development plan. the blank worksheets included in part iii are also available online (https://alaeditions.org/webextras/). the author states that the audience for this book includes all library staff who serve children and teens, not simply the collections manager. the book’s most practical chapters are those that supply the collections manager with the rationale for explaining why a change to library collections is necessary so they can explain what they are doing to others in their community, be it a public library situation (library administrators, boards, community groups, parents, youth) or school library (school administrators, teachers, students, parents). references cast. (n.d.) about universal design for learning. cast https://www.cast.org/impact/universal-design-for-learning-udl connected learning alliance. (2018). what is connected learning?” https://clalliance.org/about-connected-learning/ freire, p. (1998). the paulo freire reader. (a.m.a. freire & d. macedo, eds.) new york: continuum. gorski, p. (november 26, 2017). equity literacy for educators: definitions and abilities. equity literacy institute and edchange. http://www.edchange.org/handouts/equity-literacy-introduction.pdf hooks, b. (1994). teaching to transgress: education as the practice of freedom. new york: routledge. katz, l. (2014). teachers’ reflections on critical pedagogy in the classroom. interactions: ucla journal of education and information studies,10(2). https://escholarship.org/uc/item/2c6968hc ladson-billings, g. (1994) the dreamkeepers: successful teachers of african american children. san francisco: jossey-bass. walker, d. & lambert, l. (1995). learning and leading theory: a century in the making.” in l lambert et al. (eds.), the constructivist leader (pp. 1–27). new york: teachers college press. https://alaeditions.org/webextras/ https://www.cast.org/impact/universal-design-for-learning-udl https://clalliance.org/about-connected-learning/ http://www.edchange.org/handouts/equity-literacy-introduction.pdf https://escholarship.org/uc/item/2c6968hc _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  25  bell, i., mcgrane, b., & gunderson, john.  (2005).  this book is not required.  thousand oaks:  pine forge press.  isbn 1­4129­1011­0 (pbk.).  $29.95  part a critique of academia and part  “emotional and  intellectual survival manual,” this book  is not re­  quired  stems  directly  out  of  author  inge  bell’s  undergraduate  sociology  courses  at  pitzer  college  in  claremont, california.  bell wrote this book…after she retired in the mid­1980s in order to educate stu­  dents about college life and the social and intellectual effects that the predominantly white, middle­class  world of academia has on students.  bell is noted for her views on “buddhist sociology,” and many of the  issues about socialization in this book flow directly from that philosophical viewpoint.  after bell’s death  in 1996, a team of  revisionists  (students and academics) sought  to bring some of  the  references in this book is not required up­to­date.  under the direction of professors bernard mcgrane  and john gunderson, chapters were added  in  the second and  third editions  that would make the book  seem more relevant to students in the late 1990s and in 2005 (e.g. “media”, “graduation,” “welcome to  college,” and “questions of academic integrity”).  indeed, the additional chapters are certainly germane,  and the essays discussing academic integrity are especially pertinent additions to bell’s original work in  these days of file sharing and bootlegging using the internet.  however, a first­time reader introduced to  this  book…  with  the  third  edition might  find  themselves  wanting  to  read  bell’s  writing  as  a  cohesive  whole in order to experience the fullness of her theories and advice.  some readers may find the format of  interspersing bell’s words with other voices confusing, as each essay and vignette interrupts the flow of  bell’s thoughts. in some chapters it is difficult to distinguish until the appearance of the attribution line at  the end of the essay whether bell  is writing or if  the point­of­view has shifted  to a new author.   on the  other hand, some readers may find the blending of bell’s words followed by personal stories and concrete  survival  tips a very enjoyable format. many of the essays contain practical advice (e.g.  “i highly recom­  mend going to orientations”) and there are chapter headings (e.g. “grades: can you perform without the  pressure?”)  that are much like a reader would expect  to find  in any general college survival­type book.  as the revisionists intend to make this book… an active document that will be revised every four years,  the current format will continue well into the future.  inge bell never intended that her book become an academic treatise, in fact, she states that “this is not an  academic or  scholarly work.”    ironically,  it  reads as precisely  that, although  it  is written  in a  frank and  agreeable tone of voice.  even with the addition of student vignettes a new (or seasoned) college student  would probably not pick up this book…voluntarily and read it on his or her own; it  is probably best as­  signed as required reading on a sociology syllabus or  in a freshman orientation class.  this book…is  well­suited for use in a classroom or discussion group, as many of the issues it addresses will undoubt­  edly  raise questions  in  the minds of  readers and  stimulate  lively discussion.     each chapter  can easily  stand alone, and rather than read the book from cover­to­cover, individual chapters can be assigned and  discussed  as  an  instructor  or  facilitator  chooses. bell’s  thought­provoking writings  on  “love”  and  “the  painful avenues of upward mobility” are particularly notable.  this book is not required should encour­  age students  to  think critically about higher education, american social values, and  themselves as  they  begin their academic journey.  collette davis childers is the education librarian at california state university, fullerton.  email:  cmdavis@fullerton.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  26  blanchard, j., & marshall, j., (eds.) (2005). web­based learning in k­12 classrooms: opportuni­  ties and challenges. binghamton, ny: haworth press. isbn 0­7890­2493­4. $24.95  the exponential growth of the internet over the past decade affords teachers, administrators, and parents  unfettered access to curricular resources and interactive educational activities to enhance student learn­  ing. at  the same  time, educators  face many challenges and costs  inherent  in virtual  learning,  requiring  specific research to facilitate decision­making and program implementation.  web­based learning in k­12 classrooms brings together thirteen research papers published in the jour­  nal computers in the schools. each chapter is a separate research paper and contains a summary, key­  words, the authors’ biographical information, and a complete list of references. a table of contents, intro­  duction, and a comprehensive index are included in the text.  the  editors,  blanchard  and marshall,  along with  twenty  other  contributors,  call  upon  their  expertise  as  faculty members, administrators, and researchers  in evaluating and  implementing  technology for  teach­  ing, learning, and curriculum development.  each chapter presents  the key  issues associated with  the  integration of content­specific online learning  into k­12 schools. topics addressed within this volume include web­based learning for reading, mathe­  matics,  social  studies,  science,  counseling,  literacy  instruction,  and  special  education. there  are  addi­  tional chapters covering virtual schools, including state, charter, district, and international schools; exem­  plary web­based  interactive learning programs across  the united states, and research on  the effective  use of virtual educational resources.  included in the chapter on reading instruction are two u.s. department of education research studies to  evaluate  online  resources  that  claim  to  enhance  early  reading  (grade  1)  and  reading  comprehension  (grade 4). these studies are required by funding provisions of the no child left behind act of 2001 that  compel school districts to demonstrate the effectiveness of educational technology and programs for stu­  dent learning.  research supports the use of computer technology to augment early literacy. successful implementation  of a web­based emergent literacy program requires virtual learning activities tailored to the central areas  of literacy learning, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.  several chapters discuss critical inquiry as an activity to foster student learning. scientific inquiry calls for  simulations, experiments, and dynamic tools to support interactive learning. five science­based technol­  ogy applications  that promote data­driven investigation, modeling, collaboration, and scaffolding are de­  scribed. successful integration of technology within mathematics instruction gives students an opportunity  to  solve  problems  and  apply  their  critical  thinking  skills.  the  best  practices  of  computer­based  inquiry  learning for social studies instruction incorporate evaluation and synthesis of information.  chapter  six  furnishes  readers  with  a  comprehensive evaluation  of  computer  technology  and  online  re­  sources available  to assist  students with  learning and developmental disabilities, as well as visual and  hearing impairments. to provide learner­centered, multi­modality instruction as suggested in learning re­  search, special educators may need to gather various adaptive technologies, curriculum web sites, and  software tools for their students. classroom teachers are encouraged to critically evaluate the many re­  sources available to make informed decisions regarding the implementation of effective web­based learn­  ing activities and programs for their students.  chapter  11  provides  a  foundation  for  implementation  of  technology­based  programs  and  standards  through the atlas model (align, target, leverage, assess, sustain). the first component of the model is to  align technology with the school or district curriculum. a targeting process of establishing realistic goals  ensures teacher confidence in the use of technology. when faced with barriers to implementation, school  districts  should  leverage  their  available  resources  of  trouble­shooting  assistance,  technology,  training,  and time. measurement of progress is accomplished through continuous assessment. implementation of _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  27  a new program should be sustained to gather feedback and data to devise adjustments that meet teach­  ing and learning needs, as well as long­term and short­term expectations.  web­based learning in k­12 classrooms is a welcome addition to academic library collections in teacher  education, special education, counseling, and educational technology. this book may also be utilized as  a supplementary text for graduate study in these subjects. k­12 administrators, teachers, counselors, and  technology consultants will find this work to be useful as a professional resource.  warren jacobs is a reference/instruction librarian at california state university, stanislaus. e­mail:  wjacobs@csustan.edu  danker, a. (2005). multicultural social studies: using local history in the classroom. new york:  teachers college press. isbn 0­8077­4585­5. $25.95  in multicultural social studies: using local history in the classroom, a practical guide for social studies  teachers, author anita danker looks at the past, present and future of social studies education.  a chapter  covers  the genesis of  social  studies as  an area of  study  in primary and secondary education, and  the  more recent development of multicultural education.  the main section of the book, several local history  case studies, takes us through the history of particular locales up to the present day.  the present is also  evident in the book’s firm grounding in today’s standards­driven education context.  danker provides les­  son plans  that demonstrate how teachers can use  local history to achieve 21 st ­century educational out­  comes.  and, we look ahead as she discusses using this material in her work with future teachers.  she is  an associate professor in education at assumption college in massachusetts.  danker states  that  “the color and adventure of social studies courses are  in danger of being  lost in  the  maze of core knowledge topics and  learning standards  that  teachers must address…”   she provides a  model for maintaining the richness of social studies education while addressing current mandated prac­  tices.  the local history case studies in this book are constructed on multiple levels with focused, detailed  curricular guides and  lesson plans attached.   each chapter applies various  learning activities  to various  aspects of local culture.  no two chapters are alike!  class, ethnicity, religion and language are among the  multicultural social studies areas that are discussed.  learning activities include field studies, a letter ex­  change, and doing research on the internet; individual activities and work in groups or pairs.  each lesson  plan includes a listing of national educational standards that are addressed by the lesson.  danker’s set­  tings have a new england flavor with a chapter set in nashville that gives the book some regional diver­  sity.  the particular settings are not so important, however, because they illustrate a deep variety of re­  gional life from which to draw educational opportunities and are adaptable examples.  this book is enjoyable to read.  it contains interesting illuminations of various places and peoples in the  united states  from an  educator’s  perspective.  on  the  practical  level,  this  book  is  a  fine  resource  for  teachers who are seeking to draw their students further into the relevance of social studies.  it could help  them create more engaged, vibrant citizens.  the clear, well­documented activities described in this book  should create student  interest not only  in  their local heritage, but help develop respect  for cultures and  areas that are not their own.  within the universe of books that discuss the use of multicultural resources with social studies students,  and the tools available for teachers who wish to build lessons around local history, this book claims a use­  ful niche in today’s learning standards environment.  les canterbury is collection development/reference librarian at the university of redlands. email:  les_canterbury@redlands.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  28  falk, b. & blumenreich, m. (2005).  the power of questions: a guide to teacher and student re­  search.  portsmouth, nh: heinemann. isbn 0­325­00698­9. $22.50  this text is an excellent introduction to action research.  it provides a strong background and rationale for  teachers to engage in systematic research and also provides a multitude of helpful tables and exercises  to assist teachers in developing skills in this area.  in light of the current focus on standardized, prescrip­  tive  teaching  in many schools,  the emphasis on  systematic  inquiry  is necessary and nicely addressed.  the authors state that we must reconfigure teaching through systematic inquiry as “we must find ways to  reawaken and sustain the excitement of learning from our early years.  if we as teachers want to be able  to help our students rediscover this desire, we ourselves need to relearn how to investigate, inquire, ex­  periment and explore” (falk & blumenreich, 2005: 2).  not only is the teacher as researcher addressed but the rationale and strategies for teaching students to  be researchers is also addressed.  specific examples of investigations based on individual student ques­  tions  or  for  whole­class  studies  are  presented  as  well  as  the  challenges  that  accompany  such  ap­  proaches.  this broader constructivist framework will help teachers to ground their practice within a gen­  eral  reflective  approach  to  teaching.   many  suggestions  for modeling  reflective,  systematic  inquiry  are  provided throughout the text.  the first chapter presents the rationale for the teacher grounding his/her practice in the traditions of re­  search.  the second chapter compares and contrasts varied research traditions.  a minor limitation of this  book is the section in this chapter comparing experimental and naturalistic designs.  these paradigms are  presented as separate and distinct or as a false dichotomy as is common in the field.  this limitation is  addressed in later sections where the authors state that researchers typically borrow from multiple tradi­  tions.  the chapters then proceed to describe strategies for identifying questions to research, the rationale and  strategies for conducting a literature review, possible research designs, methods for data collection and  analysis, and ways to present results.  each of these is described in easily understood terminology often  using unique terminology to present the main ideas.  for example, the chapter on how to conduct a litera­  ture review is titled “standing on the shoulders of those who came before,” which is an evocative way to  present the reasoning behind conducting a literature review.  the appendices also present useful tools for the beginning teacher researcher.  for example, the “handy  little guide to referencing in apa format” found in appendix 3 is just that: a handy little reference for the  beginning researcher who might be overwhelmed by the entire apa publication manual.  these appendi­  ces and the examples, exercises, tables, and figures presented throughout the text are what make this an  especially useful text to help teachers begin the journey of embracing the role of researcher.  dr.  jennifer  coots  is  associate  professor  of  special  education  at  california  state  university,  long  beach. email: jcoots@csulb.edu  ellery, v.  (2005). creating strategic readers:  techniques for developing competency in phone­  mic awareness, phonics, fluency, vocabulary, and comprehension.  newark, de:    international  reading association. isbn 0­87207­561­3.  $25.95  creating  lifelong  readers  is  a  process  that  involves  teaching  students  to  become  independent,  active  thinkers.  this work is designed to help teachers develop their students into independent readers who are  able to employ a variety of reading strategies in order to achieve comprehension.  the main purpose of  this  practical  curriculum guide  is  to  aid k­5  teachers  in  successfully meeting  the no child  left  behind  reading first legislation that seeks to ensure that every child learns to read by the third grade.  the guide  focuses on five components identified by the national reading panel (convened by the national institute  of child health and human development at the national institutes of health) in the year 2000 as being  essential for reading instruction: phoneme awareness, phonics, fluency, vocabulary, and comprehension. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  29  chapter one discusses the developmental stages of reading, introduces the idea of a comprehensive lit­  eracy approach, and presents a model  curriculum, assessment, and  instructional  framework.   the  five  components outlined by the national reading panel are addressed in chapters 2­6 and are arranged in  the order of reading stages. individual reading strategies are given for each component.  after the strate­  gies are defined, examples of  instructional  techniques  for each strategy  follow.   the  instructional  tech­  niques are matched to corresponding developmental levels and especially noteworthy are the inclusion of  the types of multiple intelligences (e.g., visual/spatial, intrapersonal, etc.) that might best benefit from the  technique.  examples of  “teacher  talk”  (prompts or questions) have been provided within each section.  the author stresses that this comprehensive approach should include scaffolding, or “the gradual release  of responsibility,” in order to develop students into independent readers.  most of the techniques have accompanying reproducibles located in appendix a.  appendix b contains a  bibliography of recommended reading followed by a thorough list of references and cited works.  the au­  thor has  included techniques  to support english­language  learners as well.   overall, creating strategic  readers  is well­organized,  thoughtful,  and  provides  a  comprehensive  framework  to  aid  any  teacher  in  effectively teaching to state standards and nclb’s reading first legislation.  collette davis childers  is  the education  librarian  in  the pollak  library  at california state university,  fullerton.  email: cchilders@fullerton.edu  hillstrom, kevin. (2005). defining moments: the internet revolution. detroit: omnigraphics. isbn  0­7808­0767­7. $38.00  defining moments: the  internet revolution  is one volume  in  the defining moments series of american  history texts from omnigraphics designed for 8th to 12th graders. each volume concentrates on an era or  event since 1900 that has had a major impact on american life such as the civil rights movement, water­  gate and the brown vs. the board of education. this volume focuses on the  introduction of the internet,  which has had a global impact on society, politics, and cultures within and outside the united states.  each volume  in  the defining moments  series  is  organized  in  the  same manner:  a  glossary,  important  people, places, and terms, and a timeline in the front; and three distinct sections within the text: narra­  tive overview, biographies, and primary sources. the narrative overview section is a historical, informa­  tional delivery of  the invention and development of the  internet. the biographies section provides  infor­  mation concerning selected key  figures  involved with  the creation and growth  of  internet  technologies.  the primary sources section  includes documents  that  chronicle significant events  in  the history of  the  internet such as the first documented web page. also included in this volume is an annotated bibliography  and a comprehensive general bibliography of historical sources for further study. each volume is devel­  oped in consultation with public librarians, school librarians, and other education professionals.  these volumes are well designed for the younger reader. the beginning book material encourages read­  ers to familiarize themselves with terms and events before reading and to refer back to them easily when  encountered within the text. the narrative section provides a traditional historical background, while the  biographies and primary sources sections add personal accounts and some actual historical documents.  it  is  important for  the  teacher presenting  this material to differentiate between the  type of content being  offered within these three sections.  while this volume offers and excellent general overview of the history and development of the internet, it  would have been more beneficial to students to go more into  depth on certain issues and events rather  than, for example, devoting a half page to explain the “truth” behind al gore’s statement that he invented  the internet. there are so many other issues of more import. this space would have better been put to  use with  the explanation of  the development of email hoaxes. ethical issues derived from the develop­  ment of the internet alone deserve deeper discussion. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  30  to minimize the contribution of steve jobs and the other founders of apple along with open source, linux  and other non­microsoft developers along with their contributions  to  the development and growth  to the  internet is a disservice and a major gap in this volume. in this reviewer’s opinion, steve jobs should have  been used as a primary source concerning the import of the internet in education. apple has made it a  point throughout its history to support computers in education. it is true that bill gates and microsoft own  a majority of  the pc market, but apple has sustained  itself over  time with a significant niche in  the pc  market especially in education, and has contributed  internet  innovations adopted universally by  the pc  market. also,  the author sends mixed messages  to students when  reporting on a company’s unethical  (criminal) business practices  in one part of  the volume and  then using a speech  from  the head of  that  company as a primary resource elsewhere in support of technology in education.  this book’s value will be found in the hands of an experience and talented history teacher who will use it  as a beginning for discussion and investigation and not as a stand­alone text.  dr. jennifer lamkins is an assistant professor in educational technology within the college of education  at california state university, long beach. email: jlamkins@csulb.edu  journal of glbt family studies: innovations in theory, research and practice. binghamton, ny:  haworth press inc and harrington park press. quarterly. issn:1550­428x $38.00/$80.00/$350.00  in 1997, wanda m. clark and julianne m. serovich did a content analysis of articles published in the mar­  riage and family therapy literature from 1975 to 1995 to find out how many addressed gay, lesbian, and  bisexual issues. “of the 13,217 articles examined in 17 journals, only 77 (.066%) focused on gay, lesbian,  and/or bisexual issues or used sexual orientation as a variable” (clark & serovich, 1997).  in 2001, linda  leonard lamme and laurel a. lamme stated in their article, “welcoming children from gay families into  our schools” that “more lesbian and gay couples are deciding to have children than ever before. …at the  beginning of  the 21 st  century,  it  is  time for schools  to become safe and welcoming for children from all  kinds of  families”  (65).   the authors went on  to suggest  that  school personnel  “distribute research and  publications on g/l/b/t issues to faculty, counselors and other staff” (lamme & lamme, 2001: 67).  now there is a new publication, journal of glbt family studies, to address this mandate. jerry j. bigner,  editor of the new periodical, writes in the editor’s notes that: “research into glbt family issues has in­  creased considerably within  the  last  two decades as  investigators have begun  to address a number of  issues particular to this population such as parent­child relations, relationship issues, disclosure of sexual  orientation  issues,  functioning of alternative  family structures and  so  on”  (bigner, 2005: 2).  if  the suc­  ceeding issues of this journal contain the same quality of articles, then the journal of glbt family stud­  ies will have succeeded in its goal of providing a single source of scholarly information focusing on topics  of importance to glbt individuals and their families of origin and the families they form in adulthood.  the articles  in  the first  issue provide an  introduction  to  the diversity of glbt family structures, and  the  social,  legal, political and personal  issues  that affect  the  family unit. for  those of us, who  thought  that  sexual minority  families  existed  solely  in  the  nuclear  unit  of  daddy’s  roommate  or  heather  has  two  mommies, the article on polyamory and gay men introduces a functioning complex extended family unit.  an  article  on  same­sex marriage  and  legalized  relationships  provides  a  comparative  international  per­  spective on these unions. other articles cover transgender persons and their families, the effects of larger  social systems on the relationship of male couples, and life course perspectives as applied to glbt fam­  ily studies. most of the articles included both male and female sexual minority persons as subjects. only  one of the articles was not accessible to a lay audience. the article on life course perspectives although  understandable was directed at social scientists. all of the articles and reviews were well written, with ref­  erence lists of current scholarly sources. there is also a section with media reviews, each of which runs  from 4­6 pages in length.  the journal of glbt family studies provides a good introduction to understanding the diversity of sexual  minority  families,  information  that  is  needed  for  k­12  school  faculty  and  personnel,  and  for  those  in  schools  of  education  and  counseling.    the haworth  press,  a  niche  publisher  whose  periodicals  cover mailto:jlamkins@csulb.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  31  emerging scholarly topics, also publishes the journal of gay & lesbian issues in education: an interna­  tional quarterly devoted to research, policy, and practice. this journal was not available for review.  references:  bigner, j. j. (2005). editor’s notes. journal of glbt family studies:  innovations  in  theory,  research and  practice, 1(1),1­3.  clark, w.m. & serovich, j. m. (1997, july).twenty years and still in the dark? content analysis of articles  pertaining to gay, lesbian and bisexual issues in marriage and family therapy journals. journal of  marriage and family therapy, 23(3), 239­253.  lamme, l. l. & lamme, l. a.  (2001, december / 2002, january). welcoming children from gay families  into our schools. educational leadership, 59(4), 65­59.  sheila  kirven  is  education  services  librarian,  guarini  library,  new  jersey  city  university.  email:  skirven@njcu.edu  journal of library & information services in distance education.  issn 1533­290x.  electronic:  1533­2918.  published quarterly, four issues per year.  subscription price $48 individual/$150 insti­  tution in us; $65/$203 canada; $70/$218 other  haworth press had expanded its extensive list of journal serving the professional with this title supporting  the growing field of service to distance learners.  while service to distance learners is a subject covered  by frequent articles in library journals, this is the first devoted exclusively to this field.  for the purposes of  this  review, volume 2, number 1, 2005 was examined.  this  issue presents  three well­written,  refereed  articles from practitioners: one examining learning styles of lis students to see if distance learning if vi­  able  for  this group, one on  library services  to distance students of pharmacy, and a  third on marketing  distance services.  three book reviews are also presented.  advertising does not appear, except for am­  ple promotion of additional haworth titles.  instructions for authors, manuscript submission and copyright  consignment forms are included in the issue.  distance learning is an increasing field, and the library profession should be very interested in serving this  population.  indeed, even for traditional on­campus students, library use will increasing be by remote ac­  cess and without the constraints of regular service hours.  the question is: do we need a journal solely  devoted to this niche, or is it amply served by the existing literature?  in this era of shrinking budgets and  expanding costs, this price is hard to justify for all but the largest providers of distance education.  debbie  bogenschutz  is  coordinator  of  information  services,  johnnie  mae  berry  library,  cincinnati state technical and community college. email: debbie.bogenschutz@cincinnatistate.edu  krahenbuhl, g. s. (2004). building the academic deanship: strategies for success. westport, ct:  praeger. isbn 0­275­98326­9. $44.95  building the academic deanship: strategies for success is one of nineteen titles in the american council  on education/praeger series on higher education. this series covers academic ethics, quality improve­  ment, leadership, distance education, and fundraising.  dr. gary s. krahenbuhl, drawing upon his experience as dean and deputy provost at arizona state uni­  versity, has written a concise and clear manual for academic leadership. as he states in the first chapter,  there are no formal preparation programs for academic deans. the typical career path is a tenure track  faculty position. this book serves as a well­written and useful resource for faculty members who desire to  move into higher education administration, as well as new or experienced deans who will be faced with  many of the same situations and challenges that are described within this book. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  32  krahenbuhl discusses the recruitment process including the scope of the search, authority of the position  to act as a change agent, and the reasons for the vacancy. applicants should determine whether the va­  cancy is an opportunity or a position to avoid. to compete with other candidates, applicants for the posi­  tion are best served by highlighting their administrative experience, rather than publications or teaching  experience.  the author fully describes the different roles that a dean plays in a college or university. these include  chief administrative officer, chief academic officer, chief development officer, chief communications offi­  cer, chief adjudicator of differences, chief morale officer, principal steward, lead mentor, and master of  ceremonies. other important issues covered in this chapter include the strategic planning process, rela­  tionships with the president, provost, and upper administration; how to gather information about the uni­  versity, the community, and the budget; organizing the office staff, variations in the deanship based on  authority, and common pitfalls to avoid.  now that the dean has been hired, what steps should the new administrator take to be successful?  kra­  henbuhl discusses how the dean sets an agenda and what should be emphasized. he covers communi­  cation, decision making, delegation of authority, how mistakes are corrected, organization of the dean’s  senior staff, administrative meetings, and styles and strategies for leading change.  the dean must be cognizant of the need to enhance the abilities of unit heads. strategies include orienta­  tion sessions, administrative retreats, and active mentoring by the dean. it is important for the new de­  partment chair to understand the role that he/she plays in relation to the dean and the faculty.  chapter 6, the dean and the faculty, provides a comprehensive look at this most essential relationship.  the dean must be aware of the faculty’s responsibilities for teaching, research, and service. diagrams  help to explain the balance between knowledge transmission, knowledge generation, and knowledge ap­  plication. the author clarifies the integration of responsibilities, identifies faculty as a fixed asset or a vari­  able asset, and provides an evaluation form for departmental contributions to the institution. other impor­  tant topics in this chapter include faculty recruitment, dual career couples, salary equity and salary com­  pression, tenure, faculty development, early retirement, diversification of faculty responsibilities, and nur­  turing those faculty who make significant contributions to the department and the institution.  krahenbuhl concludes with the role of the dean in student affairs, fundraising and external relations, sup­  port for research and creative activities, college events, management trends, media relations, and legal  matters. the author’s expertise and experience provide a wealth of useful tips and illustrations from which  the novice academic administrator may learn.  ten appendices cover such beneficial topics as program elements for administrative retreats, guidelines  for evaluation reviews of department chairs and deans, and policy statements on faculty recruitment eth­  ics, salary support for fellowship recipients, and equal opportunity and affirmative action in higher educa­  tion. also included is a bibliography and a detailed index.  building the academic deanship is an excellent addition to any college or university library’s education  collection. it belongs in the professional library of any academic dean, as well as faculty members who  are considering a move into higher education administration as department chairs or deans. this work  might also be considered as a text for higher education administration courses.  warren jacobs is a reference/instruction librarian at california state university, stanislaus. email:  wjacobs@csustan.edu.  weiss, h. b. et al. (eds.) (2005). preparing educators to involve families; from theory to practice.  thousand oaks, ca: sage publications. isbn 1­4129­0910­4. $34.95  combining educators and resources from the harvard family research project and the macarthur foun­  dation's research network, the authors successfully focus on "connecting theory and research to practice _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  33  in family involvement.” they do so using case studies that are realistic and stated in plain language, thus  making for an ideal text for students and beginning teachers.  the fact that case studies focuses on poor families and communities with poverty and cultural barriers to  an appropriate education is very welcome. it has been shown that outreach from teachers to parents in  these situations often results in better student performance. these conditions are well framed in the text  narratives, and by doing so, engage the reader in thoughtful and practical ways.  the authors offer four sections in the context of learning theory known as the ecological systems theory.  basically, this approach recognizes the many layers and settings society presents, due to social and eco­  nomic policies, that affect children. the case studies method clearly shows how these often invisible in­  fluences affect the child and the family in everyday and direct ways. the book offers insights and practical  ways of explaining these mechanisms to the reader with the intent of improving educational outcomes for  the student.  this  work  is  recommended  for  all  libraries  whose  collection mission  includes  family­school­community  relations, and it can serve as a useful reference for psychologists and family practitioners  arthur  tannenbaum  is  a  librarian  at  bobst  library,  new  york  university.  email:  arthur.tannenbaum  @nyu.edu  wenglinsky, h. (2005). using technology wisely: the keys to success in schools. new york:  teachers college press.. isbn 0­8077­4584­7 (cloth); 0­8077­4583­9 (paper). $50.00/$21.95  in this slim volume, harold wenglinsky, research manager for the grow network/mcgraw­hill and for­  merly of naep and ets, examines  the use of computer  technology in k­12 schools  to determine  if the  use of computers is positive or negative. his answer: it’s not the presence or absence of computers that  makes the difference, it’s the teacher’s preparation,and whether a didactic or constructivist pedagogy is  employed.  wenglinsky spends considerable time reviewing the political climate in education reform, beginning with  the 1983 report a nation at risk, but focusing mostly on the attempts of the clinton and bush administra­  tions. during the clinton years, the emphasis was on getting computers into classrooms and getting the  schools wired for the internet. under bush, the focus changed to setting standards for both students and  schools. the  “digital divide”  in  terms of access  to computers  in  the schools has been narrowed, but a  greater divide exists in pedagogy, with wealthier suburban schools more frequently using computers in a  constructivist manner, and  lower  income urban schools more  frequently using  them for drills—a newer  technology takes the place of the old ditto sheets of repetitious exercises with no more thought going into  what is learned. unfortunately, wenglinsky believes that the bush administration is more likely to fund a  didactic approach.  giving case studies  in a wide variety of  schools, wenglinsky examines how  the computer  is used. he  finds classrooms where  the  teacher sits at a desk  ignoring  the students who are  filling in mathematical  worksheets on their computers, and sees classrooms where the computer and the internet are among a  variety of tools the students use to explore the questions the teacher has set them. it’s the training and  the pedagogy of the teacher making the difference, not the technology, wenglinsky insists.  this volume would better serve educational theorists and those who impact government funding than the  classroom teacher.  debbie bogenschutz  is a  librarian at cincinnati state technical and community college. email:  deb­  bie.bogenschutz@cincinnatistate.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  34  i n s t r u c t i o n s   f o r   c o n tr i b u t or s  about education libraries  education libraries (el) is published by the education division of the special libraries association. its audience con­  sists of education information professionals employed in a variety of venues, including special libraries and informa­  tion  centers,  academic  libraries,  public  libraries,  and  school  libraries  manuscripts  submitted  for  publication  in  el  should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the  education information professional. manuscripts focusing on issues relevant to more general concerns either  in the  field of education or in the field of library and information science are also welcome provided they include a significant  component  specifically  germane  to  education  information  or  education  libraries  and  librarianship. el  is  indexed  in  current index to journals in education and in library literature.  submission of manuscripts  education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered  for publication in future issues. one electronic copy should be sent to dr. lesley farmer, editor, education libraries,  california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840­2201. inquir­  ies regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu.  preparation of manuscripts  1. all manuscripts should be submitted on an electronic disk on a 3.5” disk  or attached in an email message,  and in  windows­compatible ms word format. if electronic copy can not be provided, please contact the editor for an al­  ternative arrangement.  2. all manuscripts should be word­processed to be publishable on 8.5 x 11” paper, double­spaced, with 1” margins on  all sides. reference should appear on separate pages at the end of the article.  do not use ms endnotes or foot­  notes feature.  3. education libraries follows the publication manual of the american psychological association, 5 th ed. (2001). cita­  tions to electronic resources follow the “electronic reference formats recommended by the ala,” available online  at: http://www.apa.org/journals/webref.html.  4. the name(s) and affiliation(s) of  the author(s) should appear on a separate cover page. the  first author should  also provide contact information, including telephone number, postal address, and email address. to insure ano­  nymity in the review process, author information should appear only on this page.  5. an abstract of 50­100 words should appear on a separate page. to insure anonymity in the reviewing process, this  page should include no author information, but should include the complete title of the manuscript.  6. using key words from the title, provide a running header or footer on each page. pages should be numbered con­  secutively.  7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by  including a parenthetical  insert  in the text, e.g., (insert  figure 1). each table or  illustration should have a number  and a brief title. all tables and illustrations should be submitted on disk, along with an email attachment.  8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any  necessary copyright permissions.  review process  education libraries is a refereed journal using double­blind review. manuscripts will be acknowledged by the editor  upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the edito­  rial review board. following the completing of the review process, the editor will contact the author(s) to accept the  manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject  it. any queries concerning the review process should be directed to the editor.  book reviews  education libraries includes reviews of new publications relevant to education information or education libraries and  librarianship. areas of  interest  include  library and information science, prek­16 education, children’s  literature, and  school librarianship. publishers are invited to send review copies and announcements to the editor. prospective re­  viewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas  of interest.  calls for papers  education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division  web site. from: education libraries, volume 33, no. 1, spring 2010 24 shhh! no talking about retention in the library! by heidi blackburn abstract: student retention rates have long been a topic among school administrators, but it is an issue barely mentioned in library circles. this article will discuss the role the academic library can play in increasing and maintaining student retention rates on campus. by focusing briefly on four main topics, including reaching out to students early and often, getting them in the library door and getting them to stay, the reader will be able to see the broad picture of how crucial libraries are to fighting student attrition. introduction why is nobody talking about retention in the library? as the famous hermione granger once declared, “fear of a name only increases fear of the thing itself.” so why are librarians so afraid to talk about retention? administrators fret over it, student support services do their best to keep the numbers up and the board of regents usually still finds something to improve. “retaining a student is fundamental to the ability of an academic institution to carry out its mission. a high rate of attrition is indicative of a failure on the part of an institution to achieve its purpose. for institutions that rely heavily on tuition and fees to support academic programs and services, including the library, student retention is critical” (mezick, 2007, p. 561). if retention is the bread-and-butter of the school, then libraries are the good-for-you side vegetable that complements the meat of the curriculum. so why do librarians, some of the biggest champions of education and learning, turn a blind eye to keeping students in school? is it because academic libraries are considered old-standbys, content with the status quo as long as the funding is steady? and this is the library…. libraries have always had an assumed role in academia. from the earliest monasteries to the first universities, collections of texts have played a central part in providing scholars with information. for the oldest, most prestigious schools, the library was often the heart of the campus and a great source of pride. but now schools build multi-million dollar sporting arenas, residence halls and student unions to lure in students. however, these eager youngsters will still need help locating peer-reviewed resources and where will they turn? libraries have become overlooked as campuses try to impress students with free wi-fi in the cafeteria, instead of focusing on the library’s access to millions of articles and documents through regional consortiums. student representatives showcase lavish new laboratories and research facilities but do not mention the one-on-one support librarians can provide these budding einsteins. on the tour, the student’s introduction to the library is generally along the lines of “and this is our library which was built in (insert date). it’s open (insert time) to (insert time). a lot of people like to hang out there later at night because that’s when it’s the busiest. do you want to take a peek inside or move on?” inevitably, the prospective student will feel pressured to “hurry along” with the tour and will wind up feeling overwhelmed approaching the library when his or her first research assignment comes along. “librarians can no longer depend on the campus to recognize that ‘we are the heart of the campus,’ but rather seek to identify and cater to the needs of the individual in the most effective manner” (dennis, 2007, p. 91). when it comes to student retention, there are four key points for libraries; get to students early and often, get them in the door and keep them coming back. getting to them early ah, the freedom of being a first-year college student. the sudden independence (for some) to dress as they like, attend class when the mood strikes, hang out late, and oh yes, study when and where they see fit. “…becoming a new student in the research university environment required acclimation to the library and its enormous variety of information sources. for student success in most college courses, even in the first term, students must have basic information literacy skills immediately. to put off the initial development of these skills until the second term is indefensible” (gardner, 2004). the first time many students head to the library can be daunting, due to the mazes of bookshelves, the confusion of locating materials using a mysterious call number and/or the sheer stress of a paper that is unfortunately due the next day. how can librarians help these students stay in school if they do not have the skills to locate the academic resources needed be successful? bibliographic instruction, both in the classroom and in the library, can go a long way towards student education libraries, volume 33, no. 1, spring 2010 25 retention through information literacy proficiencies. by giving students the skills to cope with the research demands of higher education, they are more likely to succeed. instruction can vary from a one-credit semester long class, a request by an instructor for a classroom visit or simply a one session research seminar. at the very least, simply visiting the library with a first-year orientation class can help alleviate student reservations about using the library. in library assessment in higher education, one analysis showed that over a 15-year period, students were more likely to return for their sophomore year and continue on to graduate after participating in a freshman orientation class, even though many of the participants were less prepared for college than their peers who did not take the class (matthews, 2007). higher grades, retention rates and increased use of campus support services such as writing centers and libraries was also reported in another similar study, where once again, the students faired better than their counterparts (matthews, 2007). although information literacy curriculum is thoroughly established on most campuses and is generally thought to be a good use of time, there is a lack of published works reporting on the evaluation of this instruction beyond pre-post testing. the assessment of students’ abilities to regurgitate facts does not test genuine learning to see if students have acquired the necessary proficiencies. assessment that is integrated into the course would force students to transfer their new skills to real classroom assignments, proving they have or have not met the student learning outcomes involving information literacy. from assigning complex annotated bibliographies to simply asking students to describe how they found their sources, integrating assessment into existing assignments requires some additional planning but the benefits of authentic assessment far outweigh the costs. additional literature on assessment and information literacy is in no short supply but the key element is giving students skills to succeed will ensure their success on campus will culminate in graduation. “it is unrealistic to expect a student from a small public school system or a large overburdened urban school system to have the proper skills for academic library research. it is also unrealistic to expect the majority of the student population to be academically successful without these skills. the academic libraries in general, and academic librarians in particular, play a pivotal role in the education and retention of students” (kelly, 1995). no one likes being thrown into the lake without instructions on how to swim. why would universities use the same method by giving students research assignments and then just ushering them out of the classroom with a general nod toward the library? yet, because of program restrictions and time constraints, students often do not have time to attend instruction sessions or to take for-credit library classes not required by their major. add this hindrance to an already over-scheduled curriculum where professors are not integrating librarians into the course content and it comes as no surprise that students are moving on to campuses where they feel academically supported. enter the first-year experience; a time-honored tradition of providing students with answers to every pre-meditated situation that could possible arise in the next four years, as well as opportunities designed to equip them with lifelong learning skills. a wellplanned first-year experience can be a godsend for students who breezed through high school and do not have the study skills required for higher education. it is equally beneficial for students who managed to scrape an adequate standardized test score to meet the minimum acceptance level but who are fully unprepared for a rigorous course load. colleges can avert a dropout crisis by stepping up this programming to ensure that these students persist beyond their first semester, because it has been shown that successful orientation programs directly affect student retention rates (dennis, 2007). these programs, whether a week or semester long, can also provide contact with faculty and staff who will reach out to help students through the transition and become a support system. according to a study done by george kuh, et al. (2007, p. 22) “… frequent informal contact with both classroom faculty and other university support staff contributes to collegiate success and to intellectual and emotional development in general.” however, even if the university has a program for introducing students to campus, the library may not receive its much-needed time in the spotlight. a handout with the library hours or a campus scavenger hunt clue gathered at the reference desk does little to build information literacy skills, arguably the most important skills a student will have to foster before graduation. when designing orientation curriculum, these skills need to be at the top of the roster and librarians should be consulted throughout the creation and implementation of these courses. librarians have been “left out of the loop of the initial introduction of students to what many institutions believe really matters in college” (gardner, 2004). quality education libraries, volume 33, no. 1, spring 2010 2 interaction between students and librarians needs to take place, and while boolean search skills may not be necessary on the second day of class, learning about the library setting and its resources is vital in starting students off on the right foot. educators, administrators and librarians should strive to cultivate a program that builds as the student progresses, and one that balances fostering academic skills with the creation of the inevitable summer-camp atmosphere that many firstyear experiences provide. in a nationwide survey conducted by boff and johnson (2004) concerning library involvement in the first-year survey, the results showed a staggering lack of library participation in such programs. “out of 386 respondents, 315 schools had a library component, 67 percent required the library component, and 33 percent did not. only 13 percent indicated they devoted 11 percent or more of the first year curriculum to the library component. when asked as to the in-class time devoted to the library component, almost half of the responding institutions reported no more than one hour” (gardner, 2004). the library is not often thought of as a “student support service” in the conventional sense, such as financial aid, academic advising or health and counseling centers. indeed, the word “support” is often closely linked in the mind with such synonyms as “secondstring,” thereby somehow diminishing the importance of the participant. if academic departments and faculty rank first on campus, numerous student-supporting offices often see themselves in second place and act accordingly as passive participants in the fight to keep students in school. the time for “scholars versus staff” and “us versus them” is over. schools and libraries need to do a better job of working together to boost retention rates. if a student comes to an advisor with failing grades in the middle of the semester, the dropout process is already in motion. could the student’s professor, teaching assistant or resident hall director have suggested that the student seek help in the library? is there a network of librarians, academic advisors, counselors, and student affairs personnel who work together to develop a greater understanding of the student population and their needs? (kelly, 1995). professors, counselors, and advisors should encourage students to seek help in the library before they start to lose academic ground. braunstein, mcgrath, and pescatrices (2000-2001) all identify academic performance as a major, if not the most significant, cause of student withdrawal (braunstein, 2001). while completing the assignment is ultimately the responsibility of the student, a full team should be ready to support the student if he or she is drowning academically. [l]ibrarians, more than ever, need to forge new and strategic partnerships on campus. as the use of electronic and web-based resources increase and the pattern of library use around the country at many institutions decreases – in terms of study space as well as a place to retrieve scholarly information – libraries face a significant challenge in trying to maintain the academic and social vitality they once enjoyed. many students think the library of today is outmoded and irrelevant, and they instead rely on other sources of information, particularly electronic sources for their education. a resulting problem is that students, particularly first year students, have a hard time discerning between what is valid information on the internet and what is no, what qualifies as appropriate data and information for their research papers and what does not” (gardner, 2004). getting to them often once the word is out on campus that the library is ready to serve each student in order to help him or her achieve academic success, the work does not stop there. getting the student to recognize the library as useful is but the first step; librarians must then foster relationships with students while instilling lifelong information literacy skills. often, the librarian may only have one opportunity to create an impression on a student, through a one-time information literacy class, during a tour or when he or she is approached with a question. “these opportunities offer librarians a chance to learn more about students, in addition to providing information about library systems and resources. this can be a perfect time to find out what library experience students have had and what their plans are for the future” (kelly, 1995). every year curriculum and technology change, which means librarians should to take time to find out what the library should offer to best serve students and keep them coming back each semester. in the hennig-thurau et al. (2001) study on student loyalty, the library was listed as one of the campus auxiliaries that impact a student’s impressions of their university experience. the university library has the ability to serve as a foundation of the community. (hennig-thurau et al., 2001). libraries as buildings have been taken for granted for so long that one must be reminded that libraries as a concept are equally important to a student’s success. 6 education libraries, volume 33, no. 1, spring 2010 2 “…in addition to high quality teaching, the emotional commitment a student makes to the university is extremely important. part of this loyalty to the university is determined by the quality of the experience a student has with university services such as the library…” (hennig-thurau, et al. 2001). students should see the library as a supportive bunch of people willing to provide resources that enable academic success, not as a looming cathedral built to house mysterious and elusive texts. how can libraries find out what happens outside the building in order to build this loyalty? by stepping out from behind the desk and into the light, so to speak. make a point of having a booth or table at recruiting events, open houses and orientations so that students can at least match a face to the library, even if they do not remember the name. volunteer to judge student events, hand out prizes at homecoming or help coordinate the all-campus rally. any activity that highlights the library and/or librarians will be worth its weight in pr gold and helps students recognize that the library is more than books and study spaces. even showing moral support can go a long way, so attend athletic events, cultural fairs, career days, and theater performances. “the more librarians interact with the university community, the greater their impact will be on students’ lives” (mezick, 2007, p. 565). librarians can also reach out to students outside the library by becoming student club or organization sponsors. perhaps the anime club who is constantly asking for interlibrary loaned dvds is looking for someone to show them new materials, or perhaps the creative writing society could use a hand finding places to publish their works. being involved with students on a co-curricular level can be just as beneficial for all parties involved as the formal studentteacher relationships built in the classroom. of course, the most essential interaction happens in the classroom. embedded librarians have become popular with large universities, who assign subject specialists to collaborate with faculty in assisting students directly with projects through in-class instruction as well as individual support. although many schools have specific librarians for this type of service, every librarian can serve in an unofficial capacity. “…the roles of the personnel are to serve the school community as an information specialist, teacher and instructional consultant. within this context, the library and its resources can provide invaluable assistance in a program designed to prevent students from dropping out of school” (coleman, 1990). if a librarian is not assigned to meet with specific classes or professors, he or she can still be involved by helping faculty design curriculum that involves library resources. attending department and/or department head meetings, even sporadically throughout the semester, will help librarians stay on top of what changes are being made to assignments and classes. encouraging relationships with students in the classroom, even if the class only meets with the librarian once a semester, is important. “spending time with students will help determine how best to teach them about the library and how to use information resources. developing effective instruction sessions and adding useful collection resources can also be results from frequent interactions with students in formal and informal situations” (dennis, 2007, p. 91). does the reference desk receive overwhelming requests on how to locate the archives for a project? perhaps the instruction librarian should add this stop to the class tour. do students consistently ask for a certain subject guide? find out if a copy is available online, if the link needs to be updated or moved to a userfriendly location on the library’s website. are students and faculty aware the library will be open later during final exams? maybe department or campus e-mails could to be sent out as reminders. “promoting the use and services of the library through letters and interactions with faculty and through announcements in student newspapers will also demonstrate the commitment the library has to the student population” (kelly, 1995). a librarian who mentors students and teaches a class has a greater opportunity to be remembered than one who only uses the library to interact with students (dennis, 2007). a student will remember the librarian who visited the classroom and brought candy or played an interactive game, even if they do not completely master boolean operators. in his or her darkest academic hour, a panicking student needs to remember a helpful face over how to build an advanced search string. he or she will seek out the librarian, who can use the opportunity to work on maintaining the relationship for the future. students who feel respected and at ease asking for help will be more likely to succeed in reaching their goal of graduation (mestre, 2008). but what about the librarians who never set foot in a classroom? being aware of what is going on with individual students on campus can seem like a gargantuan feat at major universities, but every student matters. start small, with the library’s own student workers and fan out from there. if the workers feel comfortable at the library, they will do their own part by encouraging their peers to use the library for 7 education libraries, volume 33, no. 1, spring 2010 28 collaboration and research. a student will likely seek help with class work if he or she had positive interactions at work with a supervisor. this contact may even lead him or her to recommending the librarian to a friend who is also struggling. getting them in the door the university may employ the largest group of caring, friendly librarians around, but even in this digital age, the library building itself will still play a central part in student retention. literature on libraries changing from academic archives to hip study halls is growing as schools reinvent the image of libraries on campus. in his article on college retention, john bean states “… specific campus resources, such as the library as academic factors affecting student retention decisions. [he] also identifies physical places for socializing, including library study areas, as being an element common to programs designed to encourage student persistence (bean, 2003). no longer do students want quiet study tables and towering rows of dusty books, microfilm and theses. they want sunny window nooks with wi-fi capabilities, group collaboration rooms with audio and video plug-ins and a java spot near the door for a caffeine fix during late-night cram sessions. smart universities have picked up on these trends, and more importantly, how these new buildings or additions attract and retain students. “…library administrators report that students also are looking for a place to meet other students, work on group projects, and seek out opportunities for interacting with fellow students. the library has become a social environment, a place to be, and a destination, where students can experience the company of fellow students” (waxman, 2007, p. 429). potential students touring campus want to see a building that they can envision themselves using and libraries who do not work to keep up with these patron demands will soon see themselves lacking patrons. in these days of belt-tightening and budget scrutinizing, not every campus can order new couches or put in an espresso machine but it is the attitude that is crucial, not necessarily the architecture. lounge chairs and tables gathered and arranged to encourage browsing or a classroom turned into a study room can equally boost morale. “a library that supports fun, non-traditional activities will invoke positive attitudes about its space. areas specifically designed for comfort, pleasure and productivity will be remembered and reused” (dennis, 2007, p. 90). libraries who fail to act will feel the effects quickly as students migrate towards user-friendly spaces. “gate counts and circulation of traditional materials are falling at many college libraries across the country, as students find new study spaces in dorm rooms or apartments, coffee shops, or nearby bookstores” (carlson, 2001, p. a35). why would students stay on campus if the study atmosphere is less than hospitable? buildings that have not been updated in decades, with uncomfortable seating or confusing layouts will hinder students both physically and mentally from committing to using the library. structures that offer cramped spaces and poor lighting often drive students to more attractive parts of campus, or to the nearest off-campus coffee shop” (carlson, 2001, p. a35). although various schools are hopping on the bandwagon in an effort to redesign their libraries to include coffee shops or technology centers, not everyone is onboard with this design. “in addition the challenge of finding funds for this project, the library also faces the challenge of convincing some faculty and administrators that this ‘learning commons’ is appropriate for a library environment. many think the library should be a hall of books, a quiet place, with no food or drinks allowed. the concept of students relaxing and ‘hanging out’ between classes challenges some views of the role of the traditional library” (waxman, 2007, p. 429). libraries are responding in a multitude of ways to those who question the proposal of changing the library’s image so drastically. several schools chose to plunge full speed ahead and ignore such objections, while others pulled back and hesitantly take small steps to test the campus body’s reaction. yet most play a balancing game between pleasing students and faculty and meet these demands by finding middle ground. a majority of faculty still envision the library as a “…quiet place for students to study or meet in groups to share ideas and strategies. it is a non-threatening environment where even the most basic question can be asked without embarrassment” (kelly, 1995). while these will always be fundamental student needs, there has been a swell in student requests added to the list. “student demand is increasing for access to information in multiple formats and the productivity hardware and software that can be used to incorporate that information into a finished product and foster ‘knowledge creation.’ this increased reliance on technology, as well as the shift towards cooperative learning and group study, has led libraries to adopt the idea of an information commons” (mezick 2007, p. 565). in the future, whether libraries will blend a mixture of “old school” with “new school” or adopt the idea of becoming an “information commons” all together is something only time will tell. no matter the name, the architecture or the manner in which information needs are met, it is essential that students are free to come to the library in education libraries, volume 33, no. 1, spring 2010 29 the pursuit of knowledge and excellence with the assurance they will be welcomed and supported. getting them to stay so students are on campus, receiving academic assistance, and attending to their business of earning those diplomas. librarians are out spreading the word across campus, both directly to classes and indirectly through other means. in a perfect world, students are aware of the various ways they can seek research help, they frequent the library for solo and group study and check out unending amounts of materials. so how do librarians get them to stay happy and on campus? nurturing students so they become lifelong learners and information literate by the time they graduate is every librarian’s dream. but the students themselves have to commit to finishing their degree, preferably at one school. their tuition dollars pay for the lights to stay on and the new bookshelf to stay full. as the saying goes “it takes money to make money.” school administrators are fully aware that departments can only do so much with shrinking budgets, yet inevitably the library budget is often the first on the chopping block. directors constantly have to fight to keep their budgets as online database and periodical subscription costs skyrocket. yet these big-budget technological wonders attract students and so the circle goes around and around. libraries must justifiably spend vast sums of money on these services to attract and retain students, who in turn pay ever-increasing amounts of tuition. studies have shown that new library materials and services give both the students and the school a competitive edge. mezick’s study on the relationships between library expenditures and student retention showed “…the strongest relationships exist between total library expenditures, total library materials expenditures, and serial expenditures at baccalaureate colleges” (mezick, 2007, p. 564). although additional documentation and hard evidence (like the aforementioned study) may be required to convince a stringent administrator, librarians know that if they supply it, somebody will use it. reminding faculty and administration that libraries play an integral part in campus life is an on-going cycle but one that will eventually become natural as the school begins to understand the connection between a strong, wellsupported library system and student retention rates. getting students to stay is by far the hardest step in the process, due in large part to campus politics that must unfortunately be depended on for much of the success or failure. conclusion so why are librarians not talking about retention? is it the fear of shining the spotlight on the library and its activities (or lack thereof) dedicated to keeping students on campus? there is no shame in saying “we aren’t doing enough to prevent student attrition,” only in deciding not to take any action to tackle the problem. libraries are not stand-alone entities, but part of a team putting forth a campus-wide effort to keep students on the path to graduation. the sooner librarians accept responsibility and unlearn the notion that retention is strictly an administrative issue, the sooner they can focus on the task at hand. by reaching out to students early and often, they can build supportive relationships with the student body. providing patrons with the necessary resources (both physical and online) to complete assignments will move students through the door and help boost academic success. convincing students to stay by continuing to pay for such resources will lead to a higher overall campus retention rate. librarians as a profession are dedicated to the worthy cause of serving others, and will surely take the opportunity to carry on helping to ensure not only student success, but also overall success for their institution. references bean, j. p. (2003). college student retention. in j. w. guthrie (ed.), encyclopedia of education (pp. 401407). new york: macmillan reference usa. braunstein, a., mcgrath, m., & pescatrice, d. (2001). measuring the impact of financial factors on college persistence. journal of college student retention, 2(3), 191-203. carlson, s. (2001). the deserted library. chronicle of higher education, 48(12), a35. retrieved march 26, 2009 from ebscohost professional development collection database. coleman, jr., j. g. (1990). characteristics of at-risk youth and the library's role in dropout prevention. tech trends, 35(4), 46-47. dennis, m. (2007). playing for keeps: university faculty and staff teaming up for an effective student retention program. mississippi libraries, 71(4), 89-92. gardner, j. n. & hardesty, l. (2004). the reform movement for the first year experience: what is the role of librarians? library issues: briefings for faculty and administrators, 24(5). retrieved march 26, 2009 from wwww.libraryissues.com. education libraries, volume 33, no. 1, spring 2010 30 hennig-thurau, t., langer, m. f., & hansen, u. (2001). modeling and managing student loyalty: an approach based on the concept of relationships quality. journal of service research, 3(4), 331-344. kelly, m. (1995). student retention and academic libraries. college & research libraries news, 757-9. retrieved march 26, 2009, from library lit & info full text database. kuh, g. d., boruff-jones, p. d., & mark, a. e. (2007). engaging students in the first college year: why academic librarians matter. in l. l. hardesty’s (ed.), the role of the library in the first college year. columbia, sc: national resource center for the firstyear experience & students in transition, university of south carolina. matthews, j. r. (2007). library assessment in higher education. westport, ct: libraries unlimited. matthews, j. r. (2007). the evaluation and measurement of library services. westport, ct: libraries unlimited. mestre, l. s. (2008). diversity: cross cultural instruction. in c. n. cox & e. b. blakesley lindsay (eds.), information literacy instruction handbook (pp. 193-207). chicago: association of college and research libraries. mezick, e. m. (2007). return on investment: libraries and student retention. the journal of academic librarianship, 33(5), 561-566. waxman, l., clemons, s., banning, j., & mckelfresh, d. (2007). the library as place: providing students with opportunities for socialization, relaxation, and restoration. new library world, 108(9/10), 424-434. heidi blackburn reference and instruction librarian k-state at salina library 2310 centennial road salina, ks 67401 785-826-2637 hblackbu@k-state.edu mailto:hblackbu@k-state.edu digital libraries and web design craven, j. & brophy, p. (2003). non-visual access to the digital library: the use of digital library interfaces by blind and visually impaired people. library and information commission research re­ port 1 45, manchester: centre for research in library and information management. retrieved on april 1 , 2005, from http://www.cerl im .ac.uk/projects/nova/index.php the report states that "our domain in this project is digital l ibrary services, and our concern is that al l such services should, in their entirety, be as accessible to blind and visually impaired people as to anyone else. the rapid development of networked information and communications technologies provides opportuni­ ties for radical changes in the services which can be delivered to al l information users, including those who need to use 'accessible' formats and systems in order to overcome visual or other disability. during experiments carried out as part of the reviel project in which blind people accessed a variety of online resources, it became apparent that navigation is a major problem within digital library systems." freed, g . , rothberg, m. & wlodkowski, t. (2003, january). the access to pivot project. retrieved from the cpb/wgbh national center for accessible media wgbh educational foundation website on april 6, 2005, from: http://ncam.wgbh.org/cdrom/guidel ine/ . these guidel ines update making educational software accessible (2000). "as in the original document, readers are given : a basic understanding of the needs of users with different disabilities, a summary of various approaches to serve users with different disabilities, specific solutions for designing more acces­ sible software, guidelines with specific checkpoints and detailed techniques for implementation." addi­ tionally, the following can be found: "extensive information on making multimedia presentations accessi­ ble to deaf or bl ind students, examples of writing image descriptions for blind students, solutions for mak­ ing forms and data tables accessible, information on making electronic and on-l ine textbooks accessible." although primari ly geared to the education of students with disabilities, these guidelines provide an array of information on tools and software that is relevant to l ibrarians. hambl in , y. (2004, november). libportal project: case sstudies of porta/ implementation in higher education libraries a report to the joint information systems committee. retrieved on april 1 , 2005, from http://www.jisc.ac.uk!uploaded_documents/ lib portal case studies i n he .pdf this report completes the work of the libportal project which has reviewed the development of library oriented portals in higher and further education . the joint information and systems committee (jisc) commissioned a series of case studies as part of this work reported here . the case studies cover three portal suppliers and five english university libraries.the case studies are intended to assist l ibraries in the decision making process of how to manage their electronic resources, and whether or not a portal meets the requirements of the library. some refer to issues associated with accessibility. mates, b.t. (2000). adaptive technology for the internet: making eelectronic resources accessi­ ble to all. chicago: american library association. available from: http://www.ala.org/ala/products/books/ editions/ adaptivetechnology.htm the aim of this monograph is "to guide information providers in establishing accessible websites and ac­ quiring the hardware and software needed by people with disabilities." examples of hardware and softeducation libraries volume 27, no. 2 winter 2004 29 ware technologies for l ibraries are described, including screen readers, brai l le screens, voice recognition systems, hearing assistance devices, and html coding for web pages. a l isting of library websites that are accessible to those using adaptive technologies is provided. schmetzke, a. (2005, march 21) web accessibility survey site. retrieved on march 24, 2005, from http:// l ibrary.uwsp.edu/aschmetz/accessible/websurveys.htm originally created to document survey type research on web page accessibi l ity in higher education, this site has recently expanded its scope to include "investigations into the accessibi l ity of all web-based re­ sources found in the educational environment, including online l ibrary databases and courseware." schmetzke, a. (2001 ) . online distance education · "anytime, anywhere" but not for everyone. in­ formation technology and disabilities. 7(2). retrieved on april 1 , 2005, from: http://www . rit.edu/ -easi/ itd/itdv07n2/contents. htm this article looks at the accessibil ity of top-level distance-education web pages and provides some an­ swers to the question "why are the web sites of d istance-education providers so inaccessible?" suggests that lack of awareness among the leadership is partially responsible for the many access barriers found at the majority of web sites of d istance-education providers. world wide web consortium (w3c). (1 999). web content accessibility guidelines 1.0. retrieved on march 23, 2005, from http://www .w3 .org/tr/wai-webcontent/ these gu idelines were prepared by the web accessibi l i ty initiative (wai) , a sub-committee of the world wide web consortium. wai is the internationally recognized leader in establishing accessibi l ity gu idelines for web page authoring. library services agada, j . & dauenheimer.d . beyond ada:� crossing borders to understand the psychosocial needs of students with disabilities. (2001 ) . paper presented at the acrl tenth national conference (march 1 5-18 , 2001 , denver, colorado). retrieved on april 1 , 2005, from: http://ala.org/ala/acrllacrlevents/ dauenheimer.pdf this paper asserts "the expectations, hopes and visions embodied in d isabil ity rights legislation such as the [americans with disabil ities act] go beyond compliance with legal statutes. to embrace the spirit of the law, we recommend that academic l ibrary staff cross borders to better understand the psychosocial needs of students with disabil ities. scenarios i l lustrating some non-physical barriers that frustrate informa­ tion seeking and learning for students with disabil ities in academic l ibraries are described . the paper concludes with recommendations for creating more socially inclusive l ibrary service environments." coonin, b. (2001 , fal l) . enabl ing scientists: serving sci-tech library users with disabi l ities. issues in science and technology librarianship. retrieved on april 1 , 2005, from http://www . l ibrary.ucsb.edu/ istl/01 -fal l/article1 .html · coonin states: "service to l ibrary users with disabil ities has been the subject of numerous books, articles, and presentations, but it is useful to consider this issue specifically in the context of science l ibraries for several reasons. in the united states we acknowledge an established need for scientists, but have long overlooked the pool of scientific interest and talent among individuals with disabil it ies. sci-tech l ibrarians can play a significant role in the encouragement of scientific talent among l ibrary users with disabil ities by making the l ibrary environment accessible and ensuring as much as possible the independent access to information that is so critical to scientific endeavor. some of the specific ways l ibrarians in sci-tech l ibrar­ ies can contribute to an accessible electronic l ibrary environment include developing basic famil iarity with relevant assistive technologies, creating accessible web pages, monitoring accessibil ity of electronic da­ tabases purchased for the l ibrary, and by preparing accessible bibliographic instructional activities." education libraries volume 27, no. 2 winter 2004 30 mcknight, s . (2002, january). forum on library services for people with a disability. academic li­ braries (caul) background paper. retrieved on apri l 1 , 2005, from: http://www .deakin .edu.au/l ibrary/ staff/ forumlibserdis.htm mcknight discusses a variety of issues that confront academic l ibrary services for those with disabil ities and offers some brief recommendations. scott, w. ( 1 996). the accessible canadian library ii. retrieved from the national library of canada on april 1 , 2005, from: http://www.col lectionscanada.ca/9/1 o/p1 0-1 000-e .html this comprehensive guide ( 1 04 pages) provides gu idelines and various service and facil ity specifications required to meet the needs of l ibrary users with disabil ities. it also provides a resource list and an exten­ sive bibliography for further information . described as a workbook, it is "designed to help canadian l ibrary staff evaluate how they are currently serving thei r cl ients with disabi l ities, and what they can improve. " policies and position papers american library association. association of special ized and cooperative library agencies. (2005, feb­ ruary 1 1 ). library services for people with disabilities policy. retrieved on march 23, 2005, from http://www .a la.org/ala/ascla/asclaissues/libraryservices.htm this policy, drafted by the association of specialized and cooperative library agencies (ascla), was approved by the american library association council in 2001 . i t affirms ala's commitment to the issue of accessibi l ity, and encourages the use of "strateg ies based upon the principles of universal design to ensure that l ibrary policy, resources and services meet the needs of all people." canadian library association. ( 1 997, february). canadian guidelines on library and information ser­ vices for people with disabilities. position statement approved by executive counci l . retrieved on april 1 , 2005, from: http://www.cla.ca/about/disabi ls.htm the result of four years of work by a cla task force, this pol icy provides l ibrary guidelines for serving persons with d isabil ities. the gu idelines address planning, budgeting, marketing and promotion, human resources, publ ic services, collections management, adaptive technology and a number of other areas. links to sites equal access to software and information (east) . (n.d.) . archives of axslib l@maelstrom.st. johns.edu. retrieved on march 24, 2005, from http://maelstrom.stjohns.edu/archives/axsl ib-l .html axslib-l is an e-mail discussion group ded icated to accessibil ity issues in l ibraries, particu larly how to accommodate patrons with d isabilities. the group's archives are searchable from january 1 999 onwards. schmetzke, a. (2005, march 21 ). accessible webpage design: resources. retrieved on march 24, 2005, from http://l ibrary.uwsp.edu/aschmetz/accessible/pub_resources .htm this site was "created to promote awareness about the need for accessible web design and to steer those who wish to learn more about the topic into the right d i rection." it provides comprehensive listings of organizations, web design standards, accessibil ity gu idelines and design tips. it l ists assistive technology hardware and software tools currently used in l ibraries, with l inks to vendor sites. a timely bibl iography on accessibil ity issues in universities and university l ibraries is also featured. authors' note: text that is enclosed within quotations marks has been taken di rectly from the document. chris bober is the education librarian at concordia un iversity libraries. emai l : boberc@alcor.concordia .ca anne wade is manager of the centre for the study of learning and performance and has taught in the information studies program at concordia university for ten years. emai l : wada@education.concordia.ca education libraries volume 27, no. 2 winter 2004 31 microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 5 integrating academic library resources and learning management systems: the library blackboard site susan s. karplus, saint mary’s college abstract this paper discusses a plan for integrating information literacy instruction sessions and other intermediate consumer community links by developing a library presence on a campus online learning management system: blackboard. on this site, core information literacy tutorials and assessments are augmented with subject area library links, podcasts, blogs and rss feeds. the academic library blackboard site also serves as a demonstration model for information and links that are added to faculty blackboard sites as a means of promoting library resources to their students. a literature review-based analysis examines the extent to which the use of learning management systems improves academic library services. twenty-four hours every day, students are likely to be found searching google, instant messaging with friends, and checking email. this new digital world has been referred to as the intermediate consumer community (icc) (dempsey, 2005). due in part to the resources offered in the icc, the academic library is less often the place for browsing and passing time exploring the stacks for a good book to read. despite the changing landscape, the academic library has remained the locus for doing research project assignments (lewis, 2004). this learning process requires that the student gain skills in information literacy, ask the reference librarian for help, explore subject pages and databases, and find a computer terminal to type up the material. it is critical that the new icc formats be incorporated so that academic libraries can continue to provide research and information literacy instruction and resources within a structure that students access daily. integrating the icc and academic library resources into a readily accessible framework available to the students has two benefits: 1) the research process can be brought closer to the student's everyday world; 2) the icc can be utilized to provide greater access to library resources. one common location for this integration is the institution’s online learning management system. founded in 1997, the blackboard company provides e-education enterprise software applications and services that are licensed on a renewable basis. the blackboard learning system is the most widely-adopted course management system among u.s. post-secondary institutions (blackboard, 2006). basically, these web-based integrated management systems serve as electronic “containers” to store, link, and retrieve documents as well as provide telecommunication tools. this paper focuses on the blackboard system, although other learning management systems may provide similar services. all of these systems belong to the icc, operating externally to the academic library. the blackboard site may be a stand-alone library shell, or contain modules, pods, and links that _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 6 can be copied and transferred to faculty class sites. it would be expected that information literacy modules would form the core of the blackboard resources offered. analysis of library initiatives suggests successful aspects of blackboard information literacy programs with icc additions to augment the offerings and provide an attractive, useful magnet for students with information needs. literature review the association of college and research libraries association (acrl) information literacy recommendations rose in part from the need to prepare a mission statement for the effective collaboration among disciplinary faculty libraries. category 7, "pedagogy" provides a focal point for discussion. pedagogy for an information literacy program: • supports diverse approaches to teaching • incorporates appropriate information technology and other media resources • includes active and collaborative activities • encompasses critical thinking skills • responds to multiple learning styles • supports student-centered learning • builds on students' existing knowledge; and • links information literacy to ongoing coursework and real-life experiences appropriate to program and course level (acrl, 2003). of these pedagogical characteristics, “encompasses critical thinking and reflection” and “includes active and collaborative activities” serve as basic tenets of constructivist learning theory, developed by dewey, piaget and bruner. in this view “learning is an individual process that requires the students to actively engage with their environment, to take responsibility for their own learning and to internalize and personalize the knowledge they have gained” (thomas, 2004, 104). in thinking about the applications of blackboard in the academic library, the constructivist theory of education seems particularly relevant. academic libraries have traditionally focused on the resource aspect of information literacy. consortia catalogs, interlibrary loan. and document delivery have expanded the materials available to the user. interlibrary services have begun to merge with commercial online, web-based products. new interfaces and software capabilities have preoccupied technical services. at the same time that librarians are struggling with traditional technical service (price, 2006), a new entity is galloping ahead, attracting attention and gathering momentum that cannot be ignored. the intermediate consumer community (icc) is gathering steam outside of the library and begs to be integrated into the academic library world. the apple corporation, with its progeny ipod, is aggressively pursuing the academic market. apple is backing this frenzy with the podcasting university, now available in a beta-test version on more than 200 campuses nationwide. academic library workshops on understanding podcasts and how to make them are becoming more frequent. in addition, rss feeds and blogs are often used by students and are seen as links on various websites within the academic community. the debate on whether to join instant messaging and chat reference consortiums continues in back room library staff cubicles. in and out of the academic library setting, these resources are swirling among students, staff and faculty. in the past five years, the development of google scholar and other search engines, redlightgreen, worldcat, blogs, rss feeds and podcasting have generated the potential for the creation of a completely new program area in academic libraries. dempsey (2005) writes: for example, we might discover that something exists in google but then be passed to a variety of location and fulfillment services (buy from amazon, buy from used booksellser, locate in a nearby library through open worldcat, be directed to a local catalog by a resolver routing service). _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 7 nevertheless, the search for articles on the integration of learning management systems into library electronic resources often comes up empty handed depending on the database examined. the paltry results seem to be a function of the lack of creative endeavors in libraries to undertake such a project and the lack of reporting on programs that are being developed (lewis, 2004). in many colleges, the one electronic campus location students are most likely to visit daily is the blackboard site for the classes in which they are enrolled. it meets the criteria for a service that would bring the library and the icc together. dempsey (2005) has written: end users will still make use of library services in person; however, the model in which library services are consumed by a system that supports a user workflow will become increasingly important. intermediate consumers of library services will include the learning management system, the enterprise portal, the rss aggregator, and the search engine…. so librarians must ask: how do i expose services to a search engine, a learning management system, or an rss aggregator? on blackboard, students have the opportunity to check assignments and due dates, attend chat sessions for their group or the whole class, answer queries and comments on the discussion board, check grades and posted files on the file exchange. often, there are assigned readings and links to articles that can be accessed with a single click on the link. in short, they actively engage in a learning environment in which they choose from a variety of resources and venues. based on the literature, there seem to be two points at which the library and the icc might be integrated to promote interactive learning. the first is the posting of information literacy modules onto blackboard. the second is the potential for including podcasts, blogs, rss feeds, google scholar and other links on the site. in some cases, the podcasts may be tutorials or modules for the information literacy instruction. this would facilitate a three-way integration of blackboard, information literacy instruction, and the use of the newer podcasts format for instruction and evaluation. the potential for integrating information literacy tutorials is evident; they are available and may be adapted to specific library needs. from this beginning, the addition of other icc resources might be expected to follow in short order. learning modules and assessments may also be designed specifically to meet the american library association (ala) recommendations or other guidelines that are selected by library staff. depending on time and monetary resources available, a seamless program of literacy instruction may be developed on blackboard to provide a stand-alone program with a structured, userfriendly point of entry for students who want to access the library resources any time they have internet access. information literacy modules information literacy instruction is currently a key component of academic library programs and central to the evaluating academic library by accrediting boards such as the western association of schools and colleges (wasc). for example, in bringing the university of texas information literacy tutorial (tilt) to the students at alfred university, the instructional librarian wrote: "…it wasn't until our middle states accreditation review was coming up in 2003 that we fully appreciated how this tutorial could bolster our current information literacy efforts" (2003, roberts). integrating information literacy instruction into the blackboard site for a given course is probably the most effective means of reaching the student in an electronic venue that they visit every day. roberts (2003) has written, " ….we have not been able to reach every student before he or she graduates, and have not been able to incorporate an assessment peace into our i.l. program. …when we were faced with middle states and acrl standards, it became clear that we needed to add some form of assessment to our program" roberts (2003). in 1998, the university of texas system digital library developed an online tutorial called the texas information literacy tutorial (tilt, 2006). this open access program has various modules and an evaluation to assess student learning. tilt has been adopted by other libraries, including alfred _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 8 university. roberts (2003) writes: "it wasn't until our middle states accreditation review was coming up in 2003 that we fully appreciated how this tutorial could bolster our current information literacy efforts." for roberts, the tilt program integration was not a substitute for classroom instruction. instead, it provided reinforcement for concepts taught, a "stand alone tutorial" for students who did not attend the classroom instruction and a "stand alone assessment" to evaluate learning of the concepts. using the open access available through tilt, roberts posted the tilt modules to the blackboard site, and further adapted the tilt assessment such that it could be placed on the site as well. tilt became a "course offering" on blackboard, which students could access anytime with their login information. although successful, roberts found an improved tutorial at searchpath (http://www/wmich.edu/library/searchpath), which more effectively used photo images, updated script, and design. presumably, it could be adapted and integrated into blackboard since it has an open publication license (roberts, 2003). information literacy instruction is already the basis for class blackboard sites at some colleges. for example, at st. mary's college in moraga, california, blackboard information literacy tutorials have been used for three years. every semester, the instruction librarian sets up a shell for the composition 4 and composition 5 classes. each blackboard shell has a common unit of tutorials, a pretest and a posttest available on the class blackboard site. one advantage of incorporating tutorials and prepost-tests into blackboard is that the scores are automatically recorded as students complete the tests. the faculty has instant feedback as to who has taken the test and the scores obtained on each question as well as in total. librarians and faculty can then able to evaluate not only the students' performance but also the efficacy of the tests as it becomes apparent that some of the poor scores on some of the questions may have been due more to the improperly worded questions than to the students' subject knowledge. besides posting tutorials and assessments on blackboard, librarians can also set up file exchanges and discussion boards for groups or individuals to share questions or drafts of their research papers. in a single library site, different classes can be partitioned such that they have their own space for providing class resources, file exchange, discussion board, grading, tutorials and assessment. if the tutorials and assessments are moved to individual faculty blackboard sites, the librarian may still be authenticated to review the class results on the material presented on information literacy. administering the tutorial, pre-test and post-test to every class uniformly has costs and benefits. in some institutions, faculty are neither required to use the blackboard program nor to have their classes attend the instructional sessions provided by the librarians. transfer students and some others might not have had prior access to the blackboard tutorials. in addition, many librarians are permitted academic freedom to present the information literacy material as they choose; they may use the tutorials as the basis of the instruction session, but the material and learning approach used may vary widely. in an academic setting, success in using blackboard to provide information literacy tutorials and assessments seems to be related to several factors. first, the library instructors fully participate and support the program’s development and implementation. second, the staff work together to create an agreed-upon list of learning objectives based on the ala standards. based on the list, librarian instructors collaborate to design a single preand post-test that used in every class. the tests are identical so that a clear indication of whether the material had been learned is evident. third, the material presented in the classroom meetings reflects the objectives covered in the tutorials and assessments. whether the classroom material is presented in lecture or more interactive format, the focus is consistent and supported consensually by the librarians. finally, the librarians and the faculty members reach an agreement early in the semester not only about the learning philosophy and material to be presented but also about the value in having every class participate and support the program. consistency in the program has many advantages in providing a uniform instructional service to the students. however, given the independence of the academic setting, full collaboration may be difficult to achieve. beyond information literacy tutorials and assessment, the blackboard platform can be used to support assignments and resources useful to the students. for example, the current process that san jose state university librarian instructors for to set up the information literacy instruction sessions involves several _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 9 steps. the librarian contacts the instructor, who typically emails the librarian a copy of the research assignment. the librarian then assembles helpful materials and resource, which are placed on the truck and listed bibliographically in a word file. third, the librarian compiles a worksheet based on the information and concepts to be covered. this may be specific to a particular class or subject area or may be more generic. additional printed reference materials and a class evaluation form are sometimes collated into packets for each student. all of these materials may be made available to students on the blackboard site. even if some students misplace a printed packet, they can access the resources whenever needed. the blackboard shell may be retained from one year to the next preempting the need to repeat the preparatory work from year to year. podcasting, rss and blogs the continued popularity of apple’s ipod is undisputed. at the macworld expo keynote speech on january 10, 2006, apple ceo steve jobs reported sales of over 42 million ipods total, fourteen million in the first quarter of fiscal year 2006 alone (wikipedia, 2006). although the earlier generations of ipods were limited to audio transmittal only, more recent models have included video capabilities. in combination with the apple software program, garage band, it is now possible to compose podcasts with amazing audio and visually mixed capabilities. no longer will it be necessary to post text-only tutorials on information literacy; tutorials can offer streaming video and audio productions customized to the particular concepts to be emphasized by an instructor or librarian. the adoption by the academic community of podcasts is nowhere more evident that at stanford university. in a cooperative effort with the apple corporation, stanford joined the podcast university betatesting program. numerous lectures are available to students and the public in podcast format. these podcasts can be obtained from an aggregator such as podracer, podget, or ipodder -or directly from the university website. one advantage of podcasts is that they can be downloaded from a desktop or pc, and listened to anywhere an ipod can be taken. for example, a student could download a class lecture and listen to it on the way to class or in preparation for an exam. with respect to the library, a podcast might introduce the student to a particular electronic database, or it might provide the tutorial for an upcoming information literacy class session. in the context of learning management systems, utilizing podcasts is a means to reach students in a format they use daily. in order to increase student access to the podcasts, the file links may be posted to blackboard and the library webpage. file can even be cataloged in the library online catalog. other formats that may be posted to the blackboard site include rss feeds and blogs. an rss aggregator may be used to select feeds that are current, relevant and subject-based. these feeds could be updated according to the specifications set by the instructor or student. feeds selected by the instructor would be screened for quality of content. in the same manner, links to blogs could be added to the blackboard site. the same quality controls could be instituted as for the rss feeds. in recent developments, agreements have been made between electronic database vendors and blackboard. for example, encompass provides an interface on blackboard that allows students to search three different lexis-nexis databases. the announcement of the new product included the following description: "…the interaction with the blackboard learning system brings library resources to a familiar and comfortable environment and makes it easy for faculty to provide quality library resources as part of their online course setting" (information today, 2002). analysis information literacy instruction tutorials can be the core offering of the academic library blackboard site. however, blackboard shells can also be populated with information and connections useful to all users. most promising content includes supporting resources: subject area material, podcasts, blogs and rss _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 10 feeds. blackboard shells can be set up by information technology (it) administrators solely for librarian use in their interactions with students. alternatively, the library site can serve as a focal point for faculty who can then incorporate the resources and links into their own blackboard shells. administrator and librarian assistance allow faculty to customize their blackboard sites to link to the library resources most beneficial to their subject area. the potential of learning management systems for libraries is obvious. however, in examining libraries’ use of blackboard and other technologies, the query time and again was whether the new formats were an improvement over the prevailing procedures. there is already evidence for the popularity among instruction librarians of the information literacy blackboard tutorials and assessments. in the academic libraries mentioned above, most of the instruction librarians have utilized tutorials for their classroom session. evaluation of the student responses to the tutorials’ questions has resulted in the recognition that the questions need to be compiled by the entire instructional group. instruction librarians can add specific information about questions to be asked based on their own familiarity with the subject matter. important to keep in mind is that a library blackboard site requires frequent evaluation to ensure that it meets student information needs in an updated fashion. the links and connections must be checked frequently as websites and database vendors change their offerings. in addition, instruction librarians need to monitor student work to determine whether the students are mastering the material and which information and resource links prove useful as blackboard records visits to each link. librarians also have to work with blackboard administrators to determine if and when there will be expiration dates for their shells. copyright restrictions are a major consideration in designing and implementing blackboard library resources. for example, the instruction librarian has the choice to adopt open access resources such as tilt, pay for proprietary products, or design tutorials and assessments from scratch. despite the difficulties involved in building tutorials from the ground up, the advantages are clear: instructional librarians will gain knowledge from working on the project, they will be reassured that the concepts taught meet their list of the most salient objectives espoused by the american library association and their own curricular needs, and they can choose whether to make their product available under an open access agreement or to protect it with a copyright. a second copyright consideration relates to the posting of other resources on the blackboard site. close attention must be paid to the fair use strictures and other guidelines to avoid legal penalties (russell, 2004). copyright restrictions may also apply to podcasts, rss feeds and blogs. currently, many podcasts have open access. this may change as the value of the program is perceived to increase relative to the merits of making it available to everyone. the same situation holds true for rss feeds and blogs. finally, in thinking about the costs in labor and resource commitment, library staff must determine whether they can allocate sufficient time to develop the program. the advantages of providing a standalone tutorial as well as numerous links to online and library resources seem great in number. once established, the program requires little maintenance, suggesting that the major staffing costs will occur in the near term. summary overall, it seems that the benefits of establishing a library blackboard site outweigh the costs incurred upfront in designing and mounting the program. most importantly, blackboard connects a constructivist educational approach to library instruction programs. that is, through interactive educational instruction, the student is better able to internalize the information and gain a conceptual understanding of the material. when presented with a similar learning environment in the future, the student can apply these critical thinking skills effectively. the benefits of utilizing blackboard to connect the library and students are readily apparent. first, as with the library website, the use of blackboard provides library resources to students on a 24/7 basis. moreover, blackboard has other capabilities such as permitting the students to post files to the _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 11 discussion board and threads to the file exchange. blackboard can be set up by class or for groups within a class, allowing individuals and groups to access blackboard specifically for their own informational needs. the ability to customize pages and insert assignment and class resource links also benefits the end user. furthermore, blackboard provides feedback on student work, facilitates grade posting, and provides a way for students who have missed information literacy sessions to make up their work. the stand-alone tutorials can be utilized at any time or place by students to meet their needs for discussion a particular concept. in addition, the blackboard site provides a readily accessible point of entry for users to interact with library resources. it is a method of reaching the students in a format they access every day for their academic classes. the software flexibility enables changes to be made as courses and subject requirements change. in the long term, it can provide for accumulating and building library resources that potentially can be archived and contributed to the library catalog. in sum, a library blackboard site provides tutorials, information, and links in a pedagogically viable format that can be accessed by the entire campus community anytime, anywhere. the site can be the focal point for many librarians in one location thus ensuring a consistent, collaborative instructional program. moreover, the content and links may be transferred to faculty blackboard sites to ensure further dissemination of the information literacy skills required by the students or retained by the library as an archival collection. references association of college and research libraries (2003). characteristics of programs of information literacy that illustrate best practices: a guideline. retrieved april 15, 2006, from: http://www.ala.org/ala/acrl/ acrlstandards/characteristics.htm. elevating education. (2006). blackboard company. retrieved july 31, 2006, from http://www.blackboard. com/company/. dempsey, l. (2005). intermediate consumers. library journal, 131(16), 28. haycock, k.(2006). information literacy programs can foster disciplined inquiry. teacher librarian, 33(3), 38. information today (2002, sept.). endeavor announces encompass/blackboard interface, agreement with lexisnexis. information today, 49(8), 44. lewis, d. (2004). the innovator's dilemma: disruptive change and academic libraries. library administration & management, 18(2), 68-74. price, g. (2006) resourceshelf retrieved may 3, 2006, from http://www.resourceshelf.com/ resourceshelf.xml. roberts, gary (2003). the yin and yang of integrating tilt with blackboard. computers in libraries, 23(8), 10. russell, carrie (2004). complete copyright: an everyday guide for librarians. chicago: american library association. searchpath: the university of michigan information literacy tutorial. retrieved may 8, 2006, from. texas information literacy tutorial tilt. retrieved may 7, 2006, from http://tilt.lib.utsystem.edu/. thomas, n.p. (2004). information literacy and information skills instruction. westport, ct: libraries unlimited. ipod. (2006). wikipedia. retrieved may 5, 2006, from http://en.wikipedia.org/wiki/ipod. susan s. karplus is the cataloging assistant at st. mary’s college library. email: skarplus@comcast.net from: guardians by jacqueline snider, editor not often does a renowned medievalist tackle the topic of children’s literature and examine the genre in both historical and personal terms. in addition, committees such as those dispensing the national book critics circle award and the truman capote award for literary criticism recognized seth lerer’s book, children’s literature: a reader’s history from aesop to harry potter, describing the work as an “intellectual autobiography.” lerer’s chapter on literary prizes specifically the newbery award, the american library association, and libraries, for the most part, is complementary. he describes librarians as “guardians of literacy and culture for the young, and into this culture of guardianship came another, central feature of early twentieth-century life” (p. 276). the articles in this issue of education libraries expand upon the concept of librarians as guardians. we learn how a school librarian helps students develop research skills; and how academic librarians design better learning commons for their students, help improve student retention rates, and adopt new roles as professorlibrarians. as these articles demonstrate, our profession changes, influences, and commands an integral role in our educational institutions. lerer, s. (2008). children’s literature: a reader’s history from aesop to harry potter. chicago: the university of chicago press. photograph of taos county, new mexico. children crowd into the harwood branch library after school at ranchos. i . . ., 12/1941 (courtesy of the national archives) education libraries (issn 0148-1061) is a publication of the education division, special libraries association. it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://units.sla.org/division/ded/education_libraries.html. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. officers of the education division, sla for 2010: chair: erin lanham; chair-elect: debbie bogenschutz; past chair: deborah garson and michelle bagley; secretary-treasurer: karen s. croneis © 2010 – special libraries association, education division e d i t o r i a l http://units.sla.org/division/ded/education_libraries.html from: education libraries, volume 33, no. 1, spring 2010 31 librarian as professor: a dynamic new role model by martha fallahay loesch abstract the 20th century information explosion provided widespread technological innovation and ease of access to information, and due to the 21st century emphasis on digital collections and electronic resources, libraries around the world are facing an uncertain future. this naturally causes librarians to re-evaluate their professional role, but perhaps academic librarians are best prepared for the future due to their co-existing role as professors. essentially they have always been teaching, but now they must conquer the disparaging image and status treatment to which they have been subjected and evolve their profession by joining their teaching faculty colleagues in classrooms on college and university campuses worldwide. introduction recent library literature is rampant with gloom and doom projections for academic libraries. students no longer have to enter a library building as most information is available electronically; physical books, journals and newspapers are being replaced my electronic ones, professors provide students with electronically scanned copies of course materials housed on the campus course management system, and material not accessible in the campus library may be obtained through electronic interlibrary loan or by utilizing the world wide web. further, the open access publishing movement is providing free access to a growing number of published articles thus weakening the hold libraries presently have on their journal subscriptions. “libraries are transitioning from an analog to a digital environment and lyman ross and pongracz sennyey profess that “academic librarianship needs to fundamentally revise its practices to become competitive in a digital environment.” (ross & sennyey, 2008, p. 147, p. 151). other contributing factors leading to the uncertain future of academic libraries are outlined by wade r. kotter: • library budgets that are flat or declining; • an information explosion with no end in sight; • continuing inflation in the cost of serials and other library resources; • critiques of higher education that ignore or downplay the role of the library; and • a relentless tide of technological innovation. (kotter, 1999, p. 1) there are already discussions about removing books from library shelves and constructing classrooms, computer labs, writing centers or student lounges in their place. brick and mortar libraries are projected to be a thing of the past; the only item one will need is an electronic mobile device with web access to retrieve all forms of information. whether one chooses to heed or ignore these prophesies, the threat is already broadcast and people have begun to ponder the issue. now that the demise of academic libraries is predicted, although certainly not universally accepted, where does this leave the librarians? the library science literature espouses that academic librarians need to re-examine their professional role and some authors suggest that librarians need “more proactive methods … [of] active participation in the scholarly life of the campus.” (sennyey, ross & mills, 2009, p. 255). therefore academic librarians should take charge of their status as academics and teach full semester credit-bearing courses. think beyond information literacy instruction and collaborative teaching and consider teaching in their own specialty field or perhaps a university core course, thereby joining the ranks of the teaching faculty on campus. academic librarians have always been “teaching,” even while assisting patrons in the library; now they just need to expand that aspect of their profession to take command of the classroom. and because librarians will inevitably weave information literacy into their curriculum, perhaps their students will gain an educational advantage. but to be successful in the classroom there are a few hurdles that librarians must first overcome. librarian image the typical stereotype of the bespectacled, middleaged matron with her premature graying hair coiffed in an austere pun with her finger pushed to her lips shushing young patrons talking or giggling in a library is unforgiving. but unfortunately, it is an image which undoubtedly clouds the mind of many people for the general public truly has no comprehension as to what an academic librarian (or any librarian) really does. librarians have had to contend with this damaging education libraries, volume 33, no. 1, spring 2010 32 image for centuries, and although they have learned to laugh at it, they ultimately still feel oppressed by it. even today, academic librarians are endlessly justifying their professional role in educational institutions. one would think that college and university professors would possess a favorable image of the academic librarian in light that both professions share the same principle to serve the educational needs of the students while adhering to the university mission. however, the professional division between teaching faculty and librarians is legendary. pauline wilson wrote a lengthy article on what she termed an “organizational fiction;” librarians essentially elevate themselves to the status of professors as a defense mechanism against “an unflattering stereotype,” but one she admits is “not only difficult to change, it may be harmful as well.” (wilson, 1979, p. 146). despite conceding that “teaching is a small part of the set of behaviors that constitutes the role of librarian,” wilson refuses to permit teaching and the credential of professor to be associated with academic librarians; rather she belittles their role: “library-use instruction would be better thought of as informing rather than teaching.” (wilson, 1979, p. 157). perhaps robert d. leigh and kathryn w. sewny, summarize the librarian’s frustration with image more aptly: “librarians want to be recognized as part of an intellectual profession but feel that public perception relegates them more often to the role of clerks.” (walter, 2008, p. 59). although librarians appear to have a sound understanding of the role of teaching faculty, the reverse has been found to not be true. several studies have been undertaken to illustrate this fact. scott walter examined and reported on many such studies and concluded: many faculty share their student’s inability to consistently distinguish between librarians and support staff as well as a similarly truncated vision of the scope of librarian work. .. few faculty members were aware of the range of instructional responsibilities held by many academic librarians, and that many did not consider teaching to be a significant responsibility for librarians when compared with other responsibilities that they associated with the profession. (walters, 2008, p. 60). viewing the differences between faculty and librarians from a sociological perspective, christiansen, strombler, and thaxton noted the disparity on several levels. from an organizational viewpoint, librarians work full days year round principally in the library which may be separated from other academic buildings on campus, while faculty often teach only two or three days a week, work in their home or office and have summers off to conduct research. librarians seek out professors with whom to collaborate on information literacy instruction, but faculty are “resistant to librarian involvement in their classroom activities.” (hrycaj & russo, 2007, p. 694). whereas librarians find contact with faculty to be role defining, “for faculty, however, librarian-faculty relations are of little or no concern.” (christiansen, stombler, & thaxton, 2004, conclusion). christiansen, et. al. further noted a definitive status division between librarians and teaching faculty: but there is more to this disconnection than just organizational function. the perception among faculty is that librarians’ work is service-oriented – their primary duties are the organization and facilitation of access to knowledge and other resources. by contrast, faculty see their own work as focusing on the production and dissemination of knowledge. as many sociologists have discussed in numerous contexts … contemporary society generally views service-oriented work as being of lesser importance than production, primarily due to the implicit superordinatesubordinate relations that appear inherent in service. (christiansen, et al., 2004, status-difference section, para. 2). the fact that librarians are greatly outnumbered on campus by teaching faculty, that more faculty are present on governing committees, and that “most faculty feel that librarianship is not a true science and that the master’s in library science (mls) provides a vocational rather than academic education” (hoggan, 2003, p. 436), only reinforces the status division between faculty and librarians. with such overwhelming odds and the rampant disrespect of teaching faculty, is it no wonder that librarians have an image complex. despite the devastating view of librarians by academics and the public, librarians persist in their endeavors to teach, either by seeking collaboration with faculty to educate students on information literacy in the classroom, or by conducting classes in the library building. fortunately, there are some faculty education libraries, volume 33, no. 1, spring 2010 33 who are willing to acknowledge librarians, or at least are concerned that their students develop information fluency, to warrant collaborative classroom teaching. however, there is no doubt as to “which member of this teaching-related triad (teaching faculty/ students/librarians) is considered most significant within the educational cycle…the teaching faculty as sitting on the apex in this established relationship.” (julien & pecoskie, 2009, p. 151). a paradigm shift during the past few decades, education has been experiencing a profound paradigm shift. the transmission model of teaching in which professors lecture, students take notes, and tests and written assignments serve as assessment has been found to encourage “superficial reproduction rather than genuine learning.” (wilkinson, 2000, p. 28). this lack of a deeper, more profound understanding of the subject matter, as well as the research process, led to the formation of the research model, also known as “active learning,” “case-based learning,” and “problem-based learning.” this shift equates to the progression from instructive learning to constructivist learning; or passive to active learning. the emphasis transfers from teaching to a focus on student learning. in the research model, a professor presents the students with a real-life problem which they must solve individually or in groups, the students are encouraged to seek research to support their conclusions, and often they engage the use of emerging technologies. the advantages of this model is that “students are more likely to understand and remember something that they have figured out by themselves … [and] that we are trying to teach students not simply a body of knowledge, but a method; not simply content, put process as well.” (ibid, p. 32). “the research model assumes that content is not an end in itself, but a means to a greater end, which is learning how to learn.” (ibid, p. 36). as the name of this new model implies, research is paramount and this has proved to be a significant advantage to librarians. james wilkinson, in his chapter entitled “from transmission to research: librarians at the heart of the campus,” envisions the research model providing great opportunities for librarians to assist both faculty and students. faculty will need support incorporating the research methodology into their curriculum, while students will require help not only in finding appropriate resources, but in framing their questions in a manner to assist in their learning. (ibid, p. 37-38). often students allocate only minimal time and effort to the research process and often do not begin the actual process far enough in advance of creation to utilize other beneficial services such as interlibrary loan, or expanding their search in another direction, or seeking the opinion of a professor on the topic, or even just organizing the paper into a well structured document. not only do students require instruction on when to begin research, but also where to begin (with resources from the library website, including paid databases, not google) and how to formulate their thesis. “students need coaching in the art of asking good questions – questions, that is, that lead to learning. they need to see how a question might play out in terms of time and research effort.” (ibid, p. 38). librarians have been teaching information literacy classes for centuries, but to have our latest movement in the development of lifelong information literate students coincide with the paradigm shift from transmission model to research model has proven prophetic. in emphasizing problem solving techniques, the research model requires students to perform more information gathering, and although undergraduate students may be adept with the new technologies that are at their disposal, there is such an overabundance of information that to acquire it, evaluate it, organize it and integrate the right information effectively can be challenging. as more and more library content is digitized and added to the library’s digital collections, patrons (faculty, students, staff, visitors) will need assistance both in learning that such collections exists, and in locating the collections on the various library websites. unlike the journal databases that are restricted to the university users, digital collections are open source and available to everyone to view and use; but learning to cite the library or organization that owns the collection is another issue to be included in the learning process. who better to assist them in their research development than librarians? in the research method, forming questions takes on increased importance and librarians can assist faculty in creating research opportunities within the curriculum to benefit the learning process of the students. librarians have tried desperately to participate in curriculum development from its inception during collaborative teaching opportunities, but these have been sporadic at best. teaching faculty remain reluctant to include librarians in their classroom instruction and still think of information literacy as separate and distinct from their subject matter. however, progress to include information fluency education libraries, volume 33, no. 1, spring 2010 34 standards into university wide courses is burgeoning and is also compatible with the paradigm shift. librarian as professor academic librarians transform patron questions into teaching opportunities constantly; they rarely search for information and just hand it to a student. instead, academic librarians first ask their own questions to obtain the real object of inquiry, and then demonstrate to the student how to search for the desired information. the point is to have students perform future searches independently. this concept in certainly not new; rather is dates back to the nineteenth century when the librarians of our first prominent universities and public libraries instituted the theory. samuel s. green wrote in 1876, “give them [patrons] as much assistance as they need, but try at the same time to teach them to rely upon themselves and become independent.” (weiss, 2004, p. [10]). thus library instruction began at its most basic level only to expand so that soon college and university librarians were teaching their students in what was then newly termed the “laboratory library;” instruction took place in the library building, not in a classroom. “george w. harris, librarian of cornell university, suggests that a ‘lecture to the entering class from the librarian, explaining the plan of the catalogue and its arrangement, pointing out the principal works of general reference’ would be helpful.” (ibid, p. [13]). since then librarians have taught bibliographic instruction or information literacy in a cornucopia of iterations that have progressed from information laden library tours to full semester credit-bearing courses. as howard l. simmons so fittingly states in his article entitled, “librarian as teacher: a personal view, “ librarian’s “work in information literacy and resourcebased learning confirm my long held conviction that most librarians are, first and foremost, teachers.” (simmons, 2000, p. 43). although academic librarians have proven to be practiced and proficient teachers of information literacy, can they or do they wish to branch out to other disciplines as well? a literature search on the topic of librarians as professors in higher education inevitably retrieves articles on librarians teaching bibliographic instruction or information literacy, with very few other options. however, one exception is an article in which gretchen v. douglas writes about her experience teaching full semester, credit-bearing computer courses at the state university of new york (suny) at cortland entitled “professor librarian: a model of the teaching librarian of the future.” douglas refers to herself as “professor librarian,” obviously relishes the role and views it as a natural progression of her profession. she dovetails computer application course teaching with librarianship because both “cross all disciplines,” and because librarians are adept at using technology: on many college campuses, libraries were the first place computers were used in academic pursuits. librarians had to learn to use the technology to survive. in turn, librarians had to teach the campus community how to effectively use the new technology to find information previously available in print sources. we are expert technology users and we already teach in many capacities. so i believe that the librarian as professor is the next step in the evolution of the profession. i believe our next step is to teach credit-bearing courses in computer applications. (douglas, 1999, p. 26). despite douglas’ perceptive concept of the professor librarian and her wonderful expose on the evolution of technology in higher education, her vision of future librarians teaching only computer application courses is restrictive. librarians are ready and able to tackle much more. at seton hall university in south orange, new jersey, the librarians have had innovative opportunities to teach beyond library instruction or information literacy. as the new millennium approached, the university was in the process of creating a new core curriculum. from its inception, librarians were involved in the creative process and they fought long and hard for the inclusion of information literacy as a required proficiency in the core design. it was an arduous task expanding several years, but the outcome was successful on several levels. not only was information literacy infused in all the core courses, but the librarians also won the respect and admiration of several of the faculty members serving on the core curriculum committees. this second accomplishment was of major significance as it provided a prime opportunity for librarians to be counted equally among the faculty under consideration for teaching the new core courses. librarians have taught and continue to teach core courses at seton hall university. among those having taught a core course is a reference librarian, an archivist, a cataloger and the dean of the library. all faculty and administration go through a semester of training and preparation before embarking upon the education libraries, volume 33, no. 1, spring 2010 35 actual teaching process which has proven to be a successful and rewarding experience. librarians at seton hall have also branched out to other realms of teaching credit-bearing courses; teaching in their specialty field based upon their second master’s degree or work experience. a cataloger teaches in the women and gender studies program, part of the elizabeth ann seton center for women’s studies on campus, and a reference librarian serving as the library liaison to the stillman school of business, teaches a business course. a science librarian with a doctorate in anthropology was approached by the anthropology department in the college of arts and sciences to consider teaching in their program. the opportunities for librarians of all specialties to teach within the various colleges or departments in an institute of higher learning are numerous; they just have to think beyond the enclave of the library and strive to number themselves among their teaching faculty colleagues. conclusion the library as place in the 21st century may be facing an uncertain future due to increased electronic accessibility to information and the digital revolution, but for librarians, the climate is ripe for expanding teaching opportunities. now more than ever, students and faculty need assistance with the retrieval of pertinent and meaningful information for their research needs. more than that, faculty and students need assistance with incorporating research into the curriculum and by extension, into the learning process. the research model stresses problem solving as a direct result of research, thereby making “inquiry and investigation” the “key activities” of graduate and undergraduate education. wilkinson boldly proclaims, “without the collaboration of librarians, attempts to improve teaching and learning are less likely to succeed.” (wilkinson, 2000, p. 26). librarians have been teaching information literacy classes for centuries, but to have this advancement in the development of lifelong information literate students coincide with the paradigm shift from transmission model to research model has proven prophetic. the time for teacher-librarian collaboration is especially relevant so that increased respect among the professions is paramount. for professors to change both their teaching habits and their course work to conform to the research model is difficult, but the process can be lightened with the assistance of an understanding and patient librarian. since librarians have been eager for just such collaborative opportunities, surely their patience and diligence will be forthcoming. however, faculty must understand the necessity for as well as the desire to incorporate information literacy into their curriculum in order for the partnership to be successful. faculty may also obtain additional support by applying for course specific new technologies from their information technology center. meanwhile, if librarians increase their presence on campus by serving on governance bodies and participating in social activities, it will allow them further opportunities to network with their faculty colleagues and to persist in their collaborative teaching endeavors. it is also necessary for students to begin their research process well in advance of their writing and or production process in order to take full advantage of research avenues and services at their disposal through library websites. glitches with technology can also prove problematic for students, so waiting until the last minute to create their product is a habit which the students must learn to correct. faculty and librarians can emphasize this advantage incessantly, but ultimately it is up to the students to be responsible for their own coursework. the digital revolution is a great benefit to researchers by making available a wealth of information not previously accessible to the general public, but ultimately places additional responsibility upon the librarian. as part of their profession, librarians must know where to find information, but the rise in digital collections expounds the amount of available information exponentially. now is the time for increased specialization within academic libraries to allow librarians to keep abreast of the growing digitized projects in their specific disciplines. creating libguides or subject guides will not only aid librarians in organizing their research options, but also provide the library user with a concise location on the library website to meet their research needs in a particular discipline. as more information becomes accessible electronically, promotion of the library website becomes paramount; however, this mission cannot rest solely with the librarians, faculty and administration must also contribute their strong support. the library must once again regain its reputation as the “heart of the university.” threats of the future demise of academic libraries are misguided at best, restoring scholarship as the cornerstone of universities should be the task at hand. as thomas h. benton states in his article entitled, “a laboratory of collaborative learning: how we can put the library back at the center of undergraduate education, where it belongs?” http://www.shu.edu/academics/artsci/womens-studies/index.cfm http://www.shu.edu/academics/artsci/womens-studies/index.cfm education libraries, volume 33, no. 1, spring 2010 3 “by working more closely together, and responding to new technology while preserving the traditional culture of scholarship and books, i am convinced, professors and librarians can put the library back at the center of undergraduate education, where it belongs.” (benton, 2009, p. a34). although collaborative classroom teaching and the continued instruction of individual information literacy classes is vital, librarians can combine their subject knowledge and information literacy skills to take teaching of credit-bearing courses to a whole new level. douglas’ concept of the professor-librarian teaching computer applications courses is a step in the right direction in light of the growing digital environment. keeping abreast of emerging digital projects, creating libguides in specific disciplines, adeptness with computer technology, and incorporating information fluency in their coursework make a resourceful, dynamic professor-librarian. now more than ever, information literacy skills and concepts should be integrated into the curriculum, not only to coincide with the research model, but to meet the ultimate goal of creating true, lifelong learners. knowledge acquisition does not cease upon graduation, it is necessary both in the workplace and in our social and leisure pursuits as well. references bell, s. j. (2000). creating learning libraries in support of seamless learning cultures. in a. h. bahr (ed.), future teaching roles for academic librarians. (pp. 45-58). new york: haworth press. benton, t. h. (august 7, 2009). a laboratory of collaborative learning: how we put the library back at the center of undergraduate education, where it belongs? the chronicle of higher education,? , a31, a33-34. bloom, b. (2007). if=ccc: information fluency is now a core proficiency on campus. paper presented at the special libraries association annual conference, denver, co. retrieved from http://www.sla.org/pdfs/sla2007/bloominformation fluency.pdf christiansen, l., stombler, m., & thaxton, l. (2004). a report on librarian-faculty relations from a sociological perspective. the journal of academic librarianship, 30(2), 116-121. doi:10.1016/j.acalib.2004.01.003 dakshinamurti, g.b. & satpathy, k. c. (2009). the pro-active academic librarian: the how and the why illustrated by case studies from india and canada. paper presented at the world library and information congress: 75th ifla general conference and assembly, milan, italy. retrieved from http://www.ifla.org/files/hq/papers/ifla75/202dakshinamurti-en.pdf douglas, g. v. (1999). professor librarian: a model of the teaching librarian of the future. computers in libraries, 19(10) retrieved from http://proquest.umi.com.ezproxy.shu.edu/pqdweb? did=46460493&sid=2&fmt=4&clientid=5171&r qt=309&vname=pqd goetsch, l. a. (2008). reinventing our work: new and emerging roles for academic librarians. journal of library administration, 48(2), 157-172. retrieved from http://search.ebscohost.com/login.aspx?direct=true &db=aph&an=34731401&site=ehost-live hisle, w. l. (2002). top issues facing academic librarians: a report of the focus on the future task force. college & research libraries news, 63(10). retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publication s/crlnews/2002/nov/topissuesfacing.cfm hoggan, d. b. (2003). faculty status for librarians in higher education. portal: libraries and the academy, 3(3) retrieved from http://muse.jhu.edu.ezproxy.shu.edu/journals/porta l_libraries_and_the_academy/v003/3.3hoggan.pdf hrycaj, p., & russo, m. (2007). reflections on surveys of faculty attitudes toward collaboration with librarians. the journal of academic librarianship, 33(6), 692-696. doi:10.1016/j.acalib.2007.09.008 julien, h., & pecoskie, j. (2009). librarians' experiences of the teaching role: grounded in campus relationships. library & information science research, 31(3), 149-154. doi:10.1016/j.lisr.2009.03.005 kotter, w. r. (1999). bridging the great divide: improving relations between librarians and classroom faculty. journal of academic librarianship, 25(4), 294. retrieved from http://search.ebscohost.com/login.aspx?direct=true &db=aph&an=2392138&site=ehost-live mullins, j. l., allen, f. r., & hufford, j. r. (2007). top ten assumptions for the future of academic libraries and librarians: a report from the acrl research committee. college & research library news, 68(4) retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publication s/crlnews/2007/apr/tenassumptions.cfm ross, l., & sennyey, p. (2008). the library is dead, long live the library! the practice of academic librarianship and the digital revolution. the journal of academic librarianship, 34(2), 145152. doi:10.1016/j.acalib.2007.12.006 6 http://www.sla.org/pdfs/sla2007/bloominformationfluency.pdf http://www.sla.org/pdfs/sla2007/bloominformationfluency.pdf http://www.ifla.org/files/hq/papers/ifla75/202-dakshinamurti-en.pdf http://www.ifla.org/files/hq/papers/ifla75/202-dakshinamurti-en.pdf http://proquest.umi.com.ezproxy.shu.edu/pqdweb?did=46460493&sid=2&fmt=4&clientid=5171&rqt=309&vname=pqd http://proquest.umi.com.ezproxy.shu.edu/pqdweb?did=46460493&sid=2&fmt=4&clientid=5171&rqt=309&vname=pqd http://proquest.umi.com.ezproxy.shu.edu/pqdweb?did=46460493&sid=2&fmt=4&clientid=5171&rqt=309&vname=pqd http://search.ebscohost.com/login.aspx?direct=true&db=aph&an=34731401&site=ehost-live http://search.ebscohost.com/login.aspx?direct=true&db=aph&an=34731401&site=ehost-live http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2002/nov/topissuesfacing.cfm http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2002/nov/topissuesfacing.cfm http://muse.jhu.edu.ezproxy.shu.edu/journals/portal_libraries_and_the_academy/v003/3.3hoggan.pdf http://muse.jhu.edu.ezproxy.shu.edu/journals/portal_libraries_and_the_academy/v003/3.3hoggan.pdf http://search.ebscohost.com/login.aspx?direct=true&db=aph&an=2392138&site=ehost-live http://search.ebscohost.com/login.aspx?direct=true&db=aph&an=2392138&site=ehost-live http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2007/apr/tenassumptions.cfm http://www.ala.org/ala/mgrps/divs/acrl/publications/crlnews/2007/apr/tenassumptions.cfm education libraries, volume 33, no. 1, spring 2010 3 sennyey, p., ross, l., & mills, c. (2009). exploring the future of academic libraries: a definitional approach. the journal of academic librarianship, 35(3), 252-259. doi:10.1016/j.acalib.2009.03.003 simmons, h. l. (2000). librarian as teacher: a personal view. in a. h. bahr (ed.), future teaching roles for academic librarians (pp. 41-44). new york: haworth press. walter, s. (2008). librarians as teachers: a qualitative inquiry into professional identity. college & research libraries, 69(1), 51-71. retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publication s/crljournal/2008/jan/waltr08.pdf weiss, s. c. (2003). the origin of library instruction in the united states, 1820–1900. research strategies, 19(3-4), 233-243. doi:10.1016/j.resstr.2004.11.001 wilkinson, j. (2000). from transmission to research: librarians at the heart of the campus. in a. h. bahr (ed.), future teaching roles for academic librarians. (pp. 25-40). new york: haworth press. wilson, p. (1979). librarians as teachers: the study of an organization fiction. the library quarterly, 49(2), 146-162. martha fallahay loesch librarian/assistant professor university libraries seton hall university 400 south orange ave south orange, nj 07079 973.761.9296 martha.loesch@shu.edu 7 http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/2008/jan/waltr08.pdf http://www.ala.org/ala/mgrps/divs/acrl/publications/crljournal/2008/jan/waltr08.pdf mailto:martha.loesch@shu.edu education libraries, volume 36, number 1, summer 2013 15 the role of mentoring in the leadership development of pre-service school librarians by daniella l. smith abstract the purpose of this study was to determine how providing pre-service school librarians with mentors during their degree program impacted their level of self-perceived transformational leadership potential. the study consisted of 30 participants enrolled in a school library certification master’s degree program emphasizing leadership. the findings indicated that the use of mentors had a positive impact on the leadership development of the participants. moreover, the combination of the leadership training and the experience of having a mentor taught the participants the behaviors that are desirable in mentors and encouraged them to apply mentorship as a leadership role in their schools. introduction the research reported here is a subset of a larger study. the original study was designed to examine the social contextual variables that impacted the leadership behaviors of pre-service school librarians enrolled in a master’s degree program. this degree program was specifically designed to emphasize leadership development. the participants of this study were recruited into the program because of their leadership potential. mentorship was just one of the social contextual variables studied. the program directors wanted each participant to have a mentor who was already established in the profession. the rational for including mentors in the program was to develop an additional support system that extended into the school district for the participants. mentors were asked to help the participants with their coursework and to acclimate them to the profession. the directors relied on the school library media program supervisors in each partnering school district to identify suitable mentors. upon the conclusion of the research, it was discovered that the provision of mentors had a great influence on the students’ degree program experience. this outcome was unexpected because mentorship was the least structured aspect of the program. while the directors knew it was important to pair each student with a mentor, they did not require specific tasks for each mentor. instead, the mentors were invited to three meetings during the degree program. otherwise, the program directors did not interfere in the development of the participants’ interactions or relationships with their mentors. the purpose of this study was to determine the impact of the availability of mentors on the self-perceived transformational leadership practices of the pre-service school librarians enrolled in the program. the following questions guided the investigation. 1. what were the characteristics of the participants’ interactions with their mentors? 2. how did the availability of mentors facilitate the transformational leadership development of the participants? there has been much discussion regarding how school librarians can develop leadership skills and improve the perceptions of their role in schools (everhart & dresang, 2007; smith, 2010). one approach to changing the perceptions of school librarians and increasing their influence is to teach them how to be transformational leaders (smith, 2009). the program the participants were enrolled in was an attempt to do so. for this reason, the findings of this study can help improve the understanding of how mentoring can be incorporated into school library certification programs to help school librarians learn transformational leadership skills. education libraries, volume 36, number 1, summer 2013 16 literature review the connection between mentoring and leadership transformational leadership is the theoretical framework of this study. it is a bottom up leadership approach that emphasizes collaboration, harmonious relationships, and the ability of all community stakeholders to create positive shifts in organizational culture (bass & bass, 2008; burns, 2003). while appointed leaders can practice transformational leadership behaviors, individuals who have not been officially assigned duties can emerge as leaders too. the acknowledgement that anyone in an organization can be a leader makes transformational leadership particularly beneficial to schools. for example, research indicates that when transformational leadership is used to carry out educational reforms, the reforms often continue after school administrators leave due to consensus building process (sheppard, 1996). the stability created by transformational leadership in schools also has an indirect positive effect on student achievement and progress (griffith, 2004). transformational leadership focuses on the performance of organizations. similarly, the primary purpose of mentoring is to develop the skills of an individual to improve organizations (northouse, 2004). according to daresh (2004) and scandura and williams (2004), transformational leaders serve as role models within organizations. therefore, mentoring is an indicator of transformational leadership (kouzes & posner, 2007). the positive results of leadership in the form of mentoring include career stabilization through encouragement (kram, 1985), acclimation to organizational environments and responsibilities (daresh, 2003), and a general sense that one is in control of their career (scandura & williams, 2004). mcalearney (2005) further concludes that having a mentor can frame the future perceptions a leader has about leadership development. leaders exposed to formal or informal mentoring are more accepting of the need for mentoring opportunities. for example, formally mentored leaders are more likely to believe in allocating organizational resources for external program attendance for leadership development. in addition, informally mentored leaders typically favor the creation of internal leadership development programs. this suggests that mentorship, whether it is formal or informal heightens a leader’s awareness of the benefits of mentoring for leadership development. mentoring in school librarianship there is considerable support for establishing mentors for school librarians within the professional literature (bicksler, 2004; buddy & williams, 2001; creighton, 2007). yet, there is very little research that relates the benefits of mentorship to school librarianship. solomon and rathbun-grubb (2009), advised that ambassadors to the profession such as mentors could be useful in recruiting and retaining new school librarians. baaden (2008) went on to write that there is a need for transition mentoring between exiting school librarians and the new school librarians that replace them. such efforts can acquaint incoming school librarians with school cultures, procedures, and policies. everhart and dresang (2007) reported that experienced school librarians rely heavily on mentors to navigate the national board certification process. the participants of their study revealed that they solicited assistance from mentors within and outside of the school librarianship field. all of the respondents found the support they received from school library mentors helpful. still the 7.7% of the respondents who received assistance from outside the field did not find it helpful. though they are few in numbers, these studies make one crucial point. their results convey that school librarianship is a unique profession that requires a distinctive skill set separate from those of a classroom teacher. while school librarians are part of school communities, they are in need of specific guidance that classroom teachers that serve as mentors are not able to offer (baaden, 2008). instead, school librarians need assistance from mentors who are from within the profession. education libraries, volume 36, number 1, summer 2013 17 research methodology population the population of this study consisted of thirty teacher-leaders from six school districts in the state of florida. the study participants were recent graduates of a master’s degree program for school librarian certification that focused on leadership development. the program directors selected each teacher-leader by using a rigorous application process. this process required each participant to have their principal complete a leadership rubric rating their leadership abilities. next, the participants submitted leadership essays. the participants also were allotted points for their grade point averages. diversity was achieved within the program by awarding additional points for each participant’s gender, race, age, ethnicity, and subject taught. the applicants with the highest scores were admitted to the program. diversity was an important part of the program for multiple reasons. first, a majority of school librarians are middle-aged caucasian females (everhart & dresang, 2007). diversifying the population of school librarians to include males, a variety of age levels, and minorities is considered to be a beneficial step towards changing the perceptions of who can be effective school librarians and recruiting new school librarians (peresie & alexander, 2005). moreover, including applicants from multiple subject areas was seen as a method of encouraging the participants to serve as leaders who communicate the importance of imbedding information literacy into all subject areas. by doing so, it was hoped that the participants would make a connection between school libraries, mathematics, science, and technology. data collection and analysis the data collection began approximately two months before the teacher-leaders graduated. this was the optimal time to collect data because the concepts taught during the program and the participants’ experiences were still easy to recall. the participants were also eager to share their experiences. a mixed-method concurrent triangulation design was implemented. the purpose of using this type of methodology was to “compare both forms of data to search for congruent findings” (creswell & plano clark, 2007, p. 172). the qualitative and quantitative data were simultaneously collected using two paper-based surveys with open-ended and closed-ended questions. the quantitative results were analyzed using spss software. the qualitative results were coded into themes by using nvivo. these themes were used to substantiate the findings of the statistical results. the first survey, the leadership practices inventory (lpi), was developed by kouzes and posner (2002). the lpi is a valid and reliable instrument (brown & posner, 2001; fields & herold, 1997) that has been used by numerous researchers to measure transformational leadership behaviors (abu-tineh, khasawneh & a-omari, 2008; brown & posner, 2001). it has also been used in variety of studies in the field of education (joseph, 2009; suwandee, 2009). in this study, the respondents completed the self-assessment portion of the lpi. therefore, the results depict the respondents’ self-perceived leadership potential. the lpi characterizes transformational leadership behaviors on a 10-point likert scale. these dimensions were aligned with the leadership behaviors emphasized in the respondents’ program of study. respondents choose their level of participation in five transformational leadership dimensions. these dimensions are challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. the second instrument was a supplemental survey designed by the researcher, which included closed and openended questions. this instrument collected demographic variables and the participants’ perceptions of their experience with their mentors. the survey also asked the participants to share the skills they learned in each of the five transformational leadership dimensions. education libraries, volume 36, number 1, summer 2013 18 findings research question 1: what were the characteristics of the participants’ interactions with their mentors? several variables were investigated to determine the characteristics of each participant’s interaction with their mentor. the data analysis indicated that most of the students were satisfied to some degree with the support offered by their mentor. it was also revealed that the typical mentor was assigned to a participant and worked outside of the school the participant was employed in. mentors usually had national board certification. a majority of the participants also reported spending less than an hour with their mentors. email was the most popular mode of communication. the cumulative results of the mentor variables are included in table 1. table 1 mentor characteristics variable frequency percentage mentor location 10 within school 20 outside of school 33.3 66.7 national board certification: 24 yes 80.0 6 no 20.0 mentor selection: 8 chosen 26.7 18 assigned 60.0 4 chosen and assigned 13.3 satisfied with support: 12 strongly agree 40.0 9 agree 30.0 4 neutral 13.3 1 disagree 3.3 4 strongly disagree 13.3 type of communication: 16 email 53.3 12 in person 40.0 1 email and in person 3.3 1 in person and phone 3.3 n=30 study respondents were offered the opportunity to elaborate on their experience with their mentors by answering one open-ended question. several of the respondents, 23 (76.7%) offered comments. the question was:  if you had a mentor, is there anything else you would like to share about your experience with your mentor? when the respondents answered the question, they tended to either reflect on the benefits they experienced from having a mentor or the barriers they coped with while trying to communicate with their mentors. these responses were categorized as two major themes with subthemes. these themes were entitled barriers to mentorship and mentorship enablers. the results are expressed in table 2. education libraries, volume 36, number 1, summer 2013 19 table 2 themes in the qualitative responses about mentors theme frequency percentage total barriers 13 43.3 mentor left 4 13.3 mentor unwilling to help 6 13.3 time and distance 3 10.0 difficult to contact 2 6.7 lack of guidance for the mentor 2 6.7 total enablers 14 46.7 offered suggestions 8 26.7 always available 5 16.7 offered encouragement 6 20.0 in building 3 10.0 frequent interaction 3 10.0 initiated contact 1 3.3 had resource connections 1 3.3 technological abilities 1 3.3 research question 2: how did the availability of mentors facilitate the leadership development of the participants? the quantitative aspect of this question was answered in two ways. first, the relationship between the lpi national norms reported by kouzes and posner (2003) and the participants’ mean scores on the lpi and lpi subscales were assessed. significant differences were found in two of the lpi subscales. the participants scored significantly higher on the modeling the way, t (47.01) = 3.865, p = 0.001 (two-tailed) and enabling others to act, t (49.39) = 2.610, p = 0.014 (two-tailed). next, the relationships between the mentor variables and the lpi and the lpi subscales were assessed. table 3 summarizes the results. the results were as follows:  a correlation was found between the respondents’ satisfaction with their mentor support and the subscale for encouraging the heart, rs = .431, n =30, p = .018. the respondents’ score on the lpi subscale increased as their satisfaction with their mentors increased.  there were correlations between the respondents’ contact hours with their mentors and the lpi total score, rs = .442, n=30, p=.014. there were also correlations between the respondents’ contact hours and the lpi subscales for encouraging the heart, rs = .492, n=30, p= .006, enabling others to act, rs =.426, n=30, p=.019, and modeling the way, rs = .508, n=30, p=.004. the respondents’ scores on the three lpi subscales and the total lpi score increased as their time with their mentors increased.  there was a significant relationship between the lpi subscale for enabling others to act and the selection and assignment of mentors. respondents who selected their mentors scored higher on the education libraries, volume 36, number 1, summer 2013 20 enabling others to act lpi subscale, 2 (1, n=30) =5.792, p = .016.  there was no significant relationship between the locations of the mentors and the lpi or lpi subscales. table 3 matrix of the data for statistically significant mentor characteristics modeling inspiring challenging enabling encouraging total lpi satisfaction with mentor support .018* mentor contact hours .019* .006* .014* mentor selection .016* type of mentor contact mentor location the results of the qualitative analysis provided insight into the quantitative results. the participants were given three open-ended questions reflecting each of the lpi subscales. these questions sought to ascertain the transformational leadership skills the participants learned during the program. the respondents identified mentoring or skills related to mentoring in all of the subscale areas. these results related specifically to mentoring are included in table 4. the themes that emerged were mentoring, sharing knowledge, and modeling. table 4 acquired skills associated with mentoring subscale skill frequency percentage challenging sharing knowledge 22 73.3 inspiring role modeling sharing knowledge 12 8 40.0 26.7 encouraging role modeling 9 30.0 modeling role modeling sharing knowledge mentoring 13 9 7 43.3 30.0 23.3 enabling sharing knowledge mentoring 14 11 46.7 36.7 education libraries, volume 36, number 1, summer 2013 21 discussion and implications skills acquired associated with mentoring mentoring mentorship was an intricate element of the participants’ degree program. it cannot be concluded that the presence of mentors was exclusively responsible for the participants’ leadership development. yet, the connections between the mentor variables and the qualitative responses support the conclusion that the experiences the participants had with their mentors enhanced their leadership skill growth. for example, mentoring, sharing knowledge, and modeling emerged as themes when the participants were asked about the skills they learned during the program. sharing knowledge and acting as a role model are components of mentoring others. as one participant communicated, “i’ve always been part of the beginner teacher program. this program reminded me we are mentors as part of a larger duty career, profession, organization.” the availability of mentors during the program encouraged the participants to serve as mentors within their schools. this supports the research of mcalearney (2005), who proposed that being formally or informally mentored can shape a mentee’s future perception of the need for mentoring. sharing knowledge according to the respondents, the program taught them how to share knowledge. this might be considered ironic because they were all teachers -people who share knowledge by virtue of their professions. still, even though they were knowledgeable teacher-leaders, they were not quite sure if what they wanted to share was worth sharing with their peers before they began the program. a participant wrote, “i open my mouth more because i feel more qualified and that my opinion has more credibility.” thus, the program curriculum, along with the exposure to mentors served as a type of specialized training that emphasized the value of lifelong learning and empowering others. modeling behaviors the participants specified that the program taught modeling skills by helping them to consider the needs of others. a participant wrote, “helping and being a resource to other teachers is what i learned to do.” another stated, “i have become increasingly confident with technology and feel i can lead other teachers in using multimedia applications.” furthermore, participants wrote statements such as, “learning copyright laws and best practices about being a media specialist and teacher help me model high ethical standards.” another agreed with this comment by stating, “… classes emphasized that i know the rules and regulations and educate my coworkers on the importance of being helpful and following them at all times. i will model this in my new job.” the relationship between mentors and leadership development the significant relationships between the lpi scores and the variables satisfaction with mentor support, mentor contact hours, and mentor selection support research citing the value of having good relationships with mentors (daresh, 2004; kram, 1985; scandura & williams, 2004). in particular, the mentors empowered their mentees by offering suggestions for completing assignments and understanding scenarios relevant to being a school librarian. the combination of the program assignments and the guiding hand of a mentor helped the respondents get a better understanding of what is expected of a school librarian. one participant wrote, “my mentor was outstanding. she always had time to help, share experiences, provide leadership, etc.” the participant’s statement illuminates why a majority of the participants were satisfied with the support they received from their mentors. some of the participants found difficulty in working with mentors for several reasons. the qualitative responses revealed that these people did not spend as much time with their mentors. as indicated by the quantitative analysis, they also were less satisfied with their mentors’ support because they were not able to develop relationships with them. apparently, when the participants were able to choose a mentor they liked, they were able to develop better relationships with their mentor. overall, students with under-developed education libraries, volume 36, number 1, summer 2013 22 mentor relationships scored lower on the lpi. this finding further supports scandura and williams' (2004) assertion that there is a link between mentoring and transformational leadership. while this study focused on pre-service school librarians, there are implications for other fields of librarianship. for example, academic librarians are much like school librarians who must teach information literacy skills to students while exhibiting the ability to collaborate with members of the school community (barratt, nielsen, desmet, & balthazor, 2009; besara & kinsley, 2011). this need is further accentuated by budget cuts that demand that academic librarians indicate their impact on student success (mezick, 2007). including mentors in degree programs can acclimate prospective academic librarians to professional demands, exceptional teaching strategies, and key resources in order to improve the educational outcomes of students on college campuses. conclusion it can be concluded that mentors are an important aspect of school librarian education that is beneficial when incorporated into degree programs. it did not matter to the participants where mentors were located or how mentors stayed in contact with them. instead, the participants appreciated responsive mentors who were easy to contact and provided them with advice based on experience. accordingly the results of this study provide evidence that including mentors in degree programs for librarians can be instrumental in developing leadership skills, acclimating pre-service librarians to librarianship, and encouraging them to mentor new librarians in the future. these outcomes are crucial for preparing new librarians for the challenge of being leaders who embrace change. references abu-tineh, a. m., khasawneh, s. a., & a-omari, a. a. (2008). kouzes and posner's transformational leadership model in practice: the case of jordanian schools. leadership & organization development journal, 29 (8), 648-660. baaden, b. (2008). transition mentoring in school library media programs. school library media activities monthly, 25 (2), 24-26. barratt, c.c., nielsen, k., desmet, c., & balthazor, r. (2009). collaboration is key: librarians and composition instructors analyze student research and writing. libraries and the academy, 9(1), 37-56. bass, b. m., & bass, r. (2008). the bass handbook of leadership: theory, research, and managerial applications. new york: free press. besara, r. & kinsley, k. (2011). academic libraries measuring up: assessment and collaboration for student success. new library world, 112 (9/10), 416-424. bicksler, s. (2004). new colleagues: a program for mentoring school library media specialists. knowledge quest, 33 (1), 28-29. brown, l. m., & posner, b. z. (2001). exploring the relationship between learning and leadership. the leadership & organization development journal, 22 (6), 274-280. buddy, j. & williams, m. (2001). mentoring: a strategy for success of new library media specialists. book report, 20 (1), 18-20. burns, j. m. (2003). transforming leadership: a new pursuit of happiness. new york: atlantic monthly press. creighton, p. m. (2007). mentoring a new library media specialist: a model relationship. school library media activities monthly, 24 (4), 25-28. creswell, j. w., & plano c, v. l. (2007). designing and conducting mixed methods research. thousand oaks, california: sage publications. daresh, j. c. (2003). teachers mentoring teachers. thousand oaks, california: corwin press. everhart, n., & dresang, e. t. (2007). integrating research results and national board certification standards into a leadership curriculum for school library media specialists. journal of education for library and information science, 48 (4), 272-283. fields, d. l., & herold, d. m. (1997). using the leadership practices inventory to measure transformational and transactional leadership. educational and psychological measurement, 57 (4), 569-579. education libraries, volume 36, number 1, summer 2013 23 griffith, j. (2004). relation of principal transformational leadership to school staff job satisfaction, staff turnover, and school performance. journal of educational administration, 42, 333-356. joseph, s. (2009). a comprehensive evaluation of a school system's grow your own principal preparation program. (doctoral dissertation, george washington university, 2009). dissertation abstracts international, 70, 1. kouzes, j. m., & posner, b. z. (2007). the leadership challenge. san francisco, ca: jossey-bass. kouzes, j. m., & posner, b. z. (2002). the leadership practices inventory: theory and evidence behind the five practices of exemplary leadership. retrieved may 21, 2009 from http://media.wiley.com/assets/463/74/lc_jb_appendix.pdf kouzes, j. m., & posner, b. z. (2003). new norms for the leadership practices inventory (lpi), 3rd edition. retrieved august 15, 2009 from http://media.wiley.com/assets/463/75/lc_jb_norms2003.pdf kram, k. e. (1985). mentoring at work: developmental relationships in organizational life. organizational behavior and psychology series. glenview, illinois: scott foresman. mcalearney, a. s. (2005). exploring mentoring and leadership development in health care organizations: experience and opportunities. career development international, 10 (6/7), 493-511. mezick, e.m. (2007). return on investment: libraries and student retention. the journal of academic librarianship, 33 (5), 561-566. northouse, p. g. (2004). leadership: theory and practice. thousand oaks, california: sage. peresie, m. & alexander, l. b. (2005). librarian stereotypes in young adult literature. young adult library services, 4 (1), 24-31. scandura, t. a., & williams, e. a. (2004). mentoring and transformational leadership: the role of supervisory career mentoring. journal of vocational behavior, 65 (3), 448-468. sheppard, b. (1996). exploring the transformational nature of instructional leadership. alberta journal of educational research, 42, 325-344. smith, d. (2009). a new approach to school library media leadership. in d. loertscher (ed.), connections: papers of the treasure mountain research retreat (pp. 87-98). salt lake city, ut: hi willow. smith, d. (2010). making the case for the leadership role of school librarians in technology integration. library hi tech, 28 (40), 617-631. solomon, p., & rathbun-grubb, s. (2009). workforce planning and the school library media specialist. library trends, 58 (2), 246-262. suwandee, a. (2009). organizational leadership development among the middle executives of kasem bundit university, thailand. (doctoral dissertation, pepperdine university, 2009). dissertation abstracts international, 70, 3. daniella l. smith assistant professor department of library and information sciences college of information university of north texas 1155 union circle 311068 denton, texas 76203-5017 (940) 565-3569 daniella.smith@unt.edu http://media.wiley.com/assets/463/74/lc_jb_appendix.pdf mailto:daniella.smith@unt.edu microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 69 resources on the net – current issues in digital libraries compiled by chris bober survey research kenney, a., entlich, r., hirtle, b., mcgovern, n., and buckley, e. (2006, september). e-journal archiving metes and bounds: a survey of the landscape. retrieved september 30, 2008, from the council on library and information resources website: http://www.clir.org/pubs/reports/pub138/pub138.pdf the authors present the findings of a large scale survey that they conducted on 12 e-journal archiving programs. the survey grew out of academic libraries’ increasing awareness of the problems in e-journal archiving, although “ many are unclear on the dimensions of the problem, the alternatives for action, and what role they might play.” academic libraries must support the development of viable, collaborative e-journal archiving initiatives in order to better service their respective user communities. the report includes a number of recommendations for academic libraries, for publishers, and for ejournal archiving programs. markey, k., rieh, s., st. jean, b., jihyun, k., and yakel, e. (2007, february). census of institutional repositories in the united states: miracle project research findings. retrieved september 30, 2008, from the council on library and information resources website: http://www.clir.org/pubs/reports/pub140/contents.html the authors report on the results of a nationwide census of institutional repositories in u.s. academic institutions. institutional repositories developed out of the need to address the challenges posed by digital scholarship and its organization, accessibility, and preservation. institutional repositories require considerable investment, and rather than work in isolation, the authors believe that “it would be helpful if academic institutions could learn from one another, sharing their experiences, building models, and formulating best practices.” smith, k. (2008, winter). institutional repositories and e-journal archiving: what are we learning? journal of electronic publishing. retrieved september 30, 2008, from http://hdl.handle.net/2027/spo.3336451.0011.107 smith provides a critical evaluation of the two above-mentioned surveys on e-journal archives and on institutional repositories. both organizational models have their respective strengths and weaknesses. the surveys demonstrated that, regardless of the organizational model that is selected for digital archiving, they must have the active support and involvement of stakeholders if they are to evolve and succeed. progress has been made but there are still challenges ahead “including those of refining missions, balancing stakeholder benefits, and building trust. meeting these challenges is essential to the future of scholarly communication.” selected national and international initiatives archive-it. (n.d.). retrieved september 15, 2008, from http://www.archive-it.org/ archive-it was launched in 1996 by the internet archive in order to assist institutions which were exploring ways of archiving their internet content. r e s o u r c e s o n t h e n e t education libraries, volume 31, no. 2, winter 2008 70 the archive-it harvesting service uses heretix, an open source web crawler to harvest sites from the surface internet. data-pass. (n.d.). retrieved september 30, 2008, from the inter-university consortium for political and social research website: http://www.icpsr.umich.edu/datapass/ the data preservation alliance for the social sciences (data-pass) is “a broad-based partnership devoted to identifying, acquiring and preserving data at-risk of being lost to the social science research community.” it was established to preserve major social science research studies whose collections of data were at risk of being lost. the site includes a searchable catalog and many publicly accessible studies are downloadable. lockss. (2008). retrieved september 15, 2008, from http://lockss.org/lockss/home lockss is a distributed e-journal archiving program that was developed at stanford university in 1998. a number of major universities in north america and europe are now part of the lockss alliance. primarily intended for preservation, lockss “provides libraries with digital preservation tools and support so that they can easily and inexpensively collect and preserve their own copies of authorized e-content.” over 300 scholarly publishers have agreed to allow their content to be preserved by lockss alliance members. current issues in creating and managing digital libraries brantley, p. (2008, march/april). architectures for collaboration: roles and expectations for digital libraries. educause review (electronic version). 43 (2), 32, 34, 36-38. http://connect.educause.edu/library/educaus e+review/architecturesforcollabora/46313?ti me=1224452732 brantley portrays current initiatives at building digital library collections as being piecemeal and ineffective. what is needed is a sea change in the role of libraries towards collaboration with their internal communities and with the information technology sector and scholarly publishers. libraries success should be determined by “the extent that they can bridge communities and can leverage the diversity of the quest, the research, and the discovery. by building bridges among various sectors, libraries will be able to define themselves in the next generation.” oclc. (2007, february). trustworthy repositories audit & certification: criteria and checklist. 1.0. retrieved september 30, 2008, from the college and research libraries website: www.crl.edu/pdf/trac.pdf this document, co-produced by oclc, the center for research libraries, and the national archives and records administration, provides a mechanism to evaluate the digital-preservation readiness of digital repositories. it is a self-assessment tool that can be used to “establish the documentation requirements, delineate a process for certification, and establish appropriate methodologies for determining the soundness and sustainability of digital repositories.” pomerantz, j. (2008). digital (library services) and (digital library) services. journal of digital information. 9 (27). retrieved september 30, 2008, from http://journals.tdl.org/jodi pomerantz defines and explores the notion of digital library services, both those provided by physical libraries, and those provided in virtual environments. although there are many similarities in the services provided, traditional library services are user focused, while digital library services are primarily system focused. both of these approaches add value, and in order for today’s libraries to flourish, they “must make use of technology to provide new digital services, and must explore users’ perceptions of value and methods of value creation.” education libraries, volume 31, no. 2, winter 2008 71 digital preservation issues cornell university library. (2007). digital preservation management: implementing shortterm strategies for long-term problems. retrieved september 30, 2008, from the interuniversity consortium for political and social research website: http://www.icpsr.umich.edu/dpm/dpmeng/eng_index.html this is an online introductory tutorial that covers the organizational and technological infrastructure and dedicated resources necessary to prepare an institutional digital preservation program. included are “definitions, key concepts, practical advice, exercises, and up-to-date references.” it can also be used be used as an introductory complement to the digital preservation management workshop series, a five day workshop hosted by cornell university. it is intended for managers who are contemplating or implementing digital preservation programs in libraries, archives, and other cultural institutions. workshops are scheduled for october 2009, and may 2010. rieger, o. (2008, february). clir reports: preservation in the age of large-scale digitization: a white paper. retrieved september 30, 2008, from the council on library and information resources website: http://www.clir.org/pubs/reports/pub141/contents.html this paper focuses on large-scale digitization initiatives (lsdis) for research library collections of books, and the potential for long-term preservation of print and digital content. particular attention is paid to “the large collections that are or may be digitized as a result of a partnership with google, microsoft, the open content alliance (oca), or similar agencies.” this paper looks at proponents of large scale initiatives, its critics, and those that occupy a middle ground approach. large scale digital initiatives american memory. retrieved september 30, 2008, from the library of congress web site: http://memory.loc.gov/ammem/index.html american memory historical collections provides free and open access to primary source materials relating to the history and culture of the united states. included are over 100 collections of written and spoken words, sound recordings, still and moving images, prints, maps, and sheet music. currently there are over nine million individual items in the collection. cornell university library. (2005). registry of digital collections. retrieved september 30, 2008, from the cornell university library website: http://rdc.library.cornell.edu/search/index.php? mode=browse&type=collection the cornell university library registry of digital collections offers a wide variety of digital repositories and collections that emanate from this institution and its immediate community. featured collections of photographs, images, slides, and texts are available to the research community. also included on this site is the cornell university library windows on the past, a selection of digital collections of historical value. internet archive. (n.d.). retrieved september 15, 2008, from http://www.archive.org/index.php the internet archive is a non-profit initiative that was established in 1996 to create an internet library of historical collections that exist in digital format. its purpose is to offer permanent access for researchers, historians, and scholars. presently, the internet archive collections includes texts, audio, moving images, and software as well as archived web pages. education libraries, volume 31, no. 2, winter 2008 72 national science digital library. (n.d.). retrieved september 15, 2008, from http://nsdl.org/ established by the national science foundation, the national science digital library is an online library that provides access to digital resources in science, technology, engineering, and mathematics education and research. its primary goal is to provide better access to science and mathematics content so these materials can be used effectively. recognized nationally as a key curricular tool, it provides “opportunities to utilize virtual labs, realtime data, simulations, interactives, research reports, and journal articles, as well as materials addressing physical accessibility, bilingual content, and more.” california digital library. online archive of california. (2008). retrieved september 15, 2008, from http://www.oac.cdlib.org/ the online archive of california is a “digital information resource that facilitates and provides access to materials such as manuscripts, photographs, and works of art held in libraries, museums, archives, and other institutions across california the collection now consists of over 120,000 images, 50,000 pages of documents, letters, and oral histories, and 8,000 guides to collections. the archive is available to students, teachers, and researchers at all levels. curriculum resources wgbh educational foundation. (2008). teacher’s domain. retrieved september 30, 2008, from http://www.teachersdomain.org teachers’ domain is an online library of more than 1,000 free media resources, including “video and audio segments, flash interactives, images, documents, lesson plans for teachers, and studentoriented activities. these resources are drawn from pbs television programs including nova, frontline, design squad, and american experience. there are three different versions of teachers’ domain available: teachers’ domain k-12 edition, the college edition for higher education institutions, and vital on teachers’ domain for new york state educators. directories of digital libraries ifla. (2008, april 09). digital libraries: resources and projects. retrieved september 30, 2008, from http://www.ifla.org/ii/diglib.htm discussion list on digital libraries (bibliography, list of electronic journals, programmes of conferences, inventory of american and european projects) set up by ifla. dmoz open directory project. (2008, august 27). reference:libraries:digital. retrieved september 30, 2008, from http://www.dmoz.org/reference/libraries/digital/ the dmoz open directory project provides an annotated list of over 80 prominent initiatives created by universities and by municipal, state, and national governments. compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. boberc@alcor.concordia.ca microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 29 cartelli, a. (ed.) (2006). teaching in the knowledge society: new skills and instruments for teachers. london: information science. isbn 1-59140-953-5. $84.95. the creation of the knowledge society is in turn creating more books about how to live in, practice, and teach with new tools and employ new strategies for instructional purposes. those practitioners teaching in this digital age must cope with the fact that the knowledge industry creates the means by which students more and more frequently come to the classroom with the skills and knowledge of how to play games, text message, and use the internet for personal growth. as a result, it encourages instruction using new forms and methods. another result is that the knowledge industry is generating an urgent need for better professional knowledge about the management of schools and effective teaching and learning. this book covers an historical description of education and information and communication technology (ict) use, and explains the theoretical reasons for the author’s description and analysis of the experiences. this includes a pedagogical survey of the changes introduced and informed by ict in today’s world. the book also describes future possibilities for teaching-learning phenomena and for education in a society where ict and knowledge management will play a more relevant role. the focus of this work is the virtual classroom. therefore, the emphases and scenarios focus on online instruction and distance learning. importantly, topics include examining cultural agents, describing different teaching styles, and accommodating students by starting from competencies already in their possession. a word of caution. the volume shares its main title with another recent work (teaching in the knowledge society: education in the age of insecurity by hargreaves, 2003). cantelli’s chapters are primarily directed towards a european readership, and the examples about specific technology and application may be outdated or unavailable before you try to adapt them to your own curriculum. it is like finding a product in consumers report and that model isn't available at the store. it is also a fact that most technologies will disappear in due time. nevertheless, the emphasis on learning theory is important and well done. as a result, this book is recommended for all libraries with an interest in online learning in the virtual classroom. arthur tannenbaum is a librarian at bobst library, new york university. email: arthur.tannenbaum@nyu.edu ferris, s. pixy, and godar, s. (eds.). (2005). teaching and learning with virtual teams. hershey, pa: information science. isbn 1-59140709-5. teaching and learning with virtual teams is an excellent compilation of theoretical and practical information designed to assist anyone teaching online in higher education. the book focuses on the pedagogy of e-learning and addresses the issues around teams in virtual and hybrid classrooms. the twelve chapters are divided into four sections with authors from various countries providing examples of international collaborations between students. the chapters complement each other in their structure and _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 30 themes, including current research and practice, types of pedagogies that work well in online learning, and the importance of developing the socio-technical aspects in teams. section one, e-learning to learning in virtual teams,” provides frameworks, considerations and ideas for developing virtual teams. included is a rethinking of how the seven principles of good practices model can be modified to fit with online learning using technology as a lever. this section includes ideas for online active learning, collaborative projects, ideas for group projects, and distribution of tasks. also included are considerations for learning styles in order to optimize virtual group performance. here the term “learning style flexibility” is used and defined as “the ability to adapt one’s learning style according to the demands of the learning task at hand and the nature and demands of the subject matter related to outcomes” (40). suggestions for facilitators in helping students become more flexible in terms of learning and problem solving skills are included. section two, “strategies for effective teaching and learning in virtual teams,” provides examples of how teams can work cooperatively and collaboratively in the virtual environment. included in this section is a chapter on assessing learning in virtual teams, which provides ideas of how to develop and assess teamwork skills as well as how to use assessment strategies to structure the course. the overall focus of the section is on how to develop teaching and learning strategies that improve the online collaborative team experience. effects of study groups that meet virtually, as well as recommendations about how to manage instructor design in order to maximize the benefits of the virtual study groups, are discussed. the socio-technical theory is further defined as “an assumption that social systems and technological systems mutually shape one another” (218). here the importance of understanding how web-enabled learning is a socio-technical process is explored, as well as how these practices are developed in order to create an environment where students in two different places have the feeling of being part of the same class. this section offers many useful challenges, processes, key points and suggestions for developing effective online strategies. section three, “teams in action: international collaboration,” addresses global issues in international collaborations, including developing cross-cultural communications. section four, “teams and technology,” provides theoretical, as well as applied examples of new communication technologies that are used in virtual teams in educational settings, such as chat and video conferencing, net meetings and training and gaming simulations. the authors discuss how these tools can provide team members with the opportunities to engage in behaviors, learn content knowledge and language and experience daily life in a variety of circumstances, roles or worlds. this book provides a wide range of experiences, examples and suggestions of how to effectively design an online or hybrid course that makes e-pedagogy front and center by creating collaborative active learning exercises designed for constructivist learning in virtual teams. very informative and practical. highly recommended. dr. lori s. mestre is the digital learning librarian at the university of illinois at urbana-champaign. email: lmestre@uiuc.edu gall, t., and gall, s. (eds.). (2006). the lincoln library of greek & roman mythology. cleveland, oh: lincoln library press. 5 vol. isbn 0-912168-21-8. $224. greek and roman mythology continues to be a mainstay in american education because of its influence on world history in general and world literature in specific. this five-volume set provides a user-friendly introduction to 500 gods, goddesses, heroes, places related to these traditions. the editors have developed several reference titles, and dr. rick newton, professor of classics at kent state university, provided in-depth subject expertise. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 31 the alphabetical set of entries range in length from a couple of sentences to ten pages (achilles); major entries are usually three to four pages, and include side bar questions and answers to encourage reader engagement and close reading. the major entries begin with vital demographics (roman and greek spelling, pronunciation, gender, culture, attributes) and overview, and then detail the related stories and cultural impact in art, literature, science, etc. roman namings get separate entries, and cross-references between the two cultures’ figures facilitate research. four hundred captioned images (a least one for every page spread) accompany the entries; they include line drawings, classical paintings and stylistic illustrations, photographs of historic artifacts and locations, and miscellaneous images. five comic book pages accompany entries (e.g., persemone), and six mini-plays about specific myths provide classroom activity. a beginning chart lists greek and roman names of major goes and heroes, and another details the greek alphabet. in the fifth volume a table of mythological associations links figures with associated words. a second table lists english words and phrases with greek and roman mythological origins. writing is clear and accessible by middle schoolers and high schoolers. the layout is easy to read, and the paper quality aids high visual resolution. binding and thin volumes support heavy use. this reference tool could be used in public libraries, school libraries and classroom collections because it can be used for targeted research and casual browsing. dr. lesley farmer coordinates the library media program at california state university, long beach. email: lfarmer@csulb.edu gottlieb, m. (2006). assessing english language learners: bridges from language proficiency to academic achievement. thousand oaks, ca: sage. isbn 0-7619-8888-2. $34.95. a goal, as stated in this book is “to create a bridge, through sound assessment, to ensure the academic success of our english language learners.” another goal is to prepare teachers to provide a systematic, continuous and appropriate content-grounded education by being aware of their students’ social and academic language proficiency and their academic achievement in english and their native language. this resource provides an excellent foundation in these regards, as well as numerous samples, tools and activities for instructional assessment of speaking, reading, writing and listening. the nine chapters illustrate how theory and practice are undergoing change and address how english language learners are to be involved in the large scale classroom assessment. social and political considerations are also included. distinctions are provided between language proficiency (social and academic settings) and academic achievement (tied to knowledge and skills of specific content areas). the author explains how assessment should no longer be focused on social language proficiency as in the past, but also needs to address academic proficiency. suggestions and examples are provided for working with classroom instruction and assessment in the various content areas, such as social studies, math, and science. gottlieb describes how performance indicators (listening, speaking, reading, and writing) for academic standards need to align with those of english language proficiency, and provides sample models of language performance indicators. she also describes a series of language proficiency levels, checklists, and rubrics that can be used to connect the reader with what will be needed on the standardized english language proficiency test. suggestions of what teachers should address to meet those standards and checklists to analyze those measures are also provided. a valuable contribution to the book is the inclusion of tools to assist in producing, interpreting and reporting reliable and valid data for educational decision making. the author suggests a relationship between instruction and assessment and includes ways to incorporate assessment into instructional practices. she also explains the differences among tests, assessments and evaluation with definitions, features, preparations, and examples of assessment designs and types of data collection. a complete _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 32 chapter is devoted to grading systems. reflections are also interspersed throughout the book to engage the reader with the text. each chapter ends with a summary and final thoughts section. this book is a great resource for educators to assist them in the design and implementation of instructional assessment activities, tasks and projects. there are ample resource tools to assist them, such as: templates, forms; frameworks; schedules; surveys; checklists; instructional assessment ideas; reflection exercises; and suggested activities and tasks associated with language proficiency assessment in the various language domains. there are also suggestions for including manipulatives, visual and graphic supports and strategies for overcoming the obstacles of time needed for assessment. although intended primarily for use by those involved in english language learning instruction, this resource is also valuable for foreign language instruction for its many useful strategies, reflections, templates and tools that can be applied for assessment purposes. strongly recommended for all levels of school and academic libraries. dr. lori s. mestre is the digital learning librarian at the university of illinois at urbana-champaign. e:mail: lmestre@uiuc.edu howell, s., and hricko, m. (eds.). (2006). online assessment and measurement: case studies from higher education, k-12 and corporate. london: information science publishing. isbn 1-59140721-4. $69.95. williams, d., howell, s., and mary hricko, m. (eds.). (2006). online assessment, measurement and evaluation: emerging practices. london: information science publishing. isbn 1-59140-747-8. $84.95. assessment and measurement are hot topics in education particularly with the flood of online and distance education programs. at every turn the software abounds to help stakeholders build their assessment tools and measure how well learning is taking place. however, often missing from these assessment efforts is the theory and an understanding of the context. tackling these twin issues of assessment and measurement, these books offer a series of essays examining emerging practices and case studies designed to define the issues and show how they are playing out in the real world. beginning with williams’ volume on emerging practices, the book uses established evaluation principles and standards to employ new tools for online assessment. it is important to note that the essays argue that technology is only as good as the ability to help people make good choices. this is an important point in that often librarians and others in education read articles extolling the virtues of technology. but the point remains, what good is technology if users are still making bad decisions? the technology is only as good as the people using it. williams writes in the conclusion to the preface, “as technology evolves and online measurement and assessment follow, the invitation of this volume is to use tried and tested evaluation principles to employ these tools in evaluation systems that support stakeholders; clarify stakeholder’s values and definitions of the evaluands they want to examine; help them think about the questions they most deeply want answered; keep the contexts and backgrounds in mind; seek to adhere to evaluation standards of feasibility, propriety, utility, and accuracy; and help participants realize that technical issues and methods are only of worth when they are in the service of helping people make thoughtful evaluation choices.”(xi) by focusing his editorial efforts on higher education settings, williams creates a snapshot in time of where online assessment efforts are headed. this gives anyone currently wondering how to evaluate their own programs several viable models to replicate. of special interest were the final two chapters, which did a wonderful job of synthesizing the previous chapters into one focusing on a classroom environment and the other focusing on the online environment for teaching and learning. thus, of the two books under review, the williams volume should be read first as it sets the stage for the volume edited by howell and hricko. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 33 the whole of the howell and hricko book is case studies. roughly divided into three broad areas -elementary and secondary (k-12), higher education, and corporate -this is a collection of stories. each story represents a migration of sorts from old assessments to new ones in the online environment. even though each case study is unique and the settings are diverse, the experiences are all common. this is one of strengths of this book, namely it draws the common elements in each case study so that the reader can see how the issues play out in different settings. in their forward to the book, howell and hricko identify five major themes present in each case study. these include the foundational need for stakeholder inquiry, communication, professional development, the importance of counting financial costs, and not underestimating information technology requirements up front. the reader can use this as a framework to read the eighteen chapters and allows for an evaluation matrix as well. perhaps even beyond themes, frameworks, and matrixes, the editors point out that the greatest challenge for each case study is change itself. change brings up so many possibilities that the newness and vastness of it all is overwhelming to many who must work on assessment and measurement. although both the williams book and the howell and hricko volume deal with timely issues, there are some flaws. one of the main flaws is change itself. by the time these books are distributed and read, many of the ideas presented in them will have timed out and assessment moved on to the next phase. likewise, neither volume seems geared to beginners or people without some experience in online environments. the williams volume seems to take a more practical approach to the whole subject whereas the other volume employs more jargon from the online environment. it remains to be seen how timely these books remain and how they wear over time. overall, these books have a place in the literature of education and deserve to be read. to get the most out of them, they should be read in the order of the williams book first, followed by the howell and hricko book. there are many good ideas raised in these books that should be highlighted and learned from. the author of each of these essays has brought their real world experience to light and this gives others in the same predicament, a chance to see how someone else tackled it before they dive in. hopefully, many of the authors selected by the editors for their volumes will continue to push the edges of online assessment and measurement out so that those following can learn from their examples. kris veldheer is instructional librarian at the graduate theological union. email: veldheer@gtu.edu levy, yair. (2006). assessing the value of e-learning systems. hershey, pa: information science. isbn: 1-59140-726-5. $84.95. the objective of this book is to help the user understand the potential in measuring, as well as studying, learner’s perceived value of e-learning systems. additionally, the author reports on a survey instrument and value-satisfaction grid of e-learning systems that will be developed for phases of the study this book sets the stage for what he will develop, based on representative characteristics from previously published research, including quantitative and qualitative research and an exploratory pilot study. the target audience include researchers in the field of information systems, online learning and distance education, as well as administration, directors and managers of e-learning programs. the book is divided into eight chapters, and is a research study that presents a holistic view of e-learning systems. it includes the characteristics of what students value and consider important in their e-learning systems and their learning experiences. levy also overviews the differences among values, beliefs, attitudes and behaviors. a major goal of his research was to understand the relationship between the value that learners attribute to e-learning systems and sets of learner’s experiences with e-learning systems. measures are provided that help to answer the question “is there a relationship between learners’ perceived satisfaction and learner’s perceived value for learner’s perceived effectiveness of an e-learning system?” throughout the chapters there is very sound integration of relevant research, literature, and prominent studies. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 34 an excellent approach to this publication is the inclusion of tables that provide summaries of literature in each section. many charts, tables, figures and suggestions by researchers help illustrate suggestions by researchers for use of control variables, surveys, needs for investigators of student values, characteristics of technology support and critiques by researchers of studies and what is lacking. theories and models for the author’s theoretical foundation help develop a framework to address his research questions that predict the learners’ perceived value of e-learning systems. the author makes this information accessible to all levels of users by telling what he is going to present, then discussing it in the chapter and finally summarizing ideas. at times this approach may seem redundant, but it reinforces the major ideas of each chapter, including a table that summarizes the literature used in that chapter. the book’s organization, structure and repetitiveness make it very accessible. the end of the book provides some results and suggestions for enhancing courses with tools such as interactive games and providing seminars and workshops. suggested for research libraries. dr. lori s. mestre is the digital learning librarian at the university of illinois at urbana-champaign. email: lmestre@uiuc.edu magoulas, g. d., and chen, s. y. (eds.) (2006). advances in web-based education: personalized learning environments. hershey, pa: information science. isbn 1-59140-691-9. $69.95. web-based education has come a long way, from email, chat rooms, and hypermedia to complete learning environments, such as blackboard, colloquia, cose, knowledge pool, learn direct, learning space, mindleaders, think.com, virtual training suite, and xtensis. this volume, the second partnership between editors magoulas and chen, brings together contributors around the world to take the next step in focusing on personalization in the online learning environment. the aim of such a constructivist approach is clear: to improve learning for all students. the problem is how best to achieve it. adapting to the learner in the web environment usually manifests itself in three ways: content level adaptation, presentation level adaptation, and navigation level adaptation. content level adaptation involves dynamically generating a lesson from a collection of prepared materials depending on the level of the student, which would result in, for example, novices being provided with additional explanation at each step, while their more advanced peers move on to more in-depth content. presentation level adaptation and navigation level adaptation both refer to the appearance of the information on the screen, but, whereas the former might involve letting students choose the font type and background color of their learning environment, the latter refers to how the menus of links might appear to individual students. the fourteen chapters are divided into four sections. the first section, “modeling the learner,” focuses on individual differences, such as level of knowledge, gender, culture, cognitive styles, learning styles, and accessibility issues for the disabled and elderly, to create learner models. the second section, “designing instruction,” discusses how instruction can support personalization in online learning environments. the third section, “authoring and exploring content,” covers content design and creation for web-based education, including important issues such as reusability and interoperability. finally, the fourth section, “approaches to integration,” brings together all of these adaptation techniques and looks to the future. every chapter contains a useful literature review of prior developments in the field along with strong examples and diagrams to illustrate concepts and screen captures of online learning environments to show theory in action, whenever applicable. a glossary at the back provides additional assistance for the novices and acts as a reminder for the experts. because few studies have rigorously documented the educational effectiveness of adaptive learning environments to date, this volume definitely makes an important contribution to the field. while the topic should be appealing to educators at all levels interested in web-based learning environments, the presentation is most suited for researchers and graduate students. julie shen is reference and instruction librarian at california state polytechnic university, pomona. email: jshen@csupomona.edu. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 35 provenzo, e. f. (2004). the internet and online research for teachers. boston, ma: allyn & bacon. isbn 0-205-41255-6. $17.50. this third edition provides a beginning introduction for teachers who want to integrate the internet and its resources as a part of their regular classroom instruction, and serves as a reference for pre-service teachers. the book follows the national council for the accreditation of teacher education (ncate) guidelines “technology and the new professional teacher” as well as the international society for the study of technology and education’s (iste) national standards for teachers. the book begins a little disjointedly with the first chapter looking at the internet and world wide web for educators, and listing educational internet sites from across the globe. the book then returns to basics with two chapters introducing the internet, the first answering such questions as “what is the internet?”, “how large is the internet?” and “how do i connect to the internet?” the second chapter looks at what a computer network is, the anatomy of a web browser, what email is, and how to get connected to email. these two chapters are extremely basic and have limited usefulness for most education students or preservice teachers who today generally have at least a passing acquaintance with the internet. this edition has a new chapter written by a university librarian on “making use of electronic databases – the library connection.” while it is good to see library databases included, the listing of databases does not include a link to the primary education database eric (free version available at http://www.eric.ed.gov/). this seems to be a strange omission especially as a link to a dialog blue sheet describing the database is included. the book is made more useful by the addition of a companion web site (www.ablongman.com/provenzo3e/), which should provide a more up-to-date listing of the links. however, the web page does not state how often the links will be checked. upon checking the link for 24/7 reference as provided in chapter 11, the online link provided the same no longer valid link as did the book (24/7 reference is now part of oclc’s questionpoint). the most useful chapters in the book were chapter eight, “creating curriculum on the web,” which provides a web-based instructional plan, and chapter nine, “developing a web-based educational portfolio,” which reflects the increasing interest among educators in the use of educational portfolios. in future editions teachers might find it helpful to see more on how to create meaningful curriculum using the internet, the current chapter on creating curriculum being rather limited, as well as an expanded chapter on educational portfolios. the other chapters are mostly listings of internet sites of interest to teachers. the book includes a glossary of internet related terms used in the book and a bibliography of related books and articles. overall, this book serves as a general and basic introduction to the internet for teachers, and provides a gathering place for listing web sites of interest to educators at all levels. although all of the websites can be easily found by searching directly on the internet the listings provide a starting point for those not familiar with the many resources in the different subject areas. similar books to consider for teachers interested in integrating the internet into their classrooms include, starting out on the internet: a learning journey for teachers (roblyer, 2005) and the teacher’s internet companion (heide & stilborne, 2004). jacqueline m. borin is coordinator, public services at cal state san marcos library. e-mail: jborin@csusm.edu ross, c., mckechnie, l., and rothbauer, p. (2006). reading matters: what the research reveals about reading, libraries, and community. westport, ct: libraries unlimited. isbn1-59158-066-8. $34.00 a core value in libraries is reading. another core value is responsiveness to community needs and interests. the reality is that reading is still important to society, and libraries need to continue promoting and providing reading. this work examines reading issues from both a social and a developmental point of view, backing their arguments with research findings. each chapter highlights the main issues, _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 36 personalizing through case studies. a guiding bibliography concludes each topic, and some chapter finish by suggesting action items to do. the first chapter provides an overview on reading, briefly tracing the history of reading and exploding myths surrounding reading. research citations are used to back up question-and-answers about reading processes. chapter two covers the childhood years of becoming a reader. it summarizes current knowledge about children and reading, and explains the skills and dispositions used in reading. special attention is given to ways that parents can help their children read. a separate section deals with the popularity of series books, and another section addresses “the boy problem. the chapter concludes with a discussion of the role of libraries in fostering reading for children. young adult reading constitutes the focus of chapter three. teens’ reading habits – and the role of reading in their lives – are discussed. one section deals specifically with fiction reading and the library’s impact. developmental issues of self-identify are covered in another section. the chapter also acknowledges the role of reading diverse media forms. the reading-writing relationship is particularly important for teens who want to voice their ideas. the chapter concludes with a call for librarians to do more reading outreach to this important group. the fourth chapter deals with adult readers and their reading experiences as they are couched within their busy lives. for some adults, reading can be better than real life. libraries need to provide a broad spectrum of reading materials, being sensitive to emerging reading and english language learners as well as accommodating to sophisticated bibliophiles. the issue of taste and reader’s advisory is also discussed. the chapter reminds librarians that reading is a social activity, and, as such, libraries need to provide venues for adults to share their reading experiences. detailed name, subject, and title indexes conclude the volume. reading research tends to focus on the act of reading. what makes this volume unique is its readercentric lens. for a fine synthesis of the research, with ideas for applying the findings, this work is a good source of information. dr. lesley farmer coordinates the library media program at california state university, long beach. email: lfarmer@csulb.edu thorsen, carolyn. techtactics: technology for teachers. 2d ed. boston: allyn & bacon. isbn 0205-45722-3. $56. the integration of educational technology into k-12 classrooms over the past fifteen years has created new opportunities for student learning. at the same time, teachers are faced with increasing challenges to design meaningful and relevant instruction that incorporates the use of educational technology. techtactics ponders the many issues associated with the use of computers in the classroom. among the topics discussed are the facilitation of learning, instructional design principles, information retrieval, web tools, and the utilization of software for word processing tasks and the creation of spreadsheets, databases, and student presentations. techtactics was originally published in 2003. new to the second edition is research on technologysupported teaching, screen design, and examples of problem-based and project-based learning. the text includes a table of contents, a preface, thirteen chapters, an index, and appendices. techtactics is divided into four sections. part one addresses instructional strategies and models that demonstrate the use of computers to teach concepts and skills. in chapter one, six areas of technology competency for teachers are identified including technology operations, student assessment, and _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 37 knowledge of social, ethical, and legal issues. thorsen describes three uses for computers in the classroom: teaching computer literacy skills to prepare students for future employment, computer-based instruction for drill and practice, and the cognitive processes of gathering, analyzing, and presenting information. part two considers the use of the internet for research, including the process of retrieving and utilizing information. thorsen evaluates several web-based tools such as e-mail and asynchronous discussion boards that enhance class communication. chapter three contains a webquest in which students construct their learning through the analysis, synthesis, and evaluation of information as delineated in bloom’s taxonomy. part three looks at the use of presentation software for displaying information. graphic design principles, outlines, idea maps, and storyboards are presented in chapter seven to help students organize concepts into hierarchies. several grading rubrics are provided in chapter eight to demonstrate the criteria by which student presentations will be evaluated. the educational applications of word processing are illustrated in chapter nine through a virtual field trip in which a sixth grade social studies class created a newspaper to learn about medieval europe. part four consists of the use of database and spreadsheet tools to gather, analyze, and evaluate data. in chapter eleven, eight steps are shown that enable teachers to create a successful database lesson. in teaching the nature of the questioning process, students require guidance to identify and solve a problem. scaffolded learning helps students master the process of asking relevant questions to draw conclusions. five appendices furnish comprehensive information on computer networks, file management, internet conferencing, concept maps, and databases. throughout techtactics, the reader will find tables, diagrams, screenshots, definitions of terms, technology tips on computer hardware, virtual field trips to classrooms in which educational technology is being utilized successfully, exercises to check for understanding, and lists of annotated resources to aid teachers in selecting the most appropriate tools to enhance student learning. a companion website features lesson plans, test questions, video demonstrations, powerpoint presentations, websites links, and other resources to help teachers use technology in their classrooms. techtactics: technology for teachers is fair and thorough in its coverage of the educational applications of computer technology. this text will be a worthy addition to academic library collections that support teacher education programs, useful as a professional resource, and may also be utilized as a textbook for pre-service teachers completing credential programs. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 38 instructions for contributors about education libraries education libraries (el) is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. one electronic copy should be sent to dr. lesley farmer, editor, education libraries, california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840-2201. inquiries regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu. preparation of manuscripts 1. all manuscripts should be submitted with an electronic disk on a 3.5” disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the editor for alternative arrangement. 2. all manuscripts should be word-processed on 8.5 x 11” paper, double-spaced, with 1.5” margins on all sides. reference should appear on separate pages at the end of the article. do not use endnotes, footnote feature, or other such macro. 3. education libraries follows the publication manual of the american psychological association, 5 th ed. (2001). citations to electronic resources follow the “electronic reference formats recommended by the ala,” available online at: http://www.apa.org/journals/webref.html. 4. the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to insure anonymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, the page should include no author information, but should include the manuscript’s complete title. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. 7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted on disk, along with an email attachment. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. authors retain their own copyright. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, prek-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. microsoft word edlibsum06.doc _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 20 resources on the net: information packaging compiled by anne wade and chris bober, concordia university, montreal, quebec general fenner, j. & fenner, a. (2004, fall). the future in context: how librarians can think like futurists. library philosophy and practice,7(1). retrieved on july 2, 2006, from http://libr.unl.edu:2000/lpp/fenner2.htm the authors provide an insightful look at what the future holds for academic libraries stressing the need for a “future pull” way of thinking. trends are categorized by users and services; personnel and management; and resources. one of their forecasts predicts an increase in the pre-packaging of information, such that “some packaging can be virtual, such as the subject portals that group web resources, databases or other digital resources together in clusters by subject area or user preference. packaging can also be physical, such as grouping common or class readings together, assembling all necessary materials for school assignments, bagging selected children's books intended for one age group, or combining relevant informational and resource materials on specific topics.” gibbons, d. (2003, march). building upon the mylibrary concept to better meet the information needs of college students. d-lib magazine, 9(3). retrieved may 17, 2006, from http://www.dlib.org/dlib/march03/ gibbons/03gibbons.html this article describes the integration of “course resources” into the university of rochester libraries’ portal. “course resources” is a relational database which matches subject librarian selected library print and electronic resources with specific courses offered by the university. it was created to address the concern that students were not readily adopting mylibrary type portal systems. it has proven to be a successful initiative as ”the service dynamically generates web pages tailored to university course offerings, thereby meeting the immediate information needs of students in their medium of choice.” gulati, a. & raina, r.l. (2000, fall). professional competencies among librarians and information professionals in the knowledge era. world libraries, 10(1/2). retrieved on july 2, 2006, from http://www.worlib.org/vol10no1-2/gulati_v10n1-2.shtml gulati and raina review the required professional competencies for librarians including those related to knowledge analyses, knowledge synthesis, knowledge repackaging, and knowledge retrieval. _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 21 library portals hamblin, y. (2004, november). libportal project: case studies of portal implementation in higher education libraries – a report to the joint information systems committee. retrieved may 08, 2006, from loughborough university, library and information statistics unit web site: http://www.lboro.ac.uk/departments/dis/lisu/downloads/lib portal_case_studies_in_he.pdf this report presents five case studies of academic libraries in the united kingdom that implemented commercially produced portals. the portal vendors and their associated products are: innovative’s millenium access plus, ex libris’ metalib and endeavour’s encompass. these case studies were “intended to assist libraries in the decision making process of how to manage their electronic resources, and whether or not a portal meets the requirements of the library.” jackson, m. e. (2004, may) the current state of portal applications in arl libraries: results of a survey conducted by the arl portal applications working group. washington, dc.: association of research libraries. retrieved may 10, 2006, from http://www.arl.org/access/portal/pawgfinalrpt.pdf this report is based on the findings from 34 association of research libraries that responded to a survey in 2002 and to follow up interviews in 2003. a wide range of portal definitions and applications were reported. the continued success of portals will depend partly on the widespread adoption of existing standards, on libraries collaborating with each other to share their experiences, and on libraries effectively communicating their needs and requirements to portal developers. library of congress. (2005, december 14). the library of congress portals applications issues group. washington, d.c. retrieved may 10, 2006, from library of congress, portals applications working group web site: http://www.loc.gov/catdir/lcpaig/ established in mid-2002, the library of congress portals applications issues group’s (lcpaig) mandate included the intention to pursue the development and enhancement of portal functionality for the library community as a whole. this resulted in the publication of its “list of portal applications for the library of congress” in july 2003. the portal requirements identified in this report can be adapted to meet the needs of other research library environments. also featured is a link to “academic portal products, projects and vendors, “which includes “portals used by academic and educational institutions to organize and present institutional information and courses.” course packaging cohen, d. (2002, may/june) course-management software: where’s the library? educause review, 37(3), 12-13. retrieved may 08, 2006, from http://www.educause.edu/ir/library/pdf/erm0239.pdf academic libraries continue to make significant investments in digital collections, including online databases and electronic journals. this parallels the popularity and use of commercially produced course management software in higher education. there is growing concern that the library and its vast resources are not used to their full potential as course management software directs students to alternative resources of uneven quality. the resources and expertise of the library have to be integrated into future courseware development, and this should be done in close association with faculty and it personnel. furthermore, “librarians should determine the ways in which software products enable students to use the expertise of librarians and the collections, physical and electronic, of the libraries.” mclean, n., lynch, c. (2004, may 10) interoperability between library information services and learning environments -bridging the gaps: a joint white paper on behalf of the ims global learning consortium and the coalition for networked information. retrieved may 08, 2006, from http://www.imsglobal.org/ digitalrepositories/cniandims_2004.pdf _________________________________________________________________________________________________________ education libraries volume 29, no.1 summer 2006 22 this paper provides a thorough summary of the key areas where academic library information services and e-learning systems need to interact, and “to open a dialog with the global library communities in higher education and between these communities and the communities involved in instructional technology and management.” academic libraries should expand on the support, content and expertise that they currently provide faculty and use it to develop learning management systems. shank, j.d., dewald, n.d. (2003, march). establishing our presence in courseware: adding library services to the virtual classroom. information technology and libraries, 22(1), 38-43. retrieved april 18, 2006, from http://www.ala.org/ala/lita/litapublications/ital/2201shank.htm the authors propose two methods for integrating library resources and services into courseware. macrolevel library courseware involvement (mallci) is a collaborative venture of librarians and courseware designers, developers and programmers. its aim is to integrate all of the library’s resources, including the opac and all of its online databases, into the courseware domain. in micro-level library courseware involvement (millci), the subject librarian works with individual faculty members to integrate customized library resources and services into the courseware module. the benefits and shortcomings of using each of these methods are also presented. regardless of the approach, “if libraries successfully establish a presence in courseware, the gain will be an increased relevance with students, and strengthened relationships and collaborative ties with faculty.” snavely, l., smith, h. (2003, april). bringing the library to students: linking customized library resources through a course-management system. paper presented at the acrl national conference (charlotte, nc). retrieved may 11, 2006, from http://www.ala.org/ala/acrl/acrlevents/snavelysmith.pdf this paper describes the integration of two library created modules into an existing course management system used campus-wide at penn state university. the implementation of these two modules, ‘reserves reading tool’ and ‘library subject guide tool’ was “an innovative approach to bringing library resources into the learning and teaching environment by seamlessly linking the students directly to the most appropriate library resources for their course.” compilers’ note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc@alcor.concordia.ca anne wade is manager of the centre for the study of learning and performance and has taught in the information studies program at concordia university for ten years. email: wada@education.concordia.ca from: education libraries, volume 34, number 1, summer 2011 3 wearing many hats by jacqueline snider, editor several months ago, a former editor of this journal, scott walters, sent out a call for chapters for an upcoming book on educational librarianship. i was intrigued. education librarians wear many hats as this issue demonstrates. from helping students with their dissertations, assisting multicultural programs, selecting materials that accurately represent native americans, and using online learning for library science education, we do it all. one task that never changes is to provide intense reference service by reaching out to our community of education librarians. by way of demonstrating this, let me give you an example. several years ago, a researcher asked me to locate an important paper by j.b. sympson and r.d. hetter presented in 1985 at the annual meeting of the military testing association in san diego. a search in eric turned up a microfiche copy of the proceedings (ed338627). much to my disappointment the paper was not on the fiche. i shared my concern with anna marie guengerich, a testing librarian at the university of iowa’s college of education. after speaking with one of the authors, anna marie learned that the paper was never published in the proceedings and that a 1997 paper contains the same information including the algorithm that most psychometricians were after. the plot thickens somewhat when i ran a search in isi web of knowledge and discovered that over 79 researchers incorrectly cite the hetter and sympson paper in the proceedings. in the interim, anna marie went one step further by talking to the faculty with whom she works closely. she discovered that one professor actually attended the presentation and had a copy of the non-published paper, thus confirming that a print copy of the paper exists although not on microfiche from eric. so what does this all prove, you ask? first, embedded connections and networking saved the day. without anna marie’s excellent contacts, we would still be stumped. second, while microfiche is no longer the cutting edge of digitization, the format preserved a copy of the proceedings which revealed that the paper was not included. third, librarians--academic, special, and public--collaborate with each other and the outside community to find answers and take advantage of opportunities to form new connections. fourth, i welcome a book on education librarians; it’s about time. in the interest of collaboration, i want to thank the editorial board for their time, effort and valuable contributions. a special note of appreciation is in order to lesley farmer for her herculean proof-reading assistance. references hetter, r.d., & sympson, j.b. (1997). item exposurecontrol in the cat-asvab. in w.a. sands, b.k. waters, & j.r. mcbride (eds.), computerized adaptive testing: from inquiry to operation (pp. 141-1440). washington, dc: american psychological association. sympson, j.b., & hetter, r.d. (1985). controlling item-exposure rates in computerized adaptive testing. proceedings of the 27th annual meeting of the military testing association; held in san diego, california on 21-25 october 1985. navy personnel research and development center, pp. 973-977. e d i t o r i a l canadian guidelines on library and information services for people with disabilities online discussion in a hybrid information literacy credit course warren n. jacobs, california state university, stanislaus abstract this article discusses how an instruction librarian created an online learning community of adult learners in a hybrid, credit-bearing information literacy course. the blackboard course management system was utilized for weekly course discussion on ethical issues involving the use of information to promote student engagement in the critical evaluation of information, collaboration with members of the online learning community, and construction of new learning through the synthesis of course curriculum with prior learning. since the opening of california state university, stanislaus in 1960 (california state university [csu], stanislaus, 2006a), instruction librarians have taught adult learners to recognize their need for information, retrieve information efficiently and effectively from a wide array of resources, critically evaluate information, and use information ethically and legally for course assignments or lifelong learning (association of college and research libraries [acrl], 2000). due to the rapid advances in the technology used to deliver information, the library’s instructional program has evolved over the past decade to keep pace (dupuis, 1999). ssci 3005 in 1995, the csu inaugurated the system-wide information competence initiative to encourage the collaboration of teaching faculty and instruction librarians in the integration of information literacy skills into the learning outcomes of all academic courses (curzon, 2000; rockman, 2003; roth, 1999). an annual competitive grant process results in an average grant of $5,000 to be used for faculty training, librarian release time, curriculum development, and the creation of credit courses, tutorials, and assessments (curzon, 2000; rockman, 2003; roth, 1999). a partnership between the university library and the social science department resulted in a successful collaboration in which instruction librarians teach ssci 3005, a semester-long information literacy credit course open to any adult learner and required for all social science majors at csu stanislaus. within ssci 3005, students survey a wide range of research resources including article databases, print and online reference sources, statistical information, government documents, internet search engines, and web sites. students learn to structure searches to enhance the relevance and precision of results, critically evaluate information, and utilize correct citation format to document sources. stockton a section of ssci 3005 meets at the university’s branch campus in stockton, located over fifty miles from the main campus in turlock. stockton is a diverse city in california’s central valley, a rich agricultural region (city of stockton, 2006). 68% of stockton’s 280,000 residents are recognized as minorities, with hispanics identified as the largest demographic group with over 79,000 residents, one third of the city’s population (city of stockton, 2007). adult learners commute to a campus that is located downtown in a previously rundown, crime-ridden area of the city that is now being redeveloped. many students are the first generation of their family to strive for a college education. students face a multitude of challenges that may include family and work _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 18 responsibilities, low income, lack of access to computer technology and other needed support services, and a sense of isolation from the majority of students who take classes at the main campus in turlock. of the 8137 students enrolled at csu stanislaus in fall 2005, 973 were identified as stockton students. more than two thirds of the stockton students were women, and over twenty percent were hispanic (csu stanislaus, 2006b). stockton students receive library services through a library access center [lac]. the lac contains a reference collection, reserve materials for the courses taught in stockton, popular reading materials, computers with internet access, and a librarian to assist with course-related research. materials from the main library may be ordered online and delivered to the lac via a courier service. when ssci 3005 is taught in stockton, emphasis is placed on the use of electronic resources since students do not have the opportunity to utilize an extensive print collection in the lac. blackboard after teaching ssci 3005 for one semester, i decided to revise the course to empower stockton students to construct their own learning through the use of critical thinking skills, engagement with the curriculum between the weekly class meetings, and development of an online learning community. utilizing the university’s course management system, blackboard version 6.3, ssci 3005 was converted from a traditional face-to-face format into a hybrid format in which a significant portion of the course was presented online. after the revisions, students were required to enter blackboard to access course curriculum, readings, and links to relevant web resources; read announcements, communicate via course e-mail, view their grades, and participate in weekly discussions. as with other course management systems, blackboard offers an accessible platform to facilitate the delivery of online information literacy instruction and assessment of learning by simplifying the process of uploading assignments and curriculum, posting announcements, and generating class discussion (cox, 2002; curl, reynolds, mai, & macklin, 2000; getty, burd, burns, & piele, 2000; shneiderman, 2007). cheating and plagiarism have been increasing, so authentication of a student’s identity in an online environment remains an important issue of academic integrity (olt, 2002). blackboard requires a login and password tied to a student’s university id to prevent unauthorized access to assessments and grading modules (olt, 2002; rowe, 2004). since the instructor chooses the permission settings in blackboard, vandalism of discussion postings is less likely than the use of a wiki where students may have permission to edit anyone else’s posts. due to students’ familiarity with blackboard from other courses, there was less of a learning curve than other technology alternatives, including blogs and wikis freely available via the internet. centralizing the course in one platform allowed adult learners more time to fully engage with the course curriculum and exercise their critical thinking skills to consider the issues associated with the use of information (ellis, 2004; viggiano & ault, 2001). teaching in a hybrid format instruction librarians face many challenges when teaching in a hybrid format, including the challenge of fostering student learning while teaching online (buchanan, 2001). teaching in a web-based environment calls for the instruction librarian to facilitate the adult learner’s active participation in the construction of his/her learning (buchanan, 2001; buchanan, xie, brown, & wolfram, 2001; edwards, 2000; hootstein, 2002; small, 1999). student-librarian interaction is vital and requires more time in hybrid classes (graham, cagiltay, lim, craner, & duffy, 2001; viggiano & ault, 2001). instruction librarians must communicate their expectations for student participation, assignment deadlines, timely feedback on completed assignments, and provide _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 19 assistance with technical issues (e.buchanan, et al., 2001; graham, et al., 2001; hoffman, 2002; wilner & lee, 2002). instruction librarians require far more time for course preparation and curriculum design while teaching online versus teaching in a traditional classroom (buchanan, 1999; e. buchanan, et al., 2001; pachnowski & jurczyk, 2003; small, 1999). during the development phase, instruction librarians should factor in additional time to deal with a host of technical and design problems that may arise (hoffman, 2002; jacobs, 2001; kraemer, 2003). the delivery of instruction in a hybrid format requires students and instruction librarians to take a nontraditional look at education. a willingness to meet challenges and take risks is inherent for success (buchanan, 1999). online learning may not serve the instructional needs of all adult learners based on the rate of attrition (buchanan, 2001). some students are not prepared to learn online (manual, 2001). adult learners should carefully consider whether to undertake learning in a hybrid format predicated on their independence, assertiveness, time management, study skills, writing proficiency, and computer literacy (buchanan, 1999). students who visit the blackboard course site several times per week, keep up with readings, participate in group projects, and complete assignments in a timely fashion are most likely to be successful (curl, et al., 2000). design principles account for the pedagogical differences in the way that instruction is delivered in blackboard versus classroom instruction (stevens-long & crowell, 2002). students should know what is expected of them (vignettes for training, 2000). good instruction begins by clarifying objectives (dewald, 1999a). superior objectives tell students what they are expected to learn under specific conditions, how the objective will be measured, and the time period in which the learning is expected to take place (vignettes for training 2000). while these principles operate in face-to-face instruction, their specificity and clarity are vital in online settings. traditional classroom information literacy instruction reaches those students who come to the library, while a hybrid course meets the need for instruction in the critical evaluation of information when adult learners cannot come to campus regularly (acrl, 2000; acrl, 2004; edwards, 2000; gutierrez & wang, 2001). students receiving instruction in a hybrid format achieve higher learning outcomes than students receiving instruction solely in a web-based format through the use of learning communities to foster collaboration (buchanan, 1999; churkovich & oughtred, 2002; curl, et al., 2000). discussion forums learning takes place through the dynamic construction, rather than the passive accumulation of knowledge, and instruction corroborates the knowledge built by learners rather than merely communicating facts (nanjappa & grant, 2003). adult learners are actively engaged in synthesizing new learning with prior knowledge through respectful debate with classmates in the discussion forum (clawson, deen, & oxley, 2002; dewald, scholz-crane, booth, & levine, 2000). instruction librarians foster the application of learning through discussion assignments requiring analysis and problem-solving (clawson et al., 2002; “constructivism,” 2001; dewald et al., 2000). within the realm of analysis, it is important for adult learners to construct an understanding of the process of critical evaluation of information (“constructivism,” 2001). instruction librarians should design curriculum to teach concepts, rather than technique. to understand concepts, students construct knowledge that promotes higher order thinking, collaboration among learners, reduced feelings of isolation, and respect for diverse viewpoints and individual learning styles (alexander & smith, 2001; carnevale, 2001; “constructivism,” 2001; fleming, 2001; graham, et al., 2001; hootstein, 2002; kassop, 2003; nanjappa & grant, 2003; saunders, 2002; small, 1999; tobin & kesselman, 1999; yi, 2005). class discussion allows for a collaborative, interactive, and supportive learning environment (barr & tagg, 1995; buchanan, 1999; e. buchanan, et al., 2001; dewald, 1999b; graham, et al., 2001). through interactivity, including hands-on practice and discovery learning, students construct and apply new _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 20 knowledge based on previous learning, multiple intelligences, and varied learning styles (brown, 1997; chanlin & chang, 2003; “constructivism,” 2001; dewald, 1999b; ellis, 2004; fleming, 2001; “multiple intelligences,” 2001; saunders, 2002; yi, 2005). asynchronous discussion postings allow time for contemplation and research, providing richer communication than either synchronous chat, e-mail, or face-to-face discussion (e. buchanan, et al., 2001). with adequate time to review previous postings and incorporate new research, students feel less self-conscious about sharing their opinions than students in a traditional face-to-face classroom. due to the nature of computer-mediated communication, status differences are minimized in the discussion forum (emberger, 2001). developing an online learning community within an online learning community, adult learners discuss ethical issues related to the critical evaluation of information; collaborate on assignments, share resources, and express support and encouragement while interacting on a personal level (emberger, 2001). hybrid information literacy instruction is effective at enhancing the sense of online community among course participants. the use of active learning and varied methods of communication aid in the retention of concepts, and foster an environment that encourages participation and equality integral to the success of the online learning community (dewald et al., 2000; haythornthwaite, kazmer, robins, & shoemaker, 2000; rovai, 2002). to build a thriving, diverse, and inclusive online learning community, instruction librarians must define the community’s purpose, promote student contributions to the discussion, define the guidelines for appropriate postings, model best practices of online communication using netiquette, and allow community members to resolve their own disputes before becoming involved (e. buchanan, et al., 2001). to facilitate the development of an online learning community, instruction librarians establish goals and define learning outcomes, design assignments to encourage collaboration, use icebreaking and team building activities to create a sense of community in the course, monitor student learning and adjust course requirements as necessary, and furnish timely feedback on discussions and assignments (e. buchanan, et al., 2001). trust and social capital are essential ingredients of an online learning community. trust enables members of an online learning community to work together to realize shared goals. each time a member of the learning community demonstrates that he/she can be counted upon to meet commitments, social capital is multiplied and trust is extended (fu, 2004). shared expectations and goals, supported by commitment and honesty, help members of the learning community discuss issues related to course content, collaborate on assignments, share resources, critically evaluate their classmate’s work, and express support and encouragement (fu, 2004; manuel, 2001). rules for behavior exist, roles are defined, and relationships have structure (fu, 2004; haythornthwaite, et al., 2000). an online learning community also requires the flow of information to ensure social capital (haythornthwaite, et al., 2000; putnam, n.d.; rovai, 2002). community building is important to aid in the retention of students while raising their sense of well-being (rovai, 2002). the best practices of online learning communities keep adult learners connected even at a distance (kassop, 2003). interactive discussions provide a supportive, collaborative, and cooperative environment to enhance student learning (“building learning communities,” 2000; donaldson, 2000; rovai, 2002). ssci 3005 course discussion the ssci 3005 course discussions focused on issues involving the ethical, legal, and economic use of information including internet filtering, online plagiarism, inadvertent plagiarism by historians and authors, data mining, copyright, and identity theft. through the synthesis of assigned course readings, additional research to support a student’s individual position on these issues, and respectful debate with _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 21 classmates, adult learners constructed their own learning through the process of critically evaluating each of the major issues associated with the ethical use of information. discussion assignments built upon one another, creating a foundation for library research in support of course assignments and lifelong learning. adult learners developed critical thinking and problem solving abilities through the synthesis of new instruction with prior learning (clark, 2003; chanlin & chang, 2003; buchanan, luck, & jones, 2002b). an optional lounge forum was created as a location where students could communicate off topic. the lounge forum contributed to the effectiveness of the online learning community by providing adult learners with a safe place to discuss personal matters (emberger, 2001). ssci 3005 students communicated about the high cost of textbooks, and shared job announcements with their classmates. to ensure that all students received the assistance they needed to be successful in ssci 3005, a help forum was created for questions regarding the course curriculum or assignments. students were advised to post their questions relevant to the entire class in this forum so that all members of the class would benefit from my response. students were directed to send personal questions to me via e-mail. during the semester, optional help forums were created for questions regarding the comprehensive annotated bibliography assignment and the final examination. the first week’s discussion assignment required adult learners to read netiquette guidelines and a sample posting. in an effort to build community, students introduced themselves to their classmates. each posting was to include a student’s academic standing, goals for the course, research interests, hobbies, and any other information that they wanted to share with the class. students were required to respond to at least two classmates during the week utilizing the best practices of online discussion to ensure respectful communication with their colleagues. the following week, students were asked to post their research topic, and state why they selected that topic for the semester-long annotated bibliography assignment. students were asked to address the strategies they utilized to ensure a comprehensive search for the best resources on their research topic. after their initial posting, students were required to respond to at least two classmates with comments, suggestions, and encouragement to help them find the best resources on their research topics. throughout the course, other discussion topics related to the curriculum included the best resource found on an adult learner’s specific research topic, a student’s individual progress in acquiring research skills, and the best resources found in support of the annotated bibliography assignment. at the end of the semester, members of the online learning community were asked to post on their individual accomplishments during the semester, as well as anything they still wanted to learn about research that may not have been covered in ssci 3005. students were to include a short message of gratitude to friends, family, or colleagues who helped along the way. to promote greater engagement with the critical evaluation of information, students were required to read specific articles linked through blackboard or available via the library’s databases on controversial issues involving the ethical use of information. the first discussion asked for students’ opinions with regard to whether libraries should be required to place filters on public internet computers, and whether the blocking of web sites is a form of censorship or simply a means to prevent harm to children. students were asked to consider whether filtering should be limited to children’s computers or should also include computers used by adults, who decides whether information is considered to be objectionable, and what standards should be applied to this process. respectful debate was encouraged with an emphasis on the use of scholarly research to support one’s opinion. before posting, students were advised to view the sample posting for an example of how to prepare a discussion posting on a controversial issue by citing scholarly research in support of their individual viewpoint. after their initial posting, students were required to respond to one classmate who agreed with their position on this issue and to one classmate who disagreed with their opinion. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 22 adult learners were required to treat everyone in the class with respect in the discussion forum, demonstrating sensitivity for language, social, and cultural differences that may impact the efficacy and timeliness of the course discussion (clarke, 2000). consideration for the privacy of others was also encouraged. student postings were expected to be succinct. forums were typically kept open until the following week’s class meeting to encourage students to stay on track with the weekly reading and discussion assignments. students could still read postings from previous weeks. other controversial topics that were discussed in blackboard after students completed assigned readings include the ethical implications of a california community college instructor completing an online course utilizing a false identity, the discovery of plagiarism by prominent historians and authors, the growing problem of identity theft and misuse of personal information, and the ethical and legal implications of data mining. there were several disappointing aspects to the use of discussion forums in ssci 3005. some adult learners waited until the last second to post their response to questions or interact with their classmates. many of the adult learners simply agreed with their classmates in order to receive credit for participation. a symposium format is often unfamiliar to undergraduates and may account for the difficulty in debating and discussing ethical issues regarding the use of information (manual, 2001). in order for students to receive full credit for participation in the discussion in future semesters, in the future i will require students to post on different days with a minimum of three postings per week. students will be expected to provide reasons for their agreement or disagreement with other members of the online learning community. to avoid burnout, each week there will be regularly scheduled days on which there will be no posting. despite blackboard’s spell-check feature, many students’ postings were barely legible with spelling and grammatical errors. in an effort to encourage future students to put more time and thought into completing the discussion assignment, spelling and grammatical errors will result in point deductions. i expected adult learners to utilize research to support their opinions, but few of them did. students often failed to provide the citation to the literature they were paraphrasing, or failed to provide a complete reference. in the future, to encourage adult learners to make better use of research to support their position on an issue, and to ensure that students properly cite their sources, i will provide more examples of discussion postings supported by research, and repeated instruction in formatting references throughout the semester. as an instructor of the course, the experience of facilitating an online community of adult learners fully engaged with the ethical issues regarding the use of information proved to be a rewarding experience. when adult learners felt passionately about an issue while debating a classmate who took the opposite view, the quality of postings improved markedly. an example was the issue of internet filtering. parents of young children were almost strident in their defense of filtering in public libraries. other members of the online learning community were just as outspoken in defense of freedom of information, making for a lively debate. a few students utilized other research, web sites, and personal narrative to support their particular viewpoint, even if the citations weren’t formatted perfectly. suggestions for future research future research opportunities on the use of discussion forums in hybrid information literacy credit courses such as ssci 3005 will require preand post-testing of adult learners to determine if their level of engagement in the weekly discussion assignment has a direct correlation in the adult learner’s level of information competence. conclusion _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 23 with so much information available in an online format, students require information literacy and research skills (buchanan, jones, & luck, 2002a). hybrid information literacy instruction utilizing online discussion forums helps students become better consumers of information while using the web-based format in which they actively search for information. information literate students actively think about information and critically evaluate information rather than passively receiving facts (dewald et al., 2000). information literacy instruction encourages lifelong learning by helping students develop the skills they need to use information more effectively and efficiently (acrl, 2000; kassop, 2003; orr, appleton, & wallin, 2001). references alexander, l. b., & smith, r. c. (2001). research findings of a library skills instruction course. portal: libraries and the academy, 1(3), 309-328. association of college and research libraries. (2000). information literacy competency standards for higher education. retrieved may 20, 2007, from http://www.ala.org/ala/acrl/acrlstandards/ standards.pdf association of college and research libraries. (2004). guidelines for distance learning library services. retrieved may 20, 2007, from http://www.ala.org/ala/acrl/acrlstandards/ guidelinesdistancelearning.htm barr, r. b., & tagg, j. (1995). from teaching to learning: a new paradigm for undergraduate education. change, 27(6), 12-25. brown, a. (1997). designing for learning: what are the essential features of an effective online course. australian journal of educational technology, 13(2), 115-126. buchanan, e. a. (1999). assessment measures: pre-tests for successful distance teaching and learning. online journal of distance learning administration, 2(3). retrieved may 20, 2007, from http:// www.westga.edu/~distance/buchanan24.html buchanan, e. a. (2001). the scholarship of teaching and learning in undergraduate distance education. academic exchange quarterly, 5(2), 138-143. buchanan, e., xie, h., brown, m., & wolfram, d. (2001). a systematic study of web-based and traditional instruction in an mlis program: success factors and implications for curriculum design. journal of education for library and information science, 42(4), 274-288. buchanan, l.e., jones, t.c., & luck, d.l. (2002a). collaborating online to teach information and multimedia literacy. paper presented at the meeting of the mid-south instructional technology conference, murfreesboro, tn. retrieved may 20, 2007, from http://www.mtsu.edu/~itconf/ proceed02/50.html buchanan, l. e., luck, d. l., & jones, t. c. (2002b). integrating information literacy into the virtual university: a course model. library trends, 51(2), 144-166. building learning communities in the online classroom: tips for success. (2000). charlottesville, va: piedmont virginia community college. retrieved may 20, 2007, from http://sapphire.pvcc.cc.va. us/teachingcenter/tutorials/tips%20for%20building%20learning%20 communities.htm california state university, stanislaus 2006-2007 undergraduate catalog. (2006a). turlock, ca: california state university, stanislaus. california state university, stanislaus fall 2005 campus data portfolio. (2006b). turlock, ca: california state university, stanislaus. retrieved may 16, 2007, from http://130.17.202.107/ html/pub/cdp/ index.html carnevale, d. (2001, april 13). assessment takes center stage in online learning. the chronicle of higher education, 47(31), 43-45. chanlin, l.-j., & chang, c.-c. 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(2000). using courseware to deliver library instruction via the web: four examples. reference services review, 28(4), 349-359. graham, c., cagiltay, k., lim, b., craner, j., & duffy, t.m. (2001). seven principles of effective teaching: a practical lens for evaluating online courses. the technology source. retrieved may 20, 2007, from http://technologysource.org/article/seven_principles_of_effective_teaching/ gutierrez, c., & wang, j. (2001). a comparison of an electronic vs. print workbook for information literacy instruction. the journal of academic librarianship, 27(3), 208-212. haythornthwaite, c., kazmer, m. m., robins, j., & shoemaker, s. (2000). community development among distance learners: temporal and technological dimensions. journal of computer mediated communication, 6(1). retrieved may 20, 2007, from hptp://jcmc.indiana.edu/vol6/issue1/ haythornthwaite.html hoffman, p. s. (2002). the development and evolution of a university-based online library instruction course. reference services review, 30(3), 198-211. hootstein, e. (2002). wearing four pairs of shoes: the roles of e-learning facilitators. learning circuits. retrieved may 29, 2007, from http://www.learningcircuits.org/2002/oct2002/elearn.html jacobs, m. (2001). speakeasy studio and café: information literacy, web-based library instruction, and technology. information technology and libraries, 20(2), 66-71. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 25 http://www.iasce.net/newsletters/2001_spring/20_1_page_2 kassop, m. (2003). ten ways online education matches, or surpasses, face-to-face learning. the technology source. retrieved may 29, 2007, from http://technologysource.org/article/ ten_ways_ online_education_matches_or_surpasses_facetoface_learning/ kraemer, e.w. (2003). developing the online learning environment: the pros and cons of using webct for library instruction. information technology and libraries, 22(2), 87-92. manuel, k. (2001). teaching an online information literacy course. reference services review, 29(3), 219-229. multiple intelligences. (2001). livingston, nj: funderstanding. retrieved may 29, 2007, from http://www.funderstanding.com/multiple_intelligence.cfm nanjappa, a., & grant, m. m. (2003). constructing on constructivism: the role of technology. electronic journal for the integration of technology in education, 2(1). retrieved may 29, 2007, from http://ejite.isu.edu/volume2no1/nanjappa.htm olt, m. r. (2002). ethics and distance education: strategies for minimizing academic dishonesty in online assessment. online journal of distance learning administration, 5(3). retrieved may 28, 2007, from http://www.westga.edu/~distance/ojdla/fall53/olt53.html orr, d., appleton, m., & wallin, m. (2001). information literacy and flexible delivery: creating a conceptual framework and model. the journal of academic librarianship, 27(6), 457-463. pachnowski, l. m., & jurczyk, j. p. (2003). perceptions of faculty on the effect of distance learning technology on faculty preparation time. online journal of distance learning administration, 6(3). retrieved may 29, 2007, from http://www.westga.edu/~distance/ojdla/fall63/pachnowski64.html putnam, r. d. (n.d.). social capital: what is it? retrieved may 5, 2007, from http://www.bowlingalone. com/socialcapital.php3 rockman, i. f. (2003). integrating information literacy into the learning outcomes of academic disciplines: a critical 21st century issue. college & research libraries news, 64(9), 612-615. roth, l. (1999). educating the cut-and-paste generation. library journal, 124(18), 42-44. rovai, a.p. (2002). building sense of community at a distance. international review of research in open and distance learning, 3(1). retrieved may 29, 2007, from http://www.irrodl.org/index.php/ irrodl/article/view/79/153 rowe, n. c. (2004). cheating in online student assessment: beyond plagiarism. online journal of distance learning administration, 7(2). retrieved may 29, 2007, from http://www.westga.edu/ ~distance/ojdla/summer72/rowe72.html saunders, l. (2002). teaching the library: best practices. library philosophy and practice, 4(2). retrieved may 29, 2007, from http://www.webpages.uidaho.edu/~mbolin/saunders.pdf setting training objectives and task analysis. (2000). duarte, ca: vignettes for training. retrieved february 21, 2007, from http://vignettestraining.com/pdfstt_1s.pdf shneiderman, b. (2007). human needs and the new computing technologies: interview with the author. retrieved may 29, 2007, from http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=9091& xid=13& xcid=2189 small, r. (1999). a comparison of resident and distance learning experience in library and information science graduate education. jelis, 40(1), 27-40. stevens-long, j., & crowell, c. (2002). the design and delivery of interactive online graduate education. in k. e. rudestam & j. schoenholtz-read (eds.), handbook of online learning: innovations in higher education and corporate training (pp. 151-169). thousand oaks, ca: sage. tobin, t., & kesselman, m. (1999). evaluation of web-based library instruction programs. paper presented at the international federation of library associations and institutions, bangkok, thailand. retrieved may 29, 2007, from http://www.ifla.org/iv/ifla65/papers/102-163e.htm viggiano, r., & ault, m. (2001). online library instruction for online students. information technology and libraries, 20(3), 135-138. wilner, a., & lee, j. (2002). the promise and the reality of distance education. neaupdate, 8(3). retrieved may 29, 2007, from http://www2.nea.org/he/heupdate/images/vol8no3.pdf yi, h. (2005). library instruction goes online. library review, 54(1), 47-58. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 26 microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 27 american journal of sexuality education. quarterly. issn 1554-6128. $45/year individual; $145/year groups. from the haworth press comes a new journal first released in 2005. the american journal of sexuality education is published quarterly, and is designed to offer practical lessons on human sexuality for educators of all levels, from preschool to college and beyond. in the past, many sexuality educators had to rely on offerings in such publications as the journal of sex education and therapy (jset). however, when jset ceased publication in 2000, nothing was begun to fill that void, hence the conception of the american journal of sexuality education. as stated in the first issue, the scope of the journal is focused exclusively on sexuality education. the editors state, “this journal is designed to be accessible to anyone who provides any kind of sexuality education, whether in a formal group setting, during one-on-one interactions, or informally.” each issue is designed to reach a wide audience with a variety of formats including research articles, analytic papers, commentary, lesson plans, and resource reviews. the editors also wish readers to know that although the word “american” appears in the title of the journal, this does not imply exclusivity to american-only topics. rather, the editors are hoping for articles that introduce american sexuality educators to what is happening in the global community. they are encouraging exploration of world wide programs and partnerships through this journal. for those seeking a scholarly venue to publish in, the journal is peer-reviewed. submission guidelines are included within the journal for those wishing to submit materials. examples of topics of interest from the first issue include: motivation in human sexuality education; stories of sexual and reproductive health from namibia; sexuality education in video games; and theoretical models for effective program development in adolescent pregnancy prevention. the american journal of sexuality education is truly a journal wide in scope to meet the needs of a wide range of professionals from this field. kris veldheer is instructional librarian at the graduate theological union. email: veldheer@gtu.edu beattie, j., jordan, l., & algozzine, b. (2006). making inclusion work: effective practices for all teachers. thousand oaks, ca: corwin press, isbn 1-4129-1469-8. $35.95. in today’s schools, students with disabilities are increasingly mainstreamed into the general education classroom providing challenges for teachers who need to be able to use skills, generally taught in special education teacher preparation, to successfully incorporate these children into their classroom. making inclusion work is designed to provide these teachers with best practices to make inclusion successful through practical applications of successful strategies. the authors, all of whom have many years of experience preparing special education teachers at university of north carolina, chapel hill, address what works when teaching disabled and non-disabled peers together in the classroom, and provide a way for general education teachers to bring special education concepts into their classrooms. they begin by describing the current state of special education in “what is special education,” noting that “to the maximum extent appropriate, children with disabilities should be educated with children without disabilities.” their figures show that the number of students educated outside of the regular classroom for _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 28 more than 21% of the day is decreasing while those educated outside the regular classroom for less than 21% of the day shows a sharp increase as school districts move towards inclusion. the authors then explain why there is inclusion and what teachers need to know about inclusion. the third chapter includes a detailed description of ieps (individualized education program) because many general education teachers have little knowledge of iep specifics or what their role should be. the fourth chapter provides practical strategies, looking at classroom organization and layout. because ieps often include accommodations or modifications related to physical space (e.g., student needs to be seated at the front of the class or route through the classroom for a wheelchair), teachers need to consider these recommendations when considering classroom organization. the book describes different kinds of arrangements that work well when a special education or resource teacher also works in the classroom. next, lesson organization for an inclusive classroom is detailed, including the role of each professional in the classroom, the material to be taught, and student knowledge and responses. students with special needs often require modifications to the instruction and/or the materials; these needs must be considered in the lesson plan as well as in planning for infusing the modification into the general classroom instruction. the chapter provides excellent ideas on organizing and presenting lessons appropriate for diverse learning styles and through varying methods of instruction. the chapter on behavior management and modification is extremely important because many children in inclusive classrooms exhibit social behavioral issues than can make teaching difficult. some of the examples listed by the authors include difficulty judging the feelings of others, difficulty in social interaction, poor self esteem and inappropriate social behavior. the book provides ways to define the issue, gather information on frequency, etc., implementation of strategies to increase or decrease behavior, and monitoring levels of behavior. other chapters include information on strategies for teaching reading to those with reading difficulties; cognitive strategies and how to use them in the classroom (including organizational strategies such as prioritization); and commonly used modifications and accommodations in the classroom. accommodations, which are adjustments to the instructional materials or assessment tools used in the classroom, are important in providing a level playing field for the student with disabilities while modifications are adjustments to content material that allow students to be instructed in the general classroom. the authors provide good lists of generally used accommodations and modification, although the resource section for this chapter is surprisingly short given the number of books, articles and other information available. the final chapters deal with working with parents (particular how to maximize their involvement and to approach them effectively) as well as communicating, consulting and collaborating with other professionals particularly those involved in the classroom. home-school communication is vitally important to all parents, but particularly to the parents of a child with a disability. this chapter provides effective techniques to facilitate the communication process. the last chapter (“the end is just the beginning”) focuses on the no child left behind law and its impact on those working with students with disabilities in an inclusive setting. this short chapter may merit additional discussion in the future. at the end of each chapter is a well-structured list of places to find more information, including articles, books, websites and agencies or organizations. chapters also usually include a “how do i know,” “how do i evaluate,” “how do i use,” etc., section that brings the content presented down to a practical level of implementation. an excellent index makes it easy to find the appropriate sections. the book is accessible on many levels, and provides a comprehensive and well thought-out guide on teaching inclusive classes successfully. the authors’ academic background and field experiences have provided them with a wealth of practical and well-researched information that will help any general education teacher working in an inclusive classroom. while there are a number of books on this subject (e.g., j. karten’s 2004 inclusion strategies that work!: research-based methods for the classroom, corwin press), this book is highly recommended as an essential resource for all teachers involved in inclusion. jacqueline m. borin is coordinator of public services at california state university san marcos library. email: jborin@csusm.edu _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 29 cochran-smith, m. (2006). policy, practice, and politics in teacher education: editorials from the journal of teacher education. thousand oaks, ca: corwin press. 250 p. isbn 1-4129-2811-7. $74.95. in john goodlad’s foreword to this book, he notes that the author in her tenure as editor of the journal of teacher education used the pulpit of the editor’s pen to do far more than simply introduce the articles in each current journal issue. this collection of editorials is a commentary on issues in education. the focus is on teacher education, but cochran-smith’s lens for that focus ranges from pre-service preparation to the prek-12 classroom, literally ranging, as the title states, from policy to practice and politics. the editorials raise important questions about educational issues, and, indeed, almost one-fourth of the editorial titles are framed as questions. cochran-smith does not preach or lambast, but rather presents insights and documented research on all sides of issues. her comments are pointed at times and always thought-provoking. the editorials are lengthy for their genre (about 3 pages) ,and each contains a workcited list that represents the best thinking and research on the issues. rarely does an educational professional book qualify as “an enjoyable read” but this reviewer found it to be the case. cochran’s characterization of good teachers as “lovers and dreamers” (149), her warning about amnesia in teacher preparation (95), and her caution that in the rush to provide research-based evidence we must not forget the values and beliefs we hold as a profession (60) are examples of her dynamic writing style. it is not a primer, however. readers of jte are presumed to have a sophisticated understanding of educational issues, and cochran-smith starts from that understanding. in her chapter on the dichotomy, myths, and amnesia that stalk teacher education (entitled “teacher education’s bermuda triangle”) cochran-smith outlines the dilemmas regarding education majors versus subject majors, the myths of alternative licensure critiques and claims, and the difficulties that arise by the refusal to learn from the past. she offers few solutions, but her thoughtful commentary will spark equally thoughtful reflection among experienced educators. this book has a place on the bookshelves of education libraries and faculty offices. it is also recommended as a text for upper level coursework in educational policy as an introduction and overview of topics for discussion and further research. dr. gail dickinson is assistant professor in the department of educational curriculum and instruction at old dominion university. email: gdickins@odu.edu elias, m., & arnold, h. (eds.). (2006). the educator’s guide to emotional intelligence and academic achievement: social emotional learning in the classroom. thousand oaks, ca: corwin press. 273 p. isbn 1-4129-1480-9 (cloth); 1-4129-1481-7 (paper) $39.95. designed to show educators how to bring emotional intelligence (ei) or social-emotional learning (sel) to the k-12 classroom through “best feasible practices”, this guide is the product of three decades of work by the authors and over three dozen contributors. dr. elias, professor of psychology at rutgers university, has devoted his career to the study of emotional intelligence. ms. arnold, now with the education department of the university of the pacific, has a solid background as teacher and administrator in elementary and middle schools. ei and sel are important because social-emotional factors, more than any other, lead to school failure and dropouts, and establishes climates that contribute to teachers leaving the field. part one provides a grounding in ei and sel. as elias explains, the concepts of social-emotional learning are what have also been called character or citizenship education: preparing students to take responsibility for themselves, to _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 30 develop social relationships, and to feel a role within a larger society. kusche and greenberg present an enlightening, understandable overview of how the human brain works and develops. hatch and. kornhaber discuss measurements of multiple intelligences. part two discusses the importance of addressing ei and sel in an environment that seems to overemphasize the “hard skills,” which cannot be fully mastered without dealing with underlying emotional development and calls for incorporating ei and sel in teacher preparation. one rationale is that if no child is to be left behind, the whole child must be developed. the bulk of the book, part three, shares educators’ ei/sel success. story after story is told of children, preschoolers on up, being given the tools to let them effectively function with others, and the sometimes surprising occurrence of students taking charge in very mature ways to solve problems with their peers. for those who have been on the ei/sel path for thirty years, as well as newcomers to these topics, this work is a strong addition to the education library. debbie bogenschutz is a librarian at cincinnati state technical and community college. email: debbie.bogenschutz@cincinnatistate.edu kopetz, p., lease, a., & warren-kring, b. (2006). comprehensive urban education. boston: pearson education. 356 p. isbn 0-2054-2416-3 $50.20. what is it like to teach in an urban setting? what special considerations and challenges face those who teach or want to teach in urban areas? from the beginning, let's be clear: do not read this book if you are looking for a theoretical or foundational view of urban education. rather, read this book if you want to learn and think about the challenges of teaching in an urban environment in an age of high accountability for learning. this is not a volume for those looking for the easy path. the book wants you to come away with a realistic picture of the current conditions in urban schools and the factors that contribute to those conditions such as the homes and neighborhoods. the book also wants you to become a successful teacher. the format is simple. each chapter opens with a short vignette offering a perspective on urban education. then at the end of each chapter, there is a summary followed by chapter questions. finally, each chapter concludes with suggested websites and a list of references. the chapter questions are especially helpful because they focus quickly on the chapter’s main points. they are also a great tool to see if you read each chapter as carefully as the writers hope you did. additionally, table of contents and the index are comprehensive and allow you to select individual sections to read if you want. given the straightforward layout, this book would make an excellent text for reading by teachers in urban education or for those considering the urban environment for their careers. focusing on content, chapter one deals with the history of urban education. albeit this is the condensed version of this history, at least it introduces the basic threads. chapter two focuses on educational perspectives concentrating on a major reality of urban education: multiculturalism. the third chapter shifts to considering the characteristics of urban schools. if you don't know a great deal about urban schools, then this chapter will be crucial reading. in it, the authors tackle the world of the urban child and student achievement. they also talk about the role of parents and the realities of school buildings and facilities, realizing these are all factors in urban education. chapters four and five make another shift, discussing the urban teacher -and urban teachers as leaders. the authors argue that urban teachers need to understand culture, and they offer up a set of teacher characteristics that are helpful for someone considering the urban environment. these chapters also give strategies for urban classrooms, and suggest ways to better practice. they even go so far as to suggest reforms urban teachers might make in their classrooms and in their schools. in short, the first half of the book gives the history of urban education and lays out for teachers what it takes to teach in the urban classroom. _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 31 the second half of the book shifts the focus from the teacher to the student. chapter six covers management techniques for the urban classroom. it needs to be noted that in the urban school, the classroom should be a safe environment and often is the one safe place for children in an otherwise volatile world. chapter seven deals with instruction in urban settings. again, the authors emphasize cultural consciousness and cultural relevancy in the urban environment. there is also a call in chapter seven for urban teachers to take on the role of change agent and advocates for social justice. moving into chapter eight, the subject is assessment and evaluation. it is good to note in this chapter that the authors talk about current assessment issues, including no child left behind. assessment and evaluation are critical issues in the urban educational environment because too often there are so many other factors going on in the urban classroom so that assessment becomes a burden instead of a tool. the final two chapters focus on creating partnerships outside of the classroom, and opportunities for the future. some of the key partnerships highlighted include the wider community and local universities. in considering the future, the authors talk about teacher burnout, the importance of mentoring, and the need for professional development. this seems like a good place to end this book: with a look toward the future. overall, this is a great book and lives up to its title. with the many additional resources and questions to ponder, the book should be read over a period of time to allow for reflection and discussion. perhaps the only downside of this book is that each chapter really could be a stand-alone volume instead of a single chapter in a greater work. for those considering urban education or involved in urban education, this would be a valuable book for their collections. kris veldheer is instructional librarian at the graduate theological union. email: veldheer@gtu.edu marshall, c., & hooley, r. (2006). the assistant principal: leadership choices and challenges (2nd ed.). 208 p. thousand oaks, ca: corwin press. isbn 0-7619-3152-x. $65.95. in a typical day, assistant principals mediate conflicts, substitute in the classroom, serve on committees, and complete a multitude of administrative tasks. why do assistant principals choose this profession? how can they flourish in this position? marshall and hooley attempt to answer these questions in the assistant principal. this book is the result of the authors’ synthesis of research on administrative theory, career development, school administrators, current policy trends, and interviews with assistant principals. marshall, a professor of educational leadership, and hooley, a superintendent of schools, revised the first edition of the text. the second edition incorporates new topics including administrator shortages, current licensure and training practices, increasing pressures brought on by accountability legislation, and an original vision of school leadership. the volume is divided into five comprehensive chapters. each chapter contains reflection questions, case studies, assistant principal diary entries, a chapter summary, discussion questions, and activities. the references and index follow the text. in chapter one, the authors seek to determine if assistant principals at elementary and secondary schools have different roles, if barriers prevent women from entering school administration, and the purpose of an assistant principal’s work. the first table lists the many tasks performed by an assistant principal. these administrators may experience ambiguity and overload in assignments as they attempt to reconcile the needs of the school that require limited initiative and creativity with the desire to demonstrate their expertise and administrative ability. in order to retain effective administrators, school districts need to provide assistant principals with a career path that includes mentoring, ongoing professional development, opportunities for meaningful collaboration with the school principal, as well as satisfying _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 32 work. emotionally-draining tasks that require assistant principals to sacrifice time with their families without furnishing recognition and growth may result in dissatisfaction and burnout. chapter two addresses the formal and informal selection process by which assistant principals begin a career as a school administrator. topics include anticipatory socialization, role model and task learning, induction into the profession, and recent trends in recruitment. many assistant principals are choosing to leave the profession, creating a current shortage of administrators. among the reasons cited are the demands of the job, the physical and emotional toll caused by stress, and arrival at a career plateau. school districts are actively seeking female and minority candidates to remedy a previous lack of diversity. the third chapter considers four rules for behavior that assistant principals are expected to follow. commitment is required. divergent beliefs and values are rejected as troublemaking. disputes are to be kept private. political relationships are to be safeguarded. several case studies are integrated into the chapter to address the issues of upward mobility for assistant principals, moral and ethical choices, sponsorship by a mentor, and gender’s effect on an assistant principal’s success. training, certification, and ongoing professional development are also discussed in chapter four. school administrators feel that innovation and discretionary power have been quashed by the current emphasis on accountability promoted by the no child left behind act of 2001. when educational leaders utilize their administrative ability to shape their assignment, they experience the highest degree of satisfaction. a bulleted list details the foundation of meaningful work and recognition required to improve the status of the assistant principal and guarantee long-term satisfaction in this role. a discussion of equity ensues in chapter five. the authors embrace recognition of discriminatory practices preventing women and underrepresented groups from full participation in school leadership. alternative leadership models are used to critically examine traditional assumptions regarding assistant principals. transformation of current practices that maintain the status quo requires better training for the educational leaders of the future. the authors provide thirteen components that identify new organizational practices to enhance the efficacy of learning. this work is essential reading for current and prospective assistant principals. superintendents and other educational leaders will gain a new understanding of the important role of the assistant principal in fostering effective educational programs. this text will be a valuable addition to academic library collections supporting graduate programs in educational leadership. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu petruzzelli, b. (ed.). real-life marketing and promotion strategies in college libraries: connecting with campus and community. binghamton, ny: haworth information press. isbn 07890-3157-0. $42.95. before librarians read this book they might be able to list a half a dozen marketing strategies; after they read petruzzelli’s collection, they will be familiar with three or four times that many. most of the articles provide useful examples of marketing strategies that make you say “hey! we could use that at our library” or “maybe we should not use that.” either way, the book expands librarians’ repertoires. an early article in this work builds on the “@ your library” framework to market the weller library at the university of northern british columbia. no matter how much care and thought went into promoting and naming the library, the law of unexpected coincidence came into play in faraway santa monica, california, when a man named weller drove through a farmers market killing ten people and injuring sixty others. maybe naming institutions after people is to be eschewed, no matter how much they donate. the following marketing ideas are presented and described: _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 33 • advertising in student newspapers • bookmarks [not recommended] • display panels [portable tabletop] • e-mail as a vehicle for surveys and responses • exhibit evaluation • fiction books and leisure periodicals holdings • flyers • food and food wrappers with ads [not recommended] • handouts • library web sites [“short and concise copy” is ironically recommended] • name tags for librarians and staff • parties [see below] • pencils [sharpened; with erasers and library url imprints] • photographs of the library [try to emphasize faces] • postcards • posters • promotional giveaways [pens are more effective than bookmarks] • questionnaires • screen-savers with library information • surveys • virtual reference websites • welcome kits with testimonials from past freshmen, etc. the presentation of most of the articles is well organized with title, summary, author biographies, articles with section headings, “quick bibs,” notes, references (most of which are from the current century), and additional resources. a couple of typos were noticed. there is an index at the end of the book. in one article, invitations to a focus group that went to 600 students with promise of cookies and pizza produced a 10% response. of those 60, 28 were selected for focus groups and that was considered to be a “reasonable” response, even if that number seems abysmal. another familiar refrain was: “still others believe that promotional activities will increase demands on resources and services that current staffing and budgeting levels cannot support” (49). in other words, “if we get any more patrons, we will not be able to serve them.” of particular use was this suggestion when asking for support: “a theme repeated throughout the literature is the importance of continually marketing the service in academic libraries because of the ‘transitory nature of the student population’ ” (70). the last article describes a festive party to market the tunxis library. while such galas would be appropriate for school libraries, they are not fitting for academic libraries. the rest of academia would wonder about the maturity and professionalism of the librarians and their poor allocation of resources. in conclusion, this is a wow! collection of articles packed with clever ideas for marketing of library charisma and promotion of libraries as important implements for academic achievement. william r. enright is a reference librarian at rio hondo college. email: wenright@riohondo.edu posner, g., & rudnitsky, a. (eds.). (2006). course design: a guide to curriculum development for teachers. (7th ed.). boston: pearson education. 312 p. isbn 0-2054-5766-5. $58.60. when a book is well used and seemingly well loved, it is great to see a new edition come out. now in its seventh edition, course design: a guide to curriculum development for teachers is newly edited and _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 34 refreshed. while the original work was designed for teachers planning to teach in public schools and twoyear colleges, this new edition reaches far beyond this audience with a wider appeal. in short, this book can be used by anyone who needs to design a course and needs a step by step guide to help them. the book has been designed around four core functionsto be a textbook for courses in curriculum development; for use during in-service workshops for classroom teachers; as material for teachers wanting to increase their professional competence; and lastly, as a self-instructional "lab" section of courses in curriculum development or instructional design. these core functions are still present in the current volume. additional items in the seventh edition include new material and new references plus a greater emphasis on planning for meaningful learning. there is an expanded section on national and state standards and how they fit into the course design process, and an expanded section on multiple intelligences. again, this edition of the book doesn't disappoint. no matter what application one might have in mind for this book, the best part is by actually working through it, the book will guide the reader in developing an actual course. the editors make two assumptions about the reading audience: first, is that they want to learn the basics of course design; and second, that they have a course in mind that they want to plan. the book makes little sense in abstraction. it really shines in helping one move from an initial idea to an actual course. by extension, the editors further assume that one is motivated to finish each step in the process as they have outlined it. they move the reader through a course rationale, a curriculum plan, and instructional plan, and an evaluation plan. another strength of this book is the easy to follow "how to" approach which again requires the reader to have an idea in mind. looking between the covers, the book is divided into eight chapters, each dealing with a unique aspect of the course design process. the topics covered in progressive chapters include getting oriented, setting a direction, developing a course rationale, refining intended learning outcomes, forming units of the course, organizing the course's units, developing general teaching strategies, and planning course evaluation. each chapter includes a list of references, questions for discussion if the book is being used by a group, and many examples. the book concludes with four appendices that are actual courses designed using the book by students. each one of the appendices can be used as an example of how to use the book for different types of teaching. it is strong proof of the value of this edition of the book. finally, other items which add value are the glossary of terms for those who are just getting into course design, as well as a solid index to pinpoint topic areas. this would make a valuable text book for a college or graduate school class in course design. yet, for someone without that background, the book can stand alone as a way to further understanding of course design and apply the principles to several settings. it can help even the most inexperienced reader become a systematic curriculum planner while retaining much needed flexibility for the changing needs of the classroom. the reader will come away from the book understanding the important decisions that need to be made and the many options available in designing curriculum. kris veldheer is instructional librarian at the graduate theological union. email: veldheer@gtu.edu _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 35 instructions for contributors about education libraries education libraries (el) is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. one electronic copy should be sent to dr. lesley farmer, editor, education libraries, california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840-2201. inquiries regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu. preparation of manuscripts 1. all manuscripts should be submitted with an electronic disk on a 3.5” disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the editor for alternative arrangement. 2. all manuscripts should be word-processed on 8.5 x 11” paper, double-spaced, with 1.5” margins on all sides. reference should appear on separate pages at the end of the article. do not use endnotes, footnote feature, or other such macro. 3. education libraries follows the publication manual of the american psychological association, 5 th ed. 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each table or illustration should have a number and a brief title. all tables and illustrations should be submitted on disk, along with an email attachment. 8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. authors retain their own copyright. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, prek-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  13  building bridges:  cultivating partnerships between libraries and minority stu­  dent services  by emily love, university of illinois, urbana­champaign  abstract  research on multiculturalism in libraries focuses primarily on collection development and on the recruit­  ment of minorities to the profession. although multicultural student outreach is relatively uncommon, it is  essential in helping to combat the social, education, technological and financial barriers that leave many  minority students at a disadvantage in their transitions from high school to university. a step­by­step ap­  proach to cultivating partnerships between the library and multicultural student services is discussed. po­  tential  obstacles  such  as  time  constraints,  limited  resources  and  student  interest  are  also  noted.  ulti­  mately, outreach initiatives produce positive publicity for the library, enrich student learning, and promote  the library as a campus leader in the academic process.  introduction  the period between the late 1980s and the mid 1990s marked a significant growth of research on multi­  culturalism in libraries. the scholarly works from this period convey research and best practices that dis­  cuss multicultural collection development, recruitment and retention of minority librarians, and internships  and mentorship programs. currently, discussions and research on faculty­librarian liaison work dominate  library  literature; however, not many of  these articles approach  the array of possibilities  that exist for  li­  brarians  to collaborate with student  services programs such as multicultural student centers.  in a basic  search in library information science abstracts and wilson’s library literature for the terms “information  literacy”  and  “faculty”,  the  result  sets  reached  several  hundred. comparably,  several  searches  in  both  databases for information literacy and multicultural centers or student services organizations yield only a  spare number of  titles. although multicultural  library outreach  is a chronically under­explored area,  the  potential and value of the collaborative opportunities are just as important in helping to develop students’  critical thinking skills outside the classroom as faculty­library partnerships inside the classroom.  minority  students across  the country are more  likely  to  face challenges  in accessing  information,  tech­  nologies, and educational opportunities than the white majority. in the year 2000, minorities represented  roughly one­third of the projected work force in the united (norlin and morris, 1999). the educational bar­  riers and  technological divisiveness  that minorities encounter combined with the cultural shift  in popula­  tion help  to highlight  the  importance and  the necessity  for  libraries  to  implement proactive  initiatives  in  reaching out to their under­served constituents. this essay will examine the current literature on multicul­  tural outreach and  the array of current multicultural programming across  the united states and will dis­  cuss potential collaborative partnerships as well as methods on how­to cultivate effective and lasting rela­  tionships with student services organizations.  literature review  prevailing  literature on multicultural outreach programming  frequently addresses common themes such  as the present lack of multicultural outreach initiatives across academic communities, barriers preventing  minority  student  success  in  their academic studies, and new approaches  to multicultural programmatic  ventures.  christopher hollister (2005) of the university of buffalo notes that librarians infrequently approach student  services  groups  for  library  outreach,  collaboration,  or  instruction.  in  a  recent  survey  of  job  announce­  ments,  colleen  boff,  carol  singer  and  beverly  stearns  (2006)  highlighted  that  outreach,  as  a  central _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  14  component of job duties, existed in only a select number of job advertisements. in their study of 115 out­  reach positions, only seventeen job descriptions addressed outreach  in context of multicultural services  (outreach  to ethnic and  racial minority groups). another study,  conducted by elaina norlin and patricia  morris  (1999),  surveyed  over  forty  directors  and  staff  from various minority  cultural  centers  across  the  country about library collaboration. the results indicated that eighty­five percent of those surveyed stated  that the library initiated no contact with them about their services. additionally, only fifteen percent stated  that “librarians occasionally helped with some form of collection development or cataloging (ibid).” scott  walter (2005) commented on the fact that academic librarians rarely take advantage of the natural part­  nerships on campuses. the potential of partnering with a network of student services lies in the commu­  nal goal of fostering a campus environment that supports diversity. this latter point helps to illustrate the  shared set of fundamental values common to both libraries and student services. both libraries and stu­  dent services groups serve to foster learning outside of the classroom and to instill life­long critical think­  ing skills in students, which demonstrates a foundation for the cultivation of new partnerships.  although multicultural student outreach is relatively uncommon, it  is nevertheless essential  in helping to  combat the social, educational, technological, institutional, and financial barriers that leave many minority  students  at  a  great  disadvantage  in  their  transitions  from high  school  to  university  (norlin  and morris,  1999, walter, 2005, simmons­welburn and welburn, 2001). moreover, once enrolled in university, a strik­  ing  number  of  minority  students,  particularly  african­american  and  hispanic  students,  fail  to  stay  on  course to graduation. the retention rates of minority students across the united states are staggeringly  uneven between white students and minority students. in retaining african americans in higher educa­  tion  that  hispanics,  lee  jones  (2001,  7)  wrote  that  in  1997african  americans  and  native  americans  trailed behind the graduation rates of white and asian­american students. across the nation, the average  retention rates of white students stood at fifty­eight percent, whereas for african­american students, the  retention rate was eighteen percent lower, at forty percent. brent mallinckrodt’s and william e. sedlacek’s  2003 empirical study developed evidence demonstrating  that academic  library use made a positive  im­  pact on the retention rates of minority students. they noted the undergraduate library specifically for its  positive impact on retention rates of african american undergraduate students. multicultural outreach in  an academic library environment may not necessarily produce  improved retention rates of minority stu­  dents;  however,  the  combination  of  the  disadvantages  and  barriers  that  so  many  under­represented  groups on campuses currently face should encourage more libraries to implement multicultural program­  ming as a method of dealing with these discouraging statistics.  although multicultural outreach initiatives are currently under­represented in the literature, an increasing  number  of  schools  are  beginning  to  undertake  innovative  and  dynamic  collaborative  initiatives.  in  an  overview  of  the  available  literature  on  student  services  collaborations, more  libraries  are  beginning  to  reach out  to student  services groups such as  the campus academic writing centers and career centers  (kraemer keyse and lombardo, 2003; hollister, 2005).  in terms of specific multicultural services, fewer  libraries are taking an active outreach role; however, current outreach programs implemented by universi­  ties libraries are often highly dynamic and innovative. within the range of multicultural services on cam­  pus, the office of minority student affairs (omsa) is an ideal and valuable first place to begin collaborat­  ing (simmons­ welburn and welburn, 2001; harrell and menon, 2002; scott, 2005). the campus office of  minority student affairs  leads a versatile  selection of academic programs such as  the  federally  funded  mcnairs scholars program  and summer bridge program,  summer  and  fall  orientation  programs,  peer  mentoring and study skills workshops. libraries interested in partnering with these centers can find simple  methods of collaboration by integrating a library component such as research guides, web tools, or library  instruction into a pre­existing program. another promising area of collaboration, although  less common,  lies in international student engagement, offered through either the office of international services or the  study abroad office. finally, many universities across the united states promote their cultural centers to  minority students as a place to study and to relax. many student cultural centers lead weekly academic  and cultural workshops, making it another ideal avenue for collaboration and outreach (simmons­welburn  and welburn, 2001; walter, 2005; norlin and morris, 1999). with so many student services currently lack­  ing  in available  funds  to offer needed academic programming,  through  joint  collaboration,  libraries can  help students address their academic needs in a more accessible manner. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  15  opportunity analysis at the university of illinois  established in 1867, the university of illinois currently enrolls over 42,000 students from all fifty states in  its sixteen colleges. the student population consists of 6.1 percent african­americans, 5.9 percent lati­  nos, 10.68 percent asian­americans, 0.29 percent native­americans and 12.36 percent international stu­  dents. the current administration supports a wide range of student services, many of which cater to stu­  dents of multicultural and  international backgrounds.  for  instance,  the university  supports  four  cultural  centers on campus (for african­american, hispanic, asian­american and native­american students); an  office of minority student affairs; a study abroad office; an international students and scholars office;  an intensive english institute; an office of disabilities; a gay, lesbian, bisexual and transgender office;  hundreds of student­run organizations that support diversity and international issues, and several dozen  diversity initiatives and summer programs instigated by many of the schools and departments. the cam­  pus is actively demonstrating its commitment to diversity and ensuring that they bring diversity to the fore­  front. in 2002,  the chancellor’s office enacted a campus­wide diversity committee. soon after,  the uni­  versity library followed suit, creating its own diversity committee, which aimed to foster an inclusive work­  ing environment for faculty, staff, students, and the community. the campus also finally retired its racially  charged  sporting mascot,  the chief, which  helped  to  produce  a more  open  and  inclusive  environment  across the campus community. the combination of the campus’ diverse student body and its wide range  of campus diversity programs help  to  lay a solid  foundation for a dynamic library multicultural outreach  program.  cultivating partnerships on campus: a step­by­step guide  many students regardless of cultural or ethnic background often profess feelings of intimidation or nerv­  ousness  when  approaching  academic  libraries  and  librarians  (norlin  and morris,  1999).  student  reluc­  tance  to use  the  library’s  facilities combined with  the historic  lack of multicultural outreach provides an  impetus for librarians to bring the library outside the confines of the library walls and into the student ser­  vices environment. every campus, large or small, lends institutional and financial support programs to its  students, although many of these programs are often harmed by a shortage of staff or by financial strains.  the  library, which acts  in a  leading  role contributing  to student’s academic success and as an  integral  institution on campus, is well positioned to fill some of the needs of other campus units, to reach out to  more students, and to promote itself as a vital part of the university campus. venturing into any new pro­  gram requires  time, organization and motivation. the  following steps, which have been adapted  from a  study by elaina norlin and patricia morris, aim to help librarians, unfamiliar with outreach, to the endless  list of collaborative possibilities that exist beyond the walls of the library.  phase 1: identify potential partnerships.  investigate  the  types  of  student  services  groups  or multicultural  services  available  on  campus. asking  questions about  the  library’s needs and goals will  help  to  identify a strong starting point. for example,  what types of collaborations could the library benefit from? what can the library offer in terms of available  resources,  staff time or physical space? what programs exist on campus that students utilize but have  been  left under­funded or understaffed? does  the campus have an office  for minority student affairs?  does  the campus support cultural centers or support  services  for students with disabilities? appendix  i  examines some of the partnerships that were identified and the resulting programs cultivated between the  university of illinois library and student services for multicultural and minority students.  phase 2. identify the needs of student services groups.  once you find an organization that the library is interested in contacting, then begin gathering information  about  the  center’s  history,  strategic  goals,  mission  statement,  staffing,  facilities,  wireless  connections,  website, and most importantly, the programs available to students and the potential needs of the organi­  zation. for example, does  the center offer study skills programs or peer mentoring programs? do they  have collection needs? do they have a library link on  the office’s website? what services do  they  lack,  and what  type of support could  they use  in  the future?  is  there potential  to collaborate on an exhibit or  display? has this organization collaborated with other units on campus in the past or present? what types  of services does the library offer that can fill their needs? the goal here is to examine the center’s goals  and to integrate the library’s services into their goals. ultimately, the answers to these questions will gen­ _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  16  erate a powerful list of potential collaborative opportunities between the library and the chosen office on  campus.  phase 3. make a connection.  locate  the contact  information of  the outreach coordinator or  the director of  the specified organization.  for the preliminary contact, it may prove preferable to send an e­mail to introduce yourself instead of a  phone call so that you can succinctly outline some of your investigations, highlighting the library’s current  services, and you can then suggest new ways to collaborate. after you make the connection, you will fol­  low up by  suggesting an appropriate  time and place  to meet. meeting prior  to holidays and weekends  may not be the ideal time for an initial meeting because staff may put aside projects or forget about them  after the weekend or holiday.  phase 4. cultivate the collaboration.  once both parties agree to an appropriate time and place to convene, you can then begin to discuss your  ideas, and approach  the coordinator or director about  their ideas or suggestions  for program collabora­  tion. sometimes small talk helps to alleviate awkward moments, and it also creates a personal connection  between parties, which can ultimately foster a more dynamic partnership. once an active discussion de­  velops, both parties should agree on a starting point and assign duties. both parties should be willing to  commit their own time and resources in order to ensure an effective program. starting with a small project  may also prove helpful in the initial phase of the partnership, as it can lead to bigger and more engaging  programs. a simple way to plant the foundation for a lasting partnership may be to attend to their current  needs, as it opens doors to expand programming in the future. solidifying the meeting with a follow­up e­  mail or phone call, thanking the individual for their time and ideas, will help to ensure a positive foundation  for future correspondence.  phase 5. ensure a lasting partnership.  the collaboration process with professional staff members in lieu of faculty can potentially hinder the long  term  success  of  the  collaboration  unless  the  library  takes certain  precautions  in  advance.  in  a  rapidly  changing work environment, many professional staff change job titles, shift positions, and ultimately start  new careers. job turnover can end ties between individuals, but it should not terminate the partnerships  established between units. leaving a file or paper trail of past correspondence will ensure that successful  incumbents  learn about current and evolving collaborations and projects. additionally, the  integration of  the partnership onto both the library’s website and the center’s website will produce evidence of a solid  partnership. finally, maintaining regular correspondence during the ensuing months will solidify continued  collaboration and may even lead into future projects as well.  phase 6. ensure an effective partnership through publicity.  promoting new programs such as an information literacy workshop will take time and creative tools in or­  der to attract sizeable groups of students. publicity can be achieved through simple or complex methods.  for instance, the library and the center may consider publicizing the new service or collaborative initiative  through  their  respective websites. most  student  services centers maintain a  listserv  that circulates  to a  large number of students. web publicity through listservs and websites reach an optimal number of stu­  dents. additionally, flyers and posters may catch the eye of those passing by the center or the library. ef­  fective publicity should include essential information such as dates, times, locations and an enticing, brief  description of the upcoming program.  phase 7: evaluate and assess the partnership.  the final stage in the cultivation of new collaborations should include an evaluation of the program in the  form of a follow­up survey, focus­group,  report, or meeting with either participants or staff. the assess­  ment should  include opinions pertaining  to  the progress,  successes, problems and opportunities of  the  past initiative or collaboration. the information obtained from the assessment will enable both parties to  refine current programs and to move forward  in developing and  implementing more proactive program­  ming in the future.  obstacles _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  17  any  new  collaboration  encounters  problems  and  obstacles  that may  prevent  future  developments.  for  instance, lack of time poses a significant barrier to the progress of any new initiative. for both institutions,  individuals must commit their own time in an age where administrative expectations run high and financial  sources run low. as a direct consequence, the availability of staff time to coordinate the planning and im­  plementation of new programs suffers. problems pertaining to time are easily surmountable. planning to  collaborate on smaller projects prior to the development of more large­scale programs establishes a rap­  port between both parties while maintaining a smaller workload. a limited partnership, while still remaining  strong, will set the foundation for a lasting relationship and for new collaborative opportunities.  limited resources can potentially impede the development of certain programs. if the desired collabora­  tion consists of a one­time information literacy workshop at the cultural center, it is important to find out if  the center is equipped with computer facilities and internet or wireless connections. in addition to physical  resources,  staffing  resources may  also  negatively  affect  the  success  of  a  new  program.  for  instance,  some staff at  the centers may not  care  to acquire new duties, or  they  simply might not have  the  time  needed to devote to a new project. additionally, when staff members leave the centers, they also end the  established partnership, requiring more time to cultivate the partnership anew. this latter point exempli­  fies the need to embed the history of the partnership into the records in both the center and the library,  which can be achieved through archived electronic correspondence and through website publicity of the  program.  the lack of student interest can also negatively affect the future of the collaboration. if, for example, the  partners decide to develop a library skills workshop for the cultural center, regardless of location, students  in  general  demonstrate  an  underwhelming  interest  in  learning  library  skills.  initially,  as with many  new  academic programs, student interest may be low; however, the combination of effective publicity and time  can help raise awareness about new programs.  benefits of outreach  collaborations between libraries and student services produce a range of benefits not only for the library  and the student services, but also for administrators, students, and the community. the cultivation of dy­  namic partnerships changes the role of libraries from passive to proactive players in the academic proc­  ess (hollister, 2005). faculty historically demonstrate an assumption that library outreach should consist  of collection development and reference services. the early 1990s witnessed a surge in library literature  addressing the subject of multicultural outreach. as more authors write about multicultural outreach pro­  gramming, it demonstrates the growing importance of these initiatives.  library  outreach  to  student  services  groups  who  provide  academic  programs  to minority  students  can  increase students’  likelihood to visit  the  library and  to approach a  librarian for assistance with research  papers and coursework. in a recent study in c@rl news, it stated that collaboration leads to the enrich­  ment of  student  learning  (june, 2005).  additionally,  initial contact and small­scale project  coordination  between libraries and student services create trust and allied partners across campus, which opens doors  for new program development and establish valued support  for preexisting ones. outreach beyond  the  classroom helps to reach students outside the general classroom, ingraining lifelong critical thinking skills.  additionally,  collaboration between  libraries and multicultural  student  services garners  positive publicity  not only for the library but for the university as well. collaboration and outreach demonstrates the library’s  commitment to campus diversity initiatives, and  it  leads  to  increased cultural awareness among faculty,  staff and students, fostering a welcoming and  inclusive campus environment. for the  library, these col­  laborations demonstrate  the commitment  to diversity, which may earn  the  library a more active  role  in  campus diversity committees and discussions. for the individual librarian, these collaborations can also  translate into potential publications and recognition at the state or national level. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  18  appendix i: multicultural outreach at the university of illinois  office of minority student affairs  many larger universities across the united states support an office for minority student affairs (omsa),  which is responsible for the provision of leadership in developing, implementing and coordinating student  support services. these offices also design activities to assist underrepresented students’ personal de­  velopment, and offers academic workshops until students graduate. the library at the university of illinois  recently initiated a collaborative partnership with the omsa. the library reviewed the omsa’s website,  the goals and mission statement and accordingly planned a program that could easily be integrated into  their current academic and study skills programming. after several initial meetings and conversations, the  outreach coordinators from the library and the omsa successfully incorporated a weekly library research  tutorial into the office’s weekly study skills program for a maximum of three students per week. to pro­  mote this workshop, both the omsa and the library list the times and location of the library research ses­  sion on their respective websites.  mcnairs scholars program  the mcnairs scholar program is a federally funded program offered through the office of minority stu­  dent access that prepares participants for doctoral studies through research and other scholarly activities.  participants generally come from disadvantaged backgrounds, and display strong academic skills. the  goal of this program is to introduce senior level undergraduate students from under­represented groups to  graduate school and ph.d. programs. at the university of illinois, the library contacted the office of minor­  ity student affairs about integrating a library component into the summer­long program. after several  years of collaboration with the mcnairs scholars program, the library continues to develop programming  for the orientation section of the program, incorporating a tour of the main library, in addition to a one­  time information literacy workshop. throughout the summer, a librarian also leads summer office hours  where students can drop in with any research problems.  cultural centers  the university of illinois houses four cultural centers: african­american, hispanic, native­american and  asian­american. these centers offer students a range of support services including mentorship pro­  grams, tutoring, computer labs, study and social space, weekly lectures and cultural programs. the cul­  tural centers, however, offer students a comfortable and welcoming climate, which laid the foundation for  a new avenue for outreach. the library contacts the cultural centers each semester prior to the mid­term  season to schedule a one­time library research session. in these sessions, a librarian introduces students  to the library’s print and electronic resources and effective search strategies of the online catalog and  popular databases and indexes. these sessions can unfold into a myriad of positive outcomes and addi­  tional programs. for instance, close connections with minority students through tutoring can develop into  a mentorship relationship. working one­on­one with minority students at the centers, the librarian can im­  part personal experiences from the profession and expose these students to an unconsidered career.  additionally, the connections formed with the staff liaisons at the cultural centers may yield new collabora­  tive projects such as an exhibit or library research workshop for the center’s staff.  study abroad office  each year almost a quarter of a million students across the united states choose to study abroad for a  year in a foreign country. the study abroad office at the university of illinois sends almost two thousand  students to foreign countries each year, which represents a significant number of the undergraduate  population. the study abroad office offers students access to a small collection of travel books that it  stores in its main office. however, after an initial meeting with the office’s outreach coordinator, it became  clear that the library could collaborate in several ways. every year the study abroad office organizes an  information session for students, for which they assemble packages of information for students intending  on traveling abroad. after brief discussions, it was decided that the library would prepare resource guides  with lists of films, literature, music and current periodicals, which will help to enrich students about the  foreign country and culture prior to partnership. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  19  office of international students and scholars  the campus office for international students and scholars states that it “strives to create an environment  that allows for successful educational and personal experiences through orientation, advising, programs  and outreach.” the library and the office of international students and scholars had not engaged in col­  laborations until recently, when the library held its annual multilingual library tours. for the event, the li­  brary contacted the office of international students and scholars, who offered to help promote the event  by contacting over fivethousand students over its listserv, which ultimately lead to a highly successful  event.  references  big 12 plus libraries consortium diversity conference, & lee­smeltzer, k.­h. (ed.). (2001). diversity  now: people, collections, and services in academic libraries. new york: haworth press.  boff, c., singer, c., & beverly, s. (2006). reaching out to underserved: more than thirty years of outreach  job ads. the journal of academic librarianship, 32(2), 137­147.  dewey b. i., & parham l. (eds.). (2006). achieving diversity: a how­to­do­it manual for librarians. new  york: neal­schuman.  harrell, m., & menon, v. (2002). servicing diverse library users: the multicultural studies librarian at an  urban research university. paper presented at the diversity in academic libraries conference,  iowa city.  hill, k. (ed.). (1994). diversity and multiculturalism in libraries. greenwich, ct: jai press.  hollister, c. (2005). bringing information literacy to career services. reference services review, 33(1),  104­111.  holmes, b., & lichtenstein, a. (2003). minority student success: librarians as partners. college & re­  search libraries news, 59(7), 496­498.  kraemer, e., w., keyse, d. j., & lombardo, s. v. (2003). beyond these walls: building a library outreach  program at oakland university. the reference librarian, 82, 5­17.  metoyer, c. a. (2000). missing links in reaching culturally diverse students in academic libraries. the  journal of academic librarianship, 26(3), 157­158.  norlin, e., & morris, p. (1999). developing proactive partnerships: minority cultural centers. the refer­  ence librarian, 67/68, 147­160.  osborne, r. (2004). from outreach to equity: innovative models of library policy and practice. chicago:  american library association.  curry d. a., griswold, s., b. & martin l. m. (eds.). (1994). racial and ethnic diversity in academic librar­  ies: multicultural issues. new york: haworth press.  ransom, c. the diversity librarian.  riggs d. e., & tarin p. a. (eds.). (1994). cultural diversity in libraries. new york: neal­schuman.  walter, s. (2005). moving beyond collections: academic library outreach to multicultural student centers.  reference services review, 33(4), 438­458.  walter, s. (2005). instructional outreach and campus diversity: building partnerships with multicultural  student services. paper presented at the annual meeting of the academic library association of  ohio, columbus.  simmons­welburn, j., & welburn, w. c. (2001). people: recruitment and retention. journal of library  administration, 33(1/2), 5­19.  emily love, assistant professor of library administration, is the outreach librarian for multicultural ser­  vices for the undergraduate library at the university of illinois, urbana­champaign. email:  elove@uiuc.edu http://www.amazon.com/exec/obidos/search-handle-url/103-4205569-1630260?_encoding=utf8&search-type=ss&index=books&field-author=big%2012%20plus%20libraries%20consortium%20diversity%20conference http://www.amazon.com/exec/obidos/search-handle-url/103-4205569-1630260?_encoding=utf8&search-type=ss&index=books&field-author=kuang-hwei%20lee-smeltzer mailto:elove@uiuc.edu developing web-based education resources: lessons learned from three experiences by joann carr, university of wisconsin-madison abstract this article reviews the development of three web-based education resources and the potential for each of these resources to meet the needs of users for a 'killer app'. three case studies (the annotated list of education journals, the ideas portal web site and the eisenhower national clearinghouse web site) review the purpose, audience, content, funding, publicity and structure of the sites. differences in staffing, funding and the centrality of these sites to the mission of their sponsoring institutions impacted the growth of these sites. technological changes and the diffuse nature of the internet also impacted the development of these resources. introduction "the education killer app is coming'' declared levinson and suratt in converge (2000, p. 7 4 ). among the rea­ sons for their assertion is vendor development of "fully integrated web-based accountability solutions" (2001, p. 74) . however, this author's experience in developing internet resources in education at the local , state and na­ tional levels belies the implication that the education 'killer app' will be a comprehensive commercial product. rather than a 'prie fixe' served by a single provider, i believe the decentralized nature of the internet will provide a smor­ gasbord of possibilities from which educators can select the precise menu items that meet individual needs and tastes to create a personalized 'killer app'. each of the case studies resources shows the potential for each resource to users needs to be met in developing his or her personalized 'killer app' . the three case study sites serve as subject gateways to educational resources in that they are "selected and evaluated by subject experts or in­ formation professionals" (pitschmann, 2001, p.4). they provide added value to selected content through de­ scription, resource organization and collection mainte­ nance. two sets of factors are examined for the impact on the development of these sites: 1.) the differences in staff­ ing, funding and the centrality of these sites to the mission of their sponsoring institutions, and 2.) the technological changes and the diffuse nature of the internet. education libraries volume 25, no. 2 winter 2000 case study one: a local project the annotated list of education journals (alej) is an example of a project that began as an individual initiative, progressed to a departmental initiative and is now transformed into a managed collaborative project. jeneen lasee-willemssen began the list in the spring of 1996 as a resource to provide clients of the university of wisconsin-madison instructional ma­ terials center (imc) with more detailed information about the journal titles held by the imc. the list in­ cluded a description of each title with links to the pub­ lisher, sponsoring agency and indexes in which the title was included. the value of this resource was not limited to its intended local audience. before the imc could announce this resource to the local audience the site was chosen as a yahoo "pick of the week" in may 1996. the ability of a resource to be used be­ yond its intended audience is an integral part of internet publishing and drove subsequent decisions about de­ velopment of this resource.the evolving focus of alej reflects its growth in use from a local to a national resource. during the summer of 1996 decisions re­ garding the scope and structure of this resource were still being made. in september 1996 the scope of alej was defined as "education titles currently held by the imc". library science titles were to be included only if they were indexed in an education database. children's magazines held by the imc were included with the intention to split them off into a separate list in the future ).(personal communication, october 14, 1996). 13 the audience and content of alej changed during the fall of 1996 when lasee-willemssen began at new po­ sition at kansas state university (ksu). during that time the list became a joint venture of the imc and ksu . the criteria for inclusion of titles expanded beyond imc holdings to include "other journals that support k-12 education and teacher education" (cohen, 1997a, p. 5) . among the titles listed and annotated were those included in major educational indexes, internet re­ sources and children's magazines that support the k12 collection . new to alej were electronic journals in education that did not have a print counterpart. these titles were fully annotated with direct links to the online text. other links provided in each entry included tables of contents, manuscript guidelines and educational as­ sociation home pages. the list continued to be a valuable internet resource . alej was the most frequently visited section of the imc site and was linked from other sites at the universities of chicago, kentucky and yale as well as from the los angeles unified school district. in addition it was cited in guides to education research as an "informative, an­ notated list of 426 current education journals" (pea, 1999, p. 338). however, no specific funding was com­ mitted to this site and publicity was sporadic, relying on word of mouth and serendipity rather than planned and systematic resource announcements. this lack of fund­ ing and sustained publicity arose from the fact that the list was not central to the goals and mission of either the imc or ksu and therefore did not meet criteria neces­ sary for sustainability. it was time to move this project to a managed collaboration . in the fall of 1999 renee sengele, a student in the school of library and information studies at uw madison, ex­ pressed interest in completing a practicum in collection management at the cimc (the center had changed its name and structure in the fall of 1998). in consultation with ksu and cimc staff sengele developed a process to move alej from a list to a database format. this evolution required review and revision of this resource, now defined as: "to provide k-12 professional staff and teacher education faculty with a searchable database of relevant english language print and electronic jour­ nals focused on k-12 education and professional staff preparation" (carr, 2000a, p. 1 ). annotations, internet links and the assignment of sub­ ject headings and educational levels would assist the target audience in identifying professional titles of in­ terest to them. subject headings and educational levels were chosen from a standardized vocabulary based on the thesaurus of eric descriptors. education libraries volume 25, no. 2 winter 2002 the entries in the current list were reviewed to deter­ mine appropriate fields including field labels and types. each record in the database would be constructed as illustrated in figure 1. determination of the appropriate database structure rep­ resented a substantial step towards a managed collabo­ ration. discussions between the author and lasee­ willemssen in the summer of 1999 had focused on the need to improve the sustainability of the resource by providing for shared development by education infor­ mation professionals and other members of the target audience. therefore, the decision was made to de­ velop a web accessible database using a standard bib­ liographic tool that would support a self-submit form for additional entries to the database. this decision guided the work of sengele and necessitated the development of a proposal to the digital project steering committee of the university of wisconsin madison libraries . the march 2000 proposal was accepted and the initial plan­ ning meeting with technical staff was held in september 2000. the meeting focused on determining the standard bib­ liographic tool to be used for the database. site search from oclc was chosen because it would provide local control, flexibility and shorter implementation time. un­ fortunately the lack of centrality of this project to any of the collaborators negated the short implementation time. neither the cimc, lasee-willemssen (now at the uni­ versity of wisconsin-superior) nor the library tech­ nology group of the uw-madison libraries were able to focus exclusively or even primarily on this project. the annotated database of education journals was released and announced to the target audience in early 2002. a full five years after the list was begun as a locally focused individual project, this resource is on the verge of serving as a part of the 'killer app' smor­ gasbord as a broadly focused, decentralized, managed collaboration. members of the target audience and edu­ cation information professionals will be able to contrib­ ute to the development of this resource so that it better meets individual needs as well as those of other k-12 teachers and teacher educators. the annotated edu­ cation journals database demonstrates the evolution of information providers from serving local audiences to groups defined neither by time nor location but by information need. ---==== education journals : an annotated database for k-12 and teacher educators available at: http://webcat.library. wisc.edu:31 021 14 case study two: a statewide project in contrast to the annotated database of education journals, the ideas portal web site was envisioned from the beginning as a collaborative project. the au­ thor was invited to an initial meeting to discuss the de­ velopment of the ideas portal on may 25, 1999 and to share her earlier work in the edlibweb project. 1 rep­ resentatives from fourteen higher education and k-12 agencies met in response to concerns regarding the need for: • integration of technology into the curriculum, • access to selected, tested internet curriculum materials, • coordination and communication among prof­ essional development providers, • and greater interaction among teachers . (personal communication, may 7, 1999) discussions at this meeting resulted in the decision to meet these goals through the development of a por­ tal web site that connected internet resources to the wisconsin model academic standards. core values in the development of this site were quality control, teacher review and testing and ongoing assessment of the site. a second meeting of what was now called the ideas advisory group was scheduled for august 18, 1998. in the interim, small groups met to determine the ba­ sic organizational structure, scope, quality indicators and the roles of ideas coalition partners. at the meet­ ±:g tie advid:ryg djp ggjeerl th:tttre ideas portal web site would begin with a database of internet re­ sources focused on the needs of wisconsin teachers, providing links to materials useful to wisconsin class­ rooms that was organized by subject areas and the gem standards and could be accessed with a power­ ful search engine. in october the vision of the ideas advisory group was presented at the governor's wisconsin educational technology conference. this vision was articulated as: "to create a portal web site that will provide se­ lected, high-quality curricular and professional devel­ opment resources for educators having a user and con­ tent focus" . the goals of the site were to be interac­ tive, to provide high quality, to be supported by the for pk-12 community, to engage teachers and to address [wisconsin] state academic standards and mandates (carr, jacques & trick, 1999).1n subsequent months core members of the ideas advisory group, serving as the ideas executive group, developed a work plan, timeline and budget launching the ideas portal web site. the operational model for the site would include an advisory coalition to provide general oversight and a full time project director to manage the site. education libraries volume 25, no. 2 winter 2002 the content of the site would be developed by groups of subject specialists from pk-12 and higher education institutions. a web manager would provide the technical development for the site. initial site develop ment would focus on identifying resources in mathema tics, language arts/reading, social studies and science. during the summer of 2000 members of the executive group hired a doctoral student in education, tom pedroni, to develop a prototype database that would serve as a proof of the concept to potential funding agencies. in consultation with the executive group, this graduate student developed a quality rubric [see figure 2] using this rubric pedroni selected eighty resources that reflected topics relevant to the fourth, eighth and twelfth grades and supported specific standards in mathemat­ ics, english/language arts, science and social stud­ ies. each entry included the title, url and author of the resource as well as an annotation, subject head­ ings, and links to relevant wisconsin model academic standards [see figure 3] . this selection of a strategically distributed group of re­ sources coupled with a structured vocabulary and search engine ensured that relevant subject area resources would be found as the prototype database was demon­ strated to teachers and to potential funding agencies. a presentation of the prototype at the 2000 governors' wisconsin educational technology conference drew an audience of over 100 individuals in contrast to an audience of less than 30 at the previous year's confer­ ence. during the fall of 2000 the site was also pre­ sented to the teach committee on collaboration. this committee is comprised of six wisconsin state agen­ cies and associations concerned with pk12-higher edu­ cation in wisconsin. 1 as a result of this presentation and of the interest expressed in the project by wiscon­ sin educators, teach-wisconsin (technology for edu­ cational achievement in wisconsin), the university of wisconsin system and the university of wisconsin­ extension agreed to provide financial and in-kind sup­ port for the development of the ideas portal web site. the first ideas project director was hired in february 2001 and plans to launch the web site by august 2001 were developed. the project director reviewed andre­ vised the quality rubric, worked with the web manager to revise the site and move it from access to oracle, and recruited, trained and supervised the first teams of researchers. the teams of researchers were comprised of faculty from k-12 and higher education with exper­ tise in specific subject areas. these researchers se­ lected, evaluated, annotated, tested and developed da­ tabase entries for quality internet resources. ' see carr. j.a. (april 13. 1997) .edlibweb: a study in cooperative web site devel­ opment. paper presented at the association or college and research libraries conference, nashville, tn. 16 figure 2: ideas quality rubric title: reviewer's record number: reviewer: rating: 2=excellent 1=good o=poor na = not applicable format __ user friendly aesthetically courteous (downloading time is reasonable, easy to read, standard viewing for various settings and browsers __ aesthetically appealing (attractive design and coloring) format total content __ credible (information is accurate, complete, and routinely maintained) useful __ information is rich and likely to be revisited __ · _ interdisciplinary __ demonstrates sound theory of multicultural education avoids gender, race, culture, economic, religious, and other biases that im pede inclusion of all learners appropriate to grade level __ incorporates state and/or national standards or guidelines content total education libraries volume 25, no. 2 winter 2002 17 figure 3: sample ideas record title: anti-imperialism and the white man's burden http://tlc.ai.org/lessons/antiimpe.htm subject: level one: social studies level two: u.s. history, world history keywords: imperialism, anti-imperialism, the white man's burden description: in this lesson, students explain what was meant by the phrase "white man's burden" and evaluate differing opinions on the role of the u.s. in the world prior to wwi. after discussing the pros and cons of an imperialistic foreign policy at the turn of the 19th century, students are asked to draw parallels between the anti-imperialist debate of the 1890's and the debate over america's role as the "world's policeman" in the 1990's. creator: david rodgers, zionsville community high school standards: scheme: wisconsin model academic standards grade: 12 topic: social studies standards: social studies 8.12.1 explain different points of view on the same historical event, using data gathered from variou~ sources, such as letters, journals, diaries, newspapers, government documents, and speeches. 8.12.2 analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a rea­ soned conclusion. 8.12.4 assess the validity of different interpretations of significant historical events. 8.12.5 gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments. 8.12.7 identify major works of art and literature produced in the united states and elsewhere in the world and explains how they reflect the era in which they were created . 8.12.15 identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved. resource type: lesson plan grade levels: 10-11 education libraries volume 25, no. 2 winter 2002 -----------------------------=--~~~--------------18 the vision of the ideas project as a collaborative activ­ ity is reflected in the nature of its funding as well as in the diversity of its advisory board. the core values of quality, teacher review and testing and ongoing assess­ ment envisioned for the site at the initial planning meet­ ing still held true. quality control is supported by the use of a revised and expanded version of the initial rubric, the use of multiple evaluations, and a selection rate of 17% (ideas, 2001, p. 4 ). teacher review is ensured not only by the involvement of classroom teachers and teacher educators in select­ ing the sites but also by the commitment of the ideas researchers to test the selected resources in a class­ room setting. the commitment to ongoing assessment is provided through the opportunity for feedback by the users of the site and well as by formal evaluations. as noted in bright ideas for wisconsin, " ... the ideas project is always a work in progress. we will continu­ ally edit and update the resources, our processes and the web site to meet the demands and needs of wisconsin's educators" (ideas, 2001, p. 11 ). the ideas project has demonstrated its potential to be part of the education 'killer app' by a well defined pur­ pose and audience, by providing for quality of its con­ tent, by developing a structure by which this resource would be the central purpose of its founding coalition, by providing for continual promotion, and by focusing on meeting the needs that had led to the initial meeting of the ideas advisory group . the identification of the specific wisconsin academic standards supported by each resource was an integral part of the information provided by each researcher. the project manager also continued to promote and publicize the site including meetings with members of the ideas advisory coalition and presentations at state conferences. on july 25, 2001 the ideas advisory group met to review the status of this two-year old project that was officially launched on august 1, 2001. case study three: a national project unlike the first two case studies, the third entree in our education 'killer app' smorgasbord is neither an indi­ vidual nor collaborative project. rather the eisenhower national clearinghouse (enc ) has been funded by the u.s. department of education since 1992 "to support improvement in mathematics and science education throughout the country" (mathematics & science edu­ cation, 1997, p. 2}. education libraries vol.25 no.2 winter 2002 the role of the eisenhower national clearinghouse is : • to collect and describe k-12 mathematics and science education materials including print, audio, video, multimedia, kits and internet sites. • to disseminate information about the collec­ tion through enc online (available via internet or a toll-free number), co-roms and print materials. • to collaborate with the regional consortia to create demonstration sites throughout the nation (mathematics & science education, 1997, p. 2). the development of the enc site stands in contrast with the other two sites described in this article because its purpose, audience, content and funding were defined from the outset of this project. the central funding for enc provided for the recruitment and hiring of staff which would support the operational structure of this resource. in addition to staff to manage the technical infrastructure and subject area experts in science and mathematics to review and annotate the resources, other staff was hired for outreach, library and information systems, acquisitions, and evaluation.aithough the or­ ganizational structure of enc has changed over the years, these core areas of service have remained. for example, the enc staff was reorganized into teams in 1996 in order to provide for the publishing teams (print, cd-rom and online) to work on integrated products . the development of the enc site stands in contrast with the other two sites described in this article because its purpose, audience, content and funding were defined from the outset of this project. the central funding for enc provided for the recruitment and hiring of staff which would support the operational structure of this resource. in addition to staff to manage the technical infrastruc­ ture and subject area experts in science and mathemat­ ics to review and annotate the resources, other staff was hired for outreach, library and information sys­ tems, acquisitions, and evaluation. for example, the enc staff was reorganized into teams in 1996 in order to provide for the publishing teams ( print, cd-rom and online) to work on integrated products.( print,cd-rom and online) to work on integrated products. although the organizational structure of enc has changed over the years, these core areas of service have remained.ln april1993, representatives from 19 twenty-four enc constituency ing the cataloging of re­ sources, technology delivery systems and standards for acquisition of materials .the initial focus of the clearing­ house was defined as providing a catalog of primarily print materials, but the discussion did include a recom­ mendation that "enc should use the universal resource locator to identify where materials may reside in data­ bases throughout the internet" (enc, 1993c, p. 7). the collaboration workshop included a demonstration of wais and gopher technologies, prompting the obser­ vation that although the technology to access the internet is not in the schools now, enc must keep abreast of changes in technology. (eng, 1993c, p.18).the con­ tent of the database as selective or comprehensive was also debated with the conclusion being to develop a com­ prehensive resource that provides "sufficient informa­ tion about materials so that users can make intelligent choices on their own" (eng, 1993c, p. 1 0). at a standards task force meeting in september 1993, the need to consult teachers in developing the vocabu­ lary for the project and in designing the search inter­ face was stressed. the task force also recommended that enc have a paper submission form for materials as "people are afraid of machines" and "the cost of elec­ tronic submission may be prohibitive" (eng, 1993b, p. 6).the audience for the second collaboration workshop in april 1994 demonstrated the interest of eng in meeting the needs of a diverse audience as sixty individuals attended this work­ shop compared to twenty-four at the 1993 workshop. the im­ pact of changes in technology from the previous year was re­ flected in the focus of the workshop on opportunities, "including ways in which eng could make full-text of curriculum materi­ als available online" (enc, 1994b. p. 2). the continued emphasis on meeting the needs of its audience and enc's role as part of a larger initiative was indicated by reports from eight focus groups comprised of teachers from eight of the ten regional consortia. among the many accom­ plishments of enc in that first year was the establishment of an internet site with gopher and world wide web access. this site was demonstrated to the mathematics and science advi­ sory boards in october 1994 where board members were in­ troduced to the enc graphical client that would allow users to access images directly from the enc catalog. the third col­ laboration workshop was held in may 1996with seventy par­ ticipants. in contrast to the first two collaboration workshops, this event looked more at the implications of use of internet resources such as enc, rather than at the development of the resource. lessons learned although each resource grew out of a different need, varied in the size and focus of its audience, differed in content and had as other developers work to meet the education libraries vol.25 no.2 winter 2002 needs of educators and add to the rich menu for the "killer app'. the following attributes need to be a part of the develop the purpose, audience and content will deter­ mine the role and vision for the resource . that vision requires a champion committed to sustaining the vision and to meeting the identified needs: meeting that need requires that the developer responds to changing con­ ditions in funding, in technology or in extension of audi­ ence and purpose. the developer must be willing to seize opportunities that provide for a refinement of the resource. most of all, the resource must become central to the mission and vision of the sponsoring agency, for "ultimately it is not the practice itself but how well that practice lends itself to a particular set of goals, workflows and staffing pref­ erences that determines its effectiveness and value in any given setting" (pitschmann, 2001, p. 2). references annual report of the eisenhower mathematics and science consortia and clearinghouse (1998). washington, d.c.: u.s. department of education, office of edu cational research and improvement. carr, j. a. , jacques, m. & trick, n. (1999) . 1deas: web basedcurriculum resources.paper presented at the governors wisconsin educational technology conference: milwaukee, wisconsin; october 14, 1999. carr, j. a. (2000a).proposal for the digital project steering committee.unpublished manuscript. carr, j. a. & deau, a. (2000b}. using internet resources for standards-based education.paper presented at the governor's wisconsin educationaitechnology con ference, madison, wi : october10, 2000. cohen, m. l. (1997). education journal annotations online. imc newsletter, 7, 3. cohen, m.l. (1997a, spring). education journal annotations. imc newsletter, 7, 5. cohen, m.l. (1997b, summer) journal access improve­ ments. fmc newsletter, 7, 5. educational links.(2001 ). los angeles unified school district. retrieved july 13, 2001 from http://www.lausd.k12.ca.us/orgsnision_ 4/links. 20 eisenhower national clearinghouse for mathematics and sci­ ence education . (1993a).mathematics and science advisory boards meeting 2: september30, 1993. eisenhower national clearinghouse for mathematics and science education .report of the national network of eisenhower mathematics and science regional consortia and national clearinghouse. (1997). columbus, oh:eisenhower national clearing­ house. eisenhower national clearinghouse for mathematics and sci­ ence education. (1993b) .standards task force meet ing: summary meeting: september 2,1993. eisenhower national clearinghouse for mathematics and sci­ ence education. (1993c).summary and minutes: col laboration workshop : april2829, 1993. eisenhower national clearinghouse for mathematics and sci­ ence education . (1993d).summary: mathematics and science advisory boards joint meeting: june 10, 1993. eisenhower national clearinghouse for mathematics and science education.(1994a).mathematics and science advisory boards summary: october 4-5, 1994. eisenhower national clearinghouse for mathematics and science education. (1994b).second annual col/abo ration workshop summary: april28, 1994. eisenhower national clearinghouse .mathematics and science advisory boards meeting.(1995). november30december 1,1995. eisenhower national clearinghouse . mathematics and sci ence advisory boards meeting summary. (1996) . october 31november 1, 1996. electronic journals at university of california.( 2001 ). retrieved july 13, 2001 from http://www.lib.uchicago.edu/e/su/ edu/elists.html. ideas portal web site. (2001). bright ideas for wisconsin . [brochure] madison, wi: university of wisconsin board of regents . education libraries vol.25 no.2 winter 2002 ideas portal web site :pre-proposal draft. (2000) . unpublished document. levinson, e. & surrat, j. (2000, may) . the education killer app is coming. converge, 5, 75. monk, j. s. (1996). eng collection development policy. columbus,oh: eisenhower national clearing house. pea, r. d. (1999). new media communication forums for improving education research and practice. in e. j. lagemann & l. s. shulman (eds.). issues in educa tion research: problems and possibilities. san fran cisco: jossey-bass. pitschmann, l.a. (2001 ). building sustainable collections of free third-party web resources. washington, d.c.: council on library and information resources, digi tal library federation. simutis, l. (1994). the eisenhower national clearinghouse for mathematics and science education: working toward education goai4.educational media and technology yearbook, 20, 120-125. world wide web subject catalog.( 2001 ).retrieved on july 13,2001 from http://www.uky.edu/subject/educationall .html yale university social science libraries and information services subject guide: education . retrieved 2001 from http://www.library.yale.edu/socsci/subjguides/ education/education.html joann carr is the director, cimc, university of wisconsin, madison, wi. e-mail: carr@education.wisc.edu 21 microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 46 teaching children 3 to 11: a student’s guide—reviewed by sheila kirven cockburn, anne d., and handscomb, graham, eds. (2006). teaching children 3 to 11: a student’s guide (2nd ed.). london: paul chapman publishers, isbn 1-41292028-0. $45.95. this book of essays by faculty members of the university of east anglia, and other educators, is packed with information, relayed in an easy-going, conversational style, most accessible to the british trainee teacher. all the contributors have been practicing teachers in the classroom. their essays include down-to-earth advice and hints from experienced veteran teachers. this revision of the 2001 edition boasts an updated layout which increases the readability of the book. chapters begin with a boxed commentary on the scope and content. the size of the text is increased and is set off with adequate amounts of white space, subheadings are bolded and in large print. shaded text boxes include summaries, followed by bulleted “issues for reflection” placed within another text box. annotated bibliography of texts and articles lead readers to further reading, most of which have publication dates within the last three years. a surprising exception to this is the technology chapter (15), “making ict meaningful”, which cites materials published mainly from 1993-1999. considering the speed with which technology and software change, this is a startling shortcoming. the revision also includes a new chapter 2 on collaboration and “communities of practice,” thereby, increasing the number of chapters to eighteen. even though this book contains a wealth of information for student and beginning teachers, including information about classroom management, lesson planning, student motivation, reflective practice, classroom observation, assessment and job-seeking, it is specifically aimed at the british “trainee teacher.” as explained in the preface (pg. x), the revision was accomplished to “… reflect the changes in [british] primary education in the last five years.” student teachers in the united states may be distracted by briticisms, such as “tick marks”, “maths”, and by acronyms such as nqe’s (newly qualified teachers), lea (local education authority) and at (attainable targets) relating to the united kingdom educational system. this makes some of the essays ponderous reading. other information such as the model curricula vitae (pp. 312-313) prescribe including dates of birth, gender and marital status information, all of which should not be disclosed when applying for positions in the united states. this is regrettable, because many of the essays contain explanations of basic theories and educational principles that are especially accessible to the lay or student reader. this book may serve as a resource on the british educational system for students doing comparative education courses or for students or educators preparing for an exchange program in the united kingdom. its use for students in the united states will be limited to those who have the perseverance to glean its information about basic educational theories and practices that are common to both the united states and the united kingdom. this may be a worthwhile book for the dedicated reader, but it is an optional library purchase. sheila kirven is the education services librarian at the congressman frank j. guarini library of new jersey city university in jersey city, nj. she is a former young adult services and school librarian. email: skirven@njcu.edu b o o k r e v i e w s education libraries, volume 31, no. 2, winter 2008 47 information literacy instruction handbook edited by christopher n. cox and elizabeth blakesley lindsay begins with a decent background essay on the evolution of information literacy through the 20th century, followed by a number of chapters that focus on how to teach—the subject just happens to be information literacy. around chapter 5, “curriculum issues in information literacy instruction” by barbara fister and thomas w. eland, the volume takes on the specificity this subject deserves. ms. fister begins by placing information literacy within the broader context of knowledge production, sharing, and use. she presents various approaches for integrating information literacy into curricula, such as first year experience, courserelated instruction on demand, sequenced instruction, team-teaching, faculty development, and creating a learning commons. thomas eland continues the curriculum-integrated approach by focusing on the desired outcome of the information literacy program before it is developed, describing what is needed to build a sustainable, comprehensive information literacy program. he uses a curriculum-based information literacy program at the minneapolis community and technical college as an interesting model that goes beyond the acquisition of research skills, asking more reflective questions about information such as: “who owns and sells knowledge?” “who has access to information?” “what counts as information (or knowledge)?” “whose voices get published/do not get published?” the book continues with chapters concerning program management, leadership and student academic integrity. my two favorite chapters focus on “instruction and program design through assessment” by debra gilchrist and anne zald and “instructional technologies” by stephen j. bell, john d. shank and greg szczyrbak. “instruction and program design through assessment” discusses four learning outcomes. the authors ask five questions, and then present ideas as to what you can reasonably expect to accomplish within 1-2 class periods vs. outcomes for a credit-bearing course within one discipline that can then take on a broader context: 1. what do you want the student to be able to do? (outcome) 2. what does the student need to know in order to do this well? (information literacy curriculum) 3. what type of instruction will best enable the learning? (pedagogy) 4. how will the student demonstrate the learning? (assessment) 5. how will i know the student has done this well? (criteria for evaluation) gilchrist and zald help the librarian through the process of designing learning outcomes and present options for alternative types of assessment to ascertain whether the learner has absorbed what has been taught: formal, informal, authentic, integrated, knowledge/contentbased, formative, summative, self-assessment, and progressive and/or developmental. the authors offer criteria to guide the librarian teacher in the development and quality assessments that apply not only to the learner, but the program itself. bell, shank, and szczyrbak focus on an instructional systems design model known as addie: analysis – the process of defining what is to be learned design – the process of specifying how it is to be learned development – the process of authoring and producing learning materials implementation – the process of installing the instruction product in a real world context evaluation – the process of determining the impact of the instruction. they encourage experimenting with new technologies, overcoming the resistance that may be encountered along the way by various parties. they provide examples information literacy instruction handbook —reviewed by barbie e. keiser cox, christopher n., and lindsay, elizabeth blakesley, eds. (2008). information literacy instruction handbook. chicago, il: association of college and research libraries. isbn: 978-08389-0963-8. $40.00 education libraries, volume 31, no. 2, winter 2008 48 of library-created digital learning materials and tutorials. the remaining chapters of the work include one concerning diversity and the need for cross cultural instruction, making instructional sessions culturally relevant to all students, taking into account the most appropriate instructional strategy for optimizing student learning. “the future of information literacy” is a great title for the final chapter of this slim volume, but does not live up to its promise, merely summarizing current efforts rather than taking on the difficult task of formulating opinions as to the opportunities for academic libraries in the future. this book may be helpful to librarians who are not fully aware of how to teach, but i’m not sure that it reaches its promise. that said, it’s an important work for librarians responsible for information literacy instruction who do not have training as educators. they will benefit by rounding out their interest in providing information literacy instruction by reading this book and taking to heart all that must surround good content to assure that learners absorb what is taught and are able to apply it in other situations in the future. barbie e. keiser is a information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net lesley farmer, a very prolific writer, made a great decision when she decided to write teen girls and technology. a quick look at worldcat, amazon, books in print, and google books and you can see that there is hardly anything monographic written about the subject. there are books that address teens and technology, but they usually only have a chapter or two devoted to females. farmer’s book goes beyond the one chapter model to fully address the complex issues surrounding teen girls use of technology. the first section of the book is devoted to the teen tech girl’s reality where farmer discusses the current situation for female teenagers and technology in terms of societal, family, social, economic, government and academic issues. refreshingly, farmer does not limit the scope of her book just to the united states, but takes a more global approach. in the introduction she gives a glaring example of the american teen girl who is unaware of the proliferation of her techie teen girl counterpart in japan. after framing the situation in a global view, farmer then spends parts ii and iii of the book focusing on success in the united states. she accomplishes this by laying out the stakeholders and elements for success in part ii and then giving lesson or project ideas for schools, communities and families in part iii. given the title, this book is framed from the point of view that there is a problem with teen girls and technology. for a counterview, dan kindlon’s alpha girls, examines the new american girl that is thriving. it is based on his survey and interview data of teens across america and is compiled into long narrative chapters. for a well rounded collection, i would also recommend an earlier book by farmer, digital inclusions, teens and your library. in teen girls and technology, farmer only devoted four pages to girl’s access to technology, but she devotes over 40 pages to access issues for teens in digital inclusions. considering the psychological slant of teen girls and technology, the potential audience is large. specifically, public librarians could use this book for personal professional development or as part of a public library collection, the book would be handy for active parents or caregivers and community members involved with recreation or technology decision making. in general, this book is recommended for any library that has collections in psychology, sociology, management information systems, public administration, social work, communication, computer and information science, and education. michelle price is the science and outreach librarian for st. john fisher college in rochester, new york. she previously reviewed books for education libraries as michelle dubaj, and up until this summer was reference & instruction librarian at reed library, suny fredonia, fredonia, new york. email: mprice@sjfc.edu teen girls and technology: what’s the problem? what’s the solution?—reviewed by michelle price farmer, lesley. (2008). teen girls and technology: what’s the problem? what’s the solution? new york: teachers college press. isbn: 978-0-8077-48756 (paperback), 978-08077-4876-3 (hardcover). $21.95 (pa.), $52. (cloth). education libraries, volume 31, no. 2, winter 2008 49 the computer as an educational tool: productivity and problem solving—reviewed by michelle price forcier, richard c., and descy, don. e. the computer as an educational tool: productivity and problem solving, 5th ed. columbus, oh. allyn & bacon, 2008. isbn: 0-1324-3396-6. $99.40. the fifth edition of the computer as an educational tool: productivity and problem solving separates the content into two parts, “foundation and theory” and “classroom applications as learning tools.” in the first part the text not only covers learning theory, management issues, technology standards, legal and ethically issues, but it also has a whole chapter devoted to learning about the computer. it covers hardware, software, networking, input devices, memory, etc. for the pre-service and even the in-service teacher, this chapter is invaluable for its layman’s approach to technical issues. each chapter starts with a section of questions as the advanced organizer. there is also a chart to show which national educational technology standards for teachers (net-t) are addressed in each chapter. the chapters are filled with figures, charts, tutorials, snippets from real classrooms called “let’s go into the classroom,” and then end with exercises and references to the companion website as well as a glossary of terms. the actual printed book is really just one part of the entire package. there is a companion website supported by prentice hall and a take along cd included with the book. prentice hall still maintains the website for the fourth edition as well as the companion site for the fifth edition. the site is navigable by chapters, and each chapter has objectives, summaries, self-assessment and essay questions. the self-assessments are multiple choice or true/false tests which include page number hints to find the answers in the text. there are nine other categories of online materials for the chapters; web resources, professional development, digital portfolio, standards, web extensions, demo central, activity central, supplemental information, and powerpoint slides. not every chapter has all nine categories available. the web extensions (web quests) and activity central provide more opportunities for student exercise. a very cool feature is the digital portfolio. for those institutions that support programs where pre-service and in-service teachers have to develop a digital portfolio, the website has activities for each chapter for creating portfolio pieces based on national educational technology standards for students (net-s). the take-along cd contains powerpoint slides for the chapters, tutorial files, guidelines, lessons and tech trends. only the powerpoint slides are available on the companion website, the others are exclusive to the cd. the data files for the lessons that contain filemaker pro and excel are excellent and great time savers, but i ran into trouble when i was working on a thin client computer that had no cd drive! a likely reason for website exclusion is copyright restrictions since the guidelines and lesson figures are reproductions from the text. the tech trends are reprints of a regular column that the book editor, don descy, contributes to the techtrends journal. a large portion of the techtrends journal is available freely online, but the cd does not reference the journal website. i would be remiss if i did not bring up a few competing titles, meaningful learning with technology (978-0-13239395-9) covers a lot of the same topics but instead of organizing the book based on the tool, it splits chapters up by function, i.e. experimentation, communication, design. there is also using technology with classroom instruction that works (978-1-4166-0570-6), published by the association for supervision and curriculum development and fashioned like the marzano classics classroom management that works and classroom instruction that work. it covers computer applications tools and their use in the classroom. overall all, the computer as an educational tool : productivity and problem solving should be a necessary requirement for teacher education because of its split focus on both theory and application and the depth of resources included with the companion site and the takealong cd . for any institution that does not have the fourth or fifth edition, i would suggest moving it to the top of your priority list for purchasing. michelle price is the science and outreach librarian for st. john fisher college in rochester, new york. she previously reviewed books for education libraries as michelle dubaj, and up until this summer was reference & instruction librarian at reed library, suny fredonia, fredonia, new york. email: mprice@sjfc.edu education libraries, volume 31, no. 2, winter 2008 50 teaching information literacy is written by a gifted librarian—the coordinator of instructional services—at california state university in bakersfield. gavin clearly understands what instructors in information literacy need to do to assure that their students develop information literacy competencies, become confident, and carry those skills from academia to the workplace. the book provides academic librarians with chapters “arranged sequentially to stimulate a typical research process… within each chapter, a set of learning objectives is discussed, followed by class activities, instructor guides, and assessment tools” (p 5). in chapter 1, selecting and narrowing topics, there are three objectives for the seemingly simple goal, formulate a viable topic. instructors are told that they should encourage students to “begin the topic development process by discovering what has been said by others about a subject” by browsing various classes of resources, including textbooks, specialized encyclopedias, popular or trade magazines, library and bookstore shelves, internet directories, and tables of contents of key journals (p. 7). she points to two sources that provide topics and background material for controversial subjects, taking sides series from mcgraw-hill (http://www.duskin.com/takingsides) and opposing viewpoints series from greenhaven press (http://www.wadsworth.com/pubco/serv_opposing.html) . ways to narrow topics through brainstorming or clustering and classifying provide useful tips for objective 2, “narrowing a topic.” objective 3, “asking questions,” is followed by suggested class activities for one-hour sessions and multiple sessions or courses, providing the reader with appropriate activities no matter the length they have with learners—a single session or multiple time throughout a semester. also included are websites that deal with topic development, and links to assessment tools covering selecting and narrowing topics. the goal for chapter 2, developing a thesis statement, examines the difference between an argumentative and descriptive or informative thesis. this chapter too concludes with class activities, websites (on thesis development), and links to appropriate assessment tools for this topic. for those who want additional reading on the topic, footnotes for resources cited within the chapter are provided on the chapter’s final page. this practice continues throughout the book indicating the degree to which the author and publisher have thought about what would be most helpful to the reader. chapter 3’s goal is to enable students “to retrieve a set of highly relevant references” (p. 37). learning objectives for this chapter are “construct a boolean search strategy” and “apply a boolean search strategy” to locate resources in major bibliographic databases. gavin takes a step-by-step approach to constructing an effective search strategy: 1. write a clear statement of the topic 2. divide the topic into concepts 3. select words to express each concept 4. use truncation appropriately 5. translate the boolean strategy into a parenthetical statement. chapter 4 titled evaluating periodical literature, helps students understand what periodicals are and their importance in conducting thorough research. learning objectives in this chapter help to define a periodical, identify types of periodicals and their levels of authority (e.g., scholarly vs. non-scholarly) and understand their editorial perspectives and practices. class activities, websites on periodical types, and assessment tools are followed by an extensive list of tutorials and quizzes on periodical basics. “perform basic search strategies in periodical databases” is the fourth learning objective in chapter 5, search strategies for periodical databases, preceded by three important steps that will help the reader learn how to: define a periodical database and identify the major types (citation, full-text, hybrid, citators) choose an appropriate database by determining its coverage and level of detail teaching information literacy: a conceptual approach—reviewed by barbie e. keiser gavin, christy. (2007). teaching information literacy: a conceptual approach. lanham, md: scarecrow press. isbn-13: 978-0-81085202-0. $45. education libraries, volume 31, no. 2, winter 2008 51 know the organization of periodical databases the chapter includes websites on searching periodical databases. chapter 6 provides the instructor with some useful tips for bibliographic instruction, such as explaining the library of congress classification scheme and interpreting a call number. the examples are excellent quizzes for students, though they should be adapted for additional disciplines. this chapter is the only one that perhaps provides too much detail for the average student, though the concept is well worth covering within any information literacy course as it is unlikely to be addressed elsewhere, in any other formal course or informal training. learning to search online public access catalogs (opacs) for relevant resources is the goal of chapter 7. the chapter provides activities that will help the instructor persuade students to use library of congress subject headings as a search tool, teaching them how to find lc subject headings in the “red books” and compare lc subject heading to keyword searching. the final learning objective of the chapter is to help students recognize when they need to search beyond opacs. chapter 8 focuses on teaching students how to evaluate a book by its internal features (i.e., author, title page, additional front matter) and its content. the chapter concludes by providing a summary of where scholarly evaluations of books can be found; hence, the chapter’s title, researching book reviews. the examples provided here will help any instructor think of relevant assignments to test whether students have mastered the subject matter. searching the internet effectively is difficult. chapter 9 provides a guide for using basic internet finding tools, such as search engines, meta-search engines, subject directories, hybrids and portals, with a discussion of the deep web and techniques for keeping current. learning objective 2, “preparing and executing a internet search strategy” recommends eight steps: 1. articulate the search topic 2. know what is needed 3. develop a logical search statement 4. construct a query 5. know the search features of each search engine 6. examine the results 7. modify the search strategy 8. evaluate the trustworthiness of a site as well as the accuracy of its content. the final chapter focuses on evaluating internet-based resources. according to the author, the goal of determining the authority and accuracy of websites consists of four learning objectives: 1. know how to detect inaccurate information 2. recognize a “possible” trustworthy site 3. investigate and verify ownership of information 4. know major website types that can mislead. this practical work for information literacy instruction presents its material in a logical flow and format, and is an excellent resource for all interested in the subject, in particular, high school and community (two-year) college librarians. barbie e. keiser is a information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net to say that curriculum leadership is a thorough approach to the study of curriculum development and implementation is an understatement. the hefty 468 page volume is packed with the background, current issues, and further projected developments necessary to understand each stage of the curriculum study process. glatthorn, boschee, and whitehead begin the book with curriculum leadership: development and implementation— reviewed by gail k. dickinson glatthorn, allan a, boschee, floyd, and whitehead, bruce m. (2006). curriculum leadership: development and implementation. los angeles: sage. 978-14129-0426-1. $91.95. education libraries, volume 31, no. 2, winter 2008 52 foundations and they linger nicely in musing about “the nature of curriculum” (chapter 1) and review concept and types of curriculum, including the hidden curriculum. this reviewer found their chapter 2, “curriculum history” to be overlooked in many other curriculum texts and tells the tale of the rise and fall of curriculum trends. even undergraduates in teacher education programs will be able to find parallels to their own years of experience as a k-12 student. the authors’ tidy explanation of how each new wave of curricular reform was played out in schools is fascinating and they do a nice job of tying each phase through transitions to the next. the book continues through part 1 to review politics of curriculum and basic curriculum theory. part 2 focuses on curriculum planning and takes the reader from the conceptual stages of planning, through the general program of study, to specific fields, and finally to the processes used in the development of new courses and unit. the detail in the planning process, beginning with concepts and ending in what the classroom teacher implements in the classroom is an example of the thorough approach used in this text. part 3 moves to managing the curriculum, and begins with supervising both the curriculum and how it is taught, including concepts of motivating teachers to move to a new curriculum and teaching strategies. part 3 continues with curriculum implementation, alignment, and evaluation. part 4 focuses on current trends, and includes discussions of specific subject fields, issues such as new technologies and new assessments. adaptations for diverse learners are also discussed in this section. curriculum leadership will have a prominent place on the shelves of education libraries. along with its value as a text for curriculum classes, it is a reliable ready reference tool for students at any level in the education field to check understanding of terms, review for comprehensive exams, and find support materials for class assignments. the real strength of this resource is the thorough approach. an extremely valuable resource for any library focused on education. dr. gail k. dickinson is an associate professor at old dominion university. email: gdickins@odu.edu i opened the book not expecting much—my interest is in information literacy and the title of the book made clear that its focus was reading—but from the first paragraph of the preface i was hooked. the premise of this ingenuous volume by joan f. groeber, an independent consultant and lecturer in the field of literacy and assessment, is that we must determine “what students need to know to progress through the educational system with some measure of success.” she recommends that we analyze the methods and strategies that successful, effective learners “employ to comprehend and respond to classroom materials” with a goal of “helping less experienced learners adopt these techniques.” (p. vii) the book succeeds in offering “a clear blueprint for the acquisition of ‘life skills’ based on what works for effective learners” (p. viii), which is precisely the link that we make between information literacy and lifelong learning. there are eight brief chapters (consisting of a mere three pages!) and while these pages are crucial, the 10-16 innovative exercises that comprise the rest of each chapter make this an invaluable book. each exercise consists of a brief paragraph providing background— why this exercise is important and what it will do for the student—a description of the activity and questions that can guide discussion in the classroom. the author indicates whether the exercise is suitable for independent reading and small group discussion, for example, and suggests both formal and informal assessments. the book progresses from primary grades to middle school to high school addressing the level of comprehension necessary at each stage. ms. groeber lets us know precisely what each chapter is about through accurate titles. in chapter one, titled, more than 100 tools for developing literacy—reviewed by barbie e. keiser groeber , joan f. (2008). more than 100 tools for developing literacy. 2nd ed. thousand oaks, ca: corwin press. isbn: 978-1-4129-6437-1 (pbk.), 978-1-41296436-4 (cloth). $28.95 (pbk.), $62.95 (cloth). education libraries, volume 31, no. 2, winter 2008 53 prereading exercises, we learn that the exercises “provide readers with a chance to think about what they are about to read. key elements in effective prereading exercises focus on purpose (why they are reading), text format (how the passage is organized), and prior knowledge (what they already know about the topic)” (p. 1). chapter two, exploring fiction, recommends classroom exercises that build on the relationship between readers and characters. “once readers establish a reason to care about a character, they are willing to invest some time and emotion in a shred journey,” eager to see how the plot unfolds (p. 28). chapter three, exploring nonfiction, explains how becoming familiar with expository text structures— description, sequence, comparison, cause and effect, and problem and solution—“enhances readers’ chance of being able to comprehend the authors’ message” (p. 55). the importance of understanding alternate methods authors use to convey information, such as charts and graphs, is addressed in the exercises. the need to consider reading behaviors suited to learning about ideas, concepts, and opinions is also covered. readers responses (chapter four) provides opportunities for students to “share their perspectives about the text by participating in some form of postreading activity” (p. 79). it helps teachers provide meaningful evaluation beyond test examination. exercises in this chapter focus on creating alternative endings or linking the story to personal experiences. chapter five, note-taking strategies for students, shows how the cornell note taking system “coupled with effective listening behaviors and solid study habits, form the basis of a successful school career.” exercises in this chapter “will help students become proficient note takers” during lectures (p. 106). building and reinforcing student vocabulary (chapter six) equips students with strategies for acquiring new words “as they become necessary for daily life… through a study of word origins or by grouping the words into categories based on definition or function” (p. 122). the author suggests how games and puzzles can be used to reinforce vocabularies. chapter seven, exploring research resources, recommends that teachers “determine beforehand how much (or little) students know about how to navigate” the world wide internet (p. 141). to illustrate gaps in practical knowledge, ms. groeber uses the example of students who know how to get directions by using mapquest, for instance, “but cannot identify the capital city of a state or country” (p 142). the activities presented in this chapter will help students in middle school and high school connect their use of the internet with subject projects. chapter eight, improving study and test-taking skills, recommends pretesting and stresses the importance of taking good notes, as well as using other study aids. it is a fitting conclusion to a practical volume that should be given to all teachers. barbie e. keiser is a information resources management consultant located in the metro washington, dc, area. email: barbieelene@att.net no challenge left behind: transforming american education through heart and soul is a collection of previously published essays by former school superintendent and executive director of the american association of school administrators, paul d. houston. while all the essays are relatively short, most under three pages, they each pack a punch with challenging thought provoking ideas coupled with great storytelling. the book is divided into four sections. in section one the essays focus on the basic building blocks of leadership. sensible advice in this section ranges from ways to find your own voice to ways to connect with others. the second section focuses on the role of superintendents in schools and the educational process. while the advice here is mainly intended for a specific kind of leader, the fundamental truths and ideas will be widely applicable to no challenge left behind: transforming american education through heart and soul—reviewed by rachel wadham. houston, p. d. (2008). no challenge left behind: transforming american education through heart and soul. thousand oaks, ca: corwin press. isbn: 978-1-41296862-1. $28.95. education libraries, volume 31, no. 2, winter 2008 54 all types of leadership. the third section focuses on the challenges that educators face today and how we can go about transforming schools in this environment. overall houston makes two main points. first, that in order to transform schools we need to make schools into places that kids want to be. this means creating schools that are full of engaging, fun, and meaningful learning. second he feels that current focuses on testing and achievement are pulling us further away from creativity and creative thinking, one of the things that americans do best. houston argues that transforming schools means making them into places that create students who are creative thinkers that challenge the status quo and conventional ideas. the last section describes lessons that houston learned during his extensive travels. among other things in this section houston discusses what we can learn from other counties’ educational systems. these insights, especially into the systems of ireland and singapore, not only allow visions of what american is doing well but also of what we could do better. throughout the work houston uses examples from popular culture, his own experiences, and his travels to creatively illustrate his points. he uniquely and creatively blends theory, practice, belief, and storytelling to make this a wonderfully engaging read. houston’s message to educators is upbeat and full of joy and hope. the overarching point of the essays is that the work we do comes from the soul and we must nurture the soul of the children with whom we work. this book does not set out to solve problems, but instead creates a philosophical environment that is full of engaging ideas and empowering philosophy that will certainly be the basis for whatever change the future holds. i highly recommend this title for all educators but especially for current and future administrators as well as any practitioner who has lost their passion for teaching and wants to rediscover the heart of the profession. rachel wadham is the education librarian at brigham young university. email: rachel_wadham@byu.edu deeper learning: 7 powerful strategies for in-depth and longer lasting learning-reviewed by julie shen jensen, eric, and nickelsen, leann. (2008). deeper learning: 7 powerful strategies for in-depth and longer lasting learning. thousand oaks, ca: corwin press, isbn 978-14129-5204-0. $40.95. jensen and nickelsen, former teachers, use their previous experience to inform their current professions as trainers and authors. in their latest book, they combine a theoretical understanding of brain-based learning with a practical how-to approach. the end result is a well-informed teaching methodology that is ready to be implemented in the classroom immediately. when the brain is in a state that is ready to learn deeply, students learn better and enjoy themselves more. this book gives teachers a step-by-step approach of how to help their students get to that point. the model presented here, the deeper learning cycle (delc), is composed of seven steps: 1. planning the standards and curriculum, 2. preassessing, 3. building a positive learning culture, 4. priming and activating prior knowledge, 5. acquiring new knowledge, 6. processing the learning deeper, and 7. evaluating student learning. why so many steps? because, with few exceptions, the brain requires repeated exposure to learn anything, and this model takes that into account. the first thing you might notice upon opening this book is how the format helps you practice what it preaches by giving you many opportunities to process the information. each step in the delc is explained first in terms of the research literature and then in how to implement it in the classroom. i was impressed with their coverage of the latest research. for example, in the section on processing, the authors explain how bloom’s taxonomy does not mesh with current research, showing that so-called higher level thinking can take place without having lower level thinking as a foundation. on the other hand, they do not overwhelm you with theory. in fact, about half of this volume is devoted to hands-on education libraries, volume 31, no. 2, winter 2008 55 exercises, especially reproducibles that can be duplicated and given to students. i was also impressed with the section on building a positive learning culture, which not only takes into account the different types of learners but also the teachers’ personalities. not every teacher needs to have a sense of humor or be “touchy feely”; the emphasis is on making teachers aware of their importance in setting the tone for their classrooms. one way to do this is by developing a teaching philosophy that can then be shared with students in the form of a classroom mission statement. another is to be aware of the role nonverbal communication plays in effective teaching. the primary audience for this book is teachers in grades 4-12. however, much of the research covered involves college students as subjects, and about half of the handson exercises are directed at adult learners, so there’s a great deal here that is useful for teachers in higher education. julie shen is a reference/instruction librarian at california state polytechnic university, pomona. email:jshen@csupomona.edu clip notes published by the association of college and research libraries (acrl) are quite frankly, without a doubt, a goldmine. from its inception in 1980, this acrl program provides college and small university libraries with reports, surveys, and documents on specific “best” practices. the continuing education committee, which oversees the series, envisioned the resulting publication as a packet; hence, the name, clip which stands for college library information packet (morein, 1985). “each clip note is comprised of three components: (1) information gathered from surveys sent to participating libraries; (2) analysis of survey results and review of the literature; and (3) sample documents (e.g., policies, procedures) pertinent to the clip note topic.” (clip notes, 2006). the notes form a code of conduct for all libraries not just academic, and titles published years ago are still consulted today. a case in point is clip notes number 22, allocation formulas in academic libraries (1995). every time someone posts a query to a discussion list about creating budget formulas by specific collections, someone always mentions this book which was published more than ten years ago. when i saw the most recent addition to the notes canon; a book on copyright, i was relieved and thrilled. all libraries deal with the trials and tribulations of copyright law and need guidance to adhere to requirements and restrictions. copyright policies compiled by patricia keogh and rachel crowley does not disappoint. the book begins by clearly stating that this text does not represent legal advice. data were gathered by copyright policies, clip note #39—reviewed by jacqueline snider keogh, patricia, & crowley, rachel. (comp.). (2008). copyright policies, clip notes #39. chicago: association of college and research libraries. isbn: 978-0-83898459-8. $45 education libraries, volume 31, no. 2, winter 2008 56 distributing the survey via survey monkey to 207 institutions of which 144 or 67% completed the questions. the book includes an analysis of the survey results, the survey questions with the responses summarized, a selected bibliography, and copyright policy documents from sixteen colleges and universities. the survey found that campuses addressed the topic of downloaded music most often followed by audiovisual recordings, sound recordings and then images. interlibrary loan, electronic research database licensing and reserves received the most attention in terms of monitoring and enforcing copyright. photocopying and downloading scored lowest. according to the results, the majority of staff, faculty and students receive copyright training either annually or “on demand.” from reading the responses regarding copyright education, the reader gains a picture of the similar ways in which various colleges treat this important topic. for example, many institutions discuss copyright during orientation sessions, at the beginning of the school year. in most cases, the library initiates the discussions. the real core of this clip notes, however, lies in its assortment of copyright policies. the sampling here from albion college, goucher, earlham, suny at plattsburgh, and wheaton to name just a few, covers this topic with depth and practically. these policies are wonderful guides upon which to base your own library’s policy. this clip note as with others in the series is an invaluable tool for all libraries. the results of the survey plus the copyright policies make it a must-have. references clip notes: guidelines for compilers. (2006). chicago: college libraries section, association of college and research libraries, american library association. retrieved from: http://www.ala.org/ala/acrl/aboutacrl/acrlsections/collegel ibraries/collpubs/clipnotesguidelines.cfm#intro morein, p.g. (may 1985). what is a clip note? c & rl news: college and research libraries news, 46: 226-229. tuten, j., & jones, b. comp. (1995). allocation formulas in academic libraries. clip notes #29. chicago: association of college and research libraries. jacqueline snider is co-editor of this journal, and adjunct faculty at the university of iowa. email: jacqueline-snider@uiowa.edu . one of the challenging issues educators face today is how to successfully integrate english language learners (ells) into our school environments. with an unprecedented growth of the ell population and federal mandates for assessment, one of the most significant challenges is determining if and when ells are underachieving. however, determining achievement potential is a complex business when it comes to ells. there are several reasons why ell students may be underachieving and it is essential to determine if students are struggling because of the language acquisition process, instructional practices, learning disabilities, or a combination of factors. in order to give students the support they need, the first step is to determine the reasons for their difficulties. when the wrong determination is made, ells are often inappropriately referred to special education. this is where why do english language learners struggle with reading?: distinguishing language acquisitions from learning disabilities comes in. this practical book, edited and written by specialists in bilingual and special education, attempts to provide why do english language learners struggle with reading?: distinguishing language acquisition from learning disabilities— reviewed by rachel l. wadham klingner, j. k., hoover, j. j., & baca l. m. (eds.) (2008). why do english language learners struggle with reading?: distinguishing language acquisition from learning disabilities. thousand oaks, ca: corwin press. isbn 978-1-4129-4147-1. $31.95 education libraries, volume 31, no. 2, winter 2008 57 practical solutions to the challenges of assessing ells. this work was designed to assist educators in distinguishing between learning disabilities and other explanations for underachievement. its main goal is to provide information that will lead to the most appropriate education for ells while reducing inappropriate referral and placement to special education. divided into manageable chapters, each set of contributors makes a valiant effort to cover succinctly a very complex topic. the first two chapters discuss all the necessary background information on ell demographics and the language acquisition process. chapter two is especially well done as it addresses eight misconceptions about second language acquisition. this discussion is revealing and thought provoking as it lays bare many misunderstood ideas. implications for practice are outlined that deftly guide readers to think about these issues in a whole new way. the remainder of the chapters use the framework of response to intervention (rti) models to discuss how second language acquisition differs from learning disabilities and what things to consider when assessing the performance of ells. each chapter expertly clarifies this new practice and describes how the procedures are similar to and different from previous approaches. additional information on how data-driven decision making should be implemented in this model is also given. all the chapters give practical advice for those in the beginning stages of working with ells and new models. this basic level of information makes this work an excellent primer for those who have had little or no experience with an ell population or the models described. additionally all chapters include numerous guides, checklists, figures, tables and easy reference guides. the book concludes with an extensive reference list and a useful index. all chapters contain very informative research to practice sidebars that describe in detail important research projects and their outcomes. overall, this is a resource for beginners, with just enough information and guidance to help focus thinking and steer new practitioners on the right path. educators at all stages will find this a good guide to help make informed instructional and eligibility decisions for english language learners. rachel wadham is the education librarian at brigham young university. email: rachel_wadham@byu.edu. the world’s most popular sport is football, known in america as soccer. soccer fans are passionate, engaging in joyful celebrations of national pride after a victory or furious riots after a loss. soccer’s most important international competition is the world cup. there have been many upsets throughout the 76 year history of the quadrennial tournament, although only seven national teams have emerged victorious. clemente angelo lisi is a news reporter and longstanding soccer aficionado. lisi set out to create an encyclopedia of the world cup for american readers unfamiliar with the tournament. a history of the world cup: 1930-2006 documents the tournament’s beginnings, providing anecdotes and biographical sketches of the major participants. following the table of contents is a foreword authored by united states national soccer team member brian quinn. an introductory essay discusses the author’s background in soccer, and provides context for the world cup in comparison with football, baseball, basketball, and hockey. the text is divided into eight chapters. each chapter presents the major events of the world cup year, followed by profiles of renowned national teams like brazil and italy, and descriptions of qualifying round competition, group play, quarterfinal and semifinal contests, and championship games. biographies, statistical records, and pictures of prominent players like pelé, maradona, and ronaldo are interspersed throughout the text. each chapter concludes with notes to document sources. a history of the world cup: 19302006—reviewed by warren jacobs lisi, clemente angelo. a history of the world cup: 1930-2006. lanham, md: scarecrow press, 2007. isbn 9780-8108-5905-0. $29.95. education libraries, volume 31, no. 2, winter 2008 58 highlights of chapter one include the birth of modern soccer through establishment of original rules in 1863, and the 1904 formation of fifa, the governing body of the sport. the world cup began play in 1930. the format called for teams to be placed into group brackets. teams possessing the best records after group play advanced to the semifinal games, with the remaining two teams squaring off for the championship. in chapters three through five, lisi focuses on brazil’s world cup success. a perennial contender for the world cup, brazil has taken part in all 18 tournaments, winning five. pelé, the great brazilian star known as “the god of football” is profiled. after playing on four brazilian world cup teams, pelé helped to popularize the sport in the united states by joining the new york cosmos of the now defunct north american soccer league during the mid-1970s. english star david beckham had a similar effect when he signed with the los angeles galaxy of major league soccer in 2007. chapter seven considers whether soccer has gained greater acceptance in the united states after the 1994 world cup. by awarding the games to the united states for the first time, fifa hoped to foster an appreciation for the sport. soccer festivals were held throughout the country to promote the world cup. group play took place in nine different cities. over 94,000 spectators witnessed the final match in the rose bowl, while over one billion fans watched the television broadcast of brazil’s victory. chapter eight contains pictures of the infamous headbutt by the temperamental french midfielder zidane. lisi notes that the vicious incident in the 2006 championship game is the first use of instant replay by an official. zidane was ejected from the contest as italy captured its fourth world cup. zidane ended his career in shame, although he later claimed that the italian defender materrazi taunted him with profane comments about zidane’s mother and sister. the book concludes with the glossary, appendices of yearly statistics and historical records, bibliography, and index. a history of the world cup: 1930-2006 is a comprehensively researched source that will benefit newcomers to the sport as well as veteran observers of the tournament. lisi’s enthusiasm for soccer can be easily ascertained. with the world cup’s growing popularity in the united states, this text will be a very useful addition to the reference collection of any high school, public, or academic library. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu a to z of the olympic movement— reviewed by warren jacobs mallon, bill, with buchanan, ian. the a to z of the olympic movement. lanham, md: scarecrow press, 2007. isbn 978-08108-5645-5. $40.00. the olympic movement demonstrates the power of sport to enrich mankind through friendly athletic competition every four years. the former television host of the olympics, jim mckay, once called the games, “the largest peacetime gathering of humanity in the history of the world.” idyllic at times, the olympic games are not immune from political, economic, and sociological pressures afflicting the world. bill mallon and ian buchanan are founding members of the international society of olympic historians. in 1995, they wrote historical dictionary of the olympic movement to present a complete reference volume covering not only the superlative athletic feats, but the history, politics, and personalities of the olympics. this title is the third edition of their original dictionary. the authors have also collaborated on several other titles on this subject, and were honored for their scholarly contributions to the olympic movement. the first part of the text furnishes definitions for many three-letter acronyms and abbreviations representing sports contested, olympic nations, and governing bodies of sport. the next section contains a brief chronology of the olympic movement listing important events from the 12th century bce through the upcoming winter games of 2010. detailed summaries are provided for the education libraries, volume 31, no. 2, winter 2008 59 modern olympic games that began in 1896, continuing through the host city selection process for the winter games of 2014. an introductory essay helps readers to understand the olympic movement, which differs from the actual games. other subjects include the revival of the modern games through the efforts of pierre de coubertin, the economic impact of the olympics for the host city and country, and the growing dependence upon television and commercialism for the expansion and fiscal viability of the games. the authors do not avoid controversial subjects, addressing gender inequality, blood doping, performance-enhancing drugs, boycotts, terrorism, and scandals. the largest section of the book is devoted to the concise, yet comprehensive and readable dictionary entries covering all olympic sports, 202 participating nations, important events, and prominent athletes and administrators. readers may learn about the significance of rowing and sculling, cameroon, nelli kim, lord killanin, and the olympic bribery scandal, to name only a few of the entries. the appendices include the sites, dates, and participating nations and athletes for each of the summer and winter games. additional data covering the presidents and members of the international olympic committee, medals won, final torchbearers, speakers of the olympic oath, and the athletes disqualified for positive drug tests may be found in this section. a comprehensive bibliography and author information concludes the book. the a to z of the olympic movement is one of more than twenty titles in scarecrow’s a to z series of guides covering topics as diverse as the holocaust, taoism, and revolutionary america. this text is an essential addition to the reference collection of any high school, public, college, or university library. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu gaming expert eli neiburger provides the knowledge you need to set up a gaming program in your library with his new book, gamers…in the library?! the why, what, and how of videogame tournaments for all ages. the author is currently the technology manager at ann arbor district library (aadl). he piloted gaming tournaments at aadl and has given several talks and workshops on the topic around the country. since he confesses very early on that he is a geek and a gamer, it is obvious that he has a great deal of experience and knowledge on the topic. the foreword, written by a mother of a tween who attends the tournaments at aadl, offers highlights from the patrons’ perspective on why gaming in the library works. the introduction transitions easily from the foreword and sets the tone for the rest of the book. written in an easy, casual style, the book is entertaining and sometimes laugh out loud funny; a bit unexpected but welcome in a “how to” manual type of book. the first two chapters cover information on why gaming in the library is a good idea and provide some background on types of gamers. while eli makes a very interesting case, and refers to other genres that also had a questionable place in the library world, i was left hoping that he would present more statistics and return on investment information. he does share great anecdotes of how this has worked at aadl but still i wished for quantitative evidence. gamers…in the library?! the why, what, and how of videogame tournaments for all ages—reviewed by elizabeth j. bollinger, neiburger, eli. (2007). gamers…in the library?! the why, what, and how of videogame tournaments for all ages. chicago: american library association. isbn: 978-0-8389-0944-7. $42.00 education libraries, volume 31, no. 2, winter 2008 60 the middle chapters outline the practical and technological elements in preparing for the event, such as choosing software and hardware, physically setting up hardware, and promoting events. while the author does tell you exactly what you need to know and do, i found the organization of the chapters a little confusing and disappointing. the chapters do not provide a step by step guide but combine practical information from later chapters while talking about higher level concepts. what the author has done particularly well is create charts of the different types of games, and rate them for tournament play by software ratings (e, t, m, much like ratings for movies) and by different subgenres. the charts make game selection much easier if you are unfamiliar with the genres. the chapter on “setting it up or more about cables than you ever wanted to know” is particularly useful and perfect for someone who has never before used a console or built a lab. after reading this chapter a complete novice could mount a tournament without pulling all their hair out or tripping on cables. i must confess that i also identify as a geek and a gamer. even so, there were some terms that the author uses in the book that i didn’t know or understand. while the book offers a fairly complete index, it would have been helpful to also have a glossary to refer to for unfamiliar vocabulary. overall the book is a well written primer on the logistics of setting up gaming in your library. while it is not a step by step how to and it lacks empirical data to support why gaming helps libraries, this book is as enjoyable as it is instructive. this is a must read for anyone considering gaming in their library and a should read for teen and youth librarians. elizabeth j. bollinger is systems librarian at the digital & multimedia center/vincent voice library, michigan state university. email: bolling7@mail.lib.msu.edu assess for success, 2nd edition, is an important resource for practitioners and other members of iep teams. the book will serve as a guide to help plan and assess the transition process of students entering into adult life as it cover this important topic in great depth and clarity. the authors describe members of the iep team as the target audience because “they assist a student of any disability and functioning level in defining his or her vision of the future and in reaching this vision.” this updated comprehensive and well organized text will assist students, families, and educators, and will make a lasting impact on the field. this joint publication is clearly thought out and designed. each of the five authors is an expert in the field of special education and contributes both academic insights as well as professional, practical and research experience. the book begins by explaining the need for transition assessment, as well as the legislation relating to and the national standards impacting transition assessment. the authors also include examples of students dealing with transition and a variety of case studies for the development of chapter topics. the book has been organized into seven chapters containing an overview of transition assessment, career development, the role of self-determination, outcomes for iep planning, roles of key players, methods of gathering information, and matching students to environments. many chapters provide references and additional resources including both print and electronic. there are also helpful aids such as worksheets, and tables. there are also five appendixes and an index at the end of the book. the appendixes are also a useful assess for success, 2nd ed.—reviewed by celeste moore sitlington, patricia l., neubert, debra a, begun, wynne h., lombard, richard c. , leconte, pamela j. assess for success, 2nd ed. thousand oaks, ca: corwin press, 2007. isbn 978-1-4129-5281-1. $31.95. education libraries, volume 31, no. 2, winter 2008 61 resource for the reader interested in helping the student transition successfully into adult life. the authors deal with the topic of transition assessment historically, legally and practically. this combined approach gives the reader an understanding of both disability and functioning levels, why transition assessment is so critical particularly in the middle school years and how planning and assessment can help students successfully transition into adulthood. the authors direct careful attention to the stakeholders in this process, and offer tips on working with all members of the iep team. the book makes a significant contribution to the field, and is a must have resource for schools and any persons involved with an iep team. celeste moore is a librarian at st. andrew hall library, syracuse, ny. email: moore_celeste@hotmail.com susan udelhofen has extensive experience working with school districts in the area of curriculum mapping, and this multimedia kit takes full advantage of that experience. the kit is based on udelhofen’s 2005 book of the same title, and expands that book by including a facilitator’s guide and video vignettes of teachers discussing their experiences with curriculum mapping, as well as showing the process in action. udelhofen spends some time in the all three contexts (book, facilitation guide, and video) on the motivation needed for classroom teacher buy-in to the process. her point that curriculum frameworks and pacing guides are not enough to fully understand what is being taught in classrooms is excellent. she also notes that curriculum maps showing what is taught over the course of the way are much clearer to parents than curriculum guides. the facilitator’s guide on cd and video dvd are based on what the publisher refers to as udelhofen’s bestselling book by the same title. the book is included in the kit, and although it has a 2005 copyright, it still represents a strong curriculum mapping guide. the facilitator’s guide is thorough and detailed, and includes reproducible handouts on each stage of the process, from the beginning overview through to the workshop evaluation. the video vignettes are nicely done. viewers will feel like they are being given a tour of the process, as if a door was opened into the workroom where one could see and hear teachers discussing curriculum mapping. interviews with classroom teachers on specific aspects focus on the teacher perspective. the videos match each chapter of the facilitation guide, with some chapters having more than one video. the videos are short, with most of them less than 10 minutes. although the $299 listed price on this reviewer’s information may seem steep, this is a complete workshop. an experienced facilitator at the building and district level will have no problem using the materials to prepare and deliver a comprehensive curriculum mapping workshop. this is a cost-efficient way to benefit from national expertise and yet schedule and pace the work sessions at the convenience of the school. the workshop has multiple uses for education libraries. first, it is an example of a professional growth workshop that can be used as a model. students in graduate-level classes can review the types of handouts, the short videos, the pacing of the workshop, and the sequencing of content to understand how to build continual learning experiences for classroom teachers. second, the kit can be used as a module in graduate coursework on curriculum mapping. in summary, corwin press has packaged udelhofen’s book into a continuing education event for classroom teachers at the school and department level. it is a valueadded purchase for any education library at the university or district-level. dr. gail k. dickinson is an associate professor at old dominion university. email: gdickins@odu.edu keys to curriculum mapping: a multimedia kit for professional development— reviewed by gail k. dickinson udelhofen, susan. (2008). keys to curriculum mapping: a multimedia kit for professional development. thousand oaks, ca: corwin press. isbn: 978-1-4129-5836-3. $299.95 education libraries, volume 31, no. 2, winter 2008 62 in librarians as learning specialists: meeting the learning imperative for the 21st century, zmuda and harada outline the role of learning specialists in providing opportunities and objectives for student learning that can be systematically assessed. zmuda and harada have written a book for administrators and learning specialists that deal with the central themes of accountability, leadership, collaboration, and reflection to create a learning environment that is based on results. the authors identify areas where these themes should be addressed in the school environment and reorient the role of the learning specialist (with special focus on the library media specialist) as a key figure in achieving these goals. the book’s format provides ease of use for quick reference. each chapter outlines a way in which learning specialists can be oriented to play a more central role in the “results-oriented” learning successes of their students and colleagues. each chapter is broken into four parts which focus on: the theoretical background to the chapters’ content with an analysis of core literature; issues that administrators and staff must overcome to achieve the goals outlined; an analysis of the challenges learning specialists will face; and a framework for the role of the library media specialists. the authors also provide additional readings and exercises that connect directly to the core content of the chapter to bridge the gap between theory and practice. a comprehensive list of references at the end of each chapter and an index at the end of the book, make this a highly usable and accessible resource. in chapter 1, closing the learning gap: reframing our mission, zmuda and harada describe the importance of having a mission statement with defined learning principles that “describe the necessary components of the learning environment” (3). at the center of these principles, according to zmuda and harada, are reflection, collaboration, and assessment that stems from the learning specialists leadership role. zmuda and harada clarify the role of the library media specialist in the education environment while making explicit the need to develop a clear job description that identifies the specialist as a leader that affects change on student achievement and collegial developments. zmuda and harada outline the expertise required of all learning specialists (i.e. collaboration, content and pedagogical expertise, reflection and adaptability) while focusing on the need for library media specialists to create opportunities to align the learning goals of the library curriculum with that of the classroom curriculum (chapter 2, the learning specialist: clarifying the role of the library media specialists). in chapter 3, designing instruction to fit the nature of the learning and the learner, zmuda and harada focus on learner centered instructional design and how learning specialists need to have not only a commitment to and knowledge of their areas of specialty, but also a connection to the students as their “coaches of learning” (49). although zmuda and harada highlight the challenges to learner centered instruction, they focus the chapter on the collaborative process between classroom teachers and library media specialists that can assist in the design and application of learner centered instruction. they also provide scenarios from elementary through high school where the learning experience was personalized and the process was supported through collaboration. of particular interest was the discussion on diversity in the classroom. zmuda and harada provide insight into this issue by addressing the challenges educators face in working with children from a variety of backgrounds and the ways that classroom teachers and library media specialists can support diverse learners. however, this section could have been expanded into a broader discussion of library media specialists’ role in design instruction for culturally diverse learners rather than focusing primarily on special needs students (e.g. ell, ld, physically disabled). although assessment is a central theme throughout the book, chapter 4, providing robust assessment and librarians as learning specialists: meeting the learning imperative for the 21st century— reviewed by erin fields zmuda, a., & harada, v.h. (2008). librarians as learning specialists: meeting the learning imperative for the 21st century. connecticut: libraries unlimited. isbn 978-1-59158679-1. $40.00. education libraries, volume 31, no. 2, winter 2008 63 feedback, focuses on the creation of indicators by learning specialists to ensure student achievement and future growth. zmuda and harada outline the different forms of assessment and provide examples of each. additionally they focus on the challenges of assessment both as a tool of measurement and in terms of collaboration amongst classroom teachers and learning specialists. providing insight into false notions of learning specialists’ responsibility in assessment of curricular goals, the authors effectively illustrate the need for learning specialists to become true partners in the delivery and assessment of learning while placing the library media specialist at the center of the more “authentic” aspects of learning (etc. analysis, drawing conclusions, applying knowledge, etc.). in the conclusion, the authors focus on the changing landscape of information resources and the type of sources students will need to be successful learners in a digital age. while zmuda and harada provide collection development criteria for library media specialists in building these “new” collections, the analysis is limited and a more in-depth review of the uses and expectations of users of digital collections and web 2.0 tools is necessary to understand if or how they should be implemented into a school library. learning specialists: meeting the learning imperative for the 21st century provides a practical framework for implementing values based practices into the classroom. with tables, rubrics, assessments, and examples from both theoretical perspectives and practical examples, the authors have created a highly useful resource that focuses on actualizing improvements in the school through collegiality rather than idealistic theory that sometimes permeates literature in education. erin fields, is a reference and instruction library at york university, toronto. email: efields@yorku.ca online resources: conservation & archiving institute for conservation of historic and artistic works (aic) aic exists to support the conservation professionals who preserve our cultural heritage. as the only national membership organization in the united states dedicated to the preservation of cultural material, the aic plays a crucial role in establishing and upholding professional standards, promoting research and publications, providing educational opportunities, and fostering the exchange of knowledge among conservators, allied professionals, and the public. http://aic.stanford.edu/about/index.html the library of congress preservation: collections care and conservation includes these topics and more: paper, books/bindings, photographs, scrapbooks, leather reformatting, magnetic media, recorded sound, film, and mats & frames. http://www.loc.gov/preserv/pubscare.html national park service conserve-o-grams conserve-o-grams are short, focused leaflets about caring for museum objects, published in loose-leaf format. this is a selected list of documents that might be of interest to readers. http://www.nps.gov/history/museum/publications/conserveogr am/cons_toc.html archival and manuscript collections and rare books 19/1 what makes a book rare? 1993 19/2 care and security of rare books 1993 19/3 use and handling of rare books 1993 19/4 archives: preservation through photocopying 1993 19/11 preservation reformatting: selecting a copy technology 1995 19/12 contracting for reformatting of photographs 1995 19/13 preservation reformatting: inspection of copy photographs 1995 19/14 judging permanence for reformatting projects: paper and inks 1995 19/15 storing archival paper-based materials 1996 19/16 housing archival paper-based materials 1996 19/17 handling archival documents and manuscripts 1996 history detectives on pbs investigative techniques pages history detectives is devoted to exploring the complexities of historical mysteries, searching out the facts, myths and conundrums that connect local folklore, family legends and interesting objects. traditional investigative techniques, modern technologies, and plenty of legwork are the tools the history detectives team of experts uses to give new and sometimes shocking insights into our national history. their investigative techniques page includes topics on document examination: testing documents identifies forged and authentic papers, as well as paper analysis: determining age, make-up and origin. http://www.pbs.org/opb/historydetectives/ microsoft word edlibwin56rev.doc _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 16 resources on the net: information seeking behavior compiled by anne wade and chris bober, concordia university, montreal, quebec history and overview of information seeking behavior wilson, t.d. (2000). human information behavior. [electronic version]. informing science, 5(2), 49-55. retrieved december 22, 2005, from http://inform.nu/articles/vol3/v3n2p49-56.pdf wilson reviews the origins and the evolution of human information seeking behavior research, including the shift beginning in the 1980’s towards studies that focus on the user and away from those that concentrated on the design of the system. literature reviews on information seeking behavior martzoukou, konstantina. (2005, january). a review of web information seeking research: considerations of method and foci of interest. information research, 10(2). retrieved december 21, 2005, from http://informationr.net/ir/10-2/paper215.html the author reviews studies on web information seeking research, and posits that they lack a consistent methodological approach. guidelines for future research are presented for “it is important that individual web information seeking behavior is studied from all its multiple facets, such as experience, information need, affective and cognitive characteristics, and socially and culturally determined traits.” tenopir, c. (2003). use and users of electronic library resources: an overview and analysis of recent research studies. retrieved december 22, 2005, from council on library and information resources web site: http://www.clir.org/pubs/reports/pub120/pub120.pdf this report reviewed over 200 research studies published between 1995 and 2003 that focused on user behavior with electronic library resources. its purpose is “to help librarians identify reliable research studies, to provide a synopsis of the good studies, and to present an analysis of conclusions.” the synthesis of the studies provides a useful planning document as it presents a “full picture of what users actually do, why they do it, what they would prefer, and what they are likely to do in the future.” studies on the information seeking behavior of students bilal, d., and kirby, j. (2002). differences and similarities in information seeking: children and adults as web users. information processing and management, 38, 649-670. retrieved january 1, 2006, from https://206.191.28.118/docushare/dsweb/get/document-1535/bilal_kirby_2002_child_adult_ websearch.pdf this study examined the success of information seeking behaviors of seventh-grade science students and graduate students in information science in using the yahooligans! web search engine/directory. bilal and kirby compared a number of factors related to the cognitive, affective and behaviors of the two groups. their findings revealed that “89% of the graduate students found the correct answer to the search task as opposed to 50% of the children. based on the [web traversal] measure, graduate students’ weighted effectiveness, efficiency, and quality of the web moves they made were much higher than those of the children. regardless of success and weighted scores, however, similarities and differences in information seeking were found between the two groups.” the authors include a section on implications _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 17 for web training and system design. navarro-prieto, r., scaife, m., and rogers, y. (1999, june). cognitive strategies in web searching. proceedings of the 5 th conference on human factors and the web. retrieved december 22, 2005, from http://zing.ncsl.nist.gov/hfweb/proceedings/navarro-prieto/index.html the purpose of this study was to isolate and to analyze the significance of different variables in web searching: the users’ experience and cognitive strategies; the type of searching task; how the information is presented; the degree of interactivity between the system and the user. a theoretical model of web searching behavior for both novice and experienced users is presented. oclc online computer library center. (2002, june). oclc white paper on the information habits of college students: how academic librarians can influence students’ web-based information choices. retrieved december 22, 2005, from http://www5.oclc.org/downloads/community/ informationhabits.pdf this paper reports findings of an oclc commissioned survey conducted in december, 2001, on webbased information habits of over 1000 college and university students in the u. s. the survey revealed that academic libraries’ web sites and the resources that they offer are highly valued by students for their accuracy and for the timeliness of the information included within them. it suggests that academic libraries should capitalize on this finding and that they should continue to work towards improving their promotional, instructional and accessibility efforts in order to best meet students’ information needs. pew internet and american life project. (2002, september 15). the internet goes to college: how students are living in the future with today’s technology. retrieved december 22, 2005 from http://www.pewinternet.org/pdfs/pip_college_report.pdf a large scale survey on the impact of the internet on the daily lives of undergraduate and graduate students at two year and four year public and private colleges and universities in the united states was conducted between march and june, 2002. the subsequent report was based on survey responses from over two thousand students at twenty seven schools nationwide. the findings revealed that students have integrated the internet into the very fabric of their academic and their social lives. nearly seventy-five percent of college students said that they used the internet more than they use the library to look for information and only nine percent said that they used the library more. it is believed that upon graduation, the internet will continue to play a vital role in both their information seeking behavior and in their leisure and entertainment seeking behavior. seiden, p., szymborski, k., and norelli, b. (1997). undergraduate students in the digital library: information seeking behavior in a heterogeneous environment. paper presented at the acrl national conference (nashville, tx). retrieved january 3, 2006, from http://www.ala.org/ala/acrlbucket/ nashville1997pap/seidenszymborski.htm the authors report preliminary findings from their study of information seeking behavior of sixty undergraduate students at skidmore college (ny). data were collected through a series of individual and group interviews with students who ranged in their level of library expertise. findings revealed that the digital library influences students’ information seeking behavior in a number of areas. for example, “students driven by time pressures and seduced by the convenience of one stop shopping increasingly rely on full-text and the web to the exclusion of other resources; students frequently start and end their research at the computer; (2) students are have increasing difficulty discerning critical differences among various sources of information because they are available via a single computer and a uniform interface or browser; (3) the "digital library" does not remedy a poor understanding of the overall information environment; rather, the heterogeneity of the environment exaggerates and magnifies these problems; (4) on the positive side, the availability of "unpublished information" on the web and virtual "invisible colleges" via newsgroups and listservs allows students to have access to information sources previously only tapped by faculty; [and] (5) because students seek help from librarians both at the beginning and in the middle of their searches, the help seeking provides an opportunity for education about not only the system, but information seeking strategies in general.” implications for future research are addressed. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 18 studies on the information seeking behavior of faculty king, d.w., tenopir, c., montgomery, c.h., and aerni, s.e. (2003, october). patterns of journal use by faculty at three diverse universities. d-lib magazine, 9(10). retrieved december 22, 2005, from http://www.dlib.org/dlib/october03/king/10king.html this is a report on journal readership surveys conducted on faculty at three american universities. their purpose was to see how the transition to electronic journal collections was impacting on faculty readership patterns, the “extent of journal reading, source of articles read, the extent to which print and electronic formats are used and how readers learned about the articles.” the authors also utilized existing studies on faculty reading trends covering a twenty five year period. the surveys revealed that faculty’s personal journal subscriptions have decreased while their use of library journal collections have increased. this was attributed to the increased availability of e-journals and of library electronic journal collections, as well as to the increase in online bibliographic searching for journal articles. studies on information seeking behavior bates, m.j. (2002). toward an integrated model of information seeking and searching. keynote address at the fourth international conference on information needs, seeking and use in different contexts (lisbon, portugal, september 11-13, 2002). retrieved january 4, 2006, from http://www.gseis. ucla.edu/faculty/bates/articles/info_seeksearch-i-030329.html bates suggests that because much of the current research on information seeking research is on the social and cultural context of human interaction with information, it is incomplete. bates’ research attempts to ”provide a single model that incorporates both information seeking and searching within it, and to integrate the social and cultural with the underlying biological and physical anthropological layers of human experience with respect to information seeking and searching.” choo, c.w., & marton, c. (2003). information seeking on the web by women in it professions. internet research, 13(4), 267-280. retrieved january 1, 2006, from http://choo.fis.utoronto.ca/ fis/ respub/internetr/default.html choo and marton, from the faculty of information studies, university of toronto, and the school of library, archival and information studies, ubc respectively, analyze the web information seeking behavior of 24 women from various it professions, using a behavioral model for web information seeking. data were collected using a custom-developed webtracker software and through interviews. their findings revealed “that a behavioral approach that links information seeking modes (goals and reasons for browsing and searching) to moves (actions used to find and view information) may be helpful in understanding web-based information seeking.” digital library federation and the council on library and information resources. (2002). dimensions and use of the scholarly information environment. retrieved december 22, 2005, from http://www. diglib.org/pubs/scholinfo/ academic library usage patterns are changing as their patrons’ information needs gravitate towards the web. in order to better comprehend changes in library usage patterns, a large scale survey (over three thousand respondents) of undergraduates, graduate students, and faculty members was conducted at three types of american institutions: public universities, private doctoral research institutions, and liberal arts colleges. the primary goal of the survey questionnaire was “to collect data on the relevance of existing and possible future services as well as on student and faculty perceptions of the library’s value in the context of the scholarly information environment.” it is hoped that the survey’s findings can be used by libraries to help plan information services to meet the current and future needs of faculty and students. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 19 heinström, j. (2003). five personality dimensions and their influence on information behaviour. information research, 9(1) paper 165. retrieved january 1, 2006, from http://informationr.net/ir/9-1/ paper165.html heinström emphasizes “the importance of considering psychological mechanisms for a thorough understanding of users of information services. the focal point is the relation between personality and information seeking which is explored through a quantitative analysis of 305 university students' personality traits and information habits. it is shown that information behaviour could be connected to all the personality dimensions tested in the study neuroticism, extraversion, openness to experience, competitiveness and conscientiousness. possible explanations for these relations are discussed. it is concluded that inner traits interact with contextual factors in their final impact on information behaviour.” includes an extensive bibliography. järvelin, k. & wilson, t.d. (2003). on conceptual models for information seeking and retrieval research. information research, 9(1) paper 163. retrieved on january 3, 2006, from http://information r.net/ir/9-1/paper163.html järvelin and wilson discuss the functions of conceptual models in scientific research, focusing on the information seeking and retrieval research. they address such questions as “what kind of models are there and in what ways may they help the investigators? what kinds of models are needed for various purposes?” they search for models that provide guidance in setting research questions, and formulating hypotheses. the authors use as an example one analytical model of task-based information seeking and discuss its contribution to the development of the research area. includes an extensive bibliography. links to sites american society for information science & technology (asis&t). (2005, december 20). special interest group information needs seeking and use (use). retrieved december 22, 2005, from http:// www.asis.org/sig/siguse/ sig use membership targets individuals “concerned with people’s behavioral and cognitive activities as well as their affective states as they interact with information.” a link to publications includes a bibliography of research studies published between 2000 and 2002 by sig use members. the site links to live webcasts about topics in human information behavior, and information about their symposium. bates, m. (2000). bates' bibliography of works on information seeking, indexing, and information retrieval system design. retrieved january 4, 2006, from http://www.gseis.ucla.edu/faculty/bates/bibintro.html a comprehensive bibliography of material, covering the last twenty years or so, related to bates’ research interests—namely, information seeking, indexing and information retrieval organized by her own classification system. compilers’ note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc @alcor.concordia.ca anne wade is manager of the centre for the study of learning and performance and has taught in the information studies program at concordia university for ten years. email: wada@education.concordia.ca _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  29  new and forthcoming at reference  compiled by lori mestre, university of illinois at urbana­champaign,  and linda salem, san diego state university  african american almanac. (2007). (10 th ed.). farmington hills, mi: thomson gale. isbn: 0­7876­4021­  2; isbn 13: 978­0­7876­4021­7. $240.00.  provides a  range of historical and current  information on african american history,  society and culture.  includes coverage of such  topics as: africa and  the black diaspora;  film and  television; landmarks; na­  tional organizations; population; religion; science and technology, and sports.  includes illustrations, sta­  tistics, charts, subject index.  arrighi, b. a., &  maume, d. j. (eds). (2007). child poverty in america today. westport, ct: praeger  publishers. 4 vol  isbn: 0275989267; isbn 13: 978­0­275989262. oclc# 80917308. $300.00.  the purpose of this four­volume set is to “reveal, explicate, analyze, and assess the effects of an inade­  quate income” on children. each of the four volumes includes original essays from a variety of disciplinary  perspectives.  volume one, children and the state, addresses policy and legislation. volume two, health  and medical issues, addresses medicaid, mental health services, and healthcare for the rural poor.  vol­  ume three, families and children,  addresses welfare reform, childcare, and parental  involvement. this  volume also addresses the internet, the family and medical leave act, and the topic of living on credit.  volume  four,  the  promise  of  education,  includes  information  about  universal  pre­kindergarten,  head  start, and the education of immigrant children. includes bibliographical references and index.  baumeister, r.f., & vohs, k. d.  (eds).  (2007). encyclopedia of social psychology. thousand oaks,  ca: sage publications. 3 vol isbn: 1­4129­1670­4; isbn 13: 978­1­4129­1670­7. $350.00.  the 600 entries of  the  three volumes of  the encyclopedia of social psychology  presents  research and  ready­to­use  facts  on  social  psychology.    it  is written  for  students who may  be  encountering concepts  (e.g.,  social  loafing, deindividualization, base  rate  fallacy, ego depletion,  self­handicapping)  for  the  first  time and want a simple, clear, jargon­free explanation of what they mean.  borman, k.m., cahill,  s.e.,  & cotner,  b.a.  (eds.).  (2007).the praeger handbook of american high  schools.  westport,  ct:  praeger.  4  vol.  isbn:  0­313­32517­0;  isbn­13:  978­0­313­32517­5.  oclc#  71789956. $400.00.  this resource comprehensively examines secondary education in the united states including public, pri­  vate and alternative schools.  it was written by interdisciplinary experts  in education, sociology, psychol­  ogy and other fields to serve as a reliable information source for parents, students, and teachers. entries  include  information on assessment, architecture, bullying,  campus  life,  censorship,  college preparation,  desegregation, disabilities, ethnic identity, family and community involvement, finance inequality, gangs,  home  schooling,  homework,  immigrants,  intelligence,  learning  styles, magnet  schools, mentoring,  peer  groups  and  peer  culture,  prom,  reunions,  rural  schools,  school  boards,  school  to  work  programs,  sex  education, sports, standardized tests, student rights, teacher certification, teacher shortage, test prepara­  tion, violence, vouchers, yearbooks, and other topics. primary source documents like reports, legislation  and us supreme court cases are also included. this source is cross­referenced by subject.  carter, j. b.  (2007). building literacy connections with graphic novels: page by page, panel by  panel.  urbana,  il.:  national  council  of  teachers  of  english.  164  p.  isbn:  0814103928;  isbn  13:  9780814103920. oclc # 80359872. $30.95. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  30  this is a guidebook for teachers to using graphic novels to engage readers with texts.  each chapter pairs  a traditional novel with a graphic novel. suggestions for using these pairings include those to help reluc­  tant readers, english language learners, and gifted students. an appendix is included that lists additional  graphic novels for use in middle schools and high schools.  cottrell,  s.  (2007). the exam skills handbook: achieving peak performance.  new york:  palgrave  macmillan. 234 p. isbn: 0230506534; isbn 13: 9780230506534. oclc# 71266521. $16.95.  this  resource  includes strategies and  techniques  to develop  the best possible exam performance. the  author guides  readers  through  long­term planning  to development exam performance.  this source  in­  cludes  'ready­made'  revision sessions, checklists, structured reflections, and page­by­page design. the  author includes instructions for getting started, discusses frame of mind, considers exam myths and reali­  ties, and provides suggestions about what examiners want. the author covers revision strategies, memo­  rization practice, and how to manage stress. appendices include resources for identifying dyslexia, addi­  tional sources of help, and planning checklists for exam preparation. includes bibliographical references  and index. stella cottrell is also the author of the study skills handbook.  directory of american scholars (2007). (11 th ed.).  farmington hills, mi: thomson gale. 6 vol  isbn: 0­  7876­6401­4; isbn 13: 978­0­7876­6401­5. $680.00.  the new edition of directory of american scholars provides a comprehensive perspective on the ameri­  can scholarly community. included in the six volumes are biographies of more than 24,000 scholars in the  humanities entries are cross­referenced by discipline and include the following information: primary disci­  pline; vital statistics; education; honorary degrees and awards; past and present professional experience;  concurrent positions; memberships; publications; and mailing address. this six­volume set is arranged by  discipline: volume 1 — history; volume 2 — english, speech, drama; volume 3 — foreign languages,  linguistics, philology; volume 4 — philosophy, religion, law; volume 5 — social sciences. entries  in  each volume are arranged alphabetically. each volume includes a geographic index; a master index to all  entries is included in volume 6.  farrell, m.    (2007). the special needs handbook.  london: routledge. 136 p.  isbn: 0­415­41685­x;  isbn 13: 978­0­415­41685­6. $125.00.  this handbook uses case studies of good practice to provide suggestions on how special schools may be  further developed. it contains chapters such as: the extent to which the population of the special school is  changing; the changing role of the teaching assistant in the modern special school; adapting the curricu­  lum  to give special  schools more  flexibility; ways of assessing  the progress and achievement of pupils  with sen; and  implications of every child matters. each chapter  features  thinking points and sugges­  tions for further study. british focus. includes illustrations.  global university network for innovation. (2007). higher education in the world 2007: accreditation  for quality assurance ­ what  is at stake? new york: palgrave. 272 p.  isbn 0230000479;  isbn 13:  9780230000476. oclc# 77270617. $65.00.  the global university network for innovation (guni) is comprised of unesco chairs in higher educa­  tion, research centers, universities, networks and other institutions committed to innovation in higher edu­  cation. the 2007 report includes papers from numerous scholars in which they discuss accreditation for  quality assurance of higher education. the papers included in this source address the historical and so­  ciological  roots  of  accreditation,  the mechanisms  of  accreditation,  and  cross­border  higher  education.  they also  include  information about  the  financial  implications of accreditation, how  to avoid corruption,  the steps to setting up and governing an accreditation agency, and the issues at stake for quality assur­  ance. organized  in  four parts, part one  is entitled  “global  issues on accreditation.” part  two  is entitled  “regional perceptions on accreditation.” part three is entitled “delphi poll on accreditation,” and part four  is a statistical appendix. select bibliography on accreditation is included. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  31  pavel, d.m., & inglebret, e. (2007). the american indian and alaska native student's guide to col­  lege  success.  westport,  ct:  greenwood.  256  p.  isbn:  0313329583;  isbn  13:  978­0313329586.  oclc#: 80460605. $55.00.  this source is organized into nine chapters and two appendices. the chapters include: “where to begin  the journey”; “financial aid”; “spiritual, mental and physical well­being”; “develop problem solving and  critical thinking skills”; “internet resources”; “exemplary four­year institutions and tribal colleges and  universities” and “the circle of success.”  appendix a  is  “factors underlying native american student  success”  and appendix b  is  “financial  aid  terminology.” content  in  this  source  includes  coverage  of  tribal  colleges,  philosophic  foundations,  attitudes  and  emotions,  social  and  academic  preparation,  and  discussion of the meaning of success. includes bibliographical references and index.  ritzer,  g.  (ed).  (2007).  the  blackwell  encyclopedia  of  sociology.  malden,  ma:  blackwell.  11  vol.  isbn: 1­4051­2433­4; isbn 13: 978­1­4051­2433­1. oclc# 63692691. $2695.00.  this 11­volume set on sociology provides definitions and explanations of the key concepts in sociology,  and includes entries ranging from extended explorations of major topics to short definitions of key terms.  arranged in an a­z format with entries commissioned by an international team of scholars and teachers.  includes  illustrations,  cross­references,  and  a  lexicon  by  subject  area.  also  available  online  at:  http://www.sociologyencyclopedia.com.  intended for students, researchers, and academics  soto, l. d. (ed). (2006). the praeger handbook of latino education in the u.s. westport, ct: prae­  ger. 2 vol. isbn: 0­313­32833­1 isbn13: 978­0­313­32833­6. oclc # 72161834. $175.00  this book examines how  schools address  issues of educational equity  for latino students  in  the u.s.,  how to reform curricula to address student needs, and how scholar, activists and parents can collaborate  to benefit latino learners in the united states. this source considers the fight for equal educational ac­  cess and discusses how many latino children still face challenges such as cultural conflicts and racism in  teachers,  curricula, and assessments. the  foreword  is written by antonia darder. entries  include court  battles,  language  issues,  and  latino  children's  literature.  demographic  tables,  a  glossary  of  selected  terms, appendices and an index are all included.  springer, s., alexander, b., & persiani­becker, k. (2007). the creative teacher: an encyclopedia of  ideas  to  energize  any  curriculum.  new  york:  mcgraw­hill.  295  p.  isbn:  0071472800.  isbn  13:  9780071472807. oclc# 77521103. $19.95.  this is a resource written for teachers of kindergarten through the sixth grade who are facing standards  based  curriculum expectations  to  help  them enhance  their  classroom activities  and  lesson  plans.  this  resource offers activities and ideas for lesson plans in the areas of book reports, math, writing, science,  social science, and art. some examples of these activities include writing a letter to an author, interview­  ing a character, measuring money, solving story problems, using story starters for daily writing journals,  reading science picture books, learning about careers in your community, and printmaking. a list of addi­  tional resources is included.  includes bibliographical references.  townsend,  t.  (ed).  (2007).  international  handbook  on  school  effectiveness  and  improvement.  dordrecht:  springer.  800  p. isbn:  1­4020­4805­x;  isbn  13:  978­1­4020­4805.  oclc#  74650542.  $399.00.  the focus of the book is an international review of the development, implementation and practice of the  disciplines of school effectiveness and school improvement. the 51 chapters are written by authors ac­  tively involved in school effectiveness and school improvement research from six different regions of the  world: north america, south america, australia and  the pacific, asia and  the middle east, africa, and  europe. it provides both theoretical constructs and practical applications and case studies that are trans­  national and those that are local. intended for researchers and research students, people involved in the  training of educational leaders, policy makers and educational leaders based in schools or school authori­  ties. includes index. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  32  unger, h. g. (2007). encyclopedia of american education. (3 rd  ed.). new york: facts on file, inc. 3  vol. isbn: 0­8160­6887­9; isbn 13: 978­0­8160­6887­6. $225.00.  the third edition of the encyclopedia of american education includes more than 2000 entries on the de­  velopment and present  state of american education, spanning  the colonial period  to  the present.   new  entries  cover  topics  such  as: current  information  on  education  in  each  state; new  statistics  and  other  education figures; new legislation and government actions; and latest controversies and trends in educa­  tion. includes photographs, graphs, index, cross­referencing, and bibliography.  verma, g. k., bagley, c., & jha, m. m. (eds.). (2007). international perspectives on educational di­  versity and  inclusion: studies  from america, europe and  india. new york, ny: routledge. 232 p.  isbn: 0415427770. isbn 13: 978­0415427777. oclc# 76141118.  £22.99/80.00.  this source compares approaches  to  the educational  inclusion of diverse minorities  like ethnic and  lin­  guistic minorities in america. the contributors consider cross­cultural cognitive psychology on the educa­  tional needs of  certain ethnic groups. this source addresses social  class divisions, poverty and school  exclusion  in  britain,  and  educational  developments  for  inclusion  of  minorities  in  europe,  greece  and  eastern europe. it also includes information about india's educational policies surrounding its struggle for  education  for all. this source  is organized  into  five sections:  i. globalization and multicultural  issues  in  education, ii. diversity, equality and education in the united states, iii. diversity and educational equal­  ity in europe, iv. diversity and educational equality in britain, and v. diversity and educational equality  in india. american urban education is addressed.  wright, p. & darr wright, p. (2007).  wrightslaw: special education law (2 nd ed.). hartford, va: harbor  house law press, incorporated. 456 p. isbn: 1­892320­16­9; isbn 13: 978­1­892320­16­2. $29.95.  this resource brings together federal laws, regulations, and major case law in one concise book. the five  sections contain many of the full text acts related to special education and information that can help an­  swer questions related to special education law.  the sections include:  i.  law, background and history;  ii. individuals with disabilities education improvement act of 2004 (idea 2004); iii. other federal educa­  tion statutes; iv. special education caselaw; and v. resources. designed to meet the needs of parents,  teachers, advocates, attorneys,  related services providers, school psychologists, administrators, college  professors, hearing officers, and employees of district and state departments of education. also available  as  a  combo  package  including  an  e­book:  http://www.wrightslaw.com/bks/selaw2/selaw2.htm.  includes  bibliography, appendices, and an index.  dr. lori mestre is the digital learning librarian at the university of illinois at urbana­champaign. email:  lmestre@uiuc.edu  linda salem is the education librarian at the malcolm a. love library at san diego state university.  email: lsalem@mail.sdsu.edu ../my%20documents/lfarmer/edlibf3/win67/lmestre%40uiuc.edu ../my%20documents/lfarmer/edlibf3/win67/lsalem%40mail.sdsu.edu _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  4  credit where credit is due: considering ethics, ethos, and  process in library instruction on attribution  by benjamin r. harris, trinity university  abstract  numerous reasons have been offered for the increase in plagiarism in the academy over the last decade,  and most of the research has assigned primary blame to the influence of the internet. few writers have  considered how changes in the location of research and citation instruction have had an impact on these  statistics. the  lack  of  such  instruction  in  first­year writing  courses,  spurred  by  changes  in  pedagogical  theory on the teaching of composition, has been a powerful but subtle influence on how (or even if) re­  search process  is  truly  taught  to undergraduates. further, as  librarians have adopted and deployed  in­  formation literacy initiatives in their institutions, their responsibilities related to the ethical and effective use  of sources have grown. considering options for instructing students “how” and “why” they will want to use  sources will help teaching librarians achieve their information literacy initiatives and prepare for the new  and changing roles they will accept in their institution’s educational mission.  introduction  many library professionals educated pre­web would agree that there was a time when plagiarism seemed  uncommon. one remembers the unsophisticated efforts of a random student copying from an encyclope­  dia entry, or “borrowing” the paper of another writer and claiming it as his or her own. the rules and defi­  nitions for cheating were cut and dried, and the reasoning behind the activity seemed plain: the student  couldn’t or wouldn’t do the work.  as librarians, teaching faculty, and administrators are well aware, the ways and means that characterize  plagiaristic action have become far more complex. statistics consistently show that cases of reported pla­  giarism have increased over the last 10 years, and research conducted by the center for academic integ­  rity (2003) concluded that “while 10% of students admitted to engaging in such behavior in 1999, this rose  to 41% in a 2001 survey with  the majority of students (68%) suggesting  this was not a serious  issue.” 1  many educators make the connection between the rise  in plagiarism and the  influence of the web, and  this is a reasonable causal link. paper mills and websites presenting student work that might never have  been seen beyond the eyes of one student and one  instructor contribute  to  the problem. the transient  and unregulated character of online publications and the vast electronic spaces where texts become lost  or difficult to retrace are other factors. in the end, one may surmise that while students can do the work,  the lure of an easy way out or through an assignment is inordinately tempting.  other factors  clearly, the internet has had an influence on the ease of cheating. greater connectivity leads to greater  opportunity and requires a greater sense of responsibility. this is true for all internet users. anyone surf­  ing the net has the potential to use or misuse and abuse the intellectual and copyrighted property of oth­  ers, and students are no exception. lax attitudes related to copyright and intellectual property may con­  tribute  to greater numbers of  reported  incidents of plagiarism. 2  however, among college and university  students there are other reasons for a rise in these statistics. rarely considered are the changes in the _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  5  traditional locations for the teaching of research methods and citation, and the substantive revisions and  reevaluations of the theory and practice taking place in these academic disciplines. in particular, shifts in  the teaching of composition should be considered, since at one time this was the primary location for first  or second year instruction in research methods, citation, and ethics.  while  the immediate connection may not be obvious, a shift away  from instruction that focused on me­  chanical or skill­based tasks such as grammar instruction and the teaching of citation method resulted in  less rigorous attention to the development of these abilities. textbooks and writing handbooks were given  (sole) authority to guide students through these tasks, even though the pedagogical value of these texts  was questionable.  with the fall of the current­traditional paradigm for the teaching of writing, mechanics­focused instruction  fell  out of  favor. as the mode for writing  instruction before  the 1960s,  the current­traditional paradigm  was characterized by its devotion to the prescriptive 5­paragraph theme (which still exists in some quar­  ters regardless of the fact that it is ill­suited to critical, independent, thoughtful writing). 3 cookie­cutter out­  lining, a lack of  invention strategies, and a dependence on  the  innate (and unexplainable and unteach­  able) “reason” of the writer without allowing for a drafting process as a means of completing writing as­  signments are just a few characteristics of this wizened form of instruction. 4  the process writing movement would follow in the 1960s and 1970s. the process movement didn’t actu­  ally replace the current­tradition, but it did respond to its influence. teachers of process focused more on  the invention and revision methods of writers and the creative moves made during the writing of multiple  drafts, while deemphasizing  the  importance of  the polished  final product. prescriptive,  skills­based phi­  losophies were as absent during the process movement as they were characteristic of older philosophies.  but by the late 1980s, the “drafting is good for you” school of instruction began to look more like kin than  corrective to the current­tradition.  as technology has become an intrinsic component in most writers’ practices and as it has had a profound  influence on the teaching of writing, composition pedagogy is embracing the “post­process” movement. in  post­process  pedagogy,  the  best  practices  of  the  current­tradition  (focus  on  product)  and  the  process  movement (focus on process) are being combined and reformulated as the influence of machines change  the way writer’s compose.  with  the contemporary popularity of this hybrid pedagogy, some skill­based  activities have been invited to return to the writing classroom.  in  “welcoming grammar back  into  the writing classroom,” bonnie devet  (2002) offers an abbreviated  account  for  how  grammar  instruction  in  particular  was  erased,  or  at  the  very  least,  frowned  upon  by  teachers of composition during the process movement. devet claims that the skills­and­drills quality of the  instruction and the grading of work based on “correctness” as opposed to critical thinking and writing were  primary  factors  in  the  devaluation  of  these  topics  (9).  in  today’s  post­process  climate,  including  skills­  based instruction in the writing classroom is not only more acceptable, but is viewed as necessary topics  of instruction for the contemporary student writer.  and  yet, while devet may  be welcoming  grammar  back  into  the  classroom  in ways  that  steer  clear  of  skills­and­drills instruction, similar instruction on the use and citation of sources has yet to be welcomed.  further, other courses of study traditionally offered to first and second­year students are not eager to as­  sume the responsibility. by all appearances, the responsibility has been assigned to and accepted by the  library.  but why not teaching faculty?  claims that instruction in avoiding plagiarism and correct attribution of source materials have become the  domain of libraries begs the question – why librarians as opposed to teaching faculty? why is there not a  “citing across  the curriculum” movement sweeping college campuses? an  initial  reason  is  that  teaching  faculty across disciplines are unaccustomed to offering extended instruction related to the use of research  sources. scholars in most disciplines have only included comments in the margins of graded papers, or  mentioned the peculiarities of using and citing sources within particular areas of study. but beyond a lack  of experience or interest in spending class time and preparation on this topic, there are also pedagogical  reasons that would discourage this instruction across disciplines. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  6  first,  citation  instruction will  be  linked  to  the  topic of plagiarism, and  likewise,  to processes  involved  in  catching cheaters. at times and in some situations or  institutions, this encourages a “seek and destroy”  mentality  that  insinuates  itself  into  the  student­teacher  relationship.  as stuart  selber  (2004:  110)  con­  tends,  “the software environments  involved  in plagiarism cases can also encourage pedagogical  styles  based on control and fear.” a culture of surveillance is associated with the work of fingering and tracking  writers who plagiarize, a situation in which “surveillance often substitutes for compassion, content knowl­  edge, and engagement”  (2004: 110).  instead of teaching and mentoring students, faculty may shift  into  these “corrections officer” positions.  another concern for faculty may be the impact of focusing on attribution when students need as much or  more attention given to the presentation of ideas and the construction of cogent arguments in their written  work. teachers’ comments, in class and on paper, are an influential component in students’ drafting and  learning processes. “teachers’ comments can take students’ attention away from their purposes in writing  a particular text and focus that attention on the teachers’ purpose in commenting” (sommers, 1982: 12).  therefore, a focus on citation may suggest  to students  that  the periods and commas  in a bibliographic  entry are as valuable as the ideas or arguments presented in their essays. and while one would not want  to create a hierarchical structure of value based on what is more or less important in students’ writing and  research, teaching faculty would not want to lose an instructional avenue or teaching opportunity in these  symbiotic processes of writing, researching, reading, and responding.  with its absence from the curricula of many writing classes, and with growing concerns related to plagia­  rism and the ability of students to use research in an ethical manner, the work of involving students in ex­  periences  that develop  their abilities as ethical users  of  information must being  reassigned. the  library  setting is a comfortable academic location for this reassignment. not only is it a more comfortable location  for  teaching  faculty,  but  librarians  and  information  professionals  are  already  offering  training  related  to  these  topics as  they  include  information  literacy  instruction  in  their  libraries and across campuses. for  institutions and librarians accepting the opportunities of new topics and methods in instruction related to  information literacy, resisting the role of bibliographic corrections officers becomes a concern.  librarians teaching citation  most would agree that the traditional library has not ignored the need for tools and instruction related to  citation method. when bibliographic instruction was bi and online resources for citing sources were just a  dream, the library often functioned as the storehouse for print guidelines on citation style (those published  and  those  created  on­site  as  pathfinders  for  individual  academic  communities).  in  addition,  certain  amounts of instruction and reminders regarding citation methods were a standard inclusion in the bi lec­  ture, and the reference desk has been a stalwart champion of correct citation mechanics.  more recently, software and web­based systems of assisting with  the work of citation have been devel­  oped and embraced. these resources are indeed valuable. they save time and reduce errors in citation  format. however, any philosophy behind giving attribution is completely lost with the deployment of these  tools.  in their efforts  to make citations  tasks more efficient and error­free, programs such as  incite and  refworks remove some of the intellectual work of including sources in student writing.  beyond the fact that considering citation in relation to the research process has always existed in the do­  main of libraries in some fashion, library educators and professionals have asked for greater responsibility  in relation to the ethical use of sources. one component of the guidelines for the information literate indi­  vidual is consideration for how information is “used,” and “using” a source in a project or paper will clearly  require citation.  as a component of information literacy instruction on the use of sources, instruction as  well as appropriate learning objects is necessary to assist students as they use information.  however, as many library professionals already dealing with the topic have found, answers for how “best”  to  teach citation method often become enterprises  in  trial and error. skills and drills  tasks  that ask stu­  dents to complete handouts and compare this citation to that are only so engaging, and only somewhat  purposeful in an instructional setting. now more than ever, it is vital for students to comprehend both the  “how” and the “why” behind the attribution of sources. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  7  teaching “how”  the “how” of attribution has been taught for decades in one location or another, and while this amounts to  teaching researchers how to “fill in the blanks” of citation guidelines, the value of “how” instruction should  not be completely disregarded. difficulties in learning and completing correct citation method tend to oc­  cur during the process of three citation process tasks. learners make errors when: (1) they are unable to  determine and use the correct citation based on the format of the text they wish to cite 5 ; (2) they are un­  able to find the information to include in a citation 6 ; and (3) they lose the connection between the informa­  tion they use in their project or paper and the citation they include in their bibliography. considering these  common  stumbling  blocks,  comprehending  the  “how”  of  citation  instruction  requires  integrated,  task­  based instruction. the learning styles of most students will require that for these tasks to appear valuable,  they must be directly related to the project for which they will receive a score.  in teaching the “how,” one must also consider the very existence of different citation styles. different cita­  tion styles are  in place because  they  fulfill  the needs of  certain academic disciplines and  topics  in  the  academy. this very basic understanding of why there is more than one style and why these styles differ  will  escape most writers. the minutiae  related  to differing  formats  for  citation  relate directly  to  the pur­  poses of the community involved in creating the style. for example, the style guide for the modern lan­  guages association (mla) – a style developed by teachers and professionals in the humanities – offers  the full name of the author as its first component in almost any works cited entry. the full title of the work  in its published form is included after the author’s name.  likewise, the style of the american psychological association (apa), a group of researchers in the social  sciences often involved in quantitative research, abbreviates the author’s first name and follows with the  date of publication. for this group of researchers, the name is reduced in importance; the date of publica­  tion is clearly of greater value to members of this community as it shows the timeliness of the material in  relation to the topic. for researchers in the mla, the date is valuable but not as valuable as other infor­  mation included in the citation. a source that is 300 years old in a paper on chaucer’s canterbury tales  may be  just as useful as a recent scholarly article on the  topic. helping researching writers understand  that these stipulative rules for citation are directly related to the goals and needs for the communities that  create the citation style can help them understanding that the “how” of citation is not a creative endeavor.  answering the “why”  underlying the rules and protocols guiding the mechanics of citation styles are the more subtle (and often  invisible) philosophies for “why” we offer attribution to our sources. if asked to consider this question, stu­  dents will often generate a number of reasons for why they cite: • to avoid plagiarism • to follow the directions and guidelines given by an instructor, in a class, or in a specific academic  community.  instructors might encourage students to think about other components of attribution philosophy that may  be less apparent. these considerations might include: • allowing the reader an opportunity to see related sources that would allow the reader to continue  their learning on the topic • allowing the reader an opportunity to see related sources so that they may review the current dis­  cussion and consider how the conversation may continue • allowing the reader to see a writer’s authority on a topic by offering the resources referenced dur­  ing the writer’s line of inquiry • giving credit to the authors whose intellectual property have been valuable in the construction of  new texts • participating in the traditions of the academy and of scholars who, like students today, gave credit  to their resources • situating the writer’s work within the other voices and discussions on the topic • encouraging readers to participate in the discussion by writing their own essay or response.  other considerations are also possible, and instructors may be surprised when students hit upon inven­  tive lines of reasoning for using and giving attribution to their sources. and still, these different reasons for _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  8  offering attribution seem to follow certain ways of thinking about writing and research. by looking at con­  sistencies across the lines of reasoning listed above, two specific topics of concern for writers are being  addressed:  the  ethics  of  using  sources,  and  the  construction  of  the  writer’s  ethos  through  the  use  of  sources.  ethics and ethos  the ethical imperative for diligent, correct attribution of sources is well documented 7 and the tasks of (1)  avoiding plagiarism and (2) following directions relate to the goal of using sources in an ethical manner.  further, topics related to avoiding plagiarism and academic integrity have become common concerns for  librarians, teaching faculty, and administrators, et al. in the end, the challenge behind instruction related  to avoiding plagiarism is simple: students know it is wrong to steal and it is wrong to cheat. writers know  this before they ever enter the classroom. rarely will students have no concept that these activities act  against their own interest and the interests of educators. a focus on this line of instruction is then moot.  at a time when writers have greater opportunity to steal, they require more reasons to refrain from steal­  ing. 8 this is not to suggest that instruction related to the ethics of using sources lacks value. instead, it  may  be  that  alternative  instruction  topics  should  be  considered  that  focus  on  how  the  ethical  use  of  sources benefits students. one option suggested in the list above focuses on the character and identity of  the writer as it is presented in his or her work and how the use of sources is related to this presentation of  character and identity.  the concept of ethos, or the appeal to the reader’s sense of the writer’s character, is one of the persua­  sive strategies described by aristotle (1991) some 2500 years ago, and it continues to be of great use for  contemporary  writers  and  rhetors. 9  while  the  writer’s  ethos may  be  constructed  entirely  by  his  or  her  words and ideas, the other voices they include in their work and with which they converse will have a di­  rect correlation with the reader’s sense of the writer’s character. a writer whose bibliography includes well  respected authorities on a topic may appear to have covered their research “bases.” a writer whose re­  search sources show a clear lack of concern for the research and attribution process, and in turn, for the  quality of their work, is another kind of ethos.  it  is  true  that  the reader’s sense of  the writer’s character can be misleading. one can  find authoritative  sources and have nothing to say that is new or independent of those other voices. in addition, a student  may have brilliant ideas but may not have a clear concept for how to find the best sources on a particular  topic or in a specific field of study. both of these situations offer opportunities for further instruction.  ultimately, instruction and discussion related to how the correct use of sources speaks about the writer’s  character “sells” with students. it speaks to their immediate goals for taking a course or pursuing a line of  study, and ultimately these goals involve improving their writing and research capabilities in order to re­  ceive a satisfying grade, fulfill a component of their degree plan, and graduate into other courses. as stu­  dents move forward, and especially for those pursuing post baccalaureate degrees, they will reconsider  the  reasons behind why  they write and how  this  relates  to  the use and citation of  sources. as  student  writers endeavor deeper into the creative and critical methods required of scholarly writing, the purpose  behind writing and research become more complex.  writing, citing and creative­critical process  at first year and other undergraduate levels, the philosophy behind citation does not always include how  research and attribution are involved in research and writing as scholarly activities. attribution of sources  and  sometimes even  the use of  sources  are activities completed after  the essay has  been written. as  feared by process and even post­process teachers of composition, the work of attribution then becomes  an exercise in skills and drills, an experiment in cutting and pasting.  student writers must understand  that  the use of  sources  that  speak  for or against  the his or her  ideas  adds value to academic writing. this is clearly more than a “skills and drills” process, and the work of at­  tribution  is  tied  to  this value; it cannot be separated.  just as a brilliant paper  lacking attention  to gram­  matical correctness loses its functionality, its power, and its persuasive appeal, a paper that uses sources  improperly suffers the same loss. attribution is directly tied to the writing process, a process that requires _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  9  creative  impulse and critical  thinking. with  this  in mind,  it  is helpful  to consider how  sources are often  used in scholarly writing. • a source is used to confirm a claim made by the author. • a source  is used as counterpoint and might be utilized  in building an author’s  refutation of an­  other belief (one commonly held or one that is singular to a specific text). • a source  is used  in relation with the writer’s  ideas  to develop a conversation or engage  in dis­  cussion with the source about a particular topic.  the  first  two examples of  the use  of  sources  exhibit  traditional, hierarchical philosophies of  the use of  sources. they are characterized by a mechanistic,  “fill  in  the blank” way of  thinking, not about  the me­  chanics of citation but about how the information is used in a writer’s work. this way of thinking is reduc­  tive in light of the discursive activities that characterize the processes of many successful writers. further,  it fails to recognize how student writing has the potential to participate in scholarly communications. fo­  cusing on the conversation enacted by researching writers engaged with their sources suggests an ave­  nue to rethink the mechanistic character of citation.  the third manner of thinking about citation in the previous list speaks to such a focus. bruce p. ballenger  (1999: 127) explores this perspective in beyond notecards: rethinking the freshman research paper:  students who are used  to writing  research papers  that are argumentative or based on  the  thesis­example model may see only two moves they might make following a quoted source:  signal  agreement  or  disagreement,  or  offering  up  the  quote  as  a  supporting  example.  but  there are other possibilities, especially for the essay writer. she might circle back to restate—  in her own words—the idea that is most important to her, or apply that idea to a fresh context  […]. she might pose a question that complicates the author’s claims rather than simply regis­  ter agreement or disagreement. she might simply wonder (in writing) about the possible sig­  nificance of the idea or the information—how does it change the story she is telling about her  topic or the story of her thinking about that topic.  david franke (1995: 376) uses  the  term “lateral citation”  to describe  this style, and defines  this form of  use and attribution as  “one  that emphasizes collaboration and connection over argument and defense;  that  is, an author’s  identity  is often established by connection with others rather  than argument against  them.” emphasizing research sources as other voices  in a conversation also emphasizes  the students’  addition to the conversation and the agency of their voice. by thinking differently about the sources they  use in relation to their ideas and their writing, students will become more diligent in their attribution meth­  ods and citation skills.  toward solutions  discussions that offer solutions to challenges faced by researching writers as well as library and informa­  tion professionals  in  relation  to attribution methods can and will  take place.  institution­specific solutions  never  work  for  everyone,  everywhere;  continued  interrogation  will  allow  instructional  options  that  built  upon and expand this topic. the following suggestions are not solutions, but rather avenues for thinking  about these instructional opportunities. • offer instruction that builds on the concept of ethical activities for writers without focusing entirely  on avoiding plagiarism. students are prepared for this topic, they are becoming immune to it, and  they  require enlightenment.  instruction should expand  the  topic of plagiarism  to  include new or  unfamiliar reasons behind using and giving attribution to their sources in a conscious and diligent  manner. • devise instructional opportunities and learning objects that are active, and if possible, directly re­  lated to the topics and texts of the course. • develop collaborative situations with faculty that reinforce discussions on the use of sources. this  may  require multiple  interactions with classes, or may  involve assessing  instruction by viewing  student work related to the use of sources. the integration of this kind of instruction with the ac­  tual work of students is vital to sustain student interest. • integrate topics related to attribution and the use of sources with the information literacy missions  of libraries and their universities. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  10 • reconsider the way conversations related to the use of sources are named. instruction on the “at­  tribution of sources” or the “integration of research” makes a connection with the desired activity  as opposed to an immediate focus on negative or undesirable conduct. • reconsider the way conversations related to attribution are sequenced. timing is imperative, and  beginning anything with a discussion of plagiarism suggests immediate suspicion. responding to  rebecca more howard’s (2002: 46) call that we not “police plagiarism” or buy into the “gotchya  industry,” directions that distract from the teaching and learning process, librarians and other fac­  ulty will want to consider these guidelines as they sequence their instruction. • strive to make and present connections between the processes of research, writing, and attribu­  tion. integration of these discursive, recursive situations will help to include the use and citation of  sources within a writer’s work, and refrain from cut­and­paste, “skills and drills,” and “first draft as  final draft” mentalities.  the greatest challenge ahead for teaching librarians may be our own re­education on why we write and  how we value the use and attribution of sources in relation to our own research. many of us may find it  necessary  to reconsider our own methods and attitudes about  the use of sources  in our writing and re­  lated projects. it may be necessary that we become much more proficient in both the “how” and “why” of  source attribution. these topics and surrounding discussions will force us to consider how our traditional  roles as locators of and directors to information have changed, and may offer insight into the changes that  lie ahead.  notes  1. see ercegovac and richardson’s (2004) literature review for statistics related to prevalence of plagia­  rism as well as student and faculty attitudes related to academic dishonesty.  2. see auer and krupar (2001) for a review of contributing factors. published  in 2001, the factors have  remain relevant.  3.  see crowley  (1990)  for  extended  discussion  and  critique  of  the  current­traditional  paradigm  for  the  teaching of composition.  4. see welch (1999, chap. 5)  for a comparison of  the current­tradition as a wizened form of writing  in­  struction when compared to classical techniques that have lasted for millennia.  5. for example, a student citing a pbs documentary on videotape may use  the citation for a  television  program as opposed to the citation method for videotaped materials. there is still a desire to use the cita­  tion method for print journal articles when the article was accessed through a subscription database. the  issue of format  is complicated for anyone using a citation style and will only become more complex as  more and more types of materials are offered in a multiplicity of formats.  6. many will have had the experience of attempting to find the author of a web site or a date on an elec­  tronic document with  the full belief that  the  information  is presented…somewhere. after print, when the  conventions of printed texts allowed writers and citers to quickly and efficiently find the information they  needed for citations, locating information for citations of  internet resources can become something akin  to an obstacle course.  7. auer and krupar, as well as ercegovac and richardson, offer valuable literature reviews on this docu­  mentation.  8. aside from the ethical use of the intellectual property of others in academic contexts, comprehension of  the  “bigger picture”  results of  the  theft of  intellectual property has been  slow  in coming, but  continues.  situating the impact of the theft of intellectual property in academic settings with the theft of other kinds of  texts  (such as music,  film, etc.) might be helpful  in understanding how  theft of  any  form of  intellectual  property is damaging, not only to the thief, but to the owner of the property and the community and pur­  pose for which that property has been published.  9. aristotle (1991) writes of ethos in two ways: the character of the speaker as reasoned by the audience  (37­38) and the character of the speaker created or desired by the character (chap. 12­17). the second  dynamic is sometimes called “rhetorical ethos.” the definition presented in this text, “the reader’s sense of  the writer’s character” recognizes both of these constructions of ethos. _________________________________________________________________________________________________________  education libraries volume 28, no.1 summer 2005  11  references  aristotle. (1991). on rhetoric: a theory of civic discourse (g.a. kennedy, trans.). new york: oxford uni­  versity press.  auer, n.j., & krupar, e.m.  (2001). mouse click plagiarism: the role of technology  in plagiarism and  the librarian’s role in combating it. library trends, 40(3), 415­432.  ballenger,  b.p.  (1999).  beyond  note  cards:  rethinking  the  freshman  research  paper.  portsmouth:  boynton/cook.  center  for  academic  integrity.  (2003).  cai  research.  retrieved  january  17,  2005,  from  http://www.academicintegrity.org  crowley,  s.  (1990).  the  methodical  memory:  invention  in  current­traditional  rhetoric.  carbondale:  southern illinois university press.  devet, b. (2002). welcoming grammar back into the classroom. teaching english in the two­year col­  lege (tetyc), 30(1), 8­17.  ercegovac, z., & richardson, j.v. (2004). academic dishonesty, plagiarism included, in the digital age:  a literature review. college & research libraries, 65(4), 301­318.  franke, d.  (1995). writing  into unmapped territory: the practice of lateral citation.  in l.w. phelps &  j.a.  emig  (eds.),  feminine  and women’s  experience  in  american  composition  and  rhetoric.  pittsburgh: university of pittsburgh press.  howard, r.m. (2002). don’t police plagiarism: just teach! education digest, 67(5), 46­49.  selber, s. (2004). multiliteracies for a digital age. carbondale: southern illinois university press.  sommers,  nancy.  (1982).  responding  to  student  writing.  college  composition  and  communication  (ccc), 33(2), 12­16.  welch, k.e. (1999). electric rhetoric: classical rhetoric, oralism, and a new literacy. cambridge, ma:  mit press.  assistant professor benjamin harris is reference/instruction librarian for the elizabeth huth coates li­  brary at trinity university in san antonio. his email address is benjamin.harris@trinity.edu  academic librarians and student affairs professionals:  an ethical collaboration for higher education  by laura urbanski forrest, california state university long beach  abstract  librarians’ ethical directives point  toward a collaborative effort  in providing support  for students outside  the classroom. academic librarians often focus on collaborative relationships with teaching faculty at insti­  tutions of higher education, but  they should also  form partnerships with other higher education profes­  sionals. currently, few such partnerships have been reported in the literature. staff who work in student  affairs, including academic advising, career counseling, and other academic support offices would benefit  greatly from librarians’ expertise. specific suggestions for building such collaborations are given, and pro­  posals about future research and possible collaborations are offered.  introduction  librarians’ ethical directives and standards point toward a collaborative effort with teaching faculty in pro­  viding support for students (american library association., 1995; american library association., 2005) as  do the professional standards of student affairs professionals (american college personnel association, microsoft word edlibwin56rev.doc _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 4 what is one core value of academic libraries? providing relevant information – and the means to access it physically and intellectually – for their clientele. an underlying premise in that endeavor is librarian awareness and responsive to potential users. what information do academicians and students need and want? how do they go about satisfying those needs? in this digital age, do these behaviors change? do the resources change? the ultimate purposes remain the same: gathering information and making meaning of it in order to make decisions or apply information. nevertheless, technology has certainly impacted how people go about this process: from creating and dissemination information all the way to how information is used and repurposed. the question “is there enough information?” has largely been replaced by “how can i determine which information is accurate and relevant?” chris bober and anne wade explore web sites that discuss information seeking issues. they mention sites that review the literature in this field, and note specific studies on various aspects of information seeking. even though information in digital form offers much more access, its very ubiquity can undermine its value. because online documents might not undergo rigorous vetting, the quality of digital information can be very uneven. cautious faculty members sometimes over-generalize the situation, and undervalue perfectly valid studies if they appear in e-journals. charles webber discusses this and other important issues in electronic publishing for education libraries. the topic is particularly timely as the education division is starting to provide this peer-reviewed journal in electronic format as a means to provide more timely information. the jury is out as to the future of the print version of education libraries. the interest in information seeking behaviors seems to have avalanched as several special journal issues and edited monographs are being developed at this very minute. as a result, it is an author’s market in terms of finding venues for publishing. with its specialized readership, education libraries has had a difficult time getting just the right articles. because lori mestre and linda salem have located so many good new reference titles, and because several new titles have been reviewed for the membership, it is in the best interests of the division to disseminate its information in a timely manner rather than wait for additional, perhaps less useful articles. information waits for no person. microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 32 an online course in multicultural materials for lis graduate students at the university of south florida by dr. linda b. alexander abstract the author discusses the content included in an online course on “multicultural materials for young adults and children.” this graduate course (lis 5937) for library and information science students at the university of south florida, is a very popular offering for those who plan to work with youth in libraries. the class teaches students how to respond to the reading needs of our diverse patron base by understanding aspects of their values and customs as well as their ways of interacting. the american library association’s “diversity action and inclusion plan” expresses the vision of the organization as “…a richly, diverse workforce providing a high level of service to the membership in an environment where respect, appreciation, equity, and inclusion are core values.” since we live in a very diverse culture, it is important to spell out some of the characteristics in which we differ. the document further explains that “...in addition to race, creed, color, religion, gender, disability, and national origin, differences include: language origin, regional and geographic background, economic class, education, learning and communication styles, and sexual orientation and personal lifestyle” (ala). learning about varied cultures within our society can be partially accomplished by including multicultural literature in our library services and programs. librarians must be cognizant and up-to-date on how to respond to the reading needs of people of diverse cultures. this focus of this article is on multicultural reading for youth, including teens, tweens, and children. this author developed a graduate library and information science course at the university of south florida in tampa during 2003-2004 to educate graduate library students on how to respond to the reading needs of our diverse patron base by understanding aspects of their values and customs as well as to their ways of interacting. tomlinson and lynch-brown (2001) cite five reasons multicultural literature has value for all children: • children of varied cultures who see positively represented characters in multicultural literature derive self-esteem and pride in their heritage. • children, parents, teachers, and librarians learn about and become aware of other peoples and their cultures. • multi-cultural literature shows children that other groups are worthy, and that they have something to teach others. • emotional involvement and vicarious experience with multi-cultural characters through literature reduce students’ prejudices toward the micro-culture. • reading about issues and problems peculiar to children of a specific micro-culture from the perspective of story characters who themselves are members of the group can help children of that micro-culture to cope with the same problems themselves (190-191). the course creating a course in multicultural materials for librarians seemed to be a mandate as a response to the diversity mission and vision expressed by ala. during the 2003-2004 academic year, the author began work toward creating an elective online course in multicultural materials for young adults and children for graduate students in the school of library and information science at the university of south florida. extensive research went into determining the knowledge and skills needed by librarians for responding to diverse patrons and developing course materials. these included textbook selections, websites, journal articles, and book titles for the various cultures included. the elective course was first offered during the fall, 2004, semester, with the target audience of graduate students and librarians working with youth in public or school libraries. although one section of the class was originally offered, the student demand was so high the first semester that a second t e c h n o l o g y education libraries: childrens resources, volume 31, no. 3, spring 2008 33 section was opened to meet this demand. approximately 55 students took the class that fall semester, and one section or more of the course has been offered every fall and spring semester since that date. the course, lis 5937, is always full to the limit of 30 students per section. course textbook the text selected for the course was a book from the sage counseling series titled increasing multicultural understanding: a comprehensive model by don c. locke (1998). the alternative choice was hazel rochman’s book against borders: promoting books for a multicultural world, published in 1993. locke’s book is more recent but does not contain any book lists for reading about the cultures. however, an element of the locke text that influenced the choice was the way each chapter on a particular culture was arranged into ten rudimentary psychosocial topics throughout, including: • acculturation • poverty and economic concerns • history of oppression • language and the arts • racism and prejudice • sociopolitical factors • child-rearing practices • religious practices • family structure and dynamics • cultural values and attitudes. as mentioned, the locke text discusses various peoples but not their literary creations. the content is intended to help counselors better understand patients by learning about their ethnic identities and how this affects them. it teaches readers about eleven multicultural groups prevalent in the u.s., but is not without its weaknesses. it often paints a rosy picture, omits important details, and does not represent different groups in the text equally to their percentage in the population. for example, the book dedicates four out of twelve chapters to asian americans, which comprise less than 4% of the total u. s. population. in contrast, hispanic americans, who represent over 12% of the total u.s. population, were given only two chapters, and african americans, also at 12% of the population are given only one chapter. cuban-americans, who are the third largest component in the hispanic-american population, were completely overlooked. another important group ignored by the text is the haitian-americans, with a u.s. population (particularly in florida and new york) of over two million. (“united states: population by race”). although the text is highly informative, these omissions are a serious concern in this context. since the text does not deal with literature per se, the book course lists and websites are important to students taking this course. to supplement student reading, several books are mentioned in the course as suggested reading, such as the rochman book, carlos diaz’s multicultural education for the 21st century, james and cherry banks’ 2005 edition of multicultural education: issues and perspectives, and vicki l. gregory’s resource book multicultural resources on the internet, a 1999 booklist editors’ choice. the cultures since space prohibits elucidation other than a condensed representation of the cultures covered in the course, the following section addresses each culture covered, with a few of its distinctions, according to locke. african americans are a biracial community, which draws upon standardized african american behavior and the dominant culture. economically, this community has twice the unemployment rate of the dominant culture, with fewer high-paying jobs and lower wage rates than whites. generally speaking, religion and church attendance is a socializing institution and a source of leadership. the family structure involves strong kinship bonds, adaptability of family roles, and a strong work orientation. the amish community believes in complete separation from the world, and has strict rules about behavior, dress, language usage, education, and religion. they speak three distinct tongues: pennsylvania german, high german, and english. all aspects of the amish life are determined by their religious practicies. they do not participate in violence, and believe in adult baptism and disciplined church community, where shunning is strictly enforced. as farmers, they value harmony with soil and nature. native american indians have the lowest average income, educational level, and standard of living of any group covered in the course. their culture has a learning about varied cultures within our society can be partially accomplished by including multicultural literature in our library services and programs. librarians must be cognizant and up-to-date on how to respond to the reading needs of people of diverse cultures. education libraries: childrens resources, volume 31, no. 3, spring 2008 34 rich heritage in nonverbal language with over 300 tribal languages in use in contemporary communities. politically, their tribal governments vary. while historically they used chiefs, currently most use a tribal council type of government. their religious beliefs are holistic with many gods or spirits; they usually have one chief god or great spirit and worship the forces of nature and animals. much of the familiar literature for children and teens about this group is not based on authenticity to the culture. the oyate organization (http://www.oyate.org/) distributes materials and discusses problematic titles (http://www.oyate.org/booksto-avoid/) . surprisingly, according to this website, some of the “worst” titles include: little house on the prairie by laura ingalls wilder, sitting bull and his world by albert marrin, my heart is on the ground by ann rinaldi, and wounded knee by neil waldman. chinese americans have no single chinese language, but the major dialects are cantonese and mandarin; which use a different symbol for each word. filial piety and veneration of age mean obedience and devotion to parents where the eldest sons have specific obligations to family. the religions they practice include confucianism, buddhism, and taoism. one of the cultural pressures is that one must behave in a way that will not shame the family, because if irreconcilable problems occur, the family will disown the problem member. japanese americans are the third largest asian group (after chinese americans and filipinos) in the united states. one cultural feature involves their use of body language, where they use very little eye contact, and instead of handshaking they bow. the japanese do not admit any need of “personal space.” they practice buddhism, confucianism, and shintoism. the family structure is patriarchal, where the mother is devoted to child-rearing and the father is an exemplar to children and his authority is unquestioned. a unique characteristic of the korean american community is that they have only 232 surnames. appproximately 53% of the population has one of five major surnames: kim, lee/rhee/yi, park, choi/choe, and chung/jung. the typical parents are in their late 30s, with two or three children of elementary school age. korean americans usually have a high school or college education. their cultural emphasis is on suppression of strong feelings, obedience to family authority, and subjugation of individuality to benefit the family. vietnamese americans have been politically oppressed throughout history, living under u.s. resistance to all things vietnamese after the vietnam war. they lived under the traditional caste system, with scholar being at the top and merchant being at the bottom of the social class structure. regarding the family structure, children remain with the family until marriage and, after marriage, women transfer allegiance to their husband’s family. the hispanic/latino community poses two central questions: “who is hispanic? who is latino?” these two terms are often used interchangeably. there are numerous and varied latino and hispanic cultures which differ widely from each other. among the american communities are cuban, dominican, guatemalan, colombian, venezuelan, and peruvian. in florida for example, the population is made up of less people from mexico, but many from cuba, puerto rico, the dominican republic, and central america, it’s important to remember that florida was settled by the spanish, so the hispanic and latino people there have a spanish cultural heritage, but may or may not speak spanish. mexican americans are usually bilingual, but some mexican americans speak no spanish and some speak no english, although the majority speak both languages. mexican americans grow up in a childcentered home where the parents tend to be permissive and indulgent with the younger children. the religion is predominantly roman catholic, and the church is the center of faith. worship services may be informal with guitars, accordions, maracas, etc. with respect to the family structure, there may be no single family pattern based on one culture. forty-two percent of all puerto ricans live in the u.s., with the highest concentration residing in new york city. this group did not experience discrimination based on race until they came to the u.s.; prejudice in puerto rico is based on class, not color. those living in the u. s. have also experienced a shift in values. there has been a change in the roles of men http://www.oyate.org/ http://www.oyate.org/books-to-avoid/ http://www.oyate.org/books-to-avoid/ http://www.oyate.org/books-to-avoid/ education libraries: childrens resources, volume 31, no. 3, spring 2008 35 and women, with women becoming more independent, and children behaving more like the dominant culture (aggressive, competitive, inquisitive, independent, selfreliant). jewish identity in american is difficult to describe due to very diverse origins, yet this population has a high degree of religious and cultural identity. jewish languages includes hebrew, aramaic, yiddish, and latino. their history of the holocaust, during which time six million jews were killed, represents one-third of the world’s jewish population and 60% of european jewry. the major focus of political activity is their commitment to zionism and to the prosperity of israel. american jews have become more acculturated than some other communities, with education levels being higher and poverty less of a factor. there is a tremendous amount of racism and prejudice in the u.s. regarding muslim communities due to the negative image of islam, especially after the sept. 11, 2001, tragedy. their religion and non-representational art are foremost characteristics, with the use of arabic script that transcribes the qur’an into beautiful script as act of devotion. the patriarchal family structure honors fulfilling the masculine roles and fathering children, especially sons. public worship is at the heart of islamic practice. americans with disabilities is a group that is not discussed in the locke text, but was added to the course as an important group served by librarians. unfortunately, this category is too large to discuss in this space. it includes, but is not limited to, persons with psychological, physical, educational, social, agerelated, and various other characteristics that identify them for services above and beyond the usual. another group not covered in the locke text includes the gay community, or the gay-lesbian-bisexualtransgendered-questioning (glbtq) group. gay describes a man who is romantically and sexually attracted to other men, and also sometimes is an inclusive term encompassing gay men, lesbians, bisexuals, and sometimes even transgender people. a lesbian is a woman who is romantically and sexually attracted to other women, while bisexual people have the capacity to form romantic and sexual relationships with both men and women. transgendered people have a gender identity construct that differs from their physical sex. questioning people are in the process of evaluating their gender identity and/or sexual orientation. queer is considered an offensive term but is sometimes used within the glbtq community. since students in the course only read books for young adults on this topic, the concepts of intellectual freedom and book challenges form a part of the study of this community. evaluating multicultural materials students enrolled in this course are expected to read two books per week on the culture being studied during the fourteen weeks: a young adult title and a children’s title. a major component of the course is the evaluation of materials’ quality of according to the criteria suggested by experts on materials for diverse cultures. these criteria include: • general accuracy. • stereotypes. a misleading book might discuss “the mexican experience.” this is one to avoid. • accurate setting. not all native americans lived in teepees. • language. does the book use the language of the culture? students are taught to become aware of books that divide characters into two groups those who speak standard english and those who do not. • insulting epithets. if the content is insulting, err on the side of protecting children. • illustrations. in the five chinese brothers the characters all look alike. avoid ilustrated books with this characteristic. • author’s perspective. an author with an insider’s perspective is much preferred. this approach is controversial because many in the literary arts believe that an author must actually live in a culture to write about that culture with accuracy. others disagree, feeling that an author can write about other cultures with a spirit of truth. this issue is particularly interesting in fiction where authors often write under the aegis of another gender and even sometimes race. education libraries: childrens resources, volume 31, no. 3, spring 2008 36 • appealing stories. themes such as friendship, family, and school appeal to youth. • tough issues. does the book offer multiple perspectives on tough issues? for example, less than half, more than whole by kathleen and michael lacapa is a good portrayal of biracial issues. assignments since lis 5937 is listed in the slis curriculum as an elective rather than a required core course, assignments for the class are fewer than the typical lis graduate class. students are required to read fourteen young adult books and fourteen children’s books during the fourteen-week semester. students select books, many of which are award titles, from a list of titles for each cultural group provided in the online blackboard courseware corresponding to each chapter in locke’s text. there is no corresponding reading in the locke book for the disability or the glbtq groups so students are provided a list of a variety of professional journal articles for background reading. numerous websites are available for additional information for each culture. students must evaluate a number of the books read, using the criteria discussed above. they also must compare and contrast in some detail the book’s culture and traditional american/western culture, stating possible program connection ideas for library settings. students are required to post weekly to the course discussion board thoughtful comments with regard to locke’s categories of psychosocial topics compared with the book content read by the student for the culture of each week. an online quiz is required during the course, which covers awards, organizations, and other historical library information associated with services to diverse cultures. although the quiz is open book, it is recognized that a quiz is part of the total learning experience, even when students look up answers. a short research paper on any library or access issue of a special population is required. this task necessitates the use of the university of san francisco (usf) virtual library and its databases for procuring scholarly sources to support the arguement. the final capstone assignment is the development of an inclusion and awareness program on a culture of one’s choice to be used in a stated library setting that serves a diverse patronage for teens and children. this program is presented in a face-to-face class meeting near the end of the semester. handouts are distributed to all class members so that these programs can be adapted or duplicated in various settings by all the students at a later date. those who are actually employed libarians usually prepare a program they will use in the future, while students who are not yet employed in a library create a hypothetical program. national recognition an interesting event came about as the result of one of the student’s project, which she decided to use in her part-time job in a local public library. meagan albright created a glbtq program, using her display of gaythemed books for young adults in her hillsborough county library during the gay pride month of june. three adult patrons were offended by the display being positioned near the front door of the library, although only one of them made a formal complaint in writing. this gay book display for teen reading received national attention when the hillsborough board of county commissioners (bocc) ruled in a separate statement that no gay materials could be displayed in any public building in the county. alas, the bocc had overstepped their boundaries. this incident became an intellectual freedom issue as a first amednment right was being violated. the bocc’s action resulted in the florida library association stating they would boycott hillsborough county for any future meetings; a lawsuit was also filed by a private citizen within the county. articles on the hillsborough county ban appeared in the new york times, american libraries, and various local newspapers thoughout the summer. although the kind of attention the ban received was not preferred, the attention reecived for this act by the bocc drew attention not only to tampa and to the school of library and information science at usf, but to the course itself. it was also brought to the attention of the intellectual freedom committee of the ala. in summary, this course has filled a gap for library students who will be working in academic, public, and school libraries in florida and other states. the need for a course such as this is more and more evident as our nation becomes more diversified in the 21st century. although the course is merely an introduction to other cultures, there will be a need for more intense courses like this for training our next generation of librarians—courses which include various populations not covered in lis 5937 and at more depth than the current course can cover. all in all, lis 5937 has proven to be a successful course for generating a education libraries: childrens resources, volume 31, no. 3, spring 2008 37 decided contemplation and reflection on the diverse patrons we serve. references american library association. (n.d.). the diversity vision. retrieved september 30, 2006, from http://www.ala.org/ala/diversityactionb/ala_diversity _action_and_inclusion_plan.pdf. gregory, vicki l., stauffer, m.k. , and keene, tom. (eds). (1999). multicultural resources on the internet: the united states and canada. littleton, co: libraries unlimited. locke, don c. (1998). increasing multicultural understanding: a comprehensive model. (2nd ed.). thousand oaks, ca, sage. tomlinson, carl m., & lynch-brown, carol. (2001). essentials of children’s literature (4th ed.). boston: allyn and bacon. dr. linda baldwin alexander has been involved with the library profession since receiving her mls in 1986. since 2001, she has been teaching graduate classes in the school of library and information science (slis) at the university of south florida in tampa. in 2004, she began teaching a class she developed called “multicultural materials for young adults and children,” which has been in high demand by graduate students in the slis every semester since. alexander has a master’s degree in education with a core specialty in special education, the mls degree, and a master degree in adult education, all from east carolina university. she obtained her doctoral degree in higher education administration in 2000 from the university of louisville. dr. alexander’s main interests lies in the education areas for youth pleasure reading and reading across the curriculum and outreach to diverse populations in our society, in meeting the needs of ada patrons in libraries, and in access to health and government resources in the information age. for dr. alexander, the various divisions of the sla serve as a huge enhancement for her in her work towards delivering resources for librarians, information agents, and media specialists. she uses the sla website for gaining information about corporate, academic, and government librarianship and information specialists, since many of her students do fieldwork in these areas, including newspaper offices (i.e., st. petersburg times). in her free time (what is that?) she collects resources on holistic health, information about the stereotypical image of the librarian, and does a little bit of gardening. to vent her frustrations, she picks weeds in her garden, a habit that seems to be very therapeutic as a stress-reducer. alexander also noted that the course she designed, lis 5937, will very soon (perhaps by the time you’re reading this) become a permanent course and will then be called lis 5566. lalexand@cas.usf.edu books in brief by jacqueline snider book review & liaison editor the data guidebook for teachers and leaders: tools for continuous improvement depka, e. (2006). the data guidebook for teachers and leaders: tools for continuous improvement. thousand oaks, ca: corwin press. 94 p. isbn: 1-4129-1754-9 (cloth) $56.95; 14129-1755-7 (pbk.) $29.95. this book shows the connection between data collection and student achievement. the process is a constant and cyclical one. the book identifies the five w's: who are involved, what are collected, when are the data analyzed, where are the data collected, and why are they analyzed. the cycle revolves around analysis, planning, implementation, and assessment. the author describes standardized and state test data, and their importance in school improvement. to assist teachers, the book includes rubrics, reflections, worksheets, and strategies. http://www.ala.org/ala/diversityactionb/ala_diversity mailto:lalexand@cas.usf.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  5  intercultural leadership toolkit for librarians:  building awareness to effectively serve  diverse multicultural populations  by dr. suzie allard and dr. bharat mehra, university of tennessee  and dr. m. asim qayyum, university of puerto rico, rio piedras  abstract  this paper presents  five  tools  for  librarians  to use  in building effective  intercultural  communication  that  reaches out to diverse populations. librarians can more successfully cross intercultural boundaries if they  are aware of the key tenets of intercultural communication and information provision, and then apply the  five  leadership  tools  in  extending  traditional  information  creation­organization­dissemination  processes.  the five tools are derived from an extensive literature review and from findings from seminar discussions  with library and information science students.  introduction  populations  that education  librarians serve are becoming more diverse and  frequently multilingual. this  creates new challenges since a librarian must understand these diverse communities adequately in order  to find ways to identify community and user needs and interests, and also to provide the collections and  services to adequately meet these needs and interests.  one example of  the growing diversity  in  the u.s. population  is  the  increase  in latinos 1 . when  the us  population reached 200 million  in the mid  to late 1960s, latinos accounted  for 4% of  the population. in  2006, the us population grew to 300 million, and latinos accounted for 36% of the additional 100 million  people (pew, 2006). latinos now account for about 15% of the us population (pew, 2006). at the same  time,  there  is  also  a  significant  growth  in  other  cultures.  for  example,  it  is  estimated  that  in california  alone, there was a 127% increase in the asian population during the period of 1980­1990 (waters, 1992).  this increasingly diverse population has changed many aspects of the community. for example, between  the 1993/1994 and 2002/1003 school years, latinos accounted for 64% of the students added to public  school enrollment (fry, 2006). additionally, the rate of growth in the latino labor force exceeds any other  group (kochhar, 2005).  this rapid change in demographics affects not only the community at large but the workplace and schools  at all  levels.  it offers new challenges for librarians  in special, academic, public and school libraries who  are likely working with patrons who have a very different background than their own. substantial implica­  tions may ensue since  librarians might not  recognize  that  societal  structure  is a nearly  invisible part of  daily life and that information structure is deeply embedded in a specific cultural contexts (foucault, 1982,  2002). the latino population offers a cogent example of how likely it is for a patron from a diverse com­  munity to be working with a  librarian from a different cultural background. currently  there  is one latino  librarian  for  every  9177  latinos  as  compared  to  one  anglo  librarian  for  every  1830  anglos  (espinal, _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  6  2003). hiring more latino  librarians  is not a feasible short­term solution, since between 1995 and 2000  only 3.1% of all mls graduates were latino and the number seems to be declining (espinal, 2003).  this suggests that latino patrons are often working with non­latino librarians; therefore, it  is imperative  for non­latino librarians to have an ability to cross cultural boundaries in order to provide responsive in­  formation services. the latino population  is one example; however,  the challenges of crossing cultural  boundaries also applies to reaching out to other diverse groups.  librarians will be more successful in crossing  this boundary  if  they recognize key tenets of intercultural  communication and the implications for information provision. this paper builds awareness by providing  librarians with five tools that can instantly be put to use. these tools help a librarian more readily respond  to  the needs of  the community by understanding  the community’s culture in  terms of the beliefs people  hold about the world, the values they share about living in the community, and the way they treat one an­  other (bennett, 1998). with this awareness, the librarian can adjust for cultural differences that might in­  fluence the collection, management and provision of information. the paper also discusses implications  for the profession based on the literature and the findings from a symposium which was conducted to ex­  plore the issue.  building awareness:  identifying and understanding cultural differences of diverse populations  culture is one influential characteristic of a diverse population. cultural differences can make it more diffi­  cult  for people  to communicate clearly. misunderstanding or misinterpreting verbal  and nonverbal  cues  can cause confusion,  leading  to anxiety and  tensions among coworkers and  in  librarian­client  relation­  ships. librarians need to learn communication techniques that honor different cultural perspectives. cul­  ture may be understood from three main perspectives.  1.  “objective culture”  refers  to  the history and  facts about a culture,  including  the  language  the culture  uses (bennett,1998). being familiar with objective culture allows one to know the facts about a culture but  it does not necessarily help an individual successfully interact with another culture.  2. “subjective culture” refers to the beliefs that people hold about the world, the values they share about  living in  the community, and  the way  they  treat one another  (bennett,1998). successful communication  requires an understanding of subjective culture. culture may be learned through the media, through sto­  ries, through music, and through spiritual teachings; however, it is primarily passed from one generation  to  the next  (bates & plog, 1990). this “handing down” of culture makes  it more difficult for librarians  to  gain an understanding of another group’s culture. therefore,  librarians must begin  to build  intercultural  competence by understanding  their own subjective culture and by  recognizing  the subjective culture of  others.  3. the third interpretation of culture recognizes its characteristics as a “lived experience” (mehra and pa­  pajohn 2007). culture is enacted as an ever­changing and hybridized phenomena (appadurai, 1990) that  impacts individual lives ‘‘in ongoing interaction’’ (apple & weis, 1983, 15–16) with the situational context  and the external social and political environment (bhabha, 1994). this perspective promotes successful  interaction with diverse multicultural populations, and extends the interaction into collaborative partnering  (mehra  and bishop,  2007)  by  recognizing  the  underlying  power  imbalances  embedded  in  people’s  ex­  periences and taking action that works with, instead of “for,” diverse populations (mehra, 2006). this real­  ity implies that librarians must adopt a more participative model that values the experiences, knowledge  base, and  role of diverse underserved populations  in  the processes of  knowledge/information creation­  organization­dissemination (mehra, albright, and rioux, 2006).  librarians need additional tools to increase their success of intercultural communication, “reaching out” to  diverse and multicultural populations. the five tools in this paper were developed by creating a foundation  from the multi­dimensional and dynamic concepts of culture noted above, and by using findings obtained  from two three­hour seminar discussions with more than fifty library and information science students at  the university of tennessee and the university of puerto rico in october, 2006. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  7  tool 1: identify cultural dimension. one dimension of cultural variance is determining if the culture has  an  “individualistic”  or  “collectivistic”  perspective  (hofstede,  1980).  individualistic  cultures  place  a  high  value on  the  initiative of  individuals and  their achievements.  in an  individualistic  culture people are ex­  pected to pursue their own dreams and fulfill their own potentials. independence and individual achieve­  ment are highly valued. an individualistic culture’s world view tends to reflect the idea that there are abso­  lute facts about the world that are separate from the meaning for humankind. most western societies are  considered  individualistic  cultures, where  individual  activity  is  emphasized  and  personal  competition  is  valued. credit or blame, reward or punishment falls on the individual.  collectivistic cultures place a high value on people identifying with, or belonging to, groups larger than a  family unit. these groups provide support for their members, and the members share responsibility and  accountability  for  the  group’s  activities. the world view  tends  to  be  one  in which  the  physical world  is  viewed  in context of what  it means  for humankind. most asian and african societies and others  in  the  global south are regarded to be collectivistic cultures (triandis, 1993). an example of a collectivistic cul­  ture is china, where collective efforts are emphasized, and personal goals and accomplishments are de­  emphasized  (zhang, 2002). anecdotal evidence shows  that  the latino culture  follows similar  trends.  in  such  cultures,  interdependence  and  success  of  the  group  is  highly valued. therefore,  credit  or  blame,  reward or punishment, falls on the group rather than on the individual.  culture as lived experience recognizes the ongoing tensions faced by individuals from multicultural popu­  lations  in  the united states who must  negotiate  their  collectivistic  values,  behaviors,  and  relationships  while being embedded in the social, cultural, economic, and political environment of a culture that is indi­  vidualistic (niles, 1998; mehra, 2004a). identification of the cultural dimensions of coworkers and clients  by  information professionals can  lower  the cultural and communication barriers. for example, librarians  may recognize how the  individualistic­collectivistic conflicts  faced by individuals are represented  in  their  information­seeking behaviors, and can  then provide information services  that acknowledge these com­  plex realities (mehra, 2004b).  tool 2: identify cultural communication style. cultures vary in the way their members communicate.  cultures may have  low­context or high­context  communication  (hall,  1976).  in  low­context  communica­  tion,  information  in  a message  is  contained  in  the words  of  the message.  low­context  communication  tends to be direct, and requires people to speak openly about information to understand the society and  the relationships. low­context communication features messages that are highly structured and provide a  high level of detail (hall, 1976).  high­context communication relies on more than the words to impart information. information is conveyed  through the context of the communication, including how a person says something, and non­verbal clues  such  as  culture  specific mannerisms,  which  assumes  that  the  communicators  have  a  high  degree  of  shared knowledge about the society (hall, 1976). the messages are simple and do not have a high de­  gree of detail. to someone who  is not a member of  the society, messages may seem simple and am­  biguous since they do not have the context needed to understand them.  there is a tendency for individualistic cultures to have low­context communication, while collectivist cul­  tures tend to participate in high­context communication. although this is not always the case, it is essen­  tial  that  librarians develop a communication pattern at  the workplace  that  is perceived as mutually ac­  ceptable  and  comfortable  (zhang,  2002). one  suggested  way  of  doing  this  is  to  avoid  the  use  of  any  words or gestures that might cause misunderstandings or misinterpretations. librarians should also hone  their communication techniques of attentive listening, use of clear spoken and written language, and sen­  sitivity of always keeping  the communication channels open.  if one mode of communications  fails,  they  can use another one.  culture as a lived experience allows reflection on both the symbolic and tangible context of the communi­  cation. it focuses on the power discourse of who is speaking to whom, what is being said, why and how  the communication is taking place, and what is the over­all purpose of the interaction. this provides a tool  to understand the cultural realities enacted as emergent processes where "new meanings, new practices, _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  8  new significances and experiences are continually being created" (williams, 1973, 11) from their points of  view in the context of what is meaningful to the patron (mehra, merkel, and bishop, 2004).  building awareness: working with information and diverse populations  information structure is embedded in a cultural context; it is difficult to discern how social categories and  practices originated and the consequences that have resulted for the use, storage and dissemination of  information (foucault, 1982, 2002). nevertheless, lack of access and use of information systems and ser­  vices by cultural groups influence socioeconomic and sociopolitical inequalities for the have­nots (mehra,  bishop, bazzell, and smith, 2002).  this actuality suggests that libraries should be involved in local com­  munities,  including  initiatives  that make  a  real  difference  in  everyday  lives  of  underserved  populations  (mehra, 2005). this perspective leads  to  the development of  three more  tools  that librarians can utilize  when they are working in tasks related to information management or information provision.  tool 3: recognize who and what might be marginalized. because  information structure reflects  the  beliefs and values of a culture, information related  to certain segments of a population within a diverse  society may  be marginalized  or  overlooked.  the majority  community may  not  do  this  intentionally,  but  rather out of ignorance about  the diversity of cultures existing within  the society or a  lack of feeling  the  need to do anything. therefore, the minority group must make an effort to reach out to the majority com­  munity. only  through  this  interaction can  they ensure  the availability of  their  cultural  information  to  the  dominant community. a librarian can facilitate this by maintaining an awareness of the community mem­  bers and providing an environment that is approachable.  culture as  lived experience allows  the  librarian  to question  the dominant hegemonic  forces  that  shape  information creation­organization­dissemination processes. librarians can recognize the gaps that exist in  the provision of information services: who is left out in the processes of information delivery, and how ef­  forts should be made to “open up” the information structure to make it more encompassing and inclusive  in its ordering, content, management, and membership (bishop, mehra, bazzell, and smith, 2003). librar­  ies  can  play  an  important  role  in  building  awareness  about  the  diversity  of  cultures  existing within  the  community. librarians can contribute  to  this community­building effort by maintaining open channels of  communications, by developing collections  that cater  to  the needs of  their marginalized clients, and by  recognizing the marginalized information and help in its dissemination.. dissemination can occur through  lectures and visits by cultural representatives, or by holding story telling or poster sessions that exemplify  information about minority communities.  tool  4:  recognize mechanisms  for organizing  and  supplying  information. groups  that  have  the  ability to name and manipulate the information structure are likely to have a stronger presence in the so­  ciety. consequently, dominant cultural groups naturally tend to dominate the information structures. many  scholars agree that classification systems are culturally built institutions and as such, they can marginal­  ize cultures who are not adequately represented in the classification scheme (olson, 1998). classification  systems reflect  the culture  in which  they were created  in  terms of philosophical assumptions and  ideo­  logical presumptions. for example, sukiasian (cited in olson, 1998) studied how the soviet classification  system needed  to be  reconstructed after  the break­up of  the soviet union since  information about  the  now­  independent  former soviet  republics  needed  to  be  included  and  organized. another  example  in­  volves  the dewey decimal classification system, which was conceived  in  the u.s. this system has a  separate section for american (u.s.) literature while all other literature is arranged by  language regard­  less of  the country of origin  (olson, 1998). exploring culture as a  lived experience provides  intellectual  and  actualized  ways  to  represent  local  knowledge,  ontologies,  conceptualizations,  and  experiences  of  diverse multicultural populations. these representations can be incorporated into mainstream library sys­  tems and classification by facilitating active participation  from  individuals  from these marginalized com­  munities (mehra and srinivasan, under review).  tool 5: recognize who built  the  information technology.  information  technologies are constructed  by people  living within a culture;  therefore,  the  technology  is  likely  to reflect  the creator’s cultural view­  point. some assumptions are made naturally when building most technologies, such as the fact that peo­ _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  9  ple have five fingers on each hand and that they will be able to see. however, just as an individual might  not consider that someone may have lost a finger or lost their sight, librarians might not consider design  features that are culturally bound such as date conventions or holiday observances. as an example in the  use of digital  libraries across cultures, bilal and bachir  (2007) studied  the use of  international children  digital library (icdl) by arab children. a major conclusion was that the older children, perhaps because  of their lengthier exposure to the western world’s computer symbolism, understood the navigational rep­  resentations much better than the younger children. it can safely be assumed that most immigrants, es­  pecially the older ones, who settle in a new and different culture would face similar constraints.  culture  as  lived  experience  allows  librarians  to  consider  how  different  social  groups  use  technologies,  and how they may change and adapt them to be used in ways that were not conceived of in the initial de­  sign. additionally, emergent cultures realize some features to consider when designing technologies such  as  the  language  of  the  culture  (and  its  embedded  power  interplay)  and  how  that may  be  represented  more equitably by new technologies. for example, in the early days of computers only roman characters  were  recognized  by  computer  applications. however,  over  time  computer  scientists  have  added many  character sets prevalent in non­european  languages and  found ways  to provide powerful tools such as  search capabilities across these different symbols.  diverse populations and the profession  the five tools noted above can immediately be employed by individual librarians in their daily work. how­  ever, the profession does recognize the growing need to reach out to diverse populations, which suggests  that a systematic program to foster  intercultural leadership  is needed. literature suggests  that although  leadership did not appear as a desired skill for librarians until the early 1990s, there is now a growing lack  of  leadership  while  there  is  increasing  diversity  and minority  participation  in  the  profession  (mason  &.  weatherbee, 2004). on the other hand, once a member of  the minority group does make  it to  the  top,  questions are often raised regarding his or her competency, especially if the leader happens to be an af­  rican­american or a latino (zhang, 2002). the two trends show that a need exists to train all librarians in  intercultural  relationships,  regardless of whether  they hail  from a majority group or a minority group.  in  answer to this need, the authors are creating developing a bilingual intercultural leadership toolkit, which  will provide integrated training and resource modules to support librarians’ intercultural leadership compe­  tencies that will help them better serve their communities and support an intercultural workplace.  the need for the toolkit is further bolstered by the fact that there is a demand for leadership training. in a  2001 survey, 40% of  the  respondents had  taken  leadership and career  training, and wanted additional  leadership training (eti, 2001). while library leadership is beginning to be addressed, there is not a focus  on intercultural leadership in the information professions even though diversity is increasing. for example,  while there are at least ten library leadership programs available in florida through professional associa­  tions (kear, 2005) they are not specifically geared towards intercultural leadership even though the state  has great diversity. intercultural leadership requires special attention since, as peng (2006) notes, inter­  cultural  consciousness  in  leadership  is a  “synergistic  combination of essential  cognitive, emotional and  behavioral knowledge and skills for intercultural competence and a commitment to consistent caring and  ethical application of those skills and knowledge” (38).  in  order  to  better  understand  the  situation,  the  authors  conducted  the  “intercultural  leadership  toolkit  symposium”  in october 2006 at  the university of tennessee (ut).   the symposium featured events at  both ut and the university of puerto rico, and included brainstorming workshops and seminar discus­  sions with practitioners, academics, and students. some events were linked electronically through the use  of  streaming  video  and  blackboard  courseware.  it  was  learned  that  library  and  information  science  graduate students do not have a solid background in intercultural issues, and students and practitioners  feel  leadership  in  this area  is an  important skill for  the 21 st  century  information professional. below are  select  findings  from symposium activities conducted  during a  three­hour  seminar discussion with more  than fifty library and information science graduate students at ut and upr. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  10  defining intercultural leadership  intercultural leadership is defined here as the knowledge and clear vision to successfully negotiate rela­  tionships with people from other cultures and from different linguistic traditions. for example, a librarian  who has intercultural leadership skills may be a guide to others in his or her own library or the profession  by taking actions that facilitate information provision to a diverse intercultural community. three core ar­  eas of intercultural leadership emerged from the symposium: 1) leadership; 2) diversity and democracy;  and  3)  information  and  communication  processes. based  on  findings  from  the  intercultural  leadership  toolkit symposium, the core areas are described as follows.  leadership addresses different styles and theories of leadership, and how they relate to information and  communication in an intercultural environment. it focuses on  the role of  the librarian or  information pro­  fessional as a leader. special attention is paid to leadership at different levels (e.g., it is important to un­  derstand the differences of being a leader in a small informal group versus being a leader in a large or­  ganizational setting).  diversity and democracy addresses the definitions and concepts associated with the terms intercultural,  multicultural, diversity and democracy. it provides a foundation for people to better understand the issues  related to these concepts and to how leadership plays a role. it focuses on how these issues relate to li­  brarians and information professionals in the 21 st century.  information and communication processes explore the role of culture in the way people save, use and  communicate information and  in how they communicate with each other.  it provides a foundation for li­  brarians and  information professionals  to understand  that cultural practices may be embedded  in many  activities that take place in the library and information agency. it focuses on how librarians and informa­  tion professionals  in  the 21 st  century can provide leadership  in  information  transactions so  that  intercul­  tural issues can be recognized and addressed.  skills for intercultural leadership in the information professions  interesting insights can be drawn from the results of the three­hour seminar discussions with profession­  als­in­training participants. based on the information gathered in these discussions, the authors identified  key areas that the profession must address to facilitate librarians becoming intercultural leaders who can  extend  traditional  information creation­organization­dissemination processes  to effectively serve diverse  multicultural populations residing in local and regional communities. a librarian who can serve as an in­  tercultural leader must have the knowledge, skills, and institutional support to carry out the following ac­  tions. • critically  reflect upon existing  information gathering, organizing, and accessing  strategies  to  insure  that minority voices other than the majority are represented in these processes. • expand existing library collections to prevent cultural bias and incorporate items published by alterna­  tive presses and non­mainstream publication houses (these include spanish and bilingual materials). • provide visible locations and proactively advertise and market existence of non­traditional items in the  library collections. • distribute allocations and manage finances  in an equitable and fair manner  that provides access  to  diverse multicultural collections, services, programs, and events. • go beyond patron  recommendations,  customer needs, and popular  readings  to  represent multicul­  tural materials in the library collections. • provide “on the job” training and a range of experiences to practicum students and new staff in work­  ing with multicultural populations. • consider all forms of diversity based on race, ethnicity, gender, sex, sexual orientation, age, disabili­  ties, income, geography, skills, religion, national origins, and others while evaluating the library as a  place to represent the needs of all kinds of people. • partner with local community­based groups, agencies, and individuals to assess and evaluate library  services. _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  11 • make multicultural populations feel welcome to  the library by providing specific workshops,  training,  and events for their participation. • conduct regular needs assessment surveys to include minority and traditionally underserved popula­  tions. • conduct assessment of local, regional, and national libraries and information centers to identify effec­  tive services and programs these institutions are offering to multicultural populations. • refrain from personal judgment and bias towards information and experiences similar to your own. • cultivate listening skills, and be empathetic towards experiences of people different from yourself.  conclusion  the  library  profession  is  facing  new  challenges  in  information  services  in  order  to  reach  out  to  the  in­  creasingly diverse, and often multilingual, populations  it  is serving. education  librarians working with di­  verse populations can immediately address the challenges by utilizing the five tools noted in this article:  identifying cultural dimension, identifying cultural communication style,  recognizing who and what might  be marginalized, recognizing mechanisms for organizing and supplying information, and recognizing who  built the information technology.  however,  the  profession would  be well­served  by  focusing  on  offering  librarians  the  opportunity  to  de­  velop strong  intercultural leadership skills.  if  librarians become  intercultural leaders,  they will be able to  successfully negotiate relationships with and better serve their patrons from other cultures and linguistic  traditions.   the authors have begun developing an  intercultural leadership toolkit which will provide  li­  brarians with  tools  to better understand and utilize skills  related to leadership, diversity and democracy,  and information and communication processes.  footnote  1. although the u.s. census uses the term hispanic, most individuals self­select the term latino to de­  scribe themselves; therefore, latino is the term used in this article.  references  appadurai, a. 1996. modernity at large: cultural dimensions of globalization. minneapolis, mn: university  of minnesota press.  apple, m. w., & weis, l. (eds.). (1983). ideology and practice in schooling. philadelphia: temple univer­  sity press.  bates, d., & plog, f. (1990). cultural anthropology. new york: mcgraw­hill.  bennett, m. (1998). basic concepts of intercultural communication. yarmouth, me: intercultural press.  bhabha, h. k. (1994). the location of culture. new york: routledge.  bilal, d. & bachir, i. (2007). children’s interaction with cross­cultural and multilingual digital libraries: i.  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dr. suzie allard is an assistant professor within the school of information sciences at the university of  tennessee. email: sallard@utk.edu  dr. bharat mehra is an assistant professor within the school of information sciences at university of  tennessee. email: bmehra@utk.edu  dr. m. asim qayyum is an assistant professor within the escuela graduada de ciencias y tecnologías  de la información (egcti) at the university of puerto rico in rio piedras. email: qayyum@uprrp.edu http://pewhispanic.org/reports/report.php?reportid=59 http://sallard@utk.edu mailto:bmehra@utk.edu mailto:qayyum@uprrp.edu from: education libraries, volume 33, number 2, winter 2010 3 embedded librarianship is a winning proposition by warren n. jacobs abstract a reference/instruction librarian used targeted outreach to furnish library services to faculty and students while assigned to work in the college of education during a library renovation project. due to the success of this temporary assignment, the author has subsequently maintained regular office hours in the college to provide research consultations for faculty and students, collaborate on collection development, and continue outreach efforts resulting in increased requests for research assistance and course-integrated information literacy instruction. the benefits and challenges of embedded librarianship in an academic department are also discussed. introduction due to the library‘s renovation project scheduled to begin in january, 2009, i needed to find a vacant office on campus in which to work for the duration of the project. i was uneasy about where i would work and what i would be able to accomplish outside the library during that period of time. the dean of library services contacted his counterpart in the college of education (coe). a vacant office was quickly found. i was about to begin an unexpectedly fruitful experience as an embedded librarian. background during an extended strategic planning process in spring 2007, one of the ten goals identified by the library faculty was a desire to build a closer connection with the teaching faculty to help foster student success (―library strategic plan,‖ 2007). the dean had a long-standing interest in expanding the library‘s liaison program for collection development into a model providing library services and outreach within an academic department. in 2009, nine faculty librarians served as liaison to 33 academic departments. the liaison works directly with a departmental faculty representative to facilitate additions to the collection in his/her assigned areas, as well as evaluating the collection. in recent years, ongoing budget problems in california have necessitated a reduction of the library‘s budget for collections. as a result, liaisons also work closely with departmental faculty, seeking guidance when periodical subscriptions and standing orders must be cancelled. the academic departments are grouped into six colleges containing as few as four and as many as fourteen disciplines (csu stanislaus, 2008b). the academic departments are not always located in the same physical space, making the college structure somewhat unwieldy. as a result, the dean had not moved forward on his idea of embedding a librarian within a college. the coe was perhaps the best candidate for a pilot project of embedding a librarian within an academic department since teacher education, advanced studies in education, and liberal studies were located within close proximity and worked together frequently on various initiatives (csu stanislaus, 2008a; csu stanislaus, 2008b). kinesiology (formerly physical education and health) was located in the field house across campus but also collaborated with the other departments in the college (csu stanislaus, 2008b). literature review librarians can be embedded within a course, an academic department or college structure, or the university as a whole. dewey (2005) defines a r t i c l e s a r t i c l e s education libraries, volume 33, number 2, winter 2010 4 embedding as a concept in which the one distinct group is integrated with another (p. 6). in order for librarians to provide services relevant to teaching, learning, and scholarship, collaboration with patrons is required. ―direct and purposeful interactions‖ with patrons enhances that collaboration (dewey, 2005, p. 6). shumaker‘s (2009) definition differs slightly, focusing on the placement of a reference librarian where the user is located to ―teach research skills whenever and wherever instruction is needed‖ (p. 239). by embedding a librarian in an academic department, the library benefits through heightened awareness of its resources and services (shumaker, 2009, p. 239). libraries were not always separate entities on campuses. libraries were located in academic departments before the size of the collections created a need for research libraries in which all collections could be collocated (dewey, 2005, p. 6). the increasing technological changes that have taken place over the past few decades and the difficult budgetary constraints under which all libraries are operating have created further separation from the original model of departmental libraries. in order to remain relevant, libraries are challenged with providing resources and services when and where they are needed by our users. the expectation that patrons will come to the library when they have an information need is an antiquated service model. changes have already taken place to make our resources and services available 24/7. one example is the provision of remote access to library catalogs and periodical databases to facilitate research. kesselman and watstein (2009) argue that librarians must be embedded to fully support research and teaching (p. 385). in the academic environment, a librarian can be embedded into a face-to-face or an online course. examples of embedding a librarian into a traditional course setting include participation in each class session of a freshman speech course (hall, 2008, p. 29), and two librarians who were essential to the research and technological needs of a sociology course field trip to the south (smith & sutton, 2008, p. 71). the library can also have a presence in an online course taught through blackboard or other course management software. links to library class pages, bibliographies, and tutorials serve to embed the library into online courses (bozeman & owens, 2008, p. 57; dewey, 2005, p. 15; drumm & havens, 2005, p. 25; matthew & schroeder, 2006, p. 61; ramsay & kinnie, 2006, p. 35). meeting the research needs of online students involves a balance between best practices and a student‘s need to successfully complete a specific assignment (matthew & schroeder, 2006, p. 63). stewart (2007) discusses examples that include the use of library tip sheets and a separate research discussion forum to provide assistance to online students at pulaski technical college (p. 29). discussion forums by curricular area or disciplinespecific library courses can also meet research needs (matthew & schroeder, 2006, p. 64). despite our best efforts, questions can be slow in coming. bozeman and owens (2008) tell of the experience of ―lurking‖ in a discussion forum waiting for research questions (p. 59). librarians may become embedded through the assumption of a campus leadership role. dewey (2005) provides examples in which librarians can utilize their areas of expertise such as intellectual freedom, copyright, and scholarly communication to benefit the entire university through service on campus committees (p. 10). embedded librarianship is not limited solely to academic institutions. it is irrelevant whether an information professional works in an academic, public, government, business, medical, nonprofit organization, or other type of library. if you are furnishing information services outside of that library in proximity to a group that is primarily constituted of non-librarians, you are an embedded librarian (kesselman & watstein, 2009, p. 386). among the best practices of embedded librarianship in an academic setting are departmental liaison models in which education libraries, volume 33, number 2, winter 2010 5 collaborations with a faculty representative are multi-dimensional rather than focusing solely on collection development (dewey, 2005, p. 11; glynn & wu, 2003, p. 123). the integration of information literacy into discipline-specific curriculum and the provision of research consultations for faculty and students are two of the best examples of collaboration (dewey, 2005, p. 11). the most effective collaborations foster a closer relationship with teaching faculty because the library is focused on the faculty‘s needs (shumaker, 2009, p. 240), and endeavors to understand and address the department‘s research and instructional desires (dewey, 2005, p. 12). in many cases, patrons value the library‘s resources and services to the extent that the customer takes the initiative to foster an embedded relationship (shumaker, 2009, p. 241). the methods of communication with patrons should be chosen for their utmost effectiveness (glynn & wu, 2003, p. 123). glynn and wu (2003) determined that personal contact, telephone calls, and e-mail messages are just a few of the ways that librarian liaisons can demonstrate a sincere interest in the scholarly activities of department faculty, as well as furnishing new services and materials (p. 123). in providing the services that our patrons need, we help them look good while at the same time establishing our own credibility as information professionals (bartnik, 2007, p. 6; shumaker, 2009, p. 240). the best way to facilitate good service is to work where the faculty are working (bartnik, 2007, p. 6). to increase the likelihood of success, it is important to assess the organization‘s readiness for change (shumaker, 2009, p. 241). workload will increase when an embedded librarian service model is successful (bartnik, 2007, p. 5). before embarking on change, organizations need to balance the workload of embedded librarians and the librarians who will be remaining in the library (shumaker, 2009, p. 242). before choosing to work outside of the library, information professionals need to revamp organizational charts that prevent libraries from seizing opportunities as they are presented (kesselman & watstein, 2009, p. 397). working in the college of education before leaving for my temporary quarters in the coe, i was instructed to facilitate the library services needed to support the new doctoral program in education. as i thought about that assignment, i realized that there was no need to stop with one program. i decided to use my time in the coe to make a concerted effort to reach as many faculty members as possible with a goal of increasing the utilization of the library‘s resources and services. i began by sending out an e-mail announcement of my willingness to provide individual research consultations to faculty and students, collaborate on information literacy instruction, and facilitate additions to the library‘s collection in education. my message included links to library resources, and examples of class library web pages that i had compiled (―library class pages,‖ n.d.). the e-mail message generated an immediate response. i was inundated with requests for assistance. each day, i spent many hours assisting professors in locating literature to support their teaching and scholarship, including the preparation of books, articles, grant and course proposals, and conference papers (bartnik, 2007, p. 5). to foster a closer collaboration, i dropped by faculty members‘ offices and talked with them about the ways that the library could assist with teaching, research, and the retention of students. i made sure to pass out business cards. i facilitated requests for additions to the collection including researching the availability of reports and other scholarly materials online, and provided publisher catalogs to faculty. once the renovation project was complete, it was time for me to return to the library. i was encouraged about the success of my experience as an embedded librarian working outside of the library. a department chair and several professors expressed interest in an ongoing arrangement in which i would continue working in the college on a regular basis. the former dean of library services had left for a position with another academic institution. i consulted with the interim education libraries, volume 33, number 2, winter 2010 6 director of library services and received his approval to continue working in the coe on a limited basis each week during the spring semester. my objective was to furnish research and instructional assistance to students and faculty who were unable to come to the library. challenges and opportunities while i was pleasantly surprised by the positive response that my work in the college of education was receiving, there were challenges to continuing this service on a regular basis. although there had been previous library faculty discussions about trying to embed a librarian within a college, the opportunity that was presented to try a new service model was not received as positively as i might have hoped. there was no interest by the library faculty in replicating this service model for other departments or colleges on campus. my assignment was viewed as a pilot project, not a long-term commitment. despite assurances to the contrary, some colleagues expressed concern that working in the coe might prevent me from fulfilling my duties in the areas of reference and information literacy instruction. in anticipating my colleagues‘ concerns over workload, i let them know that i planned to maintain the same number of scheduled reference desk hours and would be teaching course-integrated instructional sessions in the library so that other librarians would not be adversely affected (bartnik, 2007, p. 7; shumaker, 2009, p. 242). i previously worked one night per week in the library in a rotation with other librarians. to fulfill my instructional responsibilities, i taught more course-integrated instructional sessions at night. as a result, i often began work before 8:00 a.m. and finished after 7:00 p.m. through outreach efforts that included targeted e-mail messages to faculty teaching specific courses that contained a research component, i was able to increase my instructional sessions by 20% from 2008. of the 36 instructional sessions that i taught in 2009, 69% can be attributed to my presence in the college. the longer hours were well worth the effort. opportunities to be of service came from my proximity to the teaching faculty (bartnik, 2007, p. 6). i was able to work more closely with the students and faculty in the areas of educational leadership, educational administration, and kinesiology. these programs had not previously collaborated with the library on a regular basis. i also presented on the library‘s resources and services to support the master‘s degree program in curriculum and instruction at a workshop for coe faculty. i advertised my presence in the college of education with posters, multiple e-mail and student listserv announcements, and announcements and handouts in the classes i taught. i attended three departmental faculty meetings to make brief announcements, answer questions about the library‘s resources and services for students and faculty, and pass out handouts. each of these methods generated additional opportunities to serve students and faculty. initially i wasn‘t sure how much time to schedule in the coe. i allotted nine hours per week during the spring semester. i found that i was engaged in assisting students and faculty about half of the time that i spent in the coe each week. i used the extra time to compile class library web pages that grouped relevant databases, catalogs, and webbased resources with step-by-step instructions, making it easier for students to complete their course assignments (―edms 4140,‖ 2009). the class pages were linked into the blackboard course management system, ensuring a library presence in the specific course. i also prepared instructional materials in both print and electronic formats to share with faculty and students. topics included american psychological association (apa) citation format, searching relevant databases, and the process to set up e-mail alerts for journal content. primarily due to the needs of the library, and to a lesser extent my desire to be engaged in assisting students and faculty a greater percentage of my time, i scheduled two days per week in the fall semester in which to hold office hours in the coe. education libraries, volume 33, number 2, winter 2010 7 while the actual number of hours worked each week in the coe declined from nine to four, the percentage of time spent in assisting faculty and students with research consultations increased from 50% to 75% of the hours worked in the coe. during 2009, i furnished more than 150 research consultations in the coe. each consultation averaged slightly less than an hour. faculty consultations accounted for about 70% of the total, with student consultations accounting for the remaining 30%. as a basis of comparison, the library faculty usually provides about 100 research appointments each year in addition to helping students at the reference desk. reference statistics vary based on the hour of the day, day of the week, and academic term. future goals due to the success of this experiment in embedded librarianship, i plan to continue scheduling office hours each week in the college of education (dewey, 2005, p. 12; kesselman & watstein, 2009, p. 390). among my goals is continued outreach in an effort to increase the number of research consultations for students, as well as faculty. when i asked students how they were directed to my office, i was told that another student or a professor had given them my contact information. i found that faculty members also sent their colleagues to my office for assistance (dewey, 2005, p. 12). while outreach to potential users is important, i‘ve learned that satisfied faculty and students are the best advertisement for the library‘s resources and services. i‘ve asked coe faculty to consider embedding a librarian within a course taught in blackboard (matthew & schroeder, 2006, p. 61). i teach a research and information literacy credit course online in which i utilize discussion forums on ethical issues involving the use of information, and furnish online instruction through assigned readings, screencasts, podcasts, links to web pages, and other curriculum materials. while unsuccessful in my first attempts to integrate a librarian within a discipline-specific online course, i will continue my efforts to provide assistance to distant learners (bozeman & owens, 2008, p. 57; matthew & schroeder, 2006, pp. 62-63; stewart, 2007, pp. 29-31). faculty and student success stories i had a number of rewarding experiences in my work as an embedded librarian. i‘ve included a small sample of what i call success stories that demonstrate the importance of offering patrons library services designed with their needs in mind. a new faculty member asked for a one-on-one training session on the use of the library‘s electronic resources. his research focused on the leadership traits of school superintendents. we met at his office. i spent two hours helping him to find articles in the library‘s databases, books, and reports (shumaker, 2009, p. 239). during the time we worked together, we were able to discuss the library‘s services that were beneficial for his students. i later facilitated the addition of a number of works in his area of expertise to the library‘s collection. out of these and other contacts, i eventually was asked to teach two instructional sessions for his students. the first session involved the use of the library‘s resources for research. the second session focused on documenting sources using the new sixth edition of apa format. the library had not previously been involved in providing instruction for the school administration program. my original assignment to facilitate library services for the doctoral program was fulfilled through discussions with the department chair, director of the program, and the professors teaching courses. a plan was put into place to provide instruction to each cohort of students during the required research methods course taken during the doctoral student‘s first year in the program. i subsequently taught an instructional session for each of the two cohorts of students. one professor teaching in the doctoral program forwarded my contact information to his students and posted the information in blackboard. an announcement of my presence in the college was also included in the department‘s newsletter education libraries, volume 33, number 2, winter 2010 8 (―(ed)evelopments,‖ 2009, p. 15). as a result, i received many e-mail messages and phone calls from students seeking assistance with literature searches, as well as questions on apa format. one student whose research interest focused on the educational and social challenges faced by student athletes contacted me several times prior to the due date for a literature review assignment. i made a number of suggestions via e-mail that she utilized leading to the successful completion of her assignment. she sent me a short follow-up message. ―(i) just wanted to thank you again for all of your help. i started on my lit. review this weekend and was much better prepared with your help and suggestions. thank you!‖ one graduate student met with me on several occasions and maintained an e-mail correspondence as she completed her thesis. she asked for assistance in finding research on vocational education, citing her sources in apa format, and addressing problems in formatting her thesis according to the graduate school‘s style guidelines. at the end of the program, she sent me a message. i fiddled around with the template and got the table of contents right. then, i defended my thesis on monday evening and took it straight over to the library for proofreading. …thanks so much for all of your help. i could not have done it without you! one of her professors was generous in her comments. last night, two students in my quantitative research class told me they met with you recently and that they really appreciated all of the help you gave them in working toward their proposal review of literature. … both raved about your assistance and felt that the time they spent with you was very productive and helpful. their comments to me were completely unsolicited, so i wanted you to know that they went out of their way to share the positive feedback with me. as an instructor, i sure appreciate the services you provide. thanks for your support of our programs! a final example involves a liberal studies faculty member who was working on a proposal for a new course on language acquisition by non-native students speaking english as a second language. there was a very short deadline before the proposal would be considered for approval of the course for the upcoming semester. she needed to gather citations for a bibliography to support the proposal and contacted me for help. my approach was to do a targeted search in our catalog, the link+ catalog, and worldcat for relevant books. i then performed a similar search in eric for articles and non-journal literature. since there were so many results available, i limited my searching to the last five years. i sent out individual e-mail messages organizing the results by the year of publication and including the relevant subject terms from the eric thesaurus to facilitate additional searching by the faculty member. each e-mail message contained an abstract and an attachment with the full text when available. when i checked back to see if the results that i had sent were helpful, i received the following response. i can‘t tell you how much this means right now. your assistance will make it possible for me to meet an impossible timeline. many libs majors would thank you personally if they knew how much you have assisted in making some spring 2010 courses possible. your work was a terrific help in developing the course proposal. conclusion in addition to the benefits for faculty and students that come from the utilization of a model of embedded librarianship to provide library services, the library also gained from this experience. a closer relationship was forged with the teaching faculty. the dialogue that ensued afforded an opportunity to communicate how the library was able to meet the research needs of professors, collaborate in the provision of information literacy instruction, and build a library collection that better serves teaching and research (dewey, 2005, pp. 11-12; shumaker, 2009, p. 240). in an age of declining reference statistics, budget cuts and furloughs, and fears that the library is education libraries, volume 33, number 2, winter 2010 9 losing its relevance for professors and students, embedded librarianship furnishes library resources and services when and where they are needed by our users (kesselman & watstein, 2009, p. 385). an embedded librarian has the chance to develop an ongoing relationship with a student or faculty member through regular contact in the college. collaboration with faculty is fostered (bartnik, 2007, p. 6). the increased utilization of the library for research assistance and instruction enhances its value not only to students and faculty, but also to the decision-makers who determine our budgets (shumaker, 2009, p. 239). often in business, the term ―win-win‖ is used to describe a deal that works well for both parties. embedded librarianship is a winning proposition not only for the constituents served, but for the librarian who has the opportunity to make a positive difference for students and faculty. if we are willing to step outside the library to serve our patrons when and where we are needed, our value to the processes of teaching, learning, and scholarship will be enhanced. references bartnik, l. (2007). the embedded academic librarian: the subject specialist moves into the discipline college. kentucky libraries, 71(3), 4-9. retrieved from http://vnweb.hwwilsonweb.com bozeman, d., & owens, r. (2008). providing services to online students: embedded librarians and access to resources. mississippi libraries, 72(3), 57-59. retrieved from http://vnweb.hwwilsonweb.com california state university, stanislaus 2008-2009 graduate catalog. (2008a). turlock, ca: california state university, stanislaus. california state university, stanislaus 2008-2009 undergraduate catalog. (2008b). turlock, ca: california state university, stanislaus. dewey, b. i. (2005). the embedded librarian: strategic campus collaborations. resource sharing and information networks, 17(1), 517. doi:10.1300/j121v17n01_02 drumm, m., & havens, b. c. (2005). a foot in the door: experiments with integrating library services into the online classroom. journal of library & information services in distance learning, 2(3), 25-32. (ed)evelopments: program information. (2009, spring). (ed)irections: the newsletter for the doctoral program in educational leadership. retrieved from california state university, stanislaus, college of education website: http://www.csustan.edu/edd/documents/eddir ectionsr2lores.pdf edms 4140: history/social science and visual and performing arts methods. (2009). retrieved from california state university, stanislaus, university library website: http://library.csustan.edu/wjacobs/class_pages /edms4140.htm glynn, t., & wu, c. (2003). new roles and opportunities for academic library liaisons: a survey and recommendations. reference services review, 31(2), 122-128. doi:10.1108/00907320310476594 hall, r. a. (2008). the ―embedded‖ librarian in a freshman speech class. college & research libraries news, 69(1), 28-30. kesselman, m. a., & watstein, s. b. (2009). creating opportunities: embedded librarians. journal of library administration, 49(4), 383400. doi:10.1080/01930820902832538 library class pages. (n.d.). retrieved from california state university, stanislaus, university library website: http://library.csustan.edu:8080/class.htm library strategic plan. (2007). retrieved from california state university, stanislaus, university library website: http://library.csustan.edu/general_information/ strategic-plan-2007.pdf education libraries, volume 33, number 2, winter 2010 10 matthew, v., & schroeder, a. (2006). the embedded librarian program. educause quarterly, 29(4), 61-65. ramsay, k. m., & kinnie, j. (2006). the embedded librarian: getting out there via technology to help students where they learn. library journal, 131(6), 34-35. shumaker, d. (2009). who let the librarians out?: embedded librarianship and the library manager. reference & user services quarterly, 48(3), 239-242, 257. retrieved from http://vnweb.hwwilsonweb.com smith, s. s., & sutton, l. (2008). embedded librarians: on the road in the deep south. college & research libraries news, 69(2), 71-74, 85. stewart, v. d. (2007). embedded in the blackboard jungle: the embedded librarian program at pulaski technical college. arkansas libraries, 64(3), 29-32. retrieved from http://vnweb.hwwilsonweb.com warren n. jacobs california state university, stanislaus one university circle turlock, ca 95382 (209) 664-6565 email: wjacobs@csustan.edu mailto:wjacobs@csustan.edu microsoft word edlibwin067.doc _________________________________________________________________________________________________________ education libraries volume 29, no.2 winter 2006 4 in this information age, the main issue is not so much the existence of information itself as much as the access and evaluation of information. academic librarians can play a significant role in both tasks. this issue focuses on an aspect of the latter’s issue: cataloging practice, particularly training in this aspect of information science. on the other hand, in order to understand how to access resources physically requires some intellectual comprehension, which is also a prevue for academic librarians. interestingly, cataloging and classification underwent a low-profile era a few years ago. the thinking of the day proposed that federated cataloging and outsourcing would suffice for describing information resources. a few libraries pursued cataloging of digital resources such as websites, but until some kind of technical process could insure permanent link to those resources, most librarians were reluctant to dedicate the time to such apparent ephemeral activities. furthermore, library/information schools felt less compelled to require their students to study this aspect of librarianship however, it has become apparent, as documented by daniel fuller, many librarians are doing original cataloging. moreover, those same librarians often feel unprepared to do such detailed professional tasks. the obvious implication is that academic preparation is still necessary. jacqueline snider focuses on in-service cataloging training. increasingly, digitally-enhanced staff development strategies are used. however, content is not enough; the environmental factors such as incentives and support need to be integrated. snider looks at content, instructional design, and environmental considerations. of course, many other issues of cataloging need to be addressed: database development, metatagging, information surrogates, to name a few. frbr is an international initiative to look at relationships among manifestations and derivatives of information. visual cataloging has become another arena for capturing information. the field is ever broadening. technical services has never been so glitzy or important. nevertheless, other topics of concern still impact academic librarians. the next theme issues for education libraries is diversity/outreach (march 15 deadline). plan ahead. microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 23 understanding (dis)abilities through children’s literature by dr. stephanie a. kurtts and karen w. gavigan abstract the authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. an introduction to bibliotherapy is provided along with related literature from the field. strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. the authors have also included a selected bibliography of children’s literature on disabilities as well as relevant websites. ashley f., a teacher candidate in special education, shared her reflections on becky the brave (lears, 2002), a children’s book about epilepsy. like becky, i also have epilepsy. i have been through everything becky goes through in the story. i think this book could give children with and without epilepsy a positive view of the disorder… i feel it is extremely important for kids to be exposed to and get an understanding of the different kinds of disabilities that people may have to cause them to be different. if becky received her services (special education) under ohi (other health impairments) then other students in her classroom would see that just because someone has epilepsy, it does not mean that that is all there is to them, but that they are people just like them with the same interests. when becky’s sister sarah says, “in many ways we are alike, but there is one big difference between us. becky is brave…and i am not,” it really means how much respect and love she has for her sister. this is something all children need to know about people with disabilities (personal communication, march 12, 2007). teachers who are preparing for inclusive classrooms in which they will be teaching diverse learners, including students with disabilities who are receiving special education services, constantly seek innovative ways to assist their students in developing empathy, acceptance, and understanding for individual differences. the use of children’s literature is a way to share powerful examples of how we all may or may not relate to individual differences. this can be especially true for understanding how disabilities impact the lives of individuals and their families and friends. for pre-service teachers, exposure to the use of children’s literature about disabilities is an effective instructional tool for helping students develop empathy and understanding of diversity, but also to inform their own professional practice as they prepare to meet the individual educational needs of children in their classrooms as well as in practice. in light of increased emphasis on professional teaching standards that relate to diversity such as the interstate new teacher assessment and support consortium (intasc) and professional organizational standards, it becomes even more apparent that children’s literature and bibliotherapy are effective teaching tools to meet important pedagogical competencies. why bibliotherapy and understanding disabilities for years, librarians, teachers, and school counselors have been using children’s literature to help students deal with stressful issues such as abuse, adoption, death and divorce. children’s literature has also been used successfully to address disability issues with children and adolescents. bibliotherapy has proven to be a useful strategy for addressing the needs of students with disabilities in addition to helping those without disabilities to understand the lives of children with special needs. bibliotherapy is the process of using literature in therapeutic ways. herbert and kent (2000) suggest that bibliotherapy is an attempt to use literature in a way that helps children understand themselves and to cope with problems relevant to their personal situations and developmental needs at the appropriate time. davis (1992) describes bibliotherapy as a process that leads youth toward emotional good health through the medium of literature. the greeks referred to biblion (book) and therapeia (healing) (rudman, gagne, & bernstein, 1993). during ancient times, the library was considered the healing place of the soul (galen & johns, 1979). much later, samuel mcchord crothers, in 1916, was one of the first american authors to use the word bibliotherapy but, it wasn’t until the 1930s and ‘40s that lists were prepared and other articles began to appear about bibliotherapy (rudman, gagne, & bernstein, 1993). education libraries: childrens resources, volume 31, no. 3, spring 2008 24 related literature on bibliotherapy there have been numerous studies regarding bibliotherapy and students with disabilities. for example, an examination of books portraying characters with learning disabilities was presented in a study by prater (2003). the author examined ninety fiction books written for children and adolescents to determine how learning disability issues were addressed. prater discussed the need for k-12 practitioners and teacher educators to be exposed to disability-related literature, as well as providing examples of how the literature could be used with pre-service teachers in methods and children’s literature courses. one study by moody and limper and another by zaccaria (as cited in lenkowsky, 2001) demonstrated that bibliotherapeutic instruction was an effective process for improving the self-efficacy, feelings, and productivity of children with disabilities. similarly, cornett and cornett (as cited in borders & paisley, 1992) suggested that the use of bibliotherapy improved students’ perception of self worth and achievement and had positive effects on students’ social behavior, interpersonal relationships, and acceptance of people different from themselves. roberts (1984) discovered that bibliotherapy was helpful in easing the social concerns and physical problems experienced by children who were blind. further studies showed that children with physical impairments can also benefit from the use of bibliotherapy (hopkins-best & wiinamiki, 1985). inquinta & hipsky (2006) discovered that students without disabilities may be more willing to discuss their feelings about disabilities when a book or story is used as a focal point. for example, bibliotherapy is often used to help students without disabilities understand the numerous disabilities that exist in their inclusive classrooms. although there are fewer studies exploring the use of bibliotherapy in specific inclusive educational settings, there are noteworthy examples of successfully using literature about children with special needs (galen & johns,1979; kramer, 1999; mccarty & chalmers, 1997; orr, et al., 1997). these researchers suggested that empathy, the development of social insights, and better understanding of an inclusive society were promoted by the use of children’s literature about disabilities. while the positive impact of bibliotherapy has been reported, beardsley and moss (as cited in lenkowsky, 2001) revealed this method was a less than effective means for improving the attitudes of elementary students who did not have disabilities toward those with disabilities. findings from these studies did not support the theory that bibliotherapy is a sufficient way in which to change perceptions towards handicaps (lenowsky, 2001). bibliographic strategies developmental bibliotherapy, as opposed to clinic or institutional bibliotherapy, is the approach used most often in library and school settings. the objective of developmental bibliotherapy is to promote and maintain mental health and to foster self-actualization (rudman, gagne, & bernstein, 1993). bibliotherapy sessions consists of reading the literature, or listening to it being read aloud, followed by a discussion led by a facilitator (borders & paisley, 1992). pardeck (as cited in cook, 2006) established six goals of bibliotherapy. they are as follows: • to provide information. • to provide insight into a specific experience or situation. • to provide alternative solutions to the problem. • to stimulate a discussion of what the actual problem is. • to communicate new values and attitudes with regard to the problem. • to help students understand that they are not the only one who has experienced this problem. effective bibliotherapy sessions begin and end on a personal note with the reasons that the student found the literature either helpful or unhelpful (gladding & gladding, 1991). according to forgan (as cited in laquinta & hipsky, 2006) a bibliotherapy lesson should include the following elements: (a) pre-reading, (b) guided reading, (c) post-reading discussion, and (d) problem-solving and reinforcement activities. “i…look forward to a time in the not too distant future when such prizes seem outdated and unnecessary, when children with learning difficulties of all kinds are as much a part of our society as children with red hair or children who play the clarinet and readers who do not even notice when a book contains a character with learning difficulties because such books are as common as rain.” ~ author mark haddon, during his acceptance speech for the 2004 dolly gray award for his novel, the curious incident of the dog in the nighttime education libraries: childrens resources, volume 31, no. 3, spring 2008 25 the bibliotherapy session can be part of a curriculumbased lesson or one that is specifically designed to teach children about disabilities. for example, harvey and goudvis (2000) share the account of a student’s response to a story about a slow turtle and leo, a boy who attends special education classes. after reading the short story, slower than the rest (rylant, 1985), randall, a shy fourth-grader, was moved to make the following comment to his classmates, “it reminds me of how i feel just like leo sometimes, especially when mrs. steadily [the special education teacher] comes to get me” (69). randall further revealed that he often wondered what the other students did while he was out of the room. a teacher in california developed a successful lesson using the book, a.d.d. not b.a.d., the a.d.d. referring to attention deficit disorder. (penn, 2003) with her first grade students. she began the class with a pre-reading activity in which she asked the students, “what does it mean to be different from everyone else?” after reading the book aloud, she allowed the opportunity for students to role-play a few scenes. she then conducted a post-reading activity and a culminating discussion of positive ways students can interact with a.d.d. students in their classroom (iaquinta & hipsky, 2006). an example of a curriculum-based use of bibliotherapy was also described by iaquinta and hipsky (2006). in this lesson, the teacher introduces the book secret signs (riggio, 1997), reads it aloud to the class, then asks students to make predictions about the plot. the story is about a young deaf boy’s creative use of sign language to help slaves escape on the underground railroad. as the teacher read, she continued to ask questions throughout the reading. the students then engaged in a post-reading discussion and a problemsolving and reinforcement activity at the end of the lesson. there are numerous other examples of children’s literature that can be used successfully to provide bibliographic instruction in the classroom. many of the books are award-winning titles such as the newbery award books referenced in the prater (2003) article. in an effort to recognize quality children’s books with positive portrayals of individuals with mental retardation and developmental disabilities, the dolly gray children’s literature award was created in 2000 (dyches, prater, & gay, 2006). the award is presented biennially to the author and illustrator of one picture book and one chapter book that includes a character with development disabilities. the award is in memory of dolly gray who had severe quadriplegic athetoid cerebral palsy. books played a large role in her life especially those that portrayed characters with a disability. pre-service teachers and the use of children’s literature on disabilities if teachers are to effectively use children’s literature on disabilities to teach empathy, acceptance, and understanding of diversity, then it stands to reason that there should be instructional activities that are part of their professional teacher preparation program that provide insights into the effectiveness of the literature and the use of bibliotherapy in their classrooms. one such activity is a review of children’s and young adult literature that addresses issues associated with disabilities. in our work at university of north carolina, greensboro, (uncg) with pre-service special education teachers who are preparing to teach students with mild and moderate disabilities, we use an assignment that is a critical review, with reflection, of this literature. the assignment is part of the requirements of the introductory course to the profession of special education. teacher candidates in this course are at the beginning of their professional program and as such may have had limited experiences with disabilities. children’s literature assignment guidelines; reflection on children’s literature related to individuals with disabilities ses 250 guidelines 1. select two books (children’s literature) that address issues associated with individuals with disabilities. the teaching resource center in ferguson building has a good selection; you can also check in public libraries or other book stores for selections. 2. read these books with a critical eye for the following: a. how are individuals with disabilities portrayed? pathetic, sad, to be pitied? heroic, succeeding against all odds? or realistically? b. how are relationships with non-disabled peers or adults described? education libraries: childrens resources, volume 31, no. 3, spring 2008 26 c. what could children or youth learn from reading this book? d. any other questions you have? 3. write your reflection on each of the two books you selected. include: (a) a brief summary of the story told, (b) a reflection that is guided by the questions above in #2, and (c) a recommendation for or against this book as an appropriate book for children to learn about individuals with disabilities-include at least two support details for your recommendation. 4. word process your reflections, double-space, and use size-12 type and times new roman or helvetica. 5. each reflection should be between 2-3 pages in length. try to be concise yet follow your guidelines 6. you can earn up to five points for each reflection. application in the field whitney k., now in her second semester of her teacher preparation program in special education, shares how the review of children’s literature impacted a lesson that she planned to use with the students in her internship classroom. her placement was in a high school, working with students with multiple disabilities. her students were working on building community and spent part of the day with their nondisabled peers working on peer tutoring activities. whitney wanted to help all of her students better understand disabilities and support the acceptance of individual differences in a community. when i was thinking about how to really demonstrate acceptance but also the whole range of emotions that people with disabilities experience, the first thing i thought of was crazy lady (conly, 1993), the book i read for the lit review assignment in ses 250 (introductory course to the profession). i thought, now that is a book that will help high school students understand and accept one another, just like the characters did! i thought about ronald, who had mental retardation, and his mom maxine, who fought so hard to protect him, and then how vernon, the neighborhood boy whose mom died, became friends with them after making fun of them. i wanted to read the entire book out loud to all of the students (personal communication, january 20, 2007). whitney spoke with her university instructor and her supervising teacher and they agreed that the book would be an appropriate teaching tool. over a twoweek period, she would read the book aloud during peer tutoring sessions, answering student questions as she read and using examples from the book to teach about community building. her students were enthralled. they couldn’t wait to come to her classroom and listen to crazy lady. whitney began to see an openness of communication between all of her students and a willingness to discuss what it is like to be “different,” but even more so, how much alike everyone is, sharing fears, hopes, and dreams. as ashley and whitney have shared, the review of children’s and young adult literature opens the minds and hearts of the pre-service teachers as they begin to see disabilities as a very human condition that goes beyond their factual textbook knowledge about disabilities and what they may have assumed to be true about individuals with disabilities. examining disabilities through children’s and young adult literature provides a new perspective on understanding and acceptance of individual differences, and the importance of being sensitive to those issues that are part of the lives of individuals with disabilities. these teacher candidates and their students begin to move beyond sympathy for individuals with disabilities and recognize their strengths. not only does this assignment stress the reflective element of understanding concerning issues of disabilities seen through a child’s eyes, it assists us as we strive to ensure that the activities focus on professional teaching standards addressing issues of diversity. in figure 2 the intasc (2006), professional standards for beginning teachers are compared with the council for exceptional children’s (2006) professional standards for diversity. these are the standards that our teacher candidates are addressing with the critical review of the children’s literature on disabilities. education libraries: childrens resources, volume 31, no. 3, spring 2008 27 figure 2: professional teaching standards (interstate new teacher assessment and support consortium, 2007; international council for exceptional children, 2007). interstate new teacher assessment and support consortium (intasc) council for exceptional children (cec) standard 3 diverse learners standard 3 individual learning differences the teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. • impact of disabilities on auditory and information processing skills. • relate levels of support to the needs of the individual. • effects an exceptional condition(s) can have on an individual’s life. additional resources the bibliography and webliography, located at the end of this article, can aid educators in selecting appropriate books and websites dealing with understanding disabilities. the categories and titles of books and websites included are not exhaustive; however, they may be helpful to pre-service and inservice teachers and librarians. for the complete bibliography of titles used for this assignment, please visit the bibliographies section of the teaching resources center website at http://www.uncg.edu/soe/trc. as with all literature, books characterizing learning disabilities may not always be of the highest quality. children’s and young adult literature dealing with disability issues is vulnerable to the same flaws as any other literary work (prater, 2003). teachers and librarians are advised to use the checklist to evaluate children’s books that address disability as part of diversity that is listed in the webliography below. conclusion in shadowlands, the movie about the life of c.s. lewis, the author professes, “we read to discover that we are not alone” (as cited in herbert and kent, 2000, 7). when compassionate and caring teachers, librarians, and counselors guide students with disabilities to appropriate literature, it can help those students understand that they are not alone. it can also help them develop a deeper understanding of themselves. furthermore, when children’s and young adult literature is effectively used with students without disabilities, it can help them better understand the students with disabilities and become more responsive to their needs. this is what we want to instill in our teacher candidates as they prepare for meeting the educational needs of all their students. during his acceptance speech for the 2004 dolly gray award, mark haddon shared his reflections about writing his novel, the curious incident of the dog in the nighttime (2003). haddon ended his speech with the following quote, “i…look forward to a time in the not too distant future when such prizes seem outdated and unnecessary, when children with learning difficulties of all kinds are as much a part of our society as children with red hair or children who play the clarinet and readers who do not even notice when a book contains a character with learning difficulties because such books are as common as rain.” (council for exceptional children’s division on developmental disabilities and special needs project, 2006). this is the future we strive for as we prepare highly qualified teachers, librarians, and school counselors to recognize that all children bring gifts and strengths to our classrooms. references borders, s., & paisley, p.o. (1992). children's literature as a resource for classroom guidance. elementary school guidance and counseling, 27(2), 131-140. conly, j.l. (1993). crazy lady! new york: harpercollins. cook, k.e. (2006).bibliotherapy. intervention in school and clinic. 42(2). 91-100. council for exceptional children’s division on developmental disabilities and special needs project. (2006). dolly gray award for children’s literature in developmental disabilities. arlington, va: author. retrieved november 15, 2006, from http://www.dddcec.org/dolly_gray_award.htm davis, k.,& wilson, t.l. (1992). bibliotherapy and children’s award winning books. retrieved november 15, 2006, from eric database (item ed354470) http://eric.ed.gov/ericdocs/data/ericdocs2/ content_storage_01/0000000b/80/25/12/a9.pdf. derman-sparks, l., & the abc task force. (1989). antibias curriculum: tools for empowering young children. washington, dc: national association for the education of young children (http://www.naeyc.org/) . retrieved november 15, 2006, from http://circleofinclusion.org/english/books/section1/cklistblk.html. http://www.uncg.edu/soe/trc http://www.dddcec.org/dolly_gray_award.htm http://eric.ed.gov/ericdocs/data/ericdocs2/ http://www.naeyc.org/ http://circleofinclusion.org/english/books/section1/cklistblk.html education libraries: childrens resources, volume 31, no. 3, spring 2008 28 dyches, t. t. (2006) the dolly gray award for children's literature in ddd. arlington, va: council for exceptional children’s division on developmental disabilities and special needs project. retrieved november 11, 2006, from http://www.dddcec.org/dolly_gray_award.htm. galen, n., & johns, j.l. (1979). children in conflict. school library journal. 26(3), 25-30. gavigan, k. (2007). teaching resources center: bibliographies. retrieved march 23, 2007, from http://www.uncg.edu/soe/trc. gladding, s.t., & gladding, c. (1991). the abcs of bibliotherapy and school counselors. elementary school counselor, 39(1), 7-12. haddon, mark (2003). the curious incident of the dog in the night-time. new york: doubleday. harvey, s., & goudvis, a. (2000). strategies that work: teaching comprehension to enhance understanding. portland, mn: stenhouse publishers. herbert,t. p., & kent, r. (2000). nurturing social and emotional development in gifted teenagers through young adult literature. roeper review, 22(3), 167-172. hopkins-best, m., & wiinamiki, m. (1985). bibliotherapy for disabled students in school-to-work transition. techniques, 1(6), 490-496. iaquinta, a., & hipsky, s. (2006). practical bibliotherapy strategies for the inclusive elementary classroom. early childhood education journal, 34(3), 209-213. interstate new teacher assessment and support consortium. (2007) interstate new teacher assessment and consortium standards. retrieved march 26, 2007, from http://www.ccsso.org/content/pdfs/corestrd.pdf. international council for exceptional children. (2006). professional standards. arlington, va: author. retrieved march 26, 2007, from http://www.cec.sped.org. kramer, p.a.( 1999). using literature to enhance inclusion. contemporary education, 70(2), 34-38. lears, l.(2002). becky the brave: a story about epilepsy. morton grove, il: albert whitman. lenkowsky, r.s. (1987).bibliotherapy: a review and analysis of the literature. the journal of special education, 21, 123-132. mccarty, h., & chalmers, l. (1997). bibliotherapy: intervention and prevention. teaching exceptional children, 29(6), 12-13. orr, l.e.; et al. (1997). exploring developmental disabilities through literature: an annotated bibliography. teaching exceptional children, 29(6), 14-17. pardeck, j.t. (1994). using literature to help adolescents cope with problems. adolescence, 70(114), 421-428. penn, a. (2003). a.d.d. not b.a.d. terre haute, in: tanglewood press. prater, m.a. (2003).learning disabilities in children's and adolescent literature: how are characters portrayed? learning disability quarterly, 26, 47-61. riggio, a. (1997). secret signs, along the underground railroad. honesdale, pa: bodes mills press. roberts, a. (1984, may). bibliotherapy: a technique for counseling blind people. journal of visual impairment & blindness, 78(5), 197-199. rudman, m.k., gagne, k.d., & bernstein, j.e. (1993). books to help children cope with separation and loss: an annotated bibliography. new providence, nj: r.r. bowker. rylant, c (1985). every living thing. new york: bradbury press. a selective bibliography of books for children and young adults about individuals with special needs attention deficit disorder galvin, matthew. (2001). otto learns about his medicine: a story about medication for children with adhd. washington, dc: magination press. otto, a fidgety young car that has trouble paying attention in school, visits a special mechanic who prescribes a medication to control his hyperactive behavior. gantos, jack. (1998). joey pigza swallows the key. new york: farrar, straus and giroux. joey is a young boy who takes medicine for his hyperactivity. he tries to keep his life from degenerating into chaos. others in the series: what would joey do? and joey pigza loses control. parker, roberta n. (1993). slam dunk: a young boy’s struggle with attention deficit disorder. plantation, fl: specialty press. a realistic story of a young boy’s efforts to overcome problems associated with attentiondeficit disorder. penn, audrey (2003). a.d.d. not b.a.d. washington, dc: child and family press. jimmy jumpingbean and his teacher, mr. jugardor, demonstrate to the class why jimmy's attention deficit disorder makes it hard for him to sit still. autism choldenko, gennifer. (2004). al capone does my shirts. new york: g.p. putnam’s sons. a twelve-year-old boy, moose moves to alcatraz in 1935 when guards’ families were housed and contends with his new environment in addition to life with his sister with autism. day, alexandra. (2004). the flight of a dove. four-year-old betsy, a child with autism, begins to improve after she sees a dove, one of the animals at her preschool, fly into the air. based on a true story. haddon, mark. (2003). the curious incident of the dog in the night-time. new york: doubleday. despite his overwhelming fear of interacting with people, christopher, a fifteen-year-old boy who is for pre-service teachers, exposure to the use of children’s literature about disabilities is an effective instructional tool for helping students develop empathy and understanding of diversity, but also to inform their own professional practice as they prepare to meet the individual educational needs of children in their classrooms as well as in practice. http://www.dddcec.org/dolly_gray_award.htm http://www.uncg.edu/soe/trc http://www.ccsso.org/content/pdfs/corestrd.pdf http://www.cec.sped.org education libraries: childrens resources, volume 31, no. 3, spring 2008 29 mathematically gifted and has autism, decides to investigate the murder of a neighbor’s dog and uncovers secret information about his parents. lears, laurie. (1998). ian’s walk: a story about autism. morton grove, il: albert whitman. ian, who has autism, takes a walk with his sisters and demonstrates how he sees, hears, smells, and tastes things differently. cerebral palsy mikaelsen, ben. (2000). petey. new york: hyperion paperbacks for children. in 1922 petey, who has cerebral palsy, is misdiagnosed as an idiot and institutionalized; sixty years later, still in the institution, he befriends a boy and shares with him the joy of life. slepian, jan. (2001). the alfred summer. new york: philomel books. four preteen outcasts, two of them with cerebral palsy, learn lessons in perseverance when they join forces to build a boat. trueman, terry. ( 2000). stuck in neutral. new york: harpercollins publishers. fourteen-year-old shawn mcdaniel has severe cerebral palsy and he thinks his father wants to kill him. deaf and hard of hearing dowell, frances o’roark. (2001). dovey coe. new york: aladdin paperbacks. accused of murder in her north carolina mountain town in 1928, dovey coe, a twelveyear-old girl, comes to a new understanding of others, including her deaf brother, as she attempts to clear her name. lakin, pat. (1994). dad and me in the morning. morton grove, il: albert whitman. a deaf boy and his father share a special time as they watch the sun rise at the beach. litchfield, ada b. (1976). a button in her ear. chicago, il: albert whitman. a girl relates how her hearing deficiency is detected and corrected with the use of a hearing aid. millman, isaac. (2000). moses goes to school. new york: frances foster books. moses and his friends enjoy the first day of school at their special school for the deaf and hard of hearing, where they use sign language to talk to each other. also, moses goes to a concert, moses goes to the circus, and moses sees a play. shreve, susan richards. (1993). the gift of the girl who couldn’t hear. new york: beech tree books. two friends, one of whom is deaf, help each other when tryouts are held for a seventh-grade production of “annie.” developmental disabilities o’connor, barbara. (1999). me and rupert goody. new york: farrar, straus and giroux. eleven-year-old jennalee is jealous when a slow-thinking black man arrives in her smoky mountains community and claims to be the son of uncle bea, the owner of the general store and jennalee’s only friend. shriver, maria. (2001). what’s wrong with timmy? new york: little, brown, and co. making friends with a boy who has mental retardation helps kate learn that the two of them have a lot in common. shyer, marlene fanta. (1978). welcome home, jellybean. new york: charles scribner’s sons. neil’s life turns upside down when his parents take his sister, who has mental retardation, out of an institution and bring her home to stay. tashjian, janet. (1997). tru confessions. new york: scholastic. computer-literate, twelve-year-old tru keeps an electronic diary where she documents her desire to cure her twin brother who has developmental disabilities and her plan to create a television show. weeks, sarah. (2004). so b. it. new york: laura geringer books. upon spending summer with her mother who has mental retardation and her neighbor who has agoraphobia, twelve-year-old heidi sets out from reno, nevada, to new york to find out who she is. down syndrome carter, alden r. (1983). big brother dustin. morton grove, il: albert whitman. a boy with down syndrome helps his parents and grandparents get ready for the birth of his baby sister and chooses the perfect name for her. dodds, bill. (1996). my sister annie. honesdale, pa: boyds mills press. dealing with an older sister who has down syndrome is the toughest challenge that eleven-year-old charlie has to face. fleming, virginia m. (1993). be good to eddie lee. new york: philomel. although christy considered him a pest, when eddie lee, a boy with down syndrome, follows her into the woods, he shares several special discoveries with her. dyslexia banks, jacqueline turner. (1995). egg-drop blues. boston: houghton mifflin company. twelve-year-old judge jenkings has a low science grade because of his dyslexia, so he convinces his twin brother jury to work with him in a science competition in order to earn extra credit. betancourt, jeanne. (1993). my name is brain brian. new york: scholastic. although he is helped by his new sixth grade teacher after being diagnosed as dyslexic, brian still has some problems with school and with people he thought were his friends. gehret, jeanne. (1996). the don’t give up kid and learning differences. fairport, ny: verbal images press. alex, a child with dyslexia, finds out about learning problems and what is done to solve them. polacco, patricia. (1998). thank you, mr. falker. new york: philomel books. at first, trisha loves school, but her difficulty learning to read makes her feel dumb, until, in the fifth grade, a new teacher helps her understand and overcome her problem. education libraries: childrens resources, volume 31, no. 3, spring 2008 30 epilepsy lears, laurie. (2002). becky the brave: a story about epilepsy. morton grove, il: albert whitman. nothing seems to scare sarah’s big sister becky, until having an epileptic seizure makes her reluctant to return to school, and so sarah summons her own courage to explain the disease to the other students. moss, deborah m. (1989). lee, the rabbit with epilepsy. kensington, md: woodbine house. lee is diagnosed as having epilepsy, but medicine to control her seizures reduces her worries and she learns she can still lead a normal life. physical disabilities calvert, patricia. (1999). picking up the pieces. new york: aladdin paperbacks. a girl who has suffered a paralyzing spinal cord injury begins the process of emotional healing. mcmahon, patricia. (2000). dancing wheels. boston: houghton mifflin co. describes the creation, training, and performances of the dance troupe known as dancing wheels who incorporate the movements of dancers who dance standing up and those who are in wheelchairs. schaefer, lola m. (2001). some kids use wheelchairs. manakato, mn: capstone press. simple text and photographs discuss the challenges of using a wheelchair, why some children cannot walk, and the everyday activities of children who use wheelchairs. schaefer, lola m. (2001). some kids wear leg braces. manakato, mn: capstone press. simple text and photographs describe some of the reasons children might be required to wear leg braces and how they are helpful. white, paul. (1978). janet at school. new york: thomas y. crowell. the story of a five-year-old girl with spina bifida. speech impairments gleitzman, morris. (1995). blabber mouth. san diego: harcourt brace. an australian schoolgirl who is unable to speak is embarrassed by her father’s outlandish dress and behavior. lester, helen. (1999). hooway for wodney wat. boston: houghton mifflin. "walter lorraine books." all his classmates make fun of rodney because he cannot pronounce his name, but it is rodney's speech impediment that drives away the class bully. visual impairments davis, p.a. (2000). brian’s bird. morton grove, il: albert whitman. eight-year-ld brian, who is blind, learns how to take care of his new parakeet and comes to realize that his older brother is not so bad after all. fraustino, lisa rowe. (2001). the hickory chair. new york: a.a. levine. a boy who is blind tells of his warm relationship with his grandmother and the gift she left for him after her death. garfield, james b. (1994). follow my leader. new york: puffin books. after being accidentally blinded by a firecracker, jimmy learns to live a normal life with the help of leader, his seeing-eye dog. karim, roberta. (1994). mandy sue day. new york: clarion books. using her senses of taste, hearing, touch, and smell, a girl who is blind enjoys a special day on the farm. other related titles philbrick, w.r. (2001). freak the mighty. new york: scholastic. at the beginning of eighth grade, max, who has a learning disability, and his new friend freak, whose birth defect has affected his body but not his brilliant mind, find that when they combine forces they make a powerful team. thompson, mary. (1992). my brother, matthew. rockville, mm: woodbine house. though david knows frustration and resentment at times, he feels he understands his disabled little brother even better than his parents and together the two boys experience a great deal of joy. webliography all kids can http://www.allkidscan.com/about.htm a website hosted by the arc of dallas that helps children and young adults understand and respect diversity in others. includes ideas for class projects. bibliotherapy bookshelf: disabilities http://www.clpgh.org/kids/booknook/bibliotherapy/disabilities.html includes books regarding disabilities from the carnegie library at pittsburgh that might be useful for teachers, librarians, and parents to use with children. checklist to evaluate children’s literature that addresses disability as part of diversity http://circleofinclusion.org/english/books/section1/cklistblk.html a list of nine criteria for evaluating children’s literature with characters who have disabilities. developed by derman-sparks & the abc task force (1989) disability social history project http://www.disabilityhistory.org/people.html contains biographical sketches of famous (and not so famous) people in history who have had disabilities. entries include links to further information. dolly gray children’s literature award http://www.dddcec.org/dolly_gray_award.htm provides a list of books that have received the dolly gray award for children’s literature in developmental disabilities. inclusive stories: teaching about disabilities with picture books http://www.readwritethink.org/ lessons/lesson_view_printer_friendly.asp?id=1011 a lesson plan for grades 9-12 that encourages students to explore a variety of disabilities with the goal of teaching them to think critically and sensitively about differences. from the read, write think lesson plan website. ld online: ld basics http://www.allkidscan.com/about.htm http://www.clpgh.org/kids/booknook/bibliotherapy/disabilities.html http://circleofinclusion.org/english/books/section1/cklistblk.html http://www.disabilityhistory.org/people.html http://www.dddcec.org/dolly_gray_award.htm http://www.readwritethink.org/ education libraries: childrens resources, volume 31, no. 3, spring 2008 31 http://www.ldonline.org/ldbasics ld online offers accurate and up-to-date information about learning disabilities and related issues. meet some special children http://www.misd.net/sehome/meetsome/sekidshome.htm hosted by the macomb intermediate school district in mi., this website provides children and young adults with an opportunity to learn about students with a variety of learning disabilities. seeing disabilities from a different perspective http://library.thinkquest.org/5852/homepg.htm a thinkquest website created by six elementary students. the site focuses on the abilities of children with learning disabilities. what is a disability? http://das.kucrl.org/iam/studentdis.html an online guide describing and explaining disabilities dr. stephanie a. kurtts, ph.d., is an assistant professor in the department of specialized education services at the university of north carolina at greensboro. she has been in the teaching field for over 25 years, first serving as a special education teacher in k-12 settings and now as a teacher educator in special education teacher preparation. she considers her work with school librarians and media specialists to significantly inform her practice as she helps prepare her students to become effective special educators who are prepared to meet all children’s diverse educational needs. she has become increasingly involved with the use of children’s and young adult literature to help her teacher candidates understand how these rich literacy resources can help them teach empathy, acceptance, understanding and compassion. dr. kurtts has presented, along with her co-author karen gavigan, at regional and international professional education conferences on the use of children’s and young adult literature to help students and teachers understand disabilities. her professional and research interests include teacher preparation for inclusive education with an emphasis on collaborative practice and accessibility of the general curriculum for students with disabilities. an avid reader herself, dr. kurtts enjoys searching for original editions of primers and children’s books. one of her most treasured selections is a 1941 edition of alice’s adventures in wonderland by lewis carroll, which was given to her by a favorite aunt. she also holds close to her heart a copy of evangeline: a tale of acadie by henry wadsworth longfellow which was published in 1916 as part of a literature series for her aunt’s high school english class. sakurtts@uncg.edu karen gavigan is the director of the teaching resources center at the university of north carolina at greensboro. she has been a librarian for over 29 years, originally as a public librarian and then working as a k-12 media specialist for over 15 years until serving in her current position for six years. she is a member of the american library association, the american association of college and research libraries (university libraries section and the educational and behavioral science section, the american association of school librarians, and the young adult library services association. she is also a member of the north carolina curriculum material center directors' association. being a member of these professional associations has enabled gavigan to better prepare pre-service librarians and teachers to work with diverse student populations in k-12 schools. karen is currently working on a ph.d. in curriculum and instruction with a concentration in literacy. her research interests include the use of graphic novels to improve the reading motivation and achievement of adolescent males. karen enjoys collecting autographed copies of children's and young adult books. she also loves to travel and hopes to visit all of the continents. karen_gavigan@uncg.edu http://www.ldonline.org/ldbasics http://www.misd.net/sehome/meetsome/sekidshome.htm http://library.thinkquest.org/5852/homepg.htm http://das.kucrl.org/iam/studentdis.html mailto:sakurtts@uncg.edu mailto:karen_gavigan@uncg.edu from: a r t i c l e s education library 2.0: the establishment of a dynamic multi-site liaison program by ann dutton ewbank, arizona state university abstract using a combination of marketing, web 2.0 tools, videoconferencing, face-to-face instruction and site visits, a library presence including systematic information literacy instruction is embedded into multiple programs at sixteen sites in a growing college of education with nearly 6000 students and over 115 full-time faculty members. as the needs of the students and faculty evolve, the library program responds. this article describes the education library liaison program for arizona state university’s college of teacher education and leadership, including both successes and challenges, within the context of university, college, and library change. introduction since its establishment in the mid1980’s, a library liaison program has served the college of teacher education and leadership at arizona state university (asu). as one of the largest teacher education programs in the state, the college has an enrollment of over 6000 students in undergraduate and post-baccalaureate teacher preparation programs, m.ed. programs, and an ed.d. program. these programs are distributed across asu’s four campuses as well as in fourteen school district partnership sites in urban and rural areas of the state. the college recently instituted its first completely online degree program, the m.ed. and state certification in early childhood education. these programs enroll students from all areas of arizona as well as out-of-state. given the wide range of education programs in ctel, a traditional, place-bound academic library and librarian liaison to the college cannot meet the needs of all students and faculty. utilizing marketing techniques and combination of web 2.0 tools, teleconferencing, face-toface instruction and site visits, a library presence including systematic information literacy instruction is embedded into each program. the library program encounters unique challenges, particularly within the programs that are geographically distant, as well as within the 100% online degree program. this article describes the establishment of the library program on multiple campuses and sites, and discusses successes, challenges and future directions. review of the literature library liaison programs in academic settings. the concept of library service delivery through an embedded or liaison model has been taken up by researchers and practitioners in recent years (attebury & holder, 2008; isaacson, 2001; konata & thaxton, 2001; smith & sutton, 2008; stoddart, bryant, & baker, 2006). embedded or liaison librarianship has been discussed as an element of service to education schools and colleges through collection development (ganesh, 2003; hirsch, 2008; osa & musser, 2004) and instruction and faculty collaboration (bushong & buff, 2008; floyd, colvin, & bodur, 2008) and also in support of diverse disciplines (hall, 2008; tennant & cataldo, 2002). liaison librarianship is used in instructional settings (christensen, 1994; hall, 2008; hearn, 2005; owens, 2008; risser, white, & benson, 2000), within the context of faculty relationships (bartnik, 2007; cataldo, tennant, & sherwill-navarro, 2006; chan, 2006; dewey, 2004; greever, 1999; issacson, 2001), and to the university as a whole in areas such as curriculum development (francis & fisher, 1997) outreach (rudin, 2008) and student affairs (forrest, 2005; love, 2007). a common thread uniting these perspectives is that of proactive strategies in order to provide service models that expand into the academic unit—either through instruction, reference and research support, marketing or active participation in academic planning. technology solutions for liaison librarianship. a more recent development in liaison librarianship is the advent of technology solutions in order to provide scalable, “just in time” library services to both students and faculty. due to the proliferation of social media, these technology solutions are mechanisms for further embedding library services into academic departments. innovations such as subject librarian-specific chat (gordon & stephens, 2007; marcus, 2007; northrup. 2008), librarians embedded in course management software for hybrid or 100% online courses (karplus, 2006; stewart, 2007; york & vance, 2009) and librarians using 2.0 tools such as podcasts, wikis and rss feeds (huffman, 2006) have emerged as ways that education libraries, volume 32, no. 2, winter 2009 3 librarians can extend their reach beyond the four walls of the library and into academic programs. the college of teacher education and leadership at asu the college of teacher education and leadership (ctel) was established in the mid-1980s at arizona state university’s west campus. intended to serve the western portion of metropolitan phoenix (the much larger tempe campus and a separate college of education served the eastern portion), ctel has experienced dynamic growth over the past eight years. a recent reorganization (des georges, 2009) placed all arizona state university teacher preparation programs under the auspices of ctel. presently, ctel enrolls nearly 6000 students and employs over 115 full-time faculty. ctel administers campus-based teacher education, m.ed. and ed.d. programs on all of asu’s four campuses. the college of education on the tempe campus, reorganized as the fulton institute and graduate school of education, offers education research degrees and ph.d. programs, and engages in education research. additionally, ctel operates professional development schools (pds) in partner districts around the states. funded by multiple u.s. department of education grants, the degree programs at pds sites feature teacher preparation courses as well as embedded internship experiences in both urban and rural areas. these programs include baccalaureate and post-baccalaureate teacher preparation programs in elementary, secondary, and special education. a recent addition to distance offerings is educational administration. the u.s. department of education awarded ctel a grant to prepare school administrators in rural and urban areas. titled urban-excel, the program uses videoconferencing to connect future principals in school administration coursework across the state (des georges, 2008). figure 1. location of college of teacher education and leadership programs image credit: http://ctel.asu.edu/community/pds/ education libraries, volume 32, no. 2, winter 2009 4 http://ctel.asu.edu/community/pds/ table 1. locations of college of teacher education and leadership programs ctel program location degree(s) and program(s) offered west campus b.s.ed., m.ed, ed.d. downtown phoenix campus b.s. ed., m.ed. tempe campus b.s. ed., m.ed. polytechnic campus b.s. ed., m.ed. 100% online m.ed. madison (central phoenix) b.s. ed., m.ed. osborn (central phoenix) m.ed., principal certificate creighton (central phoenix) principal certificate roosevelt (central phoenix) principal certificate pendergast (west phoenix) b.s. ed. avondale (west phoenix) b.s. ed., m.ed. deer valley (north phoenix) m.ed. paradise valley (north phoenix) b.s. ed. chinle (navajo nation in ne arizona) b.s. ed., m.ed., principal certificate indian oasis (tohono o’odham reservation in se arizona) b.s. ed., m.ed., principal certificate gadsden (sw arizona) b.s. ed., m.ed., principal certificate kingman (nw arizona) principal certificate douglas (se arizona) b.s. ed., m.ed., principal certificate coolidge (central arizona) principal certificate a dynamic library presence the traditional bricks-and-mortar library does not meet the needs of a distributed college (ryckman, long, & yedinak, 2009). students and faculty must rely on extensive technologies in order to access information. to further complicate matters, asu libraries provides hundreds of databases and online collections of materials that are sometimes not easy to navigate, and often overlooked by students in the age of google. libraries and librarians constantly battle against disintermediation, where users bypass subscription collections in favor of freely available internet sources (grossman, 2006). therefore, the first step in creating a dynamic library presence across all sites and programs is to market services and collections to both faculty and students. marketing the education library liaison program marketing education library liaison programs is an ongoing process. multiple strategies can be employed in order to successfully market a library liaison program (petruzzelli, 2005). a centerpiece of marketing asu’s education library liaison program is to disseminate the services to the coordinators at each site and within each degree program. the librarian accomplishes this through a variety of avenues: • attendance at orientations and faculty meetingssite coordinators are required to attend monthly faculty meetings and a campus-based orientation upon hire. the librarian has dedicated time for a library orientation for new hires and attends all faculty meetings. • quarterly newsletterthe librarian sends, via listserv, a quarterly newsletter to all faculty and staff. the newsletter describes ways that the library supports the college, and often highlights accomplishments at remote sites. • library liaison program flyerthe librarian disseminates a one page flyer at the beginning of each fall semester that contains contact information, web links to vital services, and a “top 5 resources for students and faculty” list (see appendix 1). • one minute videoin order to personalize service, a short video profiling the librarian is available, especially for the students and faculty who may never meet the librarian in person (http://www.youtube.com/watch?v=qbg _xpuz2uq ). marketing is a continuous, ongoing element of the library liaison program. while the librarian has been successful at reaching a core group of faculty over the past three years, student turnover and addition of new faculty each academic year necessitates ongoing education libraries, volume 32, no. 2, winter 2009 5 http://www.youtube.com/watch?v=qbg_xpuz2uq http://www.youtube.com/watch?v=qbg_xpuz2uq marketing strategies. examples of continuous marketing include a new faculty orientation each fall; attendance at the college’s new student orientation at the beginning of each semester; distribution of an updated flyer each fall to all faculty; and embedding library instruction in a specific course each semester. embedding information literacy instruction one of the most challenging parts of the library liaison program is determining how to embed information literacy instruction across such a wide variety of programs at multiple sites. both distance and on-campus teacher preparation programs are organized by cohort. students take courses in sequence throughout the program. in order to maximize student and librarian time, the librarian provides instruction in one of the required courses in the first semester, child and adolescent development. through this course, foundational concepts and skills are taught, such as the concepts of empirical research, peer-review, and advanced searching in eric. the concepts taught by the librarian are related to a “signature assignment” in the course, a literature review, so that they are not taught in isolation. through this arrangement, the librarian is able to make contact with each campus-based student in their first semester and provide them with a solid foundation in education research. one of the challenges of embedding information literacy instruction is the turnover of instructors for the targeted course, child and adolescent development. in recent semesters, the course has been taught increasingly by part-time adjunct faculty. in an absence of a student information literacy requirement by the college or university, information literacy instruction is negotiated between the faculty member and the librarian. therefore, the process of relationship-building is ongoing between new faculty and the librarian. table 2 indicates the number of instruction sessions over the past several academic years. table 2. instruction sessions per academic year. academic year instruction sessions number of students receiving instruction 2006-2007 51 1052 2007-2008 70 1394 2008-2009* 55 1192 *in spring 2009, asu instituted mandatory furloughs for all employees, and consequently fewer courses were taught. professional development school (pds) sites. because of their geographic locations, it is not possible for the librarian to teach face-to-face at each pds, although and face-to-face instruction is provided on request to the phoenix-based pds sites. in order to accommodate information literacy instruction at the remote pds sites, a series of online tutorials are promoted and disseminated. the tutorials include the explanation of concepts such as peer-review and empirical research (http://lib.asu.edu/tutorials). additionally, pds course instruction is conducted via a distance learning studio. this two-way videoconferencing studio connects campus-based instructors with the pds sites around the state. the distance learning studio allows for lecture delivery, question and answer between sites and instructor, and push technology, allowing students to see web site demonstrations and course materials. the librarian regularly teaches information literacy sessions in the videoconferencing studio. the distance learning studio was the recent recipient of an award for technology innovation (des georges, 2007). reference and research support reference and research support for students and faculty are provided through both traditional and electronic means. students and faculty utilize email, telephone, and face-to-face appointments to interact with the librarian. in 2008-2009 student consultations increased dramatically over the previous year, while faculty consultations increased slightly (see table 3). table 3. reference and research support consultations, by academic year. academic year student consultations faculty consultations 2006-2007 119 66 2007-2008 88 84 2008-2009 155 88 education libraries, volume 32, no. 2, winter 2009 6 http://lib.asu.edu/tutorials a recent addition to the tools available for reference and research support at asu libraries is libguides, a customizable, web 2.0 library reference application (springshare, 2009). the asu libraries purchased a subscription to libguides in late 2007, and the libguide for ctel (http://libguides.asu.edu/education) was established in spring 2008. during 2008, the ctel libguide received over 13,000 hits. the ctel libguide directs the user to specific library and web resources pertinent to education. course pages are created in order to support specific courses and assignments upon request. an additional feature of the libguide is a meebo (2009) chat widget. the meebo widget allows education students and faculty to chat with the education liaison librarian in real time. meebo widgets have gained popularity in recent years for liaison librarian chat service (gordon & stephens, 2007). challenges and opportunities the unique nature of a large, distributed program creates multiple challenges. students and faculty experience some barriers in locating, identifying, and receiving information and services from asu libraries. as in any institution, bureaucratic and political factors impact the development of the education library liaison program. these challenges include: • lack of information literacy instruction requirementarizona state university has no formal requirement for systematic information literacy instruction. therefore, librarians must negotiate library lessons with course instructors. additionally, there is no formal assessment of student information competence. librarians must rely on the cooperation of faculty in order to reach all students. • difficulty in obtaining information about courses and instructorsa large college of education, with multiple sites, administrators, and course schedulers creates difficulty in obtaining information about courses and programs. the librarian spends a significant amount of time researching programs and courses in order to proactively offer library instruction. • insufficient library staff to cover all programs – currently, there are three librarians who are assigned to education as a subject specialty. one is the sole librarian for a campus of over 9000 students, and a second covers education as well as all undergraduate core instruction on another campus of approximately 9000 students. the author is the only librarian in the asu libraries that has education as her primary subject assignment. more librarians are needed to effectively serve education at arizona state university. • challenges in obtaining physical materials at distance sites and in 100% online programsthere is no mechanism for students and faculty in distance and online programs to obtain physical materials. asu libraries does not support a “books by mail” program. students and faculty must rely on interlibrary loan from their local public library in order to receive books and other print materials from their university library. additionally, although asu libraries has tens of thousands of full-text electronic journals, students cannot obtain electronic copies of many print journals. a task force is studying this issue, but current economic conditions prevent this service from being implemented. assessing the library program. in order to determine the most impactful way to deliver services to such a distributed college, several assessments are planned. because the librarian has had varying degrees of success with embedding the library liaison program at pds sites, a systematic assessment of access to library services and information at each site has been proposed. the assessment (see appendix 2) is based on the standards for distance learning library services (association of college and reference librarians, 2008) and will be conducted in fall 2009. the assessment will reveal strengths and weaknesses in order to improve the library liaison program. additional program assessments will be planned and implemented as the newly reorganized college takes shape over the 2009-2010 academic year. a review of off-campus and online syllabi and a survey of distance and off campus faculty could be a possible method of assessment (ryckman, long, & yedinak, 2009). conclusion the recent major academic reorganization at arizona state university, which places all teacher preparation programs at the university under the direction of the college of teacher education and leadership (des georges, 2009) is an additional challenge. this arrangement includes the addition of two campus teacher preparation programs to ctel’s existing sixteen locations and one online degree program. the education libraries, volume 32, no. 2, winter 2009 7 http://libguides.asu.edu/education reorganization effectively doubles the number of students and faculty in ctel. asu libraries will be challenged to offer seamless service to all teacher education students and faculty, through the reorganization of education liaison librarians at each of the four campuses, who currently operate autonomously. new configurations, staffing models, and programs will need to be implemented in order to successfully support the college. the education library liaison program for the college of teacher education and leadership is dynamic, responsive, and is undergoing a significant amount of growth and change. equipping future teachers with the information competence that they will need in order to be academically successful is the program’s primary goal. whatever challenges the future brings are also opportunities to significantly impact the quality of teacher education in arizona. references association of college and reference librarians (2008). standards for distance learning library services. retrieved february 1, 2009, from http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelin esdistancelearning.cfm attebury, r., & holder, s. 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(2006). a lesson from portugal, or fighting disintermediation. searcher, 14(4), 45-47. hall, r. a. (2008). the "embedded" librarian in a freshman speech class: information literacy instruction in action. college & research libraries news, 69(1), 28-30. hearn, m. r. (2005). embedding a librarian in the classroom: an intensive information literacy model. reference services review, 33(2), 219-227. hirsch, e. g. (2008). "you have kids' books?!" promoting children's literature in an academic library. education libraries, 31(1), 13-16. huffman, k. (2006). web 2.0: beyond the concept: practical ways to implement rss, podcasts, and wikis. education libraries, 29(1), 12-19. isaacson, d. (2001). librarians who lunch: liaisons with new faculty. college & research libraries news, 62(5), 532533. karplus, s. s. (2006). integrating academic library resources and learning management systems: the library blackboard site. education libraries, 29(1), 5-11. konata, l. l., & thaxton, l. (2001). transition to a liaison model: teaching faculty and librarian perceptions. urban library journal, 11(1), 28-56. love, e. (2007). building bridges: cultivating partnerships between libraries and minority student services. education libraries, 30(1), 13-19. marcus, s. (2007). why im me? i'm right here! education libraries, 30(2), 27-29. meebo (2009). about meebo. retrieved april 27, 2009, from http://www.meebo.com/about/ northrup, l. (2008). "meebome!" for embedded chat reference: patron-initiated encounters without downloads or accounts. college & undergraduate libraries, 15(3), 357-363. education libraries, volume 32, no. 2, winter 2009 8 http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm http://southernlibrarianship.icaap.org/content/v09n03/attebury_r01.html http://southernlibrarianship.icaap.org/content/v09n03/attebury_r01.html http://asunews.asu.edu/20090127_teacherprep http://asunews.asu.edu/node/4522 http://asunews.asu.edu/node/1417 http://www.meebo.com/about/ education libraries, volume 32, no. 2, winter 2009 9 osa, j. o., & musser, l. r. (2004). the role of posters in teacher education programs. education libraries, 27(1), 16-21. owens, r. (2008). where the students are: the embedded librarian project at daytona beach college. florida libraries, 51(1), 8-10. petruzzelli, b. (ed.) (2005). real-life marketing and promotion strategies in college libraries: connecting with campus and community. binghamton, ny: haworth information press. risser, i. k., white, m., & benson, g. (2000). the successful liaison program: librarians and classroom faculty as partners in the instructional process. against the grain, 12(5), 22-24. rudin, p. (2008). no fixed address: the evolution of outreach library services on university campuses. the reference librarian, 49(1), 55-75. ryckman, b., long, v., & yedinak, e. (2009). establishing a baseline: history, evolution and evaluation of grand valley state university's off-campus library services. journal of library administration, 49(1/2), 75-88. smith, s. s., & sutton, l. (2008). embedded librarians: on the road in the deep south. college & research libraries news, 69(2), 71-4, 85. springshare (2009). “ libguides.” retrieved february 1, 2009, from http://www.springshare.com/libguides/ . stewart, v. d. (2007). embedded in the blackboard jungle: the embedded librarian program at pulaski technical college. arkansas libraries, 64(3), 29-32. stoddart, r. a., bryant, t. w., & baker, a. l. (2006). going boldly beyond the reference desk: practical advice and learning plans for new reference librarians performing liaison work. the journal of academic librarianship, 32(4), 419-427. tennant, m. r., & cataldo, t. t. (2002). development and assessment of specialized liaison librarian services: clinical vs. basic science in a veterinary medicine setting. medical reference services quarterly, 21(2), 21-37. york, a. & vance, j. (2009). taking library instruction into the online classroom: best practices for embedded librarians. journal of library administration, 49(1/2), 197-209. http://www.springshare.com/libguides/ mission the asu libraries are settings, both virtual and physical, in which to uncover, discover and learn. we provide seamless access to collections and services for students, faculty, asu’s partners, and the community to promote the new american university’s goals of access, excellence, and impact. our service-oriented staffs support virtual and physical environments that assure access to data, information, and knowledge resources, and strive to foster information competence and critical thinking skills. fletcher library home page http://lib.asu.edu/fletcher services for students http://lib.asu.edu/services/students asu library catalog (identify books, video/dvd, etc.) http://library.lib.asu.edu/ document delivery to request digital copies of materials owned in paper or microfiche by other asu libraries: https://illiad.lib.asu.edu/illiad/logon.html to request materials and articles not owned by asu libraries: https://illiad.lib.asu.edu/illiad/logon.html your librarian: ann ewbank, ph.d. ann.ewbank@asu.edu (602) 543-8527 office: fletcher library, 301a attention education students! students in the college of teacher education and leadership receive support from a dedicated library liaison program. do you need help… getting started with research? formatting a bibliography? finding articles? email or call me! i am a specialist in library resources for education students and have ten years of classroom teaching experience. i can help you with finding the right information for your assignment by using the library’s resources. top 5 resources for students 1. libguides-all of your education resources in one place. bookmark http://libguides.asu.edu/education on your computer. 2. 33,000+ full text journals and 300 online databases. you don’t have to come to the librarythe library comes to you! 3. this button lets you know where and how to obtain articles found in our databases, either online or in print. the “get it” button is seen as databases are searched. it is also available in refworks. 4. refworks (http://www.asu.edu/refworks) an online tool for managing bibliographic citations. keep a running list of your citations and format custom bibliographies in apa style. 5. in-depth research consultationsi am available to assist you with your research needs in person, by phone or email. most emails are returned within one business day. http://lib.asu.edu/fletcher http://lib.asu.edu/services/students http://library.lib.asu.edu/ https://illiad.lib.asu.edu/illiad/logon.html https://illiad.lib.asu.edu/illiad/logon.html mailto:ann.ewbank@asu.edu http://libguides.asu.edu/education http://www.asu.edu/refworks education libraries, volume 32, no. 2, winter 2009 11 appendix 2. professional development school site library assessment instrument based on association of college and reference librarians’ standards for distance learning library services. http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm objective: gather data through interview(s) with on-site asu faculty and program managers, and assessment of onsite equipment and networks. interview questions: resources: 1. do students have sufficient access to information to fulfill course assignments? specifically, is their access to books, scholarly and professional journal articles, curriculum materials, and appropriate web sites sufficient? if not, what specific resources do students need for successful completion of course assignments? 2. do faculty and affiliates have sufficient access to information for research needs? specifically, is their access to books, scholarly and professional journal articles, curriculum materials, and appropriate web sites sufficient? if not, what specific resources do faculty need for research? 3. do faculty and affiliates have sufficient access to information for course planning and delivery? specifically, is their access to books, scholarly and professional journal articles, curriculum materials, and appropriate web sites sufficient? if not, what specific resources do faculty need for course planning and delivery? 4. what are the levels of technological access for students and faculty? do they have sufficient access to equipment and bandwidth in order to access information? are there issues with firewalls or web filters that impede access to resources? include all locations where students and faculty might need access (program site, work, home, etc.). 5. what is your experience with access specific to resources obtained from asu libraries? have you been able to obtain resources necessary for your work? are there any specific barriers you have encountered when attempting to obtain access to asu libraries resources? services: 1. do students and faculty have sufficient access to reference assistance from asu libraries, through chat, email or telephone? how often do you estimate that reference assistance is utilized? are there other ways that asu libraries could deliver reference assistance? 2. do students and faculty have sufficient access to online instructional and informational services, such as the library web site or through the various online subject guides offered? are additional instruction services needed? how do you prefer that instruction be delivered (e.g., in-person, through the distance learning studio, online modules)? 3. do students have adequate information literacy skills (are they able to find and use information effectively)? 4. are students and faculty able to access reciprocal or contractual borrowing, or interlibrary loan services in your community? through what agencies do you utilize these services? if you do not utilize these types of services, would they be of use to you? 5. do faculty and students utilize library reserve materials in either electronic or physical format? are these services adequate for your needs? if not, would you utilize reserve services for your courses? 6. are the library’s service hours adequate for student and faculty needs? are email, chat, and telephone access to service adequate? 7. are faculty and students aware of library services to your program, including documented and updated policies, regulations and procedures? http://www.ala.org/ala/mgrps/divs/acrl/standards/guidelinesdistancelearning.cfm 8. are students and faculty able to receive prompt delivery of items obtained from asu libraries’ collections, or through interlibrary loan agreement via courier or electronic delivery system? 9. are students and faculty able to receive “point of need” assistance with and instruction in the use of library resources? if not, would this type of assistance be helpful? assessment of on-site equipment and networks 1. inspect on-site locations for the following: computing capabilities (including memory, software, browser compatibility, ability to install plug-ins, etc.); ability to access asu libraries’ online resources. 2. contact network administrator to determine the following: web filter and network permissions, firewall permissions, installation of plug-ins on networked machines, etc. data analysis data will be analyzed utilizing qualitative methods that identify themes and patterns in the following areas: a) access to library resources; b) access to library services. dissemination a report containing the results of the site-based assessment will be disseminated to ctel assistant dean for partnerships, and appropriate asu libraries workgroups and administrators. ann dutton ewbank arizona state university fletcher library p.o. box 37100 phoenix, az 85069-7100 voice: 602.543.8527 fax: 602.543.6500 ann.ewbank@asu.edu education libraries, volume 32, no. 2, winter 2009 12 mailto:ann.ewbank@asu.edu from: education libraries, volume 34, number 2, winter 2011 7 information literacy and the workforce: a review by sharon weiner abstract this paper is a review of reports on information literacy and the workforce. there is a substantial body of literature on information literacy in k-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. the topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace. the paper concludes with recommendations for practice and for further research. introduction recent reports from industry and the literature indicate that information literacy and the related competencies, critical thinking and lifelong learning, are very important to employers. there is a growing consensus on the need for an information literate workforce and sense of urgency about its implementation (american management association, 2010; zhang, 2010; achieve, 2008; perrault, 2007; peter d. hart research, 2005; goad, 2002; partnership for 21st century skills). the association for college and research libraries described an information literate person as one who has the ability to: • “determine the extent of information needed • access the needed information effectively and efficiently • evaluate information and its sources critically • incorporate selected information into one’s knowledge base • use information effectively to accomplish a specific purpose • understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally” (acrl, 2000) beyond the acquisition of skills, information literacy “is an all encompassing process by which one interacts with information in diverse formats and is complemented by the transformative effect of this experience. by this definition information literacy is the foundation of lifelong learning because it promotes a multifaceted literacy supported by critical and reflective learning” (andretta, 2007. p. 12). there is an association between these skills and the ability to be lifelong learners (cavalieri, 2009). the field of information literacy has developed considerably since paul zurkowski, past president of the information industry association, coined the term in 1974 (zurkowski, 1974). there are listings of milestones in information literacy in papers published by weiner, and weiner and jackman (weiner, 2011; weiner & jackman, 2010). a significant link to the workforce occurred in a 1989 consensus statement of prominent information literacy advocates (acrl, 1989). that led to the formation of the national forum on information literacy (nfil). the nfil assumed a role of addressing “all major educational and societal issues connected to information literacy” (gibson, 2004). workforce readiness was one of those issues, and was a primary topic for discussion at an information literacy summit sponsored by nfil (perrault, 2007). information literacy and its function in employee training and economic competitiveness gained momentum beyond individual nations when the nfil, international federation of library associations, and unesco co-sponsored two international colloquia. the report of the first colloquium, held in prague, stated that a r t i c l e s a r t i c l e s education libraries, volume 34, number 2, winter 2011 8 “information literacy is a fundamental skill in the workplace that produces positive outcomes for small and large businesses alike” (thompson, 2003). the report of the second colloquium, held in alexandria, egypt, stated that “under current globalization trends, economic development is becoming increasingly dependent upon the use of information and the learning skills of the workforce” (garner, 2006). ets developed the iskillstm assessment, the first commercially available assessment of critical thinking in undergraduate students and the workforce (http://www.ets.org/iskills/about). these policylevel activities, statements, recommendations and evaluation tool form a foundation for practice and research on information literacy in the workplace. although there is a substantial body of literature on information literacy in k-16 educational settings, there is much less literature on its implications for the workplace and job-related lifelong learning (lloyd, 2010; lloyd & williamson, 2008; kirton & barham, 2005). further, there is evidence that the ways in which information literacy skills are taught to students do not result in effective application in the workplace (o’farrill, 2010; lloyd, 2003). lloyd reviewed the research on workplace information literacy particularly from the australian and u.k. perspectives. she described the work of bruce, cheuk, and lloyd as foundational in this area. she examined issues that emerged in the literature related to the terminology of information literacy; its role with small-to-medium-sized businesses; and the need for advocacy for information literacy in the workplace (lloyd, 2010). lloyd concluded that the information literacy skills-based paradigm that is prevalent in the educational sector exists in the workplace, too. she posited that a sociocultural approach is more appropriate. this approach is more complex than skills training, and allows for the differing needs and contexts of workplaces (lloyd, 2010). this paper is a review of reports from the past decade on information literacy and the workforce. the reports summarized in this paper are organized in these thematic sections: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace. the paper concludes with recommendations for practice and for further research drawn from these reports. importance of information literacy for the workforce the ability to locate, understand, and use information and to solve problems is a necessary competency for most jobs (goad, 2002; klusek & bornstein, 2006; gardner, 2000). success in business and other organizations requires the ability to monitor trends and readily adapt to them. employers consider information literacy to be important to the workforce because they need a workforce that has the willingness and the ability to continually learn new skills. employees should be “confident and competent in interacting with information to deliver maximum business value” (cheuk, 2008). they must be able “to adopt and adapt, create and recreate, contextualize and recontextualize” (lloyd, 2003). information literacy is necessary for businesses to be competitive (perrault, 2007). the elements of information literacy provide a foundation for the “habits of mind,” or ways of thinking, by which employees can engage in these activities. although not empirically tested, goad (2002) proposed sixteen steps for information literacy as a process that occurs in the workplace. these steps are: 1. establish the need. 2. break the subject down into its parts. 3. identify the relationships and hierarchies. 4. identify information sources. 5. identify multiple sources. 6. select a strategy. 7. develop a question list. 8. conduct the search. 9. authenticate the information. 10. filter the information while remaining focused. 11. analyze the information. 12. summarize the information once gathered. 13. select the information that applies. http://www.certiport.com/portal/desktopdefault.aspx?page=common/pagelibrary/icritical_thinking.htm education libraries, volume 34, number 2, winter 2011 9 14. put information into context. 15. apply the information. 16. evaluate the action taken and reenter as necessary. the importance of information literacy in all sectors of life is garnering attention at the federal level in the united states. the national forum on information literacy (nfil) waged a campaign for the white house to proclaim october 2009 as national information literacy awareness month. in that proclamation, president obama stated: rather than merely possessing data, we must also learn the skills necessary to acquire, collate, and evaluate information for any situation…national information literacy month highlights the need for all americans to be adept in the skills necessary to effectively navigate the information age (obama, 2009). the information literacy-related competencies that many business and educational organizations state are necessary for readiness for the workforce and success in the workplace are: • 21st century literacy, defined as “the set of abilities and skills where aural, visual and digital literacy overlap. these include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms” (nmc, 2005) • the ability to “use the research process to describe, summarize and synthesize information” (achieve, 2008) • digital media literacy (johnson, smith, & stone, 2010, p. 5; trilling & fadel, 2009, p. 65) defined as the use of “a variety of media and formats to evaluate, create and distribute information” (achieve, 2008) • critical thinking, problem solving, and analytical reasoning skills (hart, 2009; trilling & fadel, 2009; achieve, 2008; lippman, atienza, rivers, & keith, 2008; the conference board, 2006; klusek & bornstein, 2006) • lifelong learning and self direction (lloyd, 2010; lippman, et al., 2008; the conference board, 2006; goad, 2002) • effective communication skills, orally and in writing; teamwork and collaboration (hart, 2009; trilling & fadel, 2009; achieve, 2008; hepworth & smith, 2008; lippman, et al., 2008; the conference board, 2006; klusek & bornstein, 2006; peter d. hart research, 2005) • ability to locate, organize, and assess the credibility of information (johnson, et al., 2010; hart, 2009; trilling & fadel, 2009) • information and communication technology (ict) literacy (trilling & fadel, 2009; the conference board, 2006) • judgment in sifting for relevant information among overwhelming amounts (hepworth & smith, 2008) • social skills, including the ability to listen well (hepworth & smith, 2008) • the ability to formulate precise, accurate questions (hepworth & smith, 2008) how information literacy differs in work and educational settings there is evidence that the information needs and information-seeking behaviors of those in the workforce are different than those of students (lloyd, 2010; o’farrill, 2010; lloyd, 2008; kirton & barham, 2005). a corporate executive observed that the skills of the bright, motivated recent graduates his company hired became obsolete within two years. his interest in the reason for this eventually resulted in a donation for an endowed chair in information literacy for purdue university (schenke, 2005). in school, teachers assign projects, papers, or presentations during courses that must be completed within a specified time period. in the workplace, tasks and problems tend to be complex, messy, and openended. they can be difficult to analyze. they may employ different approaches to information seeking and use that go beyond the mastery of information-seeking skills to knowing “ways of thinking and seeing, and of crafting narrative” (johnson, et al., 2010). in the workplace, tasks are context-specific, not generic. in that setting, education libraries, volume 34, number 2, winter 2011 10 information literacy focuses less on identifying information needs because problems are often very specific and assigned to an employee to resolve (hepworth & smith, 2008). workforce information literacy can be described as a sociocultural practice that informs learning in the workplace and is informed by it. it is a catalyst for learning (lloyd, 2010). social aspects are involved because people learn together and human relationships have a key role in development of information literacy in the workplace (o’farrill, 2010; crawford & irving, 2009; somerville & howard, 2008). even within the workplace, information literacy needs differ. smith found that senior staff engaged in different information literacy activities than other staff. they used more primary sources, such as internally-generated information, than secondary sources that are important in academic work. networking was a productive way for them to gather information. information literacy skills that were necessary were time management, social networking, and organizing internal information such as emails (hepworth & smith, 2008). barriers to information literacy in workplace since information literacy in the workplace is a competency necessary for success, it is important to understand what the barriers are to making it a part of the culture and practices in organizations. one barrier is that 21st century literacies are not well understood or sufficiently researched. although the term, information literacy, was coined in 1974 (zurkowski, 1974) and published reports on its importance for the workforce first appeared in 1989 (presidential committee, 1989), it is only in recent years that industry and researchers have begun to articulate a rationale for this emphasis. the research on workforce information literacy tends to focus on the training, service, and administrative sectors. there is little data on information literacy in jobs that do not require university degrees. the literature that exists focuses on using skills; the transfer of information literacy skills from education to the workplace; use of information in the workplace; and information-seeking behavior (lloyd, 2010). therefore, many institutions lack sufficient data or incentive to change (nmc, 2005). the question of who should assume the responsibility for teaching information literacy as applied to the workplace is unresolved. most employers surveyed thought that k-12 schools, 4year colleges and universities, or the employees themselves were responsible (casner-lotto & silvert, 2008). employers indicated that students would be better prepared for success if they had the skills to research questions in their field and to develop evidence-based analyses (hart, 2009). they provided remedial training programs because of deficiencies in the skills they expected new hires to have, but the majority found these programs to be only moderately or somewhat successful (casner-lotto, 2009). employers said that one-on-one coaching and mentoring were the most effective methods to improve employees’ skills in these areas. managers believed it was easier to develop these skills in students than in experienced workers (ama, 2010, p. 6). however, there is some concern about what students who graduate from college know about the information resources available to them (simon, 2009). lastly, college training in digital literacy skills is rare, although it is one of the critical challenges identified for 2010 (johnson, et al., 2010). recommendations for organizational practice some of the reports discussed in this paper included recommendations for ways to increase information literacy in the workforce. this effort must be sustained and promoted by many stakeholders who are in close coordination. those recommendations include: • raise awareness of information literacy as an interdisciplinary field of study and practice (nmc, 2005) • develop strategies for teaching and assessing workplace information literacy (nmc, 2005) • establish journals and clearinghouses to disseminate new models and research (nmc, 2005) education libraries, volume 34, number 2, winter 2011 11 • include media literacy in teacher training programs (european parliament committee, 2008); provide professional development opportunities on information literacy topics for teachers (nmc, 2005) • develop recognition programs that will help to publicize innovation and models • develop scalable, affordable solutions so that schools have access to new technologies (nmc, 2005) • provide professionally developed curricula and training (rotherham & willingham, 2009) • work together as a community by engaging stakeholders in information literacy, involving them in disseminating models and ideas, and promoting networking (crawford & irving, 2009; nmc, 2005; oman, 2001) • emphasize skills such as critical thinking and effective writing and speaking in high school and college (the conference board, 2006) • ensure that corporate librarians and information specialists have the responsibility for ongoing professional development and training on information literacy in their organizations (klusek & bornstein (2006) • establish explicit policies about information literacy expectations; conduct organizational skills audits (crawford & irving, 2009). this is an example of a workplace policy that incorporates information literacy well: “organizations must demonstrate that education, training, and access to learning and library resources are available on an equitable and flexible basis to all staff, including, part time, community, evening and night shift workers and those working in remote locations” (department of health, 2001). recommendations for research since information literacy and the workforce is a relatively new area of interest, there is much that needs to be studied to inform policy and practice. the reports included in this review included the following recommendations for topics for research: • develop theory and models related to workforce information literacy (lloyd, 2010; o’farrill, 2010; nmc, 2005) • explore the meaning of workplace information literacy (o’farrill, 2010) • develop a better understanding of the relationship between information literacy in the formal educational process and the workplace (o’farrill, 2010; lloyd, 2003) • determine the viability of workplace information literacy training programs (crawford & irving, 2009) • explore the application of emerging technologies in achieving key institutional goals (johnson, et al., 2010) • develop an understanding of the information practices of workers whose positions do not require a university education (veinot, 2007) conclusion this paper reviewed publications about information literacy and the workplace. those publications were about three topics: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace. based on what is known from existing research, there are steps that can be taken to increase information literacy for employees. this will benefit the companies in which they work. there is a need for research on many aspects of workforce information literacy. references achieve. 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(2010). the 2010 horizon report. austin, tx: the new media consortium. retrieved from http://wp.nmc.org/horizon2010/ kirton j., & barham, l. (2005). information literacy in the workplace. australian library journal, 54. retrieved from http://alia.org.au/publishing/alj/54.4/full.te xt/kirton.barham.html http://www.p21.org/documents/critical%20skills%20survey%20executive%20summary.pdf http://www.p21.org/documents/critical%20skills%20survey%20executive%20summary.pdf http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.ala.org/ala/mgrps/divs/acrl/standards/standards.pdf http://www.conference-board.org/publications/publicationdetail.cfm?publicationid=1676 http://www.conference-board.org/publications/publicationdetail.cfm?publicationid=1676 http://www.conference-board.org/publications/publicationdetail.cfm?publicationid=1676 http://www.21stcenturyskills.org/documents/final_report_pdf09-29-06.pdf http://www.21stcenturyskills.org/documents/final_report_pdf09-29-06.pdf http://www.cls.utk.edu/pdf/learning_at_work.pdf http://www.cls.utk.edu/pdf/learning_at_work.pdf https://docs.google.com/fileview?id=0b3snep9j56rizgy3odm4mdqtmgnins00otcyltk0ymetyji0odi1zmu3zgq1&hl=en https://docs.google.com/fileview?id=0b3snep9j56rizgy3odm4mdqtmgnins00otcyltk0ymetyji0odi1zmu3zgq1&hl=en https://docs.google.com/fileview?id=0b3snep9j56rizgy3odm4mdqtmgnins00otcyltk0ymetyji0odi1zmu3zgq1&hl=en https://docs.google.com/fileview?id=0b3snep9j56rizgy3odm4mdqtmgnins00otcyltk0ymetyji0odi1zmu3zgq1&hl=en http://www.aacu.org/leap/documents/2009_employersurvey.pdf http://www.aacu.org/leap/documents/2009_employersurvey.pdf http://wp.nmc.org/horizon2010/ education libraries, volume 34, number 2, winter 2011 13 klusek, l. & bornstein, j. (2006). information literacy skills for business careers: matching skills to the workplace. journal of business & finance librarianship, 11, 3-21. lippman, l., atienza, a., rivers, a., & keith, j. (2008). a developmental perspective on college & workplace readiness. washington, dc: child trends. retrieved from http://www.childtrends.org/files/child_tr ends2008_09_15_fr_readinessreport.pdf lloyd, a. (2003). the meta-competency of the knowledge economy. journal of librarianship and information science, 35, 87-92. lloyd, a., & williamson, k. (2008). towards an understanding of information literacy in context: implications for research. journal of librarianship and information science, 40; 3-12. doi: 10.1177/0961000607086616 lloyd, a. (2010). information literacy landscapes: information literacy in education, workplace and everyday contexts. oxford: chandos publishing. nmc: the new media consortium. (2005). a global imperative: the report of the 21st century literacy summit. retrieved from http://www.nmc.org/pdf/global_imperativ e.pdf obama, b. (2009). national information literacy awareness month, 2009. retrieved from http://www.whitehouse.gov/the_press_offi ce/presidential-proclamation-nationalinformation-literacy-awareness-month/ o’farrill, r. t. (2010). information literacy and knowledge management at work: conceptions of effective information use at nhs24. journal of documentation 66, 706-733. doi: 10.1108/00220411011066808 oman, j. n. (2001). information literacy in the workplace. information outlook, 5. retrieved from http://www.sla.org/content/shop/informati on/infoonline/2001/jun01/oman.cfm partnership for 21st century skills. (2009). framework for 21st century learning. retrieved from http://www.p21.org/documents/p21_frame work.pdf perrault, a. (2007). american competitiveness in the internet age: information literacy summit, october 16, 2006, washington, dc. retrieved from https://docs.google.com/fileview?id=0b3s nep9j56rioda2mti3mdktote4my00 mjkwlwjhmtgtowzkyji4mgqzztvj &hl=en&pli=1. peter d. hart research associates/public opinion strategies. (2005). rising to the challenge: are high school graduates prepared for college and work? study of recent high school graduates, college instructors, and employers. retrieved from http://www.achieve.org/node/548. report on media literacy in a digital world (2008/2129(ini). (2008). european parliament committee on culture and education. retrieved from http://www.europarl.europa.eu/sides/getdo c.do?pubref=//ep//nonsgml+report+a6-2008 -0461+0+doc+pdf+v0//en rotherham, a. j., & willingham, d. (2009). 21st century skills: the challenges ahead. educational leadership, 67, 16-21. retrieved from http://www.ascd.org/publications/educatio nal-leadership/sept09/vol67/num01/21stcentury-skills@-the-challengesahead.aspx schenke, j. (2005). purdue opens new chapter in national information literacy. purdue university news, sept. 30. retrieved from http://news.uns.purdue.edu/html3month/20 05/050930.celebrate.library.html simon, c. (2009). graduate business students and business information literacy: a novel approach. journal of business and finance librarianship, 14, 248-67. thompson, s. (2003). information literacy meeting of experts, prague, the czech republic, september 20-23, 2003: report http://www.p21.org/documents/p21_framework.pdf http://www.p21.org/documents/p21_framework.pdf http://www.achieve.org/node/548 http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-century-skills@-the-challenges-ahead.aspx http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-century-skills@-the-challenges-ahead.aspx http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-century-skills@-the-challenges-ahead.aspx http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/21st-century-skills@-the-challenges-ahead.aspx education libraries, volume 34, number 2, winter 2011 14 of a meeting. retrieved from https://docs.google.com/fileview?id=0b3s nep9j56rimjm4ogjinwitm2e4ni00yjc 0lwjjytctzdmxztvlogyymday&hl= en somerville, m. m., & howard, z. (2008). systems thinking: an approach for advancing workplace information literacy. australian library journal, 57, 257-73. trilling, b., & fadel, c. (2009). 21st century skills: learning for life in our times. san francisco: jossey-bass. veinot, t. (2007). the eyes of the power company: workplace information practices of a vault inspector. library quarterly, 77, 157-79. weiner, s., & jackman, l. (2010). information literacy beyond the library: the national forum on information literacy. college & undergraduate libraries, 17, 114-20. doi:10.1080/10691310903584734 weiner, s. (2011). how information literacy becomes policy: an analysis using the multiple streams framework. accepted for publication in library trends. zhang, x., majid, s., & foo, s. (2010). environmental scanning: an application of information literacy skills at the workplace. journal of information science, 36, 719-32. zurkowski, p. g. (1974). the information service environment: relationships and priorities. washington, dc: national commission on library and information science. retrieved from http://www.eric.ed.gov/pdfs/ed100391.p df sharon weiner, edd, mls professor and w. wayne booker chair in information literacy purdue university 504 west state street west lafayette, in 47906 765-496-3128 sweiner@purdue.edu https://docs.google.com/fileview?id=0b3snep9j56rimjm4ogjinwitm2e4ni00yjc0lwjjytctzdmxztvlogyymday&hl=en https://docs.google.com/fileview?id=0b3snep9j56rimjm4ogjinwitm2e4ni00yjc0lwjjytctzdmxztvlogyymday&hl=en https://docs.google.com/fileview?id=0b3snep9j56rimjm4ogjinwitm2e4ni00yjc0lwjjytctzdmxztvlogyymday&hl=en https://docs.google.com/fileview?id=0b3snep9j56rimjm4ogjinwitm2e4ni00yjc0lwjjytctzdmxztvlogyymday&hl=en http://www.eric.ed.gov/pdfs/ed100391.pdf http://www.eric.ed.gov/pdfs/ed100391.pdf mailto:sweiner@purdue.edu from: interview with nancy down head librarian at bowling green state university popular culture library, ohio; by cybèle elaine werts about this interview: this interview with nancy green, head librarian of the popular culture library, bowling green university, describes one of the largest and most comprehensive special collection of popular culture which has been digitized and put into a searchable database system. nancy can be reached at: pcldesk@bgnet.bgsu.edu http://www.bgsu.edu/colleges/library/pcl/ introduction “forty years later our collection can be described as both selective and comprehensive. we have certain strengths in our research level collections—popular literature, popular entertainment, and the graphic arts—and in other areas we select materials that will give some idea about popular culture in this area, but are not meant to be inclusive. we are running out of space and have become more selective in what we add to our collections. we also belong to the consortium of popular cultures collections (http://popcult.lms.kent.edu/) in the midwest and have some informal cooperative collection development agreements.” about the bowling green state university popular culture library (bpcl) the bpcl, founded in 1969 and dedicated to the acquisition and preservation of research materials on american popular culture (post 1876), is the most comprehensive repository of its kind in the united states. archives include over 10,000 volumes of popular fiction in addition to 10,000 periodical issues. its strengths are american magazines (1926-1960), pulps, and fanzines. cybele werts: you’ve been with bowling green state university libraries for twenty years— starting out as a cataloger for humanities and social sciences for the main collection. since 1996 you’ve worked at the popular culture library, first as popular culture cataloger and reference librarian and now as head librarian. how have you seen the popular culture collection change in terms of focus? education libraries, volume 32, no. 1, summer 2009 31 nancy down: “the popular culture collection started out as a collection designed to support the new courses and program in popular culture studies which dr. ray browne was starting at bgsu some forty years ago. the original approach was to collect a little of everything that could be called popular culture—romance books, movie posters, postcards, pulps, science fiction magazines, manuscripts, etc. we collect united states popular culture primary materials from about the 1890s to the present. our collection has grown through the years in large part through gifts. even today about ninety percent of our collection has come through gifts. mailto:pcldesk@bgnet.bgsu.edu http://www.bgsu.edu/colleges/library/pcl/ http://popcult.lms.kent.edu/ many readers, particularly younger students, do not recognize the importance of vintage material as historical documents because they were oriented toward entertainment. how do you help explain the place of material of this kind in our literary history? down: “our collection is designed to show the development and history of popular fiction in the united states from the 1890s. having these older materials helps students understand that popular fiction has a long, rich history. the same type of stories—adventure, science fiction, western, spy, mystery, romance, etc.—that we are familiar with today in print and on screen were the stories that entertained people in the 1880s and 1900s. looking at some of the pulp stories, you can see the beginnings of superhero stories in the comics.” there’s a difference between my approach as a collector of say, vintage magazines, and your approach as a librarian. can you speak to that? down: “as a librarian i want to collect and preserve these vintage materials because of their importance to scholars and researchers. i try to collect materials in different genres and different time periods in order to give researchers the materials they need to answer their research questions. i try to anticipate what questions researchers will ask both now and in the future. i am not as concerned in collecting materials because of their monetary value or because of my own interest in a particular theme as i might be as a collector. i also view these vintage materials as part of an overall collection of popular fiction.” there are many websites that showcase collections of different kinds of vintage materials, but you’re focused more on the kinds of research that academics and students need. what are some of the kinds of questions that people ask for help with? down: “people have a variety of interests in these materials. i remember one researcher who was looking at how the planet mars was pictured in popular fiction. some researchers are interested in a particular author and tracking down stories that author wrote for the pulps. another person i know looks at early portrayals of technology in the nickel weeklies and pulps—such as the “steam man.” another researcher was interested in the charles atlas ads in the pulps.” my collection is focused on books and magazines that feature women as strong protagonists, which is something that is actually fairly rare because the pulp magazines were published mostly from the 1930’s to the 1950’s. what are some of the other themes around race or gender that you’ve observed in these collections? down: “race and genre questions always come up around vintage materials. these research questions are always hard to answer because there is no comprehensive subject database for materials from this time period. i had one patron who was looking for any portrayals of arabs. most depictions of ethnic groups in the nickel weeklies and pulps tend to be negative. the same can be said about women, but they are instances of strong women characters now and then especially in the pulps. we just received a pulp called saucy romantic adventures from may, 1936, and it contains a stor lars anderson called “the domino collects.” the domino lady is a “feminine robin hood” who sets out to deal with a blackmailer.” y by lady education libraries, volume 32, no. 1, summer 2009 32 i read on the website that you add one thousand new items a year to the collection. how do you decide what to buy each year? down: “we have certain collections that are not complete, but are research level in quantity and one of our chief collecting areas—collections like the story papers and nickel weeklies, pulps, vintage paperbacks, etc. i buy materials to fill the gaps and i also buy new books in certain genres. i also buy materials to support the curriculum—books on television, movies, dvds, etc.” some of the covers of items in your collection are scanned. being as this is a very time consuming task, how do you decide which items to scan? down: “we scan some materials as examples of our larger holdings for our web page. we have two projects where we have been scanning materials— the vintage paperback cover index and the nickel weeklies database. basically we have been scanning all the materials we have that are in a condition to be scanned. this means full text of the nickel weeklies we hold and the covers of all the paperbacks in the vintage collection. these databases are meant to be as comprehensive as we can make them so they have more research potential.” i’m sure that you’ve seen some major changes in technology as well in these sixteen years you’ve been at bowling green. what software applications are you using to digitize these special collections? what are some of the metadata fields you chose to describe the products? down: “according to bob (robert heidler) we use the following. first for cover scans—300 dpi color tiff master and epson perfection scanner. for page scans: minolta ps7000 overhead planetary scanner and 600 dpi binary tiff image. for software: xnview image viewer, adobe photoshop (advanced editing), and adobe acrobat professional which creates searchable pdfs.” what’s the most effective way to access your online databases? down: “the best way to access our databases is through our catalog. under all databases the vintage paperback database is under “v” in the alphabetical list. we will eventually have a link for the nickel weeklies in the ohiolink digital resource commons (http://info.drc.ohiolink.edu/). you can google “nickel weeklies” and see what it looks like. this database is still a work in progress. for example for nickel weeklies— the metadata fields are: title, alternative title, author, series title, date, volume/issue, publisher, description, subject, coverage spatial, coverage temporal, and persistent url.” you’re in the process of scanning and entering a large number of what are called nickel weeklies which date from the 1890’s to the 1920’s. can you tell me more about these, and how you manage what i presume must be very delicate condition materials? down: “nickel weeklies are a form of popular reading that circulated from the 1880s to 1920s. they are often serialized stories that were later collected into the book length dime novels. they are usually adventure stories, mysteries, etc.” you’ve mentioned that you only fully scan items that were published before 1923 because they are free from copyright. what are some of the other copyright issues that you deal with around these kinds of materials? down: “the nickel weeklies have mostly been published before that date and we aren’t scanning any after 1923 so we are scanning the entire issue. the vintage covers we use thumbnails or lower resolution scans. “the nickel weeklies are in ohiolink’s digital resource commons. as my colleague gwen evans (co-coordinator, library information & emerging technologies) explains: ‘we don’t have the staff resources in the library or on campus to maintain our own server and digital library installation plus ohiolink has taken on the task of ensuring the conversion and stability of digital objects into the education libraries, volume 32, no. 1, summer 2009 33 http://info.drc.ohiolink.edu/ education libraries, volume 32, no. 1, summer 2009 34 future. more than that, an ohiolink central installation allows federated searching across all ohiolink digital repositories—it’s a way to get digital collections outside of individual institution resource silos. sharing hardware and software and especially technical expertise across the state just makes more sense, especially in these times.’” broadly speaking, what are the particular challenges around managing and archiving the vintage materials in your very large collection? down: “one of the greatest challenges is preservation and how to balance preservation needs with access. we want patrons to use the materials, but need to control to some extent how they interact with the materials. also security—some vintage material, depending on its rarity, is very expensive.” what are some of the challenges around making these kinds of items accessible to the public (when they are so delicate) versus being able to store them safely in a temperature and humidity controlled facility that may not even be located at the library? down: “these materials are very fragile and any handling does put some wear and tear on them. the story papers which are newspaper size are more fragile, especially since many of them were stored folded in half. we try to balance preservation with accessibility. we are scanning them, not so much for preservation, but more for accessibility. after we have finished scanning we are planning to store them offsite where we will have more control over temperature and humidity. like much popular culture materials, they were just not made to last over time. we store materials using the best archival practices, but we are a working library and patrons ask to use materials. we don’t allow photocopying of the vintage materials and scanning is a case by case basis. the materials have to be used in our reading room. but even materials stored offsite can be requested and, with advance notice of a few days, available for use in our archives.” dr. ray browne founded the popular culture association and library in 1969, and i understand that he continues to teach as well. this makes your collection probably the largest and most comprehensive in the country. what are your thoughts about moving forward in the next few decades? down: “as far as the popular culture of the past, i imagine we will still be collecting the same types of materials over the next few decades—pulps, comics, zines, greeting cards, scripts, etc. what will be challenging will be how to collect popular materials that are increasingly more electronic in format. at present we operate on the print based model. also as space becomes a concern for future growth, we might have to rely on other institutions collecting certain types of material—as long as someone is preserving them!” thank you for chatting with me! down: “thank you as well, i’ve really enjoyed it.” bertot, john carlo, and davis, denise m., eds. planning and evaluating library networked ser­ vices and resources. westport, ct: libraries unlimited, 2004. isbn 1 -56-308964-5. $45.00 with the recent explosive growth of informational resources available through subscription databases, l ibraries now have to plan and budget for networked resources and services within the global context of al l resources and services provided to patrons. planning and evaluating library networked services and resources is written in a clear, concise style to deliver impartial information on relevant evaluation meth­ ods to support l ibraries in the decision-making process. ed itors bertot and davis, along with six other e-metrics experts, provide readers with sample evaluation instruments, including significant e-metrics initiatives and standards. in addition, chapters on needs as­ sessment, shared resources, and vendor statistics furnish l ibrarians, administrators, and staff with helpful advice and guidelines. negotiation of contracts with vendors, development of requests for proposals, consortia! agreements, and acceptable use policies are key issues g iven fair and comprehensive treat­ ment. the book is d ivided into two parts. the first five chapters include evaluation, planning, and measurement topics associated with networked resources and services. the remaining six chapters discuss specific facets of networked resources and services. among the eleven chapters, several stand out. .. '<\ .,: •• • chapter 2 d iscusses various evaluation frameworks for an electronic environment. assessment of out­ comes and service qual ity, performance measurement, and best practices are included. sign ificant fac­ tors i n evaluation are described and l ibrary stakeholders are identified . bertot, a professor at the school of i nformation studies at florida state university, details methods and tools for assessing networked resources and services in chapter 3. the process of bui lding a methodol­ ogy plan focuses upon several elements i ncluding objectives of data collection, inputs, activities, assess­ ment type, indicators , and sources and methods. the positive and negative aspects of the use of surveys, focus groups, and data logs are considered. a sample survey and focus group write-up are contained in the appendix. bertot is also the author of a chapter on e-metrics and performance indicators . the role of several promi­ nent standards organizations such as the international coalition of library consortia ( icolc) and count­ ing onl ine usage of networked electronic resources (counter) is described . a l ibrary network statis­ tics definition and comparison is provided to assist the reader in uti l izing the performance indicators. in addition to serving as an editor on this project, davis is also a former l ibrary manager of technical ser­ vices and electronic col lection development. she compares needs assessment to an onion (" . . . many layers that sometimes bring tears to your eyes"). davis asserts the importance of consistency of meas­ urement in a needs assessment. long and short-term implications of change should be considered. a needs assessment requires an understanding of the l ibrary's service goals, the service population as ar­ ticulated in the l ibrary's mission statement, the infrastructure that makes del ivery of networked resources possible, and the process of implementation, including outsourcing . a number of tables, figures, and charts are presented throughout planning and evaluating library net­ worked services and resources to faci l i tate the reader's understanding of complex issues. a complete education libraries volume 27, no. 2 winter 2004 32 l ist of references may be found at the end of each chapter. a table of contents and a comprehensive in­ dex are included. the book concludes with biographical information on each of the contributors. planning and evaluating library networked services and resources will be a valuable add ition for all l i­ braries, and a beneficial text for students in l ibrary automation, e-metrics, and collection management courses. librarians, administrators, and l ibrary staff who are responsible for planning, selecting, and evaluating electronic resources and services may wish to include this volume in a professional collection. warren jacobs is a reference/instruction librarian at california state university, stanislaus. email : wjacobs@csustan .edu colclough, c., ai-samarrai, 5., rose, p., tembon, m. (2003). achieving schooling for all in africa: costs, commitment and gender. burl ington, vt: ashgate publishing company, isbn 0-7546-38073. $99.95 at the mi l lennium summit of the united nations on 1 8 september, 2000, the general assembly set a tar­ get date for achieving "education for al l" or universal access to basic education, with gender equity, of 201 5. at that same summit basic and skills education for both children and adults were seen as key to african development. this book takes a long hard look at those targets through the viewpoint of supply and demand. on the supply side they look at national expenditure on education, average costs per pupi l and size of the school-age population. on the demand side they look at household income, costs per pu­ pi l , expected benefits and other determinants, i .e . , gender. the work grew out of pol icy studies and research conducted by mr. colclough on gender and primary school ing in africa between 1 995 and 2000. it uses the resu lts of those studies of 9 countries across the region and then broadens them to provide a more theoretical analysis of the determinants of school par­ ticipation across the sub-saharan region. thr.ee chapters in particular (chapters 4-6) focus on mr. col­ clough's study giving a detailed examination · of the problems facing primary schooling in nine african countries while the rest of the chapters provide analysis at global and regional levels. to set the framework for the book the authors explain that while sub-saharan africa (ssa) "accounts for only about 1 0 per cent of the population of developing countries, by 2005, wel l over one-half of al l chil­ dren not enrolled in school wil l be from within the region" (p. 1 ) . it goes on to note that most of these un­ enrol led students are g irls. the book looks at why the objectives of "schooling for al l" (sfa) have not been ach ieved and what needs to happen if they are to be achieved. i n particular it looks at economic constraints and at gender roles in society as both have a crucial effect on chi ldren's educational opportu­ nities and performance. throughout the book the authors are careful to distinguish between un iversal primary education (upe), (which they define as the point at which the number of children enrolled in primary school is equal to the number of el igible school age children) and school ing for all (sfa) which is defined here as al l el igible children being enrol led in schools of at least min imally acceptable qual ity. in looking at the low proportion of children enrolled in school in ssa the book considers the economic effects whether it was an effect of the costs of african school ing, whether governments and/or households were unable to allocate the resources needed for schooling or whether, in fact, they became unwil l ing to al locate the resources. they provide evidence that household income and cost constraints interact with gendered attitudes towards schooling amongst parents and others to cause under-enrolment, and particularly the exclusion of g irls from schools. one interesting factor was an apparent l ink they discovered (chapter 5) between the pro­ portion of teachers who are female and the enrolment of girls in primary schools. although achieving the right balance of public expenditures is only part of the challenge of achieving sfa in africa the authors contend it is nevertheless a critically important aspect of any national strategy to do so. they note that teacher costs have dominated government spend ing whi lst expenditures on learn ing materials has been minimal in most cases, bringing adverse impl ications for the qual ity of education. education libraries volume 27, no. 2 winter 2004 33 schools have a high ratio of children to teachers and a high rate of dropout. in most ssa countries the difficulty of achieving universal schooling is increased by high rates of population growth . the book acknowledges that over the past two decades countries some countries have made improve­ ments in both increasing primary enrolment and in the qual ity of education and it looks at how such im­ provements can be more widespread in ssa. policy reforms affecting the quality, avai labi l ity and financ­ ing of schooling need to be introduced and sustained by each of the governments. in addition , the achievement of sfa will require significantly more per capita spending on education . the authors feel that it is unl ikely that this resource gap can be met by increased overseas aid. they also note that achiev­ ing sfa wil l mean both reducing household costs and the constraints on achieving gender equ ity in schools and society. · the book includes a large number of detai led statistical tables derived, in large part, from the data col­ lected by mr. colclough during the studies he conducted between 1 995 and 2000. the work is supple­ mented with an extensive bibl iography and a somewhat useful index. the material in this primarily em­ pirical study will provide excellent background and statistics for an audience of serious graduate re­ searchers i n the area as wel l as for those working in the field of african education. jacqueline m. borin is coordinator, reference & electronic resources at cal state san marcos library. emai l : jborin@csusm .edu henderson, d.l. & may, j.p. (2005) exploring culturally diverse literature for children and ado­ lescents: learning to listen in new ways. boston: pearson. isbn 0-205-36640-6. $45.40 while support for multicultural chi ldren's and adolescent literature is plentiful among educators, there re­ mains a dearth both of such titles in the canon and criticism for such literature. the purpose of this book is therefore two-fold . "our aim was to look beyond those books that have won awards such as the new­ bery and the caldecott or are l isted on canonical publ ications such as the children's literature associa­ tion touchstones list", state the editors, "and to consider how diverse writing styles in chi ldren's and ado­ lescent l iterature might be discussed for their l iterary merits . . . [w]e believe that teachers and literary scholars wil l best be able to enter into a new dialogue about literature's place in the world of our young readers when they understand how stories are tied to specific cultural and sociopolitical histories" (p. x i i i ) . this rich volume is separated into three sections, each d ivided into theory and practice. part one, aptly titled " in the beginning: recognizing diversity in chi ldren's and adolescent literature", opens with a short description of early american writers such as thoreau and emily dickinson finding their own voices in­ stead of mimicking european l iterary patterns. chi ldren's authors, such as cynth ia rylant and joyce carol thomas, have traveled a similar path , and readers are asked to reflect on the representations of d ifference in children's books as well as learn to recognize authentic points of view. part two, titled "toward a new perspective: learning to interpret culturally diverse literature", begins with a d iscussion of native american history and the fact that l ittle of it trickles down into the history books used in american classrooms. here , henderson and may reiterate thei r belief that "all people should be g iven l iterary voices in our canon that reflect their experiences and beliefs" (p. 1 43). the primary concern in part three, "defining cultural uniqueness: agency in the critique of chi ldren's and adolescent literature", is authenticity. the correspondence of african american writers arna bontemps and langston hughes discussing the use of black dialect (also known as african american vernacular english or ebonies) in children's literature is used to i l lustrate concerns for realism. toni morrison put it best when she said of her own writing: " i d idn't want it to be a teaching tool for white people. i wanted it to be true not from outside the culture, as a writer looking back at it . . . i wanted i to come from inside the culture, and speak to people inside the culture. it was about a refusal to pander or distort or gain political points. i wanted to reveal and raise questions." education libraries volume 27, no. 2 winter 2004 34 perhaps because the co-authors are african-american and white, a significant number of the essays col­ lected here focus on these two viewpoints. among the twenty-seven essays, four focus on african­ americans, one on caribbean blacks, and two on blacks and their relationship to whites. the rest are evenly spread among other groups such as native americans, jews, and asian-americans, as well as various topics such as multicultural ism , gender, rel ig ion , and l iterary genres. there is enough diversity of material here to interest everyone. however, the chapters on theory far outnumber the chapters on prac­ tice. perhaps a future edition could include more practice chapters to help teachers and l ibrarians put theory into action. jul ie shen is publ ications assistant at honnold/mudd library, claremont colleges. email : julie.shen @libraries.claremont.edu khosrow-pour, mehdi. (2005). encyclopedia of information science and technology. hershey, pa: idea group. 5 vol. 3121 p. isbn 1 -59140-553-x. $1 125.00 with the fast-changing world of information science and technology, assembling an encyclopedia on that field can be daunting . ed itor khosrow-pour approached this task by asking academic experts to submit articles on issues in the field. the proposals were selected on the basis of blind-reviews by peers. the result is an interesting collection of current thinking by 900 researchers in 50 countries. (it should be noted that the contributors are listed alphabetically by first name, which is highly unusual . ) the 550 articles are arranged alphabetically by title, which can be misleading because the first words are sometimes generic, such as "basic" or "evolution ." even "a" and "the" are l isted alphabetically. more care should have been taken in determining the first word. fortunately, the first volume also l ists the articles by 35 major topics: database technolog ies, electronic col laboration, erp, global it management, is re­ search, it in libraries, it in personnel management, software engineering, and so forth. as with the ti­ tles, the first term is not always sign ificant. for; i nstance, instead of " it in healthcare," "healthcare and it" would help retrieve the information . each volume includes a complete index to key terms and general in­ dex; strangely, the font style and size d iffers from the rest of the work's text. the general index seems to be computer-generated because it misses related articles (e.g . , gender) or some articles altogether (e.g . , gaming). the articles themselves are informative and wel l-written . most range from six to nine pages. some reflect empirical research , others consist of meta-analyzes of research , and several offer interesting models. most articles include background information, basic issues/research , future trends, conclusions, refer­ ences, and key terms. few give h istorical development detai ls. most articles include helpful diagrams or tables, although they do not have a consistent look, sometimes even within the same article. topic coverage is uneven. emphasis is on business and adult-related issues. k-1 2 education is largely neglected. few articles deal with theory; most describe practical issues with some research-based data. several topics deal with factors influencing distance education, but none cover the training of distance education instructors or issues of information seeking. eng ineering articles are minimal , and no article deals with informatics, which is a fundamental aspect of information science, or information literacy or semiology. on the other hand, articles on business planning and implementation are numerous. it would have been useful for the editor to have balanced the coverage better, and sol icited article to fi l l the theo­ retical gaps. in short, this series offers many good articles on information science and technology. the reader can dip into any volume and find interesting data and issues . as is, this work would have been better titled hand­ book of issues in information science and technology. additional effort in the presentation and organ iza­ tion of articles would have strengthened this work. dr. lesley farmer teaches school l ibrarianship and educational technology at cal ifornia state university, long beach . emai l : lfarmer@csulb.edu education libraries volume 27, no. 2 winter 2004 35 neubert, gloria a. and elizabeth a. wilkins. (2004). putting it all together: the directed reading lesson in the secondary content classroom. boston: pearson education. isbn 0-205-34384-8. $33.00. this very practical text is written for the secondary school teacher in any content area and can be used by ind ividual teachers or as part of a workshop. the authors have developed an original strategy aimed to help students become competent readers in any subject area, even in areas where a teacher may not general ly use reading as the primary strategy to impart knowledge to students (e.g . physical education). while the authors recogn ize that the intended audience for this book are not reading teachers, they main­ tain that content area teachers who include read ing strategies in their lessons "significantly increase their students' chances of mastering content." the first chapter, " if you are reading this book, you are exceptional," is a fascinating explanation of the five different cueing systems (graphics, semantics, syntax, experiential background , and text structure) needed for the human brain to comprehend written language. the second chapter introduces the "di­ rected reading lesson" plan and contains actual lesson plans developed by secondary school content teachers. the authors use a simple inductive "model-analyze-apply" approach to guide teachers through the parts of the directed reading lesson. teachers are asked to read four model directed reading les­ son plans which are analyzed in subsequent chapters, and then apply what they have learned to develop a lesson plan in their specific content area. sample lesson plans include a wide variety of content areas that teachers can draw from in developing their own lesson plans: english, art, math , science, social studies, business education, consumer/family science, french, spanish, health, special education, and music. it should be noted that the authors seek to streamline teachers' approach to developing lesson plans in the content classroom, so that teachers wil l not have to figure out which read ing strategies fit best in their lesson plans. thus, specific reading strategies are embedded in each step of the directed reading les­ son . the authors also recognize that in the,average classroom, students' reading abil ity can vary widely, and suggest using multiple texts in the content areas in order to give students the best possible chance to master content and to minimize frustration and boredom. putting it all together should be useful and interesting for both seasoned secondary school teachers looking for a new method to help students master content and first-time secondary school teachers look­ ing for a well-developed blueprint to gu ide student learning. collette davis is the education librarian at californ ia state university, ful lerton. emai l : cmdavis@ful lerton .edu stone, c. addison; si l l iman, elaine r.; ehren, barbara j; and apel , kenn (eds.). (2004). handbook of language and literacy: development and disorders. new york and london: the gui lford press. isbn 1 -59385-005-0. $75.00 the handbook of language and literacy: development and disorders is one of the first volumes in the new gui lford series "challenges in language and literacy." with four editors and a multitude of leading authorities as contributors, this handbook provides an extensive resource in all aspects of typical and atypical literacy development. it provides an overview/review of the relevant research on language and literacy theory, research and practice and highl ights the many social , cultural and institutional dynamics that interact with language and literacy development from the preschool years to young adulthood. although intended for a broad audience, practitioners, researchers and students in the fields of language science and d isorders, l iteracy, speech-language pathology, special education and educational psychol­ ogy especially wi l l benefit from the comprehensive examination of how language related processes inte­ grate with l iteracy instruction. education libraries volume 27, no. 2 winter 2004 36 each of the four sections in the handbook begins with an overview of the focus of that section and h igh­ l ights for each chapter in the section . the first three sections cover the cognitive and neurological foun­ dations of language and l iteracy development and disorders; the socio-cultural contexts of learn ing, in­ cluding ways to promote success in students at risk; and how specific language skil ls are related to suc­ cessfu l and unsuccessful literacy acqu isition. the last section reviews effective applications for chi ldren, adolescents, and young adults with varying language and literacy profi les. each chapter is unique in its headings and subheadings, a lthough they al l have common threads that tie them together within that section. some chapters focus on treatment issues; others on the socio-cultural contexts of development; and sti l l others, on the cognitive processes that underlie typical and atypical skills in language and l iteracy. the contributors make sure to define terms at the beginning of the con­ versation and bring the readers in by period ically using questions as section headers, such as: "what is literacy and how is it mastered?; what are promising approaches to research?; what is phonological abil ity? each chapter ends with conclusions and future research directions. the last section of the handbook includes many areas of interest to practitioners, i ncluding case studies, approaches, considerations, professional development, new pedagogical frameworks, general reflections and impl ications for education . there is even a chapter on instant messaging which is entertaining and interesting. this handbook covers al l aspects of literacy (reading, writing, verbal , spel l ing and computer) including examples of specific cases, models, theories, frameworks, research, intervention, future research, instruc­ tional design and principles. it would be of great value to college and university departments and refer­ ence sections. lori s . mestre is head of research and instructional services at the w.e.b. du bois library at the uni­ versity of massachusetts amherst. emai l : lori .mestre@library.umass.edu education libraries volume 27, no. 2 winter 2004 37 i n s t r u c t i o n s f o r c o n t r i b u t o r s about education libraries education libraries (el) is published by the education division of the special libraries association. its audience con­ sists of education information professionals employed in a variety of venues, including special libraries and informa­ tion centers, academic libraries, public libraries, and school libraries manuscripts submitted for publication in el should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education information or education libraries and librarianship. el is indexed in current index to journals in education and in library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. three hard copies and one electronic copy should be sent to dr. lesley farmer, edi­ tor, education libraries, california state university long beach, dept. of edpac, 1 250 bellflower blvd., long beach ca 90840-220 1. inquiries regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu. preparation of manuscripts 1 . all manuscripts should be submitted with an electronic disk on a 3 .5" disk and in windows-compatible ms word format or attached in an email message. if electronic copy can not be provided, please contact the editor for an al­ ternative arrangement. 2. all manuscripts should be word-processed to be publishable on 8.5 x 1 1" paper, double-spaced, with 1 " margins on all sides. reference should appear on separate pages at the end of the article. do not use ms endnotes or foot­ notes feature. 3. education libraries follows the publication manual of the american psychological association, 51h ed. (2001 ) . cita­ tions to electronic resources follow the "electronic reference formats recommended by the ala," available online at: http://www.apa.org/journals/webref.html. 4. the name(s) and affiliation(s) of the author(§) should appear on a separate cover page. the first author should also provide contact information, including telephone number, postal address, and email address. to i nsure ano­ nymity in the review process, author information should appear only on this page. 5. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. 6. using key words from the title, provide a running header or footer on each page. pages should be numbered con­ secutively. 7. tables and illustrations should appear on separate pages at the end of the article. i ndicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1 ). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted on disk, along with an email attachment. 8 . authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the edito­ rial review board. following the completing of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. any queries concerning the review process should be directed to the editor. book reviews education libraries includes reviews of new publications relevant to education information or education libraries and librarianship. areas of interest include library and information science, prek-16 education , children's literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective re­ viewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. calls for papers education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division web site. education libraries volume 27, no. 2 winter 2004 38 from: education libraries, volume 33, number 2, winter 2010 11 the curriculum material center’s vital link to play and learning: what’s the connection? by amrita madray and amy catalano abstract many educational theorists who study child development concur that the importance of play related materials in schools, homes and libraries is vital to the concept of play and learning. as academic librarians responsible for information literacy, and as the education liaison for the management and collection development of the instructional component in the curriculum materials center, the authors of this paper will explore valuable connections between children‘s play and learning. further, they will discuss how that association affects a child‘s cognitive development as seen through the curriculum materials and the educational support for teachers who work closely with students. introduction there are many who agree that play and learning is vital to a child‘s development. for example, it is interesting how friedrich froebel, the creator of kindergarten and fred rogers of mr. roger‘s neighborhood of make-believe, had so much in common. both men in their unified, yet distinct traditions left us legacies which reaffirmed the importance of linking children, play and learning. froebel (1912, p.50) believed that, ―play [was] the highest expression of human development in childhood for it alone is the free expression of what is in a child‘s soul.‖ years later, mr. rogers also proclaimed that, ―play gives children a chance to practice what they are learning.‖ (auerbach, 2006) .worlds apart in culture and way of life, froebel a german educator, and rogers, an american children‘s television series creator, both men voiced the importance of play and its relationship to learning as co-equals in childhood educational psychology. how well we learn depends on our brain development which relies on our environment and inherited genes. the brain processes, uses and interprets information and knowledge it receives from instructional, physical, emotional, cognitive, social and other experiences. therefore learning takes place when the brain responds to the messages it receives. the works of jean piaget and lev seminovich vygotsky, pioneers in the field of educational psychology, show the link between children and cognition, and literacy. other researchers and educators have continually supported the fact that children learn when they play. studies have indicated that by providing young children and infants with appropriate and stimulating experiences, their neurological, cognitive, brain, physical and motor skills abilities are enhanced. for example, bodrova and leong stated that when play is integrated in the classroom, cognitive skills in thinking, reading, and comprehension in children increase, thus elevating the knowledge level and aiding to build language, social and emotional development. also, this study has led classroom teachers and other educators to modify past teachings, and to adapt and integrate play activities into the curriculum and classroom. the educational theories surrounding play and learning are played out through the historical development of curriculum material centers (cmc). the cmc refers to a physical location within an academic library or on the campus of a higher education institution for teacher education. the cmc collection was mandated by the educational accrediting body, the national council for accreditation for teaching education (ncate). the first curriculum materials center, once referred to as curriculum laboratories, dates back to the 1920s and came about because of the necessity for social and educational reforms for all teachers. ellis (1969) defines it as ―a center or place where pre-service and in-service teachers are exposed to multi-assortments of instructional or educational materials for experimentation, education libraries, volume 33, number 2, winter 2010 12 evaluation, and for the enrichment of teaching and learning‖ (p. 2). over the years, curriculum materials centers with names such as, ―curriculum resource center, instructional resources center, curriculum library, curriculum collection, education resources, instructional center, instructional media center‖ (barbakoff, p.4) continued to increase in academic libraries across the nation. a well known one was the curriculum construction laboratory, which was established on the campus of teacher‘s college at columbia university in 1928 (edwards, 1996). barbakoff, a former school teacher and education and curriculum material center academic librarian noted, that ―in 1967, the national council for accreditation of teachers education (ncate) in standard v1 of the standards for accreditation of teacher education‖ (p.3) ruling required for instructional materials to be available for students preparing to be teachers of the p-12 (pre-school through twelfth grade) and for it to be staffed by a librarian who specializes in education, and can instruct and maintain the collection. the standards, procedures and policies for the accreditation of professional units of ncate outlined the criteria for the kinds of instructional materials in the cmc. ncate standard vi stated ―…..this laboratory should include a wide array of books commonly used in elementary and secondary schools; various types of materials used in evaluating learning; and curricular patterns, courses of study, and teaching units that are available‖ (ellis, p. 9, 10). the education and behavioral sciences section (ebss) of the association of college and research libraries (acrl), a division of the american library association (ala) stated that the cmc must have educational materials that support reading, language arts, spelling, handwriting, literature, foreign languages, music, science, health, mathematics, social studies, career education, special education, bilingual education and multicultural education available for teachers in and out of the classroom. acrl‘s collection development policy stated that the cmc instructional materials must support the schools education curriculum and different learners as well. instruction materials must be available in different formats, and cover a variety of subjects for p-12 grade levels, while at the same time provide for different learning styles. among the recommended print and non-print cmc resources are flash cards, music, games, puzzles, pictures, books on tapes, big books, little books, models, videos, charts, maps, manipulatives, realia, toys, computer software and board and psycho/educational games. these materials are to be used to aid instruction; for practical classroom use; to help teachers improve instruction and teaching and to accommodate different learning styles. also, edwards noted that it was necessary for pre-service teachers to have a designated space for them to familiarize themselves with curriculum materials. in collaboration with teaching faculty and as cmc librarians, we have found that games and manipulatives, the foundation of children‘s play, appear to be among the most popular types of materials within each of the p-12 subject areas in the cmc. these playful resources allow for conscious or unconscious development of, motor skills, social, self-help, cognitive, problem solving, leadership, multi-skill building and are represented in content areas such as: english language arts, geography, history, science, math, fine arts, foreign languages, counseling, physical education and for students with special needs. further students can cultivate creativity and facilitate independence through play in the individual subject areas. it is not solely the role of the cmc librarian to select and house well chosen games and toys for teachers to incorporate into lessons. the curriculum materials center librarian must choose toys that make sense in the context and time constraints of the classroom. for example, in an average classroom there is a discrete amount of time allotted for the teaching and learning of individual subjects thus if a game takes two hours or even one hour to play it may be unreasonable for its inclusion in a lesson. harris (2009) in his article on gaming, provided librarians with some guidelines on how to choose or adapt educational education libraries, volume 33, number 2, winter 2010 13 games that fit into a twenty, thirty or forty minute period. additionally, harris discussed the necessity of aligning games with state and national curriculum standards. he also argues that selected games should be authentic ones and foremost be fun. any child would be wary of an invitation to play a game that was designed solely for educational purpose. for example osa (2003), stated that items like puzzles, are an essential part of a child‘s development while with games ―students have the opportunity to have direct interaction with the concept to be learned [and] become active learners‖(p.9). how does this process mirrored in the classroom, and how can the curriculum materials center foster learning through play? math math concepts may be taught through all types of play: water play, block play, card games, musical chairs, group games, hide and seek as well as board games. further the color and tactile nature of most math manipulatives encourages play. examples of such math manipulatives include pizza fractions and unifix interlocking base blocks, which work much like legos and help teach basic arithmetic concepts. kamii and kato (2006) discussed the value of games over worksheets in that repetition is necessary for mastery of operations. but games naturally are better for facilitating reiteration because children will play games for the pleasure of playing them while they will complete worksheets because their teacher has directed them to do so (p. 196). thus the desire to learn (however unintentional) is intrinsically motivated. secondly, kamii and kato stated that some advantages of playing games are that they provide immediate feedback for students and children get to manage each other as opposed to work done at the direction of a teacher which is generally returned the next day. the results of research conducted by ke (2008) indicated that students developed more positive attitudes toward math learning through a fiveweek computer math gaming camp, even if there was no significant effect of gaming on students‘ test performance. after all, students tend to learn subjects better that they enjoy and they tend to do well in subjects that they like. however, her study also revealed that games can fail in engaging scaffolding of which the teacher may be a better facilitator. hence any classroom gaming is best teacher or librarian selected and led. basic commercial games that most students are familiar with include monopoly, candyland, chutes and ladders, chess and mancala. these games may be used to teach younger children basic skills such as turn-taking, shapes and patterns, color recognition and counting, while computer games such as math and the cosmos may be used to teach more sophisticated mathematical concepts to older students. on the other hand, as indicated above, games that are perceived to be for educational purposes only, tend to be less engaging for students. science from a very young age children learn about their natural world through play. they dig up worms and learn that the worms live in the dirt. they inquire as to why butterflies are more prevalent among some types of flowers and not others. the very act of inquiry engages a child into the scientific world. further, a child explores his natural world and unknowingly may find the empirical evidence. severeide and pizzini (1984) said that when teachers incorporate play into their science lessons children learn to solve problems more easily. additionally learning through play also tends to increase achievement as well as test scores. to encourage exploration of the natural world a cmc should have basic scientific instruments i.e. thermometers of all types; celcius, kelvin, galileo, scales, microscopes, telescopes if possible, samples of rocks and minerals, shells, etc. even very basic toys can teach scientific concepts. for example, block play can teach concepts of physics while water play teaches the properties of water and measurement (johnson, education libraries, volume 33, number 2, winter 2010 14 1982). an informative book on the subject of blocks, learning and development by sharon macdonald titled block play: the complete guide to learning and playing with blocks outlines, explicitly how block play allows children to learn in all subject areas. while trivia type games exist to teach rote facts about science the more engaging games are those that involve active learning. for example, playful learning can occur when students practice science experiments. in middle and high schools, where play is less emphasized in daily lessons, there are board and electronic games that are geared specifically toward these students, to teach them more sophisticated concepts. for example, biolide is a racing game that requires the use of physics and is very popular with high school physics teachers (harris, 2009). social studies when teaching social studies, which includes world cultures, history, geography, economics, criminal justice and psychology, role play is a popular method of incorporating active learning. there are software products such as the decisions decisions series which include games about racism and prejudice, colonialism, immigration and the cold war that involve role play as their primary teaching tool. teaching geography can be made fun with large, plastic maps or ―beach ball‖ representations of the globe. board games also have been created to teach social studies concepts in a manner which is both fun and engaging. for example, the classic, monopoly, has been used in economics courses to teach the principles of a mutually beneficial market exchange and monopoly profit, basic mortgage and rental rules as well as financial management (stanley, 2001). also, a wide range of other board and electronic games such as civilization, oregon trail, pandemic, the making of the president, and here i stand are appropriate for teaching about historical time periods (harris, 2009). music when music lessons are guided by a teacher, children learn how to express themselves more dramatically. for example, they learn to move like different animals or express different emotions that follow the music. this movement helps children to work on their gross motor skills as well as their balance and coordination (national association of music educators, 2010). children may also learn about other cultures through listening to or singing music. fluency in foreign languages may be greatly improved through listening to music in foreign languages, even if the words are not yet understood. the national association of music educators also indicates that music has been linked to improvement in memory, math achievement, reading ability and overall better academic achievement. physical education gym or physical education class is often the most popular time of the day for many elementary school students as it is their time to expend energy in active play. physical education teachers help children develop both fine and gross motor development through games. they can also guide students to develop social skills by learning sportsmanship and cooperation. while it may be unreasonable for a cmc to house sports equipment typically available in the gym class the cmc librarian would do well to direct physical education students to curricula such as spark or activity books like the 201 games for the elementary physical education program by jerry d. poppen. for phys. ed. teachers who need to consider the special needs child books such as inclusion in physical education: fitness, motor, and social skills for students of all abilities by pattie rouse, and developmental/adapted physical education: making ability count by michael horvat prove helpful. special education as mentioned above the cmc should also have books, toys and games for students with special needs. while there are vendors who provide educational materials specifically created for those with disabilities there are also some very basic items that a cmc should have for the special education libraries, volume 33, number 2, winter 2010 15 child. for example, art projects are a venue through which learning disabled students may express themselves in ways that they may not typically be able to. larger and basic toys like blocks, balls, toys with textures or lights and sounds can help develop gross motor skills in both able and disabled students. pretend play toys; fake food, doctor kits, play phone, allow special needs students to engage in sociodramatic play and develop social and language development (simpson & lynch, 2003). children’s literature and play research indicates that selecting literature that encourages imaginative play can help develop verbal and social skills (giffin, 1984). pretend play associated with books also encourages comprehension, personal response and a love of reading (welsch, 2008). further when students change the outcome of a traditional story through play they may learn concepts such as cause and effect and the dynamics of social relationships. often the core of the curriculum materials center resides within the children‘s literature collection. at a minimum, it often includes the classics and annual award winners such as the newbery, caldecott and coretta scott king awards. among the collection are picture books to help promote learning in math, science, social studies, the fine arts etc. books include subjects ranging from dealing with difficult issues about character such as generosity and friendship, divorce, relocation and death. selecting and evaluating play items for the cmc collection as a rule cmc librarians who are responsible for maintaining the collection must consult the library‘s collection development policy. as mentioned previously, osa (2003) discusses what types of items should be in the curriculum materials center. collaboration with education faculty is also necessary to get expert input as to the types of toys and games that are appropriate for each age group and content area. similarly conferences for individual subject areas provide an opportunity to discover appropriate classroom play items. there are also annual conferences on play hosted by individual universities, museums and states. examples include hofstra university‘s child‘s play, children‘s pleasures symposium and the learning through play conferences, which was hosted by the cincinnati children‘s museum. the previously discussed play items described in each content area were chosen by reviewing the literature on play and specific subjects. elementary level trade journals such as social studies and the young learner, science and children or teaching children mathematics as well as school library journal all have published articles on play in the classroom that have suggested games and toys. while catalogs or vendors, provide a window into the variety of play materials available for purchase, not all items are suitable for the curriculum collection. worthwhile items are ones that allow for discovery learning i.e. child-sized scientists‘ tools, large walk-on maps, and math manipulatives such as linking chains. a librarian should be wary of purchasing highly technical items that require special batteries or has many pieces that could be lost when circulated. mindware and other educational toy catalogs are good sources of ―out-of-the-box‖ toys that are often simple, inspire creativity and problem solving and are award-winning. promoting the cmc collection selecting and evaluating games and toys to be used in the classroom can be an exciting and stimulating activity. one may always create a display of toys and books arranged by content area. but other methods include exhibiting, discussing and demonstrating the use of games and toys in the classroom during library instruction classes. going one step further, the librarian may offer a workshop for students to attend with the promise of a ―certificate of attendance‖ to put in their professional development portfolios. at hofstra university the cmc librarian offers workshops not only on ―play and selecting developmentally appropriate toys‖, but ―teaching with graphic novels‖, ―finding lesson plans‖, and ―teaching with primary sources‖. other colleges may host open houses in the curriculum centers in order to showcase the various collections. education libraries, volume 33, number 2, winter 2010 16 conclusion while every subject was not represented explicitly in this paper games and/or books and guides do exist for all subject areas. for example, there are bingo games to teach esl and/or foreign language students. where games don‘t exist they may be created. at bank street teacher‘s college curriculum materials center the focus is on teacher created materials, including games. the authors discovered, during a recent visit, that because of this focus there were very few publisher-created materials available in the cmc. this is a phenomenon that encourages teachers to be directly engaged in the learning process because they must be cognizant of learning theories, child development and the subject matter in order to create games for classroom use. when educators guide students into learning through play they do so with the knowledge that when learning is self-directed and self-motivated, it takes place because games relieve the chore of drill and add an element of fun (charlton, williams and mclaughlin, 2005). in addition to collecting games, toys and other play items the role of the cmc librarian is to direct and instruct pre and in-service teachers as to the use of these materials in specific subject areas. lastly, the cmc librarian can guide the education student‘s selection of developmentally appropriate toys and help facilitate learning and development through play. references association of college and research libraries (acrl), american library association. (2009). retrieved september 28, 2009, http://www.ala.org/ala/mgrps/divs/acrl/index.c fm auerbach, s. (2006). children & their culture: why play, toys, and games are important. the looking glass: new perspectives on children, 10(3). retrieved from http://www.lib.latrobe.edu.au/ojs/index.php/tlg /article/view/78/91 barbakoff, s. (1999). meeting student needs: bookstore display in a university curriculum materials center. retrieved from eric firstsearch. (ed433025) bodrova, e., & leong, d. (2003). the importance of being playful. educational leadership, 60(7), 50-3. retrieved september 13, 2009, from education full text database. charlton, b., williams, r. l., & mclaughlin, t.f. (2005). educational games: a technique to accelerate the acquisition of reading skills of children with learning disabilities. the international journal of special education, 20 (2), 66-73. education and behavioral sciences section (ebss). american library association. (2009). retrieved september 29, 2009, from http://www.ala.org/ala/mgrps/divs/acrl/about/s ections/ebss/ebss.cfm edwards, r. g. (1996). curriculum materials center: the vital link to teacher education programs. ohio media spectrum 48(1), 13-15. ellis, e.v. (1969). the role of the curriculum laboratory in the preparation of quality teachers. retrieved from eric first search. (ed031457) froebel, f. (1912). froebel's chief writings on education. welston, london: arnold giffin, h. (1984). the coordination of meaning in the creation of a shared make-believe reality. in i. bretherton (ed.), symbolic play: the development of social understanding (pp. 73100). new york: academic. harris, c. (2009). meet the new school board. school library journal 55(5), 24-26. johnson, d.m. (1982). children’s toys and books: choosing the best for all ages from infancy to adolescence. new york: scribner. http://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/view/78/91 http://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/view/78/91 education libraries, volume 33, number 2, winter 2010 17 kamii, c. & kato, y. (2006). play and mathematics at ages one to ten. in d. pronin fromberg & d. bergen (eds.) play from birth to twelve: contexts, perspectives, and meanings. (pp.181-198). new york: routledge. ke, f. (2008). a case study of computer gaming for math: engaged learning from gameplay? computers & education, 51(4), 609-1620. doi:10.1016/j.compedu.2008.03.003. national association of music educators. (2010). http://www.menc.org/ national council for accreditation of teacher education. (2009). standards. retrieved september 28, 2009, from http://www.ncate.org/institutions/standards.asp osa, j. (2003). collection development: curriculum materials center. acquisitions librarian, 15(30), 131. retrieved from library, information science & technology abstracts database. severeide, r.c., & pizzini, e.l. (1984). the role of play in science. science and children, 2, 58-61. simpson, c., & lynch, s. (2003). adapting and modifying toys for children with special needs. retrieved from eric database. stanley, d. (2001). wealth distribution and imperfect factor markets: a classroom experiment. journal of economic education, 32(4), 344-55. retrieved from eric database. welsch, j.g. (2008). playing within and beyond the story: encouraging book-related pretend play. the reading teacher 62(2), 138-148. amrita madray adelphi university swirbul library 1 south avenue garden city, ny 11530 516-877-3579 email: amadray@adelphi.edu amy catalano 026 hagedorn hall hempstead turnpike hofstra university hempstead, ny 11549 516-463-5956 email: amy.catalano@hofstra.edu http://www.menc.org/ http://www.ncate.org/institutions/standards.asp mailto:amadray@adelphi.edu mailto:amy.catalano@hofstra.edu education libraries, volume 37, number 1-2, summer-winter 2014 3 f r o m t h e e d i t o r dear reader, forgive me. i’ve always wanted to start a column this way, makes me feels so 18th century. alas, this is the last issue of education libraries i will edit. it’s time for someone else to take the reins, and explore the joys of managing a journal. i count myself so very lucky to follow in the footsteps of the best—anne galler, hope tillman, lesley farmer; to work with the best—debbie boganschutz, karen mcquillen, cybèle werts, kimberly bloedel, chris bober, barbie keiser, maya kucij; and to publish the best—all of our contributors. i extend my heartfelt appreciation and gratitude to everyone. this issue marks sla education division’s 40th anniversary. in addition to a guest editorial by division stalwarts, gladys dratch and deborah garson, there’s historical information, reprints of articles, and a photo gallery of past chairs. do read the reprinted articles. originally published in the 1991 issue celebrating the division’s fifteenth anniversary, these have not appeared in a digital format, and offer a rare peak into our history. what jumps out are the authors’ voices. i count myself lucky to have spent time at conferences with charles missar, anne galler, and joann segal. you can just hear them talk. and what they say resonates as much today as it did then. when you read the chairs’ comments, you’ll notice a common thread: the division is the place to be. members connect with, learn from, and enjoy each other. i extend an invitation to those who are not members, to join and become actively involved in the association and our division. it can be a lifechanging and fulfilling experience. and in case you’re wondering, in addition to division highlights, this issue also contains articles on the expanded role of librarians in the classroom as well as several book reviews. have a wonderful new year. don’t be strangers, please send comments, questions, submissions and the like to education.libraries@gmail.com. front (l to r): john d’amicantonio, anne galler, gladys dratch, hope tillman back: jacqueline snider, karen mcquillen, martha wilding, carole sund, steven sowell, deborah garson mailto:education.libraries@gmail.com from: education libraries, volume 33, number 2, winter 2010 18 censorship or selection? academic library holdings of the top ten most challenged books of 2007 by rickey best abstract academic libraries often serve as the protectors of challenged books. pressure on public libraries to remove controversial works can and often does result in the restriction of access or removal of the work from those libraries shelves. academic libraries, however, operate with a stronger sense of academic and intellectual freedom. to analyze how well academic libraries do in acquiring and making available books which appear on the american library association‘s challenged books list, the list for 2007 was analyzed in worldcat to determine the number and overall percentage of academic libraries holding the titles. overall, 29.94% of the libraries holding challenged books were academic libraries. introduction while academic libraries are generally free from the challenges of items faced by school and public librarians, issues concerning selection remain. selection choices are generally directed by collection development policies which are aligned with institutional curricula. but do academic libraries shy away from books which might be considered controversial? or are the intellectual freedom issues and curricular development strong enough to overcome personal hesitations to add a controversial title like madonna‘s sex? does the inclusion of specific courses within the university curricula which deal with children‘s or young adult literature have an influence on the addition of titles? perhaps the inclusion of a school of education or library and information science has an influence? does geographic location make a difference in terms of the cultural mores impacting decisions on selecting? the top ten challenged books of 2007 the american library association‘s top ten most challenged books for the year 2007 list was chosen since the time frame between the publication of the list and the inclusion of a library‘s holdings in oclc‘s worldcat was sufficient to allow for the purchase and inclusion of recently published title(s). the list, posted on the ala website1, lists as the most challenged books the following: 1. and tango makes three by justin richardson & peter parnell. (2005) 2. the chocolate war by robert cormier. (1974) 3. olive’s ocean by kevin henkes. (2003) 4. the golden compass by philip pullman. (1995) 5. the adventures of huckleberry finn by mark twain. (1884) 6. the color purple by alice walker. (1982) 7. ttyl by lauren myracle. (2004) 8. i know why the caged bird sings by maya angelou. (1969) 9. it’s perfectly normal by robie harris. (1994) 10. the perks of being a wallflower by stephen chbosky. (1999) intellectual freedom vs. censorship the office of intellectual freedom of the american library association annually prepares a list of the most challenged books in libraries. in examining the information from the oif‘s newsletter on intellectual freedom for the past three years, we see few challenges involving academic libraries.2 the majority of these challenges were for artistic and intellectual freedom, such as the inclusion of art exhibits or the intellectual education libraries, volume 33, number 2, winter 2010 19 freedom issues not related to printed works. the vast majority of challenges, however, are to be found in public and school libraries over the inclusion of specific works within the libraries collections. anne scott macleod addresses the issues affecting censorship of children‘s literature in her book american childhood: essays on children’s literature of the nineteenth and twentieth century’s. macleod argues the debate over censorship of children‘s literature is based upon whether children have the same intellectual rights as adults have – ―is the concept of intellectual freedom applicable to children? is that concept, in fact, even compatible with the concept of childhood?‖ 3 macleod identifies two assumptions to modern views of childhood. she writes that ―the first [assumption] is that children need to be separated to some degree from adult life until they have been educated or ripened in some important way. the second is that adults have something of value to teach children, so that the very concept of childhood in modern history is closely associated with that of nurture, training, and conscious education of the child by responsible adults.‖ 4 the concepts of nurture, training, and conscious education of the child include two contradictory elements as described by macleod. the first is that ―modern middle-class childhood is managed, directed, organized and defined by adults, for the good of the child and the good of society, as adults see both. and management of childhood implies restrictions of children, usually by separating them from some aspects of society and by curtailing their access to some kinds of knowledge, experience and resourcesincluding books.‖ 5 macleod traces the historical evolution of children‘s literature, recognizing the societal changes in the late twentieth century which argues that ―children should learn as soon as possible the realities of the world they live in – even the hardest and most unsavory realities‖ which is balanced against those who argue for restriction based on ―the good of society.‖ 6 this fear of the influence of children‘s books on the easily susceptible is the underlying element in censorship in the public and school libraries. parents, find reasons to want books banned from libraries. the censorship for the ―good of society‖ approach is identified by lester asheim as a means of ―authoritarian control‖ in his essay ―not censorship, but selection‖ which appeared in the wilson library bulletin in 1953, and has since been placed on the ala website.7 within the academy, notes charlene c. cain, ―the experience of censorship by academic libraries is different from that of public and school libraries….‖ cain goes on to cite the protections provided by the intellectual freedom principles of the american library association as well as the standards for academic freedom adopted by the american association of university professors.8 decisions over selection, however, are not always easy to make. asheim highlighted the subtle differences between selection and censorship in his essay ―not censorship but selection.‖ 9 asheim demonstrated three elements of censorship using george bernard shaw‘s work, ulysses. the first where law prevented the importation of ulysses, i.e., the work was banned by law; the second, where the librarian refuses to circulate the work; and the third instance, where a work ―is banned from an entire community by the extra-legal pressure of a small segment of the community.‖ 10 as asheim notes, ―it is the scope of the ban which distinguishes the second and third instances: the librarian controls only the content of his own education libraries, volume 33, number 2, winter 2010 20 institution; the pressure group attempts to control the content of all institutions, whether under their jurisdiction or not.‖ 11 the distinction, for asheim lies in the approaches taken by the individuals wishing to ban a book and the librarian who wishes to select a book. the censor looks for the negative attributes of a work – its ideas, weaknesses, and possibilities for misinterpretation. the librarian, on the other hand, looks at the positive elements of a work – its values, its strengths, its virtues which will overshadow its minor faults. the positive approach of the selector asks what ―the reaction of a rational, intelligent adult would be to the content of a work,‖ whereas the censor ―fears the results on the weak, the warped, and the irrational.‖ 12 asheim addresses the distinction between censorship and selection by saying that librarians select titles in terms of ―standards,‖ but that ―some of our standards are sufficiently subjective, sufficiently vague, and sufficiently imprecise to serve the uses of the censors as well as of the selectors.‖ 13 the standards articulated by asheim include the intent of the author, the literary excellence of the work, and the presumed effect upon the reader. all of these standards, asheim argues, contain a subjective element imposed by either the censor or the selector. ―if we have almost no evidence that books are harmful, we have less that they are not, and it is quite understandable that those who favor censorship should advocate wariness against materials which may be harmful.‖ 14 devinney analyzes the history of academic freedom in regards to academic libraries and quotes from the ala policy statement ―tenure in libraries‖ that ―librarians claimed for themselves intellectual freedom, and defined it as the ‗freedom to develop, maintain, and improve library service…freedom in the selection of books, in the presentation of materials on all sides of controversial materials questions, and in the dissemination of information on all subjects…‘‖ 15 later revisions of the policy statement focus more specifically on procedural and policy issues to align with the standards on academic freedom and process developed by the american association of university professors.16 the addition of children‘s and young adult literature to academic library collections has been reflected in the literature by authors such as elaine gass hirsch,17,18 and mark t. bay. 19 hirsch noted the appeal of the literature as ―encompassing college students and adults who are not studying it as part of their academic pursuits. while most students and faculty in a college‘s education and library science programs understand the role of children‘s literature in literacy development and the importance of integrating literature into the lives of children… many other clientele of academic libraries… could enjoy and benefit from it.‖20 bay noted that librarians in institutions with colleges or schools of education are ―frequently charged with maintaining and developing collections of children‘s literature.‖ 21 the influence of intellectual freedom has served to protect academic libraries from parents and members of the public protesting the inclusion of specific works. the basis of intellectual freedom can be found in the first amendment to the u.s. constitution, which reads ―congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.‖ 22 however, as noted in the 5th edition of the american library association‘s intellectual education libraries, volume 33, number 2, winter 2010 21 freedom manual, ―… in academic libraries, as in all others, the greatest dangers to intellectual freedom are internal rather than external.‖ 23 these ―internal‖ dangers are primarily reflected in selection decisions. academic library selection of children and young adult literature to examine selection patterns by academic libraries, an examination of the top ten most challenged books of 2007 was conducted. using oclc‘s worldcat, an analysis was conducted examining library holdings of the books cited in the 2007 list within the united states. the analysis included the holdings of public and school libraries and academic libraries for institutions that offering a bachelor‘s degree or higher. while recognizing that not all public and school libraries include their holdings in worldcat, the importance of the database to academic libraries allows for a reasonably accurate analysis of academic library holdings. in looking at the list of challenged books for 2007, of note are the original publication dates of the works, which range from 1884 (the adventures of huckleberry finn) to 2005 (and tango makes three). the average number of years between original publication and the work appearing on the 2007 challenged books list is fifteen years. 24 because of the length of time that huckleberry finn has been in print, a decision was made to include only those editions which were held by a minimum of 100 libraries. for all works, the count was limited to editions in the english language only. the 2007 bowker annual lists 17,046 public libraries within the united states, and 2,591 university and college libraries.25 for the purposes of this project, world cat records for the 2007 top ten challenged books were examined. the analysis consisted of examining the total number of libraries which had holdings for a particular record, then counting the number of academic libraries which held a copy of that specific work. for this exercise, academic libraries were defined as four-year colleges and universities, both public and private. community and junior colleges were not included, though a number of libraries in such categories did hold copies of the works in question. to determine the proportion of holdings, an examination was conducted of the 58th edition of american library directory.26 this edition of the library directory listed 9,734 public libraries (excluding branch libraries) in the united states, and 2,573 academic libraries at fouryear schools. the total number of all libraries within the united states, including branch libraries, medical, law, government, special, and armed forces libraries came to 30,416.27 breaking this number out by region, the northeast has the most libraries (7,662), followed by the midwest (6,747), the west (3,138), the southeast (2,936) and the southwest (2,436) for a total of 22,919 unique libraries, excluding branches. table 1 provides a census by region of the libraries found in the 2005-2006 edition of american library directory. education libraries, volume 33, number 2, winter 2010 22 table 1 number of libraries by type and region region # public libraries # academic libraries total libraries* midwest 3,640 490 6,747 northeast 2,809 549 7,662 southeast 1,172 344 2,936 southwest 1,151 194 2,436 west 918 223 3,138 total 9,690 1,800 22,919 * the total includes all libraries, including government, business, and special. the totals for each title were listed by state. the states were then organized by geographic region, according to the geographic descriptors provided by olsgaard and olsgaard.28 table 2 indicates the number of libraries and the percentages of academic libraries holding a copy of a title broken out by region. it should be noted that the table includes a column for ―total held by all libraries.‖ this total includes predominantly public and academic libraries, although some special libraries are included in these totals. table 2 challenged book holdings by title and region book title region total held by all libraries academic libraries held % held by academic libraries and tango makes three midwest 242 6 2.47% northeast 92 1 1.08% southeast 132 9 6.81% southwest 25 0 0.00% west 97 1 1.03% total 588 17 2.89% the chocolate war midwest 1,051 271 18.05% northeast 598 164 27.42% southeast 539 169 31.35% southwest 257 89 34.63% west 544 105 19.30% total 3,439 798 23.20% olive’s ocean midwest 1,941 378 19.47% northeast 642 274 42.67% education libraries, volume 33, number 2, winter 2010 23 southeast 705 213 30.21% southwest 356 131 36.79% west 930 158 16.98% total 4,574 1,154 25.23% the golden compass midwest 2,196 246 11.20% northeast 786 277 28.88% southeast 808 186 23.01% southwest 376 111 29.52% west 967 130 13.44% total 5,133 900 17.53% the adventures of huckleberry finn midwest 8,392 2,202 26.23% northeast 5,259 2,215 42.11% southeast 3,860 1,551 40.18% southwest 2,256 998 44.23% west 3,141 1,129 35.94% total 22,908 8,905 38.87% the color purple midwest 3,020 648 21.45% northeast 1,719 682 39.67% southeast 1,805 562 31.13% southwest 716 279 38.96% west 1,460 303 20.75% total 8,720 2,474 28.37% ttyl midwest 648 28 4.32% northeast 208 17 8.17% southeast 224 18 8.03% southwest 98 11 11.22% west 300 9 3.00% total 1,478 83 5.62% i know why the caged bird sings midwest 1,641 392 23.88% northeast 941 414 43.99% southeast 838 294 35.08% southwest 368 167 45.38% west 670 175 26.11% education libraries, volume 33, number 2, winter 2010 24 total 4,448 1,432 32.19% it’s perfectly normal midwest 784 151 23.07% northeast 347 121 34.87% southeast 367 87 23.70% southwest 188 57 30.31% west 429 75 17.48% total 2,119 488 23.09% the perks of being a wallflower midwest 776 79 10.18% northeast 272 74 27.20% southeast 252 63 25.00% southwest 157 35 22.29% west 363 37 10.19% total 1,820 288 15.82% total (all regions) 55,227 16,539 29.94% analyzing the results by region, a measure was taken of the percentage of academic libraries which held the titles in question. for the top ten challenged books of 2007, the percentage of academic libraries holding the titles are as follows: adventures of huckleberry finn was first with 38.87% all of the regions reporting; i know why the caged bird sings was second with 32.19%, the color purple was in third place with 28.37%; olive’s ocean was in fourth place 25.23%; the chocolate war was fifth, with 23.20% of the copies held by academic libraries; it’s perfectly normal was sixth, with 23.09%; the golden compass was seventh, with 17.53%; the perks of being a wallflower was eighth, with 15.82% held by academic libraries; ttyl was ninth, with 5.62% held by academic libraries; finally, and tango makes three was tenth, with 2.89% of the academic libraries holding a copy of the book. overall, 29.94% of the libraries holding copies of the challenged books for 2007 were held by four-year college and university libraries, even though these libraries comprise only 7.85% of the total population sample. the totals of the challenged books held by academic libraries as a percentage of all libraries by region (excluding branch and departmental libraries) are shown in table 3. in comparing holdings amongst the regions by combining all ten of the challenged titles, it appears that academic libraries in the southwest do a better job percentage wise of acquiring challenged books. in the southwest, 39.14% of the holdings in challenged books were by academic libraries, followed by 39.01% for the northeast, 33.07% for the southeast, 23.84% for the west, and 21.30% for the midwest. the southwest, however, also has the smallest number of libraries holding a title on the 2007 challenged book list, with 4,797 libraries holding copies. this is only 8.76% of the total libraries. conversely, the midwest has the largest percentage of total education libraries, volume 33, number 2, winter 2010 25 libraries, with 37.72% of the total. of the total number of academic libraries holding challenged books, the midwest has the highest percentage of the regions with 27.87%, followed by the northeast with 26.84%, the southeast with 19.96%, the west, with 13.44%, and the southwest with 11.89%. table 3 challenged books held by libraries by region challenged books held by region total challenged books held by all libraries percentage held by libraries by region total challenged books held by academic libraries total percentage books held by academic libraries percentage of books held by academic libraries by region midwest 20,655 37.72% 4,401 21.30% 27.87% northeast 10,864 19.84% 4,239 39.01% 26.84% southeast 9,530 17.40% 3,152 33.07% 19.96% southwest 4,797 8.76% 1,878 39.14% 11.89% west 8,901 16.25% 2,122 23.84% 13.44% total 54,747 99.97% 15,792 28.84% 100% curricular influences appear to play a significant role in the selection of materials by academic libraries. to determine curricular influence, a random sample of the 15,792 academic institutions was conducted. a total of 430 institutions were selected (see appendix a for a list of the institutions examined). the websites and course catalogs of these institutions were examined to determine whether there were teacher education programs being taught at the institution and if there were courses being taught on children‘s literature. the course could be taught outside of the school or department of education. the results of the survey indicated that 87.2% (375) of the colleges and universities examined had a school, college, or department of education and 12.79% (55) did not. additionally, the course descriptions at these institutions indicated that a course on children‘s or adolescent literature, reading, and/or literacy was taught at 86.28% (371) of the institutions. in the course catalog descriptions, children‘s or adolescent literature was specifically mentioned. applying these percentages to the total number of academic institutions equates to 13,625 having teacher education infrastructures and coursework utilizing children‘s literature. in terms of the top ten states with libraries (public, private, and special) holding copies of challenged books, the rankings are as follows: 1. new york 777 2. illinois 641 3. texas 568 4. iowa 532 5. pennsylvania 518 6. michigan 501 7. wisconsin 392 8. massachusetts 370 9. kansas 320 10. new jersey 310 education libraries, volume 33, number 2, winter 2010 26 the top ten states with academic library holdings for challenged books are: 1. new york 140 2. pennsylvania 121 3. california 97 4. texas 83 5. ohio 79 6. illinois 74 7. massachusetts 65 8. michigan 62 9. maine 62 10. florida 62 geographic influences does geographic location have an influence on the probability of selection of challenged titles? if so, what figures influence regional selection? in considering the influence of geographic region, an examination was undertaken as to influences such as median household income and literacy / reading skills by region, using the digest for education statistics, 2007. 29 in examining the data, we see inconsistencies in the correlation between median household income and reading scores of children at the 8th grade level. table 4 provides the data broken out by region. table 4 median household income and reading scores of 8 th grade students region median household income average reading scores for 8 th graders in public schools midwest $47,405 266.41 northeast $53,935 265.33 southeast $42,425 259.66 southwest $40,229 255.42 west $51,214 260.63 average total $47,042 261.49 notably, the midwest, with the third highest median household income, has the highest average reading scores. thus, an inconsistent correlation between median income and reading scores exists. in terms of median income, regional rankings are northeast, west, midwest, southeast, and southwest, while the average reading scores are midwest first, followed by the northeast, west, southeast, and southwest. in considering the data, we recognize that the largest metropolitan areas (boston, new york, philadelphia, los angeles, san francisco, and seattle) with more diversified revenue streams are located primarily in the northeast and west coast. the midwest, with median income slightly above the average, lacks, with the exception of chicago, major urban / industrial centers. the average reading scores, however, reflect the continuing influence of european immigrants to the region. the swedish, norwegian, german, and other immigrant groups influenced the region in the importance and value of education. the southeast and southwest, both primarily rural areas with lower median incomes, historically have been impacted by a lack of education libraries, volume 33, number 2, winter 2010 27 value assigned to education, as well as by the impact of the new wave of immigrants entering the country through mexico. the influence of income and reading can also be seen in the data when one examines the total number of libraries holding challenged books. for 2007, the total number of libraries holding challenged books was highest in the midwest, followed by the northeast, southeast, west, and southwest. to focus upon academic libraries and their holdings, an examination of the nces academic library comparison database was undertaken, examining library reports on expenditures on print materials (books and serial backfiles), total library expenditures, full-time equivalent enrollment. retrieving this data for the academic libraries included in the sample, medians were calculated by region. table 5 provides data on academic library expenditures and median challenged book holdings per expenditure. since there is an observed inconsistency of correlation between median income and reading scores, an analysis was undertaken of median library expenditures as reported in the nces data for 2008.30 table 6 shows the median book expenditures, the median total library expenditures, and the median fte for colleges and universities by region. table 5 percentage of median challenged books per academic library book and total expenditures region median book expenditures median total library expenditures median # challenged books held academic libraries % median challenged books / median academic library book expenditures % median challenged books / median academic library expenditures midwest $97,416 $874,208 4,401 0.045 0.0050 northeast $155,198 $1,890,505 4,239 0.027 0.0022 southeast $136,634 $1,168,533 3,152 0.023 0.0026 southwest $163,467 $1,754,820 1,878 0.011 0.0010 west $300,028 $3,150,038 2,122 0.007 0.0006 median all regions $155,198 $1,754,820 3,152 0.020 0.0203 as table 5 indicates, the region with the lowest median book expenditures (midwest) and the lowest median total library expenditures (midwest) have the highest percentage median of challenged books based upon both median book expenditures and total library expenditures. in short, one finds challenged books are more likely to be available in the midwest region, even though the region has a paucity of large, well-funded academic institutions compared to the northeast and western regions. this statement holds true even when looking at availability in comparison with institutional full-time equivalent enrollment, as can be seen in table 6. education libraries, volume 33, number 2, winter 2010 28 table 6 median challenged book holdings by academic libraries per fte region median fte enrollment median # challenged books held academic libraries % median # challenged books held by academic libraries / fte midwest 2,306 4,401 1.908 northeast 3,757 4,239 1.128 southeast 3,204 3,152 0.983 southwest 5,456 1,878 0.344 west 7,109 2,122 0.298 median all regions 3,758 3,152 0.838 table 6 shows that academic libraries in the midwest region hold 1.908 challenged books per fte enrollment, compared to 1.128 for the northeast, 0.983 for the southeast, 0.344 for the southwest, and 0.298 for the west. the midwest, conversely, has the lowest median fte‘s among the regions. the midwest, a region with the third highest median income and highest average reading scores conversely has the lowest median expenditures by academic libraries for books and the lowest total library expenditures of the five regions. political influences the issue of intellectual freedom and censorship is essentially a moral issue. likely, then, we can make some assumptions using the red-state / blue-state determinations from the 2004 presidential election. red sates have been identified as those who voted for president bush, blue for those who voted for john kerry – in other words, red is associated with the republican party, blue with the democratic party. each party has developed regional strongholds, the northeast and pacific coast for the democrats while republican strength is focused upon the south and mountains/plains. according to norman and merle black, it is the midwest that serves as the nation‘s swing region in national elections.31 the republican party has long been associated with conservative issues and, especially after the 1960s, the democrats have been associated increasingly with liberal issues. ―conservative republicans and liberal democratsas politicians, financial contributors, activists, and voters – are … the driving forces in american politics‖ according to the blacks.32 the blacks describe the liberal wing of the democratic party as being made up of ―white liberals plus minorities‖ and assert that those identifying themselves as ―liberal‖ comprise 63 per cent of all democrats. for republicans, those who identify themselves as conservative (both white and minorities) equal 66 percent of the party.33 as nivoli and brady discuss, the issues of polarization can focus upon both moral and economic issues, using the antebellum debates over slavery as an example. today issues such as abortion, women‘s rights, gay marriage, and school prayer have taken the forefront. for moral issues, the arguments at the party level may agree upon the ―right‖ outcome, but disagree on how to achieve that outcome.34 education libraries, volume 33, number 2, winter 2010 29 given these descriptions – what are the geographic implications regarding academic libraries acquiring challenged books? using olsgaard‘s regional definitions, table 5 indicates by region the number of states in the 2004 presidential election who voted republican (conservative) or democratic (liberal).35 table 7 conservative versus liberal voting in the 2004 presidential election region (# of states & d.c.) 2004 presidential vote (conservative) 2004 presidential vote (liberal) midwest (12) 8 4 northeast (12) 0 12 southeast (9) 9 0 southwest (7) 7 0 west (11) 7 4 total 31 20 in some instances, the data in table 5 supports the determination by the blacks that the northeast is strongly supportive on liberal issues, while the southeast (and southwest) are strongly supportive of conservative issues. the midwest indeed served as a ―swing‖ region in 2004, with 8 of the 12 states voting conservatively and 4 liberally. does the conservative / liberal label influence individuals to challenge library materials? a map prepared on book bans and challenges, using data available from the american library association and the kid‘s right to read foundation indicates that for the period of 2007 to 2009, a total of 120 challenges to library materials were documented.36 breaking these down by region, the midwest had 36 challenges, the southeast 29, the northeast 22, the west 20, and the southwest 13. by individual states, new york had the most challenges, with 9, followed by florida with 7 and california, illinois, michigan, north carolina, oregon, texas, and virginia with 6 challenges each. while most challenges are never reported, it seems reasonable that the number of challenges are associated with the number of challenged books held, the cultural affinity of the region (i.e., are voters / library users ―conservative‖ or ―liberal‖), and the importance placed on reading and literacy. a difficulty in making clear connections with the black‘s thesis is that the olsgaard divisions are inconsistent with current regional definitions. as an example, mississippi and louisiana are included by olsgaard in the southwest, and mountain states such as colorado, montana, utah, and wyoming are included in the west. conclusion academic libraries provide significant support for intellectual freedom and access to challenged books. in reviewing the top ten challenged titles for 2007, eight of the challenged titles are identified in books-inprint on-line as being for a juvenile audience. this includes twain‘s adventures of huckleberry finn. in examining the lowest price listed in books-in-print for the titles, multiplied by the number of academic libraries holding the title, academic libraries would have spent a minimum of $64,562.80 on acquiring the ten challenged books. while the titles easily lend themselves to degree programs in early childhood education libraries, volume 33, number 2, winter 2010 30 education, not all of the academic libraries with those titles have such programs. the acquisition of challenged books lends support not only to education, but also to sociology, political science, psychology as well as literature in general. for those institutions serving older students, the availability of the challenged books for leisure reading is an element of consideration. as noted by strothmann and van fleet, ―leisure reading correlates strongly with student achievement both in the short term as well as long term success and civic participation.‖ 37 the acquisition of challenged books by academic libraries reinforces the concepts of intellectual freedom by supporting the mission of higher education to promote individual enrichment and community engagement.38 we are left asking whether approximately 30% of academic libraries holding copies of these challenged books is a good thing. should we not be more aggressive in acquiring such titles? do the issues of academic and intellectual freedom which resound throughout the academy call us to protect those freedoms by acquiring challenged works, particularly when public libraries are so susceptible to pressure to remove such works? decisions by libraries to allow participate in berman‘s ―dirty little secret‖ of choosing not to select whole categories or genres of materials despite public interest and the need to reflect the broad categories of human belief and activity, limits access to ideas and opinions as well as speech itself.39 we need to know more. a place to start could be by examining the curricula of educational institutions served by academic libraries holding challenged works in order to determine whether a primary focus in acquiring the works is specifically curricular, or whether broader issues pertaining to academic freedom might be in play. additionally, we need to better understand the ties between moral and economic issues, particularly in our geographic regions, if we are to truly understand the influences leading to the acquisitions of these types of materials, as well as to potential challenges to those items. as a profession, we need to better understand the challenges that all libraries face when library materials are objected to. education libraries, volume 33, number 2, winter 2010 31 appendix a sampled institutions abilene christian university tx adams state college co alabama a & m university alcorn state university ms american university dc amherst college ma angelo state university tx anna maria college ma arcadia university pa arkansas state university jonesboro asbury college ky ashland university assumption college ma auburn university montgomery augsburg college mn augustana college il augustana college sd austin college tx ave maria university fl avila university babson college ball state university in baptist bible college mo baptist college of florida barber-scotia college nc barry university fl barton college nc bay path college ma baylor university tx bellarmine university bellevue university belmont university tn beloit college wi berea college ky bethany college ks bethany lutheran college mn bethel university mn birmingham southern college blackburn college il boston college ma boston university ma bradley university il brescia university brigham young university hawaii brigham young university ut bryan college tn buffalo state college ny cabrini college pa cal poly pomona cal state university bakersfield cal state university chico cal state university fresno cal state university monterey bay cal state university sacramento cal state university san bernardino cal state university stanislaus caldwell college nj campbell university nc cardinal stritch university wi carleton college mn castelton state college vt central state university oh charter college christian brothers university tn city college cuny claremont college ca coe college ia coker college sc colby college me college of charleston sc college of mount st. vincent ny college of st benedict mn college of st rose ny college of st thomas more tx college of the atlantic me college of the holy cross ma college of the south west nm columbia college mo columbia college sc columbia union college (aka washington adv. un.) converse college covenant college crichton college tn cumberland university tn dalton state college ga dana college ne david n myers college delaware state university depaul university il devry university pomona devry university south florida dickinson college pa dickinson state university nd dillard university la dixie state college ut dominican university il donnelly college duke university nc duquense university pa eastern connecticut state university eastern illinois university eckerd college fl edgewood college wi edward waters college fl elizabethtown college pa emmaus bible college ia fairmont state college wv fisk university fitchburg state college ma florida institute of technology florida international university florida memorial university florida southern college fordham university ny fort lewis college co francis marion university sc franklin w olin college of engineering ma fresno pacific university ca gardner-webb university nc george fox university or georgetown college ky georgia gwinnett college ga goddard college vt education libraries, volume 33, number 2, winter 2010 32 governor's state university il grace college in grand valley state university mi great basin college nv hardin-simmons university tx harris stowe state college mo haverford college pa heidelberg college oh henderson university ar hiram college oh hodges university fl hood college md hunter college ny immaculata university pa indiana university columbus indiana university kokomo indiana university northwest indiana university purdue university indianapolis indiana university southeast iona college ny ithaca college ny jacksonville state university jacksonville university jamestown college nd keene state college nh kendall college il kennesaw state university ga knox college il lake forest college il lamar university tx lambuth university tn lander university sc lebanon valley college pa lock haven university pa long island university cw post long island university southampton loras college ia louisiana college loyola marymount university ca lynchburg college va lyon college ar manhattan college ny marantha college mn marlboro college vt mary baldwin college va marylhurst university or marymount university va mayville state university nd mcdaniel college md mckendree university il mcpherson college ks medgar evers college ny mercy college ny miami dade college fl miami university oh midway college ky midwestern state university tx mills college ca misericordia university pa mississippi university for women missouri university of science & technology monroe college ny montana state university bozeman montclair state university nj morehead state university ky morningside college ia mount holyoke college ma mount ida college ma mount union college oh mount vernon nazarene university oh national louis university il nazareth college ny new mexico highlands university new mexico institute of mining & technology new school university ny new york institute of technology niagara university ny north carolina a&t state university north carolina state university north carolina wesleyan college north central college il northeastern university ma northern kentucky university northern michigan university mi northland college wi northwood university fl northwood university mi notre dame college oh nyack college ny oberlin college oh oglala lakota college sd ohio christian university ohio dominican university ohio valley college oklahoma christian university olivet college mi olivet nazarene university il otis college of art & design ca pacific union college ca paul smiths college ny peace college nc pennsylvania state university pepperdine university ca polytechnic university ny portland state university or post university ct purdue university calumet queens university of charlotte nc rice university tx roanoke college va roger williams university ri rollins college fl rosemont college pa rowan university nj rust college ms rutgers university nj saint ambrose university ia saint anselm college nh saint bonaventure university ny saint cloud state university mn saint edward's university tx saint john‘s college nm saint joseph's college me saint joseph's university pa saint lawrence university ny saint mary's college ca saint mary's college in saint mary's university mn saint norbert college wi saint olaf college mn saint peter's college nj salem college nc salisbury state university md san diego state university san francisco state university education libraries, volume 33, number 2, winter 2010 33 santa clara university ca savannah state university shawnee state university oh shippensburg university pa siena college ny silver lake college wi simpson college ia slippery rock university pa sonoma state university ca south carolina state university south dakota school of mines & technology southeastern bible college al southeastern louisiana university southern adventist university tn southern arkansas university southern connecticut state university southern illinois university southern illinois university at edwardsville southern new hampshire university nh southern poly state university ga southern virginia university southern wesleyan university southwestern college az southwestern university tx stephens college mo stony brook university ny suny alfred suny canton suny college at cortland suny fredonia suny institute of technology utica suny old westbury suny plattsburgh susquehanna university pa talladega college al tennessee temple university texas a&m kingsville texas a&m university texas a&m university commerce texas a&m university corpus christi texas christian university texas state university san marcos texas tech university texas wesleyan university texas woman's university tiffin university oh trevecca nazarene university tn trinity university dc truman state university mo tufts university ma tuskegee university al union college ky union college ne union college ny union university tn university college of bangor university of akron oh university of alabama birmingham university of alaska anchorage university of arkansas fort smith university of baltimore university of bridgeport ct university of california berkeley university of california davis university of california los angeles university of california merced university of california san diego university of california santa barbara university of california santa cruz university of colorado at boulder university of colorado at colorado springs university of colorado at denver university of connecticut university of connecticut hartford university of dallas tx university of dayton oh university of delaware university of florida university of hartford ct university of hawaii at hilo university of houston clear lake university of houston downtown university of houston tx university of houston victoria university of kansas university of la verne ca university of maine presque isle university of mary nd university of maryland eastern shore university of massachusetts boston university of michigan dearborn university of michigan flint university of missouri columbia university of missouri kansas city university of missouri st. louis university of montevallo university of nebraska kearney university of new england me university of new hampshire university of new hampshire manchester university of new haven university of new mexico university of north carolina asheville university of north carolina charlotte university of north carolina greensboro university of north carolina wilmington university of north dakota university of oklahoma university of pittsburgh pa university of portland or university of rio grande oh university of saint francis in university of san diego university of sioux falls sd university of southern maine lewiston university of southern mississippi university of southern mississippi regional university of st francis il university of st mary of the lake university of tampa university of tennessee at martin university of texas arlington university of texas at tyler university of texas brownsville university of texas san antonio university of the district of columbia university of the pacific ca university of the sciences in philadelphia university of the south tn university of utah university of washington university of west alabama university of west florida university of wisconsin madison university of wisconsin oshkosh university of wisconsin whitewater upper iowa university education libraries, volume 33, number 2, winter 2010 34 valley city state university nd vassar college ny vincennes university in virginia commonwealth university virginia military institute virginia tech va viterbo university wi walsh university oh wartburg college ia washington state university vancouver washington university mo wayland baptist college tx wayne state college ne wayne state university mi waynesburg university pa weber state university ut wentworth inst of technology ma wesley college de west chester university pa west texas a&m university western connecticut state university western illinois university westfield state college ma westminster college mo westmont college ca whitman college wa widener university, delaware wilkes university pa williams baptist college ar wilmington university de winston-salem state university nc winthrop university sc wisconsin lutheran college woodbury university ca yale university ct endnotes 1 american library association. banned books week. what was the most challenged book of 2007? available at: http://www.lita.org/ala/pressreleases2008/may2008/penguin.cf m. accessed july 14, 2008, 2 in september of 2006, vol. lv, no. 5, it was reported that the library of the university of the incarnate word, a private catholic university in san antonio, texas, was reinstating its subscription to the new york times. the subscription had been ordered cancelled by the dean of library services who objected to the times reporting on a secret government program to monitor international banking transactions. accessed july 13, 2008. url: https://members.ala.org/nif/v55n5/success_stories.html#sanant onio 3 macleod, ann scott. american childhood: essays on children‘s literature of the nineteenth and twentieth centuries. athens, ga : university of georgia press, 1994. p. 174 4 ibid, p. 176. 5 ibid, p. 176-177. 6 ibid, p. 185, 7 asheim, lester. ―not censorship but selection.‖ wilson library bulletin 28 (september 1953) p. 6. available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 8 cain, charlene c. ―intellectual freedom in academic libraries.‖ louisiana libraries 68(3) 2006; p. 29. 9 asheim, lester. ―not censorship but selection.‖ wilson library bulletin 28 (september 1953) p. 6. available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 10 ibid; available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 11ibid; available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 12 ibid; available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 13asheim, lester. ―not censorship but selection.‖ wilson library bulletin 28 (september 1953) p. 6. available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 14ibid; available at: http://www.ala.org/ala/oif/basics/notcensorship.cfm. accessed june 30th, 2008. 15devinney, gemma. ―academic librarians and academic freedom in the united states.‖ libri 36 (march 1986) p. 30; and ―tenure in libraries‖ ala bulletin 40 (november 1946) ;. 451 (see reference 39). 16see ―a guideline for the appointment, promotion, and tenure of academic librarians: approved at ala annual conference, june 2005.‖ college & research libraries news 66 (9) 2005; pp. 668-676. 17hirsch, elaine gass. ―you have kids‘ books?!‖ promoting children‘s literature in an academic library.‖ education libraries: children’s resources, 31(3) spring, 2008; pp. 1316. http://www.lita.org/ala/pressreleases2008/may2008/penguin.cfm http://www.lita.org/ala/pressreleases2008/may2008/penguin.cfm https://members.ala.org/nif/v55n5/success_stories.html#sanantonio https://members.ala.org/nif/v55n5/success_stories.html#sanantonio http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm http://www.ala.org/ala/oif/basics/notcensorship.cfm education libraries, volume 33, number 2, winter 2010 35 18hirsch, elaine gass. ―on becoming a children‘s literature librarian in an academic library.‖ ola quarterly 12(2) 2006; pp. 2-3. 19bay, mark t. ―selecting children‘s literature for academic librarians: tips from the trenches.‖ behavioral & social sciences librarian 19(2) 2001; pp. 1-6. 20hirsch, elaine gass. ―you have kids‘ books?!‖ promoting children‘s literature in an academic library.‖ education libraries: children’s resources, 31(3) spring, 2008; p 13. 21bay, mark t. ―selecting children‘s literature for academic librarians: tips from the trenches.‖ behavioral & social sciences librarian 19(2) 2001; p. 2. 22vile, john r. encyclopedia of constitutional amendments, proposed amendments, and amending issues, 1789-2002. 2nd edition. santa barbara, ca: abc-clio, 2003. pp. 532-533. 23american library association. office of intellectual freedom. intellectual freedom manual 5th edition. chicago : american library association, 1996; p. 283. 24original publication dates for the titles are: the adventures of huckleberry finn (1884); and tango makes three (2005); the chocolate war (1985); the color purple (1982); the golden compass (1995); i know why the caged bird sings (1969); it‘s perfectly normal (1994); olive‘s ocean (2003); the perks of being a wallflower (1999); and ttyl (2004); 25―number of libraries in the united states and canada‖ the bowker annual 2007 52nd edition. medford, nj: information today, inc., 2007. p. 407. 26american library directory 58th edition, 2005-2006. medford, nj: information today, 2005; v. 1, p. xii. 27american library directory 58th edition, 2005-2006. medford, nj: information today, 2005; v. 1, pp. xii-xiii. 28 olsgaard, john n. and olsgaard, jane kinch. ―authorship in five library periodicals.‖ college & research libraries 41(1) (1980); p. 50. 29 department of education. institute of education sciences. digest of education statistics, 2007. available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008022. accessed december 18th, 2009. public library funding data from imls http://harvester.census.gov/imls/compare/peervariablenumeri c.asp 30united states department of education. national center for education statistics. compare academic libraries (2008 data). available at: http://nces.ed.gov/surveys/libraries/compare/index.asp?librar ytype=academic 31black, norman and black, merele. divided america: the ferocious power struggle in american politics. new york : simon & schuster, 2007; pp. 1. 32ibid; p. 2. 33ibid; p. 3. 34nivola, pietro s. and brady, david w. red and blue nation? : consequences and correction of america‘s polarized politics. stanford university : hoover institution on war, revolution & peace, 2008; pp. 127-148. 35gastner, m. t.; shalizi, c.r., and newman, michael j. ―maps and cartograms of the 2004 presidential election.‖ university of michigan, 2004. website available at: http://www-personal.umich.edu/~mejn/election/2004/. accessed january 6th, 2010. 36google maps. book bans and challenges, 2007-2009. available at: http://maps.google.com/maps/ms?ie=utf8&hl=en&oe=utf8 &source=embed&t=h&msa=0&msid=1123176173036797246 08.00047051ed493efec0bb8&ll=38.68551,96.503906&spn=32.757579,56.25&z=4. accessed january 7th, 2010. 37 strothmann, molly and van fleet, connie. ―books that inspire, books that offend.‖ reference & user services quarterly 49(2) (2009) p. 165. 38 ibid, p. 165. 39 berman, sanford. ―inside censorship.‖ progressive librarian 18 (2001); p. 49. rickey best, collection development librarian auburn university at montgomery library rbest@aum.edu http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008022 http://harvester.census.gov/imls/compare/peervariablenumeric.asp http://harvester.census.gov/imls/compare/peervariablenumeric.asp http://nces.ed.gov/surveys/libraries/compare/index.asp?librarytype=academic http://nces.ed.gov/surveys/libraries/compare/index.asp?librarytype=academic http://www-personal.umich.edu/~mejn/election/2004/ http://maps.google.com/maps/ms?ie=utf8&hl=en&oe=utf8&source=embed&t=h&msa=0&msid=112317617303679724608.00047051ed493efec0bb8&ll=38.68551,-96.503906&spn=32.757579,56.25&z=4 http://maps.google.com/maps/ms?ie=utf8&hl=en&oe=utf8&source=embed&t=h&msa=0&msid=112317617303679724608.00047051ed493efec0bb8&ll=38.68551,-96.503906&spn=32.757579,56.25&z=4 http://maps.google.com/maps/ms?ie=utf8&hl=en&oe=utf8&source=embed&t=h&msa=0&msid=112317617303679724608.00047051ed493efec0bb8&ll=38.68551,-96.503906&spn=32.757579,56.25&z=4 http://maps.google.com/maps/ms?ie=utf8&hl=en&oe=utf8&source=embed&t=h&msa=0&msid=112317617303679724608.00047051ed493efec0bb8&ll=38.68551,-96.503906&spn=32.757579,56.25&z=4 mailto:rbest@aum.edu microsoft word educationlibraries_ learningtech_formatted_final.docx education libraries, 41(2018) © education division, special library association research article learning technology leadership: a literature review and proposed agenda for investigating future school librarians’ experiences teralee elbasri 1 chesterfield county public library, virginia abstract: current school librarian standards highlight the need for school librarians to be technology leaders in their schools, and current research supports the ability of the school librarian to be a strong technology leader. however, there is a lack of research on how preservice schools are preparing their students to become these leaders. the following article proposes research that would examine current school librarian preparation program syllabi for technology leadership theories and concepts. the results of the proposed research will enable school librarian preparation program administrators and faculty to reflect on their curricula and prepare their students to be technology leaders. keywords: technology leadership, literature review, syllabi, content analysis, school librarian, curriculum introduction students without strong information technology (it) skills will be at a disadvantage. technology is needed for all aspects of life including academics, work, and personal use. this can come in the form of computer programs, basic technology skills, and a developed fluency with various technological devices, such as smartphones, tablets, laptops, desktops, e-readers, and more. students need to be able to utilize, as well as to create with technology and understand the applications of it based on academic, work, and personal needs, and when the use of these is appropriate. information technology is also related to information literacy and educational technology. how information is found, assessed, and used is all part of the process of students knowing how to find information through technology, deciding whether and if the information is credible, and how, when and where to use the information appropriately. children are often introduced to technology at a very young age, (findahl, 2013). children as young as, or sometimes younger than 3 or 4, use various electronic devices such as tablets, computers, and smartphones (ofcom, 2017) to differing degrees depending on age and availability of devices in the home. eventually children go to school and begin to use technology 1 teralee elbasri is a librarian at chesterfield county public library in virginia. she received her ba in english from kent state university in ohio, and her mlis with school media specialization from florida state university where she is currently a doctoral candidate in information studies. she has worked in public libraries for over 20 years and as a middle and high school reading teacher for two years. education libraries, 41(2018) © education division, special library association for structured educational purposes. and the school librarian becomes a part of how students use technology. school librarians provide support to students and teachers in the use of technology to meet different needs in the classroom, turning technology use into information technology use (american association of school librarians [aasl], 2016). it is for this reason that it is vital for school librarians to be prepared to meet the many needs of their students and the other teachers in their school, and to be able to support and lead it usage and change throughout the school, for different age levels, skill levels, and applications. while research supports the need and ability of school librarians to be it leaders (aasl, 2016), how pre-service educators aim to address this need with prospective school librarians is not clear. in this paper, i review relevant literature relating to professional school librarian preparation and technology leadership, as well as information and technology literacy, and then propose a research agenda that will enable researchers to find out what future school librarians are learning about technology leadership through pre-service curriculum by examining syllabi for content that includes technology leadership theory and concepts. the results of the proposed research will enable school librarian preparation program administrators and faculty to reflect on their curricula and help prepare their students to be technology leaders. literature review researchers have suggested that school librarians are well positioned to assume the role of technology leader (branch-mueller & degroot, 2011; everhart & dresang, 2006; hugheshassell & hanson-baldauf, 2008; johnston, 2012; mardis & everhart, 2014; mccracken, 2001; shannon, 2002; smith, 2010; vansickle, 2000). as information technology has become integral in most schools and a vital part of student learning and engagement, the school librarian has an increasingly important role to play in using, facilitating, and embedding this type of learning within the school library and in collaboration with teachers in the school to meet these it needs. the additional challenge of information literacy is also present, with an abundance of information available to students through access to technology, and a need to be able to sort fact from fiction for educational and personal use. current research covers how school librarians are educated pre-service, the importance of it for students, information literacy related to technology, as well as the need for school librarians to be both educational leaders in their school as well as technology leaders. the following literature review will cover these topics as well as indicate where a need for further research lies, and how this may be addressed. school librarian preparation there are several paths to school librarian preparation; requirements will vary from state to state (jesseman, page, & underwood, 2010). school librarian certification usually involves a combination of coursework toward or completion of a master’s in library and information science and a specialized teaching credential (aasl, 2016). in some states, one need only be a certified classroom educator (usually a classroom teacher) and take a test to qualify as a school librarian (american library association [ala], 2006). in other states, prospective school librarians need only obtain a specialty degree or certificate, generally with a focus on education education libraries, 41(2018) © education division, special library association (ala, 2006). in some circumstances educators with an associates or other educational degree have been placed in the library as the “librarian” though they would have no professional education in librarianship (ala, 2006). while some states do not require that a school librarian have a degree in library science, the most typical path to school librarianship occurs after having completed a master’s program, which is the focus of this proposed research. other paths to school librarianship are not affected by school librarian preparation program curriculum and guidelines and so are not addressed in the proposed research discussed here. foundations and development of technology leadership in the school library technology has become more common and accessible over the years and the school library has gradually transitioned from a book repository to an information and technology center (midland, 2008). as technology became a part of the library setting, standards were created that addressed how to integrate it into the library. the standard library organization and equipment for secondary schools standards were the first library standards to guide school librarians on integrating technology in their school by discussing the need for libraries to collect and use other resources other than books to include pictures, slides, and records (committee on library organization and equipment of the national education association and the north central association of colleges and secondary schools, 1920). in 1988, the standards were updated again as information power: guidelines for school library media programs, based on the core idea that to meet the needs of students, teachers, principals, and school librarians must partner and plan programs together. these guidelines also focused on the need for the school librarian to be a leader in these partnerships, as well as extend the teaching role of the school librarian as instructor in the school. several other standards revisions took place in the following years addressing technology in the library. more recently, information power was updated in 1998 with information literacy standards for student learning as well as a section on collaborating, leading, and incorporating technology for student achievement. these standards evolved into the standards for the 21st century learner (2007), which focused on the information and technology knowledge, skills, and dispositions that students should be taught in an effective library program. in 2009 aasl published empowering learners: guidelines for school library programs, a companion to the 2007 standards that included guidelines for preparing the school library program for the future and directives for school librarians to create goals, priorities, criteria, and principles to build a dynamic, technology-rich school library program. there is a long history of standards-based work for the school librarian, and its incorporation into school library preparation programs is vital in order for the school librarian to be fully educated on their importance and integration within their schools. current technology standards for school librarian programs to date, accredited school librarian preparation programs have been based on both the philosophy and mission of aasl’s 2009 empowering learners: guidelines for school library programs. these guidelines provide an outline for best practices in preparing school librarians for their roles. aasl has provided a set of standards for school librarianship preparation programs, the standards for initial preparation of school librarians (ala & aasl, 2010), education libraries, 41(2018) © education division, special library association which covers literacy and reading, information and knowledge, advocacy, leadership, teaching for learning, and program administration and management. of importance to the topic of technology leadership preparation are the following: standard 1, teaching for learning, are requirements for school librarians to be able to integrate the use of emerging technologies for effective instruction to support students’ conceptual understanding, critical thinking and creative processes. standard 3, information and knowledge, includes using current and emerging technologies to locate, analyze, evaluate, and use information to support research and learning and be able to communicate that learning in a digital society. standard 4, advocacy and leadership, develops the school librarian’s role as a leader because of their impact on student achievement throughout the school and the contributions made toward the school’s improvement and academic efforts (wine, 2016, p. 212). in november 2017, the american association of school librarians published the national school library standards for learners, school librarians, and school libraries. these new standards integrate and reframe the aasl standards for the 21st-century learner, standards in action, and empowering learners by emphasizing the importance of all of the stakeholders served by these documents (aasl, 2017). the concepts of “inquire, include, collaborate, curate, explore, and engage” within the standards form the shared foundations upon which the content of the standards is constructed. for school librarian educators and pre-service students, these standards set an agenda for updating school librarian preparation programs’ curricula; innovative and current preparation opportunities are the groundwork for preparing future school librarians to become technology leaders in their schools. for school librarians to achieve the status of it leader, they must learn how to do so effectively, and their preparation programs should provide them with a solid foundation (houston, 2012). this preparation should include preparing their students for understanding and effectively using current standards as well as providing students with a solid basis in theory and leadership concepts from which to draw. professional organizations acknowledge this needed role and recommend that the school librarian be an it leader and focus on it integration in instructional practice (international federation of library associations and services [ifla], 2015; international society for technology in education [iste], 2016). in order to achieve positive it-related outcomes for students, it leadership is vital (anderson & dexter, 2005). national board certification and technology leadership teachers and school librarians have the option of become national board certified (nbc), a separate process that takes place while practicing as a school librarian, and if they are successful they are considered highly qualified for their position. in more than half of the states in the united states, they receive pay raises as a result (national board for professional teaching standards, 2018a). the process is lengthy and standards based. teachers who are interested in becoming nbc must pass a written exam in the area they are attempting to certify in. additionally, they must complete a portfolio showing student work, the reasoning behind instructional choices, and proof of student academic growth and differentiation of learning. video recordings of active teaching and commentary on the recordings is also required, as well education libraries, 41(2018) © education division, special library association as a reflective component on instructive practices, collaboration with parents and other teachers, and student growth (national board for professional teaching standards, 2018b). the library media standards from the national board for professional teaching (2012, p. 31) define an accomplished school librarian as one who is a visionary leader in the school as well as within their profession and is defined as follows: visionary leadership requires sustained professional commitment, innovation, and thorough knowledge of opportunities and challenges facing the library media profession as well as providing consistent and visionary instructional leadership. everhart, mardis, and johnston (2011) looked at the practices of nationally board certified (nbc) school librarians and reported that respondents to a survey overwhelmingly indicated a comfort level with technology and stated that they used, shared, and helped create access to technology throughout the school. nbc teachers and librarians have demonstrated exemplary performance and teaching ability, but it is clear from this study that school librarians are more than able and prepared to take on this role of technology leader in their school. information technologies, leadership, and the school librarian information technology leaders are promoters, supporters, and users of it within their organizations. the role of it leader is one that the school librarian plays. additionally, professional organizations acknowledge this needed role and recommend that the school librarian be an it leader and focus on it integration in instructional practice (international federation of library associations and services [ifla], 2015; international society for technology in education [iste], 2016). a successful it leader is one who will model the use of it, create, and share a vision, reward teachers for integrating it, and share leadership within the organization (baylor & ritchie, 2002). in order to achieve positive it-related outcomes for students, it leadership is vital (anderson & dexter, 2005). within a school, the school librarian is poised to be the ideal it leader since it is in the school library where most of the it accessible to students is located (scholastic, 2016). it is in the school library where most the computers are, as well as other technology equipment to include spaces and devices and equipment that make up makerspaces (moorefield-lang, 2014). makerspaces are an important and perfect fit for libraries (goerner, 2015) where users can freely play with technologies, and hands on arts, crafts, and many other mediums to include wood, metal, jewelry and others, and allows users to be creative. the library as incubator project (2013) defines makerspace as “collaborative learning environments where people come together to share materials and learn new skills.” according to kurti, kurti & fleming (2014), “[t]he maker movement in education is built upon the foundation of constructionism, which is the philosophy of hands-on learning through building things” (p. 8). there are no set rules to a makerspace. essentially it can be any space with items that allow people to be creative with a variety of items. the school librarian is an information specialist and should be a valuable resource for teaching and using it at all levels (bush & jones, 2010). it is the school librarian who can play a critical role by focusing student experiences on authentic learning, information literacy, and a education libraries, 41(2018) © education division, special library association mastery of the curriculum through the use of technology as a resource and medium for learning (american association of school librarians [aasl], 2009). this is different than using technology as simply a tool through making technology a seamless part of the learning experience, inseparable from the lesson or curriculum. it integration moves technology use from a resource to an invaluable skill woven into the fabric of the curriculum. school librarians integrate it by infusing information literacy skills as well as it learning into many different learning experiences (loertscher, 2006). importance of technology leadership in contemporary schools a content analysis of technology leadership literature by mcleod and richardson (2011) found that the preparation of students to live in a technologically savvy way as well as to be globally competent citizens and employees requires a school leader who can lead technological and educational changes within the school. technology is now used daily in schools, the personal lives of students, and in the global workforce. it is therefore important that students be prepared to use this technology in appropriate ways. how technology is used is an important part of the equation as well. there has been a proliferation of political outcry about “fake news” and “alternative facts.” teaching students how to separate fact from fiction has become even more important as our communities and schools learn to wade through an abundance of information and decide what is trustworthy and not. more than ever, information literacy has become tied tightly to the technology upon which students and teachers rely to garner their educational information and sources. in 2016, the stanford history education group conducted a survey of over 7000 middle, high school, and college students and found that their ability to effectively evaluate information was “bleak” (p. 4). so, while students may feel comfortable with technological devices, they do not seem as able to use the devices to assess content and figure out what is credible (saunders, severyn, and caron, 2017). in the same study by saunders, severyn, and caron, the researchers found that even though school librarians and college librarians agreed on what is important for students to know regarding information literacy skills, that college students do not seem to be coming into college with the appropriate skill level needed (2017). some studies have shown that high school students are either not learning the information literacy skills they need, or not retaining them into college. at the southern utah university in the 2014-2015 school year, 1290 students took the required information literacy pre-test for a course they must take as freshmen. the average score for those incoming college freshman was 67%, not a strong indicator of the ability of students to assess information reliably (lanning & mallek, 2017). additionally, classroom teachers tend to rate their own information and technology literacy higher than testing scores indicate their actual ability is (dincer, 2018). this finding seems to point to a need for more leadership and skill building on the part of the school librarian in teaching their students and other teachers how to successfully use technology and merge that technology with the information literacy skills they will need. this technology leadership and instruction is vital in order for students to be successful beyond high school. studies like these seem to suggest a strong need for more information literacy instruction in schools. the national center for educational statistics (nces) reports on the number of computers in schools and how many schools have access to the internet between 1998 and 2008 that number grew exponentially. 5,621 public schools had computers in 1995 – 8% of those had education libraries, 41(2018) © education division, special library association access to the internet. in 2008, 15,434 public schools had computers and 98% had access to the internet (2016a). these statistics demonstrate the growing ubiquity of computer and internet usage in schools. additionally, online courses have become more common in public schools. in the 2002-2003 school year 36% of schools had students enrolled in online courses. during the 2009-2010 school year that number reached 55% (nces, 2016b). it is likely that number has jumped dramatically upwards since the last reported school year. these statistics point toward a growing trend of it use among students in public schools. the school librarian is poised to take a leading role in providing instruction and support in this growing area of learning. the school librarian can provide curriculum assistance, instructional support for students, and guidance in using new information technologies and in navigating new policies such as open access resources like the #goopen initiative currently taking place. #goopen is part of a movement to bring openly licensed educational resources to the public domain, and is defined by the department of education as “openly licensed educational resources such as teaching, learning, and research resources that reside in the public domain or have been released under a license that permits their free use, reuse, modification, and sharing with others. digital openly licensed resources can include complete online courses, modular digital textbooks as well as more granular resources such as images, videos, and assessment items” (department of education, 2018, n.p.). navigating new territories like #goopen fits well with the role of the school librarian as technology leader. exploring the many open resources available electronically and then sharing and training teachers, students, and administrators on how to utilize these resources in the classroom is an excellent way for school librarians to take the lead in promoting and using such it resources within their school. another recent trend is that makerspaces have become commonplace in many school libraries. makerspaces can be comprised of a variety of different activities, some technological and some not. in the school library however, all should provide some kind of learning experience and help to support the curriculum. during the latest reiteration, the maker movement was tied to science, technology, engineering, and mathematics (stem) activities. however, as the common core standards emerged, makerspaces became associated with a resurgence of interest in experiential, project-based approaches to learning. they can be linked with participatory learning, problem-solving environments, and inquiry-based learning, making them an excellent means to address the diverse needs of today's students along with standards for the 21st century learner (lamb, 2015). makerspaces can be tied to current standards in various ways and give the school librarian the opportunity to lead in this area of learning and to support learning with it, especially since the school library offers the ideal space to place makerspaces and the school librarian can also be a leader who provides structure, instruction, and guidance to students, teachers, and staff. school librarians can also use their leadership training to address the negative issues that technology may bring to their schools. there is the obvious need to learn to wade through the “truths” online that information literacy addresses, as well as the fact that technology is not just for fun and communication, but a tool to be used for learning– and that for it to be truly educational and useful in the curriculum, it should be used purposefully. simply having technology without a strong educational purpose integrated into the curriculum does not itself lead to better outcomes. knowing if and when technology should be used to meet an educational education libraries, 41(2018) © education division, special library association need is one aspect of technological leadership that school librarians can be a part of, if they understand the pedagogy and benefits as well as the drawbacks to its use in the classroom. school librarians and pre-service experience with it integration and use school librarians undoubtedly come into their pre-service programs with some experience using it and an understanding that it will be a part of their job once they are in a school library. the ability to use it to achieve student learning goals is another skill entirely. as brinkerhoff (2006) notes, while teachers and school librarians may have been taught lesson planning skills and models for infusing it into the curriculum, they may not have been taught how to effectively integrate it into instruction. preparing future school librarians and teachers for this role is an important factor that has been associated with the school librarian and teacher for using technology in the curriculum (franklin & bolick, 2007). for school librarians to be successful it leaders, learning and experience supporting this type of leadership must be in place. lawless and pellegrino (2007) noted that teachers might be able to accept and integrate it into their classrooms better if pre-service programs focused more on it skills and innovative techniques for using it in the classroom. this would seem to hold true for other educators such as the school librarian – particularly so since they have the ability to become technology leaders and bring their knowledge of it integration to other teachers in the school. an excellent, wellrounded pre-service program can help school librarians go into their first school library with a solid set of skills and knowledge on how to implement these skills. if teachers and school librarians are to integrate it effectively they must have technology-supported pedagogical knowledge and skills upon which to draw when planning for technology integration in their teaching (hughes, 2005). as branch-mueller and de groot (2011) found, when technology tools are taught in a supportive environment, school librarians embrace their potential use and tend to adopt them. with rapid technological change, including interactive and participatory technologies, school librarians must move into leadership roles to best serve students (everhart, mardis & johnston, 2011). it leaders must also learn to fit themselves into the leadership atmosphere of a particular school, thus school librarians should also learn how to recognize different leadership styles in order to relate to others in their schools. the council for accreditation of educator preparation (caep) is the accreditation body for over 600 colleges of education and has prepared a set of national teaching standards. one of these standards states that educators must prepare future teachers to focus on student learning through it applications which enhance learning as well as to incorporate it strategies for learning (iste, 2016). additionally, ala/aasl standards for pre-service education state five areas in which pre-service school librarians should be educated: teaching for learning, literacy and reading, information and knowledge, advocacy and leadership, and program management and administration (2010). each of these areas should be explicitly taught pre-service. while pre-service teachers and school librarians may be taught the skills to use various information technologies, software, and applications, the skill associated with using these does not automatically transfer over into an ability to use these in an effective manner with students by integrating them into lessons and curriculum planning. rather, it integration skills are not truly a technology issue, but a pedagogical one (duttdoner, allen, & corcoran, 2008). while accreditation and aasl standards are in place to guide school library preparation programs and education libraries, 41(2018) © education division, special library association school librarians, how explicitly they are taught in preparation schools and carried over into a school librarian’s first job would be useful to know in order to address gaps in pre-service education. a teacher or school librarian who may have expert it skills may not be an effective teacher if he or she does not have the ability to effectively utilize those skills with students’ learning. shannon (2008) conducted a study in which school librarians were asked to rate their satisfaction with their pre-service programs and how well-prepared they felt they were to take on leadership roles within their schools in a professional capacity. school librarians in this study did not rate preparation for leadership in their pre-service programs as high as most of the other program-related items in the survey. interestingly, when the author separated responses of respondents with previous teaching experience before graduation and those without, the graduates with teaching experience were more satisfied with their ability to integrate information literacy and technology skills into the curriculum than those without teaching experience. this finding might be due to the comfort levels of graduates with prior teaching experience in general, or it might indicate a lack of pre-service preparation for school librarians in regard to how to implement these skills in the classroom. in any case, it is clear from this finding that faculty should consider this when preparing pre-service school librarians for their future roles as it leaders. school librarians’ current use of it in a 2011 study, everhart, mardis and johnston found that school librarians felt confident in using and integrating technology with their students. however, the same study found that only 61% had full or substantial involvement in information dissemination about the use of technology in the school, 53% were disseminating information about technology advances, and only 35% stated that they were either fully or substantially involved in advocating for technology use in their school. while the level of confidence is reassuring, the fact that schools are not utilizing the school librarian as a technology resource is unfortunate when the school librarian is willing and capable of being an important and integral part of the integration of technology into the curriculum. this lack of inclusion of school librarians in the technology use in schools makes it difficult for school librarians to collaborate effectively with teachers in an effort to integrate it more fully into the curriculum for the benefit of student learning. emphasis on the role of school librarian as it leader in this regard is something which could and should be addressed preservice. when dotson & jones (2011) surveyed 149 school librarian graduates of a school in the southeast united states over a five-year period they found that less than 30% of respondents stated that they served on media and technology advisory boards or committees which would be a key indicator of a technology leader since these boards are so vital to current educational practices. these findings would seem to show the importance of developing leadership coursework and training for future school librarians and keeping school librarians as a vital and integral part of their schools and districts. faculty who prepare pre-service school librarians to use and integrate it in the classroom are also preparing the school librarian for best practices in their schools (reigeluth, 2003). if it is to enhance the curriculum it must be aligned with the curriculum, it cannot simply be added on or used as an afterthought (hew & brush, 2007). aasl’s empowering learners (2009) has an education libraries, 41(2018) © education division, special library association entire chapter devoted to the need for leadership of the school librarian in technology, education, and learning. because aasl is the national association for the school library profession, these guidelines should be part of every school library pre-service program serving as a guide to preparing future school librarians for excellent school library management and leadership roles within their schools. best practice should always be at the forefront of pre-service education as well as encouragement for continued life-long learning in pursuit of best practices throughout a school librarian’s career. research agenda while the previously research cited pertains to the importance of technology leadership and the existence of varied it use, research is lacking on what leadership concepts and theories are taught in pre-service programs. the proposed research will help to address this missing piece of research by exploring how school librarians are prepared in their programs for their role as technology leader. possible research questions as the analysis presented in this paper suggests, to further knowledge of school librarian technology leadership preparation, researchers may wish to investigate whether and how leadership theories and concepts are being taught in pre-service school library programs. to this end, i propose the following research questions: rq1: to what extent do school librarian preparation programs teach it leadership? rq2: what kinds of it leadership material, including theory, do school librarian preparation programs include? rq3: how are school librarian candidates enacting technology leadership in their preparation experiences? in support of these research opportunities, hanson-baldauf and hassell (2009) focused on the information and communication technology (ict) competencies of students in school library certification programs the findings indicated that while over 75% of those in school library programs stated that their coursework on technology-use and how to integrate it was effective, they expressed a need for a more hands-on learning experience in authentic and practical ways in regard to technology integration. this would seem to indicate that faculty may need to reevaluate ways in which they are teaching their pre-service students how to integrate technology. it is also possible that lack of time, support, training, an absence of models, and a lack of technology in schools where pre-service students intern are possible barriers to preservice school library faculty in teaching best practice in the use of it integration for their preservice teachers and school librarian students (brzycki & dutd, 2005). there are likely other internal barriers on the part of students, or external factors like lack of administrative support or infrastructure problems in the schools that lead to the inability to address effective it integration pre-service. education libraries, 41(2018) © education division, special library association one area in which faculty might address preparation for the role of the school librarian to take on leadership and it roles is through the use of modeling as well as explicit teaching by faculty during the field experience. current programs seemed to support this type of preparation when questionnaires were sent out to 56 american library association (ala) accredited library schools in the united states and canada. leadership and collaboration are mentioned in 25% of the mission statements of these schools, while 30% mention information literacy, and 40% of these schools indicated that they strive to prepare their school librarians to develop the skills needed to enhance learning and become instructional leaders through the use of technology (tilley & callison, 2001). on the other hand, when internship supervisors of school librarians graduating from the university of south carolina were asked about the intern’s skills, knowledge, competencies, personal characteristics, and leadership skills, these supervisors gave the fewest “excellent” and “good” ratings for “potential as a curriculum and instructional leader with the school and beyond” (shannon, 2008, p. 33). so while the mission statements of schools might indicate that this preparation is taking place, it may not be put into practice. prospective school librarians’ attitudes toward technology it is in pre-service programs where faculty can help to instill attitudes and beliefs about the importance of it integration and leadership abilities in future school librarians. it is a teacher’s or school librarian’s perceptions of information technologies and their attitudes towards it use together with their it self-efficacy that have direct effects on a pre-service school librarian’s or teacher’s acceptance of it in instruction (teo, 2009). when pre-service teachers and school librarians are exposed to new information technologies during their programs their attitudes and beliefs about it can change for the positive. research has shown a positive relationship between having stronger confidence or self-efficacy and how much teachers use it in the classroom (pope, hare, & howard, 2005; swain, 2006; willis and de montes, 2002). in a survey of pre-service teachers by pasternak (2007) it was found that pre-service teachers wanted to learn how to incorporate technology into instruction during their programs, partly because they did not feel that they would be comfortable in experimenting once on the job. other responsibilities and time constraints as well as fear of using something unfamiliar might be a deterrent to experimentation once in a school. giving pre-service school librarians a chance to experiment with it and help them to feel comfortable doing so might help school librarians feel much better about trying out new information technologies once in the school library. the rapid changes in it will make this type of experimentation vital for school librarians to keep instruction relevant. leadership is often built on innovation and experimentation, so making school librarians comfortable with this during pre-service learning is important. the more exposure to it that school librarians have, the more that their beliefs about the value of it change in a positive way (russell, bebell, o’dwyer, & o’connor, 2003). all of this makes it clear that it is not just about the technology itself, but also about the attitudes, beliefs, and comfort level of the school librarian in using technology in the classroom. faculty also must prepare pre-service librarians for what they will need to do with it once in their first school. in a study by pope, hare, and howard (2002), addressing the gap between perceptions of what will be used in the classroom and the reality of technology use in the classroom and school library increases teacher confidence in regard to technology use. preparing teachers and school librarians involves not just explicit teaching, but modeling of it use by education libraries, 41(2018) © education division, special library association faculty as well. innovative faculty and programs are needed in order to prepare students to take on roles such as it leader in the school. one innovative program has come out of florida state university. project lead (leaders educated to make a difference) began in 2005 in an effort to address critical shortages of highly qualified school librarians by preparing school librarians to become leaders in their schools (everhart & dresang, 2006). faculty in the program built the curriculum based on national board certification standards for school librarians. programs such as these are likely to produce future school librarians with higher comfort levels and expertise in using student-centered educational technology skills that will be beneficial to students in their future schools. when smith (2015) followed up on project lead participants, their responses indicated that the program helped them to become more confident and willing to share their skills in their schools to help facilitate change, and that they were participating in aspects of technology leadership within their schools that were taught during their pre-service program under the project lead curriculum. possible research methods the possible research questions could be pursued using a number of methods, but a promising method involved syllabi analysis which can give educators a chance for reflection on how well their syllabi reflect student learning (parkes & harris, 2002), as well as areas where specific content such as technology leadership may be lacking which can allow programs to reevaluate their program content and structure (boss & drabinski, 2014). for example, a researcher could collect syllabi from pre-service education courses throughout the u.s. and then content analyze course descriptions, reading assignments, and course assignments listed in syllabi. huckin defined content analysis as the “identifying, quantifying, and analyzing of specific words, phrases, concepts, or other observable semantic data in a text or body of texts with the aim of uncovering some underlying thematic or rhetorical pattern” (2003, p.14). content analysis is an approach that analyzes, codes, and sorts textual data into new formulations addressing specific research questions (babbie, 2013). course descriptions as well as syllabi can give insight into goals and planned outcomes in courses in school librarianship, as well as provide information on content, assignments, and activities for students in the course (saunders, 2015). while syllabi may not contain every detail of the course, syllabi provide an accurate and faculty-endorsed account of the aim and scope of the course (mckeachie, 1999). a closer examination of readings and assignment guidelines may reveal more detail about the nature of the learning activity. the syllabi from courses can also be analyzed manually by pulling only from courses that are on the school librarian track, including foundations courses and electives within the program. content from courses outside of the school librarian curriculum, such as electives or courses outside of the department, may provide additional detail about the nature of preservice school librarians’ preparation experiences. school librarians’ internship experiences may provide an additional opportunity to gather information about how pre-service school librarians enact technology leadership. additionally, an interview and survey component could be added to enrich the findings of the syllabi analysis. surveys could be sent out to graduate library programs and be disseminated to students and faculty in the program to explore how they feel their school is preparing them for education libraries, 41(2018) © education division, special library association using educational technology in their future school libraries, and what leadership components might be present in the program and courses. it might then be helpful to interview some of the responding graduates about their leadership learning experiences and readiness to enact leadership roles to get a deeper understanding of their course work and what they might feel the strengths and weaknesses may be in their technology leadership preparation through their schools. it would also be useful to interview pre-service educators about their perceptions of leadership content in their programs. the rationale behind using a multi-method study is that while the content analysis can suggest what is stated to be happening, the follow-up interviews will hopefully provide some insight into how school librarians feel that what is suggested is happening, is helpful or useful to them as they practice, or if instead they are not learning what schools are indicating that they are teaching. coupled with interviews of school library educators on how they feel their programs are doing at teaching technology leadership skills to their students, this can either confirm that pre-service programs are successfully teaching their students how to become it leaders in their school, or possibly point to a disconnect in what is being taught and how it is being used by practicing school librarians. interviews with school librarians and school library educators will also explore what strengths and weaknesses the interviewees feel are present in their programs regarding it leadership preparation. conclusion to ensure that future school librarians are being prepared to lead and innovate with technology, researchers need to investigate technology leadership practices and theories present in school librarian preparation programs. an openness to objectively look at individual school librarian preparation programs will be key. as houston (2012) admitted after finding in a survey that students were not using technology tools in their academic lives as much as in their personal lives: “my colleagues and i have not been making extensive use of these tools in our [own] educational activities… our graduate program is not preparing our students for the (technology) world to come” (p. 139). this willingness to explore areas of pre-service teaching and pinpoint weaknesses in technology preparation for students will be vital in helping to make changes and prepare future school librarians for their it leadership roles in schools. only when educators in school librarian preparation schools have a grasp of what is present and lacking in their programs to prepare school librarians for the role of it leader, and what types of leadership models that pre-service school librarians are being taught, can they begin to adapt or extend their curriculums to meet the needs of current and future school librarian practitioners. education libraries, 41(2018) © education division, special library association references american association of school librarians (1960). standards for school library programs. chicago: american library association. american association of school librarians (2007). standards for the 21st century learner. retrieved on 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(1975). media programs: district and school. chicago: ala. american association of school librarians and association for educational communications and technology (1988). information power: guidelines for school library media programs. chicago: ala. american association of school librarians (2016). role of the school library program. retrieved on december 28, 2018 from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/positionstatements/aas l_position%20statement_role%20of%20the%20school%20library%20program_201606-25.pdf american library association (2006). library education & licensing. retrieved january 27, 2018 from http://www.ala.org/aasl/about/ed/recruit/license american library association and american association of school librarians (2010). ala/aasl standards for initial preparation of school librarians (2010). chicago: american library association. retrieved september 9, 2016 from http://www.ala.org/aasl/education/caep education libraries, 41(2018) © 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(2016). school librarians as technology leaders: an evolution in practice. journal of education for library and information science, 57(2), 207-220. education libraries, volume 36, number 1, summer 2013 24 collaboratively teaching intellectual freedom to education students by nadean meyer and darcy bradley abstract together an education librarian and education professor developed a series of exercises for education students about intellectual freedom and book challenges. the resources are primarily online and they progressively work from book censorship cases and concerns to handling book challenges proactively through discussions, activities, and role playing. the education librarian offers realistic information and research expertise for an issue that is sometimes overlooked. intellectual freedom and book censorship are not often addressed in state standards for educators or the common core standards (common, n.d.) nor are questions about these topics likely found on current teacher competency tests such as the praxis ii (reading, 2009). however, the past twenty years of american library association (ala) statistics show overwhelmingly that book challenges most often appear in schools and are initiated by parents (american library association, 2011). current teacher candidates can feel vulnerable to questions from parents regarding their book choices. these level one teachers are often unaware of the history of book challenges and do not know how to handle them. at some point in their teaching lives, these teacher candidates are likely to select some resources that will be objectionable to parents, colleagues, or administrators. in these constricted educational times, it is not enough for teachers to love books and reading. they also need to be prepared to be proactive and competent in what "right to read" means. through several collaborative class experiences, the authors developed a process to help teacher candidates in a young adult literature class learn about intellectual freedom and deal with book challenges. when the class is told that they are going to explore intellectual freedom and book censorship, they ask, "what is intellectual freedom?, what is book censorship?, and what do i do when a parent complains about my book choice?" those questions begin our conversation with our students. the class, literature and literacy for young adults, is required as part of the teacher certification process for reading majors and minors. we developed a unit to make teacher candidates aware of their and their students' rights as readers, to help them begin to understand the politics behind book censorship, and to employ the most effective ways to face these challenges. as reading majors, these teacher candidates take up to three courses on children's and young adult literature. they often rediscover their love of reading as they can choose what they read, and explore what it means to be “teachers as readers” as well as “teachers of readers.” these new teachers read diverse titles such as sherman alexie's the absolutely true diary of a part-time indian, rick riordan's percy jackson series, manga titles, numerous memoirs by chris crutcher, lois lowry, and roald dahl, as well as other books that make the rounds through word-of-mouth, book talks, and free-wheeling book discussions. when darcy, a new faculty member joined the teacher education department of our university to teach the literature and literacy for young adults class, she contacted nadean to help her explore the topic of intellectual freedom and censorship with her teacher candidates. darcy explained that in her teaching experience, no one had ever questioned or challenged her choice of books or texts for her classes. she knew that american classics such as huckleberry finn and catcher in the rye were on lists of books that had been challenged and authors such as judy blume, robert cormier and chris crutcher regularly appeared on challenged lists as well. uncertain how to approach this topic with teacher candidates, darcy thought it was natural to work with the education librarian on this unit. nadean, as subject librarian for education faculty, has worked in area schools, both elementary and secondary, as a school librarian and has experience with book challenges. we met to plan and organize student experiences around intellectual freedom for darcy's class taught each quarter. we wanted not only to educate future teachers about this topic, but to help them cope with education libraries, volume 36, number 1, summer 2013 25 parents or other adults questioning, or challenging their book choices. we have collected our resources in a research guide (http://research.ewu.edu/ya tab of intellectual freedom) and website that provide open access for most of the items we use (http://sites.google.com/site/onlineintellectualfreedom). starting with questions, moving to experiences we start our introduction to the topic by building on the students' prior knowledge from another children’s literature class which distributes daniel pennac's the rights of the reader (2006). the students are enthralled by these rights, in particular number five "the right to read anything." they appear to be unaware of the concepts and big ideas behind that belief. our goal is to help our students understand the complexities behind pennac's seemingly simple statements. we begin with several online sites that have self-correcting quizzes on the first amendment and book challenges (teach first amendment, kids speak online, first amendment center, illinois first amendment, see references). almost everyone learns more than they expected from taking some of these quizzes. often cries of outrage erupt when they discover a favorite childhood book was challenged or censored. definitions of key terms in a book challenge (ala, n.d.) and a simple chart of the connection between the u.s. constitution and freedom to read keep the focus on big ideas (meyer, 2007). this first session presents information in an interactive manner, and allows us to gauge the level of knowledge about intellectual freedom and right to read issues. we often end this session by asking students to pose their current questions about book censorship, which typically focus on what books are banned and why. using challenged authors and their books we progress to more specific applications of the right to read with particular books. chris crutcher, who lives in our hometown of spokane, holds the distinction of being a frequently challenged author for teens. as a graduate of our university, he often visits our class to answer questions about being a writer, his books, and book challenges. crutcher eloquently speaks for teens in his work and when he speaks to educators. he passionately explains why teens need to read about troubling situations and why his characters sometimes swear. students are expected to read at least one of his novels or his autobiography as a part of their independent reading assignment. they are divided into literature circle groups in which we encourage discussion and ask questions such as  why would teens read this book?  what topics could be challenged in this book?  how could you use this book in your reading program and your classroom? this experience engenders ardent discussions around themes such as untimely or unfair death, narrow-minded people, child abuse and neglect, peer pressure and the use/misuse of adult authority, and finding yourself. from an edited compilation of letters to well-known authors for teens (dear author, 2007) we read aloud letters from a sexually abused teenage girl to chris crutcher and his responses to her. the poignancy of this one teen's situation and how crutcher's book helped her reminds students why supporting students' right to read can be powerful for an individual reader. while we use face-to-face discussion in the class session, this conversation could also take place online on a forum or via web conferencing software. no matter the venue, these discussions help our teacher candidates understand how background experiences shape the meanings constructed from books (rosenblatt 1994). when confronted with a variety of viewpoints within our class, these teacher candidates begin to comprehend why someone might object to a book and they begin to think more proactively. chris crutcher’s website (http://chriscrutcher.com) becomes a stepping stone for students to find information about censorship because they acquired experience with his books. the website includes details about his titles that have been challenged and excellent web links to valuable resources for educators. gathering information moving from crutcher's helpful website, we look at a range of web sites. for example, students can examine ala's annual reported book challenge list (http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/index.cfm ), the online book banned list http://research.ewu.edu/ya http://sites.google.com/site/onlineintellectualfreedom http://chriscrutcher.com/ http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/index.cfm education libraries, volume 36, number 1, summer 2013 26 (http://onlinebooks.library.upenn.edu/banned-books.html ), the parents against bad books in schools (pabbis) (http://www.pabbis.com/ ) website and more. a general question to the group regarding which controversial topics some adults do not want teens to read about brings up major ones: sex-sexuality-gender, religion, profanity-swearing, drugs and alcohol, and the catchall phrases such as "not age-appropriate" or against "family values." the online lists and paper copies of the reports from the newsletter on intellectual freedom (also online in several databases such as proquest research library) seem to allow broader discussions about particular issues and they draw out personal stories from the teacher candidates as well. additionally when we introduce students to the newsletter, they learn they can access it through public libraries at any time in their career. all students now have a wealth of detail from the readings and online explorations. next, we move to responding to a challenge. trying out what you learned to promote engagement, we used authentic stories for case studies or scenarios. the narratives allow students to put themselves in the place of a teacher who chose to use a certain book, then faced a challenge from a parent. these scenarios naturally lead to discussion about best practices when working with parents and when a book challenge is attempted. since the narratives are discussed in groups, it allows the teacher candidate who has developed a good grasp about the concept of intellectual freedom to help those who are still a bit skeptical and unsure. additional scenarios are available in a recent book by pat scales (scales, 2009). we move naturally to information on how to prepare for possible book challenges. over several quarters of work together we developed a more interactive way to help teacher candidates understand levels of challenges. using the ala severity of actions definitions list, we cut each level into a strip (table 1, figure 1). table 1: book challenges – level of severity and possible reactions book challenges come in all shapes and sizes and degree of severity in terms of your need to seek support. put the following levels of a book challenge in order (a continuum) from mildest (one you can handle by yourself) to severest, (one that will need outside support or a school process for resolution) discuss with your group, the implications of this type of challenge and the procedures you would follow for that challenge. level of challenge possible resolution oral expression of concern by parent/guardian of student in your class discussion oral expression of concern by school staff discussion oral complaint discussion and may need procedures written complaintemail or note discussion and may need procedures request for reconsideration form follow procedures and inform administrators and department removal by the principal inform librarians, teachers, possible community, administrator about the policy and procedures public attackmedia inform community public hearing on removal of material inform supporters and possible state and national groups censorship by school board inform state and national monitors in small groups, students attempt to put the strips in order from most to least severe action by discussing what kind of assistance they would require in dealing with a challenge. these discussions reveal misunderstandings about how teachers should respond. for example, there are significant differences between responding to parents worried about their own child than to parents who want changes a unit of study or curriculum for everyone. http://onlinebooks.library.upenn.edu/banned-books.html http://www.pabbis.com/ education libraries, volume 36, number 1, summer 2013 27 figure 1 at this point in their education, many of our teacher candidates believe that principals have the final say on almost everything. thus, it is important to talk about subject departments, district curriculum policies, professional organizations, and working as subject or grade level teams. this activity to recognize the level of challenge and its degree of seriousness beyond a classroom clarifies the distinguishing factors between a question of concern and true censorship. role playing is used to promote dealing with emotions and affective learning. the giggles from the teacher candidates that accompany this activity indicate a degree of nervousness. we lead a discussion on challenging customers or clients in order to remind them what they already know about resolving conflicts. these role plays can help the student understand how to use appropriate words and actions in potentially uncomfortable communications (clapper, 2010). the process of thinking through what to say and do prior to an actual book challenge situation is effective, and reinforces our goal of preparing future teachers for book challenges. groups of three to five students read the examples and we give them practical advice for effective role play steps (van ments, 1999). then we model one example, drawing in at least one student to assist us. next, we roam the room to listen to or interact with the groups; this shows us different levels of comfort about their role plays (figure 2). figure 2 education libraries, volume 36, number 1, summer 2013 28 all groups share their scenarios before the entire class. it is common to see the role plays mentioned as a valuable part of this experience. during debriefing of the role plays, we can gently suggest common procedures of de-escalating the situation, such as having another person with you or setting up a time for further discussion. a future step would be to videotape some of the groups and put their role plays online for discussion (figure 3). figure 3 planning for possible book challenges while teachers and teacher candidates are familiar with writing lesson plans, they do not always plan ahead to deal effectively with potentially controversial topics. we show teacher candidates how to manage challenges through the professional groups that support teachers and librarians, and we share the national council of teachers of english (ncte) process of writing a book rationale (2010). we steer them towards successful methods such as pat scale's parent-child discussion groups of controversial books in middle schools called "communicate through literature" (sutton, 2008, p.496) or multnomah county library's banned book assemblies in schools to start discussions with picture books (kastner & allen, 2002). classes run two days and allow students time to reflect and discuss outside of class. activities and experiences help clarify some of the misunderstandings and in fact, change some minds as well as develop the kind of courage that comes from actual knowledge about book challenges. teaching collaboratively the american library association (ala) code of ethics asserts that a librarian's duty is to support and advocate the freedom to read. the second tenet states, "we uphold the principles of intellectual freedom and resist all efforts to censor library resources” (ala, 2008). librarians working in all types of venues learn the concept and principles of intellectual freedom through their coursework and professional duties. yet youth and school librarians sometimes discover inconsistencies between their support of the child’s right to read and other adults—parents, guardians, teachers and administrators--who question reading and ideas expressed in books. intellectual freedom and the role of freedom to read have not necessarily been part of teacher or principal education programs. youth and education librarians are therefore obligated to present the topic and teach other adults about intellectual freedom, and demonstrate positive educational experiences for students by supporting their right to read (adams, 2011; adams, 2009; maycock, 2011). education libraries, volume 36, number 1, summer 2013 29 shared teaching works for us because the class instructor knows her students well by the time we introduce this topic, and the librarian's expertise in this area is recognized. students have met nadean through general library instruction and for help on particular assignments before this session. that level of familiarity encourages candid questions from the teacher candidates. the ideas and interactive activities about intellectual freedom come from many sources and develop the teacher candidates’ knowledge base for handling book challenges. it is always best to discuss the right to read controversial materials before a challenge becomes colored by the emotions of adults in various roles. if there is a gap in policy or procedures about handling book challenges, the school teachers can discover it and make the needed corrections (maycock, 2011). teaching collaboratively relies on our trust in each person’s expertise, planning carefully (but quickly!) together based on experiences with past classes and personalities, and taking the time to discuss changes to help students after each session. darcy creates a special reaction sheet and shares both her class evaluations and the reaction sheets with nadean as they refine the activities and clarify objectives. as with most teaching, the time to lecture is shortened and the time to interact (role plays, quizzes, sorting activities, student discussion) has increased to create a sense of discovery among the students. our expertise is still ready when questions are raised but we no longer feel the need to present “everything” about the topic. the role plays remain the culminating activity that truly shows what the students have learned about intellectual freedom to read but also demonstrates the teacher candidates’ ability to present reasons for book selection, and reading methods. our work together as education librarian and reading faculty helps teacher candidates develop their proactive powers around sensitive issues in young adult literature, and encourages them to not only read widely for themselves but also for their future students. our working relationship is also an effective model for collaboration with others in a school setting, and often leads us to other topics to explore together. in the end, however, we want more educators to understand the important role of intellectual freedom and freedom to read. these rights are part of our democratic heritage and important for all readers. further information and resources are available at http://sites.google.com/site/onlineintellectualfreedom references adams, h. r. (2011). solo librarians and intellectual freedom: perspectives from the field. knowledge quest, 40(2), 30-35. adams, h. r. (2009). advocating for intellectual freedom with principals and teachers. school library media activities monthly 25(6), 54. american bookseller's foundation for free expression. (2001). kidsspeak: where kids speak for free speech. retrieved from http://www.kidspeakonline.org/iq.html american library association (2011). number of challenges by year, reason, initiator, and institution (19902010).retrieved from http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/challengesbytype/index.cfm american library association. (2008). code of ethics. retrieved from http://www.ala.org/ala/aboutala/offices/oif/ifgroups/cope/code%20of%20ethics%202008.pdf american library association. (n.d.). terms and definitions. retrieved from http://www.ala.org/ala/issuesadvocacy/banned/aboutbannedbooks/termsanddefinitions/index.cfm clapper, t. c. (2010.) role play and simulation: returning to teaching for understanding. education digest 75(8), 39-43. common core state standards initiative (n.d.). retrieved from http://www.corestandards.org/the-standards dear mr. chris crutcher (2007). in kaywell, j. (ed.) dear author: letters of hope. (59-65). new york: philomel books. first amendment schools. (n.d.). first amendment 101. retrieved from http://www.firstamendmentschools.org/firstamendment101/ illinois first amendment center. (n.d.). first amendment center fun activities. retrieved from http://www.illinoisfirstamendmentcenter.com/activities.php http://sites.google.com/site/onlineintellectualfreedom http://www.kidspeakonline.org/iq.html http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/challengesbytype/index.cfm http://www.ala.org/ala/aboutala/offices/oif/ifgroups/cope/code%20of%20ethics%202008.pdf http://www.ala.org/ala/issuesadvocacy/banned/aboutbannedbooks/termsanddefinitions/index.cfm http://www.corestandards.org/the-standards http://www.firstamendmentschools.org/firstamendment101/ http://www.illinoisfirstamendmentcenter.com/activities.php education libraries, volume 36, number 1, summer 2013 30 john s. & james t. knight foundation. (n.d.). helping tomorrow's citizen's find their voice: teach the first amendment. retrieved from http://www.teachfirstamendment.org/ kastner, a. & allen, r. (2002). feasting on forbidden fruit: how to talk to teens about censorship. teacher librarian 30(2), 18-20. maycock, a. (2011). issues and trends in intellectual freedom for teacher librarians. teacher librarian, 39(1), 8-12. meyer, n. (2007). september at school: connecting constitution day with freedom to read. voya, 30(4) 310-2. national coalition against censorship. (n.d.). kid's right to read project. retrieved from http://www.ncac.org/p.php?rel=3929 national council of teachers of english. (2010). rationales for teaching challenged books. retrieved from http://www.ncte.org/action/anti-censorship/rationales pennac, d. (2006). the rights of readers. walker books. retrieved from http://www.walker.co.uk/bookshelf/the-rights-of-the-reader-poster.aspx reading specialist 0300: test at a glance. (2009). educational testing service. available at http://www.ets.org/media/tests/praxis/pdf/0300.pdf rosenblatt, l. m. (1994). the reader, the text, the poem: the transactional theory of the literary work. carbonale, il: southern illinois university press. scales, p., & american library association. (2009). protecting intellectual freedom in your school library: scenarios from the front lines. chicago, il: american library association. sutton, r. (2008). an interview with pat scales. horn book 84 (5), 489-99. van ments, m. (1999). the effective use of role-play: practical techniques for improving learning. (2nd ed.). london: kogan page. nadean meyer, mls learning resources librarian eastern washington university nmeyer@ewu.edu 509-359-4262 lib 100 816 f street cheney, wa 99004 darcy bradley, phd assistant professor of literacy eastern washington university darcy.bradley@ewu.edu http://www.teachfirstamendment.org/ http://www.ncac.org/p.php?rel=3929 http://www.ncte.org/action/anti-censorship/rationales http://www.walker.co.uk/bookshelf/the-rights-of-the-reader-poster.aspx http://www.ets.org/media/tests/praxis/pdf/0300.pdf mailto:nmeyer@ewu.edu mailto:darcy.bradley@ewu.edu from: from: education libraries, volume 34, number 1, summer 2011 15 the role of multicultural information in experiential learning by lan shen abstract this paper is based on the author’s empirical experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. after summarizing the significance, goals, learning objectives, and program models of cultural immersion, this paper discusses the principles of selecting multicultural materials, cultural immersion information, and practical tips on designing and maintaining web-based sources. this paper also addresses the issues of developing an effective mechanism to build collaboration between librarians and faculty members with respect to cultural immersion curricula and to create an open information environment for disseminating multicultural resources for experiential learning courses. introduction experiential learning is emerging as a significant component of student learning, designed to combine and balance theoretic learning with practical operation. according to a. kolb and d. kolb (2005), john dewey, kurt lewin, and others who were the founders of experiential learning theory have defined experiential education as a learning process of relearning, conflict solving, adaptation, synergetic transactions, and knowledge creation (p. 194). as one of the seven main types of experiential learning, cultural immersion is defined as “a travel experience which involves both academic learning and value added experiences designed to enhance student awareness of cultural differences” (purdue university calumet, 2009). in kitsantas’s opinion (2004), cultural immersion should be defined as “all educational programs that take place outside the geographical boundaries of the country of origin” (p. 441). to a larger extent, multicultural education has been addressed by most american universities’ missions and strategic plans because multiculturalism “is not only the key issue across disciplines including education but also the way people live their lives in an increasingly diversified world” (he, phillion, & connelly, 2005, p. 291). moreover, enhancing the awareness, knowledge, and skills of students has become an important priority for educators of diversity (tyler, 1999, p. 154). in response to these new challenges, purdue university calumet (puc) has launched an innovative effort to require all undergraduate students to take six credits of experiential learning (exl) courses as a graduation requirement. in support of this new requirement, the u.s. department of education awarded puc a title iii grant partially to develop exl, multicultural collection and resources on cultural immersion/study abroad. this paper is based on the author’s experience in assisting cultural immersion programs through developing multicultural collections, promoting diversity resources, and creating a supportive information environment for faculty and students. after clarifying the significance, goals, learning objectives, and popular models of cultural immersion, the paper addresses the principles of selecting and collecting cultural immersion information. furthermore, the process of designing and maintaining cultural immersion web-based sources is discussed and evaluated. the paper also focuses on the issues of developing effective methods to build collaboration between librarians and faculty members for cultural immersion curricula. at the end, this paper discusses various ways of creating an open information environment to disseminate multicultural resources for exl courses. to emphasize the role of cultural immersion in exl programs, this paper concentrates on the challenges that librarians face when preparing students to study in culturally diverse environments and outlines practical suggestions for using cultural immersion information to support experiential learning. education libraries, volume 34, number 1, summer 2011 16 significance and goals of cultural immersion programs to select appropriate information for cultural immersion, it is essential to understand current trends in cultural immersion programs in the united states. since the 1980s, the popularity of study abroad programs has been propelled by an increasingly diversified globalization. cultural immersion or study abroad programs have become “increasingly legitimized as forms of experiential learning” because they are “turned into deep learning through a reflective process whereby the student assimilates lessons” (gray, murdock, & stebbins, 2002, p. 45). as a result, enrollment in study abroad programs between 2000 and 2004 has increased by 45 percent (kitsantas, 2004, p. 441). according to the institute of international education, during the 2006-07 academic year, the number of study abroad participants increased to a total of 241,791, representing a 150% increase over the 1996-97 academic year (institute of international education, 2008). furthermore, more and more developing countries are willing to accommodate american students through cultural immersion programs. the number of american students traveling to china, argentina, south africa, ecuador and india, for instance, each increased by more than 20 percent in 2006-2007. however, europe continued to host the largest percentage of american students (57%), while latin america hosted 15%, asia hosted 10%, oceania hosted 6%, and africa hosted 4% (institute of international education, 2008). with respect to the term of study abroad programs, an open doors report found that 36% of american students studying abroad selected semester-long programs while 55% chose shortterm programs, including summer, january term, and two to eight week programs during the academic year. among these programs, the top three fields of study abroad are the social sciences (21%), business and management (19%), and humanities (13%) (institute of international education, 2008). the impressive development of study abroad programs has validated the american library association’s diversity action and inclusion plan, which believes that the “library should provide a high level of information service regarding language origin, regional and geographic background, economic class, education, learning and communication styles, and sexual orientation and personal lifestyle” (alexander, 2006, p. 128). alexander (2006) contends that multicultural literature provided by libraries could help students learn about various cultures (p. 128) because “multicultural materials can provide windows on the many cultures of the world” through creating a diverse library collection (agosto, 2007, p. 28). meanwhile, the growth of new technology in libraries has provided the driving force in disseminating multicultural information effectively. at present, “electronic cross-cultural projects have promised to increase cultural sensitivity and awareness as they develop the skills and experiences needed in a global society” (merryfield, 2003). after being a librarian for several years at ohio state university, merry merryfield (2003) was convinced that electronic tools are critical for librarians and instructors who “value cross-cultural experiences, skills, and knowledge in local, national, and global contexts”. in addition, agosto recommends the multicultural review (www.mcreview.com), a web-based journal published quarterly by the goldman group, as a useful reference for a diverse library collection (agosto, 2007, p. 29). additionally, librarians need to understand the goals of cultural immersion programs when selecting accurate and update information. as tyler argues, “nowhere is the need for a new focus on experiential learning greater than in the area of multicultural and diversity education” since multicultural education has an implied or explicit goal of “developing attitudes and behaviors consistent with the acceptance and celebration of human diversity” (tyler, 1999, p. 162). the cultural immersion programs at missouri southern university, for example, are designed to help students have an accurate understanding of international issues on history, geography, language, literature, philosophy, economics, and politics (gray, murdock, & stebbins, 2002, p. 47). http://www.mcreview.com)/ education libraries, volume 34, number 1, summer 2011 17 more concisely, their cultural immersion programs are providing an invaluable opportunity to expand the foreign language program and develop new courses with an international focus (gray, murdock, & stebbins, 2002, p. 46). as a result, study abroad programs enhance students’ multicultural skills, social capabilities, and professional knowledge on the subject matter (kitsantas, 2004, p. 441). as reimers (2009) argued, college students should improve their global competency which includes positive attitude, an ability of speaking foreign languages, and deep knowledge and understanding of world (pp. 184-85). needless to say, the library is capable of providing the in-depth multicultural information covering various perspectives, regions, and languages. the goals of study abroad are crucial in determining learning objectives. according to gray and others, learning objectives should include: 1) understanding of how cultures and societies around the world have formed, sustained, and evolved; 2) empathy for the values and perspectives of cultures other than their own and an awareness of international and multicultural influences in their own lives; 3) ability to identify and discuss international issues and other cultures; 4) communicative competence in a second or third language; and 5) experience or desire to experience a culture other than their own (gray, murdock, & stebbins, 2002, p. 47). however, paige (2007) argues that five dimensions of cultural learning should be addressed: 1) learning about the self as a cultural being; 2) learning about the elements of culture; 3) culture-specific learning; 4) culture-general learning; and 5) learning about learning (p. 40). to understand a specific culture, seeing for oneself is much better than hearing from others or learning from books. one of the key learning objectives of cultural immersion is authenticity, which requires “a real world context and/or be useful and meaningful in reference to an applied setting or situation” (national society for experiential education, 2008). in addition to understanding the goals and learning objectives of study abroad programs, librarians need to learn the common models of study abroad programs that are critical in helping design the necessary reading materials. generally speaking, current study abroad models are comprised of: 1) short-term travel abroad (attending seminars); 2) short-term study abroad (one to six week language and/or comparative cultural studies during spring break or summer); 3) on-site classes (regular courses providing for cultural immersion as well as a hands-on academic experience); 4) student teaching (students in education major teaching courses in k-12 schools abroad); 5) long-term study abroad (one semester or one year course) (gray, murdock, & stebbins, 2002, p. 46); and 6) joint degree programs. librarian should collect and provide helpful reading materials required by the different cultural immersion models respectively. principles and design of cultural immersion online information following the aforementioned definitions, goals, learning objectives, and models of cultural immersion programs, the principles of designing, selecting, and disseminating web-based multicultural and cultural immersion information should be addressed. for agosto (2001), quality multicultural resources and assessment should follow five major principles: accuracy, expertise, respect, purpose, and quality (p. 29). the author of this article prefers to establish knowledge, sensitivity, and concision as three key guidelines for selecting online resources on cultural immersion. first of all, it is critical to have knowledgeable librarians who are capable of providing reliable and comprehensive online information. one of the reasons for the misunderstandings of different cultures is people’s unfamiliarity with the nature of cultural differences. thus, librarians need appropriate training on multicultural issues and comprehensive research on the subjects before attempting to create online information on cultural immersion. according to tyler (1999), librarians maximize their learning through “carefully defining the learning objective in advance and being knowledgeable of media options” (p. 160). education libraries, volume 34, number 1, summer 2011 18 second, sensitivity is vital for multicultural information collection. librarians should limit, or even eliminate, their own biases and stereotypes against a particular race, nationality, or culture. tyler (1999) believes that “stereotypes and personal biases can negatively affect instructors’ and students’ interactions with others.” therefore, librarians should be sensitive to different cultures while examining their own biases toward diverse groups (p. 161). also, a minority librarian does not necessarily ensure appropriate and value-free selection because he/she could have a much stronger bias if his/her culture has experienced historical confrontations with other cultures. thus, lack of cultural sensibilities will not only cause cultural misunderstanding, but also create unnecessary cultural confrontations. third, the online information collected must be concise and simple. in an effort to provide readerfriendly resources to students and faculty, the website content must be accessible and easy to understand. living in an age of information explosion, people continue to face the challenges of information reliability. thus, libraries need to provide accurate and concise online information in order to sort out the real gold from the sand. after all, speaking of information collections, more does not mean good. the information should be clearly divided into different categories to cater to different patrons, such as students, faculty, parents, and the general community. the advantages of online materials are their accessibility, readability, and unlimited space. after all, excessively complex contents will discourage students and faculty from visiting the website and defeat the original purpose of developing online information. following these principles, this author has designed and maintained a cultural immersion website for teaching and learning since 2007. first of all, the website is comprised of four sections: connecting the world (including the introduction of history and politics for each country), understanding multicultural societies (focus on cultural tradition, cultural uniqueness, and heritages), exploring opportunities (study abroad opportunities and scholarship), and living in the other parts of the world (tips, travel guides, etc). each section includes selected books and related web resources. instead of selecting leading research monographs on the subject in the section of books, the website lists a variety of popular multicultural reading materials that expand cultural understanding by explaining the history, cultural myths, and psychological factors. for instance, it is feasible to list the culture shock series, which are cultural etiquette guides covering various countries around the world. it also provides an interesting cultural course on the dos and don’ts in a foreign environment. it includes first impressions, cultural quizzes, and further reading recommendations that are both useful and humorous. reference materials, such as the culture gram world edition and the encyclopedia of food and culture, are also selected as valuable multicultural background information. in addition to books, the key component of the website is the selected web information regarding to the most important aspects of multicultural and study abroad. after evaluating hundreds of related websites, this author selected more than 30 websites and divided them into four informative categories. the first category is general information on different countries and cultures. the second one contains specific cultural traditions of various countries, particularly of those that american students are not familiar with, such as countries in the middle east and asia. meanwhile, given that experiential education and cultural immersion are quite new for a regional campus like puc, the website lists useful links for students who have never experienced international travel. these resources serve as a practical guide to help students make the most of their experience in a new culture environment. the third category includes wide-ranging opportunities for scholarships and grants for students who cannot afford expensive international travel. given the current tough economic climate, external financial support is vital to ensure the survival of study abroad programs. the fourth provides information about education libraries, volume 34, number 1, summer 2011 19 study abroad travel guidelines, including safety, weather, travel tips, common foreign phrases, etc. for instance, it is critical to post travel alert information provided by the u.s. department of state and by the world health organization (who). promotion and dissemination of cultural immersion curriculum once the website is designed and published, it is critical to promote the website and disseminate the information across campus. both librarians and faculty need to work together to effectively promote the cultural immersion curriculum. defined by scott (2004), the curriculum “refers to programs of teaching and learning which take place in formal settings” (p. vii). in gorski’s view (2001), multicultural education is designed to promote the “ideals of social justice and educational equity” (p. 9) through instructional practices and curricula based on notions of active, interactive, inclusive, and collaborative learning and teaching. instructors are encouraged to use these resources to end the “massive injustices of traditional, eurocentric and male-centric curricula” (gorski, 2001, p. 39). furthermore, a curriculum that integrates multicultural resources across disciplinary boundaries will provide invaluable perspectives and interpretations on the sensitive issues (agosto, 2007, p. 29). given the fact that many foreign countries, such as those in eastern europe, have experienced numerous political, economic and cultural changes since 1989, and their territories and governments may have been reshaped before american textbooks have been revised. therefore, librarians should provide updated information to revise the current multicultural curricula. for instance, librarians should “integrate multicultural and bilingual materials into the library curriculum” by means of sponsoring guest lecturers, introducing new multicultural books, and presenting programs on minority cultures and languages. particularly, librarians should help familiarize students with different cultures through examining multicultural and bilingual materials (agosto, 2007, p. 29). equally important, librarians should “create a visually diverse library environment by including people of all backgrounds in graphic depictions in library décor, as well as by placing objects that represent different cultures around the library” (agosto, 2007, p. 29). to be sure, librarians are not only information collectors and distributors, but also instructors and facilitators as teaching is an inherent part of reference services provided by librarians (connor, 2008, p. xxi). in light of the aforementioned requirements, librarians should make every effort to effectively use website information and infuse that information into multicultural curricula. in doing so, librarians should work with faculty to design and implement the following teaching and learning programs on cultural immersion. since cultural immersion is a long process that involves pre-trip preparation, in-country travel, and post-trip experience, librarians need to work with faculty to facilitate pre-trip workshops aimed at discovering the american cultural identity, learning basic cultural knowledge, and limiting existing stereotypes. based on kitsantas’ experience, “cross-cultural training prior to departure (e.g., formal workshops) is needed to introduce sojourners to the importance of culture, and to the inevitable stresses that occur as people attempt to adjust to their new setting.” the proposed pre-trip workshop, in kitsantas’ view (2004), should focus on “awareness of culture and cultural differences, factual knowledge necessary for adjustment, challenges to people’s emotional balance that intercultural experiences unavoidably bring, and opportunities to practice skills and behaviors that can assist people’s adjustment” (p. 442). to ensure a successful workshop, students should be required to read information related to the foreign culture and society and be encouraged to bring back the relevant resources from foreign countries once the international trip is completed. according to merryfield’s experience (2003), she invited three somali women to talk about somali culture and norms at a pre-trip workshop. most importantly, these native guests demonstrated the uniquely somali table manners at a nearby somali education libraries, volume 34, number 1, summer 2011 20 restaurant, including eating with the right hand and never the left, eating from the common dish directly in front of you, and so on. besides, after learning some basic information about the specific culture, role-playing is an effective way of improving mutual understanding of different cultures (pedersen, 2004, p. 23). for instance, china’s one-child policy is extremely controversial. the workshop can divide students into two groups to discuss this issue. one would take a stand in favor of the one-child policy and argue from an economic perspective in terms of the need for population control; the other would oppose the one-child policy and argue from a moral perspective in terms of china’s violation of human rights. once the two groups debate the subject, the instructor should facilitate a discussion to clarify the facts. as a result, the students will learn an important principle of cultural immersion: you do not have to agree with what other countries have done, but you should understand why these policies are in place. as he and others believe, democracy, justice, equality, and toleration should be essential principles in understanding multiculturalism (he, phillion, & connelly, 2005, p. 291). thus, in preparation for courses related to cultural immersion and study abroad programs, librarians should be capable of identifying up-to-date information on the designated foreign country, providing in-depth cultural background, and preparing reading materials pertaining to today’s multicultural environment. meanwhile, it would be beneficial for students and the program if students could be on the outlook for useful resources while abroad, and bring back relevant resources from foreign countries in an effort to enrich the multicultural information in the library website. as for in-country experience after the pre-trip workshop, the curriculum should focus on overcoming obstacles in making connections, making friends, dating, avoiding possible harassment situations, and understanding crosscultural adjustment. specifically, students should learn nonverbal communications, such as eye contact, personal distance, nonverbal greetings, and body language (paige, 2007, p.142). after all, “it is easy to be very open-minded, tolerant, and to talk about anti-racism when you are not interacting with people from different cultures.” the real challenge is people’s interaction in person for further integration work (janhonen & palojoki, 2005, p. 367). according to merryfield (2003), in order to improve students’ understanding of different cultures, she has “experimented with chats, threaded discussions, and listserv discussions” and discovered that she needs “to match the topic and goals of the assignments to the strengths of each technology.” while chats work well, in merryfield’s view, listserv discussions can be cumbersome with large classes, but email within webct can be effective for group communication. particularly, threaded discussion combines the best of classroom interaction with academic content. also, new technology allows people to participate in the process of learning globally through exchanging cross-cultural ideas, perspectives, and interpretations. finally, post-trip reflection is necessary as the end of trip does not mean the end of a learning process. this post-trip program is designed to allow students to react to changes, assess what they have learned, appreciate different cultures, and engage in a long-term process of language and cultural learning (paige, 2007, pp. 14). most students use this post-trip reflection and debriefing as a forum to exchange their life-changing experience and discuss their future plans afterwards. the popular format for this post-trip program is to invite all study abroad program participants to a debriefing workshop to share their experience and give feedback. this open forum will not only present what students have learned, but also educate other campus audience about the need and benefit of multicultural experiences. to increase the publicity for the workshop, librarians could identify hot issues related to a specific country or culture in order to foster a meaningful forum for debate among students and faculty. education libraries, volume 34, number 1, summer 2011 21 in conclusion, multicultural information is essential for a successful cultural immersion program. librarians ought to play an important role in promoting experiential education through providing knowledgeable, sensitive, and concise online multicultural resources. librarians’ efforts have significantly improved the quality of cultural immersion curriculum and enhanced the level of multicultural understanding. the collaboration and integration of librarians, faculty, and students will effectively advance the excellence of multicultural research projects, cultural immersion instruction, and diversity awareness across campus. references agosto, d. (2007). building a multicultural school library: issues and challenges. teacher librarian, 34(3), 27-31. alexander, l. (2006). multicultural materials course. joint conference of librarians of color proceedings. retrieved march 23, 2009 from http://www.nxtbook.com/nxtboks/hall_erickson/jcl c_2006conf/index.php?statid=126 connor, e. (2008). an introduction to instructional services in academic libraries. new york: routledge. gorski, p. (2001). multicultural education and the internet: intersections and integration. boston: mcgraw-hill higher education. gray, k. s., murdock, g. k., & stebbins, c. d. (2002). assessing study abroad’s effect on an international mission. change (may/june), 47-51. he, m. f., phillion, j., & connelly, m. (2005). narrative and experience in multicultural education. london: sage publications. institute of international education. (2008). open doors 2008: u.s. students studying abroad. retrieved march 28, 2009 from http://opendoors.iienetwork.org janhonen-abruquah, h., & palojoki, p. (2005). good practice in multicultural integration work in finland: collaborative learning in culturally sensitive projects. international journal of consumer studies, 29(4), 359-370. kitsantas, a. (2004). studying abroad: the role of college students’ goals on the development of cross-cultural skills and global understanding. college student journal, 38(3), 441-452. kolb, a., & kolb, d. (2005). learning styles and learning spaces: enhancing experiential learning in higher education. academy of management learning & education, 4(2), 193-212. http://www.nxtbook.com/nxtboks/hall_erickson/jclc_2006conf/index.php?statid=126 http://www.nxtbook.com/nxtboks/hall_erickson/jclc_2006conf/index.php?statid=126 http://opendoors.iienetwork.org/ education libraries, volume 34, number 1, summer 2011 22 merryfield, m. (2003). like a veil: cross-cultural experiential learning online. contemporary issues in technology and social studies teacher education, 3(2). retrieved march 28, 2009 from http://www.citejournal.org/vol3/iss2/socialstudies/ article1.cfm national society for experiential education. (2009). retrieved march 23, 2009 from http://www.nsee.org/about_us.htm#sop paige, m., cohen, a., kappler, b., chi, j., & lassegard, j. (2007). maximizing study abroad: a students’ guide to strategies for language and culture learning and use. twin city, mn: university of minnesota press. pedersen, p. (2004). experiences for multicultural learning. washington, dc: american psychological association. purdue university calumet. (2009). retrieved april 6. 2009 from http://webs.calumet.purdue.edu/exl/types-ofexperiential-learning reimers, f. (2009). educating for global competency. in j. cohen, & m. malin. 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(1999). using media to create experiential learning in multicultural and diversity issues. journal of multicultural counseling & development, 27(3), 153-165. lan shen purdue university calumet library 10029 somerset drive, munster, in 46321 219-989-2678 shenlan@purduecal.edu http://www.citejournal.org/vol3/iss2/socialstudies/article1.cfm http://www.citejournal.org/vol3/iss2/socialstudies/article1.cfm http://www.nsee.org/about_us.htm#sop http://webs.calumet.purdue.edu/exl/types-of-experiential-learning http://webs.calumet.purdue.edu/exl/types-of-experiential-learning mailto:shenlan@purduecal.edu from: r e s o u r c e s o n t h e n e t resources on the net: past, present, and future of academic libraries past, present, and future of academic libraries compiled by chris bober, concordia university; montreal, quebec, canada compiled by chris bober, concordia university; montreal, quebec, canada documenting the past documenting the past american library association. (2009). american library history: a comprehensive guide to the literature. retrieved february 19, 2009, from american library association website: http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm american library association. (2009). american library history: a comprehensive guide to the literature. retrieved february 19, 2009, from american library association website: http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm this site features reprints of the first six chapters from the second edition of american library history: a comprehensive guide to the literature, a bibliography on the history of libraries in the united states, from the earliest times to 1986. chapter six deals exclusively with the history of academic libraries. american library association. library history roundtable. (2009). bibliography of library history. retrieved february 19, 2009, from american library association website: http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/libhistorybib/libraryhistory.cfm the library history round table publishes a bibliography of library history in each semi-annual issue of their newsletter, bibliography of writings on the history of libraries, librarianship, and book culture. this series is edited by ed goedeken, humanities bibliographer at iowa state university. geographic coverage includes libraries in the united states and internationally. a cumulative bibliography, presented in three sections, encompasses the years19901994. lester, m. a. (1995, november). history of the national college of education libraries 1920-1978. revised. [electronic version]. (eric documents reproduction service no. ed390439). this document traces the history of chicago’s national college of education libraries, from its humble beginnings in 1920 to its development as a multiple branch academic library operation in 1978. in 1990, the institution became national-louis university. as associate director of libraries at the national college of education, lester had access to a wealth of both published and unpublished documents. she also obtained information from past and present faculty members through oral histories. the philosophies and visions of the six library directors who span this period are presented, along with the resulting changes within the libraries. of particular interest is the section on the evolution of libraries as learning resource centers. libraries today. (2008, august 21). the electronic history file: canadian library biographies and histories. retrieved february 19, 2009, from http://www.uoguelph.ca/~lbruce/history.shtml this resource, first developed in february 1996, provides links to brief entries on canadian library histories. although the majority of the entries are for public libraries, university, college, special, and school library histories as well as biographical information on prominent individuals are well represented. williams, w. j. (2004, fall). history of north carolina libraries and librarianship: a bibliography, part iii [electronic version]. north carolina libraries, 62(3), 128-179. williams’s extensive bibliography, published in four successive volumes of north carolina libraries, is the only published bibliography on the library history of an entire state. part iii includes sources of library history of north carolina colleges, universities, and community colleges. education libraries, volume 32, no. 1, summer 2009 38 http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/amerlibhis.cfm http://www.ala.org/ala/mgrps/rts/lhrt/popularresources/libhistorybib/libraryhistory.cfm http://eric.ed.gov/ericwebportal/home.portal?_nfpb=true&_pagelabel=ericsearchresult&_urltype=action&newsearch=true&ericextsearch_searchtype_0=au&ericextsearch_searchvalue_0=%22lester+marilyn+a.%22 http://www.uoguelph.ca/%7elbruce/history.shtml education libraries, volume 32, no. 1, summer 2009 39 the present: responding to changing environments mack, d., behler, a., roberts, b., & rimland, e. (2007, summer). reaching students with facebook: data and best practices. e-jasl: the electronic journal of academic and special librarianship 8(2). retrieved february 24, 2009, from http://southernlibrarianship.icaap.org/content/v08n02/mack_d01.html this paper sets out to investigate how librarians can effectively use facebook and other social networking sites to communicate with students and colleagues. data was gathered on the facebook inquiries experienced by a librarian over the curse of one semester at pennsylvania state. guidelines for using facebook as an outreach tool are also provided. the study concluded that due to “the apparent willingness of undergraduate students to communicate with librarians by means of facebook, we recommend that library professionals whose positions require them to interact with undergraduates seriously consider making use of this service.” oclc. (2006).college students’ perceptions of libraries and information resources. retrieved february 25, 2009, from oclc’s website: http://www.oclc.org/reports/pdfs/studentperceptions.pdf this survey is a subset of the december 2005 oclc report perceptions of libraries and information resources. a total of 396 undergraduate and graduate students from six countries, including the united states and canada, were surveyed as to their information-seeking habits and preferences. also included were responses from the 14to 17-yearold pre-college age group to provide contrast and comparison with the college students. taken as a whole, “respondents have positive, if outdated, views of the “library.” younger respondents—teenagers and young adults— do not express positive associations as frequently. these findings, and more, are valuable insights for anyone seeking to know more about the library usage and perceptions of college students and young people.” association of college and research libraries. (2007). a guide for writing cmc collection development policies. retrieved february 19, 2009, from association of college & research libraries website: http://staging.ala.org/ala/mgrps/divs/acrl/publications/downloadables/guidetowritingcmc.pdf this latest set of guidelines for curriculum materials centers, prepared by members of the curriculum materials committee of the education and behavioral sciences section of acrl, acknowledges that “technology has become an ever-present force in the areas of library collections and teaching and learning delivery methods.” it was designed as an attempt “to meld traditional collection development policy requirements with the challenges of new technologies and collection formats.” the format is generalized enough to be adaptable to all types of cmc’s in academic libraries. a sample collection development policy is included in appendix c of the document. association of college & research libraries, education & behavioral sciences section, curriculum materials committee. (2008, november 05). selected websites of importance to college/university education librarians. retrieved february 25, 2009, from association of college & research libraries website: http://www.ala.org/ala/mgrps/divs/acrl/about/sections/ebss/cimc/cimc.cfm this webliography was prepared by past and present members of the education & behavioral sciences section’s curriculum materials committee. it was designed specifically for educators in pre-school through college educational environments. subject coverage includes lesson plans and teaching activities, children’s and young adult literature, and instructional technology. the future: challenges and opportunities for academic libraries association of college & research libraries. (2007, february 13). changing roles of academic and research libraries. retrieved february 24, 2009, from association of college & research libraries website: http://www.ala.org/ala/mgrps/divs/acrl/issues/future/changingroles.cfm this essay was the product of an acrl tech summit that was held in november 2006. summit participants were convened to address “how technologies, on the one hand, and the changing climate for teaching, learning and http://southernlibrarianship.icaap.org/content/v08n02/mack_d01.html http://www.oclc.org/reports/pdfs/studentperceptions.pdf http://staging.ala.org/ala/mgrps/divs/acrl/publications/downloadables/guidetowritingcmc.pdf http://www.ala.org/ala/mgrps/divs/acrl/about/sections/ebss/cimc/cimc.cfm http://www.ala.org/ala/mgrps/divs/acrl/issues/future/changingroles.cfm 40 scholarship, on the other hand, will likely recast the roles, responsibilities and resources of academic libraries over the next decade.” the essay provides an action plan for academic libraries to confront these changes and to play an integral role in supporting higher education’s core missions of research and education. association of college & research libraries. (2008, january). environmental scan 2007. retrieved february 24, 2009, from http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/environmental_scan_2.pdf. this is an update to the association’s first environmental scan published in 2003. it reflects changes to the academic library environment since that time and it also reinforces long established practices. the report provides a list of emergent issues and the “top ten assumptions for the future of academic libraries and librarians.” dempsey, l. (2009, january). always on: libraries in a world of permanent connectivity. first monday. 14(1). retrieved february 24, 2009, from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/2070 dempsey presents the changing social dynamics brought about by the exponential growth in the adoption of mobile communications by the latest generation of college students. focus is then shifted to the challenges and opportunities this technology brings to academic libraries. libraries must adapt to the needs of this new cohort and become mobileready in order to maintain their visibility. dempsey provides examples of how libraries are currently integrating mobile communications into their institutional missions, taking into account physical spaces, reference and alerting services, and collection development. miller, r. (2008, august 15). future-proof your library. library journal. 133(13). retrieved february 23, 2009, from http://www.libraryjournal.com/article/ca6585850.html miller assembled the library journal’s team of “movers & shakers” to address the requirements that both the profession and libraries need to ensure a vital future. many of the suggestions that are put forward involve abandoning existing practices and contain an element of risk-taking. the key to the library’s future relevance is the hiring and retention of librarians who “must be not just comfortable with change but able to lead it." council on library and information resources. (2008, august). no brief candle: reconceiving research libraries for the 21st century. retrieved february 24, 2009, from http://www.clir.org/pubs/reports/pub142/pub142.pdf this report calls for redefining and redesigning academic libraries to meet the challenges posed by the constantly changing landscape brought about by digital technologies. eight essays on future scenarios for libraries were prepared and distributed in advance to participants of a symposium that was convened in washington, d.c. on february 27, 2008. the report, composed of both the essays and the proceedings of the symposium, represented the collaborative effort of librarians, university administrators, publishers, and information technology specialists. the report’s recommendations “reveal a range of perspectives and questions on the transformation of libraries. although they are presented as discrete topics, the discussions reflected their interderdependence.” compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. boberc@alcor.concordia.ca education libraries, volume 32, no. 1, summer 2009 http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/environmental_scan_2.pdf http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2291/2070 http://www.libraryjournal.com/article/ca6585850.html http://www.clir.org/pubs/reports/pub142/pub142.pdf mailto:boberc@alcor.concordia.ca canadian guidelines on library and information services for people with disabilities why im me? i’m right here! by sara marcus, queens college abstract although the relationship between styles of learning and reference service has been taken for granted within the profession, there has been little empirical research that directly links individual learning styles to optimal reference behaviors. this paper is a call for such research, and illustrates the importance of understanding the relationship between individual learning styles and reference service by discussing five of gardner’s styles of learning that are especially important within the reference service context – kinesthetic, visual, auditory, intrapersonal, and interpersonal. within the literature, there has been a long standing relationship between learning styles and reference information behavior (dalrymple, 2002; mestre, 2006). however, the nature of the dynamics of this relationship, the important variables, and their consequences has not been studied sufficiently. although this relationship between styles of learning and reference service has been taken for granted within the profession, there has been little empirical research that directly links individual learning styles to optimal reference behaviors. this paper is a call for such research, and illustrates the importance of understanding the relationship between individual learning styles and reference service by discussing five of gardner’s styles of learning that are especially important within the reference service context – kinesthetic, visual, auditory, intrapersonal, and interpersonal. think of a reference librarian – or any librarian who is sitting behind a desk. as carmichael noted in 2007, “more often than not, you will see the image of an old, gray-haired lady with a tight bun in her hair, reading glasses hanging off her nose, and poised in the ssh! position, complete with pointer finger to pursed lips” (40). think of this librarian performing her duties at the reference desk with a patron. what do you see? probably the librarian physically leading the patron to the item on the shelves. this is an example of a kinesthetic / visual learning experience, where the patron is physically walking to the item, and visually seeing where the item is located. toss in the librarian explaining what she is doing, and you also have the auditory and interpersonal learning occurring. yet, this model using very interpersonal experience might not be best for all. some learners might prefer to be alone, not making physical contact with a human librarian. some learners might not want to be physically involved, or some might want to experience the search, finding, and evaluation on their own. others might want to hear more about what is happening, or might want to see the steps laid out visually, and this may vary over contexts and tasks. should the reference librarian decide on just a few of the learning styles to address, ignoring others – and thereby ignoring the needs of some of their clientele; or should they address all learning styles, overloading patrons with information in a wide range of formats? it has been established that not everyone learns in the same way, and understanding this is the first step towards preparing students to become information literate, or literate in any knowledge base (chau, 2006). perhaps the best answer is to offer a variety of formats that repeat the information, allowing the patron to select the appropriate method(s) for their individual situation (burd & buchanan, 2004; mestre, 2006; neumann, 2003). as meredith said in 1999, “in this day of instant gratification, try to slow down. stop to smell the roses, they will not be there very long. savor the research and communication process” (19). try to find out what is the best style to use when instructing the patron, which will best suit them? often the patrons themselves might not be aware, but by carefully watching and interacting at the start, while determining the true question, the reference librarian can also take note of the best way the patron learns and takes in information (brown, murphy, & nanny, 2003). of course, with the addition of technology, there is the added difficulty of the elimination of some of the very learning styles that we hold dear. how can reference librarians use visual or auditory learning with a patron who cannot see or hear us? how do they deal with the patron who does not like to use _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 27 interpersonal or visual learning? for some patrons, a picture truly is worth a thousand words, and showing them what to do and/or how to do it – be it in person or through handouts with images / screen captures – is the best way to provide the information in a means best suited to their learning style. as partridge and hallam noted in 2006, “a whole new generation – the millennial generation – of learners is now entering higher education, challenging universities to do things differently” (401). this new generation is causing educators, including those behind the reference desk, to reconsider how they present information to those on the other side of the hypothetical desk, be it in a classroom or a library setting. at the least, millennials are digital natives who tend to be social, experiential multitaskers. as piazza stated in 2001, the educator / librarian needs to be aware of the individual patron – their preferred learning style, their culture, their abilities, in order to best be able to serve that individual patron and make their experience an effective one (shirley, 2003). should one teach in the method most familiar, usually in front of a classroom speaking (verbal / auditory), possibly with handouts or a projector (visually), or should it be hands-on in a lab and/or the library (kinesthetic)? should the learning activity be design so that students are working in groups (interpersonal) or working alone (intrapersonal)? what about providing the materials for those who prefer to learn alone with only the computer or a piece of paper to guide them? despite the appearance of technology to remove the very attributes valuable in interactions – the nonverbal cues such as gestures, body language, tone of voice – there are benefits to using technology. there is the ability to see the words rather than hear them, to possibly have a written transcript available to ‘see’ rather than hear. creating online tutorials enable a user to view the materials at their own speed, and follow along as they need. including audio narration can enable the auditory learner to gain from the material as well. handouts – both online and in the library – can enable users to ‘teach themselves’ or refresh their memories without having to ask questions – something few of us enjoy doing. as noted by costello, lenholt and stryker (2004), the challenge before reference librarians is recognizing diverse learning styles – both in online and face-to-face environments. this paper does not intend to indicate that the traditional library instructional setting should be abolished. far from it. rather, the librarian should consider alternative – not replacements – for the traditional bibliographic instruction (burd & buchanan, 2004; collinson & williams, 2004) in order to serve the widest range of learning styles presented by today’s students and that these learning styles may be flexible rather than static, subject to prior knowledge, tasks, or subject. matching student learning and media preferences provides a rich arena for research in reference delivery methods. references brown, c., murphy, t., & nanny, m. (2003). turning techno-savvy into info-savvy: authentically integrating information literacy into the college curriculum. journal of academic librarianship, 29(6), 386-398. burd, b., & buchanan, l. (2004). teaching the teachers: teaching and learning online. reference services review, 32(4), 404-412. carmichael, m. (2007). more tips and tactics. teacher librarian, 34(3), 40-42. chau, m. (2006). connecting learning styles and multiple intelligence theories through learning strategies: an online tutorial for library instruction. library and information science research electronic journal 16(1). retrieved 28 february, 2007, from http://libres.curtin.edu.au/libres16n1/chau.htm collinson, t., & williams, a.. (2004). the alternative library. aslib proceedings: new information perspectives, 56(3), 137-143. costello, b., lenholt, r., & j. stryker, j. (2004). using blackboard in library instruction: addressing the learning styles of generations x and y. the journal of academic librarianship, 30(6), 452-460. dalrymple, c (2002). perceptions and practices of learning styles in library instruction. college & research libraries, 63(3), 261-273. mestre, l. (2006). accommodating diverse learning styles in an online environment. reference & user services quarterl,y 46(2), 27-32. _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 28 http://libres.curtin.edu.au/libres16n1/chau.htm meredith, m. (1999). confronting the styles and needs of an international clientele. information outlook, 3(6), 18-22. neumann, h. (2003). what teacher-librarians should know about universal design: one size does not fit all. teacher librarian, 31(2), 17-20. partridge, h. & hallam, g. (2006). educating the millennial generation for evidence-based information practice. library hi tech, 24(6), 400-419. piazza, s. (2001). the teacher-librarian as collaborative partner. teacher librarian 28(4) 31-34. shirley, g. l. (2003). correctional libraries, library standards, and diversity. jce, 54(2), 70-74. sara marcus is an adjunct assistant professor at queens college. email: saramrofofsky@gmail.com the summer issue will focus on children’s resources. if interested in contributing an article, the deadline is march 15. additional book reviewers are also welcome. email queries and manuscripts to copy editor cybele werts at cwerts@wested.org those interested in reviewing books should contact review coordinator jacqueline snider at jacqueline.snider@act.org _________________________________________________________________________________________________________ education libraries volume 30, no.2 winter 2007 29 microsoft word edlibwin56rev.doc _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 11 new and forthcoming at reference compiled by lori mestre, university of illinois at urbana-champaign, and linda salem, san diego state university arnett, j.j. (ed.). (2006). routledge international encyclopedia of adolescence. 4 vols. new york: routledge. isbn 0-415-96667-1. no price available. this work is a comprehensive socio-cultural survey of the lives of people between ages 10 and 25 around the world. it includes coverage of information for 150 countries. information on each country includes the following coverage: national characteristics, cultural definition of adolescence, religious beliefs, gender value differences, identity development, family relationships, friends and peers, love and sexuality, health risk behavior, work, media, politics and the military, and any unique issues specific to a country. this work is designed for use in teaching and as a reliable source for fact checking and reference. britton, e., long-cotty, b.d., and levenson, t. (2005). bringing technology education into k-8 classrooms. a guide to curricular resources about the designed world. thousand oaks, ca: corwin press. isbn 1-41291-465-5. oclc# 56880178. $34.95. this independent review of curriculum materials for technology provides a practical guide to the latest technology textbooks and integrated resources (including technology and supplementary resources), and describes over 100 informal resources. entries include strengths and weakness of products. authors describe the technology topics covered, types of technology design activities, assessment strategies, and types of teacher support needed for products and resources. this source includes an introduction to technology education, analysis of how technology topics address standards and ideas for technology activities that help students understand design. it also addresses benchmark level analyses. eleven chapters are included across three parts: reviewing curriculum materials in technology education, comparing curricular materials, and reviews, analyses and samples of individual products. references. cullinan, b.e., kunzel, b., and wooten, d. (eds.). (2005). continuum encyclopedia of young adult literature. new york: continuum. isbn 0-8264-1710-8. oclc# 60796209. $150. this reference guide to young adult literature is a collaborative effort by 200 authorities contributing 650 original, signed entries. this guide includes entries on authors and educators. authors and graphic novel artists who do not as yet appear in other guides are included. topical articles are included and these discuss literary figures that may not have an entry elsewhere. coverage includes: african american literature, asian american literature, australian literature, canadian literature, crossovers, death and dying, fantasy, feminist fairy tales, the graphic novel, harry potter – “not just for kids anymore”, horror, latina/latino literature; the lord of the rings and beyond; new zealand literature; science fiction and crossovers; superheroes of the 1960s and stan lee; witches and dragons; tween and teen; yesterday, today, and tomorrow. this source includes an appendix of award winners and a cross-referenced index of names. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 12 denzin, n. k., and lincoln, y.s. (2005). the sage handbook of qualitative research. thousand oaks, ca: sage publications. isbn 0-7619-2757-3. $130.00. this edition describes how theory and practice of qualitative inquiry are used to address issues of social justice into the 21 st century. there are fourteen new topics covering indigenous research, institutional review boards and human subject research, critical and performance ethnography, arts-based inquiry, narrative inquiry, foucault, the ethics and strategies of online research, cultural and investigative poetics, and the politics of evaluation. over half of the authors are new to this edition. returning authors have revised and updated returning chapters. the 42 chapters are included across seven sections: locating the field, paradigms and perspectives in contention, strategies of inquiry, methods of collecting and analyzing empirical materials, the art and practices of interpretation, evaluation, and presentation, and the future of qualitative research. index and references. english, l. (ed.). (2005). international encyclopedia of adult education. new york: palgrave macmillan. isbn 1-4039-1735-3. oclc# 56895190. $175. this work is intended for adult educators who research and teach in higher education, work in community-based settings, or practice in public or private organizations. the foreword is written by dr. paul belanger. this source includes 200 articles describing research and practice in adult education, from its emergence to the present day. included are key concepts, issues and individuals, and a summary of ongoing debates. this source is arranged alphabetically and cross-referenced. references are offered for each topic to encourage further study. fry, e. b., kress, j. e. and fountoukidis, d.l. (2006). the reading teacher's book of lists. 5 th ed. hoboken, nj: john wiley & sons. isbn 0-7879-8257-1. $29.95. the fifth edition of the reading teacher's book of lists now includes 190 up-to-date lists for developing instructional materials and lesson planning, offering information on all aspects of reading instruction. its fifteen sections contain practical examples, key words, teaching ideas, and activities that can be used as is or adapted to meet students' diverse needs. new topical areas include: ideas for non-narrative reading; word walls; graphic organizer and concept development software; new literacies, such as 'zines, internet terms, emoticons, e-mail, and chat; as well as weekly writing prompts. gerster, c. with zoglar, l.w. (2006). teaching ethnic diversity with film. essays and resources for educators in history, social studies, literature and film studies. jefferson, nc: mcfarland. isbn 07864-2195-9. oclc# 59711918. $39.95. this work details “rationales and methods for incorporating readily available films into the high school and college undergraduate curriculum, particularly in history, social studies, literature, and film studies courses.” this is a guide for teaching ethnic diversity using the works of filmmakers who re-present histories, cultures, and literature from ethnic minority perspectives. it includes definitions of race and ethnicity and essays on the film history of african american, asian american, american indian, and latino representation. photos, notes, references and index. gillespie, j.t. (2005). the children's and young adult literature handbook: a research and reference guide. westport, ct: libraries unlimited. isbn 1-56308-949-1. oclc# 61111320. $55.00. this selection guide and collection development aids librarians, and serves as a navigation tool for researchers to find the best resources on children’s and young adult literature. the book describes and evaluates over 1000 publications: general reference, bibliographies, biographies, review sources, literary awards, professional organizations, and special library collections. internet and other non-print media are included, as are major english-language resources from britain, canada, australia, and south africa. green, j., and karolides, n.j. (2005). encyclopedia of censorship. rev. ed. new york: facts on file. isbn 0-8160-4464-3. oclc# 55657584. $85.00. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 13 this is the long awaited, fully updated and revised edition of the first edition published in 1990. 50 percent of the material is new. this work describes the history and evolution of censorship with attention to societal concerns. coverage ranges from ancient rome to the internet. entries are organized alphabetically. new entries to this edition include adventures of huckleberry finn, judy blume, christian coalition, the harry potter series, stephen king, and more. nicholas j. karolides is the author of many books on the subject of censorship and banned books including 120 banned books: censorship histories of world literature (2005). references and index. lederer, n. (2005). ideas for librarians who teach: with suggestions for teachers and business presenters. lanham, md: scarecrow press. 240 p. isbn 0-8108-5212. oclc# 60971912. $35.00. ideas for librarians who teach contains nearly one thousand individual ideas and advice for teaching. although intended primarily for librarians, it provides advice useful to anyone who might need to teach a group. chapters include information about preparing for a session, teaching audiences with different learning styles, group learning ideas and creating feedback forms. also included is advice and recommendations for promoting library instruction, teaching via distance education, and dealing with disruptive students. bibliography, recommended resources and appendixes. lee, s. w (2005). encyclopedia of school psychology. thousand oaks, ca: sage publications. isbn 0-7619-3080-9. oclc# 56967208. $150.00. the encyclopedia of school psychology features the latest research on school learning, motivation, and educational assessment. 175 contributing authors cover the broad areas of psychology, education and counseling, child development, and special education. sample topics addressed include student success, behavior disorders, intelligence testing, learning disabilities, strategies to improve academic skills, and more. the encyclopedia is intended for a broad audience including university professors of school psychology, college students, elementary and high school teachers and administrators, school psychologists, and parents. other features include some timelines, biographies of key pioneering researchers, "point/counterpoint" boxes highlighting differing sides to issues and appendices of additional resources and comparative statistical tables. lindemann, r. h. f. (2005). the dr. seuss catalog: an annotated guide to works by theodor geisel in all media, writings about him, and appearances of characters and places in the books, stories, and films. jefferson, nc: mcfarland & company. isbn 0-7864-2223-8. oclc# 57352694. $39.95. this is a bibliography and iconography of theodor seuss geisel’s books, illustrations, cartoons, advertising campaigns, humorous essays, motion picture productions, animated shorts, and features. it is arranged chronologically, providing full bibliographic information and translations as they appear, reissue information, and descriptions of the binding. the iconography links more than 900 fictional names, places and terms to the works in which they appear. bibliography and reference. reynolds, r.a., woods, r. and baker, j. (eds). (2006). handbook of research on electronic surveys and measurements. hershey, pa: idea group. isbn 1-59140-792-3. $525 / $195. the handbook is a comprehensive reference source for innovative knowledge on electronic surveys. it provides complete coverage of the challenges associated with the use of the internet to develop online surveys, administer web-based instruments, and conduct computer-mediated assessments. internationally known experts describe key issues, terms, and concepts. descriptions of the design, implementation, and use of electronic surveys are provided. the handbook describes practical procedures and provides profiles of specific online measures. chapter references are included. this source is organized by topic and indexed. cross-referencing of key terms is included. libraries that purchase the print copy get free online access for the life of the edition. rojany-buccieri, l., and economy, p. (2005). writing children's books for dummies. hoboken, nj: john wiley & sons. isbn 0-7645-3728-8. oclc# 60349330. $19.99. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 14 this first edition is a beginning-to-end process book to assist one with the intricacies of the book publishing market. the authors explain the basics of the children's book business, provide tips throughout the book to aid in the writing process, including researching your topic, creating compelling characters, developing them in the manuscript, as well as how to write dialogue. there are also chapters on writing a creative nonfiction children's book; hiring an illustrator-or not; participating in workshops and conferences to learn the business and hone a story; finding an agent; submitting the manuscript to publishers; and making a plan to publicize the book. as with other “dummies” books, writing children's books for dummies highlights "the part of tens," which includes the “ten best ways to promote your story” and “more than ten great sources for storylines.” salem, l. (2006). children’s literature studies: cases and discussions. westport, ct: libraries unlimited. isbn 1-59158-089-7. oclc# 62127727. $40.00. this book provides bibliographic essays on issues in children’s literature from 1970 to the present. chapters include introductory coverage of the relationship between literature for young people and many subjects. subjects include: censorship, religion, peace, glbt literature, gender, and languages. at the end of each chapter is a case with discussion questions that encourage a critical pedagogical approach for classroom teachers. chapter references. bibliography and index. schott, g., davis, s. f. and buskist, w. (eds). (2005).handbook of the teaching of psychology. malden, ma: blackwell. isbn 13: 978-1-4051-3204-6. oclc# 60500289. $39.95. written by leading scholars in the field, the handbook explores the challenges in the teaching of psychology and offers strategies and solutions for current and future teachers of psychology. it provides readers with comprehensive coverage and analysis of current trends and issues, basic mechanics, and considerations related to effective teaching in psychology. bibliographical references and indexes. scott, d., and morrison, m. (2005). key ideas in educational research. london: continuum. isbn 8264-7990-1. oclc# 61176836. $120.00. key ideas in educational research is a guide to 120 key terms in educational research with entries on schools of thought, philosophical concepts, educational research strategies and infrastructural issues. each term is represented in an essay that provides an explanation and definition of the term, alternative explanations and definitions of the term as well as how it is used by educational researchers. tan, w., and subramaniam, r. (eds). (2005). handbook of research on literacy in technology at the k-12 level. hershey, pa: idea group. $195.00. online electronic access only $175.00. isbn 159140-494-0. oclc# 62345235. free online access for libraries for life of the edition with purchase of print copy. the handbook provides coverage of the issues, methods, and theories of literacy and technology at the pre-collegiate level. more than 35 chapters written by over 50 international experts deal with issues of teaching and learning with technology. organized by topic, the work includes over 260 key terms with detailed definitions, 1300 references on literature and research in the area of literacy and technology. intended for teachers, researchers, and scholars. bibliographical references and indexes. trauth, e. m. (2006). encyclopedia of gender and information technology. 2 vols. hershey, pa: idea group. isbn 1-59140-815-6. $525.00. this work offers comprehensive information on how gender and information technology impact each other. it includes authoritative information from hundreds of leading experts about the role of gender in human interaction with it and the it profession. thousands of key terms and their definitions are included to offer a complete understanding of the subject. the two volumes include over 200 entries with extensive references and listings of additional works on the topic. it is organized by topic. cross-references of key terms, figures and other information is provided. libraries that purchase a print copy get free online access for the life of the edition. _________________________________________________________________________________________________________ education libraries volume 28, no.2 winter 2005 15 walker, j. (2005). directory of historical textbook and curriculum collections. chicago: association of college & research libraries. isbn 0-8389-8357-x. oclc# 61303360. $30.00. this directory includes historical collections of school book and curriculum materials published before 1980 in the united states and canada. entries include contact information of the institution containing the collection, a brief narrative description, size of the collection, span of years covered, and format of materials. access information also includes equipment available to view material as well as library hours and policies. bibliographical references, indexes and resource list. lori mestre, m.a.l.s., ed.d. is the digital learning librarian at the university of illinois at urbanachampaign. email: lmestre@uiuc.edu linda salem is the education librarian at the malcolm a. love library at san diego state university. email: lsalem@mail.sdsu.edu the summer 2006 issue of education libraries will focus on information packaging: • what role should academic librarians play in packaging information? • to what extent does information packaging reflect the packager’s values and agenda? • how can information be packaged to optimize use? • how are virtual collections created? what are the issues? • what factors need to be considered as library portals are used to select and organize information? • how do databases package information? what considerations need to be addressed in their development, storage, and retrieval? • how can librarians collaborate with teaching faculty in course packaging? • what is the role of esthetics in packaging information? the deadline for the issue is may 30. queries should be sent to the editor, dr. lesley farmer, at lfarmer@csulb.edu. from: education libraries, volume 34, number 2, winter 2011 3 guest editorial by hema ramachandran and erin lanham this issue of education libraries, which is dedicated to the ongoing, timely, and important topic of information literacy in the workplace, showcases presentations from two sessions sponsored by the education and engineering divisions at the 2010 sla annual conference in new orleans http://www.sla.org/content/events/confpresentatio ns/2010.cfm. the first part of the program provided an overview of the issues from key researchers in the field; the second part was a panel of academic and corporate engineering librarians discussing the challenges they face in imparting information literacy. at our suggestion, the editor graciously agreed to dedicate this issue of the journal to this topic – a topic that is important for all of us who are in the information business. in information literacy in the workplace part 1, dr. sharon weiner, professor of library science and the w. wayne booker endowed chair in information literacy for purdue libraries, laura leavitt, labor and industrial relations librarian at the business library, michigan state university, and tiffini travis, director of information literacy & outreach services at california state university, long beach presented and discussed their research and experiences on preparing students to become information-literate workers. dr. weiner provided the background to workplace information literacy with a discussion of current research, barriers including social aspects and the idea of “workforce readiness.” laura leavitt asked whether information literacy (il) skills taught in academia are transferable to the workplace in a meaningful manner. she describes her experience with a graduate level labor and industrial relations course and the lessons learned. tiffini travis reported on the results of a survey she conducted on alumni of the california state university system and their use of information literacy skills in the workplace. weiner, leavitt and travis have published their findings and their conference presentations in this issue. in part 2 of the program, the moderator posed the following questions to a panel of academic and corporate librarians in engineering: • are academic engineering librarians teaching appropriate skills and how do they know they are reaching their goal? • what skills in terms of information literacy do new engineering graduates have to have as they enter the workforce? • do corporate librarians find that new workers have the appropriate information seeking skills or do they lack them? • if new engineers are lacking il skills, how can we bridge the gap? what follows in this editorial is a brief summary of their presentations. jay bhatt, engineering librarian, drexel university, described their extensive il program for engineering students in both the undergraduate and graduate programs, addressing the idea of “information awareness” as a precondition. jay conducted a quick informal survey of his alumni which produced some interesting and thoughtprovoking comments. a sample of the comments is summarized below: • undergraduates need a refresher in research skills when they arrive in their first job • many comments centered on the lack of needed materials in their company especially journals and databases. (this is probably true of small to medium sized companies but not in the case of big companies such as boeing) e d i t o r i a l http://www.sla.org/content/events/confpresentations/2010.cfm http://www.sla.org/content/events/confpresentations/2010.cfm education libraries, volume 34, number 2, winter 2011 4 • corporate librarians should consult their new hires and find out what their information needs are, and whether they have access to the resources they need. • collaboration between academic and corporate librarians to share information literacy instruction is a good idea • companies could be provided with access to academic libraries with a fee associated with it. so that training employees on information literacy could be held on campus • most graduate students, especially phds, get well versed with research based search skills by the time they get ready for graduation, based on the teachings by their respective academic librarians jay makes a good point that we teach students information skills, they graduate, and due to contractual reasons we cut them off from our resources! many of the alumni end up in small to medium companies which do not have the resources to which they have become accustomed. perhaps there should be a way that vendors can allow us to give our alumni access for a couple of years so that they can demonstrate to their companies the importance of these resources? (maybe the vendors will end up with more customers, too). joy mcnally, technical services librarian at fm global (an international property insurance company with a focus on loss prevention engineering based in norwood, ma), talked about how they are planning to implement a new instructional program for their interns in the near future. as a follow-up to departmental surveys, the technical information center, interviewed engineers and scientists from the engineering and research division about their information literacy and research skills. managers and intern mentors were asked what research skills interns and recent graduates needed to have, and whether or not applicants had these skills, while recent hires with bachelor’s, master’s and phd degrees were asked a series of questions about what course work best prepared them for their current position, and what skills they developed on the job but wish they had learned in school. of the ten new hires, only two had a library session or component in their university experience and in both cases it was at the beginning of their undergraduate studies and focused on using databases and library resources and did not include critical thinking skills or research methodology. this is unfortunate, since new graduates need to be able to clearly defend their methodology and results since their conclusions lead to decisions that have long-term consequences. this is reflected in the views of the mentors and managers who expressed concerns that new hires lack the skills to assess the sources or the type of information they find and then develop recommendations based on their research. susan k. smith, head of the shaver engineering library at the university of kentucky (uk), has a unique vantage point having worked for many years as a corporate librarian in engineering companies before becoming an academic librarian. susan’s presentation highlighted the challenges faced by many engineering librarians on large campuses: large class size (50-100 students), lecture style instruction which prevents the inclusion of active learning components, students’ inability to perceive the need for research skills, challenges of teaching first generation students and gender issues. nevertheless, susan has made inroads by collaborating with some faculty, developing learning outcomes, rubrics and research assignments that count towards students’ final grades. at uk, some upper level classes are required to write a research paper. this group receives a session on research methodology with an active learning component in a computer classroom and each student is required to have a one-on-one consultation with the librarian. lower level classes break into small teams to utilize exploratory techniques in literature searching during instruction sessions. susan knows firsthand the types of skills needed by working engineers. for instance, she can attest to the importance not only of research skills but also the importance of strong written and communication skills. education libraries, volume 34, number 2, winter 2011 5 our final panelist was diane brenes (presenting on behalf of joan dubis) of the boeing company. boeing library services team has offices in various locations throughout the country and a book repository in california for circulating the collection. one of the challenges addressed in the presentation was educating employees on the “information-rich” environment at boeing. they offer access to many externally subscribed databases as well as internally-produced technically-rich documents and collections. in fact, the boeing library services team (of which diane and joan are members) won the sla jj keller innovations in technology award in 2009 for their project which connects the various communities and departments at boeing through shared content. they accomplished this through the use of departmental collections within boeing's catalog and internal gateway web pages. diane pointed out that it is often the student interns who seek out their corporate library and thereby become “lifelong” patrons referring coworkers to boeing’s rich information resources. academic librarians should ensure that graduating engineering students are instructed to seek out their corporate librarian (if there is one). in order to accomplish this joint goal, corporate and academic librarians need to collaborate so that students who have started on the road to lifelong learning continue their journey with the assistance of their corporate librarian. in fact, “lifelong learning” is one of the criteria against which engineering programs in the us are evaluated as part of the abet accreditation process. please access the section on “criteria for accrediting engineering programs” at http://abet.org/forms.shtml. criteria 3i is “a recognition of the need for, and an ability to engage in life-long learning.” information literacy provides us an essential set of tools to engage in lifelong learning. there was spirited discussion between the presenters and the audience after part 2. we highlight here two interesting issues that were raised in the discussions. due to time constraints, joy mcnally was only able to briefly touch on the issue of copyright, but it was clear from comments that corporate librarians feel that students are not taught adequately about copyright or more precisely issues around intellectual property in their academic programs. a corporate librarian in the audience made the following general point: academic librarians should discuss the cost of information to their graduating engineers. students have become accustomed to the ease with which they can get journal articles, conference papers and other materials delivered to their desktop (the ieee xplore would be a case-in-point) and when they enter the workplace they do not understand the costs involved in obtaining needed information. conclusion it would seem from the presentations and ensuing discussions in the packed rooms at both sessions that we need to continue our discussions about workplace information literacy and that it is imperative for academic and corporate librarians to collaborate on teaching appropriate information seeking skills. venues such as the sla annual conference, which brings both corporate and academic librarians under one roof is a good place to start our hope is that our sessions were the first small steps in beginning and continuing such a dialog. we were honored that we had very strong vendor support for both programs. hw wilson and the association of computing machinery (acm) supported part 1. knovel, a major vendor for technical information and data in engineering, recognizing the significance of this topic was the sole sponsor for part 2 of our program. ross graber, director of marketing, of knovel, launched part 2 with a brief introduction stressing the importance of the topic. here are some thoughts on the way forward: • librarians can raise awareness on the importance of il by including it in workers’ professional development, working with professional organizations, and building recognition programs that will promote innovation. • librarians can work with colleagues, both within and outside the library, to develop education libraries, volume 34, number 2, winter 2011 6 best practices and toolkits for teaching and assessing workplace il • academic librarians should conduct surveys of companies and organizations that hire their students, and make contact with the librarians (if the company has one) and vice versa • corporate and academic libraries should make more of an effort to reach out to their counterparts locally/regionally and discuss common issues • academic institutions need to conduct research on whether their information literacy programs benefitted their alumni and contributed to their pursuit of lifelong learning hema ramachandran california state university-long beach engineering librarian hramacha@csulb.edu 562-985-5749 erin lanham covidien pharmaceuticals technical services manager erin.lanham@covidien.com 314-654-0200 mailto:hramacha@csulb.edu tel:562-985-5749 tel:314-654-0200 from: featuring historical textbooks to build knowledge of university history; by bette rathe & kay lowell, university of northern colorado abstract undergraduate students at a teacher education institution, the university of northern colorado, are the target audience for an exhibit of a reading series from the libraries’ archival services collections. the display highlights an important era in the university’s history involving four faculty members: paul mckee, m. lucile harrison, annie mccowen, and elizabeth lehr. these professors developed an innovative approach to early reading instruction that was incorporated into their reading textbook series during a time of uniformity in reading textbooks. the rationale for the display was based on research about the reading for meaning series discussed in this article. introduction education libraries, volume 32, no. 1, summer 2009 17 on april 1, 1889, governor job adams cooper of colorado signed into law senate bill 104, an act to establish, govern, and maintain a state normal school to be located in greeley, colorado (larson, 1988, p.19). through all the years that have followed, the institution in greeley, now known as the university of northern colorado (unc), has had the “preparation of education personnel” as its primary mission (2008, ¶ 1). in fact, until 1957, the institution’s name featured “teachers” or “education” through its several name changes, including state teacher’s college of colorado and colorado state college of education at greeley. from 1891 through 2001, one of the focal points of the institution was the k-12 school located on campus, variously known as the training school or the laboratory school. for decades, unc faculty members have been at the forefront of educational theory and practice, which was often tested at the training school. they developed teaching methods in several fields and authored k-12 textbook series in reading, literature, language arts, and science. present and former buildings on both campuses, named for prominent educators, bear witness to their accomplishments. with the passage of years, however, the institutional history of education and teacher preparation have become less apparent. the change of name to university of northern colorado in 1970 and the broadening of the institution’s academic offerings – both welcome events – ironically contributed to a loss of student “connectedness” with their own institutional strength and history. few students today could describe why there is a dormitory named harrison hall, or why the home of the school of education is called mckee hall. until very recently, a similar knowledge gap existed regarding one of unc’s most successful graduates, james a. michener, for whom the main library at unc is named. michener, who is best-known as a pulitzer prize winner for his novel tales of the south pacific, spent a number of years at colorado state college of education. during his appointment as a social studies teacher at the training school, he also earned his master’s degree. after experiences as a textbook editor and in the military, michener went on to become one of the most prolific writers of the 20th century. he was also a respected public servant who was awarded the nation’s highest civilian award, the presidential medal of freedom. before his death in 1997, mr. michener asked that the university of northern colorado become a central repository of his legacy. with the cooperation of a number of other institutions which house michener collections, archival services amassed a wealth of materials – both professional and personal – about him. to celebrate what would have been michener’s 100th birthday in 2007, the unc libraries mounted a permanent exhibit on michener’s life and accomplishments. alumni groups, michener fans, and parents of students all visit and enjoy the exhibit regularly. this exhibit occupies the entire mezzanine level of the library and consists of some fourteen display cases containing print resources and several physical artifacts. tour guides for prospective students encourage the tour group members to take a look through the display and “find that guy’s false teeth,” the most unusual artifact in the exhibit. in the process of looking for those teeth, they learn more about this author and his life. the answer to the question “who is this michener of michener library?” is now a part of the campus story told to incoming freshmen. given the continuing success of the michener exhibit, it seemed appropriate to raise the student community’s awareness of other accomplished educators from unc’s past. to highlight these accomplishments, a permanent display on the reading for meaning textbook series, authored by faculty members paul mckee, m. lucile harrison, annie mccowen, and elizabeth lehr, was mounted near the main reference area of michener library. this paper will discuss the rationale and development of the textbook series and the display which highlights it, underscoring our belief that the use of permanent library exhibits or displays about key people from university history can provide students with an enhanced understanding of the university’s past. the reading for meaning series the reading for meaning textbook series was selected from among the other textbook series authored by unc faculty in part because campus buildings had been named after the authors. archival services holdings in this series provided a large number of visually appealing resources for a display, and the availability of duplicate textbooks also allowed the best copies to be preserved in the archives. additional materials, such as transcribed excerpts from annie mccowen’s personal diary, add depth and context to the display. her observations give a glimpse into the experience of being a female educator in the mid-20th century, as well as illuminating the process of developing the reading textbook series. reading for meaning was first published in stages between 1949 and 1955. it was revised three times, in 1957, 1962-3, and 1966. each edition began with a reading readiness component, initially entitled getting ready, which changed to getting ready to read for the last two editions. the three preprimers and four primary level readers were entitled tip, tip and mitten, big show, jack and janet, up and away, come along, and on we go. jack and janet was called with jack and janet for the 1949 edition only. the two third grade readers, looking ahead and climbing higher, were followed by the remaining single readers for grades four through six, high roads, sky lines, and bright peaks. for each reader there were accompanying teacher’s editions and practice books. more ancillary teaching resources were developed with each new edition including a big book, tests, filmstrips, games, card sets, flip charts, records, and realia. literature review while no articles deal specifically with library displays of historical textbooks, several articles and a master’s paper speak to the potential of exhibits or displays in academic libraries. ogunrombi (1997) identified five objectives for mounting exhibits which include creating awareness of library services and information sources, creating a positive attitude toward the library as an asset to the university, creating demand and use for displayed resources or services, enhancing the status of library personnel, and communicating to the community the institution’s efforts and achievements. it is this latter application that best fits the current historical textbook display with the target being the ever changing community of undergraduates and their parents. dutka, hayes and parnell (2002) provide reasons for having exhibits in academic libraries. among the suggested uses for exhibits are as teaching tools, as a means of developing awareness of unique collections, and to honor a donor and his gift. the reading for meaning series is a part of a unique collection of historical textbooks and of course the michener exhibit fits the latter category of honoring a significant donor. the michener display is also a fine exemplar of a concept presented by steven escar smith (2006), that “by building teaching collections we also can assemble collections of great breadth and depth” (p. 39). educating the public about the life of james a. michener required pulling together materials from such diverse fields as sports, history, geography, art collecting, and politics. organizing this material in a meaningful fashion is an act of outreach, “the active and conscious delivery of learning opportunities” (smith, s.e., 2006, p. 31). in an institution dedicated to the training of teachers, providing the public with an active learning experience that both deals with its cultural heritage and is itself an exemplar of learning methodology is a perfect fit. historical textbooks are important to teacher education institutions general. the collection at unc is made more significant given the inclusion of textbook series that have the status of faculty publications. in emily guthrie (2003) describes the development of an exhibit in honor of the 100th anniversary of the coker arboretum on the campus of the university of north carolina, chapel hill. this arboretum was named for a faculty member whose contributions to his field and to the campus are detailed in the exhibit. guthrie states that the purpose of the exhibit was “to introduce a new education libraries, volume 32, no. 1, summer 2009 18 generation of students to coker, to stir the memories of those who knew him or knew of him, and to reveal the story of his life” (p. 3). that introduction to students of the people behind the names on campus buildings or sites is central to the purpose of our historical textbook display. two articles contain differing approaches to analyzing historical textbooks that were helpful in developing the analysis of the reading for meaning textbook series presented in this article. gert schubring (1987) proposes a three dimensional approach in his study of a french mathematics textbook author. the first dimension is analyzing “changes within the various editions of one textbook,” followed by “finding corresponding changes in other textbooks” in the same subject area, and concluding with the third dimension of relating “the changes in the textbooks to changes in the context” (p. 45). elements to look at for this last dimension of context include the textbook author and the relationship between author, editor, and higher authority. other elements to consider are the relationship between textbook and teacher, the conveyance of method of teaching, the forms of the textbook, and the effect of the textbook. terese volk (2007) offers a five point design in her analysis of music teaching materials developed by charles congdon. in her analysis she looked at the sociohistorical context, the author in his specific social milieu, differences between the author’s textbooks and others of his time, the contribution of the author toward needs of music education materials of his time, and the impact of his work on music education. neither article addresses the development of a display based on the results of their analysis. in this article, we will look at elements that were incorporated into the display of historical textbooks mounted at unc including the sociohistorical context of reading textbooks, changes within various editions of reading for meaning , the reading for meaning authors, the relationship between these authors and their publisher houghton mifflin, unique elements of reading for meaning, comparison with reading textbooks of the time and the impact of reading for meaning. sociohistorical context according to monaghan (1994), female authorship of elementary reading textbooks was the rule from the 1880s into the 1920s. women were considered the experts because they were the ones who taught in the elementary schools and they were also the ones training future elementary school teachers. this changed with the advent of the scientific movement in education in the early 1900s. by 1925, israel and monaghan (2007) state: men trained in experimental research techniques (i.e., judd, thorndike, gates, gray) had already published monographs on reading, found a publication outlet (nsse yearbooks) where they could pool their knowledge, and had set out the parameters of a new field, reading education. (p.16) also in the 1920s, additional texts were added to reading series with the “emergence of reading readiness programs and of the preprimer” (chall & squire, 1991, p.122). with the growing number of texts and supplementary resources, monaghan (1994) explains, textbook publishers after 1930 could no longer afford to publish multiple reading series reflecting different methods. when the textbook publishers were looking for authors for their single reading series, they looked to reading education experts. in nila banton smith’s (1965) listing of ten reading textbooks published or revised between 1950 and 1965, all have male reading experts as the lead authors, including mckee for the reading for meaning series. according to chall (1967), the two leading reading series of the time were william s. gray’s series commonly known as “dick and jane” and david russell’s ginn basic readers featuring “tom and betty.” these two series accounted for “80 percent of the total reading-series sales” (p. 201). as space in the display did not allow for more than two or three examples from other textbook series of the time, a single page chart was produced. the chart lists eight reading experts with their publishers, the reading textbook series they authored, and the individual titles of the primary level texts. nila banton smith (1965) describes the time period between 1950 and 1965 as influenced by “expanding knowledge, technological revolution, and national concern” (p. 311) because of the perceived threat of a technologically superior russia as displayed in the launch of sputnik. smith states that “for the first time in history, reading instruction in american schools underwent harsh and severe criticism” (p. 312). an example of this criticism was the publication of rudolf flesch’s why johnny can’t read. flesch (1955) describes the content of existing reading textbooks as “horrible, stupid, emasculated, pointless, [and] tasteless” (p. 6). flesch condemned the textbook author as a reading education expert serving as “one of the high priests of the word method” downplaying the need to teach “children anything about letters and education libraries, volume 32, no. 1, summer 2009 19 sounds” (p.12) which flesch considered central to effective reading instruction. in response to criticism such as this, a separate workbook, learning letter sounds, was developed in 1957 by mckee and harrison and revised in 1963 for use with beginning readers in first grade. this program, with accompanying card sets and filmstrips, could be used with the reading for meaning series or any other reading textbook series. mckee and harrison (1957) promoted the idea that learning consonant sounds was more important to beginning readers than learning vowels, so the workbook focused on learning 18 consonants and four speech consonants. for each consonant there is a key picture with the letter superimposed over the picture to help the child make the association between the printed consonant letter and the sound it stands for. this progression from picture to text is represented in the display by three cards from the card set for the letter b. the first card shows a baseball bat and ball forming the letter. on the second card the lower case b is superimposed over the picture of the bat and ball. the final card is just the lower case letter b. reading for meaning authors robert larson (1988), in his history of the university of northern colorado, states that dr. paul g. mckee was regarded as “one of the most eminent scholars in his field” and assumed “an important leadership role at the school” (p. 161). mckee came to unc in 1926 having earned his master’s degree and doctorate at the university of iowa under the renowned content reading expert dr. ernest horn. mckee served as a professor of elementary education. larson mentions that mckee tended to stammer, but he would “immediately inform students he had such a problem, go on, and teach an excellent class” (p. 168). mckee also served as principal of the elementary level of the campus training school from 1932-42. the training school held itself to a high standard of continual instructional improvement, as described in the bulletin of the colorado state teachers college (“training school”, 1921): the fundamental purpose of a training school is not to serve as a research laboratory, but rather to serve as a laboratory in which the student verifies his educational theory and principles.… new methods that save time, new schemes for better preparing the children for life, new curricula and courses of study are continually considered by this school and tried out, provided they are sound educationally. (p. 28) this underlying philosophy is evident in the development of the reading for meaning series. the three female authors included in the series served under mckee at the training school. annie m. mccowen arrived on campus in 1921 with a master’s degree from the teachers college at columbia university. she was appointed a professor of elementary education and a teacher in the fifth grade at the training school. albert carter and elizabeth kendel (1930), in their history of unc, described annie mccowen as possessing “a charming manner and delightful southern speech” that “proved most intriguing alike to her fifth grade pupils and to the school generally” (p. 204). robert larson (1988) also mentioned her southern drawl as contributing to “her success and easy rapport with students” along with her “delightful sense of humor” (p.163). she earned her doctorate from state university of iowa in 1929, the first woman faculty member at unc to earn a doctoral degree. the other two faculty coauthors arrived on campus in 1926 with bachelor degrees. m. lucile harrison was appointed to the training school faculty to provide supervision and teacher training work in grades one and two, later moving to kindergarten, while elizabeth lehr worked in grades three and four, later moving to fifth grade. larson described harrison as the “expert in the primary grades” whose teaching reached “creative levels” that the college president at that time promoted and as possessing a “command and feel fo children’s literature” (p. 163). harrison, mccowen, and lehr not only collaborated in the writing of the textbooks, but also “testing them in classroom laboratories” (p. 431). the display contains individual photos of the authors selected from scanned images and printed on a high quality photo printer, thereby preserving the originals. the selection of the harrison photo in which she is standing next to th harrison hall marker reinforces the connection of these authors to curren lehr r e t buildings on campus. education libraries, volume 32, no. 1, summer 2009 20 the authors’ work with houghton mifflin harold t. miller (2003), in his book about the publisher houghton mifflin, provides insight into the establishment and development of the relationship between his company and these colorado faculty members. harvard-educated william spaulding was the head of the educational division of houghton mifflin when mckee submitted a proposed teacher education text that became two books, language in the elementary school and reading and literature in the elementary school, which were published in 1934. m. lucile harrison also wrote a teacher education text, reading readiness, published by houghton mifflin in 1936. according to miller’s book, mckee wanted to develop an elementary reading series but was persuaded by spaulding of houghton mifflin to develop a language arts series first. annie mccowen was asked to join harrison and mckee in writing the language arts series. while spaulding had an established working relationship and respect for mckee and harrison, he had to get to know mccowen, and mccowen had to get to know william spaulding as well. in an entry from mccowen’s (2002) diary, she writes: it has been an interesting experience for me to get to know bill better. he is more human than i thought. he’s been a good sport here and has asked me to continue on the reader and has paid me his first compliment that my work was on first draft better than most authors. (february 11, 1940) mckee, harrison, and mccowen began work on their language for meaning textbook series in 1937, submitted the completed manuscripts to houghton mifflin in 1939, and saw it published in 1941. this set was revised in 1947 and 1956. the text became english for meaning in 1959, with revisions in 1963 and 1967. while working on the language arts series, houghton mifflin provided mckee training in reading textbook authorship by having him coauthor the reader highways and byways with beryl parker in 1938. in 1942, the unc faculty authors signed the contract to develop a reading series. miller (2003) of houghton mifflin describes the expectations of his company for their textbook authors. he contends that houghton mifflin had something that was “totally unique in textbook publishing, and that was author involvement. author involvement, from research through publication and into sales, by getting our authors out into the field,” made the difference and “no other company ever was able to match us” (p. 93). now knowing the high degree of author commitment, mccowen (2002) indicated in her diary that mckee negotiated 6% in royalties for the readers which was more than what they received for the language arts series. mccowen and the other authors still had classes to teach along with conference presentations and speeches to prepare as their part in promoting the language arts series. the authors negotiated with campus administration for unpaid leaves and reduced teaching load as deadlines came near. because of the workload of revising the language arts series at the same time as developing the reading series, mckee, harrison, and mccowen asked their colleague elizabeth lehr to join them on the development of the readers. lehr had experience in textbook writing as a coauthor with another faculty member on the seventh grade literature text, appreciating literature, which was published in 1943 by macmillan. mccowen’s diary (2002) provides insight into both the work that went into writing the textbooks and her relationship with houghton mifflin personnel. houghton mifflin provided two editors to work directly with the authors in greeley. these editors were overseen by a senior editor and spaulding himself who made frequent trips by train to greeley during the development of the readers. mccowen worked closely with the primary level editor on workbook lessons and with another editor on the intermediate level readers and workbooks. as time went by, her diary entries reflect a shift from her initial view of the editors as severe critics, as in the entry of october 2, 1944 in which she states, “met with eliz, paul, lucile & mary [editor] to hear editor’s criticisms of third preprimer. they threw away the whole thing! & messed up the second pre-primer.” later she viewed them as helpers who improved the quality of her work. for example, on april 14, 1951 she states, “discouraging revision of henry huggins story from arthur [editor] & i understand his reasons for making the changes he did.” when working on the primary reader workbooks, mccowen averaged two lessons a day. the workbook lessons for the intermediate level took more time. at one point mccowen set herself a goal of writing one education libraries, volume 32, no. 1, summer 2009 21 workbook lesson a day while on leave, but often could not maintain that pace. for the intermediate level readers, children’s stories were read for possible inclusion in the reader. mccowen’s diary reflects the time she spent trying to find stories, as in the entry from october 10, 1951, where she says, “read children’s stories most of day – good stories are hard to find.” possible stories were reviewed with the editor before a list of stories was submitted to houghton mifflin officials for approval. once the decision was made about what stories to adapt for use in the intermediate readers, forms for copyright permissions had to be prepared and sent. adaptations of stories had to be written using the agreed upon vocabulary for the given level. this entry dated february 6, 1951, reflects a more positive interaction with her editor, “most helpful conference with george. glad he likes my story adaptation. worked it over so as to reduce the vocabulary burden even more.” manuscripts for the readers and workbooks were sent off to houghton mifflin and proofs for each item were returned to be reviewed and corrected. in early summer of 1954, mccowen describes in her diary a gathering of houghton mifflin managers and consultants in estes park, colorado for the formal presentation of the reading for meaning textbook series. mccowen wrote on june 1, 1954, that the “consultants’ wholehearted acceptance & enthusiasm for the program was most flattering & inspiring to hear.” since much of the mccowen diary does not apply to the writing of the reading for meaning series, only selected quotations were used in the display. the quotations that were selected highlight the personal dimension of the textbook writing process. the source information for these quotations directs viewers to the diary housed in archival services. changes within editions of reading for meaning the current library exhibit shows two copies of an open tip and mitten preprimer, one from 1949 and one from 1966 for comparison. these were chosen for display because of their visual appeal along with their size, which allows them to easily be displayed open. the immediately apparent changes between editions are in the illustrations. houghton mifflin was responsible for the design and illustrations in the readers. nancy sargent of their publisher houghton mifflin described “long sessions where we’d sit around forever and talk about where jack and janet were standing and where the trees were” (miller, 2003, p.75). different illustrators were used as the series went through revisions. corinne malvern was the original illustrator for the 1949 edition. on september 5, 1949, annie mccowen notes in her diary (2002), “over to lucile’s to see pictures for pre-primer—two very good on the whole. kitten not well drawn.” four different illustrators were used throughout the subsequent editions, ending up with lilian obligado for the final edition. the content of the illustrations was updated from tip pulling wash from the clothesline in the 1949 edition to tip pulling a jump rope from janet in the 1966 edition. the text contains minor changes reflecting the change in story context as revealed in the illustrations. other changes between editions, as mentioned above, include the incorporation of tests, teacher’s editions of practice books, and related ancillary teaching materials. comparison with other reading textbooks the content of reading for meaning resembled other reading series of the period. p. david pearson (2000) describes the reading series as containing controlled vocabulary, repetition of sight words to be learned, and a first grade content of realistic stories about “dick and jane and all their assorted pairs of competing cousins – tom and susan, alice and jerry, jack and janet” (p. 163). stone and bartschi (1963) conducted a study of the five most commonly used basal reading series looking at the grade placement of words introduced in the first through third grade readers, generating a composite graded list of words. the total number of new words introduced in these controlled vocabulary readers ranged from a high of 1883 to a low of 1342 new words, with reading for meaning right in the mi 1650 new words introduced in their first through thir grade readers. richard waite (1968) examined sev first grade reading textbooks for multi-ethnic content and settings. the reading for meaning series displayed only white, anglo-saxon characters in 79% of the stories, with other ethnic groups represented in 13% o the stories (p. 65). the settings for the stories were ddle at d en f education libraries, volume 32, no. 1, summer 2009 22 65% suburban and 26% rural, with only 2% of the stories in urban settings (p. 64). as these stories of white children in suburban settings were typical of all reading series of the time, new reading series were developed in the mid 1960s specifically for urban multi-ethnic school districts. open readers from other textbook series in the display clearly show repe sight words, controlled vocabulary, and stories of white characters living in a suburban setting. a “dick and jane” reader was selected due to the name recognition of this series. a preprimer from the “alice and jerry” series is also on display, but can easily be replaced with a reader from another series listed on the reading , tition of xpert chart. al ll at s. the one correct diness teaching resources in lieu f the actual items. ique feature in the reading for eaning series stating: etic ntification of strange printed words. (p. 87) eaning, nd t from the others y “teaching phonics earlier” (p.194). st grade re ght sed ing f p rd sets, the ics instruction compared with other series of is time. o f nt e anthony witham (1963) describes the available bas reading series and the teaching aids available with these series. reading for meaning was not unique in the teaching resources it provided with the readers. a series had teacher’s manuals. most had workbooks, readiness picture sets, and card sets. other resources provided with reading for meaning's 1963 edition included diagnostic and achievement tests, a big book, and filmstrips. elements that other series provided th were not offered with reading for meaning include enrichment readers, phonic charts, and recording last teaching aid developed for the reading for meaning series was a set of eight games in 1967. of those games, picture words, is in the display. because of the limited space, only a representative sampling of other teaching aids is included in the display based on their visual appeal, including a teacher’s manual, an open workbook page, and a plastic baseball bat intended for sorting into the letter box. an open sales brochure shows other available reading rea o unique elements of reading for meaning grace dondero (1951) evaluated six basal reading series and identified a un m this series trains the child to demand and make meaning from what he reads. the outstanding feature of this series is the program of phon analysis which provides for a definite and systematically planned instruction in the independent ide in describing the 1963 edition of reading for m nila banton smith (1965) identified the chief characteristics of the series as an “emphasis on meanings, with special attention given to the use of context clues; and the teaching of letter and sou associations during the early stages in reading, beginning in the reading readiness period” (p. 350). jeanne chall’s (1967) critical analysis of the reading series of this time also highlighted houghton mifflin’s reading for meaning as being differen b bliesmer and yarborough (1965) studied the fir beginning reading programs from ten different publishers. of these ten programs, “five programs we based upon the belief that the child should be tau whole words and then, through various analytic techniques, recognition of letters and the sounds they represent” while the other “five approaches were ba on the belief that the child should be taught certain letter-sound relationships or word elements before beginning to read and then be taught to synthesize word elements learned into whole words” (p. 500). reading for meaning was among the five programs using the latter synthetic approach and one of two basal reading programs, with the other three programs simply being workbooks. this study found the synthetic approach to “be significantly more productive in terms of specific reading achievement in grade one (as measured by the criterion test) than do analytic reading programs” (p. 504). the approach offered in the reading for mean series has been validated by subsequent research as reported by pamela maslin (2007). she states that “research has shown that the most reliable method o teaching the alphabetic code is explicit, systematic phonics instruction with opportunities for applied practice” (p. 62). her comparison of the current to selling reading programs showed that houghton mifflin’s first grade readers continue to begin the phonics instruction with learning initial consonants. the display highlights the early consonant learning tools with the inclusion of cards from the ca plastic baseball bat, and the letter box. the accompanying text emphasizes the uniqueness of this early phon th two authors reported on the high interest of readers t stories in the primary level reading textbooks. clare broadhead (1952) states that children should be given stories “which are not too difficult and which appeal to their interests, their sense of humor and their level o understanding. an example of a story which meets these requirements for almost any child who can read at second-grade level or above is ‘the story that was too big’” (p. 337) from come along of the reading for meaning series. stern and gould (1965) docume education libraries, volume 32, no. 1, summer 2009 23 the use of the reading for meaning preprimers and primers in one of their case studies. upon giving the student tip to read, he “read twenty-five pages in on session, refusing to stop” (p. 188). he read the next three readers in the series with the instructor and read with jack and janet on his own during the summer. the open come along reader and tip and mitten preprimers provide viewers the e then opportunity to ssess the interest level of the stories. w 979 s he a n . e e ance of this series produced by unc culty authors. ation t, arent on used tions r ll all form periodic changes in the case’s contents. , use 35). le , ers” value to lves r the expansion of e historical textbook collection. is s to it. it y at f again t principles” training school,” 1921, p. 28). a impact of the reading for meaning series in 1971, a complete revision of the reading series under new authors was unveiled as the houghton mifflin readers. one piece from the reading for meaning series that continued to be used in the ne series was getting ready to read by mckee and harrison. this reading readiness piece was used in the 1974 revised version and through the 1976 and 1 editions of the houghton mifflin reading series bearing m. lucile harrison’s name with other authors. by the 1981 version, robert aukerman (1981) report that the houghton mifflin reading program was t number one seller among the fifteen basal series published that year. according to aukerman, one of the four reasons for this success is the series being “ direct descendant of that developed by mckee and harrison back in the 1940s [which] is well-known and well-established” (p.173). miller (2003) of houghto mifflin declared reading for meaning, which later became the houghton mifflin reading series, “the biggest, most successful series we ever published” (p 33). this quotation is used in the introduction to th reading for meaning display, in part to catch th viewer’s attention as well as to underscore the historical signific fa display evaluation guthrie (2003) lauded the concept of exhibit evalu but “time constraints precluded the possibility of measuring the impact” of her exhibit on its visitors (p.19). since our display is intended to be permanen evaluation is not limited by time constraints but by devising a means of capturing reactions of tour group members. currently, the only reactions to the display have been related by tour group leaders. one p a tour of the library became excited when she recognized the card set in the display as one she to teach her children. an undergraduate student recognized the readers as the ones she had used to learn to read. a more formal evaluation process is, as guthrie states, an “ideal way to determine necessary improvements” (p. 19); but for now, informal reac to the display are the best method we have at ou disposal. viewer feedback, the desire to rotate materials to maintain interest, and the need to monitor the condition of originals in the display case, wi in informal though these very positive reactions may be however, they validate the decision to keep and what might easily have been weeded from the collections as duplicates of an out-of-date textbook series. as s. e. smith (2006) mentions, “teaching from our collections is important to their survival” (p. academic libraries tend to be geared toward the researcher. but, as smith suggests, “if all we concern ourselves with is access for researchers, most peop will never have the opportunity to see the unique inspiring, and educational items in our libraries because most people are never going to be research (p. 33). the historical textbook display highlights physical items of lasting historical and cultural our institution and our area. because we have demonstrated that the physical textbooks themse have meaning to patrons outside the university community, we have begun accumulating support for their continued maintenance and fo th conclusion this reading series, written forty to fifty years ago, still relevant to today’s students and the university community. all of these groups are limited in their access to our historic textbook collections by archival services hours and availability of its staff. creating a display that is easily available to all has allowed u share this heritage material much more broadly. “people know we have stuff, and they want to see is in our interest to find a way to accomplish this. indeed, it would be an abdication of our responsibility if we did not.” (smith, s.e., 2006, p. 34). the displa provides the connection between university faculty authors, whose names appear on campus buildings, with the textbook series they authored. it highlights the early phonics instruction incorporated in this series th was unique for its time. based on the research done about this series, the display celebrates reading for meaning not only as a successful reading series, but also as the foundation for the many later iterations o houghton mifflin reading textbooks. with this and future projects featuring our historical textbooks, it should be possible to increase student and faculty awareness of a proud era in our institutional history and perhaps assist our education students in once using unc as “a laboratory in which the studen verifies his educational theory and (“ education libraries, volume 32, no. 1, summer 2009 24 education libraries, volume 32, no. 1, summer 2009 25 s are courtesy of unc archival services. auk ng blie ms in first broa g program. elementary school journal, 52, 335cart -1930. greeley, co: cha to read: the great debate. new cha stry search, volume ii (pp. 120-146). new york: don hat’s new in basal readers. grade dut se. college & research libraries news, 63(1), 19fles you gut of isra the newark, de: international reading lars irst . boulder: colorado associated university mas mcc 5 (g. mccowen, ed.). mck ning letter mill ing: a leap from mind to mind. mon ogu . , 428-433. retrieved from emerald pear . tional society for the schu f analyzing smi collections and education. rmb: a journal of ster . s. (1965). children discover reading: lish, 40, 420-427. ment. n.html volk of research in music n wai ing textbooks: a research study. wit (1963). the index to reading material: basal and co-basal reading series. elementary english, 40, rian thern colorado ner library 91 70-351-1531 ette.rathe@unco.edu all photograph references erman, r. c. (1981). the houghton mifflin readi program, 1981. in the basal reader approach to reading (pp. 159-174). new york: john wiley & sons. smer, e. p., & yarborough, b. h. (1965). a comparison of ten different beginning reading progra grade. phi delta kappan, 46, 500-504. dhead, c. a. (1952). the reading center: an in-service trainin 339. er, a. f., & kendel, e. h. (1930). forty years of colorado state teachers college, formerly the state normal school of colorado, 1890 tribune-republican publishing. ll, j. s. (1967). learning york: mcgraw-hill. ll, j. s., & squire, j. r. (1991). the publishing indu and textbooks. in r. barr, m. l. kamil, p. b. mosenthal, & p. d. pearson (eds.), handbook of reading re longman. dero, g. l. (1951). w teacher, 69, 85-87. ka, a., hayes, s., & parnell, j. (2002). the surprise part of a librarian’s life: exhibition design and preparation cour 22. ch, r. (1955). why johnny can’t read – and what can do about it. new york: harper & brothers. hrie, e. (2003). uncovering coker: revealing the life a botanist through a special collections exhibit (master’s thesis, university of north carolina, 2003). retrieved from http://ils.unc.edu/mspapers/2879.pdf el, s. e., & monaghan, j. e. (eds.). (2007). shaping reading field. association. on, r. w. (1988). shaping educational change: the f century of the university of northern colorado at greeley press. lin, p. (2007). comparison of readability and decodability levels across five first grade basal programs. reading improvement, 44(2), 59-75. owen, a. m. (2002). twenty years in the life of annie margaret mccowen, educator and author: selections from her diaries, 1936-195 unpublished manuscript. ee, p., & harrison, m.l. (1957). lear sounds. boston: houghton mifflin. er, h. t. (2003). publish golden, co: fulcrum. aghan, e. j. (1994). gender and textbooks: women writers of elementary readers, 1880-1950. publishing research quarterly, 10(1), 28-47. retrieved from communication & mass media complete database. nrombi, s. a. (1997). exhibitions in university libraries library review, 46 journals database. son, p. d. (2000). reading in the twentieth century. in m. early (series ed.) & t. l. good (vol. ed.), american education: yesterday, today, and tomorrow ninety-ninth yearbook of the na study of education. (pt. ii, pp. 152-208). chicago: university of chicago press. bring, g. (1987). on the methodology o historical textbooks: lacroix as textbook author. for the learning of mathematics, 7(3), 41-51. smith, n. b. (1965). american reading instruction. newark, de: international reading association. th, s. e. (2006). from “treasure room” to “school room”: special rare books, manuscripts, and cultural heritage, 7(1), 31-39. n, c., & gould, t an introduction to structural reading. new york: random house. stone, d. r., & bartschi, v. (1963). a basic word list from basal readers. elementary eng the training school. (1921). bulletin of the colorado state teachers college, 21(6), 28. university of northern colorado. (2008). mission state retrieved from http://www.unco.edu/pres/missio , t. m. (2007). “charts and other paraphernalia”: charles h. congdon (1856-1928) and his music teaching materials. journal education, 55(4), 302-12. retrieved from educatio full text database. te, r. r. (1968). further attempts to integrate and urbanize first grade read journal of negro education, 37(1), 62-69. retrieved from jstor database. ham, a. p. 194-201. bette rathe, education libra university of nor james a. miche campus box 48 501 20th street greeley, co 80639-00 9 b ibrary orthern colorado o 80639 970-351-2333 kay.lowell@unco.edu kay lowell, archival services librarian professor, university libraries james a. michener l university of n greeley, c education libraries, volume 37, number 1-2, summer-winter 2014 2 o u r e d i t o r i a l b o a r d board: debbie bogenschutz coordinator of information services johnnie mae berry library cincinnati state college library 3520 central parkway cincinnati, oh 452232690 dabogens@fuse.net lesley farmer california state university, department of advanced studies in education and counseling 1250 bellflower blvd., long beach, ca 90840 lfarmer@csulb.edu karen mcquillen manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 kmcquillen@ets.org editor: jacqueline snider act, information resource center iowa city, ia 52243 education.libraries@gmail.com book review editor: kim bloedel kimberly bloedel marvin a. pomerantz business library, university of iowa iowa city, ia kimberly-bloedel@uiowa.edu education division, sla (2014) chair: maya kucij chair-elect: karen s. croneis past chair: lesley farmer secretary/treasurer: david shumaker education libraries (issn 0148-1061), an online, refereed publication of the education division, special libraries association (sla), is published two times a year (summer/winter). this journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. issues of education libraries are available in full-text from 1992 to the present on the sla education division’s website at http://education.sla.org/. the journal is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2014 – special libraries association, education division mailto:dabogens@fuse.net mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org mailto:education.libraries@gmail.com mailto:kimberly-bloedel@uiowa.edu http://education.sla.org/ from: 21education libraries, volume 32, no. 2, winter 2009 warning: children in the library! welcoming children and families into the academic library by kathryn tvaruzka, university of wisconsin-eau claire abstract: while library programming for children is a staple in most public libraries, it is quite rare in the academic setting. in 2006 the education librarian at the university of wisconsin-eau claire began offering literacy programs in a library that traditionally discouraged children and community members from using its resources. successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the reading partners and upward bound programs. positive outcomes include media attention garnered both on and off campus, high attendance at programs, and increased collaboration with campus and community organizations. introduction while library programming for children is a staple in most public libraries, it is quite rare in the academic setting. in 2006 kathryn tvaruzka, education librarian, and a former children’s and young adult public librarian, began offering programs at mcintyre library at the university of wisconsin-eau claire, a library that traditionally discouraged children and community members from using its resources. successful programs now include monthly story time sessions, events for families, and a summer reading program for at-risk youth who participate in the reading partners and upward bound programs. positive outcomes include a wealth of publicity garnered both on and off campus, high attendance at programs, increased collaboration with other campus and community organizations, new service-learning opportunities for university students, and impressive service credit for tvaruzka’s tenure portfolio. research and rationale while academic libraries still primarily support their main constituencies of faculty, staff and students, many are now reaching out to the surrounding community through programs and services, but rarely are programs for youth a focus of their efforts. as richard dougherty, former director of the university of michigan libraries, cautions, “college and university librarians have for too long sat on the sidelines. they have resisted the opportunity or responsibility to reach out and become more involved with young people in their community” (55). research clearly reports, and librarians have always appreciated, that a lack of literacy skills causes problems for “living, working and survival in general” (eyre 220). reading skills are vital in attaining information literacy skills, and according to gayner eyre, “it has long been recognized that imaginative literature plays an important role in the acquisition of reading skills, not to mention aiding in the development of imagination, appreciation of narrative and providing enjoyment of story” (222). the american library association and children’s librarians worldwide know that children exposed to reading prior to starting school have a higher chance of success in education. several studies have shown that reading habits developed in the preschool years directly contribute to higher literacy rates in adulthood (jordan, snow, and porche 527). a national center for education statistics report released in 1998 declared that “participation in literacy activities provides valuable developmental experiences for young children. in addition to developing an interest in reading, children who are read to, told stories, and visit the library may start school better prepared to learn” (1). according to iona malanchuk and marilyn ochoa, “academic librarians should also participate in literacy outreach programs for children and youth in order to help build these skills and encourage lifelong learning” (23). and dougherty continues by saying that it is “. . . imperative that academic librarians be associated with their colleagues’ [public and school librarians] efforts to help kids become successful readers and successful students. . . today’s five year old who is struggling to acquire language skills will be entering college before we know it” (155). academic librarians have strong public service skills and are adept at developing relationships on campus through liaison duties and instruction responsibilities. by taking those skills into the programming realm they can continue the efforts to promote early literacy and enjoyment of reading through campus and community outreach efforts. education libraries, volume 32, no. 2, winter 2009 22 literature review a review of the library and information science literature pertaining to programming for children in an academic library yielded few results. a search of library literature, eric, education research complete and lista produced fewer than five articles that specifically address instances of programming for children in an academic library. most of these articles reported instances of successful ways academic libraries have reached out to the greater community. some university and college libraries have instituted library programs for youth, notably the university of florida in gainesville’s successful sixth grade parent-child reading club. some articles reported on programs involving teens, but few spoke of regularly scheduled programs for children and families. because a review of the professional literature resulted in so few specifics, a request for children’s programming information was sent to the ebss listserv in early 2007. about ten education librarians responded that story times or literacy events were either currently being offered or had been in the past; however, many respondents reported that attendance was quite low. many theorized that this was in part due to parking issues on individual campuses and the distance between the university’s preschool centers and the library. others reported that it was a good idea but they lacked the time to commit to programming or felt that programming did not fall within the purview of their institution’s mission or strategic plan. while the review of the literature did not find many specific articles on children’s programming in academic libraries, we should not conclude that it is not happening. this author instead hypothesizes that it is being done across the country but not thought of as important enough or worthy of scholarly communication. background and justification mcintyre library went through many librarian and staff retirements between 2005 and 2008, including the retirement of the library director. with so much change taking place at the library, the interim director encouraged new and innovative library projects in an effort to increase the library’s visibility on campus. librarians at uw-eau claire have faculty status and are reviewed on three criteria: librarianship, scholarship and service. as a former children’s and young adult librarian, tvaruzka was well-prepared and trained for outreach and programming, and in the fall of 2006 she met with the interim library director to propose a service opportunity to offer monthly story times at the library. the director was very receptive to the idea; not only did it have the potential of escalating the library’s image on campus, but it also provided the library with an opportunity to help with campus-wide initiatives to expand community partnerships. surprisingly, even though tvaruzka had heard that the library was formerly unreceptive to allowing children into the library, the staff was amenable to starting library story times, with many voicing interest in helping. in addition, mcintyre library’s recently renovated instructional media center (imc) was designed perfectly for group presentations, even if this wasn’t the designer’s intention. while there is no special programming room, a large circle was cut into the carpet in the center of the imc, with comfortable, and easily movable, furniture to accommodate groups of small children. story times at mcintyre library many mid-to large-sized universities provide a daycare or preschool for students and faculty with young children, with these services often also afforded to community members. these centers provide a built-in audience of young children who would surely love the chance to visit the library. after receiving the interim director’s permission to proceed, tvaruzka met with the director of the university’s children’s center. this meeting resulted in the creation of a monthly half-hour story time session for the three-, fourand five-year-old classes. the center looks forward to this and has never missed a session. current group attendance ranges between forty and fifty children with another ten to fifteen adults trekking to the library the last tuesday of each month during the academic year. � another important objective in providing children’s story time was to reach out to the surrounding community. both internal and external publicity was completed, including coordination with the campus news bureau where press releases were drafted and distributed campus-wide and to the local newspaper, television and radio stations. internal library promotion was accomplished through signage, library plasma screen slides, library blog and website inclusion, and emails to education students and faculty. within the first education libraries, volume 32, no. 2, winter 2009 23 two months of offering story time, the local news media took notice, and the imc story time was featured in the local newspaper and public radio station. this relatively small amount of publicity resulted in immediate attendance by local community members; on average an additional five to ten children and their parents, grandparents or caregivers attended the monthly story time sessions. interestingly, there was one positive outcome that was not anticipated. each month university students and faculty/staff who are parents of children enrolled in the children’s center attend library story time, too. the story times provide a rare opportunity for working students and parents to see their children during the day, and it’s a delight to see them share in the story time experience together. involving others in library programming monthly story times have also piqued the interest of classes and student organizations on campus. because the sessions are held during peak library hours and out in the open where college students are working, education students and student organizations have asked to help. the imc children’s book collections provide exposure and access to pre-service teachers and school media specialists. as rice-lively and immroth state, “education students seek materials for student teaching, storytelling projects, or assignments that focus on a particular theme or topic” (63). to go a step further, giving students the opportunity to watch a librarian model storytelling abilities and oral reading skills provides them with an opportunity that they often don’t get on campus, possibly not until their student teaching or practicum experiences. to date, members of the eau claire student chapter of the american marketing association and many education students have all volunteered to lead story time sessions. these students receive coaching from tvaruzka on picking appropriate read-aloud books for preschoolers, training on reading aloud and help finding appropriate transitional activities and songs. other campus librarians and library staff have also expressed interest in reading. service learning opportunities for international students all degree-seeking students at uw-eau claire must complete a minimum of thirty hours of service learning. this requirement enables students to be contributing members of the eau claire community, apply knowledge outside of the classroom and enhance interpersonal and problem-solving skills. the uw-eau claire english language academy for non degree-seeking students has implemented a similar requirement. this affects international students at uw-eau claire, including those with limited english language abilities (ell students) who do not have the language proficiency to independently fulfill the service learning requirement. ell students must enroll in the university’s esl integrated skills course, and in an attempt to help them meet the service learning requirement, the course instructor and tvaruzka developed a storytelling project. at the beginning of each semester tvaruzka visits the classroom where a demonstration story time is done and the students are given instruction on selecting appropriate children’s literature, given tips on how to read aloud to young children, and even provided instruction on the physical nature of storytelling, including how to hold a book so that the audience can see (see appendix 1). the course instructor continues to work with the students for several more weeks practicing pronunciation, intonation, rhythm, expression and enthusiasm. after weeks of preparation, the ell students present a regular monthly imc story time session. these sessions have been extremely popular and have received heavy publicity, including an article and feature photo on the cover of the local newspaper. the library obviously benefits greatly from this publicity and collaboration, but more importantly the ell students obtain authentic language practice, exposure to institutional participation, the ability to contribute to the community, and interaction with american children in a structured, low-stress situation. partnering with agencies serving youth opportunities for partnerships with other groups on campus and in the community availed themselves including collaboration with reading partners and upward bound. the reading partners program is a literacy project in which university student volunteers are paired with elementary school students to spend extra reading time in the homes of the children. established at uw-eau claire through a partnership 24education libraries, volume 32, no. 2, winter 2009 with the eau claire area school district in 1985, the program serves a large percentage of minority families, including a sizable hmong population, in which english is a second language and education levels are low among adults in the homes. according to the program coordinator, ninety percent of the children enrolled in the program are english language learners and struggling readers. in addition to fostering the joy of reading, the program makes good literature available for socioeconomically disadvantaged children. almost 90 percent of the children enrolled in the program qualify for free and reduced lunches. since eau claire’s largest minority population is hmong, it is necessary to address the educational and economical issues facing hmong citizens as well as all of eau claire’s citizens. the reading partners program is an innovative way to begin breaking the cycle of poverty and illiteracy. the program aims to bring new books to struggling readers and to instill the love of reading through encouraging children and families to read together often. co-sponsored special events for families in the spring of 2007 the reading partners coordinator and tvaruzka co-sponsored an event to celebrate the 50th birthday of dr. seuss’ the cat in the hat to support literacy in the community. the party began in the library’s imc, but activities took place throughout the building. children in kindergarten through grade five who participated in the reading partners program were invited to attend with their reading partners, but the entire uw-eau claire community, including students, faculty and staff with children, were encouraged to attend, as was the general public. activities included screening of dr. seuss cartoons, seuss bingo, a library scavenger hunt and other games. always a requirement for library programs, refreshments were served. this first attempt at family programming, held on a weekday evening no less, brought over fifty children and parents to the library. subsequent family programs through collaborations with the reading partners program continue each semester and have included children’s book week costume parties, an african-american readin and other smaller events, such as the exhibition of the reading partners large reading chain in the imc. summer reading program the summer of 2007 brought about a new collaboration with the addition of program co-sponsorship with upward bound. according to the upward bound web site, upward bound provides intensive academic and other support to prepare participants for college. services include academic instruction, tutoring, counseling, cultural enrichment activities, and a nine-week residential summer component on a college campus. upward bound serves high school students from low-income families; high school students from families in which neither parent holds a bachelor's degree; and lowincome, first-generation military veterans who are preparing to enter postsecondary education. the goal of upward bound is to increase the rate at which participants complete secondary education and enroll in and graduate from institutions of postsecondary education. the upward bound residential summer component at uw-eau claire requires that the teen participants also complete a form of community service work. the library was approached by the upward bound director who was looking to create a community service project that would keep the teens on campus. working with the reading partners coordinator, a summer reading program was developed that pairs upward bound teens with children enrolled in the reading partners program. the summer reading program is held two afternoons a week for eight weeks at the library. the library provides the space, and tvaruzka developed a reading folder for the children who earn small incentives after they complete three different reading activities. prizes are awarded for the time spent reading aloud to the upward bound mentor, the time spent listening to stories read to them by their upward bound mentor, and the time spent reading independently at home. small prizes were obtained through donations from library staff, and reading partners supplied gift books for those who completed the program. because the reading partners coordinator is not contracted for the summer months, and because tvaruzka has many other responsibilities, a service learning opportunity for a university student was created to manage the summer reading program. these successful programs were implemented quite easily, and they quickly gained momentum and popularity. organizations on campus and in the community are eager for additional programs for youth. as library advocate for services for youth virginia matthews summarizes, “librarians who serve children know a wonderful secret…they know that every time they share a story, a game, a song with small children, they have a chance to light a flame of perception or leave a memory that will remain forever. it may even make a difference in an entire lifetime” (100). because universities already serve youth in several ways, through preschool centers, academic talent searches, hosting national history day competitions, upward bound, youth options, and many others, academic libraries can also easily get involved. academic librarian myra michele brown also welcomed children into her library; she was motivated because her university had not really become a part of the community, even though it employs thousands. brown believes it could be because “the public often doesn’t realize it has a right to use the state university’s libraries, which are supported by taxpayer’s dollars” (45). by offering a family story hour she voiced to her community “you are welcome; your children are welcome. this library is informal, fun, and committed to the literacy of children” (45). story time and library program resources of course not all librarians are cut out for getting in front of groups and performing. but those who want to give it a try can do so without prior experience or even the need to spend a lot of time planning. there are a wide variety of library story time planning books on the market, most of which are arranged by theme and provide lists of good read-aloud books, transitional activities, movement games, rhymes, songs and finger plays. recommended titles include ready-to-go storytimes : fingerplays, scripts, patterns, music, and more by gail benton; a storytime year : a month-to-month kit for preschool programming by susan dailey; library story hour from a to z : ready-to-use alphabet activities for young learners by ellen hasbrouck; storytimes for two-year-olds by judy nichols; and author and librarian rob reid’s collection of story time planning titles including storytime slam and family storytime . obviously, the local public library will provide a wealth of information; observe one or more story time session, and talk with youth services librarians to coordinate a schedule that does not impede on their programming calendar. if staffing to implement programs is an issue, try finding student organizations that are looking for volunteer activities. conclusion it may be because as a former public librarian wellversed in program planning that the decision to provide children’s programs came easily. the simple addition of story time resulted in several other positive outcomes. monthly story times have allowed parents of children attending the university’s preschool to see their child during the day. future teachers and librarians are able to observe storytelling in action, and are able to volunteer to lead sessions. members of the surrounding community are reminded that the collections, resources and services of the university library are available to them, and students in need of service-learning credit have another opportunity to earn their hours. in addition, outreach and programming also provides tenure-track faculty librarians the opportunity to complete tenure and promotion requirements in terms of the university’s service mission, “. . . while providing an undeniable benefit to children and families within the local community” (malanchuk and ochoa 28). for tvaruzka it is the smiles on the faces of the university students studying in the library when they hear the notso-quiet pitter-patter of dozens of little feet making their way through the library that makes the extra work worthwhile. collaborations and connections with other agencies serving youth are rewarding, and will continue to improve the library’s image on and off campus. as tina schneider wrote in her article on outreach, “the outcomes are frequently endeavors that serve as inspiration for those libraries looking for ideas” (210). and while one must certainly think carefully about the impact program efforts will have on the other staff and library resources for its main clientele, “it may just be that your outreach efforts help to attract the primary clientele in the first place” (schneider 210). works cited brown, myra michele, "kids on campus: an academic librarian is inspired to reach out to the community." school library journal (april 2001): 45. dougherty, richard m, ""kids who read succeed" and the academic librarian." college and research library news 3(1991): 155-156. eyre, gayner, "back to basics: the role of reading in preparing young people for the information society." reference services review 31(2003): 219-226. jordan, gail e., catherine e. snow, and michelle v. porche. "project ease: the effect of a family literacy project on kindergarten students' early literacy skills." reading research quarterly 35(2000): 524-546. malanchuk, iona r., and marily n. ochoa. "academic librarians and outreach beyond the college campus." the southeastern librarian 53(2005): 23-29. matthews, virginia. "kids can't wait...library advocacy now!." school library journal (march 1997): 97-101. rice-lively, mary lynn, and barbara froling immroth. "reader's advisory in the academic library children's collection." collection building 12(1993): 63-66. schneider, tina. “outreach: why, how and who? academic libraries and their involvement in the community.” the reference librarian 82(2003): 199213. united states. u.s. department of education, office of educational research and improvement. indicator of the month: early literacy experiences in the home. washington, d.c.: gpo, 1998. united states. u.s. department of education, office of postsecondary education. upward bound program 24 nov. 2008. 8 jan. 2009 <http://www.ed.gov/programs/trioupbound/gteptrioupbou nd.pdf>. http://www.ed.gov/programs/trioupbound/gteptrioupbound.pdf http://www.ed.gov/programs/trioupbound/gteptrioupbound.pdf education libraries, volume 32, no. 2, winter 2009 2 appendix one this document is shared with volunteers who wish to help with story time activities, including service-learning students, student organizations and ell students. tips for reading aloud to young children thank you for volunteering for mcintyre library story time. please meet in the imc (lower level) at least fifteen minutes before the session starts. most of the children attending the session are 2 to 4 years old, and each session consists of an opening activity, followed by a story, and so on. the longest book always is read first. in between books we’ll do another activity or sing a song because young children cannot sit still for too long, especially when they’re all together in a group setting. • young children don’t have a long attention span, so make sure you pick a story that is not too long or too advanced. on a one-on-one basis, children can usually sit through longer stories, but in groups they can’t handle it. plan on about five minutes per book, although this is not a steadfast rule. • the book’s length can vary – some books that are quite long can also be fun to share and contain repetition and opportunities for audience participation. plan that young children can sit still for about five minutes. in a thirty minute story time usually four books are read with activities in between. • practice, practice, practice! reading aloud takes lots of practice. not only should you read through the book several times, you also need to read the book out loud several times. you’ll be amazed at how hard it is the first time you do it, and how funny your voice will sound to your own ears! • practice holding the book so that everyone can see the pages. this will take some work, as it’s uncomfortable at first. don’t turn the book so that you can read the words; learn how to read “sideways” or upside down! • introduce yourself before you start. • tell the children the title and author of a book. • use lots of expression – be silly and cheerful when you read! • don’t read too fast. • pay attention to the children – are they understanding the story, are they interested? you may need to stop reading and pull the group back together. remember, it’s easy for children in groups to get distracted. • good stories for this age have lots of repetition, rhymes, and big, colorful pictures. • have fun! if you’re nervous, the children will pick up on it. just enjoy yourself. it’s ok to re-read pages that have lots of repetition and to get the children involved by making appropriate animal sounds or repeating lines from the book. • remember, these are just kids and they aren’t grading you or judging you! they are just so happy that you are spending time with them! kathryn tvaruzka assistant professor, education librarian university of wisconsin-eau claire mcintyre library 105 garfield avenue, l1001f eau claire, wi 54702-4004 715.836.4522 tvaruzke@uwec.edu 6 microsoft word stark_2018_formatted.docx education libraries, 41(2018) © education division, special library association case study battle of the books: coaching an english high school literary trivia competition in montreal, quebec julia stark1 laurenhill academy, ville-saint-laurent, quebec, canada abstract battle of the books is a high school book-knowledge competition. this paper describes the battle of the books competitions held yearly in montreal, quebec since 2013. the competition provides an opportunity for students who are not necessarily athletically inclined to experience competition and belonging to a team. the author outlines the history of the montreal events, explains how the competition works, and details the experience of coaching battle of the books teams. keywords: school libraries, literacy, games, coaching, secondary school introduction battle of the books (bob) is a high school literary trivia game that is wildly exciting and fiercely competitive. bob celebrates reading in a fun and engaging way, while building confidence, leadership and teamwork. the game itself is simple: teams all read the same ten books, then answer knowledge-testing questions about the books. the team with the highest score wins, and goes on to compete at the next level. at present there are three levels of competition in montreal: school, school board, and city-wide. literature review there is not much literature on bob-style games; namely competitive, low-tech, extracurricular, team games in the the library. much of the writing on library games concentrates on either electronic games, or games with curriculum or library orientation related learning goals. there is a trend towards gaming and play as a crucial component of the library experience in public, academic, and school libraries. current trends, such as gamification and the maker movement, are examples of the increasing role games play in 21st century libraries. battle of the books is an example of library gamification. gamification is the process of including games in the library experience, either as a means of instruction or enhancing 1 julia stark is librarian at laurenhill academy, an english montreal school board (emsb) high school located in ville-st.-laurent, a borough of montreal, quebec. she received her ba in english literature from the university of waterloo, ma in english literature from wilfrid laurier university, and mlis from mcgill university. she has previously held positions as head librarian at the montreal west children’s library, and as an elementary school librarian. education libraries, 41(2018) © education division, special library association engagement (felker, 2015). though bob has no inherent learning objectives, it does enhance student engagement in the library. bob, alongside instructional and technological games, is an example of libraries’ expanding function. a high school library is not merely a room with books and tables for silent reading. it is an inclusive, welcoming space for students to enjoy. games like bob contribute to a fun and lively atmosphere, and give participants a sense of accomplishment and belonging. among the many types of library games, bob is unusual in its placement of a librarian in the coaching role. some of the students who join the bob team do not have other opportunities to benefit from a team and coaching experience. coaching in the library has the potential to benefit both the students and the librarian: the students’ academic and social lives are enhanced, and the librarian can become even more integral to the school. having a bob team provides an opportunity to meet regularly and form a relationship with student participants. in the process, the librarian gains the students’ trust, and feels a strong responsibility towards them and their success. in his writing on the coaching relationship, scales (2016) describes the “developmental relationship” model. though he is referring to coaching in a sports context, his model also applies to the librarian-as-coach. to form a positive, development-encouraging coaching relationship, there needs to be a caring environment in which the student is challenged and encouraged. the “developmental” coaching relationship that develops between the librarian and the competitors is one of the great benefits of the battle of the books. background battle of the books competitions are held across north america. in canada, battle of the books competitions are often public library initiatives with school groups invited to compete. for example, durham region public library system (located east of toronto) holds a yearly event with partnering schools; and ottawa public library has a battle of the books as part of its summer program. similar competitions are held in the united states, facilitated by the “battle of the books” organization in new hampshire (http://battleofthebooks.com/) and “america’s battle of the books” (http://battleofthebooks.org/) in california. battle of the books was initiated in the city of montreal in 2013 by kathleen conroy and suzanne nesbitt, two librarians from the lester b. pearson school board (lbpsb). conroy and nesbitt initiated the event as they saw a need in their students that could be met by the battle of the books. they believed that students who are not academically or sports inclined need something to belong to at school. at conroy’s school, there were a number of students who hung out in the library to read. they would have great discussions monday morning on the books they had read over the weekend. she knew that these students would be keen to compete and would enjoy the challenge. conroy recalls that the first bob event was chaotic to organize. four librarians directed the project, and were thus responsible for such essential tasks as getting school-board support for purchasing books and prizes, writing and organizing questions, and setting and enforcing the rules for the competitions. individuals from the ministry, the school board, and media to act as the question askers. this first battle was very successful, and it was decided that the competition would be extended to include other school boards and become a more city-wide event (like reach for the top, a televised canadian quiz show for teenagers that began in 1965: http://www.reachforthetop.com/ ). education libraries, 41(2018) © education division, special library association following its inaugural year, the battle of the books grew quickly in montreal. in the early years of bob, the biggest transformation was the buy-in from the school librarians. in the first year, ten out of twelve lester b. pearson school board school librarians participated. in the second year, all twelve lbpsb school librarians joined in. the second year also brought the english montreal school board (emsb) and quebec association of independent schools (qais). after its third year, bob organizers were contacted by librarians from the sir wilfrid laurier school board who wanted to participate. also at this time, organizers asked for student input for books they would like to see included in the challenge. conroy reports, “seeing this program grow so quickly was inspiring for me as a librarian. we were making a difference for those students who like to read and participate in something other than sports.” in addition to being one of the event organizers, conroy also acted as coach for several teams at her own school. the first year of battle of the books, the biggest challenge was juggling all the teams in the school. conroy had four teams that wanted to compete every year so finding the time to work with them was tricky, and she had to ensure that she did not favour one team over any other. despite these difficulties, the coaching experience was immensely rewarding. the team spirit was amazing: they designed school shirts to wear to district and final battles. players’ younger siblings attending the feeder elementary school would express excitement to participate in bob when they got to grade 7. having coached competitive soccer, conroy saw the same intensity as on the soccer field at bob: once the competition started, particpants all went into game mode and were very serious. she recalls getting goosebumps watching them. conroy’s centrality to the event organization caused another hurdle. as an organizer, she knew the battle questions, and thus found it awkward to coach her team in practice without giving away clues as to the competition questions. later battles divided the labour in such a way that librarian-coaches were not responsible for question selection, simplifying their coaching experience as they did not know the final battle questions. process bob in montreal is current organized by both high-school librarians and librarians who work at the school-board level. librarians from montreal’s two english school boards (lester b. pearson school board and english montreal school board) and private schools in the quebec association of independent schools collaborate to choose books, write questions, coach teams and organize the events/battles. books are selected at the end of the previous school year, with the goal of offering an array of titles reflecting the many genres dear to ya readers, including (but not limited to) graphic novels, biographies, fantasy, and realistic fiction. suggestions are welcomed and come from school and board librarians, teachers, and students. selections are made to appeal to and include all readers, whatever their strength. most importantly, this variety of texts supports one the original aims of the programme: to ensure that bob is inclusive and caters to readers of different tastes and abilities. book discussions are an important part of training for bob. such discussions help students to develop critical judgement and reading comprehension. this, combined with the necessary reading, creates stronger readers and ensures an abiding interest and love of reading. coaches and organizers all write questions to be used for team practice and the battles. the questions all begin the same way: “in which book …?”. questions are created at four difficulty levels; easy, moderate, difficult, and extremely difficult. short questions are for education libraries, 41(2018) © education division, special library association lightning rounds and long questions for regular rounds. during practice meetings coaches drill students with short and long questions to prepare them for both types of battle. teams are comprised of three to six students from grades 7-11 (in quebec students enter high school in grade 7 and graduate at the end of grade 11). these students divide the task of reading the ten pre-selected books. each student on the team will typically read at least two of the books. if there are more than six students who want to compete, a school-level “local” battle may be required to eliminate players down to the maximum of six students. the coach may include only the most involved students—those who have read the most books and gone to the most practices. eliminated students may wish to remain as extras. there may be as many as three extras on a team, who fill in if a regular member is unable to compete. the team nominates a spokesperson who will be the only member permitted to give answers during battles, after the team has conferred in whispers. if there are multiple students interested in the role, a secret vote will be held. in the fall, librarian coaches buy, catalogue, and display all the selected titles. the event is advertised, and a team is assembled. battles are scheduled, and there is an information session with the team in december. practice meetings begin in january. if there is more than one team in a school, a school battle is held in march, with the winning team going on to the final or regional battle. in early april, students will compete against other teams within their school boards at the “final” battles. winning teams will go on to represent their school board in an “ultimate battle” against schools from other school boards. the battles are split into four parts: regular round, lightning round, then a break followed by another regular round, and finishing with a final lightning round. in a regular round, each team takes turns being asked a question. the team has twenty seconds for their spokesperson to answer each question correctly in full with both title and surname of author, timing commencing once the question had been read with each correct answer worth five points. if a question is unanswered or answered incorrectly, the opposing teams have twenty seconds to respond on their whiteboard, for the chance to earn two points for a correct answer. teams have two minutes to answer as many questions as they can in the lightning round. each correct answer will earn two points. lightning round answers require only the title of the book. if the team does not know the answer, the spokesperson says “pass” to go onto the next question. the opposing teams do not have a chance to answer any of these questions. in the event of a tie, the moderator will ask a tie-breaking questions, and teams will have twenty seconds to write their answers on their whiteboard. if both teams answer correctly, further questions will be asked until the tie is broken. 2017: english montreal school board experience in the 2016-2017 school year, julia stark arrived late to laurenhill academy, a senior high school in the english montreal school board, obtaining the librarian post in mid-october. the school had enjoyed participating in the battle in previous years and wanted to keep that tradition. laurenhill is the biggest high school in the english montreal school board, divided between two campuses: junior (grades 7-8) and senior (grades 9-11). the new librarian was posted at the senior campus, and the junior campus had already formed a team. beginning mid-term, assembling a team was a daunting task. the strategy was to advertise with posters made by beverley graham, the junior campus librarian-coach. when this education libraries, 41(2018) © education division, special library association did not get much response, graham helped identify students who had been on the team in previous years and approached them individually. thus formed a team of four veteran players. shortly, two new players joined because they were intrigued by the meetings going on in the library, and wanted to participate in a competition. early meetings involved the librarian-coach being brought up to speed on the dynamic of the previous year’s team and their impressions of the teams they had competed against. two books were assigned to each player at this stage, which was the minimum they would be required to read and know. as the team was forming, there was collaboration with the librarians who were in charge of organizing the competition. coaches and organizers all wrote questions to be used in practice meetings and the battles. the laurenhill group requested progressively more lightning round drills as they neared the competitions, and they enjoyed the intensity of these fast drills. there was an adrenaline rush, and a sense of accomplishment at beating previous high scores. the first competition fell in march, in which laurenhill’s junior and senior campus teams, of six players each, competed against each other. the senior campus team won in a close match, and went on to compete against three other english montreal school board high schools in the final battle in april. after the inter-campus battle, the junior campus team members were invited to meetings and to stand as extras on the team. one extra from the junior team joined the senior team. as the final battle neared, meetings were held more frequently at either at lunch hour or after school. the coach checked in with each player to verify they had read their two books and knew them well. in addition, extra books were assigned in a strategic manner, trying to ensure that each book was well covered by at least two players. to review their books and provide additional drill questions (as they had exhausted the practice questions provided by the bob organizers from the question bank), the players wrote their own questions. the team was determined to take first place at the ultimate battle, having a history of coming second to the lester b. pearson school board team, and pushed themselves very hard. they organized meetings independent of the librarian-coach, and unanimously chose a group spokesperson. this spokesperson role is vital to the team, and the person must be graceful under pressure and have good judgement. the night of the final battle, the team stayed after school, some crammed their books (against their coach’s advice), completed practice drills (at their request), and had a pizza dinner. the battle was close and tense, and the team came first in the school board. there was only a week between the final and ultimate battles, but students diligently went over their books and insisted on practice meetings nearly every day. the ultimate battle, hosted in 2017 by the english montreal school board education and technology services department, gained a lot of attention from school board officials and local media. school board directors, commissioners, and principals were in attendance, as well as a local television station. confident from their school board victory, the laurenhill team was disappointed to take second place in the ultimate battle, with the victory going to macdonald high school of the lester b. pearson school board. prior to this experience, the author had neither been trained nor functioned as a coach in any capacity. coaching was not part of the curriculum at mcgill’s school of library and information studies, where she obtained her mlis. bob battles are in many ways much like sporting events, and a practiced coach would contribute to the team’s success and ability to profit from the experience. as conroy had noticed at the first event four years earlier, bob resembles a education libraries, 41(2018) © education division, special library association sport competition in many ways. however, stark lacked conroy’s sports coaching experience, so the intensity of the competition took her by surprise. pleasantly surprising was the support and collaboration with other professionals in the school over the event. the librarian-coach worked closely with the guidance department to support the team, and gained a good deal of support from and a positive working relationship with the school administration and the school board in helping organize the event. a “developmental relationship” between coach and student requires ongoing training for the coach (scales, 2016). reflecting on the 2017 bob experience, and considering the significance of the coach-student relationship, the author will become more versed in coaching strategy and make adjustments in her approach to next year’s battle. most importantly, the participants need to be prepared for the possibility of losing. the laurenhill team was bitterly disappointed in not taking first place at the ultimate battle, and put immense pressure on themselves, which their coach was unable to alleviate. going forward, the coaching goal will be to favour development of the students’ strengths and enjoyment over their desire to win. the competitive edge can emerge among members of the same team when there are more interested parties than there are spots. alongside dealing with “losing”, the selection of team members is a major coaching challenge. the ideal solution lies somewhere between testing the student’s knowledge of their bob books, and applying a “no-cut policy” (scales, 2016, p.21) so that every child who desires the benefit of belonging to this library competition and developing a coaching relationship with their librarian may do so. figure 1. bob 2017 poster, created by beverley graham. education libraries, 41(2018) © education division, special library association conclusion battle of the books is an annual book-knowledge competition first held in english high schools in montreal in 2013. the first battle involved teams in the lester b. pearson school board, and quickly grew to involve many schools from within that school board, as well as private schools and schools from the english montreal school board. the popularity of the event underscores the relevance of school libraries in the 21st century, specifically with respect to the trend towards gaming in libraries and the value of the librarian-as-coach. references felker, k. (2015). accidental technologist: gamification in libraries. reference & user services quarterly, 54(2), 19-23. scales, p. c. (2016). the crucial coaching relationship. phi delta kappan, 97(8), 19-23. acknowledgments the montreal battle of the books takes place thanks to the hard work and dedication of the following individuals. this is not a complete list, as the event’s success relies on the organization, input, and time of many individuals in the schools, the school boards, and the community. • from the lester b. pearson school board: suzanne nesbitt, carol ann case, andrea hyde, and especially kathleen conroy, who began bob in montreal and contributed her story for this article. • from the english montreal school board: annette macintyre, paul grewal, stephanie germain, danielle juneau, beverley graham, debra french, yvette bailey, anna supino. • from the quebec association of independent schools: laura sanders, molly richter. • community support: prizes were generously donated by local independent booksellers librairie drawn and quartely, librairie monet, paragraphe books, babar books, edureference, scholastic. microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 61 children’s technology review, volume 16, no. 1, issue 94, january 2008 – reviewed by cybèle elaine werts http://www.childrenssoftware.com children's technology review (ctr) is an ad-free, subscriber-supported web and print-based publication. it is designed to keep educators, parents and librarians informed on commercial interactive media products designed for children, aged birth to 15 years. these are the products that children use for both fun and learning, either at home and/or at school. they include software, video games, interactive toys, web sites that a child might visit, and so on. from a theoretical perspective, ctr exists in the space between child development and interactive media. the children's software finder(tm), our database of more than 7,300 reviews, has become a critical step in our core subscribers' purchasingmaking decisions. when the opportunity to review children’s technology review passed by my e-mail, i jumped at it because of all the topics around children’s resources, technology is the one i gravitate to. the only problem being, of course, that i don’t have any children. could be a bit of a problem since i really do not know from moogie math to ratatouille: food frenzy. that said, i’m known to have a strong inner child, so for the sake of this review i’ll be letting little cybèle write this one. the first entertaining, and actually quite ironic thing i have to share with you is that the issue of children’s technology review that was sent to me was may, 2006. hmm, that puts this issue at two years old, and we all know that technology follows a path of what alvin toffler (who wrote the classic future shock) called accelerative thrust, in that technology is not just changing, but the pace of change itself is accelerating. heck, in that time i could have had two children; better check those reviews under the babies & toddlers section. i soon addressed that problem and received the january, 2008, issue, which was a good thing because i actually think that this magazine is quite a good one for both parents and educators alike. for example, on the cover you’ll find a picture of a strange striped wildcat with a question clearly aimed at younger children: “is this a lion or a tiger? find out on page 3.” i may not be a child, but turned right to page 4 anyway to discover that it was a liger, the combination of a mama tiger and a daddy lion! however, for the rest of you who really are grown-ups, most of children’s technology review details extremely helpful reviews of a wide variety of technology based products for youth, including specific groupings for babies & toddlers, preschool & kindergarten, early elementary, upper elementary, middle school, high school, and all ages. in addition to the charming piece on ligers, this issue also included an excellent q&a type article for busy parents explaining what wii is and what they’ll need in order to both accommodate their kids needs as well as show that they do indeed know what in fact it is! just in case you’re wondering, wii (pronounced wee) is a wireless controller that captures your hand movements so that you could play golf by swinging the controller like a golf club or fly an airplane by turning the controller in the air. if i were using a wii for typing this article, i could type in the air, although i can’t even imagine a situation where i’d want to do that other than in heaven where i presume there are no laptops. these kinds of useful articles are a value added to a magazine like this, and this one was very user friendly. the bulk of the magazine was taken up with easily readable and fun feature reviews of a wide variety of new products which included photos, a full review, ratings, tester feedback, and entertainment software rating board (esrb) rating (i.e., if there are issues such as violence etc.). most importantly was a rubric which rated east of use, educational value, entertainment, design features and value on a ten point scale as well as averaged them. items that rated very highly overall r e v i e w s http://www.childrenssoftware.com education libraries: childrens resources, volume 31, no. 3, spring 2008 62 receive the children’s technology review editor’s choice excellence in design gold seal. overall, i found these reviews well written and useful, particularly because the products are tested by actual youth in the age groups that the items are aimed at. if i were in the market for buying any of these items from art programs (artrage 2.5) to gaming accessories (delta gaming chair) to a math application (moogie math plus) to learning logical thinking (nancy drew, the deadly secret of old world park), children’s technology review would be a superb source for checking them out first. subscription to the review also offers online access to their large database of products but i was unfortunately unable to check that out as the editor did not provide that to me. i was also left wondering what the parameters were for winning a the children’s technology review editor’s choice excellence in design gold seal as it was not stated anywhere. oh wait, what’s that? you’re still wondering what ratatouille: food frenzy is? well sadly, it only achieved a 58% rating as it is a “poorly designed puzzle cooking game… players can sort and chop vegetables using the ds stylus, cook meals, and present their culinary masterpieces..” i guess i’ll have to go chop some actual vegetables in my kitchen and forgo this particular product, but isn’t it nice to know that in advance? in any case, i’ll take a real sweet potato over a digital one any day. differentiating instruction: collaborative planning and teaching for universally designed learning – reviewed by dr. nat hansuvadha thousand, j.s., villa, r.a., & nevin, a.i. (2007). differentiating instruction: collaborative planning and teaching for universally designed learning. thousand oaks: corwin press. isbn: 978-1-41293861-7. $35.95. differentiating instruction is a practical resource and a teacher-friendly manual for both general and special education teachers who work with diverse students across grade levels and abilities. the book is arranged into fourteen succinct chapters beginning with a clear framework and rationale for universal design for learning (udl). highly organized, this title contains models of how to design lesson activities with consideration of the unique abilities and needs of students. additionally, there are templates for planning individual and group learning as well as examples of how to differentiate content and materials in elementary, middle, and high school. realistic student case studies presented throughout this book illustrate innovative strategies to differentiate instruction at the pre-planning and planning stages. furthermore, the authors provide ways to assess students through effective techniques that respect cultural, linguistic, and economic diversity in the classroom. i highly recommend this text and believe that teachers, whether beginning or experienced, will find differentiating instruction useful and practical. education libraries: childrens resources, volume 31, no. 3, spring 2008 63 the journal of applied security research – reviewed by michelle dubaj kostanoski, john, ed. the journal of applied security research. hawthorne press. issn 1936-1610. $84. for individuals; $540. for institutions. the journal of applied security research (1936-1610, alternate issn 1936-1629), formerly known as the journal of security education (1550-7890), changed its name in the latter half of 2007. the original purpose of the journal was to create one publication for educators, trainers and students to use to stay abreast of security issues, technology and developments. the publisher’s website said the name change was to better reflect the comprehensive focus that includes asset protection, terrorism and violence. the journal includes editorials, articles, website reviews, book reviews, student papers, academic program reviews and program directories. however, not all of these features are included in every issue. hawthorne press publishes the journal, but it is the official publication of protect new york, an academic and professional society devoted to research and education to safeguard new york state from terrorism and disaster. the protect new york (http://www.protectnewyork.org/journal.html) website says that the publication is peer-reviewed but ulrich’s periodical directory does not have it listed as refereed. although there are other refereed journals which focus on criminology and law enforcement – security, computers & security, journal of security administration, science and global security, security journal, none of them have an education component or focus on training. the journal of applied security research is a relatively new serial; the first issue came out in 2005. since its debut, indexing has increased from eight different services to twenty-seven services in 2008. however, many of the added indexing services are very narrow in scope and therefore might not be found in many libraries, for example, advanced polymers abstracts, ceramic abstracts, earthquake engineering abstracts and solid state and superconductivity abstracts. the good news is that the journal of applied security research is indexed in education research complete, a service from ebsco, criminal justice abstracts and in the national criminal justice reference service (ncjrs) abstracts database. coverage in ncjrs was available for volume one issues one through four, but did not include volume two issues one through three that were published. on investigation, ncjrs did not have the new journal name listed in their journal coverage, but it also did not have the old journal name listed in their coverage and there was coverage. since indexing coverage from ncjrs is available freely online, the potential for this title increases enormously if indexing is continued. any training center, research center or higher education institution would be able to quickly search the journal of applied security research. there are some subtle yet important differences between the print and its electronic counterpart. in the table of contents of the print edition written pieces are grouped into categories. for instance, the category title student papers precedes the article “using game theory in managing risks of terrorism.” the electronic indexing in education research complete does not include the category title in the citation. why this omission becomes alarming is that the journal of applied security research in its first issue included student papers. the only clue in the electronic version to determine that the aforementioned article was a student paper was the author affiliation field that listed the author as belonging to a masters program in protection management. overall, each institution should investigate if it will have access to an indexing service before they decide to purchase the journal of applied security research. the journal contents would benefit any academic institution that is serving traditional criminal justice programs, information management and computer science programs and on a lesser level political science and business programs. it is not recommended for school libraries and would best benefit a public library that works closely with the programs mentioned above or with civil security training programs. http://www.protectnewyork.org/journal.html education libraries: childrens resources, volume 31, no. 3, spring 2008 64 teaching in the digital age: using the internet to increase student engagement and understanding – reviewed by dr. gail dickinson nelson, kristen j. (2007). teaching in the digital age: using the internet to increase student engagement and understanding. 2nd ed. thousand oaks, ca: corwin press. isbn: 9781-4129-55652 (cloth) $66.95; 978-1-4129-55669 (pbk.) $30.95. the stated purpose of teaching in the digital age is to “provide teachers with practical suggestions and ideas ….to help students gain a deeper understanding of and knowledge about what they are learning” (xiii). the purpose implies that the author intends to do more than provide lesson planning assistance to teach students to manipulate and maneuver in the electronic world, and for the most part the book achieves that goal. the author is an experienced educator and school administrator with years of experience using the internet in education. in the introduction to the book she states her opinion that education use of the internet is still under construction and the book is nicely organized around her intent to move internet lessons to the center of instructional processes. nelson’s first three chapters prepare the reader for integration of the internet in lesson planning. the first chapter applies wiggins’ understanding by design framework to internet activities, with step-by step checklists and an example lesson. chapter two moves the reader to reflect on brainbased learning and multiple intelligences, connecting those instructional methods to the use of the internet. in chapter three, nelson focuses on assessing internet activities, concentrating on the use of rubrics. with the above foundation, nelson’s final three chapters focus on specific skills, namely interpersonal skills (chapter 4), information gathering (chapter 5), and problem-solving skills (chapter 6). each of these chapters provides rich descriptions of fully planned lessons and activities, including specific links to web pages. nelson also focuses on learning skills such as reflection writing and journaling, and logistical skills such as bibliographic citation, netiquette and search strategies to provide a rich context for the activities. although the book is written for the practicing classroom teacher, it will also be useful for the school administrator who wants to create stronger internet learning activities in the school. the book has value in pre-service education and could be used as a supplemental text for classes using electronic resources in education. the theory, context, and application organization of the book lends itself to the reflective preparation of classroom teachers. there are some cautions for the reader. nelson erroneously credits eisenberg and johnson for the big6 information skills approach (p. 81) instead of eisenberg and berkowitz, although the correct reference is noted later in the book. classroom teachers may want to consult with the school librarian regarding evaluation of websites and teaching of specific search strategies. nelson’s evaluation criteria focus more on the logistical elements of the website, but a school librarian would emphasize authority and accuracy of the information. nelson does encourage classroom teachers to seek out the school librarian for collaborative activities and assistance in lesson planning, so the above will not be a problem if her suggestions for collaboration are carried out. despite these minor problems, integrating internet activities is a solid addition to the education library. preservice teachers and administrators will find the depth of the lesson planning activities helpful, and teacher educators may want to assign readings of some of the chapters. education libraries: childrens resources, volume 31, no. 3, spring 2008 65 aiming high: raising attainment of pupils from culturally diverse backgrounds – reviewed by warren jacobs parker-jenkins, marie; hewitt, des; brownhill, simon; and sanders, tania. aiming high: raising attainment of pupils from culturally diverse backgrounds. london: paul . chapman, 2006. isbn 978-1-41292939-4. $27.95. minority student attainment in the united kingdom is lagging. at the same time, teachers are faced with the challenge of educating many new pupils from culturally diverse backgrounds. black and minority ethnic male students; gypsy, roma, and traveller children; and students with refugee status face many obstacles to academic achievement. aiming high: raising attainment of pupils from culturally diverse backgrounds is written to aid teachers in improving their own teaching skills to raise the academic achievement of all students and encourage inclusiveness. following the table of contents, the reader will find information about the authors who are researchers and educators based in derby. the authors have collaborated to produce a workbook of practical and reflection activities, lessons, and case studies from primary and secondary schools. a glossary of terms and an explanation of the book’s organization around themes relating to issues of cultural diversity within schools in the united kingdom have been included. american readers will find each section to be very useful. the text is divided into seven chapters. each chapter contains key terms and definitions, examples, scenarios, lists, and activities. many of the activities may be reproduced, affording an opportunity for schools and districts to conduct diversity training utilizing this workbook for their teaching staff. each chapter includes a summary of key points to enhance learning. chapter one serves as an introduction to the issue of the disenfranchisement of minority ethnic groups due to academic underachievement. a welcoming environment for refugee students and their parents is considered in chapter two. students seeking asylum are faced with enormous medical, psychological, and legal issues that negatively impact learning. the authors discuss the process of modeling and scaffolding the language to aid students who speak english as a second language. non-native speakers learn best in schools that value their native language and accelerate language learning by connecting english to their native language. chapter four looks at the multifaceted reasons that black and minority ethnic male children fail to reach their full academic potential. low expectations for success based on gender and ethnicity, and negative stereotyping by teachers and schools are among the reasons cited for underachievement. interventions include mentoring to offset the lack of positive role models, peer pressure, and street culture; and a variety of teaching strategies to engage auditory, visual, and kinesthetic learners. gypsy, roma, and traveller families require trust, commitment, and understanding from the teacher and the school for their children to succeed. this cultural group experiences racism, name calling, and bullying. greater parental involvement, improved attendance, and increased academic achievement may be promoted through anti-racism and anti-bullying legislation, an inclusive curriculum that values diversity, a framework for student behavior, and positive communication. while previous chapters have discussed parental involvement, chapter six furnishes teachers with many case studies and reflection activities that build positive, supportive, and effective relationships with minority ethnic parents. the text concludes with a short summary, references, a list of useful web sites and contacts, and a comprehensive index. aiming high: raising attainment of pupils from culturally diverse backgrounds is a practical guide to help all students reach their full potential. the examples, case studies, and activities are the strength of this workbook. teachers and school administrators throughout the united states facing similar challenges in their schools will benefit from reading this text. many of the examples are relevant to disadvantaged students facing barriers to learning in the united states. this text will be a useful addition to academic library collections that serve graduate students, faculty, and educational researchers. education libraries: childrens resources, volume 31, no. 3, spring 2008 66 children’s literature: a developmental perspective – reviewed by venta silins travers, barbara e. & travers, john f. children’s literature: a developmental perspective. hoboken, n.j.: wiley & sons, inc., 2008. isbn 0-470-111046. $89.85. children’s literature: a developmental perspective by barbara e. travers and john f. travers is a textbook written for pre-service teachers, students in librarianship programs and others with an interest in children’s literature. in addition to introducing readers to children’s literature, the authors discuss the role developmental psychology plays in writing, illustrating and selecting children’s books. they further explain how the biopsychosocial (biological, psychological and social) developmental stages impact children, their reading habits and their understanding of meaning. the fourteen chapters are organized thematically. the first two provide an introduction to children’s literature and developmental psychology. chapters three through six cover the history, genres, literary elements and diversity of children’s literature. the next six chapters describe literature for children in different biopsychosocial developmental stages from birth to the high school years. the final two chapters offer a curricular model for using literature and issues in children’s literature. as typical in a textbook, each chapter begins with issues to be covered in the chapter and ends with a checklist of questions, professional references and a list of children’s books discussed. children’s literature provides useful resources for students beginning their studies in children’s literature. the sections on history, genres and literary elements are thorough and provide many examples of older and newer books. the appendices include a chronological list of winners of many awards including the newbery, caldecott, coretta scott king, orbis pictus award, robert f. sibert award, the michael l. printz award, mildred l. batchelder award, and the hans christian andersen award. the discussions on developmental psychology would require the classroom support of an instructor. for example, in chapter one, the authors discuss the work of louise rosenblatt and transactional theory; erik erikson and his psychosocial theory of development; jean piaget and his work on cognitive theory; and the work of other developmental theorists. throughout the textbook the authors discuss the integration of biopsychosocial theory of development with the selection and use of children’s literature. although the writing is often clear and accessible, the theories are complicated. without instructional support from an expert in the field of developmental psychology, students may be misled by the simplicity of the ideas as presented. also, the authors sometimes do not provide enough information. for example, a question at the end of a chapter asks students to relate how sigmund freud’s ideas relate to the themes of children’s literature, but there is no discussion of this in the chapter. more critical editing of this text would have found typographical errors and corrected the authors’ odd choice of words or phrases. in the section on books about children with disabilities, one of the books considered required reading was going with the flow by claire blatchford about the experiences of a boy with deafness. in their description, travers and travers write, “as a good-natured gesture, his friend keith trips mark – nonverbal communication – whenever mark starts to monopolize the ball.” (p. 123). tripping fellow students doesn’t seem “good-natured” but rather unsportsmanlike and cruel. not having read the book, one hopes this wasn’t the intent of its author. at times these stylistic choices could lead to confusion and misinterpretations. this is an ambitious book that tries to cover many topics in children’s literature particularly the integration of biopsychosocial development. its comprehensive nature makes it a good introduction to key issues in children’s literature such as genres, literary elements, and many examples of excellent books. the complete lists of award winners are another useful feature. other chapters, although accessible, may prove difficult for students to read and understand on their own. children’s literature: a developmental perspective would best be complemented by a competent instructor. education libraries: childrens resources, volume 31, no. 3, spring 2008 67 how to differentiate learning: curriculum, instruction, assessment – reviewed by warren jacobs fogarty, robin j., and pete, brian m. how to differentiate learning: curriculum, instruction, assessment. thousand oaks, ca: corwin press, 2007. isbn 0-9763-42618. $19.95. one of the challenges of teaching is to customize instruction to meet the diverse needs of each student in the classroom. authors robin fogarty and brian pete have collaborated on how to differentiate learning: curriculum, instruction, assessment. this concise volume of teaching methods aids educators in identifying a student’s needs and furnishing instruction in a student’s preferred learning style. how to differentiate learning is comprised of a table of contents, an introduction, six chapters, and a list of references at the conclusion of the text. there is no index. each chapter contains relevant examples of elementary and secondary instruction, questions and highlighted text to focus the reader’s attention to important points, and activities for teachers to use in their own classrooms. in chapter one, the authors make the connection between differentiated instruction and standards-based learning. standards govern the content that students learn, while differentiated instruction focuses on the process of learning. because there are many different ways for students to learn, teachers must develop varied teaching strategies to ensure that learning occurs for all students. measurement of learning through assessment includes the combination of standardized testing, students’ selfassessment, and classroom observational data. fogarty and pete identify change, challenge, and choice as important elements of differentiated instruction. examples of changing the process include the use of direct instruction, cooperative learning, and inquiry learning. gardner’s theory of multiple intelligences in which students have an opportunity to use their varied preferences to learn is the framework for changing the student product. challenging students promotes brain engagement through the use of novelty. choice allows students to decide how to demonstrate their learning within the parameters set by the teacher. the third chapter discusses how teachers address the disparate levels of student readiness to learn through the identification of prior knowledge and what is not known, and adjusting instructional activities accordingly. flexible skill grouping is presented as a means to cluster students learning a specific skill. when students demonstrate mastery, they are rotated out of the group. the use of temporary grouping for a specific purpose avoids any stigma or labeling. data indicate that flexible skill groupings enhance student achievement, leading to higher test scores. the final half of the book offers an in-depth look at how to differentiate the lesson, curriculum, and assessment. highlights of chapter four include examples of teachers changing the content, process, and the student product. the activity at the end of the chapter allows a teacher to take an existing lesson and modify it to meet the individualized needs of all learners. in chapter five, the twelve principles that guide the process of learning for the brain foster the differentiation of curriculum. relevant theoretical models of learning by bloom, gardner, sternberg, and holmes are also discussed. student-centered curriculum models include problem-based learning, case studies, project and service learning, themes, and performances. the text concludes with a look at how to differentiate assessment of student progress, encompassing a discussion of the use of traditional, portfolio, and performance assessments. how to differentiate learning: curriculum, instruction, assessment is an easily utilized volume that will be a valuable addition to any classroom teacher’s professional library. the activities and examples presented within the text will aid new and experienced educators in developing their own teaching strategies to meet the individualized needs of their students. as fogarty and pete point out in the introduction, differentiated learning is not a novel idea. the current focus on the use of standards as a measure of student achievement has prompted a renewed look at this teaching method. this text will be a valuable addition to academic library collections supporting teacher education programs. education libraries: childrens resources, volume 31, no. 3, spring 2008 68 contemporary issues in curriculum – reviewed by michelle dubaj ornstein, allan c., pajack, edward f., and orenstein, stacey b. eds. contemporary issues in curriculum, 4th ed. new york: pearson education, inc., 2007. isbn 0-20548925-7. $113. the fourth edition of contemporary issues in curriculum replaced an earlier edition that was published nearly five years ago. the new edition has kept the same structure; it is divided into six parts, each with a varying number of chapters written by different authors. there are no duplicate authors except for one of the book’s editors, allan ornstein, who wrote three of the forty chapters. the fourth edition continues the tradition of opening each chapter with a set of focus questions and closing with a set of discussion questions. each of the six parts ends with a cumulative pro-con chart and a case-study. although the book is written to function like a textbook, the content would be useful to any educator. new to this edition is the inclusion of professional profiles at the beginning of each part of the book. the six profiles are two to three pages in length and are like a mini interview. aside from the standard vitae material such as degrees and positions held, each profile contains sections for achievements, regrets, favorite education book and journal, the best book/chapter written, and information on the most influential person in their career, their thoughts on curriculum/teaching relationship, their professional vision and their advice to teachers. of the six profiles, all of the professionals are currently in academia, and only two listed any k-12 school experience. the inclusion of more people from outside of academia would have made this feature stronger. in addition to the professional profiles, over ten new chapters were added to this edition. even though there were some older chapters removed, the new edition of the book has grown from thirty-six to forty chapters. much of the new material is in part four, “curriculum and instruction,” including chapters on segregation, multicultural education, the knowledge arts and a political humanist curriculum. only two of the six case studies were updated in the book, and oddly there was not a new case study for part four which had the most content change. allan ornstein also produced a new edition of another curriculum book from pearson education. curriculum: foundations, principles & issues has a projected availability date of april, 2008. educators would be served to compare the two tables of contents to see which book better suits their needs. the latter book includes philosophical, psychological and historical aspects of curriculum as well as sections about curriculum design and development. many curriculum books seem to be approaching a new edition cycle. aside from curriculum: foundations, principles & issues, a new edition of peter olivia’s developing the curriculum came out in jan 2008. the second edition of curriculum development: theory into practice by tanner & tanner came out in 2006. finally, the seventh edition of curriculum development: a guide to practice, by wiles and bondi came out in 2006 as well. for collections that support undergraduate preservice teachers, the four other curriculum guides mentioned above would be more appropriate additions to a collection. at least one should be present before considering the purchase of contemporary issues in curriculum. for collections that support graduate students and curriculum specialists, contemporary issues in curriculum is an excellent book that goes beyond the basics of history and implementation and draws current issues out into discussion. education libraries: childrens resources, volume 31, no. 3, spring 2008 69 a guide to graphic organizers – reviewed by dr. lesley farmer bellanca, james.(2007). a guide to graphic organizers (2nd ed.). thousand oaks, ca: corwin press. 245 p. isbn: 978-1-4129-5300-9. $35.95. graphic organizers constitute a useful tool for representing information and its processes. james bellanca updates his two earlier works on graphic organizers (cooperative think tank i and ii, published 1990 and 1992). the 2007 edition updates the bibliography, discusses current research, and adds new graphic organizers. almost two hundred pages are dedicated to the 24 graphic organizing templates. each entry includes the graphic organizer diagram and blank master, its purpose and uses, associated vocabulary, level of difficulty, the learning phase (i.e., input, elaboration, output), the thinking process, sample lesson, and organizer examples for elementary, middle, and high school applications. types of organizers range from well-known models (e.g., venn, concept maps, fishbone, plus/minus/interesting, sequencing chart) to newer designs (e.g., inference funnel, prediction tree, starburst). the two-way thinking tower is an effective way to compare inductive and deductive thinking. the rightangle and classification flow chart do not seem to work effectively. the sample lessons used to apply the model seem uneven in quality. in the second section of the book, bellanca briefly discusses the need for higher-order thinking and metacognition. he introduces feuerstein’s three phases of learning, and suggests practical ways to group students for collaborative work using graphic organizers. his discussion of graphic organizers as assessment tools is probably the strongest chapter in this rather shallow “theoretical” section. bellanca also asserts that graphic organizers can help schools implement the no child left behind act, noting a couple of supportive research studies. four appendices include a short list of relevant websites, a three-page bibliography, and a detailed index. the diagrams are clearly done, and the overall layout of the book is very accessible. the cover is available in paper and hard back. teachers can make good use of the book, if for no other reason than for its collection of clear graphic organizer masters. developing sustainable leadership – reviewed by julie chen davies, brent, ed. developing sustainable leadership. london: paul chapman publishing, 2007. isbn: 978-1-41292396-5. $31.95. in his latest book, davies focuses on the question of sustainability in educational leadership. while most books on leadership take an outward focus – how to lead others – this book tackles the leadership question by looking both outward and inward, the latter being how to sustain oneself as a leader. this issue is especially pertinent right now. over 40 percent of u.s. school principals are planning to retire within the next five years, but younger teachers don’t see much incentive – financial or workload-wise – to fill up these vacancies. to tackle the looming recruitment and retention problems in their respective k-12 systems, the 14 contributors, hailing from the u.s., the u.k., canada, and australia, share insights from their own research and programs. school leaders might recognize themselves or their staff in both the descriptions of shared purpose, passion, and resilience as well as the frustrations of dealing with impossible externally imposed standards and general resistance to change from the ranks. in examining the research in the first seven chapters on how leaders sustain themselves, several themes emerge. one is shared vision and teamwork, because successful leaders do not work in isolation. another is communities of practice and professional renewal, which provide inspiration and resources, both the mental and physical sustenance required to keep going. yet another is networking with other schools, which shows people that they are not alone in their struggles. education libraries: childrens resources, volume 31, no. 3, spring 2008 70 individual topics also get in-depth treatment. chapter one brings up the importance of personal humility in building a great organization, another take on the adage, “there is no ‘i’ in team.” chapters two and four both talk about the importance of separating work from one’s personal life, in particular, finding time to get away from the stresses of work. chapter five reminds us of the value of traditions and why sometimes it is important to pay tribute to the status quo. the final three chapters present alternate views on the issue of sustainability. chapter eight examines the impact of market forces on education; chapter nine looks at leadership at the systematic level; and chapter ten views leadership succession as a natural part of the sustainability equation. while not an easy read, developing sustainable leadership is an important contribution to the field of educational leadership, and even though all of the research presented here was conducted within the k-12 context, educational leaders at all levels can benefit from its insights. developing language and literacy with young children – reviewed by celeste moore whitehead, marian r. developing language and literacy with young children, 3rd ed. london: paul chapman publishing, 2007. isbn 978-1-41293424-4 (cloth). $27.95. marian whitehead’s developing language and literacy with young children is a valuable resource for parents, care givers, teachers, librarians and other practitioners that work with young children. the book covers the topic of early communication and language development in children ages birth through eight years of age. the author describes her purpose for the book as providing parents and practitioners with a “confident understanding of children’s language development in the early years from birth to eight.” this confident understanding can help foster emergent language and literacy development in children. i found the book to be helpful both as a librarian and mother of young children. the author is a former teacher, academic instructor, and linguistics researcher as well as a mother and grandmother. the author’s personal experiences are infused into the chapters to create a unique readability for the book. the blending of academic research and personal experience sets this title apart from other purely academic works. the photographs reinforce the text and add another dimension to the book. the author is a well respected expert in this field and this title is a useful tool for anyone wishing to learn more about the development of language and literacy in the early years of life. the author has organized the book into six chapters that clearly cover many of the topics concerning communication and literacy in young children. these chapters include the development of language and literacy, young bilinguals, stories and play, literacy birth to six, developing readers and writers, and talking with adults about language and literacy development in young children. whitehead also includes a glossary, a comprehensive bibliography, an index and a short website list. many chapters also include summaries, recommended resource lists, or suggested activities to aid in the development of language and literacy in children. another point of interest is a detailed bibliography of resources for those interested in building a collection of children’s literature, included in chapter three. the organization of the book is well thought out and easy to read. whitehead approaches the topic of emergent language and literacy holistically. this approach provides the reader with a solid understanding of how children develop language and literacy. the author also discusses blind and deaf children and how their sensory limitations impact the development of early language and literacy. one important area not covered in depth is the subject of learning disabilities and how to assist children with learning disabilities with their development of language and reading. additional coverage of learning disabilities would strengthen the already good coverage of early language and literacy. overall, the author’s approach to the topic is effective and provides beneficial information about language and literacy development. developing language and literacy with young children is an enjoyable yet informative read for parents, care givers, educators, librarians and other practitioners working with young children. this is a worthy title to add to your personal or professional collection! education libraries: childrens resources, volume 31, no. 3, spring 2008 71 television criticism – reviewed by dr. lesley farmer o’donnell, victoria. (2007). television criticism. los angeles, ca: sage publications. 261 p. isbn: 978-14129-4167-9. $79.95. with hundreds of television channels 24/7, the need for critical examination of tv productions has increased. o’donnell’s book serves as a textbook for journalism students who want to incorporate theoretical approaches into critical television program analysis. o’donnell has taught film and television courses at montana state university in bozeman. her examples demonstrate her current knowledge of television shows such as tavis smiley and prison break. in the first part of the book, o’donnell describes the work of journalistic television critics, noting their impact on the television industry and social culture. she provides the context of tv criticism by explaining the business of television: a communication channel that offers programming in order to entice people to watch advertisements, which pay for television. she details the production process and advertising decision points. formal aspects of television comprise the second part. o’donnell describes those factors that contribute to a tv program’s style: lighting, sound, art direction, camera work, editing, and the individuals involved throughout the process. writing – telling the story – is given a separate chapter. o’donnell explains narrative theories and structures, and explores myth and archetypes. chapter five details and compares various television genres and their subgenres: comedy, talk shows, news, magazine shows, drama, soap opera, science fiction, reality shows, sports, children’s television, game shows, and other genres. for each, she notes the format, characteristics, plot, characters, and sample shows. part three deals with theoretical approaches to television. o’donnell compares rhetoric and culture, and then discusses the role of representation. a separate chapter covers postmodernism criticism, asserting that mtv exemplifies this approach to entertainment (unconvincingly in this reviewer’s opinion). the final part offers specific guidelines for television criticism, including a lengthy list of critical questions, and provides a sample critique of csi. each book chapter ends with a summary of the main points, exercises, and a short list of readings. a few black-and-white images scatter the text. a lengthy bibliography and index conclude the volume. the author correctly targets the audience for television criticism. she also carefully confines her discussion to programs, omitting advertising criticism. nevertheless, educators will find useful theories to guide critical examination of television programming. with the increased interest in mass media literacy, this book provides a useful addition to education collections. education libraries: childrens resources, volume 31, no. 3, spring 2008 72 involving parents in their children’s learning – reviewed by dr. nat hansuvadha whalley, m. (2007). involving parents in their children’s learning (2nd ed.). london: paul chapman publishing. margy whalley’s involving parents in their children’s learning is an appealing resource for teachers, administrators, and families in early childhood education. as a former early childhood educator, i found this book inspiring in its implementation of familycentered values and freire principles at pen green center in norby, corthants, (uk) which serves children under five and their families. in this text, lead researcher and author, margy whalley, describes the outcomes of a five-year research and development project, which involved the collaboration and ongoing dialogue of staff, researchers, and parents. the book resonates with the approach that there is a mutual need for families and staff to collaborate and learn from and with each other. for example, the center emphasizes parent involvement by taking on the role of observer, researcher, and student of their children. using this strength-based approach to teaching and learning, parents are taught what to observe at home, and they borrow video recorders to capture their children’s daily schemas. as the text states, “pen green staff see parents as their children’s best educators, and encourage parents to be passionate advocates on behalf of their children; from the first day in a parent and toddler group or when they start in the nursery, right the way through their primary, secondary and tertiary education” (p. 31). parents engage in reflective parenting and through this process gain a deeper understanding of their children’s functional behavior. the author organized the book into twelve chapters that describe the purpose, history, and outcomes of children’s development learned at the pen green center. these chapters address issues of parent involvement, developing evidence-based practices, and dialogue and sharing information. in addition, vignettes of parents engaging with their children in their own homes and at the nursery are woven into the discussion to illustrate real life examples of parents’ emerging understanding of their children’s development. in summary, involving parents in their children’s learning is a unique guide for students, practitioners, parents, and administrators of young children who want to understand specific strategies to maximize parent involvement and collaboration. education libraries: childrens resources, volume 31, no. 3, spring 2008 73 about our reviewers dr. gail dickinson is an associate professor at old dominion university. gdickins@odu.edu michelle dubaj lives in fredonia, ny. email: michelle.dubaj@fredonia.edu dr. lesley farmer coordinates the librarianship program at california state university long beach. lfarmer@csulb.edu warren jacobs is a reference/instruction librarian at california state university, stanislaus. email: wjacobs@csustan.edu julie shen is a reference/instruction librarian at california state polytechnic university, pomona. email: jshen@csupomona.edu venta silins is education librarian, campus library at the university of washington bothell & cascadia community college. vsilins@uwb.edu celeste moore is a librarian at st. andrew hall library, syracuse, ny. moore_celeste@hotmail.com dr. nat hansuvadha is assistant professor in the department of educational psychology, administration, & counseling, and the department of liberal studies at california state university long beach. nhansuva@csulb.edu cybèle elaine werts article & layout editor cwerts@wested.org www.supertechnogirl.com webcam me at supertechnogirl on skype or ichat/aim mailto:gdickins@odu.edu mailto:michelle.dubaj@fredonia.edu mailto:lfarmer@csulb.edu mailto:wjacobs@csustan.edu mailto:jshen@csupomona.edu mailto:vsilins@uwb.edu mailto:moore_celeste@hotmail.com mailto:nhansuva@csulb.edu mailto:cwerts@wested.org http://www.supertechnogirl.com education libraries: childrens resources, volume 31, no. 3, spring 2008 74 new ad forthcoming by dr. lori mestre new and forthcoming in education by lori mestre barr, c. (2008). best new media, k-12: a guide to movies, subscription web sites, and educational software and games 2007. westport, ct: libraries unlimited. isbn: 1591584671; 9781591584674. oclc: 141383197. $50.00. barr's new volume covers 2001 to the present for dvds (educational movies and documentaries), educational software and cd-roms (including educational programs and computer), and subscription web sites. the introduction addresses selection, acquisitions, cataloguing, shelving, and security of new media. each title includes a brief descriptive annotation (including grade level), and review citations. includes indexes. intended for librarians and educators. barstow, b., riggle, j. & molnar, l. m. (2008). beyond picture books: subject access to best books for beginning readers. 3rd ed. children's and young adult literature reference series. westport, ct: libraries unlimited. isbn: 9781591585459; 1591585457. oclc: 174501525. 645 pp. $75.00. this annotated volume profiles some 3,750 of the best thematic literature-based books for emerging readers, ages 5-8. with a subject-based organization like its companion guide to picture books, a to zoo, this book covers titles published mostly within the past decade. each entry offers bibliographic information, a brief plot summary, and description of illustrations and other features to help make informed selection and programming decisions. also included is a list of outstanding first readers, and four indexes title, illustrator, series, and reading level. lexile levels are given where available. intended for reading teachers, librarians and parents. includes bibliographical references and indexes. grant, c. a. & thandeka, k. c., (eds.) (2008). history of multicultural education. 6 vols. london: routledge. isbn: 9780805854497; 9780415988902. oclc: 174450364. $650.00. this 6-volume set documents, analyzes, and critiques a comprehensive body of research from the past thirtyforty years on the history of multicultural education in the u.s. these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in american society, past, present and future. readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. each volume contains archival documents organized around a specific theme and an historical timeline of the progression of research and theory on each topic. the volumes are: 1: conceptual frameworks and curricular content; 2: foundations and stratifications; 3: instruction and assessment; 4: policy and governance; 5: students and student learning; 6: teachers and teacher education. harlen, w. (ed.) (2008). student assessment and testing. 4 vols. series: sage library of educational thoughts and practice. london: sage publications ltd. isbn: 9781847870476; 1847870473. oclc: 173720734. 1620 pp. $1,050.00. this four-volume set brings together key articles from the literature providing theoretical discussion and reporting research in student assessment throughout the range from pre-school to post-school education. the range of purposes, procedures, policies and properties of assessment are covered in the four volumes. the articles cover issues and practices of wide general application. the four volumes are: 1: assessment roles and purposes; 2: methods and technical issues in n e w a n d f o r t h c o m i n g education libraries: childrens resources, volume 31, no. 3, spring 2008 75 assessment; 3: national and international assessment; 4: assessment policies and systems. irving, j. (2008). story celebrations: a program guide for schools and libraries. westport, ct.: libraries unlimited. isbn: 9781591584322; 1591584329. oclc: 173659470. 216 pp. $35.00. this volume contains thematic, book-based activities for children in grades 4-8. ten chapters focus on popular themes and study areas. each theme has an annotated list of select books and two complete programs. programs include activities and step-by-step instructions, materials lists, reproducible patterns, scripts, and stories. activities include reading, creative dramatics, puzzles, writing exercises, arts and crafts, and more. intended for school and public libraries. includes bibliographical references and indexes. levstik, l. s. & tyson, c. a. (2008). handbook of research in social studies education. new york, ny: routledge. isbn: 9780805855364; 9780805855357; 9780203930229 (e-book). oclc: 172521724. $89.95. this handbook outlines the current state of research in social studies education. interwoven throughout are 19 chapters with topics representing a major emphasis in the ncss standards, and topics reflecting an emerging or reemerging field within the social studies. major themes are: change and continuity in social studies; civic competence in pluralist democracies; social justice and the social studies; assessment and accountability; teaching and learning in the disciplines; information ecologies: technology in the social studies; teacher preparation and development. intended for beginning and experienced researchers in the field. narins, b. et al. (2008). the african american almanac. 10th ed. detroit: thomson gale. isbn 9780787640217; 0787640212. oclc: 172987965. 1468 pp. $259.00. e-book also available. this almanac provides a range of historical and current information on african american history, society and culture, and includes coverage of such topics as: africa and the black diaspora; film and television; landmarks; national organizations; population; religion; science and technology; and sports. also included are chronologies, texts of important documents, legislation, speeches, biographical profiles, essays, and more than 650 photographs, illustrations, maps and statistical charts to help them with their research. includes bibliographical references, maps, portraits, and indexes. nucci, l. p. & narvaez, d. (eds.) (2008). handbook of moral and character education. new york, ny: by routledge. isbn: 9780805859607; 9780805859614. oclc: 166273617. $89.95. the purpose of this handbook is to provide a comprehensive, research-oriented volume that includes the extensive changes that have occurred over the last fifteen years in the area of moral education. the 30 chapters cover the latest applications of developmental and cognitive psychology of moral and character education from preschool to college settings. includes bibliographical references and indexes. orey, m. mcclendon, v. j., & branch, r. m. (2008). educational media and technology yearbook. vol. 33. littleton, co: libraries unlimited, inc. isbn: 9781591586470; 159158647x. oclc: 11279741. 336 pp. $80.00. this 2008 volume highlights the major trends of the previous year, with a focus on instructional technology education. it features the winning paper of aect's ect foundation's qualitative inquiry award. it discusses advances in the school and library media worlds and identifies instructional technology-related organizations and graduate programs across north america. this volume also concludes with a mediagraphy of journals, books, eric documents, journal articles, and nonprint resources. intended for media and technology professionals. education libraries: childrens resources, volume 31, no. 3, spring 2008 76 outhwaite, w., & turner, s. p. (eds.) (2007). the sage handbook of social science methodology. los angeles; london: sage. isbn: 9781412901192; 1412901197. oclc: 85691609. 622 pp. $130.00. this handbook provides a comprehensive overview of the methodological literature, both quantitative and qualitative. international contributors provide comments on every aspect of the various central issues, complications, and controversies in the core social science methodological traditions. the text is divided into 7 sections: overviews of methodological approaches in the social sciences; cases, comparisons, and theory; quantification and experiment; rationality, complexity and collectivity; interpretation, critique and postmodernity; discourse construction; and engagement. includes bibliographical references and indexes. stevens, j. & salo, d. s. (2008). fantasy authors: a research guide. author research series. westport, ct: libraries unlimited. isbn: 9781591584971; 1591584973. oclc: 181335733. $45.00. this book provides a starting point for researching popular fantasy authors and to find new ones. it includes entries for approximately 100 leading contemporary authors, listing print and online sources, as well as web sites for obtaining authoritative information. intended for students, researchers, readers' advisors, and fantasy fans. includes bibliographical references and indexes. vardell, s. m. (2008). children's literature in action: a librarian's guide. library and information science text series. westport, ct.: libraries unlimited. isbn: 9781591586579; 9781591585572. oclc: 173659472. 323 pp. $50.00. this is an activities-oriented survey of children's literature for undergraduate and graduate students seeking licensure and degrees leading to careers working with children in school and public libraries. the eight chapters include explanations of the genres, introductions to the authors and illustrators, the use of specific titles with their audiences, and linking of literature with active practice. chapters include collaborative activities, selected awards and celebrations, historical connections, recommended resources, issues for discussion and assignment suggestions. intended for school and children's librarians. includes bibliographical references (p. 265297) and indexes. dr. lori mestre is the digital learning librarian at the university of illinois at urbana-champaign. lmestre@uiuc.edu mailto:lmestre@uiuc.edu education libraries: childrens resources, volume 31, no. 3, spring 2008 77 resources on the net – evaluating and selecting multicultural children’s literature compiled by chris bober barahona center for the study of books in spanish for children and adolescents. (n.d.) retrieved december 07, 2007, from california state university, san marcos web site: http://www.csusm.edu/csb/english/ the aim of the barahona center is to collect comprehensively books in spanish published internationally since 1989. to this end, they have created a searchable database of over 10,000 recommended titles in spanish for both children and adolescents. of note is that the “database is free to the public and can be searched in a variety of ways, including by title, subject, age/grade, and publisher and it provides a summary and full bibliographic information for each title.” bartle, l. r. (2007, december). database of award winning children’s literature retrieved december 07, 2007, from http://www.dawcl.com/ lisa bartle, the creator of this database, is a reference librarian at california state university, san bernardino. bartle uses listings of major children’s book award recipients to maintain a database of books that can be searched by various fields including reader age, setting, genre, period, ethnicity, historical period, keyword, and award received. the database features almost 7,000 records from 78 awards (http://www.dawcl.com/awards.html) across six english-speaking countries: united states, canada, australia, new zealand, england, and ireland. cooperative children’s book center. (n.d.) multicultural literature. retrieved february 14, 2008, from http://www.education.wisc.edu/ccbc/ books/multicultural.asp the cooperative children’s book center (ccbc) is hosted by the university of wisconsin-madison’s school of education. they define multicultural literature as “books by and about people of color: african and african americans, american indians, asian/pacific and asian pacific americans, and latinos.” among the resources listed are “annual statistics on the number of books published annually by and about people of color.” bibliographies and booklists of multicultural books appropriate for grades k-12 are also provided. hurst, c., & otis, r. (2007). carol hurst’s children’s literature site. retrieved february 14, 2008, from http://www.carolhurst.com/ this site is described as “a collection of reviews of great books for kids, ideas of ways to use them in the classroom and collections of books and activities about particular subjects, curriculum areas, themes and professional topics.” the site is divided up into thematic sections. for example, in the section on u.s. history, users can locate relevant books on slavery and the civil rights movement. books on native americans are found in the culture section. international children’s digital library foundation. (n.d.) international children’s digital library. retrieved december 07, 2007, from http://www.childrenslibrary.org the international children’s digital library is a freely available digital collection of children's literature featuring hundreds of internationally published books. these books are fully illustrated and written in the original language of publication. it is believed that r e s o u r c e s o n t h e n e t http://www.csusm.edu/csb/english/ http://www.dawcl.com/ http://www.dawcl.com/awards.html http://www.education.wisc.edu/ccbc/ http://www.carolhurst.com/ http://www.childrenslibrary.org education libraries: childrens resources, volume 31, no. 3, spring 2008 78 “combining the internet with children’s literature enables students to develop a richer understanding of the many different cultural experiences in the world, preparing them to take advantage of the important benefits that exposure to diversity provides.” leitch smith, c. (2007) exploring diversity through children's & young adult books: background reading. retrieved december 07, 2007, from http://www.cynthialeitichsmith.com/ lit_resources/diversity/multicultural/ multi_background.html cynthia leitich smith, a prominent children’s author, has collected a list of resources on diversity in books for young people. readers will find links to multicultural literary works appropriate for grades k-12. themes of interest to teachers and librarians include asian americans, native americans, discrimination, tolerance, and interracial issues. there is a featured link to multicultural reading, “an annotated bibliography of some of our favorite titles; great for curriculum building, collection diversification, and reading group planning.” national council for social studies. (n.d.) notable social studies trade books for young people retrieved december 07, 2007, from http://downloads.ncss.org/notable/notable2007.pdf this is an annotated bibliography of books published in 2006 appropriate for children in grades k-8. it is published as an annual supplement to the may/june issue of the journal social education. the books were selected for inclusion by a book review committee appointed by the national council for the social studies in conjunction with the children’s book council. evaluation criteria include an “emphasize human relations, represent a diversity of groups and are sensitive to a broad range of cultural experiences, present an original theme or a fresh slant on a traditional topic, are easily readable and of high literary quality, and have a pleasing format and, when appropriate, illustrations that enrich the text.” national council for the social studies. (n.d.) carter g. woodson book award winners. retrieved december 07, 2007, from http://www.socialstudies.org/awards/woodson/ established in 1974, the carter g. woodson book award recognizes outstanding social science books for young readers published in the united states that portray ethnicity. the intention of this annual ward is to "encourage the writing, publishing, and dissemination of outstanding social studies books for young readers that treat topics related to ethnic minorities and race relations sensitively and accurately." north central regional educational laboratory. (n.d.) criteria for evaluating multicultural materials. retrieved december 07, 2007, from north central regional educational laboratory http://www.ncrel.org/sdrs/areas/issues/content/ cntareas/reading/li4lk26.htm this site provides librarians who are in the process of developing their multicultural literature collections with a checklist of what to look for when evaluating multicultural materials. additional links are provided to other evaluative resources. smith, r. (n.d.) celebrating cultural diversity through children’s literature. retrieved december 07, 2007, from http://www.multiculturalchildrenslit.com/ this web site contains links to annotated bibliographies of children's multicultural books appropriate for grades k-6. among the cultural groups presented are african americans, chinese americans, latino/hispanic americans, japanese americans, jewish americans, native americans, and korean americans. each entry features related links for further exploration. the books are listed by genre: realistic fiction, information (nonfiction), traditional literature, biography, historical fiction, poetry, and fantasy. the entries appear to be a little dated although recent content from 2006 is also featured. http://www.cynthialeitichsmith.com/ http://downloads.ncss.org/notable/notable2007.pdf http://www.socialstudies.org/awards/woodson/ http://www.ncrel.org/sdrs/areas/issues/content/ http://www.multiculturalchildrenslit.com/ education libraries: childrens resources, volume 31, no. 3, spring 2008 79 united states board on books for young people. (n.d.) 2007 usbby-cbc outstanding international books. retrieved february 14, 2008, from http://www.usbby.org/usbby_bookmarkweb.pdf the united states board on books for young people (usbby) is a national section of the international board on books for young people (ibby) that is based in switzerland. in 2006, usbby, in association with the children’s book council (cbc), began producing a bibliography of outstanding children’s literature that originally published outside of the united states. the books appearing in this bibliography were all published in 2006 and are either originally written in english or they have been translated into english. the books were selected to “help american children see the world from other points of view, exhibit a distinct cultural flavor, or provide a perspective or address a topic otherwise missing from children’s literature in the united states.” the authors acknowledge that to date, there have been few contributions from african, asian and latin american countries. in the february, 2007, edition of school library journal, kathleen isaacs, chair of the outstanding international booklist committee, provides abstracts for the 39 titles that were selected: http://www.schoollibraryjournal.com/article/ca6410489.html. vandergrift’s children’s literature page. (2007, december). retrieved december 07, 2007, from http://www.scils.rutgers.edu/~kvander/childrenlit/index.html this resource is maintained by kay e. vandergrift, professor emeritus, rutgers university, newark, new jersey. this site is dedicated to those who care about children and literature for “story gives public form to private meanings and thus helps those who receive its messages to reach out to other human beings in the world, knowing that they share some of the same concerns and feelings.” of particular interest are links to annotated bibliographies in which positive images of various cultural communities are portrayed in children’s books. the representative cultural communities include african americans, asian americans, hispanic americans, and native americans. compiler’s note: text that has been enclosed in quotation marks has been taken directly from the source document. editor’s note: weblinks that were too long to fit on one line were embedded so as not to be broken up onto two lines which would cause them to be inactive. chris bober is the education librarian at concordia university libraries. boberc@alcor.concordia.ca http://www.usbby.org/usbby_bookmarkweb.pdf http://www.schoollibraryjournal.com/article/ca6410489.html http://www.scils.rutgers.edu/~kvander/childrenlit/index.html mailto:boberc@alcor.concordia.ca education libraries: childrens resources, volume 31, no. 3, spring 2008 80 our editorial board jacqueline snider book review & liaison editor jacqueline snider wears several hats. first, she is manager of the information resource center at act, a testing company, in iowa city. iowa. since 2003, she teaches collection management at the university of iowa's school of library and information science. with regard to education, she received her m.l.s. from the university of toronto, earned a master’s in educational psychology in 2006, and is a ph.d. student in the college of education at the university of iowa. she has worked in public, academic and special libraries in toronto, chicago, and iowa city. the education division saved jacqueline's life. in 1993 at her first sla conference, she walked into the division's board meeting, and was welcomed with open arms by gladys dratch, the division's chair. since then, jacqueline has held various positions in the division including bulletin editor, division chair, and membership committee chair. the education division provides a network of advice, support, and fellowship that strengthens and enhances the work she does as an information professional. in addition to the education division, jacqueline is a founding member of the iowa chapter of sla, and chair of its student relations committee. she also is a member of sla's research committee. jacqueline spends most of her free time working on her courses, and fretting about possible dissertation topics. her professional interests include staff development, user needs, policy implementation, outputs, and outcomes, as well as customer service. jacqueline snider, m.l.s., m.a. jacqueline.snider@act.org act information resource center 200 act drive, iowa city, ia 52243-0168 voice: 319-337-1165 fax: 319-337-1538 cybèle elaine werts article & layout editor cybèle elaine werts works at a nationally renowned research and development agency providing special education research and technological technical assistance to state departments of special education and other clients in the northeast. in addition, she works with data analysis, evaluation work, and online survey design producing a yearly progress report which is submitted to the office for special education programs (osep). werts is the website administrator for and manages most technological issues in her office. werts also publishes a series of articles, interviews and podcasts for information outlook, the journal of the special libraries association and can also be found on her personal website. she also developed a series of podcasts focused on using technology as a tool for collaboration and training. the series includes introductory information on podcasts, webinars, wikis, really simple syndication (rss), online survey applications, and digital photography. werts has several hobbies including amateur photography and snuggling her kitties lucy and chica to distraction. she also collects vintage paperback books from the 1960s, the golden age of pulp novels. werts received a bs in video production and an ma in educational technology, both from san diego state university. cybèle elaine werts cybelew@aol.com http://www.supertechnogirl.com webcam me at supertechnogirl on skype or ichat/aim 802.951.8224 o u r e d i t o r i a l b o a r d mailto:jacqueline.snider@act.org mailto:cybelew@aol.com http://www.supertechnogirl.com education libraries: childrens resources, volume 31, no. 3, spring 2008 81 debbie bogenschutz business & circulation manager debbie bogenschutz has been coordinator of information services at cincinnati state technical and community college for 28 years. she chose sla as her primary professional organization since she’s a generalist with a wide variety of specialist users, and sla helps her keep on top on many different fields. the education division became her sla home since education is the main concern. “faculty in two-year colleges, especially technical educators,” debbie explains, “often had not expected a career in education. they were working in their respective fields when they answered the call to teach. my research for faculty members is often on educational issues, while i’m helping students in a wide variety of disciplines.” debbie is also active in the cincinnati chapter of sla, having served twice as its president. in her leisure time, debbie quilts, and is an avid reader of mystery fiction. this photo is of debbie’s grandson patrick at age two on the internet. debbie says “"i like sharing research skills with a new generation, but my technical skills are quickly being surpassed. my grandson's mouse skills are every bit as good as mine." debbie bogenschutz debbie.bogenschutz@cincinnatistate.edu cincinnati state college library 3520 central parkway cincinnati, oh 45223-2690 513-569-1611 513-559-0040 fax suzanne brown suzanne brown, university librarian (rank), is in her twenty-seventh year at the george a. smathers libraries at the university of florida, gainesville, florida, and is a twenty-nine year+ member of sla. after over twenty-five years in the education library, in august 2007, suzanne became a research assistant, instruction and outreach librarian (title) in the humanities and social sciences reference unit (hssr), a lateral move in the same department. this position is in a newly renovated and enlarged high tech building serving the social sciences and humanities, the most popular research, study, and social center of the university. suzanne helps coordinate the uf libraries' 2008 fall semester program using facebook, second life, digital slide shows, blogs, film day, libguides development, serving on campus-wide committees for program coordination, designing and/or coordinating small and large library displays, posters, and participating in research on freshmen common reader programs. suzanne is a past president of the florida and caribbean chapter, a past chair of the education division, editor of a memorial issue of education libraries for anne galler, a recipient of the 1997 award for professional excellence, and a sla presidential appointee to the special committee that recommended the sla caucus structure; sla/education division discussion list moderator (slaedd-l) and discussion list development coordinator; a past networking liaison to sla-wide networking committee; and many times, a past member or chair of the division's nominations committee. suzanne brown msbrown@ufl.edu university librarian reference, instruction & outreach services librarian humanities & social sciences library p. o. box 117001 university of florida, gainesville, fl 32611-7001 352-273-2784, 352-392-8118 fax mailto:debbie.bogenschutz@cincinnatistate.edu mailto:msbrown@ufl.edu education libraries: childrens resources, volume 31, no. 3, spring 2008 82 lesley farmer education division chair education division chair dr. lesley farmer coordinates the librarianship program at california state university long beach. she has worked in a variety of library settings -special, academic, school, public, for over 30 years. sla helps dr. farmer keep current in the field, specifically in the areas of technology and management; her contacts in the education division have been particularly welcoming. the knowledge gained through association engagement also informs her instruction. professor farmer's research interests include literacies, educational technology, collaboration, and gender studies. her personal hobbies (besides reading) include travel, photography and other 2d art, singing, and girl scouts. dr. farmer also serves as the vp association relations for the international association of school librarianship, and edits ifla's school libraries and resource centers section newsletter. dr. farmer is a frequent presenter and author. of her two dozen books, the most recent titles are information literacy assessment in k-12 settings (scarecrow press, 2007) and the upcoming 2008 book teen girls and technology: what's the problem, what's the solution? (teachers college press). dr. farmer first joined sla in the mid 1970s when she held a technical librarian position at singer business machines' research and development center. in the '80s she became more active, and headed the internet project initiative for the san francisco chapter. the group developed a train the trainer model for internet use, and lesley presented for overflowing groups. dr. farmer had already contributed to education libraries, so her appointment as education libraries editor was a logical decision. she now leads the division, and encourages the membership to participate actively. lesley farmer lfarmer@csulb.edu california state university, department of educational psychology, administration and counseling 1250 bellflower blvd, long beach, ca 90840 562-985-4509, 562-985-4534 fax karen mcquillen karen mcquillen is the manager of brigham library of educational testing service (ets), in princeton, new jersey. she has been a member of the library's staff since joining ets in december, 1983. she has a strong background in searching the internet and proprietary databases, and instructs ets staff in the use of ets library resources and free internet technology tools. mcquillen received her mls from rutgers university in 1988, and her ba in english and psychology from trenton state college (now the college of new jersey) in 1981. she was the 2005 recipient of the sla education division's anne galler award for professional excellence and in 2006 received an ets presidential award for partnering with ets leadership to develop a central organizational knowledge resource and for helping position ets for future growth. she is a past chair of the education division of sla, was president of the princeton-trenton chapter of sla in 1995-96, and began her second stint as that chapter's president in january 2008. sla has enhanced her professional life greatly. she says, “my election to several leadership positions helped me to hone many of the skills i now use in a leadership position in my library. being a member of the education division has given me the opportunity to network with other professionals who work in libraries that are similar to mine. we are able to help each other with specific questions and challenges.” mcquillen has a collection of music from les paul on 78's to les paul on podcasts, and a complete set of donny osmond albums from the '70s. she says she is waiting until he becomes enough of an icon so that she can sell them. (and mentions that her all 'round nerdiness has truly been revealed). she also enjoys movies, bicycling, and travel. karen mcquillen kmcquillen@ets.org manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 609-734-5664 609-683-7186 fax mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org education libraries: childrens resources, volume 31, no. 3, spring 2008 83 sharon weiner sharon weiner is the dean of library services at the claire t. carney library, university of massachusetts dartmouth. she has been an academic librarian for 25 years and joined the sla in 2002 when she became the director of the peabody library for the college of education and human development at vanderbilt. she says that the members of the education division were very welcoming to her and involved her quickly in the division. sla and the education division have enhanced professional life in several ways. she has learned much from the programs, which are always on the leading edge of our profession, and she has benefited from knowing other sla members, who are excellent resources for information-sharing. she adds that: “i appreciate the opportunities for becoming involved in the organization as a leader.” weiner’s areas of professional interest include academic librarianship, leadership development in higher education and academic libraries, creating libraries that are relevant to our future users, and organization development. her hobbies are music (classical piano and church organ); gardening; and needlework. sharon weiner, edd, mls, ahip sweiner@umassd.edu dean of library services claire t. carney library university of massachusetts dartmouth 285 old westport road north dartmouth, ma 02747-2300 508-999-8664 erin lanham. website administrator erin lanham is a reference librarian at st. charles community college (scc) in st. peters, mo (just outside of st. louis). she received her mls from the university of missouri – columbia in 1999. prior to scc, she was a librarian at solutia, inc. for six years, where she supported the environmental, health and safety group through research and document delivery services. while at solutia, she participated on the library’s web team and led the library site’s usability study and redesign in 2003. she is currently the webmaster for the education division and st. louis chapter of sla, and has served as the chapter’s programming chair and president. during erin’s four years at scc, she and her colleagues are implementing new technologies to reach students and increase the library’s physical and virtual presence. she is most interested in what can be done to make library services accessible to community college students with varying learning styles and technological skills. she remains active in sla because of the leadership opportunities afforded to her on a local level. through her division and chapter involvement, erin has had the opportunity to plan programs, meet members, lead board meetings and hone her public speaking skills. these are skills which have contributed to her professional development. when she’s not working at scc or participating in sla activities, erin walks her dog, reads, runs or takes a yoga class erin lanham elanham@stchas.edu reference librarian st. charles community college 4601 mid rivers mall dr. cottleville, mo 63376 636-922-8587 mailto:sweiner@umassd.edu mailto:elanham@stchas.edu education libraries: childrens resources, volume 31, no. 3, spring 2008 84 submissions about education libraries education libraries is published by the education division of the special libraries association. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries. manuscripts submitted for publication in education libraries should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education, libraries and librarianship. education libraries is indexed in eric, current index to journals in education, and library literature. submission of manuscripts education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered for publication in future issues. back issues of education libraries http://units.sla.org/division/ded/education_libraries.html details on submissions http://units.sla.org/division/ded/instructions.html one electronic copy should be sent to: jacqueline snider jacqueline-snider@uiowa.edu 512 rundell street iowa city, ia 52240 inquiries regarding contributions are welcome and should be directed to jacqueline snider. references & footnotes authors may utilize style guidelines from the american psychological association (apa), the chicago manual of style (or the turabian which is based on the chicago manual of style), or the modern language association (mla). all your references must be in the same style for the same article. we strongly recommend that you utilize citation machine (http://citationmachine.net/) which is an easy webtool which allows you to simply enter the information for any of the style guidelines and will produce formatted references. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any necessary copyright permissions. layout the name(s) and affiliation(s) of the author(s) should appear on a separate cover page. the first author should also provide telephone number, address, and e-mail, webcam, website links etc. to insure anonymity in the review process, author information should appear only on this page. an abstract of 50-100 words should appear on a separate page. to insure anonymity in the reviewing process, this page should include no author information, but should include the complete title of the manuscript. using key words from the title, provide a running header or footer on each page. pages should be numbered consecutively. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by including a parenthetical insert in the text, e.g., (insert figure 1). each table or illustration should have a number and a brief title. all tables and illustrations should be submitted electronically. review process education libraries is a refereed journal using double-blind review. manuscripts will be acknowledged by the editor upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the editorial review board. following the completion of the review process, the editor will contact the author(s) to accept the manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject it. the review process is completed online, so all feedback will be available for the author’s review. queries concerning the review process can be directed to cybèle elaine werts, the article and layout editor at cybelew@aol.com. book reviews education libraries includes reviews of new publications relevant to education, libraries and librarianship. areas of interest include library and information science, pre-k-16 education, children’s literature, and school librarianship. publishers are invited to send review copies and announcements to the editor. prospective reviewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas of interest. queries concerning the book review process can be directed to jacqueline snider, the book review editor and author liaison at jacquelinesnider@uiowa.edu. s u b m i s s i o n s http://units.sla.org/division/ded/education_libraries.html http://units.sla.org/division/ded/instructions.html mailto:jacqueline-snider@uiowa.edu http://citationmachine.net/ mailto:cybelew@aol.com mailto:jacqueline-snider@uiowa.edu mailto:jacqueline-snider@uiowa.edu from: education libraries, volume 34, number 2, winter 2011 19 from the classroom to the boardroom: the impact of information literacy instruction on workplace research skills by tiffini travis “many businesses are knowledge driven. even entry level employees have to know how to identify information problems and go about solving them” ~ unidentified employer 2000. topsey smalley, workplace quotes www.cabrillo.edu/~tsmalley/workplacequotes.html introduction since the wide-scale adoption of the acrl information literacy standards (2000), there have been numerous students who have graduated from universities that have formal library instruction programs. currently there has been very little assessment of their post-graduate research skills or what role information literacy plays on workplace performance. the effect libraries have on graduates is not only of interest to librarians; the skills students gain in college have a significant impact on costs and productivity in the workplace. within the last five years, the corporate world has acknowledged the importance of information literacy on workplace success. this has largely been linked to the growth of the knowledge management sector coinciding with the ability to access large amounts of unfiltered information on the internet. the report, are they really ready to work?: employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century u.s. workforce (casner-lotto 2006) delineated 21st century skills needed by baccalaureates. while information literacy was not specifically mentioned in the report, the areas of critical thinking/problem solving, information technology application, and lifelong learning certainly correspond to the acrl standards. the following year, information literacy was listed as an essential learning outcome by the association of american colleges and universities (2007). the aacu (2007) states these outcomes, “reflect an important emerging consensus—among educators and employers—about the kinds of learning needed for a complex and volatile world” (p. 13). since then, variations of 21st century skills have been increasingly adopted by universities to ensure their graduates possess the proficiencies needed to function in a knowledge-based society. the purpose of this study is to examine various factors that may contribute to continued and sustained use of information literacy skills beyond the college experience, and specifically, what competencies students identify as essential for their work. literature review information literacy in the workplace the most significant research regarding information literacy in the workplace has been published by christine bruce (bruce 1999; mcmahon, c., & bruce, c., 2002). using her seminal seven faces framework, bruce examined information seeking behaviors in the workplace. seven faces of information literacy in the workplace were identified: using information technology for awareness and communication; finding information from appropriate sources; executing a process; controlling information; building a personal knowledge base in a new area of interest; working with knowledge and personal perspectives to gain novel insight; and using information wisely for the benefit of others (bruce, 1999). what is underscored is the importance of lifelong learning and the position information literacy has in all work sectors, not solely knowledge management. in 2002, carmel o’sullivan surmised that the term information literacy is “at best sporadic outside the isolation of the library and teaching professions”. (p. 7) o’sullivan also found that the corporate literature that did exist regarding informationgathering in the workplace focused on computer literacy or was framed in the context of lifelong learning. other research laid the groundwork linking information literacy and knowledge management (hughes, middleton, edwards, bruce mcallister, 2005; kirton and barham 2005; o’farril 2008; ferguson, 2009). lloyd examined education libraries, volume 34, number 2, winter 2011 20 information literacy through the lens of sociocultural practice, specifying the ranges of information modalities involved within the context of work (lloyd 2007). lloyd conducted studies that examined the work of ambulance drivers and firefighters and questioned whether the information literacy skills in the traditional settings of education and in the library had the same characteristics as the workplace (lloyd 2008). studies that have quantified information literacy skills in the workplace focus mainly on current practices of employees and corporate needs (smalley, 2000; cheuk 2008). using bruces’ seven faces framework(1999), cheuk modeled an approach for information literacy training of employees at a large consulting firm (2008). for obvious reasons, professions that deal with the collection and creation of written product are more likely to be engaged in information gathering. however, as the importance of evidence-based practice has become a staple in medical fields and other on-the-job decision making, information literacy can conceivably be important in many other work environments. as the body of information literacy research has expanded, several perspectives in the context of work have emerged (halford, lotherington, obstefelder and dyb 2008; hepworth and smith, 2008; somerville and howard, 2008; klusek and bournstein 2006). again the focus has been on information-dependent professions. however, from the literature one key point emerges. information seekers in the workplace require more advanced navigation and evaluation skills since often they do not have information experts to rely on nor do they always have access to vetted information sources like databases and knowledge management systems (bruce, 1999; lloyd , 2008; ochs, 1991). assessing the transferability of information literacy information literacy has been extensively evaluated in the k-16 settings. standardized tests and various direct assessment tools have been developed to determine which skills students have mastered and attempt to measure the impact of information literacy skills or usage of library materials on academic success (oakleaf and owen 2010; de jager 1997; schulte, 2008; shepherd 2011; walsh 2011; whitemire 2002; wong 2011). what is lacking in the literature is a focus on what information competencies in the academic setting transfer to the workplace. while previous research advocates collaboration between business managers and librarians to align information literacy with corporate needs, very few have tried to correlate the skills learned in college with actual use in the workplace. the most applicable methodology to use for such research is referred to as postcampus assessment (rockman, 2002). this form of assessment measures the degree of skills students retain from their college research experience. additionally, it helps identify which skills students and their employers’ value. ilene rockman notes, “this post campus assessment technique can be used for gaining valuable feedback about the usefulness and applicability of course content, instructional strategies, and the campus learning environment” (p. 193). three studies have employed this form of data collection to analyze the transferability of information seeking skills of alumni (smalley 2000; crawford and irving 2006; wu 2008). one of the earliest examples of this data collection technique was conducted by ochs (1991). ochs distributed surveys to both employers and alumni regarding use of information literacy and technology skills. employers identified skill levels they expected of students while alumni rated their own skill set and where they felt they gained them. of the most frequently identified sources of skill attainment, ““cornell classes” or “on the job” and “on my own” often rate higher than mann library instruction program as students’ sources of information management skills” (p. 17). ochs surmised that it was probably due to lack of librarian contact time with students. another “postcampus” survey by crawford and irving (2006) was conducted after the widespread use of the internet in libraries. alumni from glasgow caledonian were asked to identify which skills and to what extent research skills gained as students applied to their current workplace activities. the findings indicated that students felt the research skills they used in the university made a significant impact on their job performance. education libraries, volume 34, number 2, winter 2011 21 these results raise a core issue that libraries struggle to substantiate: what impact does information literacy really have on students, especially once they no longer have to conduct research for courses? models of information literacy instruction while most institutions strive for the perfect combination of tiered, embedded, curricular integration at the programmatic level, the reality is usually far removed. stephanie sterling brasely examined models of information literacy in academic institutions and described the landscape as “collaborations that run along a continuum from the informal and episodic or scattershot to the formal, sequential, and programmatic.” (brasley, 2008, p. 77). sue curzon defined various models of information literacy integration including general education; credit courses; online tutorials; facultyled; and the most common, on-demand instruction (curzon 2004). these models can be divided into two categories: direct and indirect information literacy instruction. direct information literacy is curriculum-centric and either manifested as a requirement for graduation and integrated systematically at the university level. indirect information literacy instruction is defined as librarycentric and not fully diffused into the curriculum but rather intermittently throughout the university. typically, the latter model may have an instruction plan adopted by the library; however, without curricular requirements, there is no full integration of information literacy outcomes at the university level. very few institutions of higher education have the “perfect” model of information literacy nevertheless; several examples of direct and indirect information literacy programs exist. perhaps one of the first examples of a systematic approach to building more direct information literacy instruction is found in the california state university system. the california state university (csu) system has had an advantage in the area of information literacy in large part due to a centralized approach to integration. the report information competence in the csu (1995) developed a blueprint for providing financial and institutional support at individual campuses for inclusion of information literacy into the curriculum. rockman (2002) described a multicampus approach that focused on providing grants, interdepartmental and cross-campus collaboration as well as faculty development opportunities. the approach was designed to take advantage of the trends in general education (ge) reform. the result was to enable many campuses in the system to create various configurations of information literacy instruction. currently, half the libraries in the csu system “have information literacy and competency learning outcomes as part of the institutional requirements for general education” (travis, 2008, p. 18). the models that have been adopted at various csu campuses can be categorized as both indirect and direct. some examples of direct information literacy inclusion are csu northridge and csu los angeles. both have information literacy requirements for graduation which are fulfilled through ge courses. these are courses which are seamlessly embedded in course content, rather than a stand-alone tutorial, instruction session, or assignment. other libraries in the system provide examples of indirect forms of information literacy integration. for example, sonoma state has infused the first-year program with information literacy outcomes. csu long beach has adopted information literacy outcomes for general education; however, there is currently no requirement in place for graduation. csu monterey bay offers majors which have information literacy outcomes built into the overall departmental outcomes. still other schools like san diego state have established library instruction programs but no embedded information literacy curriculum. in many cases, a variety of information literacy integration can exist on the same campus. for example, csu long beach has ge outcomes, some departmental outcomes, as well as faculty led information literacy instruction (brasley, 2008). with such varying campuses and multi-pronged efforts, it is important to assess which models may have a greater or lesser impact on skills of alumni in the workplace. due to the variety of information literacy programs in existence, it is expected that student use of information literacy skills in the workplace will vary depending upon the method of information literacy integration. by comparing alumni from campuses with and without information literacy requirements, this study will explore the following research questions: education libraries, volume 34, number 2, winter 2011 22 rq1: does an information literacy requirement at a campus effect research skills? rq2: do alumni attribute their information literacy skills to the library or other aspects of their education? rq3: how much do information literacy skills learned in college impact their use in the workplace? background & methodology the model for this research study is based on the work of crawford and irving (2006). to modify the original survey for distribution in the united states, the language was changed from british to american english; questions were adjusted to current internet use trends; and a question about leap 21st century skills was added. these skills identified by association of american colleges and universities have recently been adopted by the csu system in the revision of the ge curriculum (csu, 2008) and mirror similar ge curriculum revisions nationwide. part of this study examined which of the 21st century skills participants identified as learning during college. the instrument contained forty three questions divided into five sections (figure 1): figure 1: five sections of the instrument. the purpose of this study was to: • determine the extent to which graduates use information literacy/research skills in the workplace • explore any impact different models of information literacy curriculum integration has on these skills • compare differences between use of information sources for academic and workplace research • evaluate the distinction alumni make between research skills learned as college student with current research skills in the workplace. results: key findings demographics in order to examine any patterns that may exist, the data was analyzed by population. due to the low response rate, the results can only be used as a starting point of the discussion of the impact information literacy has on performance in the workplace and cannot be used to generalize all alumni experiences. this convenience sample provides descriptive data that can give insight into how information literacy has impacted respondents after they become members of the workforce. the survey was distributed twice. the first dissemination was to graduates of the csu system alumni profile: brief demographic survey regarding school, major, and current employment. information literacy/library instruction: information regarding the mode and level of exposure to information literacy concepts as college students. information sources you used at your campus: questions about the types and names of specific resources alumni used as students. information sources you use in the workplace: information sources and information needs questions. self-assessment of information literacy/research skills: participants‘overall judgment of their research skills before college, after college, and in the workplace. education libraries, volume 34, number 2, winter 2011 23 and the second was open to anyone that attended a four-year institution in the united states. there were 62 surveys started by csu respondents with 54 usable surveys. there were 71 surveys started by the non-csu respondents with 44 usable surveys. eleven different csu campuses were represented while over 24 campuses overall made up the total. fifty-one percent of total respondents obtained master’s degrees with less than one percent getting a phd. the disciplines for undergraduates were varied with most of the students majoring in social science programs, arts & humanities, followed by business, and the sciences. the core numbers of graduates responding to the survey were psychology and library science degree holders with social sciences, education, business administration, social work and nursing respondents as well. the majority of the respondents were female (71%). 58% of the respondents could be described as millenials (born between the ages of 1980-2000) while next largest age group were between the ages of 31-40. rq1: does an information literacy requirement at a campus make a difference in research skills? the data was examined to determine if there were significant differences between the populations that fulfilled information literacy requirements with those that did not. from the data collected the results are mixed. twenty-eight percent of respondents answered that they had an information literacy requirement. forty-nine percent had no requirement while 23% couldn’t remember if they had such a requirement. of the 28% who had a requirement, a surprising 85% satisfied the requirement by completing a credit course. six percent of those who indicated that they had information literacy (il) requirements in college listed their most advanced degree as library science. eleven percent of those who responded they had no information literacy requirement or didn’t remember also identified their highest degree as library science. when comparing specific questions related to research there were no major differences in their self-rating of information literacy skills (figure 2 and figure 3). the students who attended college without an il requirement were more confident in their skills both before and after college. this furthers the implication that students feel research skills increase as a result of attending college. figure 2 before starting my coursework at a 4-year college/university, my information literacy/research skills were: answer options il required response percent il not required response percent poor 19% 19% average 44% 41% good 33% 29% very good 3% 10% n=95 education libraries, volume 34, number 2, winter 2011 24 figure 3 when i completed my coursework at a 4-year college/university my information literacy/research skills were: answer options il required response percent il not required response percent poor 0% 0% average 15% 9% good 48% 39% very good 37% 52% n=94 another area of the survey where there was an expected difference was in responses to the questions regarding evaluation and application of information (figure4). figure 4 please mark all of the statements that best apply to you. answer options il required response percent il not required response percent i use advanced search options when i search online resources. 84% 75% i use advanced search options when i search subscription databases. 72% 69% i use specific criteria for evaluating information i find using internet information sources. 52% 75% i use more than one source to verify the accuracy of information i find using internet information sources. 76% 81% i regularly manipulate or otherwise incorporate information i find using internet information sources into presentations or reports for work. 40% 41% n= 89 most respondents stated they used advanced searching features when using the internet but less in subscription databases. the criteria they list for finding websites offers insight into what criteria is used to select sites found on the internet (figure 5). education libraries, volume 34, number 2, winter 2011 25 figure 5 when searching for information, how do you select which sites to use? please mark all that apply. answer options il required response percent il not required response percent i am already familiar with the site 81% 87% url listed for the site. 23% 30% information has been rated by other users. 15% 19% information is contrary to what i think. 4% 12% see what sources the author used. 58% 67% if the source is listed on the first page of search results. 27% 19% consult the credentials listed for the author(s). 50% 48% information confirms my assumptions. 4% 16% site is well designed and easy to use. 50% 60% i was referred to the site by a colleague or friend. 69% 76% n=93 being familiar with a site and a referral to a site were the highest-ranking responses. other findings regarding information-seeking behavior and undergraduates mirrors these results (head & eisenberg 2010). it is interesting to note that “information has been rated by other users” is significantly lower than other referral-type answers due to the prevalence of user-generated rankings on sites such as amazon, yahoo answers and yelp. site design, while often identified in the literature as the least reliable way to evaluate site content, is still ranked by 50% or more of respondents, equal to credentials of the author. selecting a source because it’s on the first page of results is also a significant finding and should be investigated further to determine which search engines are being used and if there is any user understanding of how page rankings are calculated. also notable is the low number of respondents who regularly manipulate or incorporate information as part of their job (figure 4). it begs to question what they do with the information they find in the workplace, especially when reports and presentations were ranked highest in response to the question “for which work related projects did you perform research to complete.” rq2: do alumni attribute their information literacy skills to the library or other aspects of their education? information literacy exposure the results for questions relating to information literacy exposure were very revealing. sixty-eight percent of those who had no il requirement recall attending a library-led research session. sixty-three percent of those with no course-related interaction with librarians stated they consulted with librarians at some point in their career. of those that had, 97% stated they got help at the reference desk with 29% using email and 5% using instant message. in terms of conducting research while attending university, 67% answered they used the library website to access information “often” with 18% responding “seldom” or “never”. thirty-nine percent replied they used the print collection “often” with 32% responding “seldom” or “never”. all respondents affirmed using research databases in college. seventy-six percent of respondents agreed with the statement “research databases were very important for completing my academic research.” fifteen percent disagreed or strongly disagreed with this statement. education libraries, volume 34, number 2, winter 2011 26 figure 6 library’s subscription research databases (e.g. lexis nexis, academic search elite, jstor etc.) were very important for the completion of my academic research. answer options all respondents strongly agree 53% agree 23% neutral 9.0% disagree 4% strongly disagree 11% n=92 when asked what respondents felt contributed most to developing information literacy skills in college the results were interesting. “writing research papers” and “figuring it out myself” were cited most often with “using the library resources” referenced by 55% of respondents (figure 7). librarians were ranked 8th below “professors” and “general education” as resources. “library instruction,” “credit courses by the library,” and “online research tutorials” ranked lowest on the list. these findings from the study are reminiscent of ochs’ (1991) finding that “cornell courses” and “on my own” ranked higher than library instruction. figure 7 what do you feel contributed most to developing your information literacy/research skills in college? task all respondents writing research papers 84% figuring it out myself 70% using library resources 55% general education 52% professors 49% research methods course 43% curriculum in my major 42% librarians 33% fellow students 29% library instruction session(s) 27% online research tutorial 12% credit course offered by the library 0% n=92 21st century and information literacy skill areas when asked to select leap 21st century skills and specific information literacy concepts they felt they current used in the workplace, the answers had interesting implications for integrating these skills into the curriculum (figure 8). education libraries, volume 34, number 2, winter 2011 27 figure 8 as a result of attending a 4-year college/university , which skills do you think you gained from your college experience that you use most often in the workplace? (please mark all that apply) skill area all respondents finding relevant information 78% *critical thinking 78% evaluating information 69% *problem solving 65% *oral communication 64% *writing 61% recognizing bias 56% *methods of inquiry 48% *quantitative reasoning 48% *teamwork 47% *intercultural competence 42% determining an information need 40% *social responsibility 40% using information ethically 39% *self-understanding 36% *creativity 33% *global awareness 28% information cycle 13% n=89 *denotes leap 21st century skill respondents felt that college helped them gain critical thinking skills and problem solving the most, with “oral communication” and “writing” identified by more than 50% of respondents. what they felt it helped the least was “global awareness,” ”creativity,” and “self-awareness.” this isn’t surprising, as these concepts are not something people typically “learn” in a classroom or through a specific assignment or course. of the information literacy skills, “finding relevant information” and “evaluating information” were chosen most often; the “information cycle” and “using information ethically” ranked lowest. “determining an information need,” which previous research identified as the most difficult informationseeking task, was marked by only 40% of respondents (head 2010). rq3: how much do information literacy skills learned in college impact use in the workplace? research in the workplace all respondents the transmission of information literacy skills to the workplace is also examined in this survey. onethird of all respondents use research skills to perform job daily; 30% weekly, and 19% monthly. 10% never use research skills in the workplace. the job occupations listed by respondents who never used their research skills in the workplace included servers, sales, correctional officer, counselor, and registered nurses. most of these respondents also indicated they spent most of their work day away from the computer. all of these respondents in this category indicated their research skills were unchanged before and after attending college. education libraries, volume 34, number 2, winter 2011 28 another indicator of the transferability of information literacy skills to the workplace setting are the responses indicating the evaluation and application of information into their work lives. fifty-three percent believe their research skills played a role in getting hired for their current position, while 36% did not feel research skills played any role in their current employment. in the workplace, respondents were more likely to use free internet sources than subscription databases. free sources most often cited in openended responses were google, trade websites, education databases, pubmed, and blogs. the most-cited types of information looked for at work were current news, empirical research, and statistics while office supplies and medical information ranked lowest. the most-often cited work-related projects were reports and presentations. open-ended responses included computer fixes, lesson plans, design work, patient care, emergency preparedness, lab research, research help, engineering projects, patient diagnosis, images/graphics, and legal research (figure 9). figure 9 what types of information do you typically search for in the workplace? (please check all that apply) answer options response percent current news 57% empirical research 46% product information 36% statistics 36% other (please specify) 30% information for my supervisor 27% law 24% price comparison 23% medical 22% licensing information 17% software 17% travel 14% human resources 12% office supplies 11% employment ads 10% n=83 in terms of rating their current research skills, 51% of respondents reported their skills had “gotten better” while 31% responded “unchanged.” very few reported their skills as becoming worse, which corresponds with the finding that the majority of respondents were not interested in receiving continuing education to increase their informationseeking skills. those that stated they would want more training identified “keeping up to date” as their justification. discussion the results of this study offer insights for both librarians and the corporate world. when comparing results to crawford and irving, there are similarities. in the crawford study, the majority of alumni also believed research skills improved as a result of attending a university and felt their research skills improved once they were employed. in related research of millennials (individuals born between 1980-2000) at work, it was reported that 77% of respondents felt that” technology helps me education libraries, volume 34, number 2, winter 2011 29 improve my work”. in the same study 76% felt technology made them more successful in their career (o’dell 2010). this study found 48% felt their information literacy skills were a factor for getting hired in their current position and 77% of respondents felt “finding information is an essential part of my work.” this indicates the usefulness of information literacy skills in the workplace is acknowledged as much by graduates as it is by businesses. another study of information-seeking behavior of college students found most turned to friends (87%) for help while only 14% asked librarians for assistance (head & eisenberg 2010). likewise, the results of the present study indicate this pattern of help-seeking continues after graduation. of note in this study was the large number of students who consulted librarians in person (97%) versus via email (27%). the increased access to instant messaging and services such as libanswers may impact help-seeking patterns and deserves further research due to the visibility of the products and growing usage of both library services the findings regarding evaluation of information can provide insight into areas that should be studied further. the number of students using ”site design” to assign credibility to a website is troubling. alison head and michael eisenberg found similar results as 71% use interface design as part of their source selection (2010). there is also prevalence for alumni to use previous knowledge of a site as selection criteria. what should be examined is how individuals balance previous site content with new information needs. research has found that students will select sites based on previous success regardless of if it appropriate for the topic. if this tendency continues after college, it may have implications, as librarians are not regularly employed in the workplace environment. another important aspect of the findings is the low ranking of librarians, online tutorials, and library instruction sessions as contributing to the growth of information literacy skills. what was identified most were tasks that required demonstrated use of information literacy concepts. “writing research papers,” “figuring it out myself,” and “using library resources” are all active learning processes. itappears significant that students rated doing research contributed more to gaining which skills rather than passive learning activities such as sitting through a presentation or using an online tutorial. this strengthens the argument that information literacy should be embedded in courses and assignments rather than as a stand-alone or one-shot model. any research conducted to see how individuals interact with information and employ information literacy skills can be used to strengthen our instruction programs. the results of this study cannot definitively determine if an information literacy requirement is the best method to approach this. however, the results indicate that students are employing research skills in the workplace; they value and use library resources; and most importantly, they value the skills they gain from engaging in the finding, evaluating and applying information. as bruce (1999) eloquently states, librarians need to “find ways to help learners reflect on their use of information, so that they become aware of their experiences and transfer these ways of working to a wide range of situations” (p. 45). this concept of transferability not only applies to work but to contribute to a society of lifelong learners. limitations and future directions this study had several limitations. initially, this survey was designed to be distributed only to alumni of the california state university system. this would have allowed the research to focus on known models of information literacy, and also allow for a comparison between direct and indirect information literacy programs. the low response rate made this comparison impossible, therefore it was distributed via social media outlets (twitter, facebook, listservs, etc.) to a nationwide audience. the issues with distributing the survey via social media meant a disproportionate amount of respondents had library science degrees and a population that regularly uses the internet for socializing. any future studies should be distributed to a broader, diverse population. in addition, future research should focus on examining the different information literacy skills education libraries, volume 34, number 2, winter 2011 30 between students who have completed credit courses versus those who have had no formal library instruction. while it is impossible to control for other sources of information literacy skill building, longitudinal studies examining participants both in the university and workplace settings will provide greater insight. the results of this study suggest there are other sources outside of library instruction where students feel they gain research skills that should be examined further. additionally, comparing knowledge management professions with less information-intensive professions would further define the differences in use of information by the two groups. using a combination of outcomes based measures and phenomenography, data can be compiled to provide a definitive assessment of the libraries role in preparing individuals for lifelong learning. references association of american colleges and universities., & national leadership council (u.s.). (2007). college learning for the new global century: a report from the national leadership council for liberal education & america's promise. washington, d.c: association of american colleges and universities. available: http://www.aacu.org/leap/documents/global century_final.pdf association of college and research libraries., & american library association. (2000). information literacy competency standards for higher education. chicago, il: acrl. brasley, s. (2008). effective librarian and discipline faculty collaboration models for integrating information literacy into the fabric of an academic institution. new directions for teaching and learning, 114, 71-88. bruce, c. s. (1999). workplace experiences of information literacy. international journal of information management, 19, 33-47. california state university. california state university retools general education courses to focus on core values of liberal education (press release) available at http://www.calstate.edu/pa/news/2008/leap.s html california state university. (1995). information competence in the csu: a report submitted to commission on learning resources and instructional technology work group on information competence. sacramento, ca: california state university. casner-lotto, j., conference board., partnership for 21st century skills., corporate voices for working families., & society for human resource management (u.s.). (2006). are they really ready to work?: employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century u.s. workforce. united states: conference board. cheuk, b. 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(2010) truth be told: how college students evaluate and use information in the digital age. project information literacy progress report. available http://projectinfolit.org/pdfs/pil_fall2010_ survey_fullreport1.pdf http://www.aacu.org/leap/documents/globalcentury_final.pdf http://www.aacu.org/leap/documents/globalcentury_final.pdf http://www.calstate.edu/pa/news/2008/leap.shtml http://www.calstate.edu/pa/news/2008/leap.shtml http://projectinfolit.org/pdfs/pil_fall2010_survey_fullreport1.pdf http://projectinfolit.org/pdfs/pil_fall2010_survey_fullreport1.pdf education libraries, volume 34, number 2, winter 2011 31 hepworth, m., & smith, m. (2008). workplace information literacy for administrative staff in higher education. australian library journal, 57 , 212-236. hughes, h. , middleton, m. , edwards, s. , bruce, c. and mcallister, l. 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(2010). closing the 12 13 gap together: school and college librarians supporting 21st century learners. teacher librarian, 37(4), 52-58. ochs, m. (1991). assessing the value of an information literacy program. ithaca, ny: cornell university. eric edrs340385. available http://www.eric.ed.gov/pdfs/ed340385.pd f o’dell, j. (february 9, 2010) how millenials use tech at work. read write web. available http://www.readwriteweb.com/archives/how _millenials_use_tech_at_work.php o'farril, r. t. (2008). information literacy and knowledge management: preparations for an arranged marriage. libri: international journal of libraries & information services, 58, 155-171. o'sullivan, c. (2002). is information literacy relevant in the real world?. reference services review, 30, 7-14. rockman, i. f. (2002). strengthening connections between information literacy, general education, and assessment efforts. library trends, 51 185-98. schulte, s. j. (2008). high self-efficacy and high use of electronic information may predict improved academic performance. evidence based library & information practice, 3, 35-37. shepherd, p. t. (2011). journal usage factor a promising new metric. serials, 24, 64-68. somerville, m. m., & howard, z. (2008). systems thinking: an approach for advancing workplace information literacy. australian library journal, 57, 257-273. smalley, t. (2000). investigating information age realities in the world of work. available http://www.cabrillo.edu/~tsmalley/worldof work.html travis, t. (2008). librarians as agents of change: working with curriculum committees using change agency theory. new directions for teaching and learning, 114, 17-33. walsh, t. r. (2011). evolution of an information competency requirement for undergraduates. journal of web librarianship, 5, 3-23. whitmire, e. (2002). academic library performance measures and undergraduates' library use and educational outcomes. library & information science research, 24, 107-128. wong, s. h. r., & webb, t. d. (2011). uncovering meaningful correlation between student academic performance and library material usage. college & research libraries, 72, 361-370. wu, d. (2008). aligning information literacy with workplace expectations. 12th biennial carl conference. irvine, ca. tiffini a. travis director of information literacy & outreach services, university library california state university, long beach voice: 562985-7850 fax: 562-985-1703 ttravis@csulb.edu http://eprints.qut.edu.au/archive/00002832/01/bdesb_submission.pdf http://eprints.qut.edu.au/archive/00002832/01/bdesb_submission.pdf http://www.eric.ed.gov/pdfs/ed340385.pdf http://www.eric.ed.gov/pdfs/ed340385.pdf http://www.readwriteweb.com/archives/how_millenials_use_tech_at_work.php http://www.readwriteweb.com/archives/how_millenials_use_tech_at_work.php http://www.cabrillo.edu/~tsmalley/worldofwork.html http://www.cabrillo.edu/~tsmalley/worldofwork.html mailto:ttravis@csulb.edu 1 book review de abreu, belinha s. (2022). media literacy for justice: lessons for changing the world. chicago: ala neal schuman, 184pp., $49.49, isbn 9798-0-8389-4892-7 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc many of the examples in this work, written by global media literacy educator belinha s. de abre during the pandemic, point to events that occurred during that period, including the deaths of breonna taylor and george floyd while in police custody. media coverage of events in our communities, such as protests, shape our perception of social justice and injustice. distance, culture, and experience separate us from these situations. therefore, we must rely on our media literacy skills to help us isolate facts from misinformation and misinterpretation of events. the ten chapters of media literacy for justice address the intersection of mass and social media with social justice issues, including voting rights, criminal justice reform, environmental justice, and health outcomes. throughout this work, the author emphasizes the role media literacy plays in uncovering facts and helping society to arrive at a consensus on these vital issues. this work is an exceptional resource for those school library media specialists who seek to teach media literacy through the lens of today’s confounding societal issues. all chapters begin with historical quotes from activists (cesar chavez, martin luther king), journalists (carl bernstein), filmmakers (george lucas), poets (amanda gorman), or philosophers (confucius, montesquieu), followed by de abreu’s explanation of the chapter’s subject matter. each chapter includes a reflection by a professor, media literacy educator, author, teacher, librarian, or student, along with a lesson for educators and students to adopt and adapt. topics tackle significant issues, including misinformation, disinformation, misrepresentation, and ethics as they relate to social injustice and the digital divide. according to de abreu, a shared factual starting point is vital for advocacy, debate, and consensus. this book’s chapters focus on the intersection of justice and media literacy, providing readers with context, reflections, and lessons. the appendices identify resources that will help educators as they teach and discuss media literacy and justice. chapter 1, “challenging conversations in challenging times”, offers insights on how to have difficult discussions about controversial topics, while building a respectful community within the classroom. the reflection and lesson provided by meredith baldi and prescott seraydarian, teachers at a quaker school, focus on the need to cultivate curiosity and create empathetic dialogue. teaching students about “misinformation and disinformation” has become an important aspect of media literacy education work. nuanced aspects of media literacy, such as bias and loss of trust, are the focus of chapter 2. here, de abreu shows the importance of looking closely at how people and technology interact, particularly in relation to social media. the reflection points to the holistic approach of metaliteracy and 2 critical cultural literacy, fusing cultural competence with media literacy, historical literacy, racial literacy, emotional literacy, and social justice. in chapter 3, “representation and missed representation,” de abreu addresses how media shapes how we represent ourselves. media literacy educator jammeka anderson’s reflection explains how, over time, media representations “have contributed to negative biases with regard to certain cultural groups, and have reinforced harmful stereotypes of marginalized populations” (p. 32). anderson emphasizes the need for diverse representations in the media beyond race, gender, and sexual orientation. the reflection shows how “marginalized communities have used new media and social media to redefine their identities through counternarratives” (p.36). the lesson presents activities designed to help students realize how their representations are created by what they see in the media. each activity includes objectives, warm-up exercises, detailed instructions for conducting the activity with students, and reflection questions to pose to participants. in “civics in society” (chapter 4), de abreu discusses several important terms related to civics: • civic imagination: “the capacity to imagine alternatives to current social, political, or economic institutions or problems,” • civic knowledge: “an understanding of government structures, government processes […] along with u.s. and global history,” • civic skills: “those skills and abilities that allow students to engage in democratic processes in an active and informed way,” and • civic dispositions: “the attitudes that are important in a democracy, such as a sense of civic duty and a concern for the welfare of other people” (pp. 44-45). this civics discussion is accompanied by a reflection on media literacy and civic and political life. chapter 5 deals with “ethical dilemmas” encountered when reading media stories. de abreu encourages readers to think about what the media does well, while observing where they fall short. students should explore how stories are obtained, noting biases and conflicts of interest. this chapter also explores visual ethics, especially important today when images and photographs are so easily manipulated. chapter 6 illustrates how popular culture and media literacy education can work hand-in-hand, expanding students’ scope of thinking. the covid-19 pandemic made the entire world recognize the effects misand disinformation have on the health of a nation. in chapter 7, “health in crisis,” de abreu explains how media literacy can assist with health infodemics. science teacher and media literacy educator joanna marshall’s reflection and lesson address student misconceptions about covid-19, applying media literacy principles to critical digital health literacy. differences in access to digital media across the nation necessitates a range of digital literacy lessons. chapter 8, “the digital divide,” notes the increased need for students to have access to high-speed internet connections for more than just remote learning. de abreu gives libraries credit as “community builders and bridges” (p. 94) during the pandemic, providing wi-fi hotspots, access to databases, supplementary reading materials to students, and also helping with covid-19 vaccine access. the 3 reflection by michelle ciccone and spencer brayton highlights the complexity of trying to address differences in access to technology as well as unequal mastery of digital skills. “worldviews on engagement and practice” (chapter 9) explores how the internet, journalism, and technology have influenced societies around the world. hong kong baptist university professor alice y.l. lee’s reflection looks to media literacy and journalism through a social justice lens. ryan farrington’s lesson for high schoolers asks “is the world progressing” when it comes to social justice? “finding balance” (chapter 10) explores how algorithms and data/privacy issues affect the notions of equal justice in a divided society. the target audience for this extraordinarily practical work is the individual teaching media literacy in grades k-12 but could be expanded to include any organization working with the next generation of citizens, including public libraries. readers are bound to be inspired by the lessons contained in this book and after reading should be in the position to introduce media literacy skills in relation to social justice. e d i t o r i a l whenever i can, i attend humanities lectures— such as the one given by leah price at the university of iowa, or sessions at conferences that come very close to the world of library and information science. from what i am seeing, academics from english, comparative literature, linguistics, and sociology are knocking at our door. this is a good position to be in. integral components from our profession are taken up by others outside the field but not so great if we’re dropping the ball. when i was last in washington, d.c. visiting a daughter, and going to art museums (the kreeger museum housed in a philip johnson house, http://www.kreegermuseum.org/, is worth a visit), my husband attended the renaissance society of america conference. curious, i glanced at the conference program and came across the session, new technologies and renaissance studies iii: a new set of teaching tools beyond the book. one of the presentations, “ebba’s reimagined classroom,” given by patricia fumerton and erik nebeker, from the university of california, santa barbara, described how digital access to the english broadside ballad archive (http://ebba.english.ucsb.edu/) was explored and taught in class. this sounds an awful lot like information literacy if ever i’ve heard it. it’s great that il is being taken up by academics. not to be outdone, several articles in this issue focus on the history, intricacies, and exploration of il. and speaking of patricia fumerton, do read her excellent article on how databases create and mirror collections (http://projects.chass.utoronto.ca/emls/14 2/fumerrem.html) another gathering of which librarians should be aware is the chicago colloquium on digital humanities and computer science (http://chicagocolloquium.org/). this annual symposium meets either at the university of chicago, northwestern, loyola, or illinois institute of technology and covers text mining, visualization, big data, and network analysis. one paper described how linguists are substituting synonyms for terms and then calculating their specific use across disciplines—word mapping to the nth degree. there’s a fascinating world out there in which we can play a part. speaking of playing a part, actually a major role, i want to extend my appreciation to maya kucij from mcgill university, and chair-elect in 2013 for her help with this issue. education libraries, volume 34, number 1-2, summer-winter 2012 3 http://www.kreegermuseum.org/ http://ebba.english.ucsb.edu/ http://projects.chass.utoronto.ca/emls/14-2/fumerrem.html http://projects.chass.utoronto.ca/emls/14-2/fumerrem.html http://chicagocolloquium.org/ education libraries, volume 35, number 1-2, summer-winter 2012 4 from the chair of the sla education division are you a librarian working in academia, public libraries, corporations, or non-profits? are you interested in expanding your professional affiliations and knowledge? the education division of the special libraries association (sla) was founded in 1974 and wants to reach out to you. visit our web page at http://education.sla.org (previous site, http://units.sla.org/division/ded/index.html) or subscribe to our discussion list by sending an e-mail to sla-dedu@lists.sla.org. leave the subject line blank and type subscribe sla-dedu in the body, followed by your first name then last name. 2012 was an exciting year for us so why not join us on this journey as we go forward? for starters, the 2012 sla conference in chicago, july 15-18, “practicing agility in an open world economy,” lived up to expectations as one of the association’s most exciting. what better place to hold it then in the windy city? here is a list of sessions offered or co-sponsored by the education division: collections in transition: e-books and collection development speaking: krista coulson, university of chicago press; annette day, north carolina state university libraries, leslie reynolds, texas a&m university libraries, presented by academic, education, science-technology and social science divisions eric update joint poster session presented by academic, education, museum, arts & humanities, and social science divisions across the great divide: resilient and practical communication for the intergenerational workplace speaking: laura crandall, president, slate communication competitive intelligence: identifying, managing, disseminating and leveraging reliable, current, actionable knowledge speaking: sabrina pacifici, llrx.com, bespacific.com education division chair: bernadette bailey librarian research & information services dept. american federation of teachers afl-cio 555 new jersey ave. n.w. washington, dc 20001 202-879-4400 www.aft.org | www.facebook.com/aftunion |www.twitter.com/aftunion t: 202-879-4481|f: 202-879-4406 bbailey@aft.org http://education.sla.org/ https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=http%3a%2f%2funits.sla.org%2fdivision%2fded%2findex.html https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=mailto%3asla-dedu%40lists.sla.org https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=http%3a%2f%2fwww.aft.org https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=http%3a%2f%2fwww.facebook.com%2faftunion https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=http%3a%2f%2fwww.facebook.com%2faftunion https://email.uiowa.edu/owa/redir.aspx?c=14tz0lfljes6egsumfmbisoenmqr884ifdhzhy55b9ayu5cmaq4qk1je7z6eoagwm0uhpksi_bm.&amp;url=mailto%3abbailey%40aft.org from: education libraries, volume 34, number 2, winter 2011 15 21st century workforce initiatives: implications for information literacy instruction in academic libraries by laura l. leavitt introduction the discussion that follows is designed to expose the reader to a selection of educational reform initiatives that fall under the “21st century workforce” umbrella. the aims of these initiatives are quite harmonious with the overarching goals of librarianship and the opportunities for librarians to become involved and to demonstrate leadership in this arena are plentiful. the author’s efforts to incorporate information literacy principles and to encourage critical thinking in a graduate level organizational behavior class – in light of these initiatives and in response to employer feedback – are also discussed. it is hoped that the following information will inspire librarians to explore the initiatives further and to re-examine current information literacy and instruction efforts within this larger framework. background for the past twenty years, there has been an increasing concern on the part of employers, educators and government officials that the educational system in the united states is not adequately preparing students for our new economic reality. to excel in the 21st century workforce, individuals need to think creatively to solve problems, collaborate across multiple networks, communicate effectively using a wide range of media and demonstrate an entrepreneurial attitude toward their work (wagner, 2008). not only are the requisite skill sets for success changing, but the demand for employees with advanced degrees is also accelerating. the current state of the labor market bears this reality out. while the unemployment rate for the entire civilian labor force was 9.3% in july 2011, the unemployment rate of those individuals with at least a bachelor’s degree was much lower at only 4.3%1. despite the large number of people that 1 united states bureau of labor statistics. (2011) table a-4, employment status of the civilian population 25 years and over by educational attainment. retrieved october 7, 2011 from http://www.bls.gov/news.release/empsit.t04.htm. are currently out of work, employers are still struggling to fill open positions. in a recent survey of 40,000 employers, manpower, inc. found that 34% of employers were having difficulty filling “mission critical” positions. the most common reasons for position vacancies were a lack of technical expertise as well as weak “workplace” skills such as critical thinking, flexibility and collaboration on the part of job applicants (manpower group, 2011). yet the majority of college graduates are not fairing very well once they enter the business world. in a recent study, only 31.5% of all college graduates were rated “excellent” by employers in terms of their overall preparation for the workforce (casner-lotto & rosenblum, 2009). furthermore, in a related report, the skills that many businesses designated as becoming increasingly important were precisely the same skills in which college graduates were seen as performing the poorest. these skills included written communication, leadership, professionalism/work ethic, creativity/innovation and self-direction/life-long learning (conference board, 2006). this gap has led many educators, policy makers and business officials alike to call for changes that will result in more highly qualified applicants…applicants with “21st century skills.” 21st century skills while there is some disagreement as to what constitutes a 21st century skill set, there is general consensus that it involves not only a firm grasp of basic content areas (reading, writing and arithmetic, for example), but also the ability to apply this knowledge in different contexts. the applied skills of critical thinking, collaboration, communication and creativity are generally agreed upon as the categories in which workers in the new global economy must excel (a framework for 21st century learning, 2011). there are a number of large-scale projects and initiatives currently being undertaken by a variety of http://www.bls.gov/news.release/empsit.t04.htm education libraries, volume 34, number 2, winter 2011 16 interested stakeholders to address the current and future skills gap and to more fully prepare college students for the new reality that awaits them. a close examination of a few such initiatives with an eye to the unique opportunities presented for libraries and librarians follows. 21st century skills and 21st century workforce projects future work skills 2020 in a 2011 report entitled, “future work skills 2020,” the institute for the future in conjunction with the university of phoenix research institute, identified six major forces driving changes in the labor market as well as the ten job skills that will be needed in the future (davies & gorbis, 2011). libraries and librarians should be encouraged by the list which includes many of the same concepts found in association of college and research library’s information literacy standards. it also presents many opportunities for libraries to contribute to the larger efforts to fully prepare students for the new global economy. it seems, rather than being rendered obsolete by the fast pace of technological change and the explosion of readily available information, librarians are in fact needed more than ever. we have a critical role in not only educating the next generation but also in ensuring our competitiveness globally. this report lists “sense-making” as the number one skill that will be required of future workers. sense-making is defined as the “ability to determine the deeper meaning or significance of what is being expressed” (davies & gorbis, 2011, p. 8). not only is this a (perhaps unintentional) homage to the work of carol kuhlthau, one of the world’s leading researchers in the area of information seeking behavior, it is also strikingly similar to acrl’s information literacy standard three which stresses the critical evaluation of information. the list of ten skills includes a number of others which librarians generally try to develop through information literacy instruction, including novel and adaptive thinking (#3), computational thinking (#5), transdisciplinarity (#7) and cognitive load management (#10). two of the remaining skills on the list new media literacy (#6) and virtual collaboration (#9) also have implications for libraries with respect to their role in technology and new media training. the assessment and teaching of 21st century skills project (atc21s) the assessment and teaching of 21st century skills project (atc21s) is another notable largescale effort, sponsored by cisco, intel and microsoft, concerned with preparing future generations for the dynamic workplace they will face. headquartered at the university of melbourne, the project’s primary focus is on developing a framework for teaching and assessing 21st century skills, however, they too began their work by defining and categorizing 21st century skills. the four major groups they developed include: “ways of thinking,” “ways of working,” “tools for working,” and “skills for living in the world” (what are 21st century skills, 2011). again, there is a great deal of overlap between these categories and acrl’s information literacy standards. “ways of thinking,” for example, includes critical thinking and problem solving, while “tools for working” specifically lists information literacy. finally, “skills for living in the world” relates to developing a responsible, engaged citizenry as well as a commitment to life-long learning. the center for public education – 21st century education the center for public education is a research organization sponsored by the national school boards association that investigates and analyzes trends and issues in education. a significant portion of its website is dedicated to 21st century education and includes a discussion of the larger forces shaping the changing skills demands as well as a description of 21st century skills. there is an emphasis on traditional academic knowledge, as well as the broader competencies of critical thinking, creativity and life-long learning (jerald, 2009). again, the similarities with the overarching aims of librarianship in general and the acrl il standards, specifically, are numerous. education libraries, volume 34, number 2, winter 2011 17 information literacy instruction for the 21st century workforce: a case study given employers’ heightened concern about college graduates’ critical thinking skills and overall workforce preparedness, the author attempted to introduce information literacy principles through instruction in a graduate level organizational behavior class. this was in part a response to specific concerns raised by employers who had recruited students from campus in the past. these concerns mirrored those listed in the studies cited earlier, and focused on students’ ability to find, organize, analyze and present quality information in a timely and professional manner. through close collaboration with the professor, an assignment was developed that required a fair amount of research as well as the abilities to analyze and present the information in a meaningful way. the semester-long project required students to conduct a strategic analysis of a company and present their findings to the entire class as well as a panel of alumni. this assignment was also designed to help the students prepare for job interviews by outlining the steps involved in both company and industry research. it was hoped that this practical application, as well as the immediate need for assistance (interviews for internships were underway), would serve to bolster the students’ overall motivation. in addition to a discussion of the value of library resources, the complex nature of the business information landscape and a review of specific resources that the students were to use, an online course guide was created for the class and was available for the students’ use throughout the semester. the students were also required to practice their presentations at various times throughout the semester, and the librarian/author was not only present at them but also served on the panel that evaluated the final presentations. feedback on sources selected as well as how data was presented and cited was provided at each of these sessions. students also met with the librarian individually and were required to write short papers reflecting on the research process. it is important to note that the emphasis of the library instruction was not solely on source selection and data usage. in fact, the emphasis was on the analysis and presentation of the data. for example, students were pushed to not only list financial ratios for a particular company as a reflection of financial performance, but to explain why they selected the particular ratios they did to indicate strong performance. it was through this type of close communication with the students and professor that the students’ struggle to think critically became apparent. finding the data was hard enough for most of the students, but once found, what to make of it was even more difficult. at the conclusion of the course, the students, professor and final alumni panel felt that the presentations were good and that the research skills of the students had improved. however, it was also felt that improvement was still needed before most students would truly be ready for the complex and fast-paced environments of the corporate world. valuable information was gathered, however, and informs instruction moving forward. for example, some faculty and librarians have argued that graduate students do not need basic information literacy instruction, as they are more sophisticated users of information. graduate students, many argue, have either received information literacy instruction as undergraduates or have obtained the skills on their own over time. in this case, however, very basic library instruction would have helped a large number of the students who had difficulty finding quality information in the first place. furthermore, as was previously mentioned, the students struggled with analyzing and synthesizing the data in a meaningful way. the tendency to list facts rather than explain their importance was strong. it was also interesting to note that the students with significant previous work experience had an easier time with this particular assignment. perhaps they were more comfortable with the complexity and ambiguity of the assignment, or perhaps they had a better sense of what employers actually might expect in the “real world”. either way, this observation definitely begs the question of the appropriate timing for this type of instruction. it seems the students may be more ready for this type of assignment in their second year of graduate education…after their summer internships. education libraries, volume 34, number 2, winter 2011 18 conclusion the aims of the current 21st century workforce initiatives are highly consistent with the overall goals of instruction librarians …namely, to enhance patrons’ ability to learn, to think critically, to communicate effectively and to skillfully leverage technology. while there are several promising library initiatives in this area (most notable among them being the institute of museum and library services’ museums, libraries and 21st century skills initiative and the american association of school librarians’ learning for life program), the librarian perspective is often missing from the larger discussions. opportunities to become involved and inform these initiatives with our expertise and research are many and represent exciting avenues to demonstrate value outside of our traditional professional boundaries. these initiatives also provide librarians with the opportunity to reevaluate their own practices, to re-examine current information literacy standards and to attempt new ways of teaching that encourages critical thinking and independent thought. the author’s experiences were informed by employer feedback and perspectives, and she continues to explore and study the relationships between information literacy, library instruction and the 21st century worker. references bellanca, james and brandt, ron, eds. (2010). 21st century skills: rethinking how students learn. bloomington, in: solution tree press. casner-lotto, j., rosenblum, e. & wright, m. (2009). the ill-prepared u.s. workforce, exploring the challenges of employerprovided workforce readiness training. new york: the conference board. conference board. (2006). are they really ready to work? employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st century u.s. workforce. new york: the conference board. davies, a., fidler, d., & gorbis, m. (2011). future work skills 2020. institute for the future for the university of phoenix research institute. a framework for 21st century learning, partnership for 21st century skills. retrieved october 7, 2011 from http://www.p21.org/index.php?option=co m_content&task=view&id=254&itemid=1 19 jerald, craig d. (2009). defining a 21st century education. alexandria, va: the center for public education. retrieved october 7, 2011 from http://www.centerforpubliceducation.org/l earn-about/21st-century/defining-a-21stcentury-education-full-report-pdf.pdf manpower group. (2011). talent shortage survey results. retrieved october 7, 2011 from http://us.manpower.com/us/en/multimedia/ 2011-talent-shortage-survey.pdf. trilling, bernie and fadel, charles, eds. (2009) 21st century skills: learning for life in our times, san francisco, ca: josseybass. wagner, tony. (2008). the global achievement gap: why even our best schools don’t teach the new survival skills our children need – and what we can do about it. new york: basic books. what are 21st –century skills? assessment & teaching of 21st century skills, retrieved october 7, 2011 from http://atc21s.org/index.php/about/what-are21st-century-skills/ united states bureau of labor statistics. (2011) table a-4, employment status of the civilian population 25 years and over by educational attainment, retrieved october 7, 2011 from http://www.bls.gov/news.release/empsit.t0 4.htm special thanks to dr. elaine yakura for her many significant contributions to this project. laura l. leavitt assistant head, gast business library michigan state university leavitt9@msu.edu http://www.p21.org/index.php?option=com_content&task=view&id=254&itemid=119 http://www.p21.org/index.php?option=com_content&task=view&id=254&itemid=119 http://www.p21.org/index.php?option=com_content&task=view&id=254&itemid=119 http://www.centerforpubliceducation.org/learn-about/21st-century/defining-a-21st-century-education-full-report-pdf.pdf http://www.centerforpubliceducation.org/learn-about/21st-century/defining-a-21st-century-education-full-report-pdf.pdf http://www.centerforpubliceducation.org/learn-about/21st-century/defining-a-21st-century-education-full-report-pdf.pdf http://us.manpower.com/us/en/multimedia/2011-talent-shortage-survey.pdf http://us.manpower.com/us/en/multimedia/2011-talent-shortage-survey.pdf http://atc21s.org/index.php/about/what-are-21st-century-skills/ http://atc21s.org/index.php/about/what-are-21st-century-skills/ http://www.bls.gov/news.release/empsit.t04.htm http://www.bls.gov/news.release/empsit.t04.htm mailto:leavitt9@msu.edu whitehead, marian r education libraries, 42:1 (2019) © education division, special library association editorial a note from the editor this last year has seen the journal pass hands from one editor-in-chief to another, and i would like to thank katherine hanz, the previous editor-inchief for all her hard work. over the years, katherine has done some amazing things for this journal, including moving it into the open journal systems (ojs) journal management and publishing system, which has greatly improved the author, peer-reviewer, and editor experience, as well as access for readers. thank you, katherine! as the new editor-in-chief, i will admit, it has taken me too long to get up to speed on managing the journal, putting out calls, staying on top of submissions, finding peer-reviewers, and getting things published, and therefore we unfortunately end 2019 with only two book reviews available. there are, however, a number of articles that have recently been returned to authors for revisions or are out with colleagues being reviewed, and i am confident that 2020 will bring with it many interesting and thought-provoking education libraries articles. i also want to take a moment here to review the scope of both education libraries and our parent, the special libraries association’s (sla) education division. as stated on the journal website, education libraries offers a forum for new and challenging ideas in education, and library and information science. it also explores the effect of new technologies on the library profession and library and information curriculum. its audience consists of education information professionals employed in a variety of venues, including special libraries and information centers, academic libraries, public libraries, and school libraries. manuscripts submitted for publication in education libraries should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the education information professional. manuscripts focusing on issues relevant to more general concerns either in the field of education or in the field of library and information science are also welcome provided they include a significant component specifically germane to education, libraries, and librarianship. the sla education division provides a forum for librarians and information professionals in the interdisciplinary field of education: • to exchange and disseminate information and knowledge for the benefit of education-related information professionals and their organizations, • to enhance the skills of its members in management and retrieval of such information and knowledge, • to stimulate research in the field of education information services, • to manage evolving educational technology, https://educationlibraries.mcgill.ca/about/editorialpolicies#focusandscope https://connect.sla.org/education/home education libraries, 42:1 (2019) © education division, special library association • to contribute to the development of materials, methods and services that impact education-related information professionals and their clientele, and • to cooperate with organizations that have similar or allied interests. the purview of both education libraries and the sla education division demonstrate our focus on the field of education, but also show our willingness to reach outside the discipline to include other relevant work that would benefit members and readers. i would like to thank the following individuals who have contributed their time to education libraries this last year. 2019 peer reviewers: elizabeth cox amy dye-reeves leslie farmer kelly hangauer jim kelly emily kingsland maura mcgrath melissa moll copy-editor: veronica churchill we are always looking for volunteers to help with education libraries, so please let me know if you would be interested in volunteering as a book review section editor, a copy editor, a peer-reviewer, or in another capacity. if you are interested in supporting the journal, please contact me at education.libraries@gmail.com. thank you, willow willow fuchs editor-in-chief, education libraries business reference & instruction librarian pomerantz business library, university of iowa iowa city, ia, usa willow-fuchs@uiowa.edu mailto:willow-fuchs@uiowa.edu education libraries, volume 36, number 2, winter 2013 3 e d i t o r i a l ethnography what makes a population or group tick; how do we reach them? i came across two articles on homeless women in chicago by t.j. luhrmann (2008, 2010), an anthropologist from stanford. luhrmann’s research focuses on why some homeless women refuse housing. one way to get off the streets is to agree to a psychological examination. many homeless women refuse even though they exhibit behaviors associated with mental illness. survival on the streets depends upon the perception of not being “crazy.” luhrmann noticed that these women negotiate two worlds. on the streets, they appear fierce and aggressive to minimize their vulnerability. in the shelter, they are required to obey rules and demonstrate compliance. for some who end up in housing, the many regulations present barriers. luhrmann discovered that “housing first” client-driven housing with no strings or diagnosis attached works best. this approach emphasizes the client’s perspective. the results show that these women stay in housing longer, and receive treatment. the cost is the same as traditional methods. key points here are twofold: listen to the client’s perspective, and observe participants. in other words, become an ethnographer. the university of rochester library hired an ethnographic anthropologist in 2006 to renovate the library to best meet students’ needs. in a revised edition, the editors build upon the results of the first study. armed with surveys, interviews, photographs and lots of data, the researchers analyzed the components that make up a good term paper, how students work and use tools to create those papers, and ways the library contributes. foremost, they wanted to see the library from students’ perspectives. while hiring anthropologists may not be feasible, there are instruments at our disposal. embedding librarians allows close relationships to develop. and frankly, corporate/special libraries have always been embedded within their institutions. other tools include surveys, focus groups, and let’s face it, just talking to people. the authors of the two articles in this issue describe how they reached their primary users. foster, n.f., ed. (2013). studying students: a second look. chicago: association of college and research libraries. luhrmann, t.m. (winter 2010). down and out in chicago. raritan, 140-166. luhrmann, t.m. (2008). ‘the street will drive you crazy:’ why homeless psychotic women in the institutional circuit in the united states often say no to offers of help. american journal of psychiatry 15: 15-20. if you are interested in contributing book reviews, please contact kim (kimberlybloedel@uiowa.edu). education libraries is now included in the directory of open access journals (doaj) at http://www.doaj.org/. education libraries is looking for an editor starting in 2015. please contact maya kucij, maya.kucij@mcgill.ca, for more information. enjoy this issue of education libraries. and do send education.libraries@gmail.com comments, questions, submissions and the like. mailto:kimberly-bloedel@uiowa.edu mailto:kimberly-bloedel@uiowa.edu http://www.doaj.org/ mailto:maya.kucij@mcgill.ca mailto:education.libraries@gmail.com from: education libraries, volume 34, number 1, summer 2011 33 identifying information behavior in information search and retrieval through learning activities using an e-learning platform case: interamerican school of library and information science at the university of antioquia (medellín-colombia) by alejandro uribe tirado and wilson castaño muñoz abstract: this text presents the future of librarian education as exemplified by the interamerican school of library and information science at the university of antioquia (medellin-colombia), using an online learning platformlms (moodle) and through different personalized and collaborative learning activities and tools that help students identify their own information search and retrieval models as well as compare, adapt and improve their own information behaviors, taking into account information behavior models (wilson, ellis, kuhlthau) and information literacy standards (acrl/ala, caul, anzil) that have been established in the academic and scientific literature. this learning methodology has been applied to several academic courses since 2007 with excellent results. introduction it is no surprise that the internet is students’ basic and primary source of information for various personal and school-related reasons. this has created what williams and rowland called the “google generation” [1]. students are using the internet for almost everything from entertainment to scholarly activities and they need different literacies and competencies to interact properly with the constantly-changing digital environment. it is impossible for any individual to keep up with the web [2]. but the tendency of today’s teens and young people is to use the internet for entertainment purposes, performing different sorts of social media practices by sharing, creating, commenting, tagging and so forth with their peers in “web 2.0”. in many cases, teens are actively involved in what jenkins called “participatory cultures” where there are low barriers, artistic expression and civic engagement [3]. huijser says web 2.0 has had a great impact on learning. he mentions that if these “technologies indeed break down the boundaries between learning spaces, work spaces and private spaces, then learning itself needs to be conceptualized as far more fluid than it has hitherto been, and as more integrated into a lifelong learning journey, rather than confined in terms of time and space” [4]. education should focus on lifelong strategies and strive to teach competencies and literacies beyond present-day tools, so students can switch from technology to technology easily. there is even more evidence by other authors who outline the importance of new technologies and social media that are affecting the way students behave. these authors document the technologies’ impact on how students learn and how to incorporate new literacies to interact with digital content. these new literacies should be taught in early stages. however, in developing countries where digital divide issues affect a considerable proportion of the population, digital age literacies are typically first revealed to disadvantaged students in public universities [5]. so, public universities should teach new students how to interact in the global community, how to search, locate information, create, participate, interact, comment, upload, publish, share, cite, embed in both the educational environment and ordinary life. in library science professions, these competencies and skills should be “a must” so library and information science (lis) students must be well prepared not only to practice, but to teach these skills to other multidisciplinary students. in lis the most important literacy is information literacy, education libraries, volume 34, number 1, summer 2011 34 which involves different sort of skills for students to interact with information in multiple formats. universities responsible for lis professionals need to make sure their students acquire the necessary skills for themselves and their future users, and these universities should also focus on pedagogies and learning designs based on technology and social media [6]. that is why learning management systems (lms), based on research, should focus on: • collaborative environment tools that allow students to connect with teachers anywhere • multimedia learning materials prepared by a few experts and used by many more • use of network technologies allowing student to learn anywhere, anytime • lms which facilitate monitoring the user's progress, the diagnosis of learner needs and problems and the adjustment of structure and flow of content and of instructional system to effectively address learning objectives and needs [7]. other research studies have focused on the conceptual framework of learning design (ld). for our study, we focused on five of koper’s eight principles, summarized by berggren in the following: • ld must include objects, services, activities, roles and solitary/group models • ld must support blended learning: face-toface integration as well as pure online learning • ld must describe conditions of learning: tailoring the design to specific learners or situations • ld must stimulate reuse: portability, arrange-ability, addition and subtraction of parts • ld must be flexible: supporting all theories of learning, pedagogically neutral [8, 9]. universities in developing countries are not well prepared for distance learning due to cultural issues so their use of lms should be based on blended learning and the platform as a support for traditional classes. in fact, lms desertion is a long-time major obstacle for higher education [10]. it is important that universities in developing countries adopt ld and blended learning pedagogies for all their courses, so digitally illiterate students can learn and participate more efficiently in virtual environments. library science students can become information literate by using platforms as lms and properly-designed content that can meet their needs in order to be more effective professionals and future teachers in this ever-changing context. background information and communication technologies (ict) have been an important component of the curriculum of the interamerican school of library and information science (islis) at the university of antioquia (u of a) (medellin-colombia) since the establishment of the university’s curriculum version no. 3 in 2000. this central role of ict in the curriculum has been strengthened even more over the past two years with curriculum version no. 4 and the respective transition plan 2007-2009 [11, 12, 13, 14]. within these curriculum plans, ict manifests itself as a thematic cluster--the ict cluster--within the administrative and academic organizational structure of the u of a. professors are responsible for including ict components within their specific courses or modules within courses. these courses or modules need not be directly attached to the ict cluster, but should be closely related to the application of ict in different theoreticalconceptual and practical aspects for information and knowledge management. this pattern reinforces the information transfer cycle, which is emphasized in lis education within the islis. from the point of view of creating curriculum, undergraduate students must have extensive contact with technologies from the very first semester until the last, inasmuch as the goal of the islis is to nurture the future professional [15]: education libraries, volume 34, number 1, summer 2011 35 • acquire the necessary tools to interact effectively in a world with an ever-growing prevalence of information technology • become familiar with new technologies and open to the changes and interpretations which these demand, with the critical capacity to adopt these technologies and adapt them to the environment in which he or she is immersed • lead in the management of information with a future vision to decide “the five ws” of information storage and distribution • be creative with adaptation and appropriation processes, with a solid understanding of information resources and technologies • have tools for teaching the correct use of information • use and identify national and international information sources and resources in different formats and media • design and lead training programs in management and use of information • organize information in accordance with principles and rules that facilitate their efficient retrieval. it is intended that postgraduate students become "highly qualified in management of information services and resources, with a systematic approach and an ability to apply the latest technologies…" [15]. in order for islis students to obtain these abilities the islis has developed a set of strategies with the following objectives [15] : • ensure the development and implementation of new educational technologies and information with a focus on allowing students not only higher efficiency and effectiveness in academic and administrative processes, but also provision of better learning opportunities, and incorporating them into curriculum development • provide virtual and blended learning as a mechanism to increase coverage, create a regional presence, and appropriate new information and communication technologies [ict]. from this perspective the islis has decided to focus on both ict teaching-learning (educational process) and mediation of educational processes through virtual environments, because the informational-technological skills are as necessary as the learning-technology skills for the information professional. this relationship has been stated in institutional documents such as competencies for special librarians of the 21st century-special library association,1 competencias y aptitudes de los profesionales europeos de informacion y documentacion-euro-referencial,2 evaluación del diseño del título de grado en información y documentación,3 european curriculum reflections on library and information science education,4 and by different authors in lis [16, 17, 18, 19, 20]. ict – islis courses in the last few years the u of a utilized technologies to support the ict cluster, including the open-source online learning platform moodle (http://moodle.org/), to provide a virtual learning environment. fourteen courses have been developed and one is currently under development. these courses have been designed using blended learning, and are distributed as follows in curriculum versions (cv) no. 3 and/or no. 4: undergraduate • ict systems (cv no. 3) / computing and ict (cv no. 4) • effective internet searching (cv no.4) • bibliographic information computerized systems (cv no. 3) / databases (cv no.4) • digital information services (cv no. 3 and 4) • web portals design seminar (cv no. 3) / content management (cv no.4) • technology management (cv no.3 and 4) • specialized information searches (cv no.3 and 4) • digital libraries seminar (in a trial version, cv no.4) education libraries, volume 34, number 1, summer 2011 36 continuing education • seminar-workshop: information architecture and metadata schema for libraries • diploma: university libraries (two modules: 1) user education and information literacy, and 2) from traditional to digital services) • seminar-workshop: search and information retrieval--comfama, 2010 (the ict cluster was used to train 200 library employees of comfama with relation to information retrieval and information literacy). postgraduate • applied computation digital information technologies (two integrated courses/modules) the ict cluster also supports individual modules in other courses from different clusters, where they share similar topics related to technology. some examples are the courses: information systems ii (second or third semester, which supports a module on information sources, search and retrieval), and a knowledge management seminar (fifth or sixth semester, which supports a module on technology tools for knowledge management, data mining), etc. general guidelines for courses islis ict cluster courses are hosted on the central server of the educational platform at the u of a, called learn online (http://aprendeenlinea.udea.edu.co), which is managed by the vice-rector of teaching, through the technology integration program using moodle. in addition to this learn online platform operated by the vice-rector, the library system of the u of a (part of the ict cluster) also uses moodle to support users and provide library training programs related to information literacy. (http://formacionbiblioteca.udea.edu.co/moodle/). all courses allow guest access to general content, but guests cannot use the tools or participate in the learning activities.5 in terms of design and minimum contents common to all university courses using this platform, instructional designers must adhere to some very general guidelines, which consist of: • course presentation: every course must have a zero (0) unit which displays the following components: o introduction: brief description of the course which summarizes its importance o methodology: how each course will ensure student learning o assessment: shows all graded activities, with dates, percentages, and specific calendar weeks o objectives: set for each thematic unit, which mention the achievements and the skills the student will have when the course is completed o content: the student can see all course content o bibliography: both the course as a whole as well as each thematic unit have additional and mandatory readings for the students to reinforce their knowledge all thematic units of ict cluster courses follow similar structures in which the topic is introduced in a document within the platform or through external links to downloadable files that explain the theoretical framework of the unit. in addition to these documents, the units also include a list of previous readings, which are chosen to enhance knowledge and provide more information to the student. these previous readings are in different formats, such as word, excel, pdf, powerpoint presentations, and links to pages, videos and related external documents in compressed files. similarly, each course begins with a previous knowledge and experience activity, a key aspect from a teaching-learning (educational process) perspective within the ict cluster. http://aprendeenlinea.udea.edu.co/ http://formacionbiblioteca.udea.edu.co/moodle/ education libraries, volume 34, number 1, summer 2011 37 fig.1. general structure at the beginning of the courses moodle platform tools as used in courses among the most common tools used for courses that support the structure and instructional design are the following: • forum: some forums are used simply to allow students to share experiences. others are included in student evaluation. this collaborative tool allows teachers to respond to student queries in a way that all enrolled students can see the question and response as well. • workshops: students can submit homework and other assignments through file uploads, minimizing the use of email and avoiding the associated problems. • course evaluation: all courses in the ict cluster include a self-evaluation or feedback component, where students evaluate the role of the platform within their learning process. • alert: all courses are programmed to send automatic information to all students via email as soon as a task, message, or assessment is available. • embedded: other increasingly useful tools in the content of the course materials are the embedded elements. thanks to html, xml, and mashups, students can do collaborative work using the same tool and check for updates in real time without leaving the system. education libraries, volume 34, number 1, summer 2011 38 table 1 presents in detail the course contents and tools which are related directly or indirectly to information search and retrieval. table 1. curriculum courses of ict cluster islis under the moodle platform name semester content file types methodological instruments ict systems (cv no. 3) / computing and ict (cv no. 4) 2 or 3 basic knowledge about bibliographic databases. -structure of database. -international databases for searching and retrieving information.– internet and its services -pdf -html jpg file folder -questionnaire -forum -blog -concept maps effective internet searching (cv no. 4) 3 to 5 information sources semantic web search strategies search engines – metasearch engines other visible sourcesinvisible web website evaluation -pdf -html video file folder -power point -word -jpg embedded elements -forum -task -workshop -quiz -course assessment survey -embedding html text for display embedded content bibliographic computer information systems (cv no. 3) / databases (cv no.4) 4 or 5 software engineering databases (bd) software evaluation automation -pdf -html file .exe embedded elements -task course assessment survey digital information services (cv no. 3 and 4) 5 or 6 what are digital information services? -features of users of digital information -features of digital information services digital information services prospective -best practices -creating a guide for digital information services -pdf -power point -video html -jpg – embedded elements -forum -task -workshop -quiz -course assessment survey -embedding html text for display embedded content web portals seminar (cv no. 3) / content management (cv no. 4) 5 or 6 conceptual differentiation: portals, search engines, directories, websites -related key concepts: usability, navigability, accessibility, information architecture, content management, personalization -library themes: organization of informationknowledge (metadata) information services portal trends: present and future of internet portals -types of portals and models needs-centered, requirements and potentialities -library portal -virtual communities and portals as scenarios for the information and knowledge diffusion what is content management? -elements of a content management system. -computer applications for content management. -network narratives -pdf -html jpg file folder -forum -task -workshop -quiz -readings informs -course assessment survey technology management (cv no. 3 and 4) 6 or 7 -technologies in library services and process -background of technology -basic tools for technology management -selection, evaluation and negotiation of technology -technology management cases -pdf -html video file folder -power point -word embedded elements -forum -task -workshop -quiz -course assessment survey -embedding html text for display embedded content specialized information searches (cv no. 3 and 4) 6 to 8 what is information search and retrieval? why is education in this area in the field of information science important in current society? what are the information search and retrieval paradigms: focus on systems and user-centered? -information search and retrieval models -models, and standards of information literacy step and generic strategies for information search and retrieval copyright in digital information management, web information sources and evaluation of information sources -practice in different digital information resources -pdf -html video file folder -power point -word embedded elements -forum -task -workshop -quiz -course assessment survey -embedding html text for display embedded content seminar-workshop: information architecture and metadata schema for libraries-information units continuing education internet-wide context for information architecture and metadata schema. –from an internet of service and general information to a specialized internet with information structured and quality -a kind of metadata, a type of service and a type of information retrieval. -the metadata, a proposal of library and information science -the libraries web sites, the first space for metadata -a case study -the eafit university mega-library -pdf -power point -html word -forum -course assessment survey education libraries, volume 34, number 1, summer 2011 39 diploma: university libraries 2 modules: user education and information literacy from traditional to digital services). continuing education -information literacy (infolit) conceptualization. -information behavior models -pedagogical models and standards of information literacy. -infolit best practices in universities. -use of technology in university libraries. digital profile and web 2.0 -digital information services: importance in university libraries. -digital libraries. -tools for selection, evaluation and negotiation of technology applied to university libraries technology management: concepts and models. -tools, innovation, prospective and transfer. intellectual property on technological matters. -tools, negotiation, acquisition and deployment of technology. -pdf -power point -html word -tutorials flash -forum -conceptual maps -course assessment survey applied computer postgraduate conceptual agreement: implications of ict in today's society and organizations -ict, its impact on organizational management and the opportunities and threats of information professionals software overview, tools used for better organizational management -knowledge tools and management tools -networkmanagement tools and proactive attitude -marketing and process tools -training of employees -pdf -jpg html -zip -forum -task -workshop -course assessment survey digital information technologies postgraduate -relation: technology management and strategic planning and technology -ict productivity paradox -planning and decision making technology -acquisition, evaluation and incorporation of ict -pdf -zip html -video jpg -audio excel -forum -task -workshop -course assessment survey education in information search and retrieval considering the different courses related to the ict cluster within islis and mediated by the moodle platform, presented in general form in table 1, we note that in several courses, information search and retrieval is a subject and a practice that has been used by students to acquire the necessary skills for better academic performance. thinking for the future, this in turn enables them to become highly skilled information and knowledge managers and information literacy educators, because for both these activities, competencies in information search and retrieval are key issues. from examining these courses, we find that information search and retrieval competencies are included because they are important in research education at the islis. by participating in these courses, students can acquire the following competencies related to knowing, doing, and being: in knowing: the student… • is aware of the importance of information in the development of modern society and organizational strategic performance; • identifies the different types of information units and the main services that a library provides to its users; • learns about the main concepts related to the computer world, networks, hardware and software; • identifies the main implications of the digital world, the architecture underlying the internet and its services and tools; and • learns about the different applications of technology in various library processes: information management, information services and library management. in doing: the student… • is able to create presentations and work with spreadsheets; • is able to use internet communication tools has a basic understanding of web design and effective information search and retrieval; and • is able to design and create databases as a key element for various digital information services. in being: the student… • has collaborative attitudes towards information sharing and engages in actions that facilitate teamwork, and • identifies his/her strengths and/or weaknesses in his/her interaction with technology and his/her attitude to it as an area of learning and practical work. course: computing and ict (second or third semester) figure 2. computing and ict this course from curriculum version no. 4 is available in the second semester. its objective is to introduce the technological components students will see throughout their coursework. modules related to information search and retrieval:  international databases for searching and retrieving information. this module of 15 hours contains information on: o basic concepts about databases o database structure o international databases for searching and retrieving information (ebsco, science direct, wilson, thompson, current contents, oecd, eric, lisa) o legal databases (legis net, notinet) o online journals (acs, ejs, jstor) o books online  the internet and its services: this module of 18 hours contains information on: o internet 2 o deep web, deep internet o domain system o client/server technology o culture and internet safety o intranet and extranet o communication services (e-mail, discussion forums, distribution lists) o access services to information (ftp) o searching for information services (www) o web 2.0 applications and tools o new browsers o e-learning platforms education libraries, volume 34, number 1, summer 2011 41 figure 3. course: computing and ict. module: information search and retrieval strategies • course: effective internet searching (third to fifth semesters) figure 4. effective searches on the internet this elective course for students from both curriculum versions no. 3 and no. 4 covers 30 hours and offers the possibility for students to learn even more about how to perform effective information search and retrieval, particularly on the internet, since, "in light of the enormous flow of information that currently arises out of our society and organizations, so is it becoming increasingly necessary to have knowledge and tools that enable an organization better and more efficient information search and retrieval, whether in ‘infinite’ spaces such as the internet or ‘finite’ spaces such as intranets and organizational knowledge portals” (presentation course). education libraries, volume 34, number 1, summer 2011 42 this perspective implies that librarians are the professionals in charge of organizing, retrieving, and storing information as effectively and quickly as possible. the general objective of this course is that “students can learn about the different sources and the specialized and advanced strategies used for information search and retrieval on the internet." some of the specific objectives are to: • identify the distinctive features of digital information search • define, for a single piece of data, its origin, current, relations between documents and their relationship to a defined area of interest • identify and classify information sources and resources according to the information needs to resolve • know the main digital information sources and resources • practice different strategies for digital information search and retrieval • assess critically the results of the digital information search and retrieval. this course gives students who complete the program essential tools for carrying out their work activities. the curriculum also offers other courses for last semester students such as “specialized information searches.” upon completion of this curriculum, the students will have the necessary tools to search and retrieve information, and when they are about to finish their coursework they can refresh their knowledge with new tools in five semesters. general subjects course. (all related to the search and retrieval of information) • information sources: information types; organization of information; how information is stored • semantic web • search strategies: what is information search and retrieval? includes analyzing information needs; boolean operators; questioning • search engines: how do they work? what are the main search engines? • metasearch engines: what are metasearch engines? how do they work? • invisible web • evaluating web sites: criteria for evaluating web sites • other sources of information: opacs, directories, forums, databases, google books, google scholar, open access, digital libraries. education libraries, volume 34, number 1, summer 2011 43 figure 5. course: effective searches on the internet module: information search strategies course: specialized information searches (sixth to eighth semesters) figure 6. course: specialized searches for information this elective course for the students’ final semester is designed to bring students up-to-date about new tools and more efficient ways to search the internet. as a 60-hour course (longer than the first elective course, “effective internet searching”), it complements the search skills students have already acquired, but also provides the main components of information literacy and brings the student beyond the technical components and technologies used in a search. rather than focus on the user and the platform, this course introduces the algorithms upon which the different search engines are built. as future information professionals, it is important that students know these search elements, as these are education libraries, volume 34, number 1, summer 2011 44 predominant factors for creating catalogs and information retrieval tools. general subjects course. (all related to the search and retrieval of information) • theoretical-conceptual-contextual framework: what is information search and retrieval? why is education important in this area in the field of information science in our current society? what are the information search and retrieval paradigms (focus on systems/usercentered approach)? • information search and retrieval models: wilson, ellis, kuhlthau, etc.6 • models and standards of information literacy: acrl/ala, caul, anzil, etc.7 • steps and generic strategies for information search and retrieval • copyright in the management of digital information : intellectual property, digital content licenses, proprietary information, creative commons • web information resources and evaluation of web information resources • digital information resource practice. figure 7. course: specialized searches for information modules: information behavior models and information literacy outcomes and assessment of students in these courses (qualitative surveys and colles´s moodle tool) all these courses include continuous formative and summative assessment in order to evaluate both the processes and the results. this assessment in turn has focused both on course, where information search and retrieval is a key issue, and e-learning skills for active learning, where critical thinking and troubleshooting skills are acquired that students need in order to interact with content and teaching activities from the constructivist perspective. the formative assessment issues are of a qualitative nature, highlighting learning activities: "searching for a topic of personal interest," "searching for a topic of professional interest," "benchmarking for a proposed information service," "identification of own information behavior model from the information behavior models established by the scientific community." education libraries, volume 34, number 1, summer 2011 45 in these learning activities concept maps and blogs play a key role as tools to capture and disseminate assimilated knowledge, and generate new information and knowledge in addition to questionnaires asking about previous knowledge and experience, and self-assessment of acquired skills.8 figure 8. example of a concept map created by a student within an ict cluster-islis course figure 9. example of a blog created and managed by a student within an ict cluster-islis course education libraries, volume 34, number 1, summer 2011 46 in terms of summative assessment of the educational contents of the courses in these two years, we have achieved the following results (table 2): table 2. results of summative quantitative assessment of ict cluster-islis courses applied by the teaching vice-rector at the u of a 5 excellent 4 good 3 acceptable 2 poor 1 bad importance of the course within the curriculum 74% 20% 6% achievement of the goals set in the course or curricular activity 40% 47% 13% interest and currency of the contents course or curricular activities 74% 20% 6% use of teaching resources 68% 26% 6% production tests and quizzes 61% 33% 6% table 2. results of summative quantitative assessment of ict cluster-islis courses applied by the teaching vice-rector at the u of a specifically considering the mediated learning by moodle platform (constructivist on-line learning environment survey colles9), we have achieved the following results on average: figure 10. integrated results of colles questionnaire. ict cluster-islis courses these results show that from the students’ perspective, the courses have a total relevance (relevancia), thus demonstrating the importance and pertinence of curriculum changes that result in the current incorporation and development in librarian training of the islis-u of a. in turn the didactic process has allowed more reflective thinking and higher levels of discipline performance, through course content and learning activities such as the facilitator’s support and interactivity that involve virtual learning environments. education libraries, volume 34, number 1, summer 2011 47 however, one aspect that has necessitated the reassessment of course development is other students’ support in the learning process. this aspect demands a motivational process from teachers, to provide a way to gradually increase interaction and participation. perspectives and overall experiences about university teaching in lis can be changed from one where students are passive learners and teachers are the ones with the real knowledge (“the only one who knows”) to a more collaborative education where everybody can participate and learn from everyone else. this is the challenge brought by the improvement process. conclusions and perspectives • for the interamerican school of library and information science (islis) and the university of antioquia (u of a): considering the work done by the ict clusterislis in these courses and their positive assessment, as well as students’ recommendations and teachers’ feedback, the ict cluster has the following views about these and other courses, to enhance skills for the search and retrieval of information, using the moodle platform: o all students of the islis before graduating will have engaged in at least six courses (four mandatory and two electives) within the ict cluster, enabling them to acquire the knowledge, skills and attitudes (competencies) that involve the contents of this cluster (direct dynamics) as well as other competencies: e-learning, etc. (dynamic indirect) o faced with the clear predominance of the english language as a tool to access more current content, it is necessary to include more course content in this language, which means the entire islis curriculum must evaluate the english reading competency requirement, which is currently a requirement for graduation by the university's general policy. this should be a requirement before the fourth semester, based on the autonomy and specific knowledge involving lis o clear institutional policy must be generated regarding se and access to particular tools and technological services for current and future perspectives on web 2.0, 3.0, and others • for training in information competencies of information science students in latin america. each context of lis instruction in latin america carries different implications for the trajectory of the programs, curriculum guidelines, teachers’ education levels, students’ demographic and psychographic characteristics, and locative, technological and financial resources. however, the islis-u of a experiences in the training performed in this cluster provide some common perspectives and conclusions for different library and information schools. o there is a need to include courses in the curriculum relating both theoretical and applied developments involving information behavior models, little taken into account in current related studies [21] and considered as key issues to train future librarians to be information literate and trainers in information literacy as well. o the new educational developments imply building skills, not just bidirectional training for the acquisition of information literacy, as indicated in the previous section, but also the acquisition of elearning competencies to enable collaborative and continuous learning. as a result, the use of learning management systems (lms) like moodle enables instructors to support students’ achievement of those competencies. for lis education it is crucial to exchange experiences and learned lessons within the latin american, north american and european contexts driven by the permanent need for benchmarking and assessment processes involved in librarian training to meet society’s demands. o finally, training in information competencies is correlated with competencies of e-learning from today's perspective of library science students, as future trainers in information literacy using education libraries, volume 34, number 1, summer 2011 48 virtual learning platforms. thus training must be a process included gradually throughout the whole curriculum, step by step and in a scalable manner, sequentially, relating these skills to other disciplinary developments studied semester after semester in the career. by undertaking this process, students can achieve “lifelong learning” after graduation, as long as several courses are incorporated at different levels and with diverse degrees of depth. this is a challenge to current lis curriculum which the islis-u of a is trying to meet, and wants to share with other local schools and faculties. islis-u of a hopes, by sharing this, to learn from other experiences to help improve the curriculum and the cluster as well. references [1]. rowlands, i. et al. 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[17]. eskins, r., & craven, j. (2008). design for all in the library and information science curriculum. in j. craven, ed. web accessibility: practical advice for the library and information professional (pp. 127-144). london: facet publishing, [18]. hong, x. (2003). information technology courses and their relationship to faculty in different professional ranks in library and information science programs. library & information science research, 25, 207–222. [19]. karisiddappa, c. r. (2004) plan de estudios en biblioteconomía y documentación en los países en vías de desarrollo. 70th ifla general conference and council www.ifla.org/iv/ifla70/papers/062s_transkarisiddappa.pdf accessed 22 july 2009. [20]. lorring, l. (2004). behind the curriculum of library and information studies models for didactical curriculum reflections. 70th ifla general conference and council www.ifla.org/iv/ifla70/papers/064elorring.pdf accessed 22 july 2009. [21]. guerra pérez, y., & martí lahera, y. (2010). la alfabetización informacional en la formación pre y posgradual de bibliotecarios. breve mirada desde el análisis documental. congreso info 2010-cuba. panel alfabetización informacional. http://www.congresoinfo.cu/ userfiles/ file/info%202010/trabajos/guerra%20p%c3%a9rez, %20yosvany info%202010.doc accessed 1 october 2010. endnotes 1 http://www.sla.org/content/sla/professional/meaning/comp etency.cfm 2http://www.certidoc.net/es1/euref1-espanol.pdf 3http://www.documentalistaenredado.net/contenido/tit_bibli o.pdf 4 http://biblis.db.dk/archimages/423.12.05.pdf 5 this guest access is recommended by the technology integration program, particularly as the u of a subscribes to the national repository of learning objects, but the final decision to enable this option or not is left to the teachers responsible for each course. 6 to see: synthesis information behavior models (more 20 models translate to spanish) http://formacionbiblioteca.udea.edu.co/moodle/mod/resource /view.php?id=4651 7 to see: self-evaluation information competencies information literacy standards http://formacionbiblioteca.udea.edu.co/moodle/mod/resource /view.php?id=5635 8 see full reports in chapter 9 of the research: design, implementation and evaluation of an information literacy proposal through a virtual learning environment at the university level: interamerican school of library and information science at the university of antioquia [9]. 9 http://surveylearning.moodle.com/colles/ alejandro uribe tirado auribe@bibliotecologia.udea.edu.co wilson castaño muñoz wilsoncastano@bibliotecologia.udea.edu.co professors researchers interamerican school of library and information science at the university of antioquia (medellíncolombia) http://bibliotecologia.udea.edu.co/%20comunicaciones/pei.%20%20definitivo%20%202003.doc http://bibliotecologia.udea.edu.co/%20comunicaciones/pei.%20%20definitivo%20%202003.doc http://www.ifla.org/iv/ifla70/papers/062s_trans-karisiddappa.pdf http://www.ifla.org/iv/ifla70/papers/062s_trans-karisiddappa.pdf http://www.ifla.org/iv/ifla70/papers/064e-lorring.pdf http://www.ifla.org/iv/ifla70/papers/064e-lorring.pdf http://www.congreso-info.cu/%20userfiles/%20file/info%202010/trabajos/guerra%20p%c3%a9rez,%20yosvany%20info%202010.doc http://www.congreso-info.cu/%20userfiles/%20file/info%202010/trabajos/guerra%20p%c3%a9rez,%20yosvany%20info%202010.doc http://www.congreso-info.cu/%20userfiles/%20file/info%202010/trabajos/guerra%20p%c3%a9rez,%20yosvany%20info%202010.doc http://www.congreso-info.cu/%20userfiles/%20file/info%202010/trabajos/guerra%20p%c3%a9rez,%20yosvany%20info%202010.doc http://www.sla.org/content/sla/professional/meaning/competency.cfm http://www.sla.org/content/sla/professional/meaning/competency.cfm http://www.certidoc.net/es1/euref1-espanol.pdf http://www.documentalistaenredado.net/contenido/tit_biblio.pdf http://www.documentalistaenredado.net/contenido/tit_biblio.pdf http://biblis.db.dk/archimages/423.12.05.pdf http://formacionbiblioteca.udea.edu.co/moodle/mod/resource/view.php?id=4651 http://formacionbiblioteca.udea.edu.co/moodle/mod/resource/view.php?id=4651 http://formacionbiblioteca.udea.edu.co/moodle/mod/resource/view.php?id=5635 http://formacionbiblioteca.udea.edu.co/moodle/mod/resource/view.php?id=5635 http://surveylearning.moodle.com/colles/ mailto:auribe@bibliotecologia.udea.edu.co mailto:wilsoncastano@bibliotecologia.udea.edu.co from: education libraries, volume 34, number 2, winter 2011 36 alan bailin and ann grafstein-associate professors of library services at hofstra university- have written a concise volume (99 pages, not including an extensive list of references and index) that portrays so nicely what individuals need to think about and question whenever they look at research results (or hear them reported in the news). it’s the perfect assigned reading for students whom we tell need to look for scholarly, peer-reviewed sources, though we know that those too need to be looked at critically as well. it’s written for the layman, utilizing examples that are viewed from a high level, so one need not be a statistician to read the carefully crafted work. each chapter introduces a limited concept, presents cases that illustrate aspects of the concept, and then briefly summarizes what readers should take away from what they have just read. the authors begin with a chapter on what is considered to be “the gold standard,” discussing peer review as a manuscript selection process with “experts” who help the publisher decide if an article should be published (noting that research published in books does not get the same scrutiny). publishers’ reputations, author credentials and the reputation of the researcher are also helpful in assessing the quality of research. the authors demonstrate how news media and the publications themselves cloud the process of assessing validity of research results by alluding to the peer-review process or awards given to the author/researcher. chapter 3 focuses on the funding of research, utilizing three brief cases that illustrate how the sponsoring organization can affect what research is conducted, what results are ignored, and how research is interpreted: hormone replacement therapy (hrt), enron, and the bell curve. in less than 20 pages, the authors deftly maneuver through the three cases, reminding the reader that while funding of research may seem obvious in some instances, it may be less so when dealing with ideological biases of those reporting and/or commenting on the results. the conservative nature of science, which resists having paradigms disrupted, is the subject of the following chapter. “what is not scientifically ‘thinkable’ – not a legitimate question within a current paradigm – may be viewed at a later date as a significant breakthrough.” the authors use chapter 4 to consider how the accepted scientific paradigm can influence researchers over time, such as the validity of intelligence testing. they look at the evolving views of medical research into the cause and treatment of ulcers. the third case in the chapter involves literary and arts criticism and how the gender of the critics limited what in the past was seen as artistic and worthy of our support. how research is disseminated also plays a role in assessing its validity. the authors remind us that research confirming accepted theories might get a “pass,” while research that challenges conventional norms has a difficult time making it into the right venues to be accepted as a bona fide research effort. new research topics, particularly those that arouse strong negative reaction such as feminism and homosexuality did in the 1970s, have a difficult time getting into mainstream press and peerreviewed journals. chapter 5 also addresses “how economic considerations can lead both companies � b o o k r e v i e w s bailin, a. and grafstein, a. the critical assessment of research: traditional and new methods of evaluation. oxford: chandos publishing, 2010. isbn 978-18433-4543 5. $75. reviewed by barbie keiser education libraries, volume 34, number 2, winter 2011 37 and researchers to suppress research results which could have unfavorable economic consequences for them.” the authors discuss a bias toward publishing positive results of pharmaceutical research using antidepressants as an example. “according to the published literature, the results of nearly all of the trials of antidepressants were positive. in contrast, the food and drug administration (fda) analysis of the trial data showed that roughly half of the trials had positive results. why was so much significant research left unpublished” is the topic for the second case in chapter 5. chapter 5 concludes by addressing works in noncommercial publication venues known as ‘gray literature,’ or “information produced on all levels of government, academics, business and industry in electronic and print formats not controlled by commercial publishing, i.e., where publishing is not the primary activity of the producing body.” bailin and grafstein use foundations as their example, cautioning the reader to know the biases of think tanks as they read through policy studies. the final chapter of this slim volume reviews the techniques and strategies that can help to uncover the research you need, admonishing students (and others) to look beyond the researcher and publishing venue to the context within which that research was performed. the purpose of the work is best summarized by the authors in the closing paragraph: “what we have attempted to do is make readers more aware of some of the issues in the critical assessment of research that go beyond the gold standards, in the hope that this awareness will lead our readers to ask the probing questions that always need to be asked of researchers.” bailin and grafstien have succeeded in their attempt. the book is “a good read,” thoroughly enjoyable and easy to understand. it helps every professor and librarian go beyond mere talk of the need for using scholarly literature and has already persuaded my mba students to think more critically about what they read and where they turn for authentic research. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com the expert library is uneven—and not in a bad sense at all. yes, each chapter is authored by a different contributor, but all are eminently qualified to address the subject matter. the book has something for everyone; each reader will find one chapter of interest, and probably more, though it’s unlikely that any reader will find all equally relevant to their particular environments. if there is a unifying, overarching theme for the book, it’s the internal perspective that the editors have charged chapter authors: address organizational staffing issues in responses to changes in academia. each chapter takes a penetrating look at the subject matter beginning with a review of the literature. the editors point to james g. neal (vice president for information services and university librarian, columbia university) as having “moved the discussion of change beyond studies of specific job types (e.g., reference librarians, catalogers, subject specialists) toward a more fundamental questioning of the variety of professional services that an academic library must provide if it is to remain relevant to campus concerns in the twenty-first century.” the opening chapter by david w. lewis (dean of the university library, iupui) describes how libraries can build capacity through creative walter, s. and williams, k., eds. the expert library: sustaining, staffing, and advancing the academic library in the 21st century. chicago: association of college and research libraries, 2010. isbn 978-08389-8551-9. (pbk.). $48. reviewed by barbie keiser mailto:barbie.keiser@gmail.com education libraries, volume 34, number 2, winter 2011 38 approaches to staffing, including recruiting new professionals while continuing to develop the skills of existing personnel so that the libraries are able to undertake new roles. in “academic library staffing a decade from now,” lewis sets the stage for others who delve deeper into specific aspects of the subject-at-hand. in “new challenges in academic library personnel selection,” john lehner (assistant dean for library systems, personnel, and planning, university of houston libraries) describes how personnel recruitment and selection need to change. what we look for as we interview potential candidates should be attributes that will allow the new employee to feel comfortable with change, flexible in terms of job description and organizational reporting structures. r. david lankes (director of the information institute, syracuse university) looks for innovators, recognizing that innovation does not spring up (or flourish) in a vacuum. how we motivate personnel and facilitate innovation is the subject of chapter 3, “innovators wanted: no experience necessary.” craig gibson and jamie wright coniglio (george mason university libraries) look at the role of liaison librarians who are often embedded in subject-specific, faculty libraries, close to the users of their services. the authors identify four competencies that need to be addressed by future liaison librarians: enhanced client services; knowledge management; teaching and learning expertise; outreach, advocacy and communications. stephanie h. crowe and janice m. jaguszewski look at core competencies and ksas a t the university of minnesota libraries. the three appendices to their chapter provide concrete examples of professional expectations. marta l. brunner (ucla) takes a look at the clir postdoctoral fellowship program and wonders aloud how that model could be applied to new mlis graduates, “giving these newly minted librarians as much exposure to and involvement in scholarly collaborations as possible.” michael furlough (assistant dean for scholarly communications and the co-director of the office of digital scholarly publishing, penn state university) looks at library publishing services, providing several examples of scholarly publishing start-up operations. in chapter 9, jake r. carlson and jeremy r. garritano (perdue university) address the organization structure and staffing models of libraries as they shift to support the scientist as virtual user. how the traditional librarian deals with interdisciplinary research initiatives, data management, preservation, curation, and access “to enrich research outcomes,” is the subject of “escience, cyberinfrastructure, and the changing face of scholarship.” chapter 10 illustrates how catalogers have successfully shifted to becoming metadata librarians and the important role they play within academic and research libraries. “listen up librarians” talks about marketing and the messages we send. i loved the “what to do if you flunked your first test” and “how to survive your first all-nighter”… talk about information you can use delivered when you need it most. the need for a consistent voice is a major takeaway from eric bartheld’s (university of maryland) chapter on “creative disorder.” in “teaching the teachers,” beth s. woodard and lisa jannicke hinchcliffe (university of illinois and urbana-champaign) speak to the need for upgrading the teaching skills of librarians. recognizing that all librarians teach, but few are formally trained, they speak to resources that exist on their (and other) campuses. in the final chapter, “creating smooth sailing,” elaine jennerich (university of washington) and m. sue baughman (university of maryland) talk about organizational development, appreciative inquiry, assessment, coaching, and how to transform your library into a learning organization no matter what changes are in your future. truly, lessons to live by. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com mailto:barbie.keiser@gmail.com education libraries, volume 34, number 2, winter 2011 39 in much of the professional literature, we are reading about embedding librarians and library services as alternatives to the traditional one-shot library session. editors cassandra kvenild and kaijsa calkins have pulled together an impressive group of academic librarians who share their diverse experiences in embedded librarianship. backgrounds range from curator of cross-cultural dance resources collections housed in the herberger institute school of dance to the director of a first-year learning community tailored to at-risk students. this gathering of minds and experiences from across the spectrum of academic libraries provides a broad view of what embedded librarianship can be. embedded librarians: moving beyond one-shot instruction is organized into six parts. part one places the concept and practice of embedding into a historical context. in the first chapter of this section, matthew brower points out that embedded librarianship is defined from a multitude of perspectives in the professional literature and that his goal was to seek out the commonalities among those perspectives. the rest of the book reemphasizes the existence of varied interpretations of this concept through case studies, reports, research, and anecdotal narratives. the first two chapters of the book provide a springboard into the remaining parts. part two examines ways in which librarians may be embedded in the first-year experience. chapter three emphasizes the challenges of retaining at-risk students and how embedded librarians might aid these students in the transition from high school to the college setting and the pressure to perform research at a higher level, develop study skills, and engage in critical thinking. the key is forming mentoring relationships with this population of students within the context of the first-year program. the authors contend that librarians can be instrumental in retention efforts by playing a key role in general education courses in the first year. subsequent parts of embedded librarians include: embedding instruction online, embedding in the disciplines & across them, embedding in graduate and professional programs, and embedding in innovative spaces. each chapter explores a different focus within these categories. for some librarians, the embedded models presented may appear to be impossible to implement depending on the size of the library staff. however, regardless of the limits beyond one’s control, there is much to be gleaned from the pages of this book no matter the size of the library staff. this is an excellent resource for those librarians who have been engaged in embedded librarianship as well as for those librarians just beginning to test the waters. instruction librarians will find this to be a valuable addition to their professional collection. paula lestini is assistant librarian at wheeling jesuit university. email: plestini@wju.edu kvenild, c., and calkins, k. eds. embedded librarians: moving beyond one-shot instruction. chicago: association of college and research libraries, 2011. isbn 978-0-83898587-8. $48. reviewed by paula lestini education libraries, volume 36, number 1, summer 2013 2 education libraries, volume 34, number 1-2, summer-winter 2012 2 o u r e d i t o r i a l b o a r d board: debbie bogenschutz coordinator of information services johnnie mae berry library cincinnati state college library 3520 central parkway cincinnati, oh 452232690 dabogens@fuse.net lesley farmer california state university, department of advanced studies in education and counseling 1250 bellflower blvd., long beach, ca 90840 lfarmer@csulb.edu karen mcquillen manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 kmcquillen@ets.org editor: jacqueline snider act, information resource center iowa city, ia 52243 education.libraries@gmail.com book review editor: kim bloedel kimberly bloedel marvin a. pomerantz business library, university of iowa iowa city, ia kimberly-bloedel@uiowa.edu education division, sla chair: lesley farmer chair-elect: maya kucij past chair: bernadette bailey past chair: debbie bogenschutz secretary/treasurer: karen croneis webmaster: lesley farmer education libraries (issn 0148-1061) is a publication of the education division, special libraries association (sla). it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://education.sla.org/. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2013 – special libraries association, education division mailto:dabogens@fuse.net mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org mailto:education.libraries@gmail.com mailto:kimberly-bloedel@uiowa.edu http://education.sla.org/ education libraries, volume 37, number. 1-2, summer-winter 2014 4 e d u c a t i o n d i v i s i o n g u e s t e d i t o r i a l 40 th anniversary of the special libraries association education division by gladys i. dratch and deborah s. garson this year, 2014, celebrates the 40th anniversary of the sla education division. as the division was founded in june 1974 at the annual conference of the association in toronto, canada, it was appropriate that we celebrated the 40th anniversary at the june 2014 conference in vancouver, canada. in 1974, the division’s founding mandate was to address the needs of “university education libraries, federal education libraries, school district professional libraries, education association libraries” as well as a wide variety of other libraries engaged with the field of education. since 1974 the field of special librarianship has experienced and undergone transformations driven by an increasing technologically based global world. librarians as professionals in the field of education ranging from schools to organization to academe have and continue to require the professional growth, networking, and shared vision of purpose offered by the special libraries association, and specifically, the education division. the education division has a strong history of commitment to its membership’s professional development. this commitment is explicitly recognized with the division’s 1991 establishment of the anne galler award for professional excellence. further evidence of the division’s commitment is evidenced in its outreach to members, conference programming and activities, and by its peer-reviewed publication, education libraries. the premier issue, v.1, no.1, fall 1975, was published in massachusetts. it was titled the bulletin with a subsequent title change to education libraries. guest perry, houghton mifflin company, was the editor, and malcolm hamilton, harvard graduate school of education, was the division’s chairperson. the first issue’s editor and chair’s remarks attest to the excitement of the officers and membership in launching a new initiative, a publication by and for the education division. with time the publication became peer-reviewed, online, and open access. the mission of education libraries has been and continues to be its contributions to knowledge and understanding of the field of education and the role of education librarians. the contents of the first issue in fall of 1975 included a bibliography on teachers teaching, a membership directory, an index of advertisers, and a book review. the first issue’s contents document the information important to the profession at the time. a membership directory was in support of outreach and networking. the bibliography on teachers teaching was to inform members on an important topic in the field. education libraries issues also addressed specific themes. the fall 1978 issue was titled “women and education.” it included articles on research trends in educational equity for women, a literature review of feminist perspectives, and a book review of “women in america: a guide to books, 1963-1975” by barbara haber. this issue’s editorial took pride in noting the dramatic growth in circulation of what education libraries, volume 37, number. 1-2, summer-winter 2014 5 was once the education division bulletin into the “cinderella education libraries.” the editorial claim that the publication filled a need no other publication was meeting is as true in 2014 as it was in 1978. just as its cinderella transformation in the 1970’s was due to the hard work of division members, and not a fairy godmother, today’s publication continues to transform our work lives through contributors, editors, reviewers, and readers. over the years education libraries has addressed topics of staff development, the virtual library, standards and assessment, core collections in education libraries, and specialized collections currently culminating in the winter 2013 issue which provides internet resources and articles on marketing and outreach. the publication’s content is documented testimony to current and central ideas and issues in education librarianship. with the 40th anniversary issue we decided to select from articles published over the years that reflect the transformation of education librarianship’s focus and mission. this issue also highlights the education division’s past chairs with individual profiles. we pay tribute to the journalistic integrity of our editors over the years. their individual and collective influence has added extraordinary value to our professional lives. this issue is a salute to all of them and their efforts, and we thank them deeply for all their contributions. their voices were and are crucial to everything that makes education libraries a vibrant and valued publication. gladys i. dratch emeritus monroe c. gutman library harvard university deborah s. garson head of research and instruction services lecturer on education monroe c. gutman library harvard university education libraries, volume 37, number. 1-2, summer-winter 2014 6 gallery of chairs: a word or two from some education division chairs adapted from the sla conference slide presentation by maya kucij education libraries, volume 37, number. 1-2, summer-winter 2014 7 education libraries, volume 37, number. 1-2, summer-winter 2014 8 education libraries, volume 37, number. 1-2, summer-winter 2014 9 education libraries, volume 37, number. 1-2, summer-winter 2014 10 education libraries, volume 37, number. 1-2, summer-winter 2014 11 microsoft word 392 formatted final 1 education libraries, 47:1 (2024) case study a case study: shifting within a curriculum materials center caitlin stewart1 assistant professor / teaching and learning librarian, illinois state university, il, usa abstract this case study explores the strategies used to redistribute materials among available shelves in a curriculum materials center after deaccessioning and relocation projects. the librarian estimated imposed fill ratios based on collection segments which were then mapped onto a floor plan to efficiently shift materials. the estimated imposed fill ratio allowed for the consideration of variables that are often overlooked when using a strictly mathematical approach to calculate a fill ratio. strategies to improve browsability of shifted collections such as call number range breaks on shelves and front-facing covers were key factors included in the project. keywords: collection management, children’s collections, shifting, curriculum materials, fill ratio 1 caitlin stewart is an assistant professor at illinois state university where she serves as the liaison librarian to the school of teaching and learning within the college of education as well as the university’s laboratory schools. she also acts as the head of the teaching materials center, which serves the teacher education programs across illinois state university departments. she is the 2024 chair of the ebss curriculum materials committee. she is passionate about teacher preparation to thoughtfully evaluate and meaningfully implement resources in the classroom, especially as it relates to critical visual literacy as well as curriculum materials center management. 2 education libraries, 47:1 (2024) background a curriculum materials center (cmc) within milner library at illinois state university underwent significant deaccessioning which necessitated the shifting of materials within the center in 2023. a curriculum materials center collects, educational resources that provide curriculum and instructional experiences for preschool through 12th grade (p-12) students. these materials are used by educators to develop curricula and lesson plans and may also be used in actual instructional situations with p-12 students. (american library association, 2017, para. 7) this specific cmc has children’s and young adult literature split between an easy and fiction section; juvenile informational resources as well as graphic novels, poetry, and fairytales in a dewey section; professional teaching strategy books in a professional section; curriculum and textbooks in a textbook section; manipulatives, models, games, puppets, etc. in a nonbook section; as well as leveled readers; magazines; and graphics in their own sections. the floor plan of the cmc prior to the shifting project is represented in figure 1 in the appendix. the cmc also had a media section, which was reviewed in the summer of 2023, and ultimately removed based on findings from a materials usage and formatting analysis. findings suggested that most media materials had not been used in recent years and were often incompatible with the equipment and current preferences of library users. those materials which were still occasionally used were too few to justify an entire section. as a result, the cmc deaccessioned or relocated all media, including dvds, cds, audiobooks, software computer files, and more, which previously made up the media section. this allowed the leveled readers and magazines to take the shelves formerly occupied by media while moving the professional section into the row those materials vacated. these changes, alongside deaccessioning in the professional and fiction sections, necessitated a shifting project to better distribute remaining fiction and dewey materials within the newly available shelf space. the collection was left with one free row of shelving units closest to the dewey section, as well as spacing inconsistencies in both the dewey and fiction sections which made certain shelves disproportionately full or empty. as a result, the cmc librarian sought to identify a thoughtful and efficient way to shift materials, specifically within the fiction and dewey sections to distribute items more consistently on the available shelves. literature review for clarity, some common library shelving terminology will first be defined:  a shelf is a single board upon which books sit. most library shelves tend to be 35.5” wide.  a shelving unit is stacked shelves which utilize vertical space to hold more materials while occupying the same floor space.  a row is a line of shelving units. rows are often placed back-to-back, so that books face outward on either side with an aisle separating abutted rows. the number of shelving units in a row can vary. 3 education libraries, 47:1 (2024)  a section comprises materials which have shared call number naming practices based on material type. literature about shifting and relocation projects in libraries is robust, with scholarly works outlining the most efficient approaches to such projects spanning more than a century. however, these approaches are commonly focused on full libraries without guidance given to smaller collections such as cmcs. researchers agree, however, that no matter why or how books shift in the library, it is best to know where every book will end up before any books are moved (hammer, 1960; lambert, 2016, 2022a; tucker, 1999; w., 1930). this ensures that there is no wasted energy and time when shifting materials due to spacing mistakes. early approaches that emerged in the 1930s mentioned estimating the number of shelves full of books, grouped by classification, and assigning these classification-based shelf counts to specific new shelving locations while leaving room for growth (w., 1930) while the approach of estimating current holdings and anticipating necessary shelf space and book distribution has remained fairly consistent, specific processes vary significantly. many reported approaches are mathematical and rely on data collection and analysis (see hamburg, 1974; kurkul, 1983; leimkuhler, 1967; leimkuhler & cox, 1964; tucker, 1999). despite different approaches, a commonly used metric and easily understandable variable is fill ratio. fill ratio a key consideration when shifting and relocating library materials is the fill ratio of shelves. this is frequently calculated with the following formula. 𝐹𝑖𝑙𝑙 𝑅𝑎𝑡𝑖𝑜  =          ( )        ( ) fill ratios can be calculated by identifying the total amount of shelf space materials occupy and dividing that by the total amount of available shelf space both occupied and unoccupied (lambert, 2016). this ratio can then be used when shifting to identify how full to make a given individual shelf before moving to the next shelf so that all shelves have roughly the same amount of occupied and unoccupied shelf space. if the entire width of a shelf were occupied by books, collection growth would not be possible and easy browsing would be restricted. calculating a fill ratio allows one to determine how full each shelf should be, given the available space and collection. some early scholars referred to this same idea as occupancy ratio (kurth, 1966). occupied and total shelf space can be estimated or measured (castro, 2011; fortriede, 2009; habich, 2010; kurth, 1966; tucker, 1999). palermo (2016) clarifies that “[e]stimation methods often use a random sample of shelves to calculate a fill ratio or average number of volumes per shelf and then the length of the collection” (p. 26). while estimating can be a faster approach, approximating can lead to unintended consequences such as spacing errors (palermo, 2016). approaches which rely on estimation can also 4 education libraries, 47:1 (2024) look at all shelves but would likely be less exact than measuring. one such method involves estimating the collection by approximating how full each shelf is to the nearest 25% (peacock, 1983). habich (2010) comments that, “[e]stimates are good when the collection is relatively small, for preliminary planning, or when the consequences of an error are relatively minor (for instance, the new stack location has considerable excess capacity)” (p. 5). these factors are more likely to be met by cmcs and are met by the collection in this case study. most scholars recommend taking an exact physical measurement of linear space occupied by shifting materials and linear space of shelves available if at all possible when calculating fill ratio (fortriede, 2009; habich, 2010; tucker, 1999). fill ratios can also be calculated on different scales, ranging from a fill ratio for the entire shifting collection to highly precise segments in the collection which have been identified as having unique or different needs (lambert, 2022a). while measuring occupied space is more common in the literature, the opposite has also been used, i.e., measuring how much unoccupied space there is, and how many “empty shelves” there are in the area under review. this shows the room available for future expansion (hammer, 1960). this ratio has also been converted to a percentage and referred to as an average percent growth space (palermo, 2016). how much space for future growth is needed, and how to calculate for it has been proposed by various scholars (castro, 2011; espinosa, 2015; fortriede, 2009; habich, 2010; leighton, 1999). shelves in libraries have a working capacity, or “the point at which a shelf is considered full” (habich, 2010, p. 31). leighton (1999) suggested a max working capacity of 86 percent for shelves to still function well for users. the working capacity of shelves needs to be considered when accounting for future growth. espinosa (2015) recognizes that growth can be split into three discrete measurable variables: historic, projected, and available growth. a librarian’s knowledge of how quickly different call number ranges tend to grow can inform shelf-level organization, and fill ratio can be adjusted based on rates of expansion in different areas (castro, 2011). a simplified alternative to adjusting mathematical fill ratios based on projected growth is the use of imposed fill ratios in certain circumstances, defined as, “something library staff approximate in their mind based on best guesses, intuition, or other information. library staff may do this because they know that one collection will grow faster than another” (lambert, 2022a, p. 171). rather than rigidly requiring that all shelves have a consistent fill ratio, imposed fill ratios allow for a smaller fill ratio on shelves containing fast-growing call number ranges and larger fill ratios for shelves which infrequently have additions. while lambert names this phenomenon, it has long been recognized that mathematical guides must be adjusted in certain areas due to the differing rates of expansion across a collection (hammer, 1960). waypoints after identifying how full each shelf should be, scholars recommend identifying waypoints before beginning the physical shifting of materials (fortriede, 2009; lambert, 2016, 2022a). according to fortriede (2009) “[a] waypoint is a defined spot in a collection designated by the call number of the book to be filed immediately after the waypoint… the basic concept is that you break up your collections into small segments 5 education libraries, 47:1 (2024) and calculate where each segment will fall on the shelves” (p. 35). lambert (2022a) suggests, “doing so once every [row], for either the first book of that [row] or the last” (p. 175). in a later article, lambert (2022b) explains that within these segments judgmentbased tweaks are often necessary to avoid larger future problems. if a waypoint is not met, there is the ability to redistribute recently shifted materials. this freedom to redistribute ensures that the entire shift is not thrown off due to compounded errors. waypoints also allow for multiple people to be shifting materials at the same time, starting from different waypoints, which allows the shifting process to be more efficient; fortriede (2009) calls this “the skipahead” (p. 35). shifting smaller collections existing literature primarily addresses large-scale material shifting projects in academic and public libraries. however, there is a noticeable gap when it comes to applying recommended strategies to smaller-scale projects or those involving unique considerations, such as cmcs and school libraries. there is available, if outdated, literature on facilities planning for school libraries (barron, 2001; minter, 2007; prostano, 1999), some of which details methods for shelf analysis, such as basic information on calculating how much shelf space needs to be available in a library (baule, 2007; hart, 2006; klasing, 1991; maine school library facilities handbook, 1999). for example, one handbook recommends calculating space based on the assumption that sixty picture books or thirty standard books fit comfortably on an average shelf (maine school library facilities handbook, 1999). these numbers for shelf capacity by book type seem standard in the literature (klasing, 1991). research in school libraries is also consistent in suggesting that shelves be two-thirds full of materials for optimized browsing and future growth (baule, 2007; farmer, 2017; maine school library facilities handbook, 1999). most existing research on shelf distribution for school libraries discusses planning future libraries or moving to a new building rather than redistributing an existing collection. there was no literature found specific to book distribution in cmcs. most of the literature which does touch on shifting materials in existing school libraries and cmcs rather than moving library facilities focuses on the reclassification of materials or changing of the larger organizational system, with little emphasis on how to functionally redistribute new materials on the shelf or re-allocate shelf space. existing literature provides little evidence for how librarians should approach strategically moving items within their collection after a deaccessioning project or other space change. for example, scholars may mention genrefication of a collection, but do not detail the process of shifting materials thoroughly for these changes (outhouse, 2017; torres, 2021; witteveen, 2019). space considerations in articles specifically about cmcs also seem to focus on sub-section organization or shelf-list analysis (cohn, 2022; gelber & uhl, 2013). guidance on determining shelf distribution approaches for cmcs with a sectionbased material organization would be beneficial. 6 education libraries, 47:1 (2024) shortcomings of existing methodologies strategies for shifting full libraries or large numbers of texts are well-documented in the literature, as are their shortcomings. namely, as bommer (1975) expressed in an opinion piece almost fifty years ago, …[t]oo often, crucial variables are ‘assumed away’ or ignored in the quest to obtain an optimal solution to the model… [t]his precision tends to dominate and obscure the contribution of equally relevant and non-quantifiable behavioral, organizational and political considerations (pp. 137-138). the combination of cmcs having fewer materials and unique needs for browsability and organization, means that mathematical precision in material redistribution need not be the sole focus. librarians may prioritize variables which favor browsability such as call number range breaks. specific approach the specific approach used for this project overlaps with strategies recommended in the literature review and established as best practices but diverges in several ways due to the nature and size of the collection. of note, the approach used relies on estimates, which work best when shelf space is not a primary constraint. the basic approach was to (1) identify shifting priorities; (2) determine segments and waypoints; (3) shift the collection. identify shifting priorities a few things were identified that were expected to enhance the usability of the collection for patrons. these impacted distribution strategy choices. for example, the librarian wanted space on the right of every shelf to have a front-facing cover to improve the visual impact of the collection and highlight recommended titles (farmer, 2017). consequently, a goal was to have a fill ratio that would allow for this additional display space. ultimately, it was decided that a fill ratio between 0.5 and 0.66 for each segment was preferable to allow for variation in cover-size for front-facing materials, while also maintaining alignment with best practices. another key consideration was what call number would start each new row, shelving unit, and shelf. to allow a good browsing experience for users, it is preferable that call number ranges have clean breaks when possible. most importantly, the dewey and fiction sections needed to be clearly differentiated while encompassing full rows of shelves in two clear sections. additionally, the cmc librarian wanted the graphic novels (shelved as 741.5 in dewey) to have their own complete row. baule (2007) states that, “…it is best if classification ranges are not split between areas. for instance, one would not want the fiction section to be almost completely shelved in one area, and then have the end of the section across the room” (p. 29). this meant that the sections had to be analyzed separately based on the space allotted to them, rather than as one whole collection, which could lead to a change of sections at an inopportune location. additionally, the cmc had a frequent problem in that over time, certain call number ranges had expanded in such a way that shelves and call number range progression were out of sync. this meant that sometimes authors or subject areas trailed along multiple 7 education libraries, 47:1 (2024) shelves with only a few titles separated from the rest. the librarian wanted to improve this, which meant that the call number ranges needed to be considered before calculating fill ratio. a strictly mathematical approach would compound existing barriers to browsability based on call number range distribution across shelves, shelving units, and rows. to better visualize the move, the librarian used a series of annotated floor plans and data tables during planning. determine segments and waypoints the fiction and dewey sections were investigated to determine a shifting strategy which prioritized the upper-level organization of the call number ranges in each section. the fiction section is organized alphabetically by the author's last name, so each call number range with a new first letter in fiction was first analyzed as a unique segment. the dewey section was segmented into the upper-most dewey decimal classes initially. the cmc librarian sought to approximate how many shelves a given segment would occupy and whether it would be possible to have a segment begin each row. the librarian counted how many shelves a segment currently filled, while looking at how call number ranges were split across shelves and the amount of available space. due to the relatively small number of shelves in each segment, this review was done visually, with notes being taken with pen and paper. while this was a more involved approach than mathematically calculating a fill ratio with measurements, it allowed for the consideration of significantly more variables. the librarian used imposed fill ratios based on knowledge of the collection and opted to look for clean breaks between shelves when possible. slight variations in fill ratio across shelves was preferred if it allowed for clear call number range spacing. the number of shelves needed for a given segment given a fill ratio between 0.5 and 0.66 was estimated. this was done by visually reviewing each segment and identifying call number ranges within the segment which were approximately half to two-thirds of a shelf worth of titles from the beginning of the segment or the last call number range identified. for example, in the fiction a segment the librarian would start by asking, what author is approximately at half to two-thirds of a shelf worth of materials from the start of the section? within that range of half to two-thirds, is there a satisfactory break in call numbers? given that identified point, what appropriate break in call numbers is approximately half to two-thirds of a shelf worth of materials away when continuing along the call numbers of that segment? this process was continued until all materials in a segment were spoken for. the process was iterative, so some segments had to be rereviewed a few times before an estimate was arrived at which the librarian felt fulfilled the target fill ratio range for all shelves and the call number range changes. fast-growing call number ranges such as those in the fiction section near a prolific author were chunked smaller (closer to 0.5) to allow for more future room for growth. these estimations are outlined by segment in table 1 for fiction, and table 2 for dewey, based on recommended practice (kurkul, 1983). 8 education libraries, 47:1 (2024) table 1 initial fiction segments & estimated number of shelves needed (for 0.5-0.66 fill ratio) segment # of shelves estimated segment # of shelves estimated fiction a 12 fiction n 6 fiction b 28 fiction o 5 fiction c 22 fiction p 17 fiction d 12 fiction q 1 fiction e 5 fiction r 12 fiction f 10 fiction s 23 fiction g 12 fiction t 7 fiction h 17 fiction u 1 fiction i 1 fiction v 5 fiction j 5 fiction w 15 fiction k 9 fiction x 0 fiction l 11 fiction y 3 fiction m 19 fiction z 2 table 2 initial dewey segments & estimated number of shelves needed (for 0.5-0.66 fill ratio) segment # of shelves estimated segment # of shelves estimated 000-099 2 500-599 49 100-199 3 600-699 24 200-299 5 700-799 53 300-399 84 800-899 47 400-499 5 900-999 91 once the librarian had an estimate for the number of shelves each segment would ideally occupy, they needed to determine how this matched the actual physical layout of the shelves and rows of the cmc. to do this, the librarian looked at the number of shelves available in the various rows and ran different iterations of shelf distributions through mapping. this was complicated because the rows in the cmc were different lengths and the shelving units different heights, so the number of usable shelves per row was inconsistent. for example, the fiction a segment automatically had to start in row one, but the estimated number of shelves (12) needed for that segment exceeded the number of shelves in row one (10). the librarian mapped different distribution possibilities onto the floor plan of available shelves based on the estimates and certain preferences they had (such as the graphic novels occupying their own row) in order to visualize the various options prior to shifting. finally, the librarian identified the mapped strategy which seemed to best meet project priorities such as fill ratio and improved browsability. during this process, some segments were combined and final segments which filled a complete row or two were identified. the final segments and their corresponding rows would later be used as waypoints when shifting. the final segments, the row(s) they occupy, and the number of shelves in each row are outlined in table 3. 9 education libraries, 47:1 (2024) table 3 final segments mapped onto cmc rows with the estimated number of shelves collection row # shelves in row final segments # of shelves estimated row one & two 45 fiction a and b 40 row three 35 fiction c and d 34 row four 14 fiction e and f 15 row five 14 fiction g 12 row six 35 fiction h, i, j, and k 32 row seven 35 fiction l and m 30 row eight & nine 28 fiction n, o, p, and q 29 row ten 35 fiction r and s 35 row eleven 35 fiction t, u, v, w, x, y, z 33 row twelve 10 000-299 10 row thirteen 10 300-309 10 row fourteen 84 310-499 79 row fifteen 84 500-699 73 row sixteen & seventeen 40 700-741.5 30 row eighteen 84 741.6-920 82 row nineteen 84 921-999 79 to see this mapped onto the cmc, view figure 2 in the appendix. while this method was not mathematically exact, it allowed the librarian to consider additional factors such as call number breaks between shelves, the width of front-facing books on each shelf, how many books were checked out, how many books tend to be added, and how thick the spines of those books are. a benefit to this approach is that it allows thoughtful consideration of user-experience-based variables, though it is not error-proof. because there was excess shelving available from deaccessioning/ relocation and front-facing display space was included on every shelf, slight discrepancies in future fill ratio were not problematic. shifting the collection most rows had a slightly different number of shelves available than the estimated number of shelves needed for the segment assigned to that location. for example, row five had 14 shelves, and was assigned fiction g that was estimated to take up 12 shelves (see table 3). however, every shelf in each row was used. as a result, when shifting, two main techniques were employed to distribute materials thoughtfully within the segments and the row(s) they were assigned. these strategies helped mitigate the potential problems that come from estimating a fill ratio. first, while each of the final segments identified in both the fiction and dewey sections acted as waypoints, shelving unit-based flexible waypoints were also identified. these were determined using the same estimation strategy of breaking segments according to call number into chunks containing titles which would occupy between 0.5 10 education libraries, 47:1 (2024) and 0.66 of a shelf. only the call number range expected to be first on a new shelving unit was logged (see figure 3 in the appendix). these flexible waypoints did not necessarily identify a specific book, just estimated a call number range that would start off the shelving unit, such as a dewey decimal class or the first letter of an author’s last name. these acted as recommended or anticipated waypoints which could be ignored or altered based on the judgment of the shifter. if they were slightly off, this allowed for a course correction if a shelf or shelves looked overly full or overly empty without allowing the error to compound. of the 161 shelving units involved in this shifting project, ultimately 26 did not begin with the flexible waypoint identified prior to shifting, but 135 did. this meant that while they were not perfect, they did serve as a fairly effective spacing checkpoint. second, and most importantly, the shifters used a technique they dubbed the “pincer technique”. rather than shifting a row by moving directly through the call number ranges as they grew, the shifters moved one shelving unit in at a time from opposite ends of the row, pinching towards the middle of the row. this allowed for realtime adjustments when shifting and prevented large-scale re-shifting. this technique is a great supplement to estimate-based fill ratio calculation as it helps correct the margin of error in real time with limited re-shifting. this helps with what lambert (2022a) noted as, the extra measure of books [which] will slowly grow and require a time consuming correction at the end of a large shift. this is the reason libraries should use waypoints. following the waypoint forces library staff to ‘reconcile’ their placement of books at smaller intervals (p. 175). the pincer technique, when combined with waypoints, allows even smaller intervals of shifting and far less correction than would be necessary otherwise. additionally, it yields good spacing at both ends of the rows, the areas most often seen by users. analyzing the approach to compare planning of the shifting project with its execution, precise measurements using a tape measure were taken after the collection had been shifted. these measurements allowed the actual fill ratios of the shelves to be calculated, and helped to determine how effective the estimates, mapping, and shifting process were in achieving the target fill ratio. most importantly, it helped to determine if a semiconsistent fill ratio could be maintained alongside decisions which prioritized the spacing of books based on call number. fill ratio for each final segment was determined using the following formula: 𝐹𝑖𝑙𝑙 𝑅𝑎𝑡𝑖𝑜  = 𝑇𝑜𝑡𝑎𝑙 𝑖𝑛𝑐ℎ𝑒𝑠 𝑜𝑓 𝑏𝑜𝑜𝑘𝑠 𝑖𝑛 𝑎 𝑔𝑖𝑣𝑒𝑛 𝑓𝑖𝑛𝑎𝑙 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 𝑇𝑜𝑡𝑎𝑙 𝑖𝑛𝑐ℎ𝑒𝑠 𝑜𝑓 𝑠ℎ𝑒𝑙𝑓 𝑠𝑝𝑎𝑐𝑒 𝑖𝑛 𝑎 𝑔𝑖𝑣𝑒𝑛 𝑓𝑖𝑛𝑎𝑙 𝑠𝑒𝑔𝑚𝑒𝑛𝑡 calculations were rounded to the nearest hundredth. the calculated fill ratio of final segments is presented in table 4. 11 education libraries, 47:1 (2024) table 4 calculated fill ratio of final segments collection row final segments inches of books inches of shelf fill ratio row one & two fiction a and b 811.5” 1597.5” 0.51 row three fiction c and d 695.5” 1242.5” 0.56 row four fiction e and f 270” 497” 0.54 row five fiction g 252” 497” 0.51 row six fiction hk 621” 1242.5” 0.50 row seven fiction l and m 670.5” 1242.5” 0.54 row eight & nine fiction n-q 547” 994” 0.55 row ten fiction r and s 732.5” 1242.5” 0.59 row eleven fiction t-z 627.5” 1242.5” 0.51 row twelve 000-299 216.5” 355” 0.61 row thirteen 300-309 195” 355” 0.55 row fourteen 310-499 1843” 2982” 0.62 row fifteen 500-699 1472” 2982” 0.49 row sixteen & seventeen 700-741.5 755.5” 1420” 0.53 row eighteen 741.6-920 1819.5” 2982” 0.61 row nineteen 921-999 1731” 2982” 0.58 the calculated fill ratios ranged from between 0.49 and 0.62 among the final segments. only one segment fell outside of the target fill ratio of between 0.5 and 0.66 and even then, by only one one-hundredth. and it is likely that checked out materials contributed to this discrepancy. this suggests that when there is a range of possible fill ratios due to available space in a small collection, estimating, while prioritizing call number positioning, is absolutely an appropriate way to determine fill ratio. when considering the fill ratio on a section rather than segment level scale, the fill ratio of both the dewey and fiction sections combined was 0.56 (see table 5). the fill ratio of the fiction section was 0.53 and the fill ratio of the dewey section was 0.57. table 5 calculated fill ratio of sections and total shifted area section inches of books inches of shelf fill ratio fiction section 5227.5” 9798” 0.53 dewey section 8032.5” 14058” 0.57 total shifted area 13260” 23856” 0.56 recommendations while the ultimate goal of thoughtfully shifting materials within the dewey and fiction sections of the cmc was met, there was an additional question that the author hoped to answer. namely, how effective is estimating fill ratio when shifting curriculum materials and determining waypoints for an actual move? results suggest that estimating 12 education libraries, 47:1 (2024) based on call number segmenting can be effective for collections when an excess amount of shelf space is available. calculating exact fill ratio based on precise measurements is an effective and necessary strategy for larger scale projects and those with real space constraints. for smaller projects with more available shelf space, a deeper level of analysis is possible since space maximation does not have to be the only guiding principle. this is a viable approach for collections which seek to center browsability and allows other features such as front-facing covers, tidier shelves, and shelving-unit call number separation to be prioritized. the author realizes that a mathematical approach might be a better option for some cmcs. the approach used for this project was only possible due to the large-scale deaccessioning projects which pre-empted and necessitated shifting materials. it is highly advised that weeding always occur prior to shifting. this allows greater flexibility when shifting and helps one acquire better knowledge of the materials on the shelf, which can be paired with information about how they are acquired and used. it also prevents shifting materials which will shortly be removed and reduces future small-scale re-shifting that happens naturally after a weeding project. the pincer technique, shifting materials simultaneously from both ends of a row to pinch towards the middle of a row, while using waypoints, is highly recommended to anyone seeking to shift a collection based on estimations. this approach allows much greater ease in visualizing the spacing and it supports recognizing when slight changes need to be made. waypoints are, however, necessary when using the pincer technique. ultimately, cmcs and other smaller collections that have extra shelf space can use an estimated and imposed fill ratio when shifting materials. this approach allows greater consideration to be given to important variables which impact the user-experience when browsing. at the same time, it maintains precision, minimizing the need for reshifting when moving or redistributing collection segments. to plan and visualize the move effectively, a combination of charts and floor plans is recommended. multiple floor plans should be created, based on the collected data to determine segments and how they plot onto rows. by exploring various scenarios and options, librarians can strategically position each book on the shelf while taking into account various factors. the imposed fill ratio method proves effective for cmcs that are not overly constrained by space limitations. 13 education libraries, 47:1 (2024) references american library association. (2017). guidelines for curriculum materials centers. association of college & research libraries (acrl). https://www.ala.org/acrl/standards/guidelinescurriculum barron, d. d. (2001). school library media facilities planning: physical and philosophical considerations. school library media activities monthly, 18(1), 48–50. baule, s. m. (2007). facilities planning for school library media and technology centers (2nd ed.). abc-clio, llc. bommer, m. (1975). operations research in libraries: a critical assessment. journal of the american society for information science, 26(3), 137–139. https://doi.org/10.1002/asi.4630260302 castro, r. c. (2011). developing tools to calculate space availability, establish collection distribution, and determine growth rates: a case study. technical services quarterly, 28(4), 406–418. cohn, s. b. (2022). remote reading: a shelf list analysis of an academic library’s juvenile collection. collection and curation, 41(4), 125–132. https://doi.org/10.1108/cc-10-2021-0027 espinosa, r. (2015). it’s all in the numbers: calculating the growth of collections and spaces. american libraries (chicago, ill.), 46(9–10), 54–57. farmer, l. s. j. (2017). managing the successful school library: strategic planning and reflective practice. neal-schuman, an imprint of the american library association. fortriede, s. c. (2009). moving your library: getting the collection from here to there. ala editions. http://ebookcentral.proquest.com/lib/ilstu/detail.action?docid=480206 gelber, n., & uhl, j. (2013). managing a curriculum materials collection: one academic library experience. collection management, 38(1), 51–66. https://doi.org/10.1080/01462679.2012.731033 habich, e. c. (2010). moving library collections: a management handbook (2nd ed.). libraries unlimited. hamburg, m. (1974). library planning and decision-making systems. mit press. hammer, d. p. (1960). operation book shift. college & research libraries, 21(5), 393– 394. https://doi.org/10.5860/crl_21_05_393 hart, t. l. (2006). the school library media facilities planner. neal-schuman publishers. klasing, j. p. (1991). designing and renovating school library media centers. american library association. kurkul, d. l. (1983). the planning, implementation, and movement of an academic library collection. college & research libraries, 44(4), 220–234. https://doi.org/10.5860/crl_44_04_220 kurth, w. h. (1966). moving a library. scarecrow press. lambert, j. (2016). confident shifting for complex moves. in f. baudino & c. johnson (eds.) brick and click libraries conference proceedings (pp. 178-186). https://eric.ed.gov/?id=ed573156 lambert, j. (2022a). evidence-based library book shifting. journal of access services, 19(4), 167–178. https://doi.org/10.1080/15367967.2023.2172416 14 education libraries, 47:1 (2024) lambert, j. (2022b). predictable book shifting. code4lib journal, 54. https://journal.code4lib.org/articles/16577 leighton, p. d. (1999). planning academic and research library buildings (3rd ed.). american library association. leimkuhler, f. f. (1967). mathematical models for library systems analysis. school of industrial engineering, purdue university. leimkuhler, f. f., & cox, j. g. (1964). compact book storage in libraries. operations research, 12(3), 419–427. https://doi.org/10.1287/opre.12.3.419 maine school library facilities handbook. (1999). maine association of school libraries. https://eric.ed.gov/?id=ed456636 minter, s. (2007). on your mark, get set, move. library media connection, 25(7), 44– 46. outhouse, r. (2017). genrefication: introducing and explaining the exponential trend [university of north carolina at chapel hill]. https://doi.org/10.17615/j1hv-kq77 palermo, n. (2016). loss of space and relocation of library collections. codex: the journal of the louisiana chapter of the acrl, 4(1), article 1. peacock, p. g. (1983). measuring a library. aslib proceedings, 35(3), 152–155. https://doi.org/10.1108/eb050878 prostano, e. t. (1999). the school library media center (5th ed.). libraries unlimited. torres, j. (2021). the switch to genrefication: reorganizing the school library supports adolescent readers. american libraries, 52(9/10), 48–48. tucker, d. c. (1999). library relocations and collection shifts. information today. w., m. (1930). how the books were moved. the yale university library gazette, 5(2), 30–34. witteveen, a. (2019). flipping for genrefication: ditching dewey? here are some ideas to get you started. school library journal, 65(8), 40-44. 15 education libraries, 47:1 (2024) appendix figure 1 a floor plan of the cmc in early 2023, before shifting over summer 2023. note: full height rows with five or six shelves do not have shading. mid-height rows with three or four shelves are shaded light gray and short-height rows with two or three shelves are shaded dark gray. e a s y e a s y dewey dewey dewey dewey dewey dewey easy easy easy easy easy easy leveled readers textbooks textbooks nonbooks nonbooks fiction dewey dewey dewey dewey dewey easy easy fiction fiction fiction fiction fiction fiction m e d i a fiction fiction fiction professional magazines magazines leveled readers 16 education libraries, 47:1 (2024) figure 2 final segments and waypoints mapped onto the cmc note: sections of the cmc which were not included in this project have been omitted from the map. 17 education libraries, 47:1 (2024) figure 3. fiction and dewey sections with shelving unit-level waypoints note: sections of the cmc which were not included in this project have been omitted from the map. microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 19 information & media literacy .transforming a curriculum center for the 21st century at eastern washington university libraries by julie miller and nadean meyer abstract: teacher education is a vital component of eastern washington university’s (ewu) mission and history. in 2006, after several years of decline in collections and usage of its curriculum center, ewu libraries made a commitment to transform it into a center for twenty-first century educators. the center has changed greatly in a short time with five conditions facilitating the center’s rapid transformation from an outdated, infrequently used corner of the library to a vibrant and busy hub. these conditions for change include: a librarian who acts as catalyst; a visioning process; essential structures upon which to build; the ability to reallocate resources, and the underlying element in this transformation: organizational leadership. next steps in the transformation will include systematic assessment of resources and services, increased access to instructional technologies, and development of collaboration spaces. introduction at eastern washington university (ewu), teacher education has always been a discipline of distinction. a regional comprehensive university with approximately 10,000 students, ewu began as a traditional school in 1882 for educating young women to become teachers in the rural communities of the inland northwest. through institutional name changes and shifts in administrative policy, teacher preparation has remained an important part of the university’s mission. resource allocation has not always kept pace with institutional goals however, and for several years, ewu libraries did not have a library faculty position dedicated to support the library’s curriculum center. other library faculty did their best to select current materials for the curriculum center, particularly in the children’s literature collection. but without a subject specialist to maintain contact with faculty in the education program, the center’s relevance to the curriculum, and therefore its quality, was eroding. meanwhile, washington state public schools had been undergoing significant reform with the improvement of student achievement act passed by the washington state legislature in 1993, which provided the authority to implement an accountability system dedicated to addressing the needs of all students by developing curriculum standards, grade-level expectations, and assessment tests (i.e., the washington assessment of student learning, or wasl). the state standardized learning outcomes for students in all primary and secondary grades and provided measurable benchmarks for washington public education. the emphasis on successful mastery of learning outcomes by all students represented a major shift in the state's school reform. on the national level, the federal government and professional organizations were also setting policies based on student learning outcomes. the no child left behind act (nclb) was signed into law in 2002 to reauthorize and revise the elementary and secondary education act (esea) of 1965. according to the u.s. department of education, nclb was built on four principles: accountability based on student achievement, more choices for parents, greater local control and flexibility, and research-based evidence for education reform (2008). more recently, the national council for accreditation of teacher education (ncate), the professional teacher preparation accrediting body, revised its standards to emphasize knowledge and ability to select and use best teaching strategies; to assess student learning; and to adapt teaching strategies based on individual learning differences (2008). in the context of these changes in the educational environment, ewu dean of libraries patricia kelley made it a priority in 2006 to start the education libraries, volume 31, no. 2, winter 2008 20 process to develop a curriculum center for the 21st century. since then, ewu libraries have made great strides in transforming the curriculum center to meet the needs of current and future educators. five conditions have made rapid change possible: the presence of a catalyst librarian, the use of a visioning process, the existence of fundamental structures, the ability to reallocate resources, and organizational leadership. a catalyst librarian the first condition for successfully transforming the curriculum center at ewu was to hire a librarian who would be a catalyst in the transformation. in fall, 2006, ewu libraries hired nadean meyer as learning resources librarian. in a guide to the management of curriculum centers for the 21st century, scott walter identifies six core competencies for directing a curriculum center, and meyer demonstrates these core competencies: 1. knowledge of the education environment 2. ability to apply principles of librarianship to handling education information resources 3. ability to meet the instructional needs of user groups 4. expertise in managing collections of curricular resources 5. expertise with relevant systems and instructional technologies 6. participant in scholarly and professional communication. (2001, pp. 13-15) meyer is very familiar with the education environment in washington state, as well as active in regional library and media center associations, including serving as webmaster for the washington library media association (wlma). she worked for many years in the k-12 public school systems in both elementary and secondary schools in the region, managing collections in three difference school districts. her extensive experience in school libraries has enabled meyer to apply principles of librarianship to the broader range of educational resources available in the academic environment. in this time of education reform, meyer saw joining the faculty of ewu libraries as an opportunity to have an impact on education in the region through interaction with faculty and students in the ewu education program. meyer’s effectiveness as a catalyst has been enhanced by her experience as a parttime instructor in ewu’s education department. meyer has existing relationships with several of the faculty, and has leveraged these relationships through her participation in education department meetings. through these meetings, she has strengthened connections with faculty and observed their instructional needs. the meetings have also provided an opportunity for meyer to present focused (10 minute or less) demonstrations of library resources. meyer has also maximized access to education students through access to “gateway” courses, such as the beginning education course and the course prerequisite for student teaching. in these presentations, she has promoted student success by matching key library resources to the department’s student learning outcomes. through experimentation (such as the use of student response systems to find out what students need), observation of student projects, and increased familiarity with faculty expectations, meyer has been able to tailor library instruction to meet student needs. consequently, the number of requests for library instruction by education faculty has increased dramatically, from one in the education libraries, volume 31, no. 2, winter 2008 21 year prior to meyer's arrival to sixteen requests during her first year at ewu libraries. outreach is a significant part of meyer’s responsibility as learning resource librarian. as liaison to the education program and related endorsement programs, meyer spends considerable time outside the library, visiting faculty in their offices. this method has been productive for learning about new programs and classes, for sharing common concerns, and for changing perceptions of the curriculum center and its services. as one faculty said in an introduction to another member of her department, "this is nadean meyer, a librarian who comes to my office." a visioning process prior to 2006, the curriculum center at ewu libraries did not have a mission statement or defined goals. a critical step in transforming the curriculum center was to articulate a vision, values, mission, and guiding principles for the center, in the context of the both the university’s mission and the curricular changes for k-12 public schools in washington. as context for the visioning process, meyer conducted an environmental scan for the curriculum center, including a review of the library literature. a key document in the transformation process has been the guidelines for curriculum materials centers, published by the association of college and research libraries (2003). the guidelines recommend best practices for the administration, services, and collections of curriculum material centers. meyer joined the electronic discussion list (ebssl@listserv.ncce.edu) of the association’s education and behavioral sciences section (ebss) as a source of current information about curriculum centers. meyer also visited nine area curriculum centers and education libraries, and she took a virtual tour of at least ten more curriculum centers. in fall 2006, meyer met individually with key stakeholders (including ewu faculty and students in the department of education, faculty who support education across the disciplines, library faculty and administrators, and staff of the ewu teaching and learning center) to identify essential elements for the vision and mission statements. she learned that dean patricia kelley envisioned the center as a resource not only for education majors, but also for ewu faculty across the curriculum and for practicing educators. meyer also learned that ewu had recently begun interdisciplinary programs in early childhood education. these factors suggested a broader scope for the center to provide learning resources and services to support education from prekindergarten through graduate programs (not k12, but p-20). throughout fall 2006, meyer met with associate dean of libraries julie miller to draft the vision, mission, and values statement for the curriculum center. recognizing the importance of this foundational document, meyer and miller used an iterative process that took several months and at least eight drafts. the resulting vision and values statements capture a long-range view of the curriculum center; they state where the center is going and suggest how it will get there: vision: the curriculum center is a physical and virtual library where the ewu community explores quality teaching resources. the center supports creative and knowledgeable teacher preparation. the center is an active learning place where users easily find resources. the center promotes multiple approaches of teaching diverse learning styles and abilities. values: the services and resources of the center demonstrate the value of collaboration, diversity, and accessibility. the center promotes methods based on learners’ needs and technologies that enhance learning. (see appendix a) as one faculty said in an introduction to another member of her department, "this is nadean meyer, a librarian who comes to my office." education libraries, volume 31, no. 2, winter 2008 22 these statements address areas of growth and change critical to developing a curriculum center for the twenty-first century. the curriculum center had a traditional, print-based collection built primarily with donated materials and organized using multiple classification systems (some of which were developed in-house). the challenge was to implement the vision promoting a dynamic, evolving center accessible to a diverse community of users. articulating a clear, concise, and memorable statement of purpose is more difficult than it sounds. using libraries, mission & marketing: writing mission statements that work as a guide (wallace, 2004), meyer and miller worked on several versions of a mission statement for the curriculum center. early drafts of the statement reflect the recurring questions or themes in redefining the curriculum center: the primary stakeholders, the scope of its collections and services, the need to be dynamic and proactive, and an emphasis on high quality resources. after several drafts, miller and meyer arrived at this statement: the curriculum center promotes excellence in teaching through the use of quality resources. the final mission statement is broad, in that it does not specify stakeholders or scope of collections and services, as some of the earlier drafts do, but it meets the criteria of being clear, concise, and memorable. (see appendix b for a discussion of the process of refining the mission statement.) a breakthrough in the visioning process was the articulation of guiding principles. the guiding principles articulate the library’s fundamental assumptions about a curriculum center for the twenty-first century. these principles evolved through discussions with stakeholders and then were refined in the context of the vision, values, and mission statements. in january, 2007, meyer and miller presented the curriculum center’s foundational document (including vision, values, and mission statements and guiding principles) to the ewu libraries’ dean’s council for approval, where it was adopted. (see appendix a for the full text of the document.) this foundation document has guided the decisions that have followed in transforming the curriculum center. existence of essential structures the third condition for transformation of ewu libraries’ curriculum center has been the existence of “good bones,” those essential structures upon which to build. the center’s physical facility is one essential structure. when the jfk library was remodeled in 1998, the renovation provided an attractive and adequate space for the curriculum center (4344 square feet on the ground floor of the library). the center included two study rooms separated by an accordion-like room divider that could be pushed back to make a larger room. an open area with study tables was located next to large, north-facing windows; fabric-covered bulletin boards along one wall were designed for displays. many of these features, however, were hidden behind tall shelving. the center lacked technology; wireless connections were accessible, but electrical outlets and network ports were limited to two areas. blank walls, empty shelves, and old materials contributed to a feeling of neglect. the library has made several improvements to make the curriculum center more inviting. a new display area lines the path from the lower level service desk to the entrance of the curriculum center. staff removed four sections of empty shelving, creating an education libraries, volume 31, no. 2, winter 2008 23 open seating area center with comfortable chairs at the entrance of the center. these changes have increased student use of the area. collections are another essential structure. according to the new mission statement, the center “promotes excellence in teaching through the use of quality resources.” in terms of curricular materials, “quality resources” implies materials that are currently used in k-12 schools in the state (where most of ewu’s education graduates are employed). “quality” in a curriculum center’s collection of children’s literature includes: a range of titles reflecting current trends (e.g., contemporary subjects and genres as well as best-selling titles); award winners; and innovative titles that challenge thinking about children’s literature. in ewu libraries’ curriculum center, meyer found some quality core materials from which to build the collection. meyer performed a collection analysis that took advantage of her experience in various schools, making special use of the book: collection management for youth: responding to the needs of learners a valuable resource for developing a learner-based collection (hughes-hassell & mancall, 2005). she found a collection that has evolved over the years, with a median materials’ publication date of approximately 1980. several characteristics made the collection seem outdated and therefore not quality teaching resources: • the materials looked unappealing, even the new children's literature books, because of the practice removing book covers and replacing colorful packaging with archival opaque boxes. • the majority (60%) of the collection were donations, most of which had been used in classrooms twenty years ago. • classics like where the wild things are, cat in the hat, and where the sidewalk ends were in shabby condition. other classics were missing. the “good bones” of the center’s collection was in children's literature since funds had been expended specifically on children’s literature for several years. meyer began an intensive weeding project almost immediately. she retained the quality resources and deselected the others, sending historically interesting children's literature to the regional collection at the university of washington. she began to order pre-bound books to bring the collection up to date and to fill in gaps; all book covers were saved until a new policy of retaining children's literature book covers was adopted. in general, curriculum centers need a collection that changes more rapidly than other areas of an academic library and thus should have processes for routine collection analysis and management processes in place (osa, 2003). ewu libraries have always had complete cataloging of curriculum center materials, an essential structure for access. the library has been able to build on this asset by enhancing catalog records. for example, classification tags that indicate age levels and genre are now routinely added to records. this enhancement has also improved access to the collections by providing links between databases and the library catalog. these links now appear in children's literature comprehensive database, novelist, and novelist k-8, so students can click through to find the location and availability of the resources in ewu libraries’ collections and also to search the virtual catalog of the orbis cascade alliance, the consortium of academic libraries in washington and oregon. resource (re)allocation the ability to allocate resources in alignment with the curriculum center’s purpose and user needs has been vital in the center’s transformation. resource allocation now depends upon the in general, curriculum centers need a collection that changes more rapidly than other areas of an academic library and thus should have processes for routine collection analysis and management processes in place education libraries, volume 31, no. 2, winter 2008 24 curriculum center’s vision, mission, values, and guiding principles. library faculty and administrators have reprioritized existing budgets, and they are developing strategies to obtain the resources that will have the greatest impact on ewu libraries, including the center’s transformation. as part of the information services division of ewu libraries, the curriculum center has not had a separate budget for operations. under the library acquisition budget, the center has been allocated approximately $5,000 annually for collection development. in the past, this amount was supplemented by library funds for acquisitions by education department faculty. most of these funds were used to maintain currency of the children’s fiction collection. the library relied on donations for the rest of the collection. as learning resources librarian, meyer has prioritized use of these funds based on gaps in the collection, such as a lack of early reading materials to support ewu’s growing interdisciplinary program in early childhood development. meyer has also targeted supplemental internal funding sources, such as the dean’s fund for collection development. she received a one-time allocation of $21,000 from this fund in spring, 2007 to update standard textbooks and supplemental materials with particular emphasis on mathematics and reading. additional smaller amounts have been received from the general library budget for replacements and end-of-year requests. a mini-grant from the ewu foundation was received in fall, 2006 to purchase multicultural children’s literature loaded on ipod shuffle mp3 players. although the curriculum center’s collection development budget does not meet its goals, the changes in resource allocation and the addition of supplemental funding have been essential in demonstrating the library is committed to obtaining the resources that students and faculty need. tangible changes in the curriculum center’s collections have encouraged three faculty groups (math, special education, and children’s literature) to open their closets and give the curriculum center materials that are current and useful. meyer and other library faculty are developing strategies to provide quality teaching resources that use technology. for example, they are replacing some print resources with electronic resources where appropriate. the center had painstakingly acquired print curriculum guides from local, state, and national schools covering most subject areas. because the guides were dated and inaccurate in the context of school reform, meyer has withdrawn the print collection. instead, the database kraus curriculum development library provides students with current, full-text curriculum guides. the library is currently seeking supplemental funding for instructional equipment through a proposal to the ewu student technology fee committee, which funds technology projects that deliver services directly to students. organizational leadership the final condition vital for transformation is organizational leadership. this condition underlies the other four conditions and enables them to be effective. the phrase “organizational leadership” refers not just to library administrators or managers, but also to staff at all levels of the organization. in the power of personal persuasion: advancing the academic library agenda from the front lines, julie todaro discusses the decentralized nature of leadership in academic libraries (2006). to transform the curriculum center at ewu, organizational leadership has meant setting high expectations, removing barriers to communication, and encouraging flexibility across the organization. the 2006 position description for the learning resources librarian was explicit about the library’s high expectations for this position. this excerpt from the description details the expectations: responsibilities: transform a traditional materials collection into a k-20 teaching and learning resources center that emphasizes effective use of technology. the center will support the college of education and human development’s k-12 teacher preparation education libraries, volume 31, no. 2, winter 2008 25 program and the teaching and learning center’s faculty development programs and will serve as a regional education resource. it will provide “collections,” services to students and faculty, and programs appropriate to identified goals. key words and phrases from this description (such as “transform,” “k-20,” “teaching and learning,” and “effective use of technology”) and the emphasis on partnership clarified expectations. the new job title, “learning resources librarian,” indicated responsibilities beyond maintaining a collection. the search committee and library administrators who interviewed candidates reinforced these expectations during the interview process, and each finalist was asked to present her ideal model of the twenty-first century curriculum center to library staff. the responsibilities detailed in meyer’s faculty activity plan and annual letter of assignment also differed from those of the other reference and instruction librarians. time on the reference desk was greatly reduced (4% of her time), while liaison and outreach responsibilities were increased (18%). she also was assigned greater responsibility in collection development than most of the other ewu reference and instruction librarians. this shift in emphasis set the expectation to try new ideas, such as moving “beyond the reference desk” to meet library staff and others (stoddart, bryant, baker, lee, & spencer, 2006). she discovered allies for particular types of change, and she learned longstanding concerns about the curriculum center. learning about the history of the center helped to strengthen meyer’s eventual proposals for change and moved them more quickly towards approval. frequent communication with library leadership helped meyer to refine and focus her ideas for transforming the center. in her first quarter at ewu, meyer met weekly with julie miller, the associate dean and acting division head to whom meyer reported, at a campus coffee shop. they discussed and drafted the mission and vision statements during these meetings. miller’s experience with strategic planning helped with the visioning process. they also had open conversation about education, the library, and future plans that prompted ideas. these discussions helped meyer to define her role within ewu libraries; they also helped miller to understand and explain changes in the curriculum center to others in the organization. meyer also had frequent communication with carolynne myall, head of collection services and current faculty chair. myall has a personal interest in children’s literature, and she has been the primary selector for children’s literature for the curriculum center for several years. myall’s knowledge of the center’s collection and its history was invaluable to meyer. meyer understood that many of her proposals would require changes in policy, procedures, and workload. through a shared commitment to service for students, meyer and myall worked through these thorny issues. their open communication facilitated many of the rapid changes in the center’s materials collections. within the first academic year, collections services staff provided support for weeding the curriculum center’s collection by one third, implemented a new process for retaining juvenile book covers, began a reclassification of all items, and consolidated and reorganized the physical space. it was a busy time! this level of change, particularly in an academic setting, requires flexibility, something which can be difficult in a standards-based environment such as a library. the guiding principles from the vision document helped library faculty and staff become more flexible during this time of change. the principles gave direction and focus. meyer and miller did not heedlessly throw out standards or make change for the sake of change. rather, they made recommendations for change based on the guiding principles. the reclassification project implemented in 2007 demonstrates how the guiding principles facilitated flexibility. to transform the curriculum center at ewu, organizational leadership has meant setting high expectations, removing barriers to communication, and encouraging flexibility across the organization. education libraries, volume 31, no. 2, winter 2008 26 meyer developed a reclassification proposal in cooperation with the head of collection services. this proposal was supported by the guiding principles, especially the following principle: information and ideas are readily accessible and freely exchanged. research ideas, national standards, state guidelines, the best of practitioners’ skills, and the changing educational environment are valued. (see appendix b) at the time, the center’s collections used multiple classifications, some developed locally. library users often had difficulty finding the materials they needed. meyer researched the library literature and found acquiring and organizing curriculum materials : a guide and directory of resources (lare, 2004) particularly helpful in developing a standards-based plan to make the center’s materials more accessible. she also researched practices among consortial partners in the region. with input from carolynne myall, the head of collection services, meyer proposed to adopt a modified dewey decimal system for juvenile materials and to use the library of congress (lc) classification for the remaining instructional materials and textbooks. the proposal was approved by the dean’s council, the library’s management team comprised of the dean, associate dean, division heads, and collection management librarian. though approved by library administrators, it was cataloging staff who had to implement the proposal. the staff were asked to develop new processes to undo the work they had done over years. the proposal included dividing the center’s fiction collection into three age-related categories: ez for picture books, juv for children's, and ya for young adult or adolescent literature, with all three areas then shelved by the author's last name. non-fiction children’s literature was also converted to dewey decimal. instructional materials and textbooks were assigned lc numbers based on subject content (i.e., q for sciences) in all formats. during the reclassification process, everyone compromised to some extent in adjusting workflow, priorities, and policies. cataloging staff adapted to the changes in processing materials for the curriculum center, and the project was completed in one year. in addition to thanking staff during the reclassification project, meyer honored them with a celebratory lunch near the end of the project. flexibility is a skill that should be recognized, and expressing gratitude for a job well done is an important characteristic of leadership. next steps in the transformation the transformation of the curriculum center is not complete; the center will continue to evolve. in the context of ewu libraries’ strategic plan, meyer has identified three priorities in making the vision of a center for the twenty-first century a reality: developing and implementing an assessment plan for the center’s resources and services, incorporating more educational technologies, and developing collaboration spaces. an assessment plan will include systematic evaluation of the center’s resources and services. anecdotally, meyer has identified several impacts from the transformation. students now use the center as a place to meet and to study, and use of education databases has increased. faculty requests for library instruction have increased, and faculty members seem more open to share resources and to collaborate. library staff take pride in the new environment. however, the change is very new, and meyer does not have enough qualitative or quantitative data to demonstrate the full impact of the transformation. informal discussion about the role of the curriculum center needs to be more formalized through focus groups and online surveys. a key performance indicator will be evidence of integration of the center’s resources into the education department’s curriculum. she is gathering usage statistics of the center’s materials and databases for regular analysis. the incorporation of educational technology is a major shift that has occurred in k-12 schools, and students need to be skilled in evaluating and incorporating technological resources. the curriculum center is one of several places for students to develop these skills. the learning education libraries, volume 31, no. 2, winter 2008 27 resources librarian is forming partnerships with other technology centers on campus, including: the education department’s computer lab; the campus-wide student technology labs, including the multimedia activities resource service (mars) lab; and the teaching & learning center. departmental resources, such as the software acquired by the mathematics department for math education and software used by the art education program, are two areas to explore. open-source web resources that support the goals of the education department are being added to the library catalog, but students also need access to the proprietary resources used in area schools. as a start the library has recently added a video and image database, unitedstreaming by discovery schools, that is used by educators in the spokane public school system. while the curriculum center at ewu libraries has never had a strong production unit, resources for collaboration and group work is vital to teacher education. one priority for the curriculum center is to develop spaces that offer technology for collaborative presentations, writing, and other group interaction. easy access to learning materials from the center, digital library resources, and instructional technologies, in an environment designed for collaboration, will make the curriculum center a natural place for group activity. conditions for success at your institution academic libraries have experienced many changes in the last twenty years, some driven by institutional policy and others by technology. concurrently, education reform at the national, state, and local levels has made sweeping change in teacher preparation programs. if curriculum centers do not keep pace with the needs of future educators, they will become irrelevant to education students and practitioners alike. the ideal curriculum center for the twenty-first century varies by institution based on organizational mission and vision. at ewu libraries five conditions have made it possible to transform an outmoded curriculum center into a curriculum center for the twenty-first century. these conditions probably exist to some degree at your institution. to determine whether the time is right for successful change, ask the following questions: 1. who is the catalyst with the qualities to make change happen? 2. by what process will we envision the curriculum center of the future? 3. what are the essential structures, the “good bones,” upon which we will build the center? 4. how will we (re)allocate resources to support the transformation? 5. do we have the organizational leadership to create a curriculum center for the twenty-first century? the answers to these questions will identify the gaps that must be addressed and the conditions strengthened to develop successfully a vital resource for educators today and in the future. appendix a vision, mission, values, and guiding principles for the curriculum center at ewu libraries vision statement: the curriculum center is a physical and virtual library where the ewu community explores quality teaching resources. the center supports creative and knowledgeable teacher preparation. the center is an active learning place where users easily find resources. the center promotes multiple approaches of teaching diverse learning styles and abilities. mission statement: the curriculum center promotes excellence in teaching through the use of quality resources. . if curriculum centers do not keep pace with the needs of future educators, they will become irrelevant to education students and practitioners alike. education libraries, volume 31, no. 2, winter 2008 28 values: the services and resources of the center demonstrate the value of collaboration, diversity, and accessibility. the center promotes methods based on learners’ needs and technologies that enhance learning. guiding principles: • developing the curriculum center requires new ideas and methods to achieve the mission. • information and ideas are readily accessible and freely exchanged. research ideas, national standards, state guidelines, the best of practitioners’ skills, and the changing educational environment are valued. • collaboration with faculty and other users is fundamental for developing critical thinking and information literacy skills in future teachers. • the center’s services enable users to access and use information and technology effectively for practical teaching strategies. • the center’s collections reflect diverse teaching resources, including diversity in accessibility, culture, and learning styles and abilities. • the ewu community’s understanding about teaching and learning from preschool through graduate school is enhanced by strategic partnerships. • teaching methods and resources (primarily electronic) that expand post-secondary learning are developed collaboratively within the ewu community. • while providing specific practical materials for teachers and prospective teachers in the ewu community, the center is an integral part of ewu libraries’ services and collections. • as a special collection, the curriculum center includes resources that are used for teaching while ewu libraries’ main collections contain a range of materials about teaching and education. appendix b evolution of the mission statement for the curriculum center the following draft mission statements illustrate its evolution to a clear and concise statement of purpose for the ewu libraries’ curriculum center. each draft was reviewed by several stakeholders and revised in the context of their feedback. early drafts: the learning center, prek through 20, offers the best teaching and learning resources as they evolve. the ewu community is the partner of the center. the center library is a collection of materials and services that support the teaching and learning of k20 students at ewu, particularly in the field of education. it is a learner-centered area responding to changes in teaching-learning methods through research and technology. the children’s and young adult literature collection provides access to teaching and learning topics and styles with a current, age-spanning collection. middle drafts: the instructional resources center provides the ewu community the best in prek-20 teaching and learning resources as they evolve. the instruction resources center promotes quality teaching resources for teacher preparation and growth. the curriculum center promotes quality teaching resources for teacher preparation and development. final draft: the curriculum center promotes excellence in teaching through the use of quality resources. education libraries, volume 31, no. 2, winter 2008 29 internet references this mega-list has been lots of assistance and i am still using it for ideas http://www2.lib.virginia.edu/education/contribute/ educationlibraries.html american university: has a live webcam of one area of the center http://www.library.american.edu/about/cmc/index.html references association of college & research libraries. (2003). guidelines for curriculum materials centers. college & research libraries news, 64, 469-474. hughes-hassell, s., & mancall, j. c. (2005). collection management for youth : responding to the needs of learners. chicago: american library association. lare, g. a. (2004). acquiring and organizing curriculum materials : a guide and directory of resources. lantham, md: scarecrow press. national council for accreditation of teacher education. (2008) standards retrieved july 1, 2008 from http://www.ncate.org/institutions/standards.asp osa, j. o. (2003). curriculum development: curriculum materials center. in mack, d.c., (ed.), collection development policies: new directions for changing collections (pp. 131-153). binghamton, ny: haworth information press. stoddart, r.a., bryant, t. w., baker, a. l., lee, a. & spencer, b. (2006). perspectives on ...going boldly beyond the reference desk: practical advice and learning plans for the new reference librarian performing liaison work. the journal of academic librarianship. 32(4) 419-427. todaro, j. (2006). power of persuasion: advancing the academic library agenda from the front lines. chicago: association of college & research libraries. retrieved july 1, 2008 from http://www.ala.org/ala/acrl/acrlissues/marketingyou rlib/advocacy_toolkit.pdf u. s. dept. of education. (2002). no child left behind act. retrieved july 1, 2008 from http://www.ed.gov/nclb/overview/intro/edpicks.jhtml?src=ln wallace, l. k. (2004). libraries, mission & marketing: writing mission statements that work. chicago: american library association. walter, s. (2001). professional education. in carr, j. a., (ed.), a guide to the management of curriculum materials centers for the twenty-first century : the promise and the challenge (pp. 1-24). chicago: association of college and research libraries. nadean meyer is the learning resources librarian at eastern washington university libraries in cheney, washington, overseeing the curriculum center and providing instruction and liaison work with several departments. this is her third academic year in the position after being a teacher librarian for twenty years in elementary schools and a high school. nadean has taught part-time at the university level in the areas of children and adolescent literature, censorship, storytelling, puppetry, and librarianship for school librarians. she has been involved in youth librarianship most of her career for over thirty years. her special interests are intellectual freedom, multimedia technology, fantasy literature, and multicultural books and teaching techniques. her professional activities have been in washington library media association as webmaster, officer, regional chair, and currently as co-chair of a task force on social studies classroom based assessments using the research process. she led a group of high school readers in the first ya galley project by yalsa of ala. the sla ed division provides a specialized view of the field and information for a youth librarian moving in the academic setting as a special liaison to faculty and students in education. she enjoys the northwest with her family, particularly whitewater rafting, lake time, and seeing the sights in nature. education libraries, volume 31, no. 2, winter 2008 30 nadean meyer learning resources librarian at eastern washington university 9002 sherman rd. spokane, wa 509-443-8866-home, 509-359-4262-work billandnadean@earthlink.net nmeyer@ewu.edu julie miller is associate dean of libraries at eastern washington university in cheney, washington. she has a ph.d. in english language and literature and taught college english for several years. since completing her library science degree at kent state university in 1994, she has worked in public, special, and academic libraries. she currently serves on the standards and accreditation committee of the association of college and research libraries. her professional interests include leadership and student engagement. her passions include contemporary poetry and the american west. she is a member of women writing the west and has served as a judge in the annual willa award for literary works by women about the west. julie miller, phd, associate dean of ewu libraries at eastern washington university. julie.miller@ewu.edu information literacy resources national forum on information literacy the national forum on information literacy was created in 1989 as a response to the recommendations of the american library association's presidential committee on information literacy. these education, library, and business leaders stated that no other change in american society has offered greater challenges than the emergence of the information age. http://www.infolit.org/ information literacy meets library 2.0 this is the extensive and well organized blog of peter godwin and jo parker, authors of the book information literacy meets library 2.0. they also have a location in second life. http://infolitlib20.blogspot.com/ pageflakes on information literacy this page has feeds from blogs on information literacy and related subjects, plus feeds from a few journals and discussion lists. it is maintained by sheila webber, university of sheffield, s.webber@sheffield.ac.uk http://www.pageflakes.com/informationliteracy/ university of idaho information literacy online course information literacy is critically important because we are surrounded by a growing ocean of information in all formats. not all information is created equal: some is authoritative, current, reliable, but some is biased, out of date, misleading, false. the amount of information available is going to keep increasing. http://www.webs.uidaho.edu/info_literacy/ texas interactive library tutorial: information literacy information is available from many sources and in many formats, such as printed text, television, videos, library databases, web sites, and more. to be "information literate" you need to know why, when, and how to use all of these tools and think critically about the information they provide. visitors can take this tutorial as a guest. http://tilt.lib.utsystem.edu/ _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  33  barnes, jonathan. (2007). cross­curricular learning: 3­14. thousand oaks, ca: sage. 280 p. isbn  978­1­4129­2058­2. $40.95.  how to entice students into the learning process has always been a challenge. jonathan barnes takes up  this challenge by proposing means to bring interest to the classroom, encouraging students to learn  through cross­curricular methods, breaking down traditional barriers between materials and subjects pre­  viously considered impenetrable.  barnes begins by discussing what schooling should look like now; and continues with discussing what  good cross­curricular practice looks like. the third chapter examines neuroscience’s contributions to  cross­curricular learning. barnes returns to the more educational, less scientific language in the following  chapter where he discusses the view of the pedagog, or the idea that we teach as we have been taught.  switching to the more practical, barnes focuses the final five chapters on implementing cross­curricular  learning into the 3­14 (and beyond) classroom, beginning with what principles should be applied; what  themes are suitable for cross­curricular learning, how to plan for cross­curricular activity, how to assess  cross­curricular and creative learning, and ending with key issues for debate. the book concludes with a  comprehensive list of references, combining those included in each chapter; a list of websites, and a use­  ful index.  ending each chapter with a summary, key questions, and suggestions for further reading, barnes creates  a tool for anyone wishing to integrate cross­curricular learning into their classroom. although the british  references might throw some users off, in terms of standards and grade levels, for example, the class­  room ideas included in pull­out boxes throughout the text will make this book a worthwhile purchase for  any instructor wishing to integrate such ideas.  sara marcus is an adjunct assistant professor at queens college. email: saramrofofsky@gmail.com  daresh, j. (2006). beginning the principalship: a practical guide for new school leaders (3rd ed.).  thousand oaks, ca: corwin press. isbn 1­4129­2682­3. $32.95.  in beginning the principalship, john c. daresh states that many school districts are currently experienc­  ing an acute shortage of principals. large districts will need to replace as many as one­ fifth of their prin­  cipals each year due to the retirement of a generation of school administrators and the increasing chal­  lenges faced by today’s school leaders. his book is a practical guide to aid new principals with the proc­  ess of leading an effective school in an age of accountability spawned by the no child left behind act of  2001.  the author is well­qualified to address the varied challenges of school principals, serving as a professor  of educational leadership at the university of texas at el paso. in addition, daresh is the lead consultant  on principal mentoring for the chicago public schools, the nation’s second­largest school system.  the third edition of beginning  the principalship contains research, case studies,  self­assessments, and  reflection exercises. since the second edition was published in 2001, four new chapters on current issues mailto:saramrofofsky@gmail.com _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  34  in educational leadership have been incorporated. daresh discusses community expectations for school  accountability (chapter 6), sensitivity to non­teaching members of the learning community (chapter 7), and  partnerships  with  parents  (chapter  8).  in chapter  15,  the  author  provides  tips  from experienced  school  leaders.  the text is divided into three sections. part one consists of six chapters that describe the technical and  managerial  skills  required  of  successful  principals.  in  chapter  3,  the  author  lists  the  specific  skills  and  standards identified by the association for curriculum development, the national association of elemen­  tary school principals, the national association of secondary school principals, and the interstate school  leaders licensure consortium. the reader is asked to reflect on each skill and standard leading to a per­  sonal  plan  for  professional  development. the  plan  includes  a  self­assessment  of  strengths  and  weak­  nesses, current issues, strategies for improvement, a timeline, and objectives for developmental activities.  the personal plan becomes part of a leadership portfolio that is utilized throughout a principal’s career.  in part two, daresh contemplates the socialization skills that help new principals acclimate to the school  and community, and prioritize the many tasks of an educational administrator. the author considers the  classical and current  issues associated with  the  supervision of  support personnel  (chapter 7), parental  involvement  in  the  schools  (chapter  8),  the  expectations  of  others  (chapter  9),  and  adaptation  to  a  school’s culture and environment (chapter 10). reflection activities assist new principals in developing an  action plan to assume a leadership role.  part three looks at self­awareness and role­awareness skills for school principals. chapter 11 discusses  the need  for principals  to  identify  their personal values. principals should seek a match of  their values  with  the  job requirements  to be satisfied and effective.  in chapter 12, daresh details strategies and be­  haviors  that are utilized by principals  to meet  the challenges of  leadership with confidence, and reduce  the sense of isolation inherent to the role of site administrator.  first­year principals consider  the development and mastery of  technical and managerial skills  to be  the  most  important  task  for  a  new  administrator.  experienced  principals  prioritize  socialization  skills, while  superintendents rank self­awareness skills to be paramount to the success of a school leader.  this book contains a detailed table of contents but lacks an index. the appendix consists of the begin­  ning  principals’  administrative  skills  assessment  instrument. within  each  chapter,  the  reader  will  find  self­assessments, exercises, case studies, references, and suggested readings.  beginning the principalship: a practical guide for new school leaders is endorsed and co­published by  the  national  association  of  elementary  school  principals  and  the  national  association  of  secondary  school principals. principals will  find  this  text  to be essential as a practical workbook  for  self­reflection  throughout the journey from rookie administrator to successful school leader. beginning the principalship  will be a worthy addition to academic library collections that support master’s programs in school admini­  stration.  warren  jacobs  is  a  reference/instruction  librarian  at  california  state  university,  stanislaus.  email:  wjacobs@csustan.edu  goldberg,  g.,  &  roswell,  b.  (2002).  reading,  writing  and  gender:  instructional  strategies  and  classroom activities  that work  for girls  and boys.  larchmont, ny: eye on education.  isbn 1­  930556­23­3. $29.95.  this book describes and explains the differences in the ways girls and boys approach reading and writ­  ing, and then offers classroom strategies and activities to help both genders develop skills in reading and  writing. the authors show how teachers can recognize  the role  that gender has  in shaping  the reading  and writing done by the children in their classrooms while not letting it  limit them. the book touches on  many of  the gender differences  teachers may be  familiar with;  for example, girls  selecting  fiction while  boys may prefer non­fiction or girls writing stories of relationships while many boys’ stories feature a male http://wjacobs@csustan.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  35  protagonist.  it also  looks at  the gendered assumptions and behaviors  that  teachers and others bring  to  reading and writing.  the first part of  the book focuses on what  librarians already know about boys and girls as readers and  writers, particularly looking at the authors’ home state of maryland and the maryland school performance  assessment program. in a study they conducted, the authors each looked at over 100 randomly­selected  answer booklets at each grade level, and analyzed responses to a variety of literary activities. the study  was  gender­blind  yet  in  each  case  they  correctly  identified  the  gender  of  the  respondent  one  hundred  percent of the time based on the selection chosen by the child and their written response to that selection  reinforcing the belief that boys and girls are “differently literate.”  sharing these findings with others brought the authors to the second part of this book, which focuses on  what librarians can do when it comes to boys and girls and reading. the first suggestion is inventorying  the existing classroom  library;  the authors provide a matrix  for  looking at genre,  topic, main characters  and point of view. secondly, they look at how to create a community of readers, and provide activities to  encourage reading success across gender lines. this includes having students identify and analyze pat­  terns  in  their own  reading, examining  the availability of non­fiction  informational  texts  in  the classroom  and school  library and finding activities  to  legitimize a negative stance  towards  texts. other  things  they  offer for consideration are rethinking story and character mapping  to enable children  to look at  the  text  from multiple perspectives, encouraging interpretive reading and linking content area reading to personal  or prior knowledge.  the final section of the book looks at what librarians can do with gender­based differences in writing: for  instance, finding activities that will enhance expressive writing across genders while helping boys to move  away from strictly event sequenced narratives, or finding activities to expand and elaborate on informative  writing which could otherwise read as a list of facts. other activities provide ways to help students write  persuasively and use authoritative language; to encourage students to plan their writing; to give students  choices  in genres and  topics;  to  incorporate hypertext and multi­dimensional artifacts  in writing. finally,  the authors look at using advertisements as a way to teach both persuasive writing and as a way for stu­  dents to look at the way gender is defined and shaped in culture.  several bibliographies are listed at the end, including an annotated list of recommended readings on liter­  acy and gender, a  list of children’s literature cited in  the book, and a references  list. there is no  index,  which would have been helpful, although this is somewhat compensated for by the extensive table of con­  tents. because of  the focus of  this book on  instructional activities,  it missed an opportunity  (particularly  given the authors’ assessment backgrounds) to give additional attention to how classroom assessment of  students reading and writing is affected by gender bias. however the real value of this book does lie in its  focus on reading and writing, and in the different activities and examples the authors provide that can be  directly implemented by classroom teachers to enhance literacy across gender. it also lies in the balance  it maintains between expanding reading and writing practices for boys while identifying activities that work  across gender differences to enhance literacy instruction for all. the book is recommended for all teach­  ers working with grades three through eight.  jacqueline borin is coordinator of access services at california state university, san marcos. email:  jborin@csusm.edu  jacobs,  h.  h.  (2006).  active  literacy  across  the  curriculum:  strategies  for  reading,  writing,  speaking, and listening. larchmont, ny: eye on education. 138 p. isbn 1­59667­023­1. $29.95.  “language capacity is the root of all student performance” (3). with these words heidi hayes jacobs be­  gins  to explain  that all  teachers,  regardless of subject matter, are first and  foremost  language teachers  because, without the ability to listen, speak, read, and write in fluent standard english, students will strug­  gle with all subjects. http://jborin@csusm.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  36  examining  typical  classroom and study hall  behavior, jacobs points out  that  students are passively  in­  volved with their books, rather than being actively engaged, and that often teachers don’t recognize the  difference. with note­taking, for example, students are often either copying the teacher’s notes from the  blackboard, or highlighting  the words  in  the  textbook or  study guide. neither of  these activities demon­  strates any understanding of  the material.  jacobs  then defines note­taking, gives examples of different  types of note­taking behavior, and gives recommendations for teaching these skills in the classroom.  jacobs frequently repeats that the teaching of listening, speaking, reading, and writing should not be the  task of one teacher in one class, but that these skills need to be taught and re­taught throughout the cur­  riculum. she gives examples from a wide variety of classes of how these skills can vary from one disci­  pline to another. for instance, she explains how the athletic coach demonstrates a skill repeatedly until a  student masters it, whereas many teachers of academic subjects would correct the spelling and grammar  on a student essay without reinforcing the lessons of spelling and grammar.  jacobs’ method  leads  to mastery of a subject  through active  learning, questioning, and  learning  to  re­  state another’s idea under they become one’s own. her intention is that school­wide curriculum commit­  tees will apply these methods across the board so students will be continuously required to think rather  than to memorize, to master rather than to parrot. but there’s plenty here for the individual teacher who  wants have a greater impact on the learners in an individual class, perhaps inspiring the students to learn  on their own to apply lessons from one class to another  active literacy across the curriculum is a quick read, yet it provides much to mull over. it is highly recom­  mended for educators at any level.  debbie bogenschutz  is coordinator  of  information services at  johnnie mae berry  library, cincinnati  state technical and community college. email: debbie.bogenschutz@cincinnatistate.edu  lindberg, j., walker­wied, j., & forjan beckwith, k.  (2006). common­sense classroom manage­  ment  for special education teachers, grades k­5. thousand oaks, ca: corwin press.    isbn 1­  4129­1508­2. $29.95.  this  slim,  practical  and  easy­to­read  guide  has  a  few  simple  objectives  for  the  new  special  education  teacher. first,  it  provides classroom management  tips on organizing special education students  so  the  teacher can make the most out of the teaching day. secondly, it outlines methods to achieve desired be­  havior,  such  as  incentive  programs  and meaningful  consequences.  lastly,  it  shows  how  to  coordinate  with others (parents, general education teachers, aides, etc.) to successfully maximize your efforts. all the  authors have direct experience working in the public schools with special education children, children with  emotional behavioral disabilities, and children with  specific  learning disabilities. this experience shows  clearly  in  the well­organized chapters, each with a chapter outline, and  the practical strategies  that are  introduced. each  of  the  concise,  teacher­tested  strategies  works  in  five  steps  or  fewer,  and  light  bulb  icons show when the strategy has been adapted for younger students  the first two chapters in the book focus on getting organized, first for the teacher (particularly because of  the large amount of paperwork involved) and then for the students. being organized is particularly chal­  lenging for special education students, and the second chapter focuses on a few strategies for teaching  this important life skill such as student desk organization, rules and routines and adequate storage. from  organizational  skills  the  authors move  on  to  classroom and  behavior management  in  different  settings  such  as  a  general  education  classroom or  an  inclusive  classroom. two  chapters  address  instructional  planning, first for special education including lesson planning to address iep goals, then in the next chap­  ter looking at how to coordinate with the general education teacher to facilitate instructional planning for  academic success.  a particularly time­consuming area of special education teaching is record­keeping, particularly in this era  of accountability, and the authors have suggestions for keeping track of and completing all the paperwork  involved. a short chapter on legal issues is helpful at giving some basics on idea, functional behavior mailto:debbie.bogenschutz@cincinnatistate.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  37  assessments and behavior intervention plans. however, because of the differences between states and  districts in this respect teachers will have to find much of the relevant information elsewhere.  the final five chapters of the book focus on how to coordinate and work with others involved in the educa­  tion of students including the families, support staff (including school psychologists, speech and language  pathologists  etc.),  teacher’s  assistants/aides,  administration  and  the  school  community.  they  include  valuable  suggestions  for  establishing  positive  relationships  with  families  that  can  help  provide  a  better  understanding of the student; taking advantage of the information and support available from other staff,  communicating and sharing responsibilities with assistants or aides and having a successful relationship  with your school administrators.  the book features a number of charts (particularly in the chapter on classroom management) that can be  used to help direct behavior, set goals and monitor work. a short list of suggested readings and web sites  concludes  the volume. while special education laws and  their  implementation vary between states and  districts this book focuses on common issues and needs of new special education teachers. while highly  recommended for the first year special education teacher, this book will also be of great interest to more  experienced teachers as an additional indispensable classroom management resource. the authors have  also written an additional book that covers grades six through twelve for those involved in special educa­  tion at the middle or high school level. a more in­depth resource that would be useful as a companion to  this  for  special  education  teachers  is the special  educator’s survival guide  by dr.  pierangelo roger,  now in its second edition (2004).  jacqueline borin is coordinator of access services at california state university, san marcos. email:  jborin@csusm.edu  metcalfe, a. s.  (ed.).  (2006). knowledge management and higher education: a critical analysis.  hershey, pa: information science publishing. 352 p. isbn 159140510­6. $69.95.  the editor of knowledge management and higher education, amy scott metcalfe, says that this work is  the first book to entirely examine the social aspects of knowledge management (km) as well as the appli­  cation  of  knowledge management  in  higher  education  rather  than  in  business  sector  (vii).  the  central  purpose  of  knowledge management  as  defined  by kidwell  in  the  preface  of  this  book  is  the  “action  of  “transforming information and intellectual assets into enduring value” (2). on page 96, serban and luan  are quoted as defining km as “the systematic and organized approach of organizations to manipulate and  take advantage of both explicit  and  tacit  knowledge, which  in  turn  leads  to  the creation of new knowl­  edge.”  all members of  the university community driven by accountability and economic viability will appreciate  the information given in the book’s essays and case studies. they describe attempts made to streamline  communication, institutional research, and administration processes. each stakeholder in a university or  college has different perspectives, different communication techniques, and different interests in maintain­  ing or changing the existing power and knowledge structure. these differences can hinder innovation and  change.  in  other  cases,  the  technological  change  becomes  the main  concern  and  driving  issue  rather  than the processes it is meant to simplify. knowledge management and higher education presents these  and other aspects of the topic in the book’s three sections.  the first section of the book gives a succinct overview of the history, social, political, and economic issues  underlying knowledge management in higher education. the introductory essays furnish the reader with  the basic concepts of knowledge management, a history of its use in business, and its adoption by higher  education. the conquest of higher education by  the profit motive has affected  the way  in which higher  education looks at innovation, technology and the value and management of knowledge. data is needed  to demonstrate the economic viability of higher education institutions. “in such an organizational climate,  the intellectual climate that was previously considered a public good is now a ‘knowledge asset’ that has  the potential to increase institutional legitimacy and to provide new revenue streams” (3). http://jborin@csusm.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  38  the second and third sections of the book cover administrative issues and knowledge management and  contain  the  case  studies. while  accessible  to  the  lay  reader,  the  authors get mired  by  the  use  of  the  plethora of acronyms one finds in higher education and information technology. an enlarged glossary of  all the acronyms used, rather than the very short succinct glossary provided in the appendix, would have  been much appreciated.  the  topics discussed  in  the  second section of  the book address administrative  issues and  institutional  research. one essay  is  concerned with  technological bloat,  the necessary  technological personnel, de­  signers, instructors, and help­desk providers who are needed to support technological change. they may  not always  share  the same  language  (jargon), perspective, or understand  their academic colleagues ­­  and vice versa; the result is “the tech culture versus the academic culture” (121).the cost of technological  implementation,  systemic change, and  the effects on  the administration,  faculty, professional  staff,  and  interoffice, departmental communication is not always considered. in another essay, the effect of trying to  reduce  the number of departments over which  institutional  research  is  spread  ignores  the existence of  secreted  pockets  of  knowledge  that  are  hoarded  by  its  creators  and  overseers  to  ensure  their  power.  technological change is not only a tool but also an agent of social change.  the third section deals with the knowledge management of teaching and learning. the first essay in this  section examines commercial course management systems and  its constituent  templates. course man­  agement  systems  change  the  ways  in  which  instructors  and  students  communicate  and  interact  even  though their needs may not adhere to templates. the second essay in this section investigates learning  objects pedagogy and technology, noting their effect on institutional knowledge management. the essay  well explains pedagogy (correctly andragogy) in “pre­digital” and “digital era” distance learning.  the case studies are  intriguing, and  reflect  the experiences of many members of  the higher education  community. they include an examination of policy, technology, networking and it (information technol­  ogy)  changes  in several  large universities, one smaller  specialized college  joining a consortium, and a  university­owned research foundation. the locations of the institutions include the united states, canada  and england. discussion questions are posed in the final chapter, with instructions for organizing a group  activity. this final chapter seems to recommend the book not only as background reading for higher edu­  cation administrators, strategic planners, faculty, librarians and staff, but also for students in master’s pro­  grams in public administration.  the book is well­designed with text in a reasonably large font with an uncluttered layout. most essays are  accessible to the lay reader, although some of the theoretical structures described may be a bit challeng­  ing. the essays and case studies have clearly delineated sections marked with headings as to the con­  tent. as  in a well­constructed webpage,  information is chunked  in readable amounts. references at  the  end of each chapter are current within the last few years, with the inclusion of classic articles and mono­  graphs. the index is short and sparse, and could easily have been one or two levels deeper. the appen­  dices include a select bibliography of knowledge management journals and websites, and a km glossary.  as mentioned above, the glossary could be expanded. knowledge management and higher education: a  critical analysis is a useful resource on a still largely unexplored aspect of the topic for higher education  personnel and graduate students in public administration courses.  sheila  kirven  is  education  services  librarian  at  guarini  library,  new  jersey  city  university.  email:  skirven@njcu.edu  nelson, b., & sassi, a.  (2005). the effective principal:  instructional leadership  for high­quality  learning. new york: teachers college press. isbn 0­8077­4606­1. $26.95.  in an age of accountability, principals are expected  to provide  instructional  leadership at  their  schools.  content knowledge, awareness of the learning process, and an ability to properly evaluate instruction are  required characteristics for an effective instructional leader. a principal’s knowledge and beliefs regarding  curriculum,  learning, assessment, and professional development directly affect the quality of the educa­  tional program. mailto:skirven@njcu.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  39  the effective principal: instructional leadership for high­quality learning is the result of years of exten­  sive research into school administrators’ knowledge of elementary mathematics curriculum. authors bar­  bara  scott  nelson  and  annette  sassi  conducted  numerous  workshops  on  mathematics  education  for  school administrators. after several research studies, teaching experiments, interviews, and ethnographic  observations, the authors collaborated on the lenses on learning mathematics curriculum. the data from  that project also supports this text.  the effective principal is divided into three sections comprising seven chapters. part one addresses prin­  cipals’ knowledge of mathematics, student learning, and teaching. part two considers principals’ adminis­  trative practice, specifically addressing their use of practical judgment. part three discusses the develop­  ment of communities of practice. chapters contain classroom vignettes, principal interviews, and adminis­  trative practice case studies and analysis. charts and figures facilitate understanding of the mathematical  concepts  discussed.  a  comprehensive  list  of  references  and  the  index  follow  the  text.  the  research  methodology is included in the appendix.  the most beneficial feature of the effective principal is the presentation of important instructional issues  through the administrative practices case studies and analysis. in each chapter, the authors examine the  relationship between a principal’s content knowledge and his/her ability to serve as the school’s instruc­  tional leader by analyzing principals’ observations and evaluations of classroom teaching.  in part 1,  the authors consider  the attributes of good  teaching  through  the utilization of heterogeneous  ability grouping and conceptualization of word problems (chapter 1). open­ended questions and individ­  ual problem­solving approaches demonstrate how students construct their own learning and make sense  of the instruction taking place (chapter 2).  part 2 begins with a discussion of the role conflict that principals experience as they act as mentors at the  same time that they must evaluate teachers’ proficiency. the need for pedagogical content knowledge for  teacher evaluation is emphasized (chapter 3).  assessment is explored in chapters 4 and 5 as federal and state standards (external accountability) are  contrasted  with  the  use  of  district measures  (internal  accountability).  stakeholders  should  be  engaged  with honest dialogue when the discussion may be politically sensitive. the example presented in the text  describes the use of an exercise at a board meeting in which stakeholders recreate the classroom learn­  ing experience.  principals must emphasize teaching and learning in order to build a community of practice in which ad­  ministrators,  teachers, and students have the opportunity to  learn (chapter 6).   part 3 concludes with a  discussion  of  how  engaged  instructional  leaders may  positively  change  the  instructional  program,  the  school’s  culture,  and  enhance  parental  involvement  in  support  of  student  achievement  (chapter  7).  an  orientation  toward  a  school­wide  learning  culture  of  reflection,  inquiry,  and  pondering  begins  with  a  change in a principal’s values, beliefs, administrative structures, and practices.  while the essence of this text is to consider administrator instructional leadership from the perspective of  elementary mathematics education,  it will be  illuminating  to consider other content areas as a basis  for  further research.  the effective principal: instructional leadership for high­quality learning will be a valuable resource for  beginning and experienced principals seeking to improve the quality of their school’s elementary mathe­  matics program. superintendents, curriculum coordinators, and other educational leaders will gain a thor­  ough understanding of  the principal’s  role as an  instructional leader  in mathematics. this  text will be a  useful addition to academic library collections that support graduate programs in educational administra­  tion.  warren  jacobs  is  a  reference/instruction  librarian  at  california  state  university,  stanislaus.  email:  wjacobs@csustan.edu http://wjacobs@csustan.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  40  ronis, d. (2007). brain­compatible assessments. (2 nd ed.). thousand oaks, ca: corwin press. 160  p. isbn 978­4129­5021­3. $32.95.  the method of assessing students has been under fire since the change from the one­room schoolhouse  to the compartmentalized education system of today. the current trend of assessing students using stan­  dardized tests, comparing students’ abilities to memorize and/or select the best answer is not always the  most authentic way to determine the amount of knowledge truly gained in the classroom. rather, it is the  traditional way of assessing, looking at the student over time, and evaluating them in their traditional set­  ting that best assess student educational attainment over time. one way to do this, and to do this fairly  over a  large amount of students,  is  through the use of  rubrics.  in  this updated edition, ronis draws on  additional findings regarding how the brain works  to walk  teachers step­by­step  through the creation of  various types of rubrics for all levels of students in many areas of study.  beginning with the assessment revolution with a discussion of  the standards,  the need for change, and  forms of assessment, ronis continues by discussing the assessment formats, looking at “standards, de­  sign, and brain­compatible learning,” where she describes  types of  tasks, and explains how to design  assessments  and  rubrics.  chapter  3  delves  into  “multiple  intelligences  and  brain­compatible  assess­  ment,” where  learning and intelligence  theories and definitions are discussed and student strengths are  explored. ronis then goes into “instruction and assessment,” discussing the need for standards, the two  main types of standards – content and performance, and concluding the chapter with a look at teaching  methods and instructional materials and a look to the future. chapter 5 focuses on technology and how it  can be integrated into the standards for various curricula. the book ends with a chapter on collaborative  learning, a glossary, references, and a comprehensive index.  a very informative book, filled with examples of rubrics and how to use these rubrics in grading, this book  is a welcome addition to any collection serving teachers or teachers­in­training. as the future looms with  the growth of authentic assessment, educators need  to be prepared  to  implement  the use of authentic  assessments such as rubrics, and ronis provides a wonderful guide to the creation and use of such.  sara marcus is an adjunct assistant professor at queens college. email: saramrofofsky@gmail.com  scott, j. (ed.). (2005). school choice and diversity: what the evidence says. new york: teachers  college press. 192 p.  isbn 0­8077­4599­5$40.00.  even though the united states celebrated the 50 th anniversary of the landmark ruling of the brown versus  board of education  in 2004, desegregation  in america  is  still  an elusive objective  in public and private  schools.  the  issues  surrounding  school  choice  and  diversity  remain  controversial; parents  and  school  communities still find themselves entangled in a confusing web of school choice options, backed by the  complicated history of class and racial segregation, political views of choice and particular pedagogical  interests, all of which have an effect on diversity in the classroom.  in school choice and diversity, scott pulls  together a variety of empirical and  theoretical  research  that  discusses the components and controversies of school choice and their significance on diversity in edu­  cation. the result of a conference sponsored by the national center for the study of privatization in edu­  cation  (ncspe) at teachers college, columbia university, scott, who also coordinated  the event,  col­  lected and edited  the papers on  the  issues of diversity and school choice  that make up  this edited vol­  ume. authors included in the collection of essays “engage and tease out” the complexities of the various  school  choice  options  (6)  by  examining  the  relationship  between  education  policies  that  claim  to  give  more opportunities to students, parents and schools, and the effects these policies have on student diver­  sity (7).  the format of the book is user­friendly; the introduction and conclusion are both written by scott, while the  essays are separated into two sections. authors in the first three chapters examine the factors that par­  ents consider when making decisions about  school or  residential housing  locations. contributors  to  the mailto:saramrofofsky@gmail.com _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  41  last four chapters focus on specific school choice plans, and how the implementation of choice plans in­  fluence student diversity.  this book  is quite valuable and makes a good addition  to  the growing amount of  literature available on  school choice. accessible on many levels, the volume is recommended to higher education professionals  and students, and can assist policymakers and other public officials to better understand the issues that  relate to school choice and help them defend equal access to public education, as well as implement new  and improved choice alternatives.  school and district administrators, as well as teachers, will all benefit  from the insights, while parents could use this as a guide to help them wade through the issues and better  understand how political, social and economic backgrounds shape their decisions. as scott states in her  introduction, “perhaps nowhere is this conflict more pronounced than around the issue of school choice,  where positions in support of and against choice can be deeply entrenched” (1).  the contributors’ academic background and experiences  in  the  field have provided them with an abun­  dance  of well­researched  information,  and  the vast  reference  list will  certainly  be  utilized  by  education  scholars and students. this volume is recommended for all education libraries.  kathryn tvaruzka, assistant professor, is education reference librarian at university of wisconsin­eau  claire. email: tvaruzke@uwec.edu  yendol­hoppey, d., & dana, n. (2006). the reflective educator’s guide to mentoring: strengthen­  ing practice through knowledge, story, and metaphor. thousand oaks, ca: corwin press. isbn  978­1­4129­3863­1. $27.95.  over the next decade, two million teachers are expected to enter the nation’s classrooms. without guid­  ance  and  support, many  of  these  fledgling  educators may  leave  the  profession  prematurely.  effective  mentors counteract  the high attrition  rate of beginning  teachers while passing on  the best  practices of  teaching to new colleagues.  the  reflective  educator’s  guide  to mentoring:  strengthening  practice  through  knowledge,  story,  and  metaphor utilizes stories and metaphors to thoroughly examine a mentor’s participation in the successful  induction of new teachers into the profession.  the text includes ten chapters that serve to fully portray the mentor­mentee relationship. chapters con­  tain vignettes, a summary, exercises or discussion questions, and descriptive figures to facilitate under­  standing. the references and index follow the text.  in chapter one, authors diane yendol­hoppey and nancy fichtman dana discuss mentors’ conceptuali­  zation of mentoring. a proficient mentor is more  than an expert classroom teacher. an effective mentor  requires special training, knowledge, and abilities to provide support to novice teachers.  chapter  two contains a discussion of  the components of mentoring. elements  include a strong working  relationship based on trust and respect, guiding a novice’s professional knowledge development, nurtur­  ing professional dispositions, and the development of a mentee’s commitment to equity, inquiry, and col­  laboration.  yendol­hoppey  and  dana  interviewed  and  collaborated  with  several  mentor  teachers  in  chapters  3  through 9 regarding the benefits that accrue from the mentoring relationship.  the third chapter describes the mentor as a story­weaver; active listening is utilized to assist the mentee  in rescripting the socialization process that takes place as a new educator. collaboration and conflict are  addressed in chapter four; the mentor is viewed as a jigsaw puzzle enthusiast who assists the mentee in  putting together the individual pieces of his/her teaching philosophy. a discussion of open communication  ensues  in chapter  five;  the mentor may be perceived as a  tailor who uses  the  techniques of  reflective  questioning, adjustment, and accommodation to foster productive dialogue with the mentee. the coach­  ing process is considered in chapter 6; the mentor uses pre­conferencing and post­conferencing to en­  hance the novice’s teaching effectiveness. mailto:tvaruzke@uwec.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  42  in chapter 7,  the mentor is compared  to a mirror; using reflection,  rephrasing,  redirecting, and observa­  tion, the mentor and mentee engage in contemplative activities to facilitate the use of effective teaching  practices. the mentor is seen as an interior designer in chapter 8 as the novice fails to experience a con­  nection between coursework and the reality of the classroom experience; issues addressed include les­  son planning, determining learning objectives, and assessing student  learning. chapter 9 concerns col­  laboration through the use of learning communities of novice teachers; the mentor aids the community of  mentees in negotiating barriers to learning caused by race and class.  the  concluding  chapter  serves  to  build  a mentor’s  pedagogy. mentors  foster  the  development  of  new  teachers  through  the  use  of  open  dialogue,  observation,  and  learning  communities.  it  is  important  for  mentees to gain an understanding of students, as well as the context in which they are taught.  the reflective educator’s guide to mentoring is a unique look at mentoring and essential reading for cur­  rent and prospective mentors. teachers, administrators, and staff developers will gain a new understand­  ing of the important role that mentors play in fostering the success of beginning teachers. this text will be  a valuable addition to academic library collections supporting teacher education programs.  warren  jacobs  is  a  reference/instruction  librarian  at  california  state  university,  stanislaus.  email:  wjacobs@csustan.edu  the winter issue will focus on children’s resources.  the following issue will focus on adult learners.  if interested in contributing an article, the deadline is january 15.  additional book reviewers are also welcome. email queries and manu­  scripts to editor dr. lesley farmer at lfarmer@csulb.edu http://wjacobs@csustan.edu mailto:lfarmer@csulb.edu _________________________________________________________________________________________________________  education libraries volume 30, no.1 summer 2007  43  instructions for contributors  about education libraries  education libraries (el) is published by the education division of the special libraries association. its audience con­  sists of education information professionals employed in a variety of venues, including special libraries and informa­  tion  centers,  academic  libraries,  public  libraries,  and  school  libraries  manuscripts  submitted  for  publication  in  el  should present research studies, descriptive narratives, or other thoughtful considerations of topics of interest to the  education information professional. manuscripts focusing on issues relevant to more general concerns either  in the  field of education or in the field of library and information science are also welcome provided they include a significant  component  specifically  germane  to  education  information  or  education  libraries  and  librarianship. el  is  indexed  in  current index to journals in education and in library literature.  submission of manuscripts  education libraries welcomes the submission of original manuscripts. all manuscripts submitted will be considered  for publication in future issues. one electronic copy should be sent to dr. lesley farmer, editor, education libraries,  california state university long beach, dept. of edpac, 1250 bellflower blvd., long beach ca 90840­2201. inquir­  ies regarding contributions are welcome and should be directed to dr. farmer via mail or email: lfarmer@csulb.edu.  preparation of manuscripts  1. all manuscripts should be submitted as a windows­compatible ms word digital format attached in an email mes­  sage or sent on a 3.5” electronic disk. if electronic copy can not be provided, please contact the editor for alterna­  tive arrangement.  2. all manuscripts should be word­processed for 8.5 x 11” paper format, double­spaced, with 1” margins on all sides.  reference should appear on separate pages at the end of the article. do not use endnotes, footnote feature, or  other such macro.  3. education libraries follows the publication manual of the american psychological association, 5 th ed. (2001). cita­  tions to electronic resources follow the “electronic reference formats recommended by the ala,” available online  at: http://www.apa.org/journals/webref.html.  4. the name(s) and affiliation(s) of  the author(s) should appear on a separate cover page. the  first author should  also provide contact information, including telephone number, postal address, and email address. to insure ano­  nymity in the review process, author information should appear only on this page.  5. an abstract of 50­100 words should appear on a separate page. to insure anonymity in the reviewing process, the  page should include no author information, but should include the manuscript’s complete title.  6. using key words from the title, provide a running header or footer on each page. pages should be numbered con­  secutively.  7. tables and illustrations should appear on separate pages at the end of the article. indicate desired placement by  including a parenthetical  insert  in the text, e.g., (insert  figure 1). each table or  illustration should have a number  and a brief title.  8. authors are responsible for the accuracy of all citations and references. authors are responsible for obtaining any  necessary copyright permissions. authors retain their own copyright.  review process  education libraries is a refereed journal using double­blind review. manuscripts will be acknowledged by the editor  upon receipt and, following a preliminary review, will be forwarded by the editor to at least two members of the edito­  rial review board. following the completing of the review process, the editor will contact the author(s) to accept the  manuscript for publication, to accept the manuscript contingent on the completion of suggested revisions, or to reject  it. any queries concerning the review process should be directed to the editor.  book reviews  education libraries includes reviews of new publications relevant to education information or education libraries and  librarianship. areas of  interest  include  library and information science, prek­16 education, children’s  literature, and  school librarianship. publishers are invited to send review copies and announcements to the editor. prospective re­  viewers may write to the editor to indicate their willingness to contribute reviews, their qualifications, and their areas  of interest.  calls for papers  education libraries places calls for papers (cfp) on a special theme for an issue. examine the education division  web site. microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 5 is “e” really for everybody? picture books for older readers in public libraries by mikki smith abstract picture books for older readers present challenges for libraries in terms of how best to provide access to them. these books often have an “e” on the spine to indicate that they are “easy” or for “everybody,” and share lower shelves with a far greater number of picture books geared for the preschool and primary grade audience. however, this classification by format might encourage older readers to pass over these materials. at the same time, questions remain about the effectiveness of housing these picture books with juvenile fiction, or of creating separate collections. this article looks at how the picture book as a format and picture book collections are defined, as well as the variety of ways in which a small sample of picture books for older readers are currently being managed in public libraries. whether bedtime or cumulative stories, alphabet or counting books, picture books help very young children to understand the world in which they live, to develop a sense of the language and expand their vocabularies, and to learn about expected behaviors. these books for young children are often synonymous with “picture books.” take, for instance, the following description of picture books from horning (1997): “because picture books function best as a shared experience between a fluent reader and a pre-reader, generally an adult and a young child, in order for a picture book to find true success, it must be good enough to spark this symbiotic relationship” (p. 90). she explains that the texts of picture books are short not only because of their format (usually 32 pages), but also because “preschoolers simply have limits as to what they can and will take in” (p. 90). the majority of the books in most public library picture book collections cater to a preschool audience. however, a significant number of the books in these collections appeal to children roughly between the ages of five and eight. sullivan (2005) acknowledges this when he describes picture books as “generally designed for the preschool or primary grade child” (p. 35). with the exception of “easy” or “beginning” readers, which employ a controlled vocabulary and limited number of words per page and are usually treated as a separate collection, many of the picture books for these primary-grade children are also intended to be read aloud, and may prove challenging for beginning readers. jacqueline woodson’s show way (2005) is a good example. though several reviews indicated an age range of five or six and up, it employs a rich vocabulary (“plantation,” “muslin,” “chokecherry”), and its context spans from slavery through the present day. on one spread, images of newspaper headlines and signs from the days of segregation (“death to all race mixers!” and “heaven is crying for justice”) accompany the text. the fact that the book earned a newbery honor speaks to its sophistication. while the newbery medal terms and criteria state that “books for this entire age range [up to and including fourteen] are to be considered” (association for library service to children, 1987, definitions section, no. 2), they also stipulate that the committee must base its decision primarily on the text: “other aspects of a book are to be considered only if they distract from the text. such other aspects might include illustrations, overall design of the book, etc.” (alsc, 1987, criteria section, no. 2). this disadvantages not only picture books, but also graphic novels and “hybrids” such as brian selznick’s caldecott award–winning the invention of hugo cabret (2007), in which portions of the story are told through illustrations. the newbery criteria make the honor awarded to show way especially significant. though show way’s intended audience extends through upper elementary grades, as children develop the ability, as independent readers, to appreciate the richness of a book like this, they generally move away from picture book collections, instead focusing almost exclusively on juvenile fiction and nonfiction. picture book collections are often housed on low shelving units, which are appropriate for very young children, and the books are frequently designated by an “e” on the spine. this “e” traditionally stood for “easy,” though many libraries, in recognition of the fact that picture books can be complex, difficult, and experimental in nature, have shifted instead l i b r a r i a n s h i p education libraries: childrens resources, volume 31, no. 3, spring 2008 6 to the idea that “e” is for “everybody.” although “everybody” is preferable to “easy” as a descriptor for picture book collections, it could also be interpreted as the equivalent of a “g” movie rating (for “general audiences”), suggesting that the materials are suitable for the very young. this interpretation among older children could reinforce the notion that picture books are “babyish.” wolfenbarger & sipe (2007) suggest: “while [the separation of picture books in this way] is a logistic and accepted solution in some libraries, it often creates a barrier that upper elementary and middle school students won’t cross” (p. 278). this is not to suggest that older children will never self-select materials in the picture book format: biographies, folktales, books of poetry, and other works classified in nonfiction collections seem to hold their own against books in other formats with similar themes. several titles by peter sís fall into this category, for instance, his picture book biography of charles darwin, tree of life (2003), or his picture book biography of galileo galilei, starry messenger (1996). juvenile nonfiction books are published in a wide variety of sizes, and the taller shelving units are generally set up to accommodate this variation. picture books in these collections, then, can blend in with other oversized books. in juvenile fiction collections, another place where picture books for older readers are often found, picture books do not fare as well; there, these picture books must often rest on their fore-edges, so they stick out beyond the front edge of the shelves. anecdotal evidence suggests that this, too, might create a barrier for older children, and that a few picture books for older readers scattered throughout a larger juvenile fiction collection will not circulate as well as either chapter books or other picture books. given the massive popularity of graphic novels and comics in libraries, the idea that picture books — which have been described as “the integration of visual and verbal art” (bishop and hickman, 1992, p. 2) — should have great appeal for older readers does not seem far-fetched. as henry and simpson (2001), advocates for picture books for older readers, explain: “the present generation of students has come of age surrounded by visual stimuli. they regularly watch television, play video games, and use computers with increasingly sophisticated graphics. picture books are a natural for them, combining text and pictures in ways that make the story clearer and more fun to read” (p. 23). while these books may be a “natural” fit in theory, in practice, outside of curriculum connections made in the schools, picture books for older readers are frequently missed or passed over by the very audience that could appreciate these books the most. this raises questions about how libraries can increase access to these materials and promote their use and enjoyment among older readers. here, the intent is to look at how picture books and picture book collections are defined, not by their intended audience, but by those institutions charged with their collection. studies are needed on older children’s perceptions of picture books; the relationship, if any, between picture books and graphic novels among older children; and the extent to which the location of a book in the library influences an older child’s willingness to check it out. these could enable libraries to make more informed decisions about how to provide the best access to picture books for older readers. currently, a persuasive body of literature exists regarding the benefits of using picture books with older students in the classroom, along with a wealth of articles describing effective ways to engage students through picture books; however, in public libraries, the same opportunities do not exist, so the placement of these books in library collections takes on greater importance, as does the knowledge of library staff about these titles, so that these books might be integrated into library programs, booklists, and regular reader’s advisory. what does the “picture book format” mean? galda and cullinan (2005) explain that picture books “tell a story, present a poem, or develop an understanding of a concept through a unique combination of text and art.... the content of picture books may be realistic, historical, factual, or fanciful; the format defines this genre” (p. 8). they add to their definition that, in picture books, “the illustrations are as important as the text in the creation of meaning — sometimes even more important” (p. 29). ammon (1996) writes: “common characteristics shared by most picture books include length (most are 32 pages long, but they can very from 24 to 64) and format (pictures usually fill the page space and generally the text over the last few years, publishers have been producing more and more picture books in which the concept or the subject or the length of the text were not meant for preschoolers. sometimes we put these books in with the chapter books and they never got checked out. sometimes we put them in the picture book bins and worried about them. sometimes they were placed in the non-fiction and then nobody found them. librarians throughout the pacific northwest have told me that they made a separate section in their children's room for these books. we have decided to follow their lead. ~ juneau public libraries website, 2008 education libraries: childrens resources, volume 31, no. 3, spring 2008 7 is brief). this marriage of words and pictures makes the book complete” (p. x). these descriptions allow for a wide range of materials to be considered “picture books.” sís’s most recent effort, the wall (2007), which was both a caldecott honor book and winner of the robert f. sibert informational book medal in 2008, uses the picture book format. voice of youth advocates (voya) reviewed the wall with a suggested age range of eleven to fifteen (beach, 2007). wendy lukehart (2007), in her review for school library journal, wrote that the book’s themes “will resonate with teens” (p. 140). horn book (2007) indicated an intermediate, middle school, and high school audience (p. 13). this raises questions about where the book is most appropriately located in public libraries. to place the book in a juvenile collection that serves children through the elementary grades might mean that the potential teen audience will never see it. table 1 looks at the holdings of nine libraries in terms of thirteen picture books for older readers, including the wall. each of these titles, with the exception of david macaulay’s black and white, received a review with a suggested age range of grade three or higher from at least one of the following review sources: booklist, school library journal, horn book, voya, or ccbc choices. (ccbc choices suggested black and white for ages 4-12, and the title is frequently mentioned on bibliographies of picture books for older readers.) the libraries were chosen for a number of reasons. the canton public library in michigan was chosen because it has an “illustrated fiction” section that includes many of the titles examined here, and this promised to provide a useful contrast to libraries with traditional picture book, juvenile fiction, and juvenile nonfiction collections. duluth, kenton county, monterey, racine, urbandale, and iowa city all have collection development and/or selection policies online for reference, though in some cases, the policies were too general to merit individual mention here. there was also immediate access to the collections of the iowa city public library, which is where many of these picture books were checked out directly. the des moines public library is the largest library system represented (the only library with a service population of more than 200,000), while worthington rounded out another of the service population categories. of the nine libraries, three have service populations between 29,000 and 59,999; three have service populations between 60,000 and 89,999; and three have service populations greater than 90,000. (service population data came from the library statistics program, u.s. department of education. institute of education sciences, national center for education statistics.) the purpose in looking at where specific libraries have chosen to place specific titles is not to question these decisions, as they are undoubtedly sound in the context of those communities and collections, but rather to provide a snapshot of what is happening in libraries as this eclectic group of picture books pushes the boundaries of a genre traditionally defined by format (galda & cullinan, 2005). it is likely that any small sample of public libraries in the country drawn from those with youth collections of a decent size would yield similar findings. (see table 1 on page 12: sample of holdings and locations for picture books for older readers as of early february, 2008) in library systems with branches, only the holdings of the branch specified are considered here. “n/a” means that a title is not held in a library or branch collection. though the designations of “e” and “picture book” are, in practice, synonymous, the form is kept closest to its appearance in that library’s online catalog, since one could argue that the choice of designation is significant (“easy” or “everybody” for “e,” which implies content, vs. “picture book,” which describes the format). the duluth public library, however, gives a location of “picture book bins” for its picture book collection, but assigns a call number beginning with “j” rather than “e” to items (pink and say, for instance has the call number “j polacco”); for this reason, “picture book” is used rather than “e” in this case. their chapter books are given a call number of “juv fic,” as are the picture books placed in this collection, so they are designated “juvenile fiction” in the table. note that some libraries have opted to indicate a picture book’s “older reader” appeal with a special spine label, similar to genre labels, though this indicator might not be replicated in the online bibliographic record. it is possible, then, that such indicators exist on the physical items at libraries represented in table 1, though no evidence of this practice was found on their web sites or in their catalogs. a look at these nine public libraries revealed that, of the seven libraries that owned the wall at the time of this writing, all chose to place the book within their juvenile nonfiction collections. several of these libraries clearly define these collections to include books for middle school and, in fewer cases, high school students, so the potential older audience for the book should find it where they are accustomed to browsing nonfiction. other libraries have both a juvenile and young adult nonfiction collection, so, depending on the layout of the library (if the children's materials are in a different room than young adult and adult materials, for instance), the juvenile location might prevent teens from spotting the book while browsing, and inhibit them from looking for it on the shelves if the education libraries: childrens resources, volume 31, no. 3, spring 2008 8 record is retrieved in a catalog search. for example, on the "children's room collections" page of the iowa city public library (icpl) web site, the juvenile nonfiction section is described as "information books for preschool through fourth grade. non-fiction for fifthto eighth-grade is interfiled with adult non-fiction shelved on the second floor" (icpl, 2008, non-fiction section). the question raised for libraries with juvenile nonfiction collections that serve children in the elementary grades is how to ensure that teens who might be interested in juvenile nonfiction books such as the wall, either for their subject matter, their artwork, or the interplay of the two, actually come across them, since they live in a section that this patron group might not gravitate toward without encouragement. additionally, in some cases children's staff might not be in regular contact with teen patrons, whose collections and choice seating areas might be elsewhere in the library. making other staff aware of titles such as the wall and finding ways to promote them across the library can help to ensure that older children, who will be able to appreciate the richness and sophistication of these titles, feel invited to do so. four of the books on the list of titles surveyed (i never knew your name, patrol: an american soldier in vietnam, rose blanche, and woolvs in the sitee), though classified as “[fic]” in their cataloging in publication (cip) records, were classified in juvenile nonfiction by at least one of the nine libraries reviewed here. i never knew your name (garland & greenberg, 1994) is in some ways the least typical of these. in it, a young boy of nine or ten tells the neighbor, a high-school student who recently committed suicide, about how he wishes they could have been friends. five of the libraries examined owned the book (though, as an older title, other libraries may have owned it at one time), yielding four different locations. two libraries include the book in their juvenile fiction collections; one has it in the picture book collection; one has it in juvenile nonfiction at 362.28 (suicide); and the des moines public library places the book, interestingly, in its parents collection. rose blanche (innocenti & gallaz, 1985) is the story of a german girl who sneaks food to the prisoners on the other side of the barbed wire during the second world war, until one day (her last), she is shot by soldiers. three libraries place this in their juvenile nonfiction collections (940); three place it in their juvenile fiction collections; and one library, icpl, classifies it “e” and places it with the picture books. as a general rule, icpl treats format rather than content as the determining factor when dealing with picture books, including those for older readers, which helps to explain why woolvs in the sitee (wild & spudvilas, 2007), an australian picture book with “fear” and “horror stories” as subject headings, can exist in the picture book collection at icpl, the teen fiction collection at worthington libraries, and the juvenile nonfiction collection (at 398.47) at the canton public library (cpl). patrol: an american soldier in vietnam, by walter dean myers with illustrations by ann grifalconi (2001), describes in sparse language the experiences of a young american soldier who is in search of and must confront his “enemy.” when confronted by a young vietnamese soldier, he says: “i know he wants me to lift my rifle, to be the enemy. / i want him to lift his rifle. / i want him to turn away. / in a heartbeat, we have learned too much about each other.” on the next spread, the narrator does raise, then lower, his rifle. in the end, the soldier expresses his utter exhaustion and despair, which is reflected in the accompanying illustration: “i am so very tired of this war.” all of the libraries examined held this book, four in juvenile fiction and four in juvenile nonfiction. two of the latter libraries treated the book as a poem (811), while two treated it as history (959). the remaining library, cpl, includes patrol — along with black and white (macaulay, 1990), pink and say (polacco, 1994), show way (woodson & talbott, 2005), wee winnie witch’s skinny (hamilton & moser, 2004), and wolves in the walls (gaiman & mckean, 2003) — in a section it calls “j illustrated fiction,” described on its web site as “a great collection of picture books for older readers” (cpl, [2008], cpl children’s bookstacks section). juneau public libraries (jpl) has apparently made a similar move, according to the “sandra says” portion of their web site: over the last few years, publishers have been producing more and more picture books in which the concept or the subject or the length of the text were not meant for preschoolers. sometimes we put these books in with the chapter books and they never got checked out. sometimes we put them in the picture book bins and worried about them. sometimes they were placed in the non-fiction and then nobody found them. librarians throughout the pacific northwest have told me that they made a separate section in their children's room for these books. we have decided to follow their lead. (jpl, [2008]) education libraries: childrens resources, volume 31, no. 3, spring 2008 9 cpl and jpl represent here a trend that hopefully will be written about in forthcoming professional literature to help public libraries and school libraries that might be considering this move to make the best decision for their patrons and their space. from a purely promotional standpoint, a separate, small collection of juvenile “illustrated fiction” has a great deal of potential. this would free these books from the low picture book shelves where the thousands of other titles for younger children live, while at the same time, make them look less awkward than they do sticking out in the juvenile fiction collection. however, one concern that has been voiced about this arrangement is that it could open the door to increased requests to remove materials from “e” picture book collections. if picture books for older readers are shelved in a separate collection, then this might lead some in the community to assume that the main picture book collection truly is “e” for “everybody” (in other words, not likely to offend anyone). patrons might begin to question why certain materials — for instance, the often challenged and tango makes three (richardson, parnell, & cole, 2005) — are not placed with the more “mature” picture books in the other collection, though tango is intended and appropriate for a preschool/primary grade audience. to find additional libraries that handle these materials similarly to the canton public library and to determine whether librarians feel increased pressure to move certain materials into the special collection for older readers would be an important area for study. it would be essential, too, to see whether the separate collection of picture books for older readers actually results in increased circulation of those titles. finally, are the readers of these picture books also chapter book readers? do they prefer picture books generally? are they graphic novel fans? although many libraries are able to place titles such as patrol in their juvenile nonfiction collections, some titles do not lend themselves to such classification, making the idea of a separate collection appealing. the watertower, an australian import by gary crew with illustrations by steven woolman (1998), is a creepy science fiction story, in which a mysterious watertower dominates the landscape of the small town of preston. the book is sophisticated enough in language, style of illustration, and format (the orientation of the text on the page shifts as the story unravels, so the book must be turned in order to be read) that a more sophisticated reader would find more to appreciate in the details and the ways in which the language and illustrations are used to create the mood than younger children. six of the libraries reviewed do not own the watertower, and of the remaining three, two placed it in juvenile fiction, despite its cip classification “[e]”, while icpl placed it in its picture book collection. the composition (skármeta & ruano, 2000), the story of nine-year-old pedro’s developing understanding of what it means to live under a dictatorship, and just one flick of the finger (lorbiecki & diaz, 1996), a story about bullying and gun violence, also skewed toward juvenile fiction. the former title is in four juvenile fiction collections and one picture book collection, while the latter is in three juvenile fiction collections. not including canton, gaiman’s wolves in the walls was represented in four picture book collections and four juvenile fiction collections (including one library with copies in each location), as well as in the monterey public library youth graphic novel collection. wee winnie witch’s skinny was placed in the picture book collection of a single library from those surveyed. six libraries placed it with juvenile fiction (one inside the holiday collection), one did not own the book, and canton placed it with the illustrated fiction. patricia polacco’s devastating civil war story pink and say (1994), based on an allegedly true story passed down through generations in her family, describes the friendship that develops between a black teen (pink) and a white teen (say) who are eventually sent to the confederate camp at andersonville as prisoners. while say, polacco’s relative, survives the horror, pink is hanged. all nine of the libraries own pink and say. despite the weighty emotional and historical themes, six libraries place the book by format in the picture book collection, only two place the book in juvenile fiction, and canton includes it in its illustrated fiction collection. the decision of the duluth (minn.) public library to include pink and say in the picture book collection is interesting in light of the library’s collection development policy. the section defining the picture book collection states that in cases where “subject, style, illustrations and language are developmentally more appropriate for readers over the age of eight ... content takes precedence over format, and the books are usually placed in the juvenile fiction collection” (duluth public library [dpl], 2006). the juvenile fiction section, on the other hand, is defined as containing books “of current interest as well as classics for independent readers from about grades two through six” (dpl, 2006). a case could be made that pink and say can be shared successfully with children under the age of eight; many reviews suggested age ranges of five, six, or seven and up, and dpl is in excellent company based on the other libraries examined here in its decision to place this book in its picture book collection. the monterey education libraries: childrens resources, volume 31, no. 3, spring 2008 10 public library (mpl) decision to place pink and say in its juvenile fiction collection is also interesting, since its policy explicitly clears the way for picture books with mature themes to remain in the picture book collection: “the picture book collection consists of titles for all ages in which illustrations are an essential part of the presentation. while many are designed for preschoolers, some are more appropriate for older children” (mpl, 2007, section x, part b). despite the latitude granted by the policy, of the eight items mpl owns, only two of them are located in the “e” collection. perhaps one factor in deciding where to place a picture book such as pink and say is whether it will be shared primarily between an adult and a child, or whether its primary audience will be independent child readers. the urbandale (iowa) public library (upl) defines its picture book collection as “board books, wordless books, concept books (alphabet, numbers, colors, shapes), classic and contemporary preschool picture book stories and fairy or folk tales” (upl, 2003, children’s materials section). at the same time, wolves in the walls, black and white, pink and say, and show way — none of which are easily characterized as “preschool picture book stories” — are all located in the picture book collection. eight of the titles examined were not owned by the library at the time of this writing, and it would be interesting to explore to what extent the collections as defined by the policy influence the library’s commitment to purchasing picture books for older readers. it should also pointed out, however, that urbandale is the smallest of the nine libraries, so it is not surprising that its collection would be relatively smaller and more focused. as the varied placement of these titles within library collections indicates, even when a fairly straightforward policy is in place that defines the scope of library collections, the best home for these picture books for older readers is rarely obvious. libraries, even cpl with its illustrated fiction collection, appear to look at each picture book for older readers individually to determine where the item best belongs, with decisions driven by a desire to make the materials most accessible to their intended audience. no matter how or where these individual titles are classified and located on the shelves and in the catalog, there are several things that librarians can do to spread the word about these titles to patrons. first, librarians can routinely use picture books for older readers in booktalks. why not follow a teaser for the newest 700page fantasy novel with one for an unpaged picture book volume that is equally interesting? librarians could also facilitate exploration of these titles by creating and promoting booklists that either include picture books along with other formats or that focus exclusively on picture books for older readers. if a special collection of materials is out of the question, perhaps a highly visible display featuring these items and enticing older child readers to check them out would be a possibility. all signs indicate that picture books for older readers will continue to be published in greater numbers, and with authors such as walter dean myers experimenting with the format, these books will continue to receive critical attention. insofar as libraries collect them, they must also be willing to promote them and to make them easier to spot by the skeptical eleven-year-old who will spend no more time than she needs to browsing the picture book collection. there are some amazing, heartbreaking, and sophisticated works that fall into this category — but if they are not actively promoted, chances are the titles will gather dust on library shelves. children’s books cited crew, g., & woolman, s. (1998). the watertower. brooklyn, ny: crocodile books. gaiman, n., & mckean, d. (2003). the wolves in the walls. new york: harpercollins. garland, s., & greenberg, s. (1994). i never knew your name. new york: ticknor & fields. hamilton, v., & moser, b. (2004). wee winnie witch's skinny: an original african american scare tale. new york: blue sky press. innocenti, r., & gallaz, c. (1985). rose blanche. mankato, mn, usa: creative education. lorbiecki, m., & diaz, d. (1996). just one flick of a finger. new york: dial books. macaulay, d. (1990). black and white. boston: houghton mifflin. myers, w. d., & grifalconi, a. (2001). patrol: an american soldier in vietnam. new york: harpercollins. polacco, p. (1994). pink and say. new york: philomel books. richardson, j., parnell, p., & cole, h. (2005). and tango makes three. new york: simon & schuster books for young readers. selznick, b. (2007). the invention of hugo cabret. new york: scholastic press. sís, p. (1996). starry messenger: a book depicting the life of a famous scientist, mathematician, astronomer, philosopher, physicist, galileo galilei. new york: farrar straus giroux. ———. (2003). the tree of life: a book depicting the life of charles darwin; naturalist, geologist & thinker. new york: frances foster books. education libraries: childrens resources, volume 31, no. 3, spring 2008 11 ———. (2007). the wall: growing up behind the iron curtain. new york: frances foster books. skármeta, a., amado, e., & ruano, a. (2000). the composition. toronto: groundwood books. wild, m., & spudvilas, a. (2007). woolvs in the sitee. asheville, nc: front street. woodson, j., & talbott, h. (2005). show way. new york: g. p. putnam's sons. other works cited ammon, b. d., & sherman, g. w. (1996). worth a thousand words: an annotated guide to picture books for older readers. englewood, co: libraries unlimited. association for library service to children. terms and criteria: john newbery medal. retrieved january 31, 2008, from http://www.ala.org/ala/alsc/awardsscholarships/ literaryawds/newberymedal/newberyterms/newberyterms.htm. beach, k. (2007). [review of the book the wall]. voice of youth advocates, 30(5). bishop, r. s., & hickman, j. (1992). four or fourteen or forty: picture books are for everyone. in susan benedict and lenore carlisle (eds.), beyond words: picture books for older readers and writers. portsmouth, n.h.: heinemann. canton public library. ([2008]). cpl children’s bookstacks. retrieved february 8, 2008, from http://cantonpl.org/kids/tour/bookstx.html. duluth public library. (2006). collection development policy: youth services. retrieved february 6, 2008, from http://www.duluth.lib.mn.us/policies/youthservices.html. galda, l., & cullinan, b. e. (2005). literature and the child. belmont, ca: wadsworth/thomson learning. henry, r., & simpson, c. (2001). picture books & older readers: a match made in heaven. teacher librarian, 28(3). retrieved july 17, 2007, from academic search elite database. horn book fanfare: our choices for the best books of 2007. horn book 84(1). horning, k. t. (1997). from cover to cover: evaluating and reviewing children’s books. new york, ny: harpercollins. juneau public libraries. ([2008]). sandra says: juvenile illustrated fiction. retrieved february 8, 2008, from http://www.juneau.org/library/kids/jif.php. lukehart, wendy. (2007). [review of the book the wall]. school library journal, 53(8), 139-140. monterey public library. collection development policy. retrieved february 8, 2008, from http://www.monterey.org/library/cdp/cdp1.html. sullivan, m. (2005). fundamentals of children’s services. chicago: american library association. urbandale public library. (2003). collection development policy. retrieved february 8, 2008, from http://www.urbandalelibrary.org/collectiondevelopmentpolicy.html wolfenbarger, c., & sipe, l. (2007). a unique visual and literary art form: recent research on picturebooks. language arts, 84(3), 273-280. mikki smith is a reference/technical services librarian at cornell college in mt. vernon, iowa, which also serves the mt. vernon community. she graduated from the school of library and information science at the university of iowa in july 2007, and also earned a graduate certificate in book studies from the ui center for the book. among her interests are the history of children's literature, past and current trends in publishing for children and young adults, and issues related to library services for young people. smimikki@gmail.com table 1 key: cpl = canton (mich.) public library dmpl= des moines (iowa) public library — central library dpl = duluth (minn.) public library — main library icpl = iowa city (iowa) public library kcpl = kenton county (ken.) public library — mary ann mongan covington branch mpl = monterey (calif.) public library rpl = racine (wisc.) public library upl = urbandale (iowa) public library wl = worthington (ohio) libraries — old worthington library http://www.ala.org/ala/alsc/awardsscholarships/ http://cantonpl.org/kids/tour/bookstx.html http://www.duluth.lib.mn.us/policies/youthservices.html http://www.juneau.org/library/kids/jif.php http://www.monterey.org/library/cdp/cdp1.html http://www.urbandalelibrary.org/collectiondevelopmentpolicy.html mailto:smimikki@gmail.com education libraries: childrens resources, volume 31, no. 3, spring 2008 12 table 1: sample of holdings and locations for picture books for older readers as of early february 2008 library title cpl dmpl dpl icpl kcpl mpl rpl upl wl black and white (macaulay) j illustrated fiction picture book picture book j caldecott* e e picture book e picture book the composition (skármeta) n/a children’s fiction n/a juvenile fiction e n/a juvenile fiction n/a juvenile fiction i never knew your name (garland) n/a parents collection n/a juvenile fiction juvenile fiction n/a picture book n/a j 362.28 just one flick of a finger (lorbiecki) n/a n/a n/a juvenile fiction n/a n/a juvenile fiction n/a juvenile fiction patrol (myers) j illustrated fiction children’s fiction juvenile fiction j 811 children’s 959.7043 j 811.54 juvenile fiction j 959. 70433 juvenile fiction pink and say (polacco) j illustrated fiction picture book picture book e e juvenile fiction juvenile fiction e picture book rose blanche (innocenti) j 940.5316 n/a j 940.5318 ** e juvenile fiction juvenile fiction juvenile fiction n/a j 940. 5316 show way (woodson) j illustrated fiction picture book juvenile fiction *** e e e picture book e picture book the wall (sís) j 943.7 children’s 943.7 n/a j 943.704 children’s 943. 704092 j 943 j 921 n/a j biography watertower (crew) n/a n/a juvenile fiction scifi / fantasy e n/a n/a juvenile fiction n/a n/a wee winnie witch's skinny (hamilton) j illustrated fiction children’s fiction juvenile fiction mystery juvenile fiction e juvenile fiction juvenile fiction (holiday) **** n/a juvenile fiction wolves in the walls (gaiman) j illustrated fiction 1 copy in picture books; 2 copies in children’s fiction juvenile fiction scifi / fantasy e e youth graphic novel juvenile fiction e juvenile fiction woolvs in the sitee (wild) j 398.47 n/a n/a e n/a n/a n/a n/a teen fiction * icpl has special bins separate from the picture book shelves to house caldecott winners. interestingly (and practically), the 2008 winner, the invention of hugo cabret, by brian selznick (2007), which is not in the picture book format, will remain housed in the juvenile fiction collection. ** dpl (main) holds an additional copy in its adult nonfiction collection, classified at 759.59. *** dpl classifies this book as juvenile fiction, but it exists as part of the reading rainbow collection, which also includes picture books. **** rpl keeps this book in its holiday collection, though it does so with other juvenile fiction, rather than with picture books. dozier, vanjury (2021). an embedded librarian's experience piloting a subject-specifc oer initiative education libraries, 44:1 (2021) © education division, special library association 1 case study an embedded librarian’s experience piloting a subject-specific oer initiative vanjury “v” dozier1 assistant professor / education librarian, copley library, university of san diego, ca, usa abstract this case study will describe the labor and collaborative efforts, to-date, of an embedded librarian to pilot an oer textbook creation and/or adoption program in her liaison area—a school of education serving approximately 850 graduate and 150 undergraduates at a private catholic university on the west coast of the u.s.a.. this case study will explore the initial project goals, successes (e.g., administrative support and graduate student enthusiasm), and challenges (e.g., faculty buy-in, unbalanced labor, oer creation support) encountered in this project. the study will also discuss the librarian’s professional development undertakings in an effort to fill oer creation and platform knowledge gaps. finally, the study will discuss the librarian’s next steps for this project in the upcoming academic year. keywords: open educational resources (oer); graduate students; textbook; embedded librarian; case study 1 v. dozier is an education librarian and assistant professor at the university of san diego. she holds an mlis from the university of alabama and mat in secondary english education from duke university. v’s current research interests are bipoc and other marginalized population’s experiences in academic libraries, graphic novels in educational settings, and critical librarianship/information literacy. v also presents on higher education deia issues and supporting graduate student research. education libraries, 44:1 (2021) © education division, special library association 2 background in november 2018, the author joined a private catholic university on the west coast of the u.s.a. as an education librarian. in this role, she serves as an embedded librarian—with a primary office in the department of learning and teaching—to the school of leadership and education sciences (soles), and supports the teaching, learning, and research needs of the school’s approximately one thousand faculty, staff, students, and seven affiliated centers and institutes. according to recent enrollment statistics, graduate students comprise over 88% (“history and facts,” 2019) of the education school’s population and 24% of campus-wide graduate students take some or all courses online (national center for education statistics, n.d.). soles online masters of education and new hybrid/online social justice education graduate programs comprise nearly 30% of the education school’s graduate population. the author has observed an increase in the education school’s online course and program offerings and an increase in e-book requests from faculty and students. academic librarians across degree-offering institutions—including her own—have encouraged faculty adoption of library-licensed e-books, as course texts, as a component of textbook affordability initiatives. institutions such as louisiana state university are “identifying and purchasing e-books that have been adopted as course materials, then making these available to students through the libraries’ website and the university’s learning management system” (comeaux et al., 2019, p. 29). other institutions such as the university of california – los angeles are collaborating with campus and campus-adjacent bookstores to expand textbook course reserve programs (celik & peck, 2016). however, publisher constraints on e-book availability, cost, and user license options can leave academic librarians struggling to provide sustainable e-book options to their institution’s community through traditional firm order, demand-driven, or large package options (carrico, et al., 2016). recent scholarship and news note that textbook publisher mergers have resulted in five publishing companies—pearson education, mcgraw-hill education, houghton mifflin harcourt, scholastic, and cengage learning—controlling nearly 80% of the industry (echevarria & bowman, 2018; senack & donoghue, 2016; senack & the student pirgs, 2014) and occupying five of the top twelve worldwide revenue spots (milliot, 2018). other publishers such as elsevier’s relx group, thomson reuters, springer nature, and wiley, also appear in this top twelve list (milliot, 2018)—which is unsurprising based on the author’s own field-specific collection development experience. the book publisher and library tug-of-war over print and e-book affordability has regularly circled lis practice, trade, social media, and scholarship dialogue. occasionally, library and publisher book affordability disputes capture mainstream media interest, e.g., jessamyn west’s cnn opinion piece, which brought additional public interest to print and e-book affordability issues (j. west, 2019). undergraduate admissions and other informational higher education websites regularly provide undergraduate textbook estimates as a component of cost of study considerations. undergraduate textbook costs rose approximately 88% between 2006 and 2016 (bureau of labor statistics, 2016; the college board, 2018). the college board (2018), a national college trend aggregator, anticipated 2018-19 undergraduate students spending between $1200 to $1500 annually on textbooks and supplies. undergraduate textbook costs are frequently discussed in textbook affordability and open educational education libraries, 44:1 (2021) © education division, special library association 3 resources (oer) scholarship (belikov & bodily, 2016; clinton, 2019; colson et al., 2017; crozier, 2018; nicholls, 2009; senack & the student pirgs, 2014; wesolek et al., 2018; woodward et al., 2017) and on open advocacy organization websites such as sparc (sparc, n.d.). however, graduate textbook estimates prove more difficult to locate on graduate school admissions websites. in an effort to find more information, the author conducted google searches using the terms graduate school and textbook cost or textbook estimate for listed 2018, 2019, and 2020 graduate and professional student estimates. top results included $972 (university of north carolina chapel hill, n.d.), $1200 (university of southern california, n.d.), and $1330 (cornell university, n.d.). it is important to note that these estimates represent averages across an institution’s graduate school programs in arts, humanities, sciences, and social and behavioral sciences; estimates may increase or decrease depending on discipline and degree pursued. if these estimates are indicative of their respective peer institutions, one may assume graduate student textbook expenses are relatively similar to undergraduate textbook expenses. undergraduates and graduate students face similar expense challenges—tuition, books, supplies, and associated college fees. however, graduate students may encounter additional expenses and changes to their standard of living—such as off-campus housing/rent, family obligations, commuting, health insurance, or food needs—that may not be completely offset by a graduate assistantship or other part-time employment (coulter et al., 2004; goncalves & trunk, 2014; miller et al., 2019; “mit facts 2019: tuition and financial aid,” 2019; powell, 2004; university of southern california, 2019). accumulated undergraduate loan debt may also factor into graduate students’ expense budgeting (malcom & dowd, 2012; millett, 2003). social media conversations (e.g., #textbookbroke, #oer, #opentextbooks) sometimes describe if-then situations, e.g., if students spend less on textbooks, then students would be able to afford rent/food/gas/etc. (reedley asg, 2019). social media platforms also draw attention to graduate and professional student populations underrepresented by existing textbook affordability scholarship, including oer awareness campaigns (essmiller, 2019), existing oer use (vega, 2019), and new z-degree2 graduate-level programs (jenkins, 2019). increasing textbook costs may encourage students to make choices that may hinder or prolong their degree and/or certification pursuits (clinton, 2019), such as decreased courses/credit hours per term (florida virtual campus, 2016), not purchasing required texts despite course enrollment (clinton, 2019), or using obsolete older editions (florida virtual campus, 2016; senack & the student pirgs, 2014). e-textbook editions packaged with assignment software or textbook codes also affect textbook affordability, as students are forced to purchase new textbooks for the code or assignment software access instead of being able to purchase cheaper used copies. oer emerged as a response to increased textbook costs (clinton, 2019). oer scholarship usually defines oer from existing, similar definitions provided by creative commons, the united nations educational, scientific and cultural organization (unesco) or the william and flora hewlett foundation (crozier, 2018; wesolek et al., 2018). unesco’s website currently defines oer as “teaching, learning or research materials that are in the public domain or released with intellectual property licenses that facilitate the free use, adaptation and distribution of resources” (unesco, 2019, para.1). scholars cite oer beginnings as emerging from a massachusetts institute of technology 2 z-degree programs offer pathways for students to complete a degree with zero textbooks costs. education libraries, 44:1 (2021) © education division, special library association 4 initiative to provide zero cost online learning (goldberg, 2001); learning objects (mishra, 2017); and “as a concept with great potential to support educational transformation” (butcher, uvalic-trumbic, & kanwar, 2011, p. 5). the scholarly publishing and academic resources coalition (sparc) announced the 2018 completion of its five-year $1 billion oer savings tracking challenge, reporting on oer use from over 4000 institutions worldwide (allen, 2018). sparc estimates postsecondary students save $117 per course when an oer is used as the primary textbook (nyamweya, 2018). rice university’s oer publishing platform, openstax, touts over $233 million in savings for nearly 3 million current high school, 2-year degree, and 4-year degree students on its website (openstax, 2019). openstax’s repository does not currently list any graduatelevel textbooks, but is a recognized name among the oer textbook platforms. liaison faculty as key decision makers and collaborative partners of all the oer stakeholders, liaison faculty, or faculty assigned to a librarian’s liaison area, hold the most decision-making power and influence as traditional course creators, text selectors, scholarship producers, and lynchpins amongst librarians’ connections and relationships. over the years, multiple textbook affordability and oer studies discuss the role of faculty perspectives and buy-in to textbook affordability initiatives (annand & jensen, 2017; belikov & bodily, 2016; clinton, 2019; wesolek et al., 2018). butcher et al. (2011) calls the university’s financial investment in faculty oer creation and professional development “critical”. annand and jensen (2017), senack (2014), and the ithaka s+r us faculty survey 2018 (2019) rank faculty’s importance as key decision makers, above students’ purchasing power. this is notably different than food, transportation, energy, or other for-profit industries that prioritize the actual purchaser of goods or services. “student interests are essentially ignored [by for-profit textbook publishers] because they do not make the purchasing decision” (annand & jensen, 2017, p. 9, author’s emphasis). textbook publishers market to faculty with course creation and text selection responsibilities by providing “in-class presentation resources, exam banks, adaptive learning systems, and other features that make the teaching process easier” (annand & jensen, 2017, p. 9). textbook publishers and their sales representatives pitch these products to faculty as integral to reducing course preparation and increasing time to pursue other teaching, research, or service commitments (senack & the student pirgs, 2014). for these reasons, liaison faculty should be considered essential oer partners for academic libraries. a number of studies note the existence of or potential for positive oer collaborations between liaison faculty and academic librarians (hess et al., 2016; jung et al., 2017; wesolek et al., 2018; q. west, 2017; q. west et al., 2018). hare et al. (2018) reported that duke university, davidson college, furman university, and johnson c. smith university’s collaborative tdel oer project strengthened liaison faculty and librarian relationships by allowing each group the opportunity to better understand the other’s needs and expertise. this led to additional project collaborations beyond the tdel oer project (hare et al., 2018). studies reported infrequent-tononexistent graduate oer use: oer textbook adoption in one or two courses. academics education libraries, 44:1 (2021) © education division, special library association 5 librarians could strengthen partnerships with liaison faculty by providing expertise to address this potential area of growth. liaison faculty perspectives and buy-in heavily influence the success or failure of any oer program. multiple studies cite reducing students’ textbook cost as a key motivation to oer consideration (allen & seaman, 2016; belikov & bodily, 2016; clinton, 2019). oer’s creation, reuse, and remix features are possible incentives over traditional publisher’s locked textbook content (belikov & bodily, 2016; hess et al., 2016; jhangiani et al., 2016; mishra, 2017). other studies also cite oer’s accessibility in e-book or print-optional texts as potentially reducing class time lost since the texts are immediately available to students (bliss et al., 2013). common barriers to undergraduate and graduate faculty oer adoption include the time commitment necessary to locate and evaluate resources (i. e. allen & seaman, 2016; belikov & bodily, 2016; olcott, 2012); lack of oer awareness (belikov & bodily, 2016; wiley, 2015); and confusing oer with other digital resources (belikov & bodily, 2016). oer commons, a repository of more than 50,000 oer items, provides a “graduate/professional” education level search limiter, and has a submission policy that allows contributors to cross-list resources with multiple subjects, material types, and levels (“submission guidelines,” 2018). however, only forty-five items, or approximately 0.09% of oer commons repository, are currently tagged as graduate-level textbooks in the education subject area, including seifert and sutton’s educational psychology (2009), desrochers and fallon’s instruction in functional assessment (2014), frederiksen and phelps’ literature reviews for education and nursing graduate students (2017), and johnson’s launching digital writing in the elementary classroom (2015). oer platforms such as open textbook library and open textbook network and other websites also appear in the results. faculty with limited time and oer knowledge may find searching for oer tedious or ineffective if they are unable to quickly locate desired resources. a lack of incentives, such as course release time, recognition towards promotion and/or tenure, and grants, can also hinder faculty buy-in (annand & jensen, 2017; clinton, 2019; henderson & ostashewski, 2018). barriers related to funding, promotion and/or tenure, and recognition cannot be directly addressed by libraries and require partnerships with other entities—campus deans, provosts, etc.—to encourage faculty oer adoption. academic libraries can more easily address oer education, awareness, and publishing issues as components of information literacy and distribution. annand and jenson (2017) surmise, “once the financial interests of students, faculty and educational institutions are aligned, any number of models could create self-sustaining oer revenue streams that will benefit higher education institutions and their students” (p. 12). oer at the library academic libraries, historically described as the center of campus communities, serve as ideal environments to nurture grassroots, emerging, and innovative projects— particularly those like oer, that involve multiple stakeholders and disciplines, and content creation, modification, and/or distribution. in fall 2014, three librarians at the university of san diego, representing digital collections and technical services, initiated the library’s oer efforts by developing a plan designed to gauge faculty oer interest. education libraries, 44:1 (2021) © education division, special library association 6 this was implemented during spring 2015. the plan consisted of a survey to query faculty’s existing oer knowledge and perceptions; an introductory oer workshop; and finally, a focus group of selected survey and workshop participants that discussed oer interest and potential adoption challenges (hess et al., 2016). while the initial plan suffered from a low response rate and timing issues (hess et al., 2016), the librarians succeeded in gaining financial support from the dean of the university library and the institution’s provost, to award four $1000 stipends to faculty willing to replace a traditional course text with an oer. the initial 2015-2016 awardees represented undergraduate courses in philosophy, communications, mathematics, and a graduate course in nursing. the librarians continued to build the library’s oer initiative during the 20162017 academic year with faculty outreach opportunities including a new faculty orientation presentation (nann et al., 2017). with additional funding, the librarians welcomed nine more faculty to review and adopt an oer course text. the librarians supported awardees with regular in-person and email check-ins (nann et al., 2017). they also received additional funding to pilot the library open textbook review, which allows faculty to receive a $250 stipend in exchange for a written review about an appropriate textbook for their course. twenty-three faculty were accepted into the review pilot (nann et al., 2017), though it is unknown to this author how many soles faculty participated. the two programs offered faculty two different engagement levels for oer participation. between 2015 and 2017, the oer initiative and review supported thirty-six faculty in their efforts to review and potentially adopt oer as course texts. during this time, the library’s oer committee was chartered —which allowed other interested librarians to participate in the oer efforts. the committee’s establishment also signaled the administration’s continued support of oer awareness, education, and increased usage. the committee currently operates under the charge of encouraging the institution’s community to increase oer use by providing oer education and expertise. the committee conducts faculty workshops, collaborates on promotion and events during open access week, and meets regularly during the fall and spring semesters to plan related events. by the author’s arrival in november 2018, the library’s faculty oer grant program and oer committee were building a positive reputation on campus and sought to do more to increase oer usage. the author came into the position with previous oer and open access committee experience, having facilitated oer workshops, and worked with faculty to evaluate oer texts and apply for oer grants. due to her previous experience and research interests, continuing this work at the library made sense, and the oer committee became one of her first committee assignments in this new position. as an oer committee member, the author, as the education librarian, collaborated with two other committee members—representing technical services and access services—to plan and facilitate an oer faculty workshop called 5 things to know about oer. the workshop aimed to raise faculty awareness about oer, why they are useful as course texts, and how to begin searching for existing oer through platforms such as mason oer metafinder (mom). the facilitators had multiple planning meetings and used many avenues for promotion— individual emails, mass emails, and visible print and digital signage, but unfortunately no faculty attended the actual workshop. like previous efforts, the poor attendance may have been due to a number of factors. lis education libraries, 44:1 (2021) © education division, special library association 7 scholarship and social media circles acknowledge the difficulty developing, sustaining, and/or increasing in-person workshop attendance despite best efforts (crozier, 2018; hess, et al., 2016). future workshop efforts may include offering online synchronous or asynchronous options to engage faculty in oer content. case study the directive in fall 2018 during a regularly scheduled meeting, the library dean and the education librarian discussed the education faculty’s interest in oer. the education dean, had expressed interest in increasing the school’s oer use and—perhaps more importantly—showed a willingness to financially support the local development of oer. studies from hess, et al. (2016) and nann et al. (2017) previously demonstrated the importance of financial incentives for encouraging faculty buy-in at the institution. the library dean then encouraged the education librarian to meet with the education dean to confirm his interest, financial support, and his goals. a subsequent fruitful meeting with the education dean left the education librarian with the following tasks: • work with dean, department chairs, faculty, and graduate students to develop a standardized thesis & dissertation template for graduate students; • develop a writing style guide text with content and examples specific to education school’s needs; • research appropriate platforms for oer content access and preservation, including possible app platforms; • work with department chairs, faculty, and graduate students to evaluate existing oer for possible course text replacement or development for graduate-level courses; • build a team of faculty and graduate students interested in authoring oer texts for graduate level courses in the school. the education dean verbally committed $2000 to $3000 for the development and adoption of each oer text. this funding would be distributed to education faculty or graduate students authoring, modifying, or editing oer texts for relevant courses. the education librarian would be responsible for leading the teams through oer evaluation, creation or modification, original publishing, and future revisions. her initial efforts included meetings with departments, calls for participation on internal faculty and graduate student listservs, one-on-one conversations with faculty and graduate students, and the creation of a writing style guide document. after two meetings and multiple emails with the library and education deans, a third meeting with education school department chairs was requested to discuss the first two tasks. scheduling conflicts and other job responsibilities regularly impeded meeting opportunities and led to project delays. calls for participation initially received enthusiastic responses, but actual participation commitment was lackluster. future oer development and adoption projects would include a task force made up of librarian, faculty, and graduate student representatives collaborating for semester-long commitments. this shorter term commitment may encourage more faculty and graduate student participation. education libraries, 44:1 (2021) © education division, special library association 8 successes a few initial project successes can be reported. this is the first oer adoption project the author has helmed and the library and education deans’ continued support has been integral to the project’s current and future success. the author was given significant agency and autonomy to lead and manage the project, build teams from colleagues and graduate students, and pursue professional development opportunities. the liaison faculty and graduate students’ vocal enthusiasm for oer adoption was also a welcome sign, despite their lack of actual participation. the education librarian has received positive support and interest whenever the project was mentioned. the author hopes the education dean’s formal support will encourage faculty and graduate student oer participation and create pathways for such work to be recognized in promotion and tenure consideration. studies show liaison faculty and graduate students are more willing to create and adapt oer when offered appropriate support and incentives (cox & trotter, 2017; hess et al., 2016; king, 2017). the author has also engaged in formal and informal professional development opportunities related to oer. she regularly subscribes to oer listservs (e.g., liboer), monitors related twitter hashtags (e.g., #oer, #textbookaffordability, and #opentextbooks), and participates in oer webinars and workshops, particularly those related to education or the social sciences. the library dean has been instrumental in sending oer-related program notifications and financially covering associated costs. through these venues, the education librarian has been able to engage with other oer advocates in discussions about communicating oer implementation and adoption to liaison faculty, oer development platforms, and existing or new oer items. when a liaison faculty asks for a textbook recommendation, the author queries oer listservs for recommendations before exploring traditional commercial options. oer and other webbased formats meet the soles online graduate community’s need for easy-to-access, multiuser-licensed texts, especially when affordability and difficulty accessing print outside the u.s. can hinder student success. for example, a soles faculty member contacted the education librarian to request an e-book version of a commercially available higher education leadership textbook. the soles faculty preferred easy-toaccess online resources since the class would spend time traveling internationally. publisher restrictions prevented library purchase of the e-book format. however, the education librarian recommended an oer alternative—found on liboer—that met faculty and student needs. the soles faculty member subsequently adopted the oer as a replacement for the course text. the education librarian began exploring oer creation and publishing platforms that would meet content, format, accessibility, and platform stability needs. it was determined that the first project, a writing style guide with accompanying thesis and dissertation templates, would eventually be hosted on springshare’s libguide platform. the education librarian’s regular use of springshare products, authorship privileges, and exploration of other oer using the libguide platform helped her to come to this conclusion. the author began drafting the writing style guide in summer 2019 and published it as a shared google doc in spring 2020. due to the covid pandemic’s impact on institutional functions, the thesis and dissertation template development was postponed until spring 2021. the template will serve to provide a standardized template for graduate students, who are currently using various online apa-style templates or education libraries, 44:1 (2021) © education division, special library association 9 manually creating their own. the standardized template aims to reduce often unintentional formatting errors that can delay the thesis and dissertation submission process and/or hinder quality. after additional conversations with faculty and department heads, the education librarian aimed to create a template similar to those provided by mississippi state university libraries, purdue university, and cornell university. challenges the education librarian faced a number of both anticipated and unforeseen challenges to the project. the anticipated challenges mostly echo what others have found while researching faculty/librarian collaborations and/or oer initiatives, and centered on faculty buy-in as a main obstacle (annand & jensen, 2017; belikov & bodily, 2016). survey results and reports from mainstays such as educause (2017) and the ithaka s+r u.s. faculty survey 2018, mixed faculty perceptions of oer quality, content appropriateness, and topic specificity. although the ithaka s+r found “substantial interest in use of open educational resources for instructional practices, particularly from younger faculty members” (as cited in blankstein & wolff-eisenberg, 2019, p. 5). the author’s observations at their institution echo the educause (2017) and ithaka s+r (2018) findings of mixed faculty perception regarding oer quality, content appropriateness, and topic specificity, particularly for faculty teaching upper level graduate courses. the education librarian informally asked approximately ten liaison area faculty representatives what incentives would encourage their oer participation. the top three responses were course release time, a financial stipend, and publication credit towards promotion and tenure. these responses echo common barriers described in oer research. one-on-one discussions between the education librarian and education dean quickly revealed that course release time would be cost prohibitive and could potentially create course scheduling issues for the school. the course release time barrier is a major one for faculty who self-describe as already overloaded with teaching and service responsibilities. despite the author’s communication of the education dean’s financial and publication support commitments, liaison faculty still seemed reluctant to participate in oer creation, modification, or adoption. an additional observed barrier was the lack of a direct communication from the education administration—deans and/or department heads—about the oer textbook initiative, the goals, and benefits. it makes sense that faculty desire verification and communication from their direct supervisors before committing their time, labor, and expertise to an unfamiliar initiative. graduate students were also hesitant to participate in the oer initiative. one issue was a lack of faculty buy-in, as most of the graduate research or teaching assistants were already assigned to faculty with their own work, course, and personal commitments. the education librarian’s relative newness to the liaison faculty and emerging, yet positive, rapport may have also contributed to liaison faculty reticence. the author is serving as the first full-time education librarian for soles in recent years; and before her, the position was staffed with contract or temporary workers who held expertise in other subject areas. thus, there were a number of faculty unfamiliar with having subject specialist, and particularly in-house, library support. liaison faculty have expressed an uncertainty with what an embedded research librarian does. the author foresees that education libraries, 44:1 (2021) © education division, special library association 10 faculty will be more willing to collaborate once a stronger positive rapport is built and liaison faculty’s familiarity with librarian responsibilities and duties increases. time constraints also served as a large barrier to the education librarian’s project progress. the spring 2019 semester was the first full semester the author served at this institution. the faculty, staff, and student needs and enthusiasm for oneor multi-shot sessions, instruction and research consultations, and service projects resulted in high demands on the education librarian’s time. she also precariously balanced her own active conference, fellowship, and research agenda and family responsibilities as well as dealing with the sometimes stressful transition of a southeast to west coast move. to better manage time constraints, the author hired a student assistant for the upcoming academic year. the author looks forward to collaborating with a motivated student who can handle some basic and essential aspects of the author’s workflow such as web maintenance and development, basic research, and compiling bibliographies. staff support will be vital as additional oer development and adoption projects are started. lessons learned and next steps though the project has not produced as many immediate tangible results as the education librarian desired, there is renewed hope for significant progress in the next academic year and beyond. the author continues to meet with the library’s oer committee and liaison faculty to gain additional support and participation. she will continue to encourage the education dean to formally encourage faculty participation with financial support and publication recognition. a meeting with the education dean and department chairs revealed a desire to survey current soles graduate students about their textbook acquisition and affordability practices, opinions, and experiences. the survey could help reveal acquisition and affordability issues soles graduate students encounter. the survey data could also help support future conversations and collaborations with textbook affordability advocates and interested parties in soles and the library. student participants, faculty, and others have expressed genuine interest in the impending results and next steps. the education librarian will present the survey results at an upcoming department chairs’ meeting and has reached out to liaison faculty and student groups to share information. the psychological association’s recent apa style 7th edition announcement (american psychological association, 2019) will require significant updates to soles’s current dissertation and thesis templates, which vary by department. soles administrators expressed an interest in developing a taskforce to create an oer best practices guide and accompanying dissertation and thesis template based on apa 7th edition standards. the goal is to create a stable, accessible resource customized for the research and formatting needs of soles graduate students, regardless of department, before soles adopts the apa 7th edition. one of the three soles departments has confirmed participation and assigned the staff member who supervises departmental dissertation submissions to work with the education librarian. a successful collaboration on the guide and template project may encourage interest in future oer creation and adaptation projects. if the education librarian could restart this project, securing the education administration’s formal, well-communicated support with clear faculty and graduate education libraries, 44:1 (2021) © education division, special library association 11 student funding options and incentives would be a priority. an earlier meeting with soles department chairs would have likely resulted in an earlier dissemination of a student textbook affordability survey and more productive oer project pitches to the liaison faculty and graduate students. these critical missteps led to additional labor, ineffective communication loops, and wasted time. however, lessons learned from this experience are invaluable to future project success. the graduate student survey and dissertation and thesis template are positive steps forward on what should be a long-term, successful project. future reports will revisit this case study providing project progress, challenges, next steps, and reflection on new lessons learned. education libraries, 44:1 (2021) © education division, special library association 12 references allen, i. e., & seaman, j. 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(2019, october 9). here are some of our #textbookbroke participants! students have needs and they shouldn’t have to stress over the cost of college textbooks. stop by to participate in the event and help us advocate for #oer. we’ll be out in front of the student center until 4 pm! #gotigers [tweet]. retrieved from https://twitter.com/reedleyasg/status/1181987642772049923 seifert, k., & sutton, r. (2009). educational psychology (2nd ed.). retrieved from https://www.oercommons.org/courses/educational-psychology senack, e., & donoghue, r. (2016). covering the cost. retrieved from http://studentpirgs.org/reports/sp/covering-cost senack, e., & the student pirgs. (2014). fixing the broken textbook market: how students respond to high textbook costs and demand alternatives. retrieved from http://www.studentpirgs.org/textbooks sparc. (n.d.). open education. retrieved from https://sparcopen.org/open-education/ submission guidelines. 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(2019, september 23). a4: when i was looking for a graduate degree, i wanted to get my degree from a public university. today, i worry about price of degree for all my grad students. i’m paying student loans myself, and i try to use #oer in place of textbooks whenever possible. #techtalkga [tweet]. retrieved from https://twitter.com/lokeyvega/status/1176305162366980096 https://sparcopen.org/news/2018/estimating-oer-student-savings/ https://doi.org/10.1080/01587919.2012.700561 https://openstax.org/impact https://library.educause.edu/resources/%202017/10/ecar-study-of-faculty-and-information-technology-2017 https://library.educause.edu/resources/%202017/10/ecar-study-of-faculty-and-information-technology-2017 https://doi.org/10.1038/nj6978-102a https://twitter.com/reedleyasg/status/1181987642772049923 https://www.oercommons.org/courses/educational-psychology http://studentpirgs.org/reports/sp/covering-cost http://www.studentpirgs.org/textbooks https://sparcopen.org/open-education/ https://help.oercommons.org/support/solutions/articles/42000046850-submission-guidelines https://help.oercommons.org/support/solutions/articles/42000046850-submission-guidelines https://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2018-19 https://trends.collegeboard.org/college-pricing/figures-tables/average-estimated-undergraduate-budgets-2018-19 https://en.unesco.org/themes/ict-education/oer https://studentaid.unc.edu/cost-of-attendance/gradprofessional1819/ https://financialaid.usc.edu/graduates/prospective/how-much-wil-my-education-cost.html https://financialaid.usc.edu/graduates/prospective/how-much-wil-my-education-cost.html https://financialaid.usc.edu/graduates/prospective/how-much-wil-my-education-cost.html https://financialaid.usc.edu/graduates/prospective/how-much-wil-my-education-cost.html https://twitter.com/lokeyvega/status/1176305162366980096 education libraries, 44:1 (2021) © education division, special library association 16 wesolek, a., lashley, j., & langley, a. (2018). oer: a field guide for academic librarians. retrieved from https://commons.pacificu.edu/pup/3%0ahttps://commons.pacificu.edu/pup/3/ west, j. (2019). libraries are fighting to preserve your right to borrow e-books. retrieved from https://www-m.cnn.com/2019/08/02/opinions/libraries-fightpublishers-over-e-books-west/index.html west, q. (2017, december 8). librarians as open education leaders: responsibilities and possibilities [blog post]. retrieved from https://openoregon.org/librarians-asopen-education-leaders-responsibilities-and-possibilities/ west, q., hofer, a., & coleman, d. (2018). librarians as open education leaders: responsibilities and possibilities. open education global conference 2018. presented at the delft, netherlands. retrieved from http://resolver.tudelft.nl/uuid:749d9863-896c-42ce-8702-70911f883ed3 wiley, d. (2015). reflections on open education and the path forward. retrieved from https://opencontent.org/blog/archives/4082 william and flora hewlett foundation. (2019). open educational resources. retrieved august 11, 2019, from https://hewlett.org/strategy/open-educational-resources/ woodward, s., lloyd, a., & kimmons, r. (2017). student voice in textbook evaluation: comparing op student voice in textbook evaluation: comparing open and restricted textbooks and restricted textbooks. the international review of research in open and distributed learning, 18(6), 150–163. https://doi.org/10.19173/irrodl.v18i6.3170 https://commons.pacificu.edu/pup/3%0ahttps:/commons.pacificu.edu/pup/3/ https://www-m.cnn.com/2019/08/02/opinions/libraries-fight-publishers-over-e-books-west/index.html https://www-m.cnn.com/2019/08/02/opinions/libraries-fight-publishers-over-e-books-west/index.html https://openoregon.org/librarians-as-open-education-leaders-responsibilities-and-possibilities/ https://openoregon.org/librarians-as-open-education-leaders-responsibilities-and-possibilities/ http://resolver.tudelft.nl/uuid:749d9863-896c-42ce-8702-70911f883ed3 https://opencontent.org/blog/archives/4082 https://hewlett.org/strategy/open-educational-resources/ https://doi.org/10.19173/irrodl.v18i6.3170 from: education libraries, volume 33, no. 1, spring 2010 38 editors vibiana bowman cvetkovic (reference librarian and web administrator at the paul robeson library, rutgers university, camden, nj) and robert j. lackie (associate professor-librarian at rider university, lawrenceville, nj) have proved to be an excellent team. they have assembled an able group of contributors to this volume, established a format for each chapter that includes an introduction and extensive list of references, and provided an insightful introduction and conclusion to the work. while individual voices are heard, the chapters feel related to the whole, and the editors are to be commended for that. the work is structured around three questions. part i deals with the notion of “who are the members of generation m” and what is their relationship with new media and technology. how does generation m think, learn, and search? for me, this section of the book contained the most interesting chapters. part ii looks at the culture of technology addressing issues of privacy, security, and safety on the web. chapters within this section of the book deal with some of the major social networking tools and media available today (e.g., facebook, youtube, wikipedia, video gaming, and webcomics), but somehow feels dated by not including some sms and chat services (e.g., twitter). in a year or so, there will be a whole range of services that might be added to a second edition. part iii outlines educational theories, practical applications, and best practices when integrating new technology into undergraduate curriculum. here too, several chapters focused on specific tools for screen casting, for instance, that might be out-moded or superseded by more effective tools in the near future. the introductory chapters remind us that in titling the work “gen m,” the authors could mean millennials, but also media, mobile, multitaskers, and multisensory. they thrive on being connected, but often lack basic writing and other communication skills, and have difficulty with “higher order information skills such as analyzing and evaluating content” (p. 41). the collaborative and team approaches to learning developed in early grades carry over into adulthood where goal-oriented assignments directed toward future careers, flexible programs, use of technology, and “teaching strategies that are visual and interactive… appeal to this age group,” as do “group work projects and cooperative learning opportunities involving real-life problems and activities.” active learning, as opposed to passive lectures “engages these students” (p.47). educators must “modify their instruction to accommodate” these learners (p. 48). these young adults may all have been born between 1980 and 1999, but they should not be thought of as a monolith, though none remembers a world without computers. their knowledge of technology does not mean that they cannot benefit from skill-building in other areas. this is especially true as academic institutions address those who come from the other side of the digital divide where their schooling has been affected by their economic situations. the authors recognize that skill gaps persist and need to be addressed, both within the university environment and the workplace. michele kathleen d’angelo, a school psychologist and adjunct assistant professor of english at rider university, uses her chapter, “gen m: whose kids are they anyway?,” to describe gen m’ers as having led sheltered lives. they are confident, “used to acting instantly on information,” being less concerned with their own privacy than previous generations. proprietary information does not hold the same meaning for them as once did. these young people achieve, and feel pressured to achieve. they tend to be “rather conventional” and sometimes a bit selfabsorbed. they are great consumers, good information manipulators, socially conscious, and skilled at analyzing visual data and images (p. 97-98). susan avery, coordinator of instructional services at the undergraduate library of the university of illinois b o o k r e v i e w s cvetkovic, vibiana bowman, and lackie, robert j, eds. teaching generation m: a handbook for librarians and educators. new york: neal-schuman, 2009. isbn: 9781555706678 (alk. paper) $85. reviewed by barbie e. keiser education libraries, volume 33, no. 1, spring 2010 39 at urbana-champaign and author of chapter 3, tells us that gen m’ers do not appear to be aware that “the packaging of the message… influences the perception of the message” (p. 53). her chapter, “expanding our literacy toolbox: the case for media literacy,” differentiates between visual literacy (associated with images) and media literacy (associated with media and its messages). “media literacy skills empower students to filter the information around them, allowing them to incorporate the best of it into their academic and social lives, and reject that which is inaccurate, inappropriate, or manipulated” (p. 56). gen-m students “need to be able to deconstruct media messages and critique the quality of information sources”; in other words, to master information literacy skills as well (p. 59). all of these literacy skills—visual, media, and information— require critical thinking: perception reflection, reasoning, and evaluation (p. 62). art taylor, professor in the computer information systems department at rider university and author of chapter 4 (“gen m and the information search process”), reminds librarians and educators that “the young adults of gen m… often do not recognize incomplete fragments as such. they have a tendency to regard each fragment as valid as any other,” and their ability to critically evaluate web content “appears to be lacking.” gen-m’ers are frustrated by “the time it takes to find and evaluate content (and thus may avoid a particular research track if it seems too time consuming)… (perceiving) the lowest cost as the most convenient, readily available information with limited consideration for quality” (p. 72-73). dr. d’angelo explains that for years “teachers have taught students how to learn collaboratively, and may have difficulty reading and writing on their own” (p. 99). gen-m students have expressed dissatisfaction with teachers who are unable or unwilling to use technology, complaining about powerpoint presentations with too many words on each slide. they like having slides made available to them ahead of class so that they can follow along without taking too many notes while conducting other activities during class, such as texting. in chapter 6 (“the wired life”), authors karen j. klapperstuck (director of the bradley beach public library) and amy j. kearns (program coordinator for the central jersey regional library cooperative and part-time lecturer at the school of communications, information and library studies at rutgers in new brunswick, nj) point out how gen m’ers manage to remain plugged into a number of different tools throughout the day, often seemingly simultaneously, and how carrying on several conversations (live, telephonically, shared, and/or online) is not considered rude. telling everyone where they are, what they are doing, feeling, and thinking is the norm. their view of privacy is that they broadcast to friends and friends of friends, not to the world (e.g., on a website). “they are creators and not just consumers of content… wanting to manipulate, remix, and share content” and live in a state of “continuous partial attention” ignoring “the difference between online and offline” (pp. 116, 120, 122). nicholas schiller (library instruction coordinator at washington state university vancouver) and carole svensson (assistant director of the library at the university of washington, tacoma) remind us that gen m’ers “have played thousands of hours of video games,” and teachers should begin to use games as educational tools. stephen abram (vice president of innovation for sirsidynix and chief strategist for the sirsidynix institute) explains how a “rich user experience, user participation, dynamic content…openness, freedom and collective intelligence by way of user participation, can also be viewed as essential attributes of web 2.0” (p. 221). he notes a fundamental usage of web sites and email where “information content (and largely textual information)” reigns “to one where the content is combined with functionality and targeted applications that meet the needs of society and individuals in context. it is primarily about a much higher level of interactivity and deeper user experiences” (p. 222-223). abrams notes the advantages of “socially driven content and advanced recommendation engines and environments” when “dealing with a world of too much information and too much choice” (p. 223). chapter 13 (“gen m(obile)”) highlights a number of universities incorporating mobile learning into higher education, including the use of technology-driven “flash cards” (university of pittsburgh)l video lectures, quizzes, and simulations (university of west florida); and wireless networks that enable “students to send private messages to their professor… and the professor conduct impromptu quizzes during class” (wake forest university). in chapter 14, lauren pressley (instructional design librarian at wake forest university) recommends “blending both useful technology and strong pedagogy… to create an educational environment that will be most effective for today’s students. educators need to adapt constantly to stay relevant and useful in students’ lives, especially gen m students who have grown up with the emerging technologies and now operate in a very different information environment than the one familiar to most education libraries, volume 33, no. 1, spring 2010 40 of their educators” (pp. 253-254). one impediment, she recognizes, is that today’s classroom looks much like those of decades past, while education theory tells us that individualized student-centered education is what gen m needs to thrive in a global, knowledge-based economy. ms. pressley recommends hybrid learning approach that takes the best of traditional education and e-learning, but goes beyond. hybrid learning allows “for more flexible scheduling for busy students, the ability to schedule more than one class per classroom per timeslot, as well as giving the professor the opportunity to think creatively about the restructuring of the course” (pp. 258-259). the editors sum up the volume’s goal of encouraging those responsible with “guiding the next generation of scholars, artists, and leaders through the important endeavor of serious thinking” (p. 352). i’d say that they succeeded quite nicely. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com the quality library is a pragmatic self-help guide for libraries. sara laughlin and ray w. wilson have written this book “for library administrators and library employees who want to improve their libraries by improving their processes.” the authors focus on library customers and on the processes done at the library. the book is well organized and provides many practical tools for the library professional. the quality library is the collaborative effort of authors sara laughlin and ray w. wilson. for decades, the authors have worked to help organizations perform better. this specialized expertise has served as a basis for this book. the book introduces the concept of continual process improvement. once this concept is explained, the authors begin to show how continual process improvement can benefit libraries and ultimately their customers. the book has many useful features including two appendixes, a glossary of terms, a comprehensive list of references and a useful index. the authors have also provided a multitude of worksheets, flow charts and tables to demonstrate the importance of process improvement. all of these resources help the reader better understand how library staff can plan and implement the process of continuous improvement. the book is organized into six chapters that introduce the reader to the approach of process improvement. the chapters include the continuous improvement approach, identification and assessment of processes, standardization, measurement, rapid improvement process, and managing process improvements. many chapters include visuals such as tables, worksheets or flowcharts. real life library examples are given throughout the book to demonstrate the effectiveness of the continuous improvement model. this book can help libraries better understand and perfect their own processes. with this knowledge, library personnel can develop a plan to move forward while continually assessing their progress. the result promises a more efficient library with greater staff and customer satisfaction. laughlin, sara and wilson, ray w. the quality library: a guide to staff-driven improvement, better efficiency, and happier customers. chicago: american library association, 2008. the authors have written a helpful book to start libraries on the path to continuous improvement. this approach leads to more complete understanding of library by focusing on library tasks and processes. this understanding can help libraries become better by improving each of these processes. careful attention is given to continual process improvement in academic and public libraries, but the guide could be used in a variety of library settings. even in times of budget cuts and greater customer demands, this book offers a straight forward approach to enhancing library efforts. isbn -13: 9780838909522 isbn-10: 0838909523 $55.00 reviewed by celeste moore mailto:barbie.keiser@gmail.com education libraries, volume 33, no. 1, spring 2010 41 the book provides readers with a thoughtful coverage of the continual improvement approach as a means to improving library quality. the quality library will help libraries develop a course of action and become more proficient information centers. the book promotes an ongoing reflective process that will empower libraries to do what they do, only better. this is a title worth buying and adding to your professional development collection. celeste moore is a librarian at st. andrew hall library, syracuse, ny. email: moore_celeste@hotmail.com written by ron nash, the nationally known teacher coach, “the active teacher” is a sequel to “the active classroom”, which focuses on creating studentcentered classrooms and provides strategies, activities, and powerful presentation techniques for creating active and interactive learning environments. “the active teacher” addresses some obstacles to effective instruction such as inconsistent rules and procedures, use of lecture and of summative assessment as the only teaching and assessment tools, negativity in the classroom, and the lack of collegiality and effective collaboration in the school and classroom. the book emphasizes the importance of the three rs, routines, rules, and relationships, and the importance of effective planning in order to address issues such as student achievement, positive classroom climate, effective instruction and assessment, and student motivation. the book is organized in eight chapters and an appendix. each chapter ends with a “final thoughts” section which summarizes the chapter’s ideas and prepares the reader for the following chapter. chapter 1: positioning first things first the author talks about the importance of the course content, “what”, where teachers need to demonstrate command of their discipline, and of the teaching and learning processes, “how”, which offer students certainty, clarity, and consistency in an effective classroom. the importance of making clear and positively stated classroom rules routine during the first days of school as a foundation for efficient teaching and learning is emphasized. chapter 2: investing in sustainable relationships this chapter discusses about cultivating person-toperson, trust-centered relationships, a collaborative culture, and teaching to the strengths of students as keystones for efficient classroom management and teaching and for building a positive classroom climate. developing listening skills by listening to parents, students, and colleagues are vital. improving teacherto-student and student-to-student communication and forging and sustaining adult relationships among colleagues and staff members in the school community ensure a positive school culture. chapter 3: getting a handle on self-control the author provides a description of qualities of the most effective teachers who consistently display and maintain calm behavior, have self-confidence, control their own actions, emotions, and reactions, and solve discipline problems firmly, quietly, and without disturbing the flow of process in the classroom. chapter 4: shifting students from passive to active as students process information and learn in different ways, differentiation and creation of a classroom culture which addresses the various needs of students who are kinesthetic, visual, tactile, and auditory are keys to success. teachers committed to careful lesson preparation, planning, and continuous adjustment encourage students to move, work in cooperative groups, and chat. student participation in their own learning provides opportunities for processing, reflection and discussion, and supports learning and memory. chapter 5: harnessing the power of feedback feedback is connected to quality instruction. individual feedback needs to be based on knowledge of student work and understanding of student’s strengths and weaknesses. the author suggests the use of feedback mechanisms such as checklists and rubrics as signposts, effective portfolios, or goal setting and gap elimination. making feedback specific and instructive, nash, ron. the active teacher: practical strategies for maximizing teacher effectiveness. thousand oaks, ca: corwin, 2009. isbn-13: 9781412973878 (pbk.) $26.95 reviewed by mona anne niedbala mailto:moore_celeste@hotmail.com education libraries, volume 33, no. 1, spring 2010 42 stressing the positive, and encouraging student feedback are also recommended. chapter 6: balancing formative and summative assessment the chapter expands the discussion about feedback and compares the two forms of assessment, formative and summative, in order to identify which one is more costeffective in regard to student continuous improvement. summative assessments have limitations as quiz and test scores do not provide students with feedback useful for future learning. formative assessment, by allowing frequent checks for understanding, opportunities for useful feedback and for applying knowledge, is more cost-effective and beneficial for building confidence, motivation, and for students’ learning. formative assessment allows building quality control into the system. formative assessment should come before summative assessment. teachers need to balance carefully the use of both formative and summative assessments in order to provide students with vehicles for improvement in the short term and in the long term. chapter 7: enlisting investment partners the author emphasizes the benefits of collaboration among colleagues in the school community as a key to success and teacher retention. collaborative teaming and collaborative improvement efforts rooted in the shared vision and core beliefs of the organization should include the students. cooperation at the district level and creating a collaborative culture are also beneficial and much can be accomplished when teachers, principals, and central office coordinators put their knowledge and efforts together in pursuit of continuous improvement. chapter 8: ramping up relevance in an age where students are inundated with huge amounts of information, the role of the teacher is that of a process facilitator by helping students develop 21st century skills such as critical thinking, methodical questioning, problem solving, effective communication, and making informed decisions as they prepare for the workforce in an increasingly complex world. such performance skills assist students in understanding and making sense of the content they are learning. teachers need to constantly plan, evaluate, reflect, and adjust their teaching in order to be relevant in a world where students have continuous access to instant information, have a tendency for action, and do not accept the sit-still traditional classrooms. appendix: preparing for day six this section provides advice for teachers who want to succeed and stay in the profession for the long run. teachers are encouraged to: 1. keep an electronic journal during the course of the school year 2. spend thirty minutes per week reading professional journals and books 3. find time to watch each other teach 4. schedule time to meet with other teachers frequently 5. take time in class to have your students give you feedback. this work would be an excellent addition to academic library collections supporting undergraduate and graduate programs in teacher education and school librarianship. the wealth of shared experiences, strategies, activities, and practical examples make this book a good resource for in-service teachers and for reflective practice professional development workshops. mona anne niedbala is education & curriculum materials librarian at the university of rhode island libraries email: mflorea@mail.uri.edu mailto:mflorea@mail.uri.edu education libraries, volume 33, no. 1, spring 2010 43 learning to think things through: a guide to critical thinking across the curriculum is a prescription for instructors and students who strive to apply critical thinking into everything they do, regardless of discipline. it begins with two prefaces: one “to the instructor” and the other “to the student.” the first describes how the author, gerald m. nosich of buffalo state university, has used the techniques in his own teaching. it highlights changes made to the third edition and contains a helpful note on the exercises that appear in each chapter. the preface to students reminds them that reading the book is not sufficient; they must “take problems or questions the text asks and actually think them out.” the book “is not a body of information” that talks about how to think critically, “it is about actually thinking critically. the work is relatively short—five chapters, each ending with a set of exercises that apply concepts from the text. chapter one (what is critical thinking?) begins with defining the phrase and highlighting prominent features of critical thinking. what is critical thinking? discusses three parts of critical thinking: asking questions, trying to answer those questions by reasoning them out, and believing the results of our reasoning. the chapter closes by listing impediments to critical thinking and using see-i “to make whatever you are working on clearer”: state it elaborate (explain it more fully, in your own words) exemplify (give a good example) illustrate (give an illustration, a metaphor, simile, analogy, diagram, concept map, etc.). all eight elements of reasoning are covered in chapter 2: purpose, question at issue, assumptions, implications and consequences, information, concepts, conclusions/interpretations, and point of view. three additional elements that co-exist with each of the others include reasoning (i.e., drawing conclusions on the basis of reasons), claims (judgments), and hypothesis. one of the best sections within this chapter appears toward the end and is designed to help analyze positions with which you disagree. chapter 3 helps the reader to apply critical thinking within a field, making logical connections and understanding the point of view of the discipline. the seven standards of reasoning are covered in chapter 4—by far my favorite chapter: • clearness • accuracy • importance, relevance • sufficiency • depth • breadth • precision putting it all together: answering critical-thinking questions, the fifth and final chapter of this work, reviews the core process of critical thinking the best feature of the book is the grayed-out text box that appears on nearly every page. these are designed to raise questions about what is being read in the main text. the author is constantly challenging the reader to think more deeply and revise his/her thinking, if/as warranted. at the end of each of these text boxes is a suggested action. for example, “write a paragraph describing how, in your best judgment, critical thinking is necessary within the subject matter you are studying.” throughout the book, these text boxes force readers to think about what they’ve read and apply it to their own life/work/research. nosich, gerald m. learning to think things through: a guide to critical thinking across the curriculum, 3rd ed. upper saddle river, nj: pearson education inc., 2009. isbn-13: 9780138132422 isbn-10: 0138132429 $31.60 reviewed by barbie e. keiser education libraries, volume 33, no. 1, spring 2010 44 the work might have benefitted by a better editor, but all-in-all, it’s well worth the investment. i’ve already applied some of what i learned in this semester’s class, and in reviewing homework assignments and final term projects, i see how my students have benefitted. i look forward to re-reading the work more closely and thinking about how i could incorporate even more during next semester. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com a collection of perspectives on service learning from practicing librarians, library and information science educators, students, and even an administrator, this volume is a testament to the impact service learning experiences can have on student learning outcomes and the communities in which they are practiced. the book opens with a history of service learning in library and information science education, and then draws examples from lis programs all over north america, describing projects undertaken in a wide array of settings across the u.s., various parts of africa, and on the internet. reflection is a key component of service learning. a full chapter is devoted to the philosophical underpinnings of this type of learning, and practitioners each devote more than a few words to explaining their personal definitions of service learning, from a form of hands-on, experiential learning, to the more ambitious social entrepreneurship, in which students help find innovative solutions for community issues, to community inquiry, where the university and the community act as partners in life-long learning. on this spectrum, a fundamental shift seems to be taking place: whereas in the past student learning was the primary and perhaps even sole focus of service learning, now community engagement is considered a key component. the difference can be found in the projects described in this book. while many are traditional internships in which students learn on-the-job skills from experienced librarians, the most compelling projects are those that engage with under-served populations: a korean community in illinois, latino communities across the u.s., a tribal college in washington, lgbtq youths in tennessee, people with disabilities in second life, the delft and bellville communities in south africa, and the developing island nation of sao tome in west africa. in addition to testimonials, this book also includes road maps and frameworks for integrating service learning into the curriculum, making it a practical read for all lis educators seeking to incorporate service learning into their programs. julie shen is a doctoral student in organizational leadership at the university of la verne and a reference/instruction librarian at california state polytechnic university, pomona. email: jshen@csupomona.edu roy, loriene, jensen, kelly, and meyers, alex h., eds. service learning: linking library education and practice. chicago, il: american library association, 2009. isbn: 9780838909812 (pbk.) $65.00 reviewed by julie shen mailto:barbie.keiser@gmail.com mailto:jshen@csupomona.edu education libraries, volume 33, no. 1, spring 2010 45 beth m. whittaker is currently an associate professor and head of special collections cataloging at the ohio state university libraries and lynne m. thomas is head of rare books and special collections and assistant professor at northern illinois university. the introduction is thoughtful and thought provoking, covering why there is yet another “2.0” book, interspersed with quotes from their research and their survey of cultural heritage professionals. the book is not intended to be comprehensive on 2.0 technologies but focuses specifically on cultural heritage, special collections, archives and museums; focusing on the “dabblers” of technology. the first chapter offers a variety of suggestions on the use of social networking services; offering descriptions of the services, how they could be used for professionals to create networking opportunities, donor communications, and discovering other related collections to our own. the second chapter covers the use of blogs and rss feeds for use to promote collections, how to promote your blog once it is created, and even collection and preserving blogs. the material on blogs is basic and focused more for someone newly entering technology. the third chapter focuses on an introduction to wikis and their use on both the public side and private side. their example of using the wiki for coordination of this book and for collaboration was particularly useful. a specific example of a project using a wiki, the edward t. leblanc dime novel wiki, is discussed and provides a detailed view of how wikis can be implemented and it’s strengths. the chapter “media sharing in cultural heritage collections” offers strong examples of promotion of digital collections as well as the challenges of publishing content on the web which transitions smoothly to the chapter on access to collections. the access chapter provides a good background of the difficulties in finding special collections in the catalog and other search tools, making suggestions on the web 2.0 tools to use to expose these collections. the final chapter, appropriately named “the elephant in the room: digital preservation 2.0”, is a discussion of digital preservation, mass digitization and copyright issues. included in the appendix is the survey they conducted and a digital preservation primer, which includes a literature review and a software overview. special collections 2.0 is a good introduction to web 2.0 technologies for archivists and librarians, offers solid recommendations for software and standards, and provides examples of how the technologies can be used in appropriate and forward thinking ways. elizabeth j. bollinger systems librarian digital & multimedia center/vincent voice library michigan state university michigan state university email: bolling7@mail.lib.msu.edu whittaker, beth m. and thomas, lynne m. special collections 2.0: new technologies for rare books, manuscripts, and archival collections santa barbara, ca: libraries unlimited, 2009. isbn: 9781591587200 $45.00 reviewed by elizabeth j. bollinger mailto:bolling7@mail.lib.msu.edu education libraries, volume 36, number 2, winter 2013 17 marketing the library in an on-line university to help achieve information literacy by jennifer murphy abstract an entrepreneurial librarian takes the embedded librarian concept one step further at a completely on-line university and markets the virtual library to students, faculty and administration rather than wait for customers to come to the library. york and vance (2009) make the observation that “one obstacle to marketing an embedded librarian service is that there is no consensus on what to call this practice” (p. 206). this librarian agreed and as her goal was to “win favor and confidence by imperceptible degrees” (merriam-webster, 2013) she chose to call it insinuation of the library. introduction an on-line library has no point of purchase, a counter where the customer buys the product, to entice the buyer. unlike a brick and mortar school, where the reference counter serves as the point of purchase and is “ intended to make approaching the desk for help less intimidating”, an online library needs to find a comparable point of purchase to encourage its customers to approach the imaginary desk (duke, macdonald and trimble, 2009, p. 111). as stated by gandhi (2002), when speaking of marketing to distance students, “academic librarians have to proactively promote their services to distance learners” as well as, to faculty and administrators (p. 151). marketing is defined as “the activities that are involved in making people aware of a company's products, making sure that the products are available to be bought, etc.” (merriam-webster, 2013) and is a universal term whether your product is a car or an online library. the university set a lofty goal of increasing retention of its students by ten percent in a year and the librarian was convinced that increasing information literacy by insinuating the library and its services into the classroom would contribute to the achievement of this goal. however, when she attempted to find the university’s information literacy standards she found that, although the student handbook’s “learning outcomes” referenced life-long learning skills, leveraging information and technology to achieve goals, and the ability to solve real world problems, there was no formal policy. the standards for distance learning library services adamantly stress that students are entitled to become information literate by the time they graduate, and that it is the library’s mandate to ensure this happens (acrl, 2008, p. 565). being an on-line student should not be a detriment as emphasized by the acrl standards “principle of access entitlement” which states every distance learner has the right to access the same information and learn the same information literacy skills that a student in a brick and mortar college would learn (acrl, 2008, p. 558). it was clear to the librarian that in order to achieve an increase in library sales, so to speak, she must first convince the administration that [the university] needed to embrace the importance of information literacy by developing written standards. the bones of information literacy were there, but needed some flesh on the skeleton. it was not sufficient to simply increase the number of library customers by increasing database usage, it was necessary to increase information literacy in general. background “in 1999 [the university] became the first accredited private virtual university without a physical campus” (gandhi, 2003, p. 139). founder, glenn jones, believed passionately that education should be available to everyone, everywhere; a belief echoed by the american library association as stated by saunders (2008) “the free flow of information, and the knowledge to access and interpret that information, is essential to american society (p. 305). however, in june 2011 [the university] was placed on notice by its accrediting agency, the higher learning commission (hlc). one of the concerns cited was improvement of retention rates in all programs, but especially the undergraduate. [the university] made incredible strides in complying with concerns of the hlc and were taken off notice in july 2013. however, retention remained a high priority for education libraries, volume 36, number 2, winter 2013 18 [the university] and the librarian felt the library could implement effective and measurable programs to assist in this goal. the hlc does not stress information literacy as heavily as other accreditation commissions, such as the middle states commission on higher education which states information literacy is a “necessary requirement of undergraduate education”, and information literacy was not cited as a concern in the hlc report to [the university] (“standards for accreditation and requirements of affiliation,” 2006, p. 56). however, it is inferred in the hlc criteria for accreditation (2012) “the organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.” and, promoting and enabling life-long learning, particularly in the undergraduate program, is emphasized in their criteria (criterion four: acquisition, discovery, and application of knowledge). the librarian, having managed a business for fifteen years before making a gratifying change in careers, decided to approach the problem as she would have in marketing her business. unfortunately, “the traditional viewpoint of marketing can be problematic to lis because it invokes images of advertising, or maximizing sales, tasks more generally associated with business perspectives” (brown and albright, 2013, pp. 22-23). alternatively, the librarian’s marketing objective was to embed the library and in turn significantly affect student’s information literacy skills. according to west-pawl (2012) “it is imperative that librarians are embedded into the courses not only to teach students how to search library databases, but also to teach information literacy” (the embedded librarian). developing a marketing plan a study, conducted by connaway, l. s., & dickey, t. j. (2010) discovered the need for libraries to advertise. a briefing on the study concludes “the library must advertise its brand and its resources better to academics, researchers and students, demonstrating its value clearly and unambiguously” (researchers and discovery services, para. 1). combining marketing and libraries is not a completely novel concept. duke, macdonald and trimble (2009) discuss the collaboration between a marketing class and the library at illinois wesleyan university in which the marketing class was given the assignment of producing promotional campaigns for the library (p. 112). a survey conducted by the spring marketing class produced the rather disturbing conclusion that “no participants reported that they would begin a research project by consulting a librarian” (duke, macdonald and trimble, 2009, p. 114). the fall marketing class, then assigned the task of developing a promotional campaign, decided students were not aware of the reference services that were available to them, but of more concern was the “students’ reluctance to ask for assistance” (duke, macdonald and trimble, 2009). this is prevalent in brick and mortar libraries, but the same hurdle exists for on-line libraries. although, it is easier for many to communicate impersonally through email rather than approach a librarian in person, there is still reluctance to ask for help. according to west-pawl (2012), students who have received assistance from a librarian embedded in a class will develop a relationship and be more likely to ask for help from the library in the future (the embedded librarian). when the librarian becomes a fixture in the virtual classroom, students feel comfortable asking questions they might not normally seek out the librarian to ask. unlike illinois wesleyan university, [the university] was under both budget and human resource constraints, so theirs was destined to be a one-librarian campaign. a course of action was beginning to surface and two components were targeted for the marketing plan: developing an information literacy policy and embedding the library in a course with the goal being increased information literacy skills and with a residual outcome being increased retention. developing an information literacy policy clarifying and defining information literacy was the initial obstacle to developing a product to sell. while many articles defined information literacy in unique ways, there were common threads amongst them all and it was these that solidified [the university’s] definition: the ability to: • recognize when information is needed education libraries, volume 36, number 2, winter 2013 19 • define the problem • evaluate and select appropriate resources • access and acquire information • understand how to adapt and/or apply that knowledge • understand the legal and ethical obligations related to the access and use of information, including avoiding plagiarism and using correct citation. although, the two components of embedding the library and developing an il policy were worked on congruently, for clarity the two processes will be addressed separately. the first step in any marketing plan is to define the customer; that is, to whom did the librarian need to “sell” the product, in this case, the information literacy policy. although, the student is the eventual benefactor it was determined that the customers were actually administrators, course experts and faculty, in that order. if these three groups did not embrace the policy it would never reach the light of day. as stated by forbes (2007), “the university as a whole should accept responsibility for preparing and educating information literate citizens” (p. 237). concurring with owusu-ansah that “nothing thrives in academe without the blessing and encouragement of the administration” they were first targeted as a customer (2004, p. 6). the librarian knew she could sell the product to administration by tying in hlc requirements which include, “life of learning” and “continued learning.” placing these at the forefront of [the university’s] il policy was the key to buy-in from administration. another key to obtaining support was to make the connection between information literacy and increased retention. the librarian determined the first customers to set eyes on the policy should be the academic leadership team which consisted of the chief academic officer (cao), dean of academic administration (daa) and faculty. the librarian was fortunate to have the support of the daa, who is her immediate supervisor during the presentation and, after the presentation, the buy-in of the cao, who sent out a campuswide letter stating “we’re going to take [the librarian’s] work, and… line up end of course objectives and end of program objectives to the goal of informational literacy” one of those objectives being retention. the product may have been sold, but it was still to be determined how to implement it so that the students would benefit. as stated by owusu-ansah (2004), although everyone in the organization believes in the principles behind information literacy, “concurrence on concrete steps to achieve it are often distant, at best” (p.3). after receiving this vote of confidence from administration, the librarian felt in order to make it more concrete, the next step was to get the information literacy standards in print, so to speak. the librarian, therefore, attained permission from the academic council to have it published in both the on-line faculty and student handbooks under “learning outcomes” (appendix a). insinuating the library the real turning point came when the librarian was approached by a course expert who was redesigning english 101 and had heard from an administrator that the librarian was attempting to embed herself in a course. the course expert asked the librarian to help model a research question that would encourage students to consider how their degree would help them achieve their career goals and eventually developed the framing question “what qualifications will i need to acquire through my degree to succeed in my chosen career?” the librarian agreed with matthew and schroeder (2006) that “when a librarian is embedded in a course that lacks an explicit research component, the librarian’s services go untapped” therefore, embedding information literacy and insinuating herself in a research course would be the most effective approach (p. 63). a study by bowler and street (2008) showed “significant improvement in students’ scores when a librarian was conspicuously and obviously embedded” and when “il was identified as specialized knowledge” (p. 438). conversely, there was little improvement when an attempt was made to embed information literacy without expressly defining il and the role of the librarian. the framing question was woven throughout the course and, not only was the librarian embedded in the course forum, but the library was embedded in a specific research assignment (appendix b). according to fister and eland (2008), “students are more likely to be motivated to learn education libraries, volume 36, number 2, winter 2013 20 material if it has the immediate and obvious benefit of helping them complete a particular assignment successfully” (p.95). a belief reinforced by riedel (2002) who believes “library assignments for an individual course should contribute to the students’ information literacy (p. 483). tumbleson and burke (2010) describe how the librarians at gardner-harvey library, a regional campus of miami university middletown, decided to market their embedded librarian program when “embedded librarians realized that research action no longer swirls around the reference desk nor the library web site, but in students’ online learning space otherwise known as course management systems”(p. 974). with this in mind, the librarian was introduced to the class via jess, [the university’s] online course management platform, in the beginning of the course. she became actively involved in the forum discussions, not only answering specific questions, but monitoring students’ discussions and interjecting advice when it seemed appropriate. gandhi (2003) observes “academic librarians need to be more proactive in creating a more “visible” and sustained presence in distance education courses by actively participating in bulletin board and e-mail discussions” (p. 143). for example, in response to postings by many students with the same theme of paraphrasing and citation, the librarian posted “i thought i'd jump in here because a lot of people don't realize if you "paraphrase" someone's work you need to cite it. it's ok to change the wording, but if the idea is the same you should cite the author(s) and page number where the information was found…” like markgraf (2004), the librarian posted tips in the forum related to the assignments and discussions occurring that week “to ensure that they were what the students needed, precisely when they needed it” (p. 10). in full agreement with lih-juan & chwen-chwen chang (2003) when they stated, “policy support and cooperation from school faculty members are essential for successful implementation”, the course instructors were the next market to be targeted and, rather than waiting to be invited into the faculty inner-circle, the [university] librarian essentially insinuated herself into the academia club. as owusu-ansah (2004) so eloquently stated “the academic library has the historical, intellectual, and institutional wherewithal to enrich the teaching-learning experience” (p.5). with that said, many librarians face the difficulty of feeling they are not on par with the faculty when it comes to teaching information literacy which is complicated by the fact that some faculty actually believe this to be true. a study by scheuermann demonstrates that “if the professor doesn’t encourage and foster engagement between the student and librarian, it may not happen” (“instructorlibrarian”, 2005). while some instructors embraced this belief and were overwhelmingly supportive of the librarian’s embedment, others still had the age-old superiority over librarians complex, or at least a large amount of territorialism, as demonstrated by the responses of two instructors to a posting made by the librarian: instructor #1 to her students: “i also see a very useful post by librarian… feel free to respond to any of the librarian's posts in the forum space with your input and feedback. you're very fortunate to have such a presence from the librarian in the forum space and make the best use of it.” instructor #2 to the librarian: “it would help very much if you would send me a list of the posts you intend to make. if i am unaware of the research focus you will bring, there is the potential for conflicting messages. “ rather than become defensive, as instinct dictated, the librarian decided upon reflection that here was an opportunity to establish “a relationship of mutual trust in which the faculty member feels comfortable sharing editorial control of the courseware content” (shank & dewald, 2003, p. 42). by following this advice to “work with diplomacy and aplomb” the librarian soon had a mutually respectful, if not friendly, relationship with the instructor who was initially not so welcoming ” (shank & dewald, 2003, p. 42). bennett and simning (2010) believe “when an instructor emphasizes the importance of the librarian as a resource for students, more weight and value are added… and students are much more likely to reach out to the embedded librarian for assistance” and this was indeed the librarian’s experience (p. 454). education libraries, volume 36, number 2, winter 2013 21 results the librarian strongly agrees with tyler and hastings (2011) that digital information literacy should not be assumed because a generation has grown up using the internet and other technology (p. 21). comments from students, made either directly or indirectly to the librarian, corroborate this opinion and made it abundantly clear that most of these undergraduate students needed to be taught information literacy. there were a total of 74 students in the english 101 course in which the [university] librarian was embedded and out of those, she received requests for 6 research instructions and multiple questions through the forum. one of the assignments expressly asked students to describe the experiences they had in locating resources in the [university] library and if a librarian was contacted, to describe that experience. there was a wide range of responses including: “using the [university] library was not exactly all that helpful as i was hoping, or better yet, expecting… to be quite honest, i would rather stick with google.” “even though it was a challenge i am very glad we were urged to use the library. i will now know another place to find information for this and other classes to come later in my program. i will definitely use this feature again in the future.” “yes, the [university] library is a hard nut to crack, but i think the more you can use it the better you will become at searching terms.” “yes, asking the librarian for help was pivotal for me… , the librarian also caused me to feel excited about the research.” “i found it hard to navigate through the library and find information. i had more success searching through the internet and finding all the answers to my questions through bing and google.” “my experience researching in the [university] library improved as a result of an on-line chat with a librarian.” a common thread throughout the forum was that students were initially frustrated by not knowing how to begin their search in the library. some students were able to overcome this and others were not, but if the librarian had not only been available to answer questions, but had proactively taught the students research skills, they would have been more successful. the librarian did not want to overstep her bounds and infringe on the instructor’s territory, which may have contributed to her reticence, but she strongly agreed with bowler and street’s (2008) conclusion that “when information literacy is embedded consciously and conspicuously” in courses there is a calculable improvement (p. 439). therefore, stepping on toes or not, the librarian must be more present in future courses and her reason for being there made more explicit. it was clear that just embedding information literacy in a course, without the very active participation of the librarian, was very frustrating for the students. conclusion the librarian’s business plan was to market her product to customers thereby increasing sales and realizing a profit. for an on-line library this translated to embedding the library in the forum thereby promoting usage and realizing an increase in information literacy. students were asked at the end of the course to answer the question “have there been any surprises along the way as you have engaged in writing a research-based essay?” thirty-five students supplied feedback directly related to the library which was collated and broken down as follows: did use the librarian9 did not, but will use the librarian in the future3 found the library hard to navigate initially, but it got easier/was worth the effort-8 education libraries, volume 36, number 2, winter 2013 22 specifically stated will use library in the future5 specifically stated will not use the library in the future-10 the librarian overall was happy with the results of her first foray into english 101, but felt ten students claiming they would not use the library in the future was unacceptable. english 101 was the appropriate class in which to be embedded because of its research component, as well as, the requirement that students use the university library to complete an assignment. however, in future, she will be even more proactive in reaching out to students and posting research advice before their assignments. she believes insinuating herself and the library is a strong step toward information literacy. true success came from embedding the library and information literacy in the class, but comments from students prove the librarian needs to be involved and embedded, as well. references bennett, e., & simning, j. (2010). embedded librarians and reference traffic: an analysis. journal of library administration, 50(5/6), 443-457. bowler, m. & street, k. (2008). investigating the efficacy of embedment: experiments in information literacy integration. reference services review, 36(4), 438-449. brown, r., & albright, k. (2013). the google online marketing challenge and distributed learning. journal of education for library & information science, 54(1), 22-36. connaway, l.s. & dickey, t.j. (2010). digital information seeker report of the findings from selected oclc, rin and jisc user behaviour projects. retrieved from http://www.jisc.ac.uk/publications/reports/2010/digitalinformationseekers.aspx duke, l., macdonald, j. & trimble, c. (2009). collaboration between marketing students and the library: an experiential learning project to promote reference services. college & libraries, march, 109-121. fister, b. & eland, t. (2008). curriculum issues in information literacy instruction. in acrl (eds.), information literacy instruction handbook (pp. 94-103). chicago, il: acrl. forbes, c. (2007). integrating discipline-based library instruction into the curriculum. in research within the disciplines (pp. 223-240). lanham, md: scarecrow press. gandhi, s. (2003). academic librarians and distance education. reference & user services quarterly, 43(2), 138-154. higher learning commission (2012). criteria for accreditation. retrieved from http://www.ncahlc.org/information-for-institutions/criteria-for-accreditation.html instructor-librarian collaboration can improve course, make librarian more effective. (2005). distance education report, 9(21), 8. lih-juan, c., & chwen-chwen chang, b. (2003). web-based library instruction for promoting information skills. journal of instructional psychology, 30(4), 265-275. markgraf, j. s. (2004). librarian participation in the online classroom. internet reference services quarterly, 9(1/2), 5-19. doi:10.1300/j136v09n01_02 matthew, v., & schroeder, a. (2006). the embedded librarian program. educause quarterly, 29(4), 61-65. middle states higher commission, (2006). characteristics of excellence in higher education requirements for affiliation and standards for accreditation. retrieved from: http://www.msche.org/publications/chx-2011web.pdf owusu-ansah, e. (2004). information literacy and higher education : placing the academic library in the center of a comprehensive solution. journal of academic librarianship 30(1), 3-16. riedel, t. (2002). added value, multiple choices: librarian/faculty collaboration in online course development. journal of library administration, 37(3/4), 477. saunders, l. (2008). perspectives on accreditation and information literacy as reflected in the literature of library and information science. the journal of academic librarianship, 34(4), 305-313. http://www.ncahlc.org/information-for-institutions/criteria-for-accreditation.html http://www.msche.org/publications/chx-2011-web.pdf http://www.msche.org/publications/chx-2011-web.pdf education libraries, volume 36, number 2, winter 2013 23 shank, j. d., & dewald, n. h. (2003). establishing our presence in courseware: adding library services to the virtual classroom. information technology & libraries, 22(1), 38. standards for distance learning library services. (2008). college & research libraries news, 69(9), 558-569. tumbleson, b. e., & burke, j. j. (2010). when life hands you lemons: overcoming obstacles to expand services in an embedded librarian program. journal of library administration, 50(7/8), 972-988. doi:10.1080/01930826.2010.489002 tyler, k., & hastings, n. (2011). factors influencing virtual patron satisfaction with online library resources and services. journal of educators online, 8(2), 1-34. west-pawl, v. (2012). the embedded librarian: is it enough? colorado libraries, 36(3). retrieved from http://www.coloradolibrariesjournal.org york, a. c., & vance, j. m. (2009). taking library instruction into the online classroom: best practices for embedded librarians. journal of library administration, 49(1/2), 197-209. doi:10.1080/01930820802312995 jennifer murphy jones international university denver, co jlmurph928@gmail.com http://www.coloradolibrariesjournal.org/ mailto:jlmurph928@gmail.com education libraries, volume 36, number 2, winter 2013 24 appendix a [university] information literacy standards it is the objective of [the university] that all students graduate having achieved information literacy in which students are taught to “leverage information and technology to amplify personal and organizational achievement and promote information literacy” and to “think analytically, critically and systemically to prepare for a life of learning and accomplishment” ([university] institutional learning outcomes. students, instructors, librarians, course designers and academic affairs are all partners in achieving information literacy for [university] graduates. to this end students are not only instructed on how to use research tools, but taught information literacy concepts and skills that transfer across life’s challenges and enable life-long learning. courses are developed, weaving information literacy standards throughout, and integrate these concepts in order to help students “construct a framework for learning how to learn” (ala: http://www.ala.org/acrl/standards/informationliteracycompetency#ilhed). “every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.” ([university] academic master plan 3b3) these skills are acquired and transferred from course to course and upon graduating the student has amassed lifelong learning skills. [university] definition of information literacy the ability to: • recognize when information is needed • define the problem • evaluate and select appropriate resources • access and acquire information • understand how to adapt and/or apply that knowledge • understand the legal and ethical obligations related to the access and use of information, including avoiding plagiarism and using correct citation. appendix b in this assignment, you will use the readings and themes in this module to find three solid resources for your course project. two sources will come from the [university] library, and one source will come from the internet. your course project requires at least three sources; however, students who want to excel in their studies will often go above the minimum requirements. 1. using three of the five framing questions and the research proposal that you developed in assignment 3.2 along with your forum discussion from this module, identify three strong sources that can help you answer your framing questions. you must use the universal framing question asking about the qualifications you will need to acquire as one of the three framing questions for this assignment. for this assignment, locate: • two sources from the [university] library. use the everything tab in the [university] library to search for sources. you should consider contacting a [university] librarian for help as you complete this step. the library might be a good area for discovering articles covering 21st century job skills, workplace competencies that employers value, changing skill sets in particular careers, job qualifications, etc. http://www.ala.org/acrl/standards/informationliteracycompetency#ilhed from: education libraries, volume 34, number 1, summer 2011 50 principals are challenged to solve problems, lead school improvement programs, supervise school employees, and maintain positive relationships with superintendents, school boards, parents, volunteers, teachers, and staff. one of the primary responsibilities of school administrators is to successfully manage difficult conversations. the ontario principals council joined with corwin to publish the principal as leader of challenging conversations. this title is part of the leading student achievement series consisting of hands-on guides for principals developed from workshops on a specific topic. the principal as leader of challenging conversations includes eight chapters that utilize case studies, questions, annotated lists, and suggested resources to promote understanding and further study. chapter 1 begins with an introduction to challenging conversations. a bulleted list of the factors that may determine conversational difficulty include differing viewpoints, misinterpretation, fear, fatigue, and a belief by one or both parties that the conversation will result in negative consequences. challenging conversations furnish the opportunity for principals to model appropriate behavior and provide skilled leadership. the text includes a number of scenarios that help the reader to understand the pressures that principals face in their day-to-day work. to avoid the confrontational ambushes and misunderstandings described in chapter 2, principals can follow a script called the critical path (figure 2.3). while shown in a linear design, the critical path allows for flexibility. if the conversation reaches an impasse, the two parties return to the point where mutual understanding existed to begin the process of finding additional common ground. the ability to manage difficult conversations is enhanced by listening for meaning, avoiding distractions, paying attention to nonverbal cues, identifying underlying feelings, and reframing dialogue to allow for consideration of other viewpoints. principals seek collaboration to further the educational programs at their school. effective feedback can promote stronger professional ties and enhance collaborative efforts. chapter 4 lists the elements of feedback and the barriers that are encountered. sometimes principals are in the wrong place at the wrong time. frustration, misunderstandings, or personal problems are some of the reasons why angry, hostile people may unload on school administrators. principals need to be assertive and know their rights and responsibilities. chapter 5 discusses the steps that principals can take to remain focused and calm during heated conversations. strategic use of nonverbal communication, repetition of key points, acknowledgement of criticism and truth, request for specific feedback, building on existing agreements, and demanding and modeling civility help when dealing with an aggressive person. when anger becomes personal, dissonance prevents productive discussions. principals are required to deal effectively with anger in the best interests of � b o o k r e v i e w s ontario principals council. the principal as leader of challenging conversations. thousand oaks, ca: corwin, 2011. isbn 978-1-4129-8115-6. $25.95. reviewed by warren jacobs education libraries, volume 34, number 1, summer 2011 51 the school and its students. school administrators are encouraged to focus on problem-solving rather than personal issues. postpone confrontational discussions until the anger subsides and the other party can reason effectively. while anger may be a normal reaction to frustration or emotional upset, professionals learn to control their anger. principals will benefit from an understanding of their preferred conversational style (avoiding, competing or confronting, accommodating, compromising, and collaborating). thoughtful strategizing ahead of time facilitates conversational choices that avoid an automatic reaction that might lead to trouble. timing, place, personal preferences and skill level, commitment, and desired outcomes affect conversational strategies. chapter 8 begins with a scenario in which the principal attempts to mediate a dispute between two teachers. serving as an intermediary is a skill that is both challenging and essential to the successful operation of a school. mediation can change relationships. while the two parties may not become friends, they can work more effectively after the resolution of their dispute. the text concludes with key concepts to remember, resources including case studies and activities, references and other suggested readings, and an index. the principal as leader of challenging conversations will be useful for administrators, teachers, and others working in education. the organization of the text, and the use of case studies, lists, figures, and study questions enhance the presentation of information. a principal will definitely want a copy for his/her professional library. this title will be an excellent addition to academic library collections, and useful as a textbook for courses focusing on educational leadership. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu char booth’s reflective teaching, effect learning is a much needed publication designed to help librarians further their instructional literacy. increasingly librarians are taking on the role of educators, yet many lack the background to comfortably meet this new demand. the author recognizes the need to help librarians as they assume greater instructional roles. her inspiration for writing the book is captured in the following statement. “librarians of all stripes and design deliver instruction every day, yet we rarely receive the training, mentorship, and expertise it takes to hit the ground teaching.” the information contained in this book will help librarians in all areas of librarianship achieve greater success as educators. booth is the e-learning librarian at the university of california at berkeley. she has won awards for her leadership and technology initiatives. the author blends her knowledge of current trends in library science with her mastery of instructional literacy to aid present day teacher-librarians. her expertise uniquely tackles the teaching dilemma that many librarians are grabbling with today. this book pragmatically works to help librarians meet their instructional goals. the author presents her ideas about instructional literacy in a four-part framework. these parts include metacognition and reflective practice, learning theory, teaching technologies, and instructional design. the author also presents and explains the user (understand, structure, engage and reflect) method of instructional design. this � booth, char. reflective teaching, effective learning: instructional literacy for library educators. chicago: american library association, 2011. isbn 978-0-8389-10528. (pbk.). $60. reviewed by celeste moore education libraries, volume 34, number 1, summer 2011 52 method can help librarians build student-focused instruction. in addition, booth offers helpful tables and other visuals to further explain concepts. the book also contains a comprehensive reading list, two appendixes as well as a helpful glossary of terms. the author’s approach is realistic while providing the reader with necessary tools to become more confident and fluent educators. the book covers many aspects of instruction. the need for instructional literacy among librarians is illustrated throughout the book. the author invites the readers to reflect on their own educational experiences and design student-centered instruction. the tools that booth provides will help librarians develop their own educational philosophy, gain confidence, implement effective instruction and assess the effectiveness of the instruction. librarians are urged to find their own unique style and passion for teaching. the author is clearly at ease in her role as teacher-librarian and strives to encourage others to also embrace their teaching roles. reflective teaching, effect learning is a powerhouse of information for librarians assuming instructor roles. the author has written a solid reference built on extensive research and personal experience. booth helps librarians work towards instructional literacy. this book is highly recommended for all teacher-librarians. a must read for librarians looking to further develop their teaching styles and gain instruction fluency. celeste-marie moore works at st. andrew hall library in syracuse, ny email: moore_celeste@hotmail.com a colleague’s decision to quit teaching prompted katy farber to investigate the reasons why accomplished teachers are prematurely leaving the classroom, and how this trend might be reversed. in why great teachers quit: and how we might stop the exodus, farber says that 20% of new teachers abandon the profession in their first year while 60% depart within five years. many beginning teachers are dismayed to find that student motivation, parental support, compensation, school climate, and workload do not correspond with preservice expectations. in contrast, teacher education program graduates imbued with critical thinking and problem solving skills flourish as educators. why great teachers quit is not meant to be a scholarly treatise. farber’s research began with her blog on the reasons for teachers’ departure or continuance in the profession. the author then conducted lengthier interviews with educators throughout the united states. the text is comprised of eight chapters featuring interviews, recommendations from teachers, and vignettes of inspiration. the reader will find tables, charts, and a listing of print and online resources to facilitate understanding. chapter 1 looks at the impact of standardized testing on teaching schedules and learning outcomes. a scenario in which highly frustrated students are struggling to complete a writing � farber, katy. why great teachers quit: and how we might stop the exodus. thousand oaks, ca: corwin, 2010. isbn 978-1-4129-7245-1. $29.95. reviewed by warren jacobs mailto:moore_celeste@hotmail.com education libraries, volume 34, number 1, summer 2011 53 examination demonstrates the mostly negative effects of the testing culture. learning time is disrupted for test preparation, adversely affecting the development of higher level thinking skills and graduation rates. teachers are encouraged to become advocates for classroom-based measures of achievement. poor working conditions may consist of environmental health issues, violent students, or the lack of adequate time for lunch or a bathroom break. a lengthy list of recommendations to address these and other problems is found in chapter 2. school districts are facing severe budget shortfalls. many educators are threatened with burnout and major health challenges due to an unceasing workload that encroaches upon personal or family time. the author endorses wellness activities to promote healthy lifestyles and coping skills. teachers expressed their desire for opportunities for relevant professional development and collaboration with colleagues. chapter 4 examines the contribution of bureaucracy to the issue of teacher dissatisfaction. examples include a teacher who plans a field trip during her lunch and prep periods only to receive criticism and complaints from parents, a committee that stifles a creative idea, the delay of a purchase order for needed supplies, and teachers’ lack of input into policies that directly affect classroom instruction. farber advises educators to take the lead in developing policies for internal evaluation using action research. a culture of disrespect and martyrdom exists in america’s schools. government inadequately funds education. educators are expected to make up the shortfall by working on their own time and paying for classroom supplies and technology from their salaries. teachers are poorly compensated in relation to their educational attainment and responsibilities. teachers must respectfully say no to unpaid work and funding classroom expenses. chapter 6 features the ten things that parents can do to support their child’s self-esteem and learning (p. 106). a parent-teacher relationship is a collaboration built on positive communication, kindness, and support. administrators are struggling to keep up with the primacy of testing, discipline problems, supervision of staff, collaboration with teachers, and communication with parents. principals need help from mentors to learn how to balance the endless responsibilities inherent in their role. the final chapter addresses the need for teachers to join with the school board in the development of policies on instruction. teacher input is vital as school board members may not be knowledgeable about the teaching and learning process. the text concludes by describing educators as dedicated visionaries striving to improve their skills and knowledge. farber offers a list of suggestions for teachers and the educational leaders, policy makers, and politicians with whom they will communicate and collaborate. her goal is to reduce the problem of teacher attrition by improving the learning and working conditions in schools. why great teachers quit is a timely and valuable look at a critical problem. this text is a welcome addition to any library’s collection. it should be read by all concerned stakeholders. farber’s interviews are both poignant and informative. warren jacobs is a reference/instruction librarian at california state university, stanislaus. e-mail: wjacobs@csustan.edu education libraries, volume 34, number 1, summer 2011 54 this book had all of the hallmarks of being an exceptional read:  a publisher, chandos, whose information professional series is generally practical and authoritative, with works that “have been specially commissioned to provide the reader with an authoritative view of current thinking. they are designed to provide easyto-read and (most importantly) practical coverage of topics that are of interest to librarians and other information professionals.”  an intriguing title, information literacy in the digital age, with a subtitle indicating that the work would be grounded in real-life learning experiences  two authors who are well-qualified in the subject matter at-hand: teresa welsh, associate professor at the university of mississippi school of library and information science, and melissa wright, instructional services librarian at rowland medical library at the university of mississippi (and doctoral candidate in adult education at the university of southern mississippi)  a detailed table of contents—over five pages, including the lists of figures and tables  each chapter ending with exercises, additional readings, and notes. as i got to the end of the book, i realized that it was not the authors’ fault that i disliked the book, but their editor’s! the book cried out for an introduction telling me about the target audience. for whom was this book intended? it was never really clear, making it difficult to evaluate. also, an introduction could have explained why an evidencebased approach is appropriate in dealing with this subject matter. to my mind, the fact that there were exercises at the end of each chapter indicated that it was to be used as a textbook. reformatted as a workbook for high school, perhaps. chapter 1, what is information literacy?, “serves as a foundation for an evidence-based approach to teaching information literacy,” reviewing existing (and evolving) models. the chapter closes with a section emphasizing why it is important to be information literate today. chapter 2, cultural literacy, defines culture and why cultural literacy is so important; how one becomes culturally literate; and how one can increase awareness of one’s own history and culture. chapter 3, library literacy, gives the reader a history of early libraries, from babylonia and egypt to greece and rome, describing the major categories into which we place libraries today--school, public, academic, special, national, and archives---and the role of libraries in today’s society. number of roles that the authors envision for libraries? two: to collect and preserve information; provide access to information. why libraries are important? first, if information is not preserved, it’s lost, and second, information is power. chapter 4, library literacy, continues with a review of information source types (primary, secondary, tertiary); reference sources; how resources are organized, classified, and catalogued; and how one can search for materials in a library catalog. chapter 5, ethical literacy, concentrates on scholarly materials, how to distinguish scholarly � welsh, teresa s. and wright, melissa s. information literacy in the digital age : an evidence-based approach. oxford, uk: chandos publishing, 2010. 218pp. isbn: 978-1-84334-2. $80. reviewed by barbie keiser education libraries, volume 34, number 1, summer 2011 55 journals from popular magazines, and why plagiarism is wrong. chapter 6, network literacy, describes a database and how one can conduct effective searches by employing boolean logic, nesting (search terms), wildcards, and truncation. chapter 7, computer literacy, goes through the five ages of the computer (pre-mechanical age; mechanical age; electro-mechanical age; electronic age, and digital age) and five generations of computers (vacuum tubes, transistors, integrated circuits, microprocessors, and artificial intelligence). chapter 8 picks up the network literacy discussion through an explanation of the development of the internet and world wide web. chapter 9 covers media & visual literacy, including computer-mediated communication (cmc) netiquette. chapter 10 focuses on government literacy---the united states, for example, is a federal republic with a strong democratic tradition written constitution and bill of rights. its three branches are the executive, congress, and judiciary. that’s all it says! chapter 11 covers financial literacy by describing a credit report and how to compute compound interest. the chapter is three pages excluding one for exercises and one with additional sources and notes. chapter 12 walks the reader through “writing a term paper,” including a short grammar checklist and sample research paper format. chapter 13 concludes with nine “top tips for evaluating information on the web.” appendix 1 is perhaps the most useful part of the book—information competency assessment instrument—and it’s not even the authors’ work, but a reprint from rodney marshall’s 2006 article, “an instrument to measure information competency,” published in the journal of literacy and technology: an academic journal (http://literacyandtechnology.org/volume7/marshall jlt2006.pdf) appendix 2, information literacy assessment trial study of students in the 11th grade in mississippi, is by janet boswell, university of southern mississippi, august 16, 2007. appendix 3, an examination of the scholarly literature related to school libraries and their impact on student achievement, by glenda ford, university of southern mississippi, december 1, 2009. appendix 4, a bibliometric analysis of scholarly literature related to information literacy and critical thinking, by linda matthews, university of southern mississippi, december 1, 2009. the press release from neal-schuman publishers that accompanied this book states that the book “will provide librarians and information professionals with a thorough background and understanding of crucial information literacy concepts they need to teach all learners.” it does not. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. email: barbie.keiser@gmail.com http://literacyandtechnology.org/volume7/marshalljlt2006.pdf http://literacyandtechnology.org/volume7/marshalljlt2006.pdf mailto:barbie.keiser@gmail.com education libraries, volume 37, number. 1-2, summer-winter 2014 46 b o o k r e v i e w s bain, k. (2012). what the best college students do. cambridge, ma: belknap press of harvard university press. 282p. isbn 9780674066649 i’m not sure how many students will read this work, but those who do will benefit greatly. the premise of ken bain’s masterpiece is that young people often plan what they think they’d want to do with their lives – at age 20! and then take the courses that they think will help them get there. by doggedly staying within that narrow path, they miss the serendipitous opportunities that highly successful people say have made their lives more interesting and rewarding. throughout the text, mr. burns, provost and vice president for academic affairs at the university of the district of columbia, makes effective use of storytelling to illustrate the points he wishes to make, particularly in chapter 1, “the roots of success,” and chapter 2, “what makes an expert,” with reference to scientific studies that prove the most salient points. by the end of the book, the reader will be well on the way to being more creative and innovative. in chapter 3, “managing yourself,” burns urges the reader to take the time to understand how your mind works and to make an effort to improve how you think and work. “a mindful brain pays attention… looking for new ways of understanding both the object of my attention and the way i’m interacting with it. i’m constantly creating new categories surrounding the event or object, and i’m aware that someone else might create other categories that could challenge mine” (p. 73). “learning how to embrace failure” (chapter 4) reminds us that we can learn a lot from our mistakes. this helps us gain the “growth mindset” required to believe that one person can change the world, if he/she tries. chapter 5 (“messy problems”) is designed to help students learn to reason and to make better decisions. in this chapter, you will learn which rung of the king and kirchener’s ladder you are on. what is encouraging is that the creative people interviewed think at the highest level – “reasonable inquiry” – but they recognize that they did not begin that way: they had to work at it. so, there is hope for everyone! bain urges the reader to, “consider what it means to learn deeply” (p. 155). learning is all about “grappling with ill-structured problems… how you raise new questions, collect data that will give you a better understanding of the world and how it works… you don’t learn from experience; you learn from reflecting on experience” (p. 160-162). in “encouragement” (chapter 6), bain looks closely at self-esteem and the mistake some make when they “build self-worth around good grades.” these individuals “may not learn much and may not even get the high marks they so desperately covet.” students who see difficult tests “as a challenge, a game, or as an opportunity to learn” generally perform better than those who rely on test as a measure of their self-worth (pp. 166-167). the chapter also addresses the notion of self-compassion as being something that “allows you to step back from the problem and exercise a more objective approach” than feeling sorry for yourself: mindfulness “as a balanced state of awareness” (pp. 173-174). “curiosity and endless education” (chapter 7) deals with the value of a liberal education education libraries, volume 37, number. 1-2, summer-winter 2014 47 beyond preparation for a job. chapter 8, “making the hard choices,” highlights the benefit of delayed gratification. it is here where the reading slows up – not because of the quality of the writing, but because you will want to reflect on each piece of advice given to students trying to determine whether a particular course of study is right for them. it teaches student how to read with intention: what you should do before beginning to read, imagining the experience. there are prescriptions for learning how to study, and also how to write. read these with care and joy and climb atop king and kirchener’s ladder. my takeaway: don’t be the kind of student taking classes to get a good grade, but rather become a student with deep-learning intentions. don’t know what i mean? read this book! barbie e. keiser information resources management (irm) consultant washington dc boyd, d. (2014). it’s complicated: the social lives of networked teens. new haven, ct: yale university press. available in print and online. isbn: 0300166311 with this text, geared toward teachers, parents, and others who interact with teenagers on a regular basis, danah boyd (she does not capitalize her name) seeks to inform adults about the digital lives of modern teens. she dedicates each chapter to "different issues that underpin youth engagement with social media" (p. 25). the crux of boyd’s argument is that today’s teens seek to do online what yesterday’s teens did in person. that is, connect with each other in spaces outside of adult jurisdiction. in the past, this has happened at parks, malls, or even on street corners. however, as teens and parents of teens now find these places off-limits or unsafe, youth are driven to form and interact with each other in online communities. boyd seeks to both define and assuage fears from the adult community about teen use (and alleged abuse) of social media. the first issue on which boyd offers commentary is why teens seem "strange" or inconsistent online. for example, why would a high school senior tell a college admissions board that he wanted to attend their university and escape gang culture when his myspace profile showed how apparently committed he was to those same gangs. those familiar with boyd's work will recognize her theory of "context collapse." as teens seek to implement social media tools to navigate both the public at large and their close friend groups, borders are blurred. the second chapter is devoted to the issue of teens and privacy online. the author shares conversations that she had with teens around the nation about what it means to interact in a public space, yet maintain a level of privacy. teens, like adults, boyd says, are merely trying to maintain a distance between themselves and the authorities. for teens, this means maintaining privacy between themselves and the adults in their lives, not necessarily the government. next, is the issue of teens' apparent "obsession" with social media. boyd first gives a brief history of the concept of addiction and explores its application to the world of social media. boyd pushes back against the idea that we need to fear teens' engagement with digital networks, saying that teens now turn to social media simply to do what teens have always done: socialize with each other. however, teens are now "coming of age without agency" http://www.openculture.com/2014/03/download-a-free-copy-of-danah-boyds-book-its-complicated-the-social-lives-of-networked-teens.html education libraries, volume 37, number. 1-2, summer-winter 2014 48 and have no freedom to socialize in the public spaces mentioned in the introduction. boyd tackles two difficult subjects in chapters 4 and 5: sexual predators and bullying. the "myths" here being that teens are more susceptible to be taken advantage of or abused when they lead connected lives. boyd reminds us that with new technology comes amplified fears from adults and that teens' risk levels are no higher now than they have been in years past – though she certainly is not flippant about the need to protect kids and teens online. she says, “while we certainly cannot protect youth from all forms of meanness and cruelty…we can certainly make a concerted effort to empower youth” (p. 152). chapters 6 and 7 apply to the digital world at large—not just connected teens. chapter 6, can social media resolve social dimensions?, explores the cultural and economic biases that exist in technology adoption. boyd challenges our assumptions that technology is the great equalizer, reminding us that “new technology…typically reinforces existing social divisions” (p. 156). chapter 7, are today's youth digital natives?, explores the history of the term “digital native” and the various kinds of “literacies” required to successfully navigate a digital world. in the conclusion, boyd summarizes what i see as her main point: "what teens do online cannot be separated from their broader desires and interests, attitudes, and values... teens' engagement with social media and other technologies is a way of engaging with their broader social world” (p. 202). i recommend this book to parents, educators, and social science researchers alike. although the majority of the text is anecdotal, boyd includes an extensive set of footnotes and a solid bibliography to supplement the text. a wide range of readers will find the text engaging, thought-provoking, and challenging as they help teens connect to the world through the more "complicated" realm of online. samantha bouwers librarian, act iowa city, iowa peltier-davis, c.a. (2012). the cybrarian’s web: an a-z guide to 101 free web 2.0 tools and other resources. second printing. medford, ny: information today. 486pp. isbn 978-1-57387-427-4 writing a print guide to online resources is like herding cats, with resources appearing, adding new features and eliminating others over time. however, readers of the cybrarian’s web: an a-z guide to 101 free web 2.0 tools and other resources could do worse than following cheryl ann peltier-davis’ advice as to tools to try out for their work. in this text, ms. peltier-davis has identified 101 of her favorite free (or low-cost) online tools that could be helpful to librarians who are less adventurous and prefer to rely on the recommendations of those they respect and admire. indeed, this archives and digital librarian (at the alvin sherman library, research and information technology center at nova southeastern university, florida) has education libraries, volume 37, number. 1-2, summer-winter 2014 49 assembled an array of useful resources for any information professional. each resource is similarly described, with an overview describing the site’s origin and development (i.e., who created the resource and why), important features of the site/tool that librarians should explore (functionality and usability), and how cybrarians can use the resource. all chapters include illustrative screenshots and most of the 101 tools have a resource listed (endnote) for further reading or viewing (e.g., youtube video). the book includes a forward by stephen abram; an appendix of tips and teaching tools for cybrarians with recommended resources for keeping up; an annotated glossary; an appendix listing all of the websites mentioned in the book; and an index. rather than an a-z listing, i wish that the editor had suggested grouping resources by type. that would have been easy as each tool is identified in the table of contents as being in one of 30 categories:  productivity tool  search engine  social networking/microblogging service  audio/video production/sharing service  ebook reader  blog/wiki publishing/hosting service  news and feed aggregator  social bookmarking service  social news service  content management system  photo/audio/video hosting service  digital library  live video broadcasting service  social cataloging service  online publishing service  online cataloging webinar  instant messaging service  web conferencing service  course management system  podcast service  visualization tool  next-generation online union catalog  question-and-answer service  file hosting service  3d virtual world  travel planning service  broadcasting service  open source ils  programming code service in that way, there could be several tools profiled in each category, with honorable mentions listed. too many of the services highlighted by cheryl ann are no longer around; some ceased operation and others were acquired by the competition, but all have alternatives. consider this book your starting point and use the website (http://cybrariansweb.com) to keep up-to-date with new resources. barbie e. keiser information resources management (irm) consultant washington dc http://cybrariansweb.com/ microsoft word educationlibrariesspring2008a.doc education libraries: childrens resources, volume 31, no. 3, spring 2008 51 developing a website directory for young people: a case study using graduate students in library and information science by enid irwin and ken haycock abstract kidsclick! is a web-based instructional resource designed for k-12. in 2006 it was transferred to the san jose state school of library and information science, and was subsequently refocused for grades 4-9, ages 10-14, post-reading, and pre-adult reading level phases. this article describes three parts of the redesign project content, interface, and back end – explains methods and procedures, and analyzes results. finally, we list lessons learned and recommendations for using graduate students on long term projects “across time and space.” kidsclick! (www.kidsclick.org) is a directory of websites organized by subject and offers easy access to a controlled set of 5,400+ resources selected by librarians to meet the needs of young users. it was started by a group of librarians in the ramapo catskill library system (rcls) in middletown, new york, with a $12,000 grant from the library services and technology act in 1997. development and maintenance then transferred to the colorado state library and department of education in june, 2001 (crotty, 2007). in 2003 kidsclick! earned a top twenty rating for its variety of search methods, relatively clear navigation, age appropriate material, and lack of advertising (haycock, dober, & edwards, 2003). in addition danny sullivan's search engine watch in 2005 included kidsclick.org in a list of "major children’s directories that filter websites to include those best suited to the younger audience" (crotty, 2007, p. 1). during the spring of 2006, san jose school of library and information science (slis) purchased kidsclick.org. although the website averaged 59,000 hits and 3,000 unique visitors a day, their vision was to modernize the search tool and change its primary audience. the initial application for a california state university (csu) research grant, subsequently funded, stated: “the purpose of this application is to apply research-based principles to the evaluation, selection and organization of web resources, specifically for young people ages 10-14, and to design an ageappropriate portal, subject directory and search engine.” the kidsclick! redesign project started in february, 2007. the objectives of the project to refocus the target audience fell into four groups as follows: under the hood • update the technology. • add web 2.0 interactivity and features. design • create a modern interface that appeals to ages 10-14, grades 4-9. content • limit the scope of the site to ages 10-14, grades 4-9. future services • add a spell checker. • publish an automated weekly newsletter. • investigate use of spanish language sites. • include relevance and rankings of search results. • include user recommendations. • establish evaluation criteria for websites. redesign objectives focused on youth with post-ability to read, pre-adult reading, and search engine ability, in part because this group was under-represented by search engines and directories targeting youth (haycock, 2006). an assumption was that teachers, librarians, and parents for these students will also use the website. in addition to refocusing the target audience, a second major category of goals centered on using graduate students to: • evaluate and categorize the websites in the collection. • assign readability levels to each selected website. • design an age-appropriate and appealing search engine portal. • market the website to professionals as well as parents and students. • develop assessment tools to assess the effectiveness of the redesign. http://www.kidsclick.org education libraries: childrens resources, volume 31, no. 3, spring 2008 52 skills relating to these tasks are taught at the school (http://slisweb.sjsu.edu/classes/coursedesc.htm) so projects could be covered within class assignments or students who completed specific courses recruited to work on kidsclick! using seed money from the csu mini-grant, the san jose school of library and information science (slis) coordinated the development and ongoing maintenance of the site and also looked for external funding. the school believed the project had potential for graduate students to train teachers, students and others in effective searching and information literacy. a school goal was for the website to bring favorable publicity to the university and the school among elementary and middle school students as well as teachers and administrators, so over the longer term, the school planned kidsclick! as a showcase for the work of professional librarians in the electronic age. redesign procedures organization in order to start the redesign and oversee development, the school hired a project manager. the salary was originally funded by the school and subsequently through a grant from the juniper networks foundation (https://www.juniper.net/). the redesign was divided into three separate major tasks, including content, interface, and back end. content involved reviewing existing websites in kidsclick.org and setting up a collection development policy. interface centered on developing a modern look and feel to the website. back end included establishing maintenance procedures, reviewing search engines, and investigating web 2.0 applications such as blogs, wikis, and surveys. two student assistants with technology experience prior to enrollment at the school were hired to document back end maintenance procedures and catch up on tasks including a backlog of 400 emails accumulated during the transfer to slis. they also hired two additional student assistants to assist with additional tasks, including program logic mapping, web page coding, and survey processing. since the school offers a wide range of classes teaching skills needed to redesign the website, they decided to involve graduate students in the redesign, and consequently recruited eight graduate students who had excelled in an information retrieval class taught by the project manager to form a kidsclick! design group (kcdg) to tackle tasks related to the content and interface design. also recruited was a graphic arts student and faculty adviser from california state university, monterey bay (csumb) to use kidsclick! as a yearlong capstone graduation project. as the project progressed, the school sought and accepted other partnerships outside of the school benefiting the redesign as they presented themselves. one such collaboration was creating comic book style information literacy lessons using bill zimmerman's comic generator (http://www.makebeliefscomix.com/). communication as several tasks began simultaneously and slis students had more than one responsibility, communication proved vital. also, since students were scattered throughout the country, meeting face to face was rarely possible, so many discussions were handled online using an online classroom called blackboard (http://www.blackboard.com/us/index.bb) for the design group and student assistants. there they posted documentation, procedures, research articles, and files, as well as used discussion forums for brainstorming, reviewing work, and presenting research results. blackboard emails allowed for quicker communication when needed for reminders and task updates or changes. the design group was responsible for finding solutions for content and interface needs while the student assistants were tasked with implementing any technology the solutions required. blackboard and the application elluminate facilitated working together and giving everyone an awareness of the project's scope. elluminate (http://www.elluminate.com/) is a realtime virtual classroom environment designed for distance education and collaboration. it facilitated the group in face-to-face brainstorming, decision making, planning, instruction, and document sharing. specific project procedures content. the design group decided to develop a survey to use for evaluating approximately 5400 websites in the database. after researching evaluation techniques, they chose selection criteria (http://www.kidsclick.org/selection.html) for kidsclick.org and the librarians’ index to the internet (http://lii.org/pub/htdocs/selectioncriteria.htm). criteria from kidsclick.org were used to disqualify websites, and criteria from the librarians' index (lii) were used for overall evaluation. the assumption was made that initial reviews of all websites were by librarians using standard yet undocumented collection development criteria; therefore, the primary purpose of the review was to determine if the website had changed. http://slisweb.sjsu.edu/classes/coursedesc.htm https://www.juniper.net/ http://www.makebeliefscomix.com/ http://www.blackboard.com/us/index.bb http://www.elluminate.com/ http://www.kidsclick.org/selection.html http://lii.org/pub/htdocs/selectioncriteria.htm education libraries: childrens resources, volume 31, no. 3, spring 2008 53 a major factor in the survey design was to make the survey simple to understand and easy to complete. this allowed inexperienced slis students to do the surveys as well as increase objectivity in the evaluations. the second design goal was to establish a survey that could be eventually expanded for augmenting the kidsclick! collection. the final objective was to set up a review process for the surveys to ensure consistency and quality in the evaluations. after beta testing the survey within the design group and correcting problems, the group recruited volunteers and special study students for the summer and fall 2007 semesters. in addition they set up a blackboard site for the evaluators to learn about website assessment from research articles, ask questions, and suggest new websites. a survey tutorial was recorded in elluminate for on demand viewing. one student assistant was tasked with being the survey coordinator to keep track of progress, assist evaluators, and oversee the survey process. (please see figure 1 at end of article) the evaluation surveys were fully assigned midway through the spring 2007 semester and the student assistants’ focus switched to reviewing completed surveys. in addition, members of the design team started a pilot study for collection development, and applied for and were awarded a second california state university research grant for student assistant salaries. the san jose school of library and information science students now reviewed new websites suggested by librarians and teachers for addition to the collection. magnolia (http://ma.gnolia.com/), a social tagging program, was used to tag both website suggestions and reviewed websites, which prevented duplication of effort. this particular application allowed first-level category tagging for the database record in the case that the website was added to the collection. finally, a student assistant who was assigned the role of collection development coordinator created training materials, and will set up quality control and review processes before new websites are added to kidsclick.org after the spring 2008 semester. interface initially, members of the design group researched how youth in the target group learn new ideas and search the internet. this research included usability and navigation problems, as well as how these fourth and ninth graders used alternative learning methods such as comics and games. these findings were shared with the graphic artist who integrated them into the prototype for the new web interface. other input for designing the new interface prototype came from informal focus groups of classes in the target audience. the students looked at the current kidsclick.org in march, 2007. design group members working in schools as teachers or librarians developed questions and ran the discussions. they interviewed twenty fourth and sixth graders were at one school and thirty ninth and tenth graders at a second school. besides the new interface prototype, the csumb graphic artist created a new logo with input from the design group. other collaborative tasks relating to the new interface design included marketing materials: an advertisement for conference proceedings, flash movies introducing the new logo and redesign project, t-shirts, and bookmarks. design group members wrote information literacy comic book lessons with a comic generator and used flash to develop an animated dewey d character as an instructional tool. a website was set up to share the materials and get feedback (http://www.kidsclick.org:8080/conferences/resources.html). when the prototype was finished in december, 2007, two design group members conducted additional focus groups in eight classes, four classes of ninth graders taking french (94 students), two classes of sixth graders (26 students), and two classes of seventh/eight graders (70 students) using a survey to collect data. the ninth graders completed individual surveys although they chatted amongst themselves while the lower grades worked together on the computers as well as submitted individual surveys. back end besides checking broken links, replying to emails, and updating database records, student assistants mapped the logic of the search engine calls and link paths in the current website. they then used the logic maps to code http://ma.gnolia.com/ http://www.kidsclick.org:8080/conferences/resources.html education libraries: childrens resources, volume 31, no. 3, spring 2008 54 the prototype as well as help the design group research search engine costs and features. because the same group of people initially worked on lii.org and kidsclick.org, librarians' index personnel graciously supplied search engine advice and expertise about their recent redesign. the slis systems administrator set up a development area on the school server for web development and after the prototype design was completed, two student assistants started coding the new interface, work will continue during the spring, 2008 semester and usability testing is planned in june, 2008. whether or not a new search engine is added depends on funding and the success of grant applications. first year progress content by the end of the spring 2007 semester, 5,476 websites were either assigned to evaluators or deleted from the database because of permanently broken links. in addition to the design team and volunteers, students in information retrieval (libr 202), advanced information resources, and services (libr 228) evaluated 5,058 websites. some websites were assigned twice to use as a quality control check and the results are yet to be determined. only 244 assigned websites were returned unfinished for various reasons and they will be completed by information retrieval students during the spring 2008 semester (see table 1). one serious technological issue showed up when the surveys were first rolled out after beta testing. the problem was that when the browser back button or histories were clicked, bookmarks or favorites used, or previous surveys edited and resubmitted, the survey was not stored as a new record. instead it wrote over the previous survey submitted (l. crotty & s. laufer personal communication, march 2007). the problem was discovered when a number of students submitted their completed list of links, and only one survey was found although the evaluators had completed many more. after researching the problem with the slis systems administrator and trouble shooters from the survey software company (http://www.chumpsoft.com/ products/phpq/), the problem was discovered. since surveys are generally submitted once by an individual rather than multiple times, kidsclick! was trying to use the surveys in a manner that they were not designed to be used. the problem was quickly solved through a group email to all involved, announcements on discussion boards, and updating instructional materials. this approach eliminated the problem except for a few random occurrences. the pilot study for collection development using surveys and magnolia did not have any problems with 250 websites surveyed and tagged. interface informal focus group discussions in march, 2007 confirmed that youth in the target audience thought that the current kidsclick.org website (http://www.kidsclick.org/), as well as the mascot logo was childish and boring. they remarked on the lack of color, images, and small point size of the text, and wanted features that included their opinions and website rankings. although they preferred a google style interface, they were more concerned about how the website looked rather than with quality or appropriateness of search results. entering words into the search box was the overwhelming choice over browsing a-z links and advanced search features (k. gialdini & e. scherer, personal communication, march 2007). these focus group results were integrated into the prototype, and yet when surveys from the focus groups on the prototype (http://www.kidsclick.org:8080/ conferences/newkc.pdf) in december, 2007 were reviewed, the initial reaction of new focus groups was surprise. now younger students (sixth to eight grade) complained about too much color, the lack of a mascot, and too many menu choices. a number of factors may have contributed to the contradictory results. although the questions were similar, current kidsclick.org focus groups utilized an open discussion style, and the focus groups on the new interface prototype used anonymous surveys. how the questions were asked may also have elicited different responses than the same questions in a written format. students’ identity in the group discussions were known while survey answers were not linked to specific students. finally, younger students may not have as clear-cut opinions as older students, which might have resulted in their youth in the target audience thought that the current kidsclick.org website, as well as the mascot logo was childish and boring. they remarked on the lack of color, images, and small point size of the text, and wanted features that included their opinions and website rankings. although they preferred a google style interface, they were more concerned about how the website looked rather than with quality or appropriateness of search results. http://www.chumpsoft.com/products/phpq/ http://www.chumpsoft.com/products/phpq/ http://www.kidsclick.org/ http://www.kidsclick.org:8080/conferences/newkc.pdf http://www.kidsclick.org:8080/conferences/newkc.pdf education libraries: childrens resources, volume 31, no. 3, spring 2008 55 changing their minds more often. reasons for the differences between the two sets of results on color, mascots, and menu choices will require further investigation. if the variation was caused by the wide range of maturity and learning skills within the target group, redesigning the interface will be a greater challenge. but if differences were caused by focus group technique, procedures would need to be improved. although many remarks in the december focus groups contradicted statements in the earlier focus groups, older students in the ninth grade french classes consistently remarked favorably on organization of the items on the website, as well as grouping of functions by color. one other significant finding was that approximately half of the students said they would use the school projects search feature that is planned for the redesign but is not available in the current kidsclick.org. the next popular search choice in the prototype was the extreme search, which in the earlier groups and under the former name of advanced search had few takers (irwin, 2007). back end. student assistants successfully worked out the maintenance procedures on the database and wrote up documentation. they continued e-mail correspondence to kidsclick! and drafted forms to be personalized for common requests. they also discovered one technological issue in a search script after the redesign project started, which had not been fixed and prototype coding was slower than expected. plans for a new search engine need funding, and so the current strategy is to attach the prototype design to the existing back end. if a new search engine is added later, the coding for the new search engine will be swapped for existing code. web 2.0 features have not been added to the current version in order to cut down on duplicate efforts, but book review blogs, surveys, and a newsletter are planned for the prototype. summary of results the redesign project accomplished a number of goals during the last year: • established a standardized method for evaluating websites. • received 95% of the website evaluation surveys assigned to reviewers. • started a collection development project to expand offerings. • updated approximately 45% of the database records. • obtained a prototype and marketing materials from the partnership with california state university, monterey bay. • developed alternative instructional materials. • started a documentation website for kidsclick.org procedures. tasks that need more effort are: • improve progress in coding the prototype interface for testing in june 2008. • examine the results of the informal focus groups and survey in greater depth. • improve focus group techniques in order to yield more consistent data. • work with students to have their reports published. • acquire grant funding in order to implement a search engine that allows web 2.0 features such as folksonomies, user rankings, and improved retrieval. in 2006, when the school assumed responsibility for kidsclick.org, the website averaged 59,000 hits by 3,000 unique visitors a day. by the end of 2007, use had increased to 166,700 hits a day by 4,200 unique visitors. almost 75% of users reside in the united states, with an additional 13% in canada, australia, new zealand and the united kingdom. remaining users span the globe. the increase in usage was attributed to marketing efforts that started during the fall 2007 semester. lessons learned using graduate students. students involved with the surveys and enrolled in an information organizations and management class did a case study of the survey process. they reported that the survey helped staff successfully complete a key task in the re-design project. moreover the survey team model provided opportunity for enrichment of the slis graduate student experience. students performed activities on an actual project with real-time specifications such as survey development, decision-making associated with protocol and best practices, and website evaluations (crotty et al., 2007, p. 15). by involving graduate students in the redesign, slis achieved its goal of expanding the learning experience of its students. searching habits of youth research by the design group turned up several important concepts relating to youth learning and searching behaviors. many of the concepts identified were incorporated into either the prototype design or education libraries: childrens resources, volume 31, no. 3, spring 2008 56 plans for the website. because children are more successful in categorizing topics for concrete concepts than for abstract ones (bilal. et al., 2005), kidsclick! plans to add tags to allow searching by school projects. in addition, providing them with the capability to apply their own tags to websites will also improve retrieval. although children want to use keyword searching, they also like graphical interfaces and multimedia (broch, 1999). graphical aids are planned in the redesign for users to maximize their search strategies, sound files will be used as search aids to describe what is included in various categories, and more websites using multimedia will be added to the collection. youth in the target group like to browse and a design that displays the hierarchy of related information aids their browsing (bilal et al., 2005). students are often frustrated by their search results, so if librarians and teachers work with them to plan their queries at the beginning of assignments, searchers will be less pressured and more engaged in learning process (kuhlthau, 1999). furthermore children lack a developed recall memory which makes it difficult to modify a search (broch, 1999). to assist youth in altering search strategies, kidsclick! plans to what are called “breadcrumbs” to track searches. focus group comments showed children are less concerned with the quality of search results and more attracted by interactivity on the website. one suggestion was to increase effort in not only teaching information literacy but also to make searching a more engaging and attractive activity. improving engagement calls for designs that motivate and involve youth in the search process, which requires more than entertainment. specifically, curiosity and challenge are components of motivation recommended for optimal engagement (chiasson & gutwin, 2001). when websites have visual and auditory content that youth find interactive and motivation, they become immersed in the learning activity (somekh, 2003). the purpose for adding engaging activities to kidsclick.org is to actively involve youth in the search process which results in an improvement of information literacy, and consequently learning. focus group strategies using children in focus groups can be a challenge because they require rigorous screening and a skilled facilitator who can establish rapport with them. in addition youth in the target audience often exhibit agerelated behavior such as silliness and “group think” (krueger & casey, 2000). consequently the redesign project used slis students who also worked as teachers or librarians and already knew the participants. the expectation was that they would ensure rapport and improve results. the first focus groups on the current kidsclick.org were informal class discussions, and reports by slis facilitators indicated that “group think” and “follow the leader” behavior entered into the comments (k. gialdini & e. scherer, personal communication, march 2007). since these first focus groups were used to confirm published reviews of kidsclick.org, student behavior was not a considered a drawback because their comments did reinforce previous conclusions. to minimize these behaviors for the more significant focus groups on the new interface prototype, a survey was used for the december focus groups. slis facilitators also discovered giving middle school students an anonymous survey appeared to bring out the silliness factor in many sixth through eighth graders. on the other hand, students in a ninth grade french class submitted more thoughtful and useful comments (k. gialdini & s. oremland, personal communication, december 2007). despite these problems, researchers obtained useful information from the focus groups and was utilized in the prototype design. nevertheless more research is needed on techniques for running focus groups with youth. if funding allows, a professional focus group facilitator will be engaged for beta testing. another alternative is to give slis students a short yet intensive course on running small focus groups and usability studies with children. technology requirements in many projects, working with technology takes the most time and has the greatest cost. plans need to be flexible in order for a project to achieve its major goals if optimum funding does not materialize. time lost on education libraries: childrens resources, volume 31, no. 3, spring 2008 57 unexpected events can be minimized by design simplification for the technical components and by adjustments to other non-technical yet related projects; for example, other tasks can be started sooner. when technology projects involve geographically scattered graduate students, increased time is needed for communication. in addition, people often work at different times, and so consequently, problems are often more difficult to spot and solve. two factors are optimal for successful interactions with graduate students on large or complex technology projects. first, faculty must be hands-on, and involved with the students in a collaborative partnership of informal, as needed instruction and team member mentoring. second, a low student-to-faculty ratio is strongly recommended. an informal academic atmosphere generates greater productivity than more traditional instruction methods (csumb faculty, personal communication, november 2007). recommendations for using students for long-term projects: • design a process for recruiting students that can be repeated easily in subsequent semesters • make sure new recruits are engaged with and committed to the project goals and mission. they should understand that decisions that they make in this program can not always be changed later. • establish consistent and orderly turnover from one semester to the next. • allow for instruction time during planning tasks because students may not have all the skills needed, especially with technologyoriented activities. • give students opportunities to be creative and contribute their own ideas to add value and enrich the project. • remind students that excellence and quality are not optional because the project is a real world situation and not a class assignment. • reward students for their work and commitment. • increase retention and improve productivity by creating an organization chart so students can advance and learn new skills. working with students on long-term or large projects requires a greater commitment than regular classroom or online instruction. the best results are obtained through a collaborative partnership that requires a dedicated investment of time and administrative support. using graduate students on long-term projects is an area of library education that calls for greater investigation, but the potential rewards for both students and schools or libraries are great. the most significant insight uncovered during the kidsclick.org redesign is the expectations of youth when using search engines. their interest appears to be with website interactivity rather than the quality of search results. because of this, librarians and teachers will want to take a greater role in developing query and evaluation skills. as new methods for teaching information literacy develop, they will also need to more actively engage youth in the search process. rather than merely displaying information, search portals such as kidsclick! must encourage users to engage with the information via interactive and collaborative experiences. the primary question is: will encouraging youth to engage in the search process through web-based activities improve learning? evaluation group number of evaluators surveys completed kcdg 11 715 libr 298 25 1820 libr 228 2 250 libr 202 29 815 volunteers 35 1458 totals 120 5058 references barry-rodriguez, h. (1999). kid’s catalogue and kid’s catalogue web; a review of carl’s opacs for children. retrieved february 8, 2007, from the university of north carolina, chapel hill, school of information & library science: http://www.ils.unc.edu/~barrh/kidscat.html bilal, d., & wang, p. (2005). children's conceptual structures of science categories and the design of web directories. journal of the american society for information science and technology, 56(12), 13031313. retrieved february 18, 2007, from library literature & information science database. 1303-1313. retrieved february 18, 2007, from library literature & information science database. broch, e. (1999). children’s search engines from an information search process perspective: retrieved february 5, 2007, from http://www.ala.org/ala/aasl/aaslpubsandjournals/ slmrb/slmrcontents/volume32000/childrens.htm#top chaisson, s., & gutwin, c. (2005). testing the media equation with children. proceedings of the acm http://www.ils.unc.edu/~barrh/kidscat.html http://www.ala.org/ala/aasl/aaslpubsandjournals/ education libraries: childrens resources, volume 31, no. 3, spring 2008 58 conference on human factors in computing systems, 829-838. crotty, l. (2007). from east to west – the kidsclick! story. unpublished manuscript, san jose school of library and information science. crotty, l., eseltine, j., halarnkar, s., & norton, k. (2007). a survey process for website analysis: implications for the kidsclick! search engine re-design project. unpublished manuscript, san jose school of library and information science. haycock, k. (2006). california state university grant proposal. unpublished manuscript, san jose school of library and information science. haycock, k., & dober, m., & edwards, b. (2003). authoritative guide to kid's search engines, subject directories, and portals. new york: neil-schuman. irwin, e. (2007). [focus group survey comments on kidsclick prototype design]. unpublished raw data. krueger, r., & casey, m. (2000). focus groups: a practical guide for applied research. (3rd ed.). london: sage. kuhlthau, c.c. (1999). accommodating the user's information search process: challenges for information retrieval system designers. bulletin of the american society for information science, 25(3), 12-16. somekh, b. (2003). children exploring a 'fun' web-site: sites of learning and roles of being. proceedings of ifip workshop group 3.5 conference on young people and learning technologies, university of western sydney, paramatta, july, 2003. sullivan, d. (2005, april). kids’ search engines. search engine news. retrieved july 7, 2007, from http://searchenginewatch.com/showpage.html?page=2156191 enid irwin is a lecturer on information retrieval and is the project manager of the kidsclick.org redesign project for san jose state school of library and information science in california. she is also an assistant reference librarian at california state university, monterey bay. she has worked with electronic databases and web interface design for ten years in both commercial and academic libraries. sla enhances her professional life because membership helps keep her current with her interests in information literacy and learning games. in her free time, enid volunteers with the city of monterey in various projects in the marina such as invasive seaweed research and sea lion tracking. enid@slis.sjsu.edu books in brief by jacqueline snider book review & liaison editor performance-based learning: aligning experiential tasks and assessment to increase learning berman, s. (2008). performance-based learning: aligning experiential tasks and assessment to increase learning. 2nd edition. thousand oaks: ca: corwin press. 168 p. isbn: 978-1-4129-53092 (cloth) $66.95; 978-1-4129-53108 (pbk.) $30.95. the second edition of performance based learning for the multiple intelligences classroom combines theory and practical applications in one text. the first chapter covers the groundwork behind performance based learning, and describes the importance of authentic and cooperative learning by tying practical experiences, practice, and performance to knowledge acquisition. berman provides concrete examples, lessons, tasks, timelines, rubrics, and most importantly, reflections. each lesson includes the grade level, and targets novice, advanced beginner, competent user, proficient performer, and expert levels. topics range from constitution day, science projects, telling stories, and music. this book is recommended for all academic institutions with education programs, and for staff development collections. http://searchenginewatch.com/showpage.html?page=2156191 mailto:enid@slis.sjsu.edu education libraries: childrens resources, volume 31, no. 3, spring 2008 59 table 1 website evaluation surveys completed by session and evaluation group spring 2007 (apr-may) summer 2007 (june-aug) fall 2007 (sept-dec) evaluation group surveys completed number of evaluators surveys completed number of evaluators surveys completed number of evaluators kcdg 366 8 299 2 50 1 libr 298 1145 9 675 11 libr 228 250 25 libr 202 590 20 225 9 volunteers 100 2 744 17 614 16 totals 1056 30 2188 28 1814 62 total websites evaluated 5058 number of "broken" websites deleted without evaluation 174 number of websites remaining 244 5476 duplicate sites <54> number of websites from march 2007 5424 education libraries: childrens resources, volume 31, no. 3, spring 2008 60 figure 1 website evaluation survey process flow chart 1 education libraries, 47:1 (2024) case study going dewey: reclassifying a curriculum materials collection christopher j. levesque1 librarian, university of west florida, pensacola, fl, usa bianca jimmerson2 program manager, university of west florida, pensacola, fl, usa abstract library staff developed a project to reclassify the curriculum materials collection of a specialty library on the campus of a regional comprehensive university. materials were reclassified from a custom classification system derived from those developed by lois belfield watt in 1962 and harlan johnson in 1973, to the dewey decimal classification. while the original system had the advantage of browsability for patrons who were familiar with it, its unusual nature made training patrons and staff challenging. the transition to dewey is expected to ease training and use, enhance resource sharing, and allow student teachers to transfer their library skills to the schools they will be teaching in. keywords: instructional materials centers, classification, library collection management, dewey decimal classification, library employees – training, library education 1 christopher j. levesque, msis, phd, is the digital collections archivist at the university of west florida. he previously served as the head of the professional studies library and instruction and information literacy coordinator for the university libraries. 2 bianca jimmerson, msi, mpa, is the program manager for the professional studies library at the university of west florida. she manages the library while providing research assistance to the social work, criminal justice, and education students and faculty. 2 education libraries, 47:1 (2024) introduction during the summer of 2021, library staff began a project to reclassify materials in the curriculum materials collection at the university of west florida’s professional studies library. materials were to be reclassified from a custom classification system to the dewey decimal system. this paper explores the origins and goals of the old classification system, the challenges that came from using and maintaining it, the expected benefits from switching to the dewey decimal system, and the process used for the reclassification. next steps for increasing the usability of the collection and lessons learned will also be addressed. the professional studies library originated as a curriculum materials library, but now supports research and teaching in the university’s criminology and criminal justice, education, instructional design and technology, and social work programs, with 12,636 items divided into seven collections. the majority of the library is made up of the curriculum materials collection, which consists of juvenile fiction and nonfiction, curriculum materials, and approximately 700 manipulatives. this supports the university’s teacher education programs and provides additional resources for k-12 teachers residing in the surrounding counties. for at least two decades, the curriculum materials collection was organized using a customized system. this system required library staff to classify materials by subject, format, publisher, grade level, publication date, and author. item call numbers included all this information to make the collection browsable. the intent behind this system was that patrons could get a good idea of whether the item was appropriate for their needs without using the catalog. this system was often confusing for new patrons and staff to use. classification systems for curriculum collections the custom classification system used at the professional studies library was an outgrowth of classification systems by watt (1962) and johnson (1973) developed for curriculum materials libraries from the early 1960s through the 1970s. the creators of these alternate classification systems argued that neither dewey decimal nor library of congress classification systems were adequate for the types of materials housed at curriculum libraries because they did not convey the information teachers needed to find desired resources. one might argue that the need for custom classification systems remains, as they continue to be in use at many curriculum libraries, with 24% relying on them, 33% using dewey, and the remaining 43% using library of congress classification (gregor et al., 2015). these statistics come from a 2014 survey of 161 libraries in the u.s. and canada (gregor et al., 2015). the watt system, named for its author, lois belfield watt, is one of the oldest classification systems developed specifically for curriculum collections. published by the educational materials review center, and developed for the education materials laboratory, the watt system provided a specialized classification system for k-12 textbooks that would group works not only by subject matter but indicate how they related to the curriculum (watt, 1962). watt believed that this was important due to the international clientele the education materials laboratory served, which included international visitors and teachers from across the united states. this system, which 3 education libraries, 47:1 (2024) included publisher and grade level, as part of the call number, kept book series together for easy browsing. the scheme extended the 370 range of the dewey decimal system to take advantage of its practice of arranging professional materials related to education between 370 and 380. the watt system used an alphabetical code indicating material type. it assigned supplementary materials like general references, literature for children, “special purposes” materials like early reading books or adaptations of adult literature, and adult educational materials, the letters a-d. within this range, the letter c had a special function. it designated materials for children to separate them from books on the same subject for adults. a history book for children would receive a classification of 370c973, while a history book for adults was classified as usual in the dewey decimal system at 973 (watt, 1962). the letters e-z indicated subjects for textbooks. in this sequence, the letter x designated “materials about textbooks” while the letter z indicated “bibliographies of textbooks,” (watt, 1962). within this system, books were arranged by curricular area, school level, and then by the course. works were again subdivided within the level of course by publisher, grade level, and then by author. the watt system prioritized publisher over author to locate series of books together. call numbers used a combination of upper and lowercase letters and numbers to indicate subject, school level, and place in the curriculum. with the uppercase e representing “native language and literature” and the lowercase e representing elementary school, ee.1 would identify a book as “analysis and composition for the elementary school,” (watt. 1962). a second number identified specific course names within a subject area. call number labels included three standard lines to assist in shelving books. the first line included the identifier described above, the second line an abbreviation for the publisher and grade level of the book, and the third line the year of publication (see figure 1). figure 1 sample call number using the watt system 370ee.12 (elementary spelling) abc3 (american book company, third grade) 1961 (publication date) building on the philosophy expressed by the watts system and informed by classification systems in use for instructional materials collections at arizona state university, the university of arizona, and the university of california, los angeles, harlan johnson developed a classification system specifically for northern arizona university’s curriculum materials library (johnson, 1973). this system is similar to the one developed at the university of west florida. it used a readable abbreviation for subject as the basis for its classification system, as seen in table 1 below (johnson, 1973). 4 education libraries, 47:1 (2024) table 1 proposed subject abbreviations for the northern arizona university curriculum materials library (johnson, 1973) abbreviation subject art art acco accounting educ education guid guidance journ journalism lit literature math mathematics phys ed physical education soc st social studies spec ed special education spell spelling this system organized textbooks, workbooks, and manuals by subject, and then by grade level, publisher, and publication date. in this way, a call number for an accounting course textbook might look like that shown in figure 2. johnson’s system was intended to be easily browsable with an emphasis on keeping like materials together, contrasting the dewey decimal system’s inability to deal with use cases that focused on the type of material rather than the subject matter (watt, 1962; johnson, 1973). figure 2 sample call number using the classification system proposed for northern arizona university’s curriculum materials library acco (accounting) 3 (third grade) dunn (publisher) 1971 (publication date) the curriculum materials library (now the professional studies library) and its custom system were established by reference librarian ron toifel in 1981, and followed this pattern (servies, 1982). the first line of the call number included subject and material type. subsequent lines identified publisher, grade level, publication date, and author. unlike other curriculum materials libraries using custom classification systems, this scheme did not create alternate subject categories or label content based on the material type, using the same classification system for all item types whether they were fiction, textbooks, or manipulatives. like johnson’s system, the goal was to have a browsable collection that kept similar material types and book series together without forcing library users to learn a complex numerical system like dewey decimal classification. the custom classification system included a detailed set of subject categories, with a master subject discipline indicated by a capital letter, followed by lowercase letters indicating the sub-discipline (see table 2). the comprehensive nature of the subject list required the staff member classifying the item to understand the subject matter of the item and the ways in which teachers understood the subjects. while some proponents of 5 education libraries, 47:1 (2024) similar systems had claimed that such categorization lessened the need for well-trained staff, that attitude downplayed the challenges of classifying materials (jones, 1971). when library staff trained student workers to provide an initial classification for new materials, they often lacked the experience or subject knowledge needed to use such a complex system, frequently requiring paraprofessional staff or librarians to redo their work. this complication defeated the goal of the supposedly “simpler” system, which was to allow permanent staff to focus on more important tasks. table 2 subject abbreviations used for curriculum materials at the professional studies library abbreviation subject ara art, appreciation and criticism ba business education, accounting/bookkeeping cap computer science, application packages ecr education, curriculum feg foreign language, egyptian gc guidance and counseling, career education hh health education, hygiene ideg industrial/vocational education, engine mechanics lph language arts, phonics lsf life skills, food and nutrition ma mathematics, algebra pmu preschool/kindergarten, music ser science, earth science sohw social science, history world spema special education, mainstreaming a form code indicating the type of material (see table 3) followed the subject designation on the first line of the call number. this allowed library patrons to determine whether the item was an activity guide, answer sheet, workbook, or other material, based on the call number. print and non-print materials used different sets of form codes, which allowed classification of media, games, kits, and models. as with subject classification, this required the staff member or librarian to understand the difference between a game, kit, model, realia, or more esoteric materials like slides or film strips. the following lines indicated publisher, grade level, publication date, and author cutter (see figure 3). while the utility of grade level, publication date, and author seems obvious, the inclusion of publisher is less so the current library staff could not explain the utility, but the watt system did include a possible explanation for including the publisher in the call number. watt (1962) noted that it served as a mechanism to keep materials from the same author and publisher, that were related in the curriculum but did not share a dewey decimal classification by subject, together. this method could keep a series of books together in the collection, enhancing their discoverability (watt, 1962). 6 education libraries, 47:1 (2024) table 3 codes designating material format in the professional studies library’s classification system code print material type .ag activity guide .ak answer key .blb bulletin boards .cg curriculum guide .cta classroom teaching aids .gn graphic novel .lp lesson plan .sg study guide .te teacher edition .trb teacher resource book .wte workbook, teacher edition when this system was developed, it was common practice for students to request textbooks by publisher rather than author or title (johnson, 1973). however, this does not seem to be a current practice among preservice teachers at this university. among current students, the most important criteria seem to be whether a given item fits the requirements of state and local curricular guidelines. figure 3 sample call number using the professional studies library’s classification system sb.tx (subject, form) ma (publisher code) gr. 10 (grade level) 1991 (publication date) p63 (author cutter) the custom system adopted had two major benefits. first, once patrons learned how to use it, the system was browsable. library staff hoped that it would reduce the need for patrons to discover materials through the catalog. second, librarians could easily revise the subject classifications by adding new categories. staff could also update form codes as they added new types of materials or old materials fell out of common use. this added flexibility beyond that provided by classification systems controlled by governing bodies. despite these advantages, the custom classification system was beset by problems in all areas of its use. for classification systems to work, they must be consistently applied, but as librarians and other staff changed, inconsistencies crept into how materials were classified. an especially challenging example was in the form code used to indicate whether literature was fiction or nonfiction. the form code schedule used .s for “supplementary” non-fiction and .sli for supplementary fiction, but staff classifying these works often swapped the codes so that they labeled many fiction works as .s and many non-fiction works as .sli. subject classification was also sometimes inconsistently applied, preventing works on the same topic from being shelved together, defeating the goal of having a browsable collection. 7 education libraries, 47:1 (2024) training staff and patrons to use the system also presented significant challenges. new students and faculty coming to the library required extensive explanations of how the call number system worked, not only so they could interpret the subject classifications, but also abbreviations for publishers and material types. signs indicating subject areas on the shelves provided only basic help in locating materials. while library staff could assist library patrons, new staff, especially student workers who might only work at the library for a semester or two, needed significantly more training so they could provide assistance locating items on the shelves and so they could accurately shelve materials. even with regular shelf-reading and inventories of the collection, mis-shelving was common, resulting in patrons being unable to locate materials. these are challenges common to classification systems in general – using the dewey decimal or library of congress systems also requires patrons to learn how to find materials. however, the quirks of the custom system made it more difficult for new library users and staff alike to adapt to because of its re-use of letters in major disciplinary and sub-disciplinary categories. for example, the subject abbreviation for physical science was sp and the abbreviation for special education began with spe. the differences in subjects were not immediately obvious for either those seeking information, or those trying to return it to the shelf. the result was that sometimes items were shelved in the wrong location, making it more difficult for both patrons and staff to locate needed items. only regular shelf maintenance could rectify issues created by misshelving. the use of lowercase and uppercase letters to differentiate in this way also created problems with generating reports in integrated library systems that did not support case sensitivity. office productivity applications like ms excel also failed to interpret letter cases correctly. the inability to distinguish letter cases made collection management tasks more difficult by jumbling unrelated subject areas in shelf lists. as a result, library staff listed items as missing when they were sitting on the shelf. inventory processes also became more convoluted and time consuming because it was difficult to create accurate lists. librarians expect that switching to using the dewey decimal system for the juvenile, curriculum materials, manipulative, and media collections will provide several benefits. training staff, student workers, and patrons should be significantly easier. some will be familiar with dewey from school or public libraries, but even those who have not used it before will encounter a simpler numerical system. due to the dewey decimal system’s ubiquity, training materials such as tutorials and practice exercises are widely available to assist the training process. this should improve the accuracy of shelving and shelf-reading. because support for dewey decimal classification is a standard feature of integrated library systems, reports will be more accurate and easier to create. this will improve the library staff’s ability to analyze the use of the collection and allow more accurate inventory and weeding. reclassifying these collections should also improve the library’s participation in regional and national resource sharing (oclc training, 2019). most of these efforts require libraries to use common classification systems such as dewey decimal or library of congress classification. participating in resource sharing may make deselecting materials more complicated as it could require library staff to verify whether the university libraries have agreed to maintain older items, however, it also has the potential to free up shelf space in the collection by removing infrequently 8 education libraries, 47:1 (2024) used materials while ensuring that students and faculty retain access to them. most patrons using the juvenile, curriculum materials, media, and manipulative collections consist of education faculty, student teachers, and teachers in local public-school systems; using dewey decimal classification will also allow them to transfer their library skills to use in public and school libraries. library staff hope that this similarity will encourage increased use of the collections by alumni who become teachers in the local community. implementation the professional studies library resides in a 2,400 square-foot suite inside a classroom building dedicated to the academic disciplines that it serves. during the reclassification project, the library remained open, as faculty and students needed continued access to materials. this required that books, media, and manipulatives be staged in an organized fashion that facilitated their circulation, during the process of classification, labeling, and shelving. rather than remove large amounts of materials from the library, catalogers worked in the stacks themselves, delineating the shelf location they had reached using a large orange card. this allowed student workers to follow their progress in removing call number labels, while the library manager produced new call number labels. once relabeled with a dewey decimal call number, students reshelved items. this above description simplifies the process and diminishes the challenge of managing the reclassification process, as it was quite complex. due to the constrained space available and the need to keep most areas of the library clear for student use, staging materials so that they could be located, required the liberal use of library carts and constant shifting of materials in the stacks. as catalogers reclassified materials, student workers placed them on a cart to clear space for shelving relabeled items. as students removed the old labels, books moved to a second cart, where the library manager added new labels and sorted them by dewey decimal class. after a suitable number of relabeled items became available, student assistants sorted them based on their full call numbers and shelved them accordingly. several times each week, students shifted the items in the stacks to ensure that there was room to add the new books. the staging process allowed library staff to assist patrons who needed materials that had been reclassified, but not yet relabeled, as library staff could quickly look through items in process. this effort to maintain access sometimes made the project feel more stressful, but the librarian believed that it was important to ensure access for pre-service teachers and faculty in the school of education. training the library experienced high levels of turnover over the course of the project, requiring regular training and retraining of new staff. all of the library’s staff, other than its librarian, graduated or left the university during the summer of 2021. in august, the library hired two graduate assistants and a student assistant, followed by a new library manager in november. two of the students left the library in december, requiring the library to find an additional graduate assistant and a new student assistant. the new staff 9 education libraries, 47:1 (2024) required training in the library’s custom classification system. the student workers also required training in both library of congress classification and dewey decimal classification. the librarian and library manager developed custom training modules for the canvas learning management system that included videos, scavenger hunts, and shelf-reading exercises. before being allowed to work in the stacks, students completed library u’s shelving with dewey program at webjunction (gesinger, 2017). the goal of the training is to teach library staff and volunteers how to shelve materials using dewey decimal call numbers. the course defined ddc, explained classes and divisions, elements of a call number, shelving and shelving order. each module included quizzes and interactive activities to test knowledge and provide practice arranging works in the correct order (gesinger, 2017). after students completed the webjunction certificate, the library manager assigned practice shelf reading and requested that new student workers complete a scavenger hunt. during the shelf-reading exercises, the library manager assigned a section of shelving in which the students verified that each item remained in the proper order. the library manager then checked the student’s work and provided additional training to help students correct any mistakes made and answered student questions about book order. the scavenger hunt exercise required students to locate books from a list of 14 call numbers. once located and brought to the library’s service desk, they then had to correctly reshelve all 14 works. because the 14 books might be shelved in one of four collections juvenile, curriculum materials, library of congress, or permanent reserves only 2 of the 8 students trained successfully located all of the assigned materials. student workers were cleared to begin working with the library items on their own only after demonstrating that they could reshelve all 14 pieces. the new call numbers frequently led to questions about proper shelving order, leading the library manager to supplement this training by developing a cheat sheet (see table 4) for student workers who encountered issues shelving using dewey decimal classification. the cheat sheet enabled student workers to answer their own shelving questions, reducing errors and increasing their ability to independently solve problems. table 4 sample dewey decimal call numbers used in student training call number list 1 call number list 2 331 331.0413 331.01 331.042 331.014 331.1 331.02 331.198 331.041 331.2 wayfinding library staff removed signs and labels indicating the location of materials based on the old classification system at the beginning of the project. to assist patrons in finding reclassified items, staff added new signs that included the dewey classes housed on that range of shelves, including both numerical and text descriptions. after student workers identified the beginning and ending books on the aisle the library manager made 10 education libraries, 47:1 (2024) additional signs for each aisle indicating which books were on the shelves. library staff also hung a large poster with general classification categories that included identifiable symbols for each category to assist patrons with the new system. as the project progressed and staff continued shifting books, they also updated signs to accurately reflect the contents of the shelves. when the project ended, staff replaced the temporary signage with permanent placards that followed university branding guidelines for color and font (see figure 4). in addition to helping patrons locate the materials they needed, regularly updating signs on shelves helped student workers learn the new call number system. finally, librarians updated libguides explaining how to find books using call numbers to replace references to the custom call number system with tutorials on the dewey decimal system. figure 4 aisle signs indicating dewey decimal ranges and categories classification with dewey the reclassification project coincided with a rearrangement of the library’s collections, dividing the curriculum materials collection into collections for juvenile fiction and non-fiction, curriculum materials for teachers and student teachers, media, and manipulatives. the use of dewey decimal classification for such disparate types of materials required catalogers to develop a plan for dealing with unusual items in addition to the more common textual sources. the simplest items to classify were curriculum materials such as textbooks adopted by the local school districts, lesson plans, activity guides, rubrics, and other teaching materials, and juvenile non-fiction. these items often had good call numbers available in marc records obtained from oclc, which catalogers could adopt after verifying that the material described in the record matched the item in hand. the most common practice, at other libraries, for organizing fiction is by author's last name, date, and a cutter (montana state library, n.d.). to simplify shelving in the 11 education libraries, 47:1 (2024) small space available at the professional studies library, catalogers assigned works of fiction a dewey decimal call number following the guidelines in volume 3 of the dewey decimal classification and relative index. all of these works fall under 813 american literature in english, with picture books designated as 813, followed by an author cutter and publication date (see figure 5). books containing substantial textual content received subdivisions for periodization, such that books published between 1900-1945 were classified as 813.52, books published between 1945-1999 were classified as 813.54, and books published after 2000 were classified as 813.6 (dewey et al., 2011). this practice produced immediate benefits and challenges. catalogers included popular works of british fiction published by american imprints like the hobbit and harry potter and the sorcerer’s stone to make it easier for patrons to locate them on the shelf. however, not including a simple author name on the call number label made accurate shelving and locating books challenging, requiring more frequent shelf reading. figure 5 sample call number used after reclassifying the curriculum materials juv (collection notation) 813 (dewey decimal classification for american literature) .54 (dewey subdivision for periodization) m9961 (author cutter) 1984 (publication date) the manipulative collection presented a special challenge, since games, flashcards, globes, maps, models, slides, and equipment are often not assigned either dewey decimal or library of congress call numbers. previously, librarians had classified these according to the custom classification system, and they had local records within the university integrated library system to help patrons find them in the catalog. while it was relatively easy for catalogers to identify the dewey class that an item belonged to, they relied on additional subject information that had been previously added to marc 590 and 690 fields to delineate divisions and subdivisions. for manipulatives related to the sciences, these fields provided the necessary data for catalogers to further identify them as being related to physics, geology, or chemistry. dewey in practice given the complexity of the collection, organizing items and designing call number labels required more than changing the call number for each work and placing it on the shelves. to visually distinguish the books in the juvenile and curriculum materials collections, and ease shelving and location of books, library staff added the prefix juv to the call number labels for materials in the juvenile collection. to aid in discovery by material type, call numbers retained an element from the custom classification system in our new call number structure. each call number displayed in the online public access catalog and each label included a form code that indicated material type (see table 5). in this way, patrons searching for physical items to assist in teaching can distinguish between flash cards, stencils, games, specimens, and other types of learning objects. form codes appear on the item labels after the dewey 12 education libraries, 47:1 (2024) decimal call number and cutter, with a year of publication included only to differentiate between similar items. form codes appear on the item labels after the dewey decimal call number and cutter, with a year of publication included only to differentiate between similar items. table 5 codes designating material types for manipulative materials used in conjunction with dewey decimal classification code material type card activity card, flash card, sequence card, word card chart chart, wall chart game educational games, simulations, toys kit multimedia kit map map or globe manip manipulative material, blocks model model realia realia slide slides speci specimen stencil stencil/template conclusion and next steps completion of the reclassification project represented a major development in revitalizing library operations as students returned to the campus during the covid-19 pandemic. to ensure that patrons will continue to be able to find the materials they seek, the library implemented a regular process of shelf-reading and data collection. when staff find materials that are out of place, they are scanned into the library’s integrated library system to document usage. the metrics generated from this activity will supplement the library’s circulation statistics so that librarians can judge which portions of the collection receive regular use. to increase patron’s ability to find young adult books, staff affixed additional spine labels to books in that category, making them stand out in the library stacks (see figure 6). one reason librarians decided to create additional collections rather than maintain a single curriculum materials collection was the increased flexibility that the new organization provided. separating out fiction for children into the juvenile collection allows librarians to connect the holdings to the children’s literature comprehensive database3 (clcd) using clcd, patrons can search for reviews, teaching tools, and read-alikes in their chosen categories while the local collection services feature allows them to quickly identify which works are part of the local collection and available for their use. the staff of the library is confident that implementing these changes will 3 the children's literature comprehensive database (clcd) provides access to criticism, reviews, lesson plans, and teaching guides for children’s and young adult books and other media. links to worldcat allow users to locate copies of works in local libraries, while the local collection services feature allows libraries that subscribe to the database to show which works are in their holdings (clcd, llc, 2023). 13 education libraries, 47:1 (2024) provide a better library user experience for patrons, while providing students library skills they can transfer to school or public libraries after they graduate. figure 6 book labels for young adult books and award winners comparative assessment of the experiences of students who used both the library’s previous custom classification system and the replacement dewey decimal classification system is unfortunately not possible as students most familiar with the old system have all since graduated from the university. however, library staff do plan to survey faculty who have used the collection both before and after the change in classification systems to determine whether the new organization is an improvement. library staff believe that faculty will provide an adequate stand-in for students as they were accustomed to quickly locating and using library materials using the library’s previous classification system and seem to have adapted to using dewey call numbers. reclassifying and reorganizing the professional studies library’s curriculum materials collection from its custom system to dewey decimal classification while maintaining daily operations was quite challenging. despite what seemed like thorough planning, it required several ad hoc decisions to ensure that students and faculty could access materials that were in the reclassification process. the limited space available to stage materials as they were reclassified, relabeled, and reshelved created a chaotic atmosphere in some parts of the library. despite the challenges, library staff were able to continue to meet patron requests and are confident that converting the collection to dewey decimal classification will improve library usability and patron satisfaction. 14 education libraries, 47:1 (2024) references clcd, llc. (2023). children’s literature comprehensive database. clcd. https://clcd.com/clcd-enterprise/ dewey, m., mitchell, j. s., beall, j., green, r., martin, g., & panzer, m. (2011). dewey decimal classification and relative index (23rd ed., vol. 3). oclc online computer library center, inc. gesinger, k. (2017, december 21). shelving with dewey: updated course. webjunction. https://www.webjunction.org/news/webjunction/dewey-course-updated.html gregor, m., kohrman, r., lueck, l., teel, l., & walker, j. (2015). (publication). directory of curriculum materials centers and collections, 7th edition. american libraries association. https://libres.uncg.edu/ir/uncc/f/walker_j_et_al_dir_cu_2015.pdf. johnson, h. r. (1973). (rep.). the curriculum materials center: a study of policies and practices in selected centers. washington, d.c.: department of health, education, and welfare. https://eric.ed.gov/?q=ed081449&id=ed081449 jones, r. e. (1971). a proposed classification schedule for a curriculum materials collection (thesis). central washington state college, ellensburg, wa. montana state library. (n.d.). organizing your collection. new library director's handbook. https://msl.mt.gov/libraries/consulting/online_publications/ newlibrarydirectorshandbook/technicalservices/organizing oclc training. (2019). subject and call number searching. sustainable collection services™ and greenglass™. retrieved from https://youtu.be/guhg8wohgmc. servies, j. a. (1982). university of west florida libraries annual report. university of west florida. watt, l. b. (1962). (rep.). a classification scheme for elementary and secondary school textbooks in education materials centers. washington, d.c.: educational materials laboratory. https://clcd.com/clcd-enterprise/ https://www.webjunction.org/news/webjunction/dewey-course-updated.html https://libres.uncg.edu/ir/uncc/f/walker_j_et_al_dir_cu_2015.pdf https://eric.ed.gov/?q=ed081449&id=ed081449 https://msl.mt.gov/libraries/consulting/online_publications/%20newlibrarydirectorshandbook/technicalservices/organizing https://msl.mt.gov/libraries/consulting/online_publications/%20newlibrarydirectorshandbook/technicalservices/organizing https://youtu.be/guhg8wohgmc keiser, barbie (2020). meeting the challenge of teaching information literacy. education libraries, 46:1 (2023) © academic & education division, special library association book review reale, michelle (2020). meeting the challenge of teaching information literacy. chicago, il: ala editions. 128pp., $57.99, isbn 978-08389-4684-8 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc published at the pandemic's peak, i'm just now getting a chance to read meeting the challenge of teaching information literacy. that’s two years that i was without michelle reale’s expert advice on the most effective techniques for teaching information literacy. reale’s initial story about liz and the disengaged professor, who sits at the back of the room while liz crams everything into a one-shot information literacy instructional session, is the perfect set-up for the question: have librarians set before themselves an impossible task? (p. 3). reale begins the text by exploring why our information literacy lessons don’t “stick with students,” describing not only the need for students to recall what they have been taught, but also apply it different situations. in chapter 2 (“the idea of a concept or the concept of an idea”), the author explains how difficult it is to define what we teach when information literacy is “an area with no defined parameters” (p. 9). they present a cogent argument that “information literacy is closely tied to functional literacy” as the use of information is “essential for everyday life” (p. 13), and thus all must become lifelong learners to function in our information society. the author refers to the works of rader (1991), identifying significant challenges for librarians teaching information literacy. these include: • the lack of “well-staffed, carefully planned” and clearly articulated programs, • the lack of a clearly defined educational role, • a need for collaboration and partnership (p. 10). chapter 3, “information literacy: still the ‘hidden concept?’,” begins with badke’s acknowledgment that 1-2 hours with students to acquaint them with the library through bibliographic instruction is insufficient (p. 19) and students “muddle through without the expertise and advantage of information literacy instruction” (p. 20). according to reale: “information literacy remains ‘hidden,’ in part because it is perceived to be the sole domain of the library and the librarian, which it clearly shouldn’t be” (p. 21). collaboration means more than simply placing library contact info on syllabi. the author’s responses to requests for a “library lecture” include: • “i have an idea that is a bit different and would engage students differently” • “what exactly do you want your students to learn/understand/do?” • “i see what you’re trying to do with this assignment, but i also see possible problems” (p. 25) education libraries, 46:1 (2023) © academic & education division, special library association in chapter 4 (“you just don’t get it”), reale tackles the persistent problems of lack of faculty support and librarian stereotypes, reiterating the need for sustained collaborative efforts to address information literacy deficits among student populations if academic institutions are genuinely committed to student success. additionally, they remind librarians that students don’t always appreciate the librarians’ role in their education. “if they do not see us as “teachers,” how receptive can they possibly be to our teaching? if what we do is not reinforced by their professors, how much is our impact blunted?” (p. 35). reale continues this theme in chapter 5, “inching toward the mirror,” by asking the librarian: when we are not seen as equals, when we are seen as mere service providers instead of teachers, what happens to the quality of our work, not to mention our sense of what we can do, what we are doing, and what we hope to do in the future? how do we handle this on a daily basis, day in and day out? how do we perceive ourselves? (p. 42). this chapter addresses issues of low morale, anxiety, and the imposter syndrome, closing with several hints to help us “understand our own self-perceptions with the profession” (p. 49). “more than just transactional” (chapter 6) builds on the notion of collaborative efforts being the way forward. reale reminds us that: [a]cademic librarians struggle and strive to deliver information literacy to the student population but must navigate a series of obstacles put in our way by faculty who simply do not perceive us as integral to the learning process. instead, for many of us, our presence in the classroom is often transactional: be there at this time and cover this, this, and a little bit of that (p. 53). they point to raspa and ward (2000) who “assert that we have reached a point at which neither librarians nor instructional faculty can adequately teach the research process in isolation of each other” (p. 54). while the public library is based on the service model, reale is of the mind that using the service model for information literacy is unsustainable. dealing with “that anxious feeling” is the subject of chapter 7. most librarians are familiar with what is dubbed “library anxiety,” but some dismiss it. the author cites mellon (1988), who studied college students and concluded that library anxiety is “based in shame” (p. 63), and that: • students’ fears are due to a feeling that other students are competent at library use while they alone are incompetent, • this lack of competence is somehow shameful and must be kept hidden, • asking questions reveals their inadequacies (p. 68). students often “forget they are in college to learn, and they forget that they do not have to know everything all the time” (p. 64). librarians would do well to remember that education libraries, 46:1 (2023) © academic & education division, special library association they, too, do not have to know everything all the time! the chapter concludes by describing the impact that information overload has on these feelings of inadequacy. burnout did not spring up out of nowhere during covid. “exhausted: the emotional labor of librarianship” (chapter 8) describes much of the hidden work librarians do each day that contributes to a feeling of being overwhelmed, and misperceptions of the library “as a safe place, a quiet place to retreat, a place in which not a whole lot really happens” (p. 75). chapter 9 deals with faculty relationships and collaboration (“can’t we all just get along”?). in this chapter, the author points to iannuzzi’s (1998) assessment of the pace of change in organizations: “[t]he culture of an organization changes slowly and the culture of a college or university may require years to evolve” (p. 87). the chapter closes by reminding the reader that, it’s a long game, a marathon---not a sprint. we have to be willing to put in the work and forge a path through our disappointments and challenges. when we work with faculty to figure out instructional needs and strategies, we are forming the basis of a new way of thinking about and teaching information literacy for both immediate academic needs and beyond to lifelong learning (p. 88). chapter 10 (“let’s give them something to talk about”) emphasizes the library as a learning organization where communities of practice support librarians’ work and can minimize the anxiety and stress described in earlier chapters. in closing, reale reminds the reader that teaching information literacy is not the responsibility of librarians alone, though some in academia would believe that it [is]. the organization looks to us to teach information literacy but does little to understand exactly what information literacy is, why it is important, and how exactly we do it. so the solving of the problems associated with the teaching is often beyond us, often making what we do even more frustrating—because we need the cooperation of so many to make it work to its potential (p. 105). chapters close with 2-5 points to ponder and excellent references for those who wish to consult them for a deeper dive into any topic. the book is worth reading by every teaching librarian, instructors who ask librarians to provide students with information literacy to support their studies, and college administrators who want to learn how librarians contribute to student learning. references mellon, c. a. (1988). attitudes: the forgotten dimension in library instruction. library journal, 113(14), 137-139. iannuzzi, p. (1998). faculty development and information literacy: establishing campus partnerships. reference services review, 26 (3-4), 97-102. rader, h. b. (1991). information literacy: a revolution in the library. rq, 31(1), 25-30. raspa, d. & ward, d. (2000). the collaborative imperative: librarians and faculty education libraries, 46:1 (2023) © academic & education division, special library association working together in the information universe. association of college research libraries. from: education libraries, volume 33, no. 1, spring 2010 10 using a student-generated survey to inform planning for a user-focused learning commons by sharon a. weiner and john m. weiner abstract a master’s comprehensive university is planning a learning commons to support undergraduate learning. the planning process included a literature review, site visits to commons, consultations with experts in the field, discussions with campus specialists, and surveys of patrons. the literature reports two primary forms of data gathering for learning commons: interview/observation and purposive surveys. this report describes the findings of a survey conducted to determine students’ perceptions of services relevant in learning commons. the findings indicated that the students wanted help with their information processing needs. introduction to support undergraduate learning at the university of massachusetts dartmouth, the library planned a learning commons as part of an extensive renovation project. the planning process included a review of the education and library literature, site visits to existing commons, consultations with experts in the field, involvement of key campus stakeholders, and survey data. this article is a report of a pilot survey conducted to engage students in the planning process and identify their needs related to a learning commons from a student perspective. this survey was developed and administered with the assistance of undergraduate students in introductory statistics courses. why a learning commons? institutions of higher education are changing their educational approach from a “teaching” paradigm to a “learning” paradigm. this transformation requires an emphasis on student learning outcomes; the inclusion of faculty as well as other campus professionals as partners in student learning; the seamless integration of technology in learning; and acknowledgement that learning occurs through all aspects of a student’s college experience1. these changes in higher education as well as rapid advances in technology have prompted modifications to the structure, functions, and services offered by academic libraries2,3,4,5,6,7. the library has a significant role in the learning process, in fact, it “may be the most important observation post for studying how students really learn. if the core competency of the university is the capacity to build collaborative spaces, both real and intellectual, then the changing nature of the library may be a paradigm for the changing nature of the university itself”8. there is recognition that libraries should engage in ongoing self-evaluation to ensure that they provide sufficient support for learning modalities9,10,11,12. the academic library is a core resource for learning, and “the library staff should be considered as important to teaching as are classroom teachers”13. faculty and librarians who work together on library-based learning can stimulate positive learning experiences for students. some characteristics of a “good learning experience” are that: it helps to develop information literacy competency; it is customized to the student’s immediate needs and learning style; and it occurs in a non-threatening environment14. one innovative concept for space, services, and operations to support undergraduate learning developed during the last twenty years is the “learning,” “information,” or “knowledge commons.” while the mix varies by site, a commons integrates traditional library services with other learning support services on a campus, such as information processing, tutorial services, report preparation, enhanced technology, and preparation of visual displays15,16,17,18,19. the design of an information commons facilitates interaction and serendipitous learning20. a learning commons differs from an information commons because it focuses on the creation of knowledge over the transmission of knowledge21. a learning commons is “clearly and explicitly aligned strategically with the institution-wide vision and mission—that is, is a dynamic and active partner in the broad educational enterprise of the institution, not just the library-centric enterprise”22. its parent library fosters a philosophy of integration with its campus. the technology resources are greater in a learning commons and are seamlessly integrated. the collaborative work spaces are many and varied. a learning commons is not library-centric; it is learnercentered. it incorporates related learning support functions within the library and reaches out to them outside of the library23. the popularity and use of commons by students whenever they are implemented provides support for education libraries, volume 33, no. 1, spring 2010 11 their importance. published reports of success with the commons concept have focused on space design, staffing issues, and service models. the purpose of these reports was to provide insights that would aid in planning. data capture to inform decision-making included surveys, focus groups, interviews, and site visits. “best practice” is a frequently cited justification for the service configuration adopted. changes in a library’s operational strategy imply additional costs for facility renovation, changes in service configurations, changes in operational procedures, training of personnel for new roles, and the integration of differing functions. definitive data can justify the expense and effort and motivate the acceptance of a new model. description of university of massachusetts dartmouth library the claire t. carney library at the university of massachusetts dartmouth (umd) is the focal point of a campus that serves a masters comprehensive institution with a student population of over 9,000 fte’s. at the time of the survey, the library was engaged in a plan for a building renovation. the first floor of the library was open with many windows and few book stacks or visual obstructions. there was some seating, but the area was primarily used for university functions such as lectures and banquets. the second floor included the reference desk and reference collection, along with 40 public workstations. the fourth floor included the archives and special collections. floors 3-5 were filled with book stacks along with some seating for individuals along the perimeter windows and banks of seating interspersed through the stacks. the lower level had been renovated to include two computer labs and the photographic services department which provided photography, videography, and graphic design service to the campus. offices for the library staff and most of the computing and information technology services staff were located throughout the building. other related services were located in other buildings. the campus writing center was located in the building for the college of arts and sciences. tutoring services were located in respective academic subject areas. clearly, learning support services were dispersed throughout the campus and were not well-integrated or coordinated. this model worked well until changes in learning preferences and recent trends in higher education favored closer cross-departmental relationships and easier access to services by the student population. initially, faculty and other learning specialists were interviewed to determine their suggestions and insights regarding the nature and function of the commons-in-planning. the purpose of this report was to describe a survey to determine student perceptions in relation to a proposed learning commons. the student perspective since learning commons are student-centered, it is important to involve students in the planning process and to incorporate their perspective into the planning. in this project, several students were members of a campus-wide planning committee; and leaders of the learning commons project reported on it at student senate meetings. another opportunity for student participation and feedback occurred when a professor assigned students in his introductory statistics classes to develop and administer a survey relating to student perspectives on learning commons-related services. surveys are useful for obtaining information about physical and digital services for learning commons and can also provide information about the people needed to provide support services24. elements of learning support services the literature indicates that traditional library services, tutoring, computer instruction, the study hall environment, and report preparation are important elements of learning support services for students. a well-planned learning commons integrates these elements in its design. traditional library services reference and other informational services are core to an academic library’s operation25,26,27,28. libraries have a role in teaching information management skills and information literacy competencies that can become a “comprehensive knowledge management paradigm”29. at the claire t. carney library, there was a reference desk on the second floor while the circulation desk was on the first floor. tutoring tutoring services may be provided through individual appointments; walk-in, email, or telephone service; study groups; and online instruction. students who use tutoring services can take a more active role in their own learning processes. because there is a social dimension to tutoring services, more effective learning may occur. these services can have a positive influence on gpa, course passing rates, course completion rates, persistence, and retention rates30,31. tutoring services at umd were dispersed in the buildings of the college that supported them; there were no tutoring services in the library. education libraries, volume 33, no. 1, spring 2010 12 computer instruction computer literacy is essential to the successful functioning and global competitiveness of our citizenry. “citizens who do not posses these critical skills are far more likely to be unemployed and in poverty and are far less likely to be in professional, managerial, or technical positions”33. instruction in the use of computer hardware and software at umd occurred in campus computer labs managed by the information technology department or in computer labs managed by academic departments. while valuable, these learning opportunities were often independent of other learning capabilities. by integrating the various instructional and learning opportunities in the learning commons, a student would develop the skills and knowledge in presumably a more effective and lasting way. that hypothesis would be essential to study as the learning commons became a reality. however, this survey was designed to determine student perceptions prior to the development of integrated learning opportunities and facilities. study hall environment students need quiet spaces for individual study. this is particularly true of graduate students and faculty. architectural designs for renovated or new library buildings include spaces conducive to quiet study. the study hall environment is an important learning and social area in libraries33,35,36,37,38,39,40. at umd, the main floor of the library was often used for campus receptions and lectures. quiet study occurred on the other floors of the library. those were the locations for the book stacks and some staff offices. a frequent first step in creating a commons is an emphasis on facility renovation. this survey explored the importance placed on the environment by students. preparation of reports including writing centers in academic libraries may be the optimal way to maximize relationships between departments, foster collaboration, and expedite referrals41. librarians and writing center professionals work with highly integrated processes to help students to construct new knowledge42. “writing centers and information literacy instruction have grown to a point where formal collaborative partnerships might be the best way to open new lines of development…more powerful, more dynamic, and more effective instructional practice can be achieved than either has been able to achieve alone”43. the location for the writing center at umd was in the building for the college of arts and sciences. this survey included four dimensions of possible learning commons services: tutoring, computer instruction, study hall, and report preparation. in libraries that do not have learning commons, tutoring services are usually restricted to instruction about library services and resources and assistance with library-supported database searches. a learning commons could also include tutoring in academic subject areas, writing, software use, and information utilization. this study also considered the study hall function. methods the literature reports two primary forms of data gathering for learning commons: interview/observation of best practices and purposive surveys of patrons44,45,46,47,48,49. a survey is a structured set of questions designed to elicit descriptions of characteristics representing feelings, attitudes, perceptions, or experiences50. responses can be collected by capturing the verbal and/or written expressions provided by the respondent. students in two introductory statistics courses assisted in the development and administration of a preliminary survey questionnaire to 100 students at the university of massachusetts dartmouth. this was a convenience sample selected by the students in the course and was intended to serve as the data spring board for a larger more definitive survey of students and faculty. the intent of this questionnaire was to determine which items to incorporate into a larger study. the response rate was 58%. spss was used to compute the statistical results. results demographic characteristics and academic majors the literature identified variables such as generational characteristics and student status as important demographic variables for studies of college students52. considering those findings, the study included the following variables: age, residence, and work status. most of the respondents (60%) were in the age range from 18-20 and most lived on campus (79%). the majority of the respondents were sophomores (45%) most of the respondents declared majors in the colleges of arts & sciences or business. the percentage of respondents by major was proportional to the percentage of the student population in each major. the ages of more than 60% of the respondents ranged from 18-20 and about 30% ranged from 21-23. first-year students represented 12% of the respondents; sophomores represented 45%; juniors were 17% of the total; and seniors were 26%. seventy-one percent of education libraries, volume 33, no. 1, spring 2010 13 the respondents indicated that their grade point average was at least “b.” study hall environment the questions dealing with this environment probed to understand the students’ impressions regarding the adequacy of the present library environment for study purposes. the study hall questions included items regarding conference rooms, computer workstations, and spaces for individual or small group study. the responses to the questions were organized to capture intensity of feeling regarding the adequacy of each item. most of the students found the present study environment in the library, the computer software available, the computer-supported instructional material resources, and the lounging areas to be acceptable. however, fewer than half were satisfied with the group conference rooms and number of computer workstations. tutorial services the questions relating to tutorial service were addressed. the questions were: knowledge of present tutorial services quality of tutorial services provided in the library tutoring services desired by the respondent sources of present tutoring services access to tutoring programs perceived need for tutorial services fewer than half of the respondents knew about any of the tutoring services. only about one-third commented that the quality of the services offered in the library was average; another one-third did not comment. approximately one-third of the students indicated that they would like to use literature search, mathematics/statistics, science subjects, and report preparation services. a little more than one-third of the respondents indicated that they had minimal need for tutorial services. relationship between study fall environment and tutorial services the possibility of a relationship between the study hall and tutorial services dimensions was explored by stepwise linear regression53 using a combination of the study hall questions as the dependent variable and the responses to the six tutorial services questions as independent predictors. this process is helpful in finding variables likely to be important in subsequent analyses. principal components of variance54 was used to construct the study hall combination variable. at each step in the stepwise regression process, the independent variable selected had the highest partial correlation with the dependent variable and contributed significantly to the regression. the regression explained about 32% of the variation in the study hall variable (p< 0.05). three variables from the tutorial set were statistically significant. those variables were: desire to use a humanities tutorial service; desire to use a display preparation tutorial service; and a question dealing with access to existing tutorial programs. display preparation is a skill that is easily recognized as valuable in enhancing student generated reports. the need for a humanities tutorial service may indicate a deficiency that was of concern to the respondents. access to tutorial services should be easy. instead, only 12% of the respondents considered that the tutorial services were easily accessible. report preparation services four questions probed for students’ impressions of existing and desired report preparation services. the first involved identifying the tasks found to be difficult to accomplish. from one-quarter to one-third of the respondents had difficulty in finding literature, editing and revising, organizing notes and data, preparing drafts, developing a bibliography, or developing an outline for a report. the second question dealt with sources in finding literature. forty-eight percent indicated that internet search engines were most useful while thirty-one percent indicated that reference librarians were most useful. the third question considered editing and revising drafts. the students reported that classmates and teachers were most useful. the fourth question dealt with the most useful source in developing the bibliography. the predominant response was internet search engines. none of these variables were related to study hall environment. instruction in computer software this dimension had three questions. the first dealt with identifying the software that the respondents found difficult to use. statistical software (36%) and business software (38%) were most frequently cited. sources of assistance recognized were friends and computer facility staff. when asked to indicate preferred instructional modes desired in learning software, the respondents chose web instruction. predicting study hall environment a stepwise regression was performed to identify the variables that were likely to be relevant in enhancing the study hall environment. all of the variables from the tutorial services, report preparation, computer education libraries, volume 33, no. 1, spring 2010 14 operation, and personal/demographic dimensions were included in the analysis. the stepwise procedure identified the following variables as statistically significant: • access to existing tutorial programs • special tutorial programs on campus • display preparation tutorial • difficulty preparing displays these four variables explained about 38% of the variation in the measure of study hall environment. omitted from the relationship were variables from the computer software operation and personal/demographic dimensions. interestingly, two of the variables selected as relevant had to do with display assistance. the other two variables dealt with access to and availability of tutorial services. subgroup analyses the possibility that different subgroups of the students might require different kinds of services was explored using class standing, age, grade point average, and major area of study. for each subgroup, the relationship between the study hall environment variable and the tutorial services, report preparation, and computer operation dimensions was analyzed using stepwise regression. age 18-20 thirty-six (64%) of the respondents were in this subgroup. the study hall environment factor was related to three variables, all from the tutorial services dimension. the first variable was the student’s awareness of accessibility to existing tutorial services. awareness of special tutorial programs on campus was second and the students’ desire to use a humanities tutorial service was third. age 21-23 sixteen respondents (29%) were in this subgroup. the regression involved one variable, the student’s perception of access to existing tutoring programs. grade b or better forty respondents (69%) were in this subgroup. the regression involved four variables. the first was the student’s perceived access to existing tutorial programs. identification of the best source in developing a bibliography was the second selected. the remaining two dealt with the student’s knowledge of tutorial services – research design and science subjects. business majors fifteen students (26%) were in this subgroup and two variables were entered into the regression. the first was the source for developing a bibliography. the second was the student’s awareness of departmental tutorial services. discussion the intent of this survey was to expand on the frequently reported practices for planning learning commons by including a preliminary survey of student perceptions of their learning needs and how the library can assist in accomplishing them. the findings were intended to identify the questions to be used in a larger survey of students and faculty. however, some of the findings were unexpected. the emphasis on tutorial service requirements suggested that the planning emphasize specific services instead of the usual first focus on environmental changes. the student respondents were predominantly sophomores (45%) and seniors (26%). the majority were from the ages of 18-20 (64%) followed by ages 21-23 (29%). seventy-nine percent lived on campus and 94% were full-time students. seventy-one percent had a grade point average of b or better. the respondents to this survey formed a ‘reasonable representation’ because the percentages of students within major educational programs were close to the ones cited for those particular programs. assuming that the respondents do represent the student body of interest, the environment needed to provide the ‘ideal’ learning commons, based on literature reports and expert opinions, would include programs designed to assist the student in furthering his/her learning outside of the classroom. what services provide that capability and who should sponsor them? the results indicated that two issues were relevant to the responding students. one was the tutorial service including a range of subjects and accessibility. this is a form of on-demand learning in which the student recognizes a learning obstacle and seeks assistance in resolving it. respondents indicated difficulty in finding literature, editing and revising, organizing notes and data, preparing drafts, developing a bibliography, developing an outline, and putting the package together. their sources of assistance also were clues to the need for a more comprehensive tutorial process. they received editing and revising assistance from classmates. they used internet search engines to build bibliographies. the students favored web instruction for software. that mode of instruction education libraries, volume 33, no. 1, spring 2010 15 could be useful in other subjects as well. “in recent years, there has been a transition in library instruction from a tool-based approach to a problem-solving and learning approach, which necessitates working closely with the writing center”57. the results of this survey underscore the importance of the learning commons in supplementing the instructional effort. the classroom is a recognized site for dissemination of information and stimulation of critical thinking. a conservative recommendation suggested that the student study three hours a week for every hour spent in class58. the learning commons concept gives the student a place to accomplish this recommendation together with the necessary assistance to make the time fruitful. while the study recommendation may be based on sound experience, another consideration is evident. students exhibited a desire for rapid acquisition and processing of information. this desire can be addressed with a learning commons. the tutorial services that seem to be relevant are those that provide the student with an immediate response to a learning need. computer-supported text mining, organization of information, and analysis can enhance productivity. those services call for integration of computer, library, and instructional technologies to form the supplements appropriate in this on-demand learning environment. if the students in this survey are representative of the population of students in colleges today, the emphasis on library-based programs may take precedence over physical changes to the facility. these results can inform other academic libraries interested in developing surveys to garner student feedback about learning commons. potentially important areas for further probing include the following: • need for tutorial services • need for trained peer consultants • use of internet resources for information access • use of internet for bibliographic development students indicated a repeated need for tutorial services and assistance with processing information. these included: finding literature, editing and revising, organizing notes and data, preparing drafts, developing a bibliography, developing an outline, and putting the package together. the finding that students preferred to obtain assistance from peers supports the possibility of introducing trained, peer consultants to provide a primary level of assistance in answering student queries. the increasing use of internet resources as well as the increasing concern regarding the ‘value’ of such sources suggests more emphasis on this area in future surveys. similarly, the findings suggest that students’ perceptions regarding ways of providing instruction in effective information use should be emphasized. conclusion this survey captured data at one university regarding students’ attitudes, needs, and perceptions regarding a set of services to enhance undergraduate learning. the logical site for the innovative services is the academic library. this resource is called by various names including “learning,” “information,” or “knowledge commons.” planning was accomplished by reviewing the education and library literature, site visits to existing commons, consultations with experts in the field, discussions with campus stakeholders, and surveys of patrons. the literature reports two major forms of data gathering: interview/observation of best practices and purposive surveys of patrons. the inclusion of a variable for a study hall environment was based on the obvious importance placed on appearance and comfort. remodeling a library may take precedence over restructuring programs. acquiring furniture may take precedence over instruction occurring in the library. the results of the relationship analysis suggested that a study hall environment wasn’t necessarily a priority for the students in a public university with a student body consisting of undergraduate and masters programs. seventy-six percent found the present environment (i.e., before remodeling) acceptable. forty-eight percent felt that there were sufficient computers and fifty-eight percent considered the software to be adequate. sixty-one percent felt that lounging areas were satisfactory. these results confirm the lower priority placed on the environment by the students. subgroup analysis showed the apparent importance of tutorial services and the need for instruction in information processing. the classroom is the recognized site for the dissemination of new knowledge and the stimulation of critical thinking. however, without supplemental assistance in acquiring the necessary skills, the time to achievement may be long and the frustrations high. those observations and the desire to provide solutions have motivated many academic libraries to include a learning commons. that environment may differ in services and structure education libraries, volume 33, no. 1, spring 2010 1 in each university. however, all are intended to enhance learning. there is evidence to indicate that students are knowledgeable about computers but may not have information literacy competencies. this survey reinforces that evidence. the students clearly identified the need for tutorial services related to information processing and emphasized the desirability that these be easily accessible. that desire matches another involving more rapid and specific learning of required material. these findings suggest additional areas to probe with students in developing a datadriven plan for a learning commons. appendix i. survey instrument. survey of library services libraries are in a transition from the services and beliefs associated with the traditional repository of knowledge to one of active involvement in learning. however, in making this transition, there are differing opinions regarding the array of the new library services and functions. in addition, differing approaches in providing services have been suggested. to assist the staff at the claire t. carney library at the university of massachusetts dartmouth develop the innovative, effective program of services you require, please take a few minutes to answer this important survey. this survey will be kept confidential. please sign below to indicate that you have read this consent form and agree to fill out the survey.” should the library provide a study hall environment? libraries have introduced various areas intended to enhance study opportunities including conference rooms, computer stations, educational carrels, and quiet rooms. studies have suggested that students prefer two types of areas – quiet and social – both considered as examples of an ideal study environment. please answer the following questions regarding the library’s present study environment. respond by circling the answer or answers that best describe your experience and needs. 1. present study environment is ---? a. poor b. acceptable c. outstanding d. unknown, don’t use library 2. present individual study space is ---? a. very inadequate b. below average c. acceptable d. above average e. very adequate f. unknown 3. present conference rooms for small group study are ---? a. very inadequate b. below average c. acceptable d. above average e. very adequate f. unknown 4. the number of existing computer stations are ---? a. too few b. sufficient c. more than needed d. unknown 5. do the computers provide the necessary software? a. in less than 25% of the computer stations throughout the library 6 education libraries, volume 33, no. 1, spring 2010 1 b. in about 50% of the computer stations throughout the library c. in all of the computer stations throughout the library d. unknown 6. the number of educational carrels are ---? a. too few b. adequate c. sufficient d. unknown 7. the technology supported by the educational carrels is --? a. outdated b. reasonably current c. state of the art d. unknown 8. the library’s computer-supported instructional material resources are ---? a. very inadequate b. below average c. acceptable d. above average e. very adequate f. unknown 9. the availability of lounging areas is ---? a. very inadequate b. below average c. acceptable d. above average e. very adequate f. unknown should the library provide tutoring services? as libraries change to meet current needs, there has been emphasis on providing facilities and services that supplement learning opportunities offered in the classroom. one such supplement might be tutorial services. 1. present tutoring services include – (circle all that you know about)? a. search strategies for literature b. bibliographic instruction c. computer operation d. science subjects e. mathematics/statistics f. professional studies g. humanities h. research design i. text analysis j. report preparation k. display preparation 2. quality of present tutorial services provided in the library are ---? a. poor b. below average c. average d. above average e. outstanding f. unknown 3. what tutoring services would you like to use – (circle all of interest)? a. search strategies for literature b. bibliographic instruction 7 education libraries, volume 33, no. 1, spring 2010 18 c. computer operations d. science subjects e. mathematics/statistics f. professional studies g. humanities h. research design i. text analysis j. report preparation k. display preparation 4. sources of tutoring services presently available – (circle all you have used)? a. departmental b. special programs on campus c. for-hire tutors 5. access to existing tutoring programs? a. poor b. difficult c. acceptable d. easy e. very easy f. unknown 6. your perceived need for tutorial services? a. minimal b. average c. moderate d. urgent should the library include report preparation services? libraries have been the repositories for knowledge. as they change to active learning centers, the utilization of information and its dissemination become more important. 1. which tasks do you have difficulty in accomplishing – (circle all that apply)? a. finding literature on the subject b. organizing notes and data from the literature c. developing an outline for the report d. preparing drafts of the report e. editing and revising f. developing the bibliography g. preparing displays h. developing a completed package 2. which source was most useful in finding literature for a report? a. reference librarians b. internet search engines c. special programs on campus d. classmates e. friends f. family g. teachers 3. which source was most useful in editing and revising drafts? a. reference librarians b. internet search engines c. special programs on campus d. classmates e. friends f. family g. teachers education libraries, volume 33, no. 1, spring 2010 19 4. which source was most useful in developing a bibliography for your report? a. reference librarians b. internet search engines c. special programs on campus d. classmates e. friends f. family g. teachers should the library include computer software operation services? computers are an important tool in identifying, organizing, analyzing and disseminating information. should the library actively feature this technology as part of its array of new active learning center services? 1. indicate the software that you have difficulty using (circle all that apply)? a. e mail b. internet c. word processing d. statistical software e. spreadsheets f. search engines g. literature sources h. presentation software i. business/accounting software j. text analysis software 2. which source was most useful in offering help in using software? a. librarians b. ctis staff c. special programs on campus d. classmates e. friends f. family g. teachers 3. what form of instruction would you consider most desirable in learning software? a. via email b. via web instruction c. via special programs on campus d. from classmates e. from friends f. from family g. none special characteristics? the following questions are intended to identify your group attributes. this information is important in ensuring that space and facilities are allocated commensurate with important individual and group needs. 1. what is your class standing? b. freshman c. sophomore d. junior e. senior 2. how old are you? a. less than 18 b. 18 20 c. 21 – 23 d. 24 – 26 education libraries, volume 33, no. 1, spring 2010 20 e. 26 – 28 f. 29 or older 3. where do you live? a. on campus b. off campus 4. what is your grade point average? a. b or better b. less 5. what is your area of interest? a. arts & sciences b. business c. engineering d. nursing e. visual & performing arts f. marine science g. continuing education h. other 6. what times would be most convenient for you to use the library? (circle all that apply) a. between 8:00 am and 5:00 pm b. between 5:00 pm and midnight c. between midnight and 8:00 am 7. what days would be most convenient for you to use the library? (circle all that apply) a. monday b. tuesday c. wednesday d. thursday e. friday f. saturday g. sunday 8. what is your current work status? a. full-time student b. student & part-time work c. student & full-time work by answering these questions carefully, you are helping in the design of the first, data-driven, student-centered learning commons in the world. it will happen at the university of massachusetts dartmouth because of you. thank you for participating in this survey. education libraries, volume 33, no. 1, spring 2010 21 references 1guskin, alan e. and mary b. marcy. “dealing with the future now: principles of creating a vital campus in a climate of restricted resources.” change 35, no. 4 (2003): 13-14. 2bailey, d. russell and barbara gunter tierney, transforming library service through information commons: case studies for the digital age (chicago: american library association, 2008), 6-7. 3bracke, marianne stowell, michael brewer, robyn huff-eibl, daniel r. lee, robert mitchell, and michael ray. “finding information in a new landscape: developing new service and staffing models for mediated information services.” college & research libraries 68, no. 3 (2007): 248-67. 4church, jennifer. “the evolving information commons.” library hi tech 23, no. 1 (2005): 75-81. 5cowgill, allison, joan beam, and lindsey wess. “implementing an information commons in a university library.” the journal of academic librarianship 27, no. 6 (2001): 432-9. 6macwhinnie, laurie a. “the information commons: the academic library of the future.” portal: libraries and the academy 3, no. 2 (2003): 241-57. 7spencer, mary ellen. “evolving a new model: the information commons.” reference services review 34, no. 2 (2006): 242-7. 8duderstadt, james j. “possible futures for the research library in the 21st century.” journal of library administration 49, no. 3 (2009): 220. 9ritchie, lorin and kathlin ray. “incorporating information literacy into the building plan: the american university of sharjah experience.” reference services review 36, no. 2 (2008): 167-79. 10shill, harold b. and shawn tonner. “creating a better place: physical improvements in academic libraries, 1995-2002.” college & research libraries 64, no. 6 (2003): 431-66. 11shill, harold b. and shawn tonner. “does the building still matter? usage patterns in new, expanded, and renovated libraries, 19952002.” college & research libraries 65, no. 2 (2004): 123-50. 12whitchurch, michael j., c. jeffrey belliston, and william baer. “information commons at brigham young university: past, present, and future.” reference services review 34, no. 2 (2006): 261-78. 13boyer, ernest l., college: the undergraduate experience in america, (new york: harper & row, 1987), 164. 14breivik, patricia senn and e. gordon gee, information literacy: revolution in the library. 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(chicago: association of college and research libraries, 2005). 43beagle, the information commons handbook, 1. 44gardner and eng. “what students want.” 405-20. 45schmidt, n., and j. kaufman. “learning commons: bridging the academic and student affairs divide to enhance learning across campus.” research strategies 20, no. 4 (2005): 242-56. 46sherman, stephen c. a user-centered evaluation of the north carolina state university libraries learning common. a master’s paper for the ms in ls degree, university of north carolina at chapel hill, 2008. 47spencer. “evolving a new model,” 242-7. 48weber and flatley. “what do students want?” 1-11. 49ornstein, md. “survey research.” current sociology 46, no. 4 (1998): iii-136. 50bailey and tierney. transforming library service. 51kuh, george d. 2009. the national survey of student engagement: conceptual framework and overview of psychometric properties [cited may 5 2009]. available from http://nsse.iub.edu/2004_annual_report/pdf/20 04_conceptual_framework.pdf. 52weisberg, sanford, applied linear regression, 3rd ed. (hoboken, nj: wiley interscience, 2005). 53jolliffe, i. principal component analysis, 2nd ed. (new york: springer verlag, 2002). 54draper, norman r. and harry smith, applied regression analysis. (new york: wiley, 1981). 55fitzpatrick, moore, and lang. “reference librarians at the reference desk,” 231-8. 56hook, sheril, “teaching librarians and writing center professionals in collaboration: complementary practices,” in centers for learning: writing centers and libraries in collaboration, j. k. elmborg and s. hook, eds. (chicago: association of college and research libraries, 2005). 57study hour formula 2009. depaul a.c.e. actively choosing education [cited may 5 2009]. available from http://commerce.depaul.edu/undergrad/docs/a bout/studyhourformula.pdf. http://nsse.iub.edu/2004_annual_report/pdf/2004_conceptual_framework.pdf http://nsse.iub.edu/2004_annual_report/pdf/2004_conceptual_framework.pdf education libraries, volume 33, no. 1, spring 2010 23 acknowledgements: the authors wish to express their appreciation to the students of selected introduction to statistics classes at the university of massachusetts dartmouth for their participation in developing and conducting this survey. also, the authors appreciate the diligent reporting of attitudes, perceptions and impressions by the students who took the survey. sharon a. weiner, edd professor and w. wayne booker endowed chair in information literacy purdue university libraries 504 west state street west lafayette, in 47907-2058 sweiner@purdue.edu (765) 496-3128 (phone) john m. weiner, dr.p.h. adjunct professor, college of arts and sciences university of massachusetts dartmouth 285 old westport road north dartmouth, ma 02747 weiner.john@tutorghost.com 615-504-9286 (phone) mailto:sweiner@purdue.edu mailto:weiner.john@tutorghost.com education libraries, volume 37, number. 1-2, summer-winter 2014 42 r e s o u r c e s o n t h e n e t new and expanding roles for libraries compiled by chris bober the library as publisher brown, a. p. (ed.). (2013). library publishing toolkit. retrieved from http://opensuny.org/omp/index.php/idsproject/catalog/book/25 the library publishing toolkit, a 400 page ebook launched on august 1, 2013, offers libraries interested in expanding into publishing a resource “to identify trends in library publishing, seek out best practices to implement and support such programs, and share the best tools and resources.” a product of the combined efforts of milne library at suny geneseo and the monroe county library system, the library publishing toolkit “looks at the broad and varied landscape of library publishing through discussions, case studies, and shared resources.” the book is divided into sections on public and academic libraries, with the majority of the book concentrating on the academic environment. of particular note is a chapter devoted to the publishing of books and ebooks, and three chapters profiling various aspects of the library as journal publisher. library publishing coalition. (n.d.). library publishing directory. retrieved from http://www.librarypublishing.org/resources/directory now in its second year, the 2015 edition of the library publishing directory provides insights into the evolving publishing activities of 124 academic and research libraries, the majority of which are located in north america. the aim of this resource is “ to articulate the unique value of library publishing; establish it as a significant and growing community of practice; and to raise its visibility within a number of stakeholder communities, including administrators, funding agencies, other scholarly publishers, librarians, and content creators.” the directory can be downloaded in pdf or epub formats. brigham young university library provides a searchable interface to the directory: http://atom.lib.byu.edu/lpc skinner, k., lippincott, s., speer, j., & walters, t. (2014, spring). library-as-publisher: capacity building for the library publishing subfield. journal of electronic publishing 17(2), http://dx.doi.org/10.3998/3336451.0017.207 although academic and research libraries are increasingly assuming the role of publisher, evidence reveals the lack of a specialized skill set needed to succeed in this new role. opportunities for training in library publishing are absent from existing graduate level and continuing professional education programs, leaving practitioners unprepared for the many challenges ahead. the authors provide a brief history of publisher training and incorporate findings from interviews conducted with representatives from a diverse range of publishing sectors. as for the additional educational requirements to enable these ventures to flourish, the author’s recommend a combination of “short-term, lightweight, and lower investment training mechanisms to teach practices and hard skills, and longer-term, more structured, and higher investment educational programs to teach the soft skills and inculcate values that fluctuate less rapidly.” libraries and open educational resources (oer) kazakoff-lane, c. (n.d.). environmental scan and assessment of oers, moocs and libraries: what effectiveness and sustainability means for libraries’ impact on open education. retrieved from the association of college & research libraries website: http://opensuny.org/omp/index.php/idsproject/catalog/book/25 http://www.librarypublishing.org/resources/directory http://atom.lib.byu.edu/lpc http://dx.doi.org/10.3998/3336451.0017.207 education libraries, volume 37, number. 1-2, summer-winter 2014 43 http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/envi ronmental%20scan%20and%20assessment.pdf this acrl sponsored white paper, published in march 2014, provides a useful introduction and background information on the open educational resources (oer) and massive open online course (mooc) movements. kazakoff-lane, a librarian at brandon university (manitoba), believes that libraries should support open education, but should first be made aware of the many challenges that both oers and moocs face related to their effectiveness and sustainability. in addition, research has shown that oers lack faculty and student awareness. in spite of these challenges, kazakoff-lane recommends that “libraries can and should play a central role … and in so doing ensure that their institutions and users are best served by a sober look at the pros and cons of different models of openness for learners, educators, institutions, and governments, not just in the immediate future, but in the long term as well.” oer research hub. (n.d.). oer evidence report 2013-2014: building understanding of open education. retrieved from: http://oerresearchhub.files.wordpress.com/2014/11/oerrh-evidence-report-2014.pdf the open educational research (oer) hub, created in 2012 and based at open university (uk), is an ongoing project that has formulated eleven hypotheses in response to the question “what is the impact of oer on learning and teaching practices?” working in collaboration with 15 targeted institutions that have invested in oer initiatives, this interim report sheds light on the two main hypotheses under investigation: (a) that oer improves student performance; (b) that openly licensed educational resources contributes to their being used differently from nonopen online resources. survey research has demonstrated that the implementation of oer has an indirect role in improving student performance, measured by increased confidence, satisfaction and enthusiasm for the subject. a wide array of factors influence the use of a resource, and the difficulty of isolating the distinctiveness of open educational resources has proven to be a barrier to obtaining meaningful data. it was observed that openness clearly encourages users to adapt the content and “it allows a continuum of adaptation to develop, ranging from adapting ideas for their own material to full ‘reversioning’ of content.” open textbook library. (n.d.). retrieved from university of minnesota website: http://open.umn.edu/opentextbooks/ the university of minnesota’s college of education and human development, in partnership with a number of other north american colleges, have produced a searchable catalog of free, open, peer reviewed textbooks. the subject browsable catalog features over 150 individual titles suitable for survey level college courses and covers all major disciplines. they are offered in e-book format free of charge, and some are available as print on demand at cost. all textbooks are available under various creative commons opencontent licenses and can be edited to fit the needs of a specific course. rice university. (n.d.). openstax college. retrieved from http://openstaxcollege.org/ openstax college, rice university’s non-profit publishing venture, was launched in 2012 with the goal of providing free online, peer reviewed introductory textbooks for 25 of the most popular u.s. college courses. to date, eleven textbooks have been produced via connexions, rice’s open education platform, with plans to extend to twenty one titles by 2017. costs for producing each of these textbooks can run as high as $1 million. savings to students have so far amounted to over $13 million. funding for this project is spearheaded by a number of philanthropic partners including the william and flora hewlett foundation, http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/environmental%20scan%20and%20assessment.pdf http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/environmental%20scan%20and%20assessment.pdf http://oerresearchhub.files.wordpress.com/2014/11/oerrh-evidence-report-2014.pdf http://open.umn.edu/opentextbooks/ http://openstaxcollege.org/ education libraries, volume 37, number. 1-2, summer-winter 2014 44 and the bill and melinda gates foundation. in august 2014, openstax college announced its expansion into the k-12 sector, investing $9 million to develop free online textbooks for high schools. library responses to increased user expectations caperon, l. (2014, november). developing adaptable, efficient mobile library services: librarians as enablers. ariadne 73, retrieved from http://www.ariadne.ac.uk/issue73/caperon caperon’s case study research at leeds university library (u.k.) evaluated the potential needs of mobile device (smartphone) users for library mobile services. analysis of online questionnaires and focus groups led to the creation of a mobile services toolkit, a flexible model for delivering library mobile services that can respond to the evolving technological advances posed by mobile devices. caperon believes that the toolkit developed at leeds university library is transferable to other institutions and stresses “the importance of developing an adaptable service model which will change with new mobile technologies.” farelly, d., & hutchinson, j. (2013). streaming video in academic libraries: preliminary results from a national survey. [powerpoint slides]. retrieved from arizona state libraries website: http://hdl.handle.net/2286/r.a.118115 based on their survey of academic streaming video (sasv), developed and distributed in spring 2013, farelly and hutchinson presented an overview of the survey instrument and initial findings at the 2013 charleston conference. the survey results helped to document the current state of streaming video in academic libraries, including its prevalence, the personnel responsible for offering it, the varied number of hosting platforms, how users are discovering and accessing the content, and the level of library resources needed to maintain and develop it. the authors provide a detailed account of the survey results in the november 2014 issue of against the grain and they also plan to conduct a follow up study. goedeken, e.a., & lawson, k.g. (2015). the past, present, and future of demand driven acquisitions in academic libraries. retrieved from the iowa state university digital repository website: http://lib.dr.iastate.edu/libcat_pubs/60/ driven by recent challenges to building effective and appropriate library collections, the authors investigated how ebooks added to iowa state university library’s collections through demand driven acquisitions (dda), a “disruptive technology”, compared with titles purchased by selection librarians. it was shown that for science disciplines, there was a significant difference between the number of titles selected by librarians compared with those selected by patrons. however, in the social sciences and humanities disciplines, similar numbers were produced by both of these selector groups. the study also demonstrated that dda favored ebook purchases over leased ebooks, and the permanence of these collections decisions meant that collection development risked being driven by patron short-term interests over librarian long-term interests: “comparative data generated by patrons versus librarians must be analyzed carefully to make sure that the library selector is not overly influenced by temporal decisions driven by short-term information needs.” this is a post-print of an article accepted for publication in college & research libraries, with an anticipated publication date of march 1, 2015. ramsey, e., & vecchione a. (2014). channeling passions: developing a successful social media strategy. journal of library innovation, 5(2), 71-82. retrieved from http://www.libraryinnovation.org/article/view/359 ramsey and vechionne (albertson library, boise state university) discuss the formulation and evolution of a social media strategy and they offer best practice tips to ensure its http://www.ariadne.ac.uk/issue73/caperon http://hdl.handle.net/2286/r.a.118115 http://lib.dr.iastate.edu/libcat_pubs/60/ http://www.libraryinnovation.org/article/view/359 education libraries, volume 37, number. 1-2, summer-winter 2014 45 continued success. they recommend keeping the social media strategy flexible enough to allow for experimenting with new technologies as they appear. assessment of existing tools is an imperative “by using the analytical tools provided by most social networks, libraries can garner the evidence they need to bolster or change that strategy to make sure their social media networks are meeting the needs of their users.” guidelines are provided in the appendix. compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober education librarian concordia university libraries montreal, quebec chris.bober@concordia.ca mailto:chris.bober@concordia.ca education libraries, volume 37, number. 1-2, summer-winter 2014 19 sla education division: the future by joan s. segal introduction the problem when we think about the future is that it is the supreme unknown. this leads to a tendency to wonder what the future will bring, but to conclude that what will be, will be, and that we will simply take what comes and adapt as best we can. at the other extreme mare those who blithely predict what will happen. we are drowning in predictions about the future of libraries—from dire warnings that this is a dying profession to glowing visions of a new information society with librarians at its head. my reaction to this is that the future is inevitable, and that the prediction that will come true is the one that is based on what we do today to make it happen. in other words, we can shape the future now. and one way to do that is through a planning process. i suggest that the sla education division could profit from such a process and that this process is the way to shape the future of the division. planning planning begins with a commitment to the process. the special libraries association has been involved in planning for several years and its model can provide an illustration of how the educational division can create its own future as a division and as a part of the whole association. present situation a key place to begin the planning process is to consider the present situation of the division. what elements in the environment are having an impact on the division and its members? what is happening that affects the needs of the members and thus the services the division should be providing to them? for instance, externally, education is under fire—in recessionary times, cuts in education budgets are de rigeur and libraries as suffering the trickle-down effect of these cuts. the division is also an integral part of sla and must be familiar with what is happening there that can be helpful or that needs watching or agitating about. analysis a process referred to as wots-up is often used to analyze the situation. this stands for weaknesses, opportunities, threats, and strengths underlying planning. the acronym helps remind the planners of the aspects that need to be considered. what are the organization’s weaknesses and strengths—these are internal considerations. what are the opportunities and threats from the outside? (often planners find that threats can be turned into opportunities; that weaknesses addressed can become strengths). for the education division, for example, small size and budget might be considered weaknesses, but on the other hand the strengths of the division are common interests and fellowship, which is felt most strongly because of the division’s small size. threats are competition from other divisions of sla, from chapter activities, and from other associations, but there are opportunities for cooperative activities with these others and to learn from them how to be more effective. member needs members can’t tell you what they’d like you to do for them. they can only tell you what is important to them, what are their problems and interests. then the division can dream up a way to address these problems and interests. perhaps a focus group of education librarians, both members and non-members, could identify a few of these; or random calls by officers could effectively begin the education libraries, volume 37, number. 1-2, summer-winter 2014 20 process of finding out what the division can do to serve education librarians. missions—goals—objectives out of the work on scanning the environment, analyzing the situation, and finding out about member needs, the division can derive a mission statement (in fact, it already has one, as listed in the directory) and a set of goals and objectives that tell how the mission will be accomplished. planning process having done all this work, the division will have a plan, but even more important, it has begun to look at the future from a planning perspective. the process of thinking in these terms must continue, with an ongoing scanning of the environment, a constant effort to determine members’ needs, and a regular revision of the goals and objectives. conclusion but one of the greatest strengths of the education division is and probably always will be the fellowship among the members and this matches extremely well with one of the greatest member needs, which is the sharing of ideas. a good start toward the future would be just building on these two elements, turning threats into opportunities, and weaknesses into strengths. i hope the division will not just let the future come to them, but will create the future desired through a process of planning for it. joan s. segal is a past chair of the education division and associate director of the american library association education libraries, volume 37, number. 1-2, summer-winter 2014 21 chairs from the beginning dates name institution 2014 maya kucij mcgill university 2013 dr. lesley s. farmer california state university, long beach 2012 bernadette bailey american federation of teachers 2011 debbie bogenschutz cincinnati state technical and community college 2010 erin lanham covidien pharma infocenter 2009 michelle bagley deborah garson clark college harvard university 2008 dr. lesley s. farmer california state university, long beach 2007 sharon weiner university of massachusetts dartmouth 2005-2006 susan couch library national board of medical examiners 2004-2005 dr. patricia o'brien libutti rutgers university 2003-2004 carole sund sheila mcgarr national education association national library of education 2002-2003 deborah garson harvard university 2001-2002 martha wilding iowa testing programs 2000-2001 john d'amicantonio california state university, long beach 1999-2000 jacqueline snider act 1998-99 karen l. mcquillen educational testing service 1997-98 debbie bogenschutz cincinnati state technical and community college 1996-97 juana alers-quinones kamla mohitar girl scouts of america a. mellon foundation 1995-96 john d'amicantonio california state university, long beach 1994-95 mary vass university of kentucky 1993-94 gladys dratch harvard university 1992-93 maxine goldsmith new jersey dept. of higher education 1991-92 judith lindley 1990-91 diane childs ucla 1989-90 charles missar consultant, washington, d. c 1988-89 hope tillman rider college 1987-88 mary sue stephenson b. c. school of library, information an archival studies 1986-87 anne galler concordia university 1985-86 suzanne brown university of florida 1984-85 janet williams educational testing service 1983-84 susan baughman harvard university 1982-83 suzanne shackleton illinois office of education 1981-82 joan segal bibliographic center for research, denver 1980-81 charles missar national institute of education library 1979-80 pauline rothstein eric clearinghouse of urban education 1978-79 ethel auster ontario institute for studies in education 1977-78 pat tupper minnesota department of education 1976-77 rosetta p. martin tufts university 1975-76 malcolm hamilton harvard graduate school of education 1974-75 priscilla linsley educational testing service, garden state school district 1973-74 guest perry houghton mifflin co. education libraries, volume 37, number. 1-2, summer-winter 2014 22 education libraries milestones:  1975 fall-june 1977. bulletin education libraries. first issue. editor: guest perry  1977 fall. new name: education libraries, first theme, “back to basics”  1978 fall. new look.  1979 winter. first guest editor, dexter fox.  1988 winter. question of peer review raised  1991 winter. anne galler became editor  1991 winter. 15th anniversary issue; joan segal’s article on the future of the division  1992 spring. new look  1992 summer. editorial board announced  1992 fall/winter. article by john u. ogbu  1993 spring. first refereed issue  2005 summer. last print issue  2005 winter. first online issue available  2013 spring. journal added to the directory of open access journals editors:  1975. guest perry, houghton mifflin  1976-1980. guest perry, houghton mifflin; and malcolm hamilton, gutman library, harvard graduate school of education, co-editors  1981-1985. susan baughman, gutman library, harvard university  1986-1988. hope tillman, rider college library  1989. lucie m. olson, socorro public library  1990. hope tillman, tufts university, guest editor  1991-1999. anne galler, concordia university  1999-2000. joanne locke, concordia university, and noreen b. blake, bake & associates, acting co-editors  2001. m. suzanne brown, education library, university of florida, guest editor; scott walter, george b. brain education library, washington state university, editor  2002. patricia o’brien libutti, rutgers university libraries, guest editor; scott walter, editor  2003-2007. lesley s. j. farmer, california state university, long beach  2008-2010. jacqueline snider, act, and cybèle elaine werts, co-editors  2010-2014. jacqueline snider, act http://www.doaj.org/ education libraries, volume 35, number 1-2, summer-winter 2012 48 from pedagogical museum to instructional material center: education libraries at teacher training institutions, 1890s to 1970s by ramirose attebury and michael kroth abstract the development of education libraries cannot be understood outside the context of education history. changes in educational practices and technology spurred three phases of development in the history of education libraries. early examples, often called curriculum laboratories, developed as spaces to create educational materials where limited numbers existed. as standardized curriculum grew, common laboratories gave way to curriculum materials centers, which housed materials so that future teachers could preview them. the rise of audio-visual equipment transformed education libraries once again into centers housing a variety of instructional materials. this paper traces the development of education libraries through these three phases. introduction as sputnik launched into space on october 4, 1957, concerns about how the event would affect libraries were probably not at the forefront of people’s minds. but as the realization dawned that the soviet union had accomplished something that the united states had not, public scrutiny of the nation’s educational system manifested itself into very real changes for educational institutions and the libraries that served them. at the university of idaho, retired education professor terry armstrong recalled the impact the satellite’s launch had on the institution’s college of education (personal communication, january 9, 2009). he noted that the event provided the impetus to expand the college’s physical presence on campus, eventually resulting in a brand new building devoted solely to the discipline of education. included in this building was space dedicated for a specialized education library, one that contained current curriculum materials, audiovisual equipment, space-related materials from nasa, and special education materials. the university of idaho’s college of education was not alone in its quest to ensure that teachersin-training had access to the latest print and av equipment that they would likely encounter as they took their first professional positions. nationwide, specialized education libraries rushed to ensure they were part of the solution to solving the nation’s educational woes. in 1957 a survey of 306 teacher education institutions in the united states revealed that 140, or 46%, included a library devoted to curriculum and instructional materials (flandro, 1957). twelve years later a similar survey of 331 teacher education institutions showed that 304, or 92%, had these types of libraries and an additional 6% could identify another entity on campus that provided their services (ellis, 1969). clearly the numbers reveal a considerable dedication to the growth and development of education libraries during the 1960s. based on these numbers it might be tempting to identify the 1960s as the watershed period for the expansion of education libraries. that the 1960 national council for the accreditation of teacher education standards mentioned education libraries as a requirement for accreditation lends support to this assumption (nevil, 1975). nevertheless, the jump in numbers seen in the 1960s does not reveal the entire story of how these special libraries came to form an integral part of teacher preparation programs. certainly, education reforms inspired by cold war fears prompted the development of new libraries and the updating of existing libraries. still, the fact that nearly half of all teacher education institutions had education libraries prior to the launch of sputnik indicates that motivations for their creation existed well before global education libraries, volume 35, number 1-2, summer-winter 2012 49 hostilities began to threaten american security. this paper seeks to describe not only the expansion of american education libraries during the 1960s, but also to identify some key points that lead to their development prior to that decade. beginning with the earliest documented example of an education library in the late 1890s and continuing with their first burst of growth during the 1920s and 1930s, this paper discusses the relationship that these libraries had with educational schools of thought and technological developments throughout the twentieth century. studying education libraries there are varied sources of information available for tracing the development of education libraries, or curriculum materials centers, as they have often been called. most obvious are those materials in the education and library literature that directly discuss these special libraries. details can be gleaned from articles that profile individual libraries and dissertations investigating them on a national scale about the reasons behind their creation and about the services and materials they offered. advice literature, or recommendations from educators about how to create and administer education libraries, also provides a glimpse into the past from the viewpoint of those who felt these libraries were worth the time and energy required to create and sustain them. naturally, education libraries did not develop in a vacuum, and librarians alone did not provide the impetus for their widespread creation. therefore, a discussion of the development of education libraries must be done in the context of larger educational trends and schools of thought. educators and politicians seeking to make the best school system possible have predictably focused at times on curriculum, textbooks, and technology. institutions of higher education attempting to train future teachers have done the same, and this led many to focus their efforts on ensuring that preservice teachers had access to the materials they would see in their professional roles. therefore, it is necessary to consider the literature discussing these aspects of education when studying education libraries as well. not all teacher training institutions developed education libraries in the same way or at the same time. best intentions were sometimes stymied by lack of funds or administrative support. hence, there is a varied and staggered pattern of development on a national scale, and the literature related to these types of libraries reflects this. changes in the names of education libraries from curriculum laboratories to curriculum libraries to instructional materials centers reflect different stages of development (and make identifying relevant materials something of a challenge). understanding that these terms correspond to the various stages of development is helpful when studying education libraries. an initial spurt of education libraries in the 1920s and 1930s reflected the fact that curriculum practices around the nation were still very much under development. education libraries, at that time most often called curriculum laboratories, were frequently places for the creation and testing of curriculum materials. later, as curriculum was determined more by educational administrators at state levels, education libraries grew to be seen less as centers of creation and more as places for pre-service teachers to familiarize themselves with existing materials. the term laboratory thus declined over time in much of the literature discussing these types of libraries. finally, as the use of audio-visual materials in education grew, education libraries entered a third phase of development, and became, most often, instructional materials centers. several approaches were used to identify materials that would help trace the formation of education libraries. databases consulted include h.w. wilson’s library literature full-text and education index retrospective, the u.s. department of education’s eric, and ebsco’s professional development collection and library, information science and technology abstracts. general books on the history of teacher preparation and the american school system were located using world cat local. in addition, primary source materials surrounding the development of the university of idaho’s college of education and its education library, the education libraries, volume 35, number 1-2, summer-winter 2012 50 instructional media technology center, were also located in the university of idaho archives and special collections. finally, interviews were conducted with a university of idaho college of education faculty member present at the time of the imtc’s creation and with the immediate past and current directors of the imtc. pre-1920s long before educational institutions had the desire and means to systematically prepare teachers for the classroom, educators like horace mann planted the seeds of hope for a national education system that trained children to take their place as functioning citizens in society. mann’s system of common schools with uniform practices and curriculum did not happen quickly. graded schools in which children progressed through the same material with others their age were only possible in large cities until the end of the nineteenth century. even as state, regional, and national education organizations sought to standardize public education practices in the 1890s, many students still attended schools where local control led to a variety of curriculums taught by teachers with little formal training (reese, 2005). with the curriculum development still very much in its infancy, few teacher education institutions had developed comprehensive education libraries devoted solely to curriculum materials. although standard state-adopted curriculum materials were still largely a thing of the future, at least one teacher education institution saw the need early on for collecting the materials that did exist in order to allow education students the opportunity to familiarize themselves with the materials prior to obtaining teaching positions. colorado state normal school, an institution devoted to preparing teachers for work in the classroom and later known as the university of northern colorado, had an education library as early as 1898. roberts (1990) notes that colorado state normal school established a “pedagogical museum” from an institutional collection of 7,000 materials so that for pre-service teachers could prepare themselves for the classroom. materials housed in the “museum” included current textbooks, historical textbooks, and books on the theory of teaching. the fact that the colorado state normal school collected widely from existing materials probably reflects the ongoing discussions among education professionals about what courses of study should be taught and what textbooks should be used. the education library at colorado state normal school was an idea ahead of its time, yet the library at the normal school received scant notice from later scholars interested in the development of education libraries, probably due to the fact that support for the center waned between 1908 and 1950 (squire, 1992). only in the 1950s were curriculum materials again separated from the general library collection to create a special education resource center (roberts, 1990). it should be noted that many teachers in the early part of the twentieth century were prepared at normal schools, institutions that offered courses beyond the high school level but that were not as comprehensive as colleges and universities offering bachelor’s degrees. often these schools, like the one in colorado, had their own libraries. in spite of not being as comprehensive as fouryear institutions, normal schools did offer coursework in a variety of disciplines and their libraries held more than just curriculum materials. it does appear, however, that in some instances these libraries may have been forerunners of later education libraries at larger institutions. brydges (2009) describes the transformation of the education library at the university of calgary, which began as a normal school, from a comprehensive normal school library into two separate libraries, a general library serving the entire institution and a smaller curriculum materials center serving the teacher preparation programs. it seems likely that similar transformations could have occurred at other institutions that began as normal schools although further research is needed to verify this assumption. the development of education libraries would not have occurred without the development of the materials that they came to house. as the years passed early in the twentieth century, debates education libraries, volume 35, number 1-2, summer-winter 2012 51 about the nature of education and the use of textbooks among educators began to pave the way for the adoption of textbooks and standardized curriculum. the appearance of progressive education led to cries against rote memorization, textbooks, and physical punishment in the nation’s schools. however, even among those educators who espoused this “gentler pedagogy,” memorization of facts learned in textbooks offered a tangible way to ensure that students learned the same material (spencer, 2000).moreover, in spite of theoretical support for progressive education ideas, the ideas had limited effect on actual classroom experiences. furthermore, reese (2005) notes that in the years leading up to the twentieth century, textbook makers promoted their products well enough that a large number of schools nationwide used recitation from the books as a standard form of instruction. gradually, the seeds of curriculum standardization were sown that would later influence the development of education libraries. 1920s and 1930s during the early years of the twentieth century debate about how the growing public education system should operate continued to spur changes in the education field. the 1920s and 1930s did see standardization of educational practices grow, albeit slowly, and debates about best practices, including what to do about textbooks, continued. the 1930s saw the growth of public schooling for several reasons: high schools offered a refuge for many teens unable to find work; parents and youths hoped that increased education would lead to better jobs; states began passing both compulsory education laws and child labor laws (tyack, 1984). buckingham (1937) suggested that the increase in the number of students led to a shortage of adequately prepared teachers. he saw textbooks as a means of supplementing teacher knowledge in the classroom. however, bode asked whether textbooks should serve as guides for teachers to use or if they contained absolute truths from which teachers should not deviate. the former idea seemed to offer flexibility and encouragement for educators wanting to create and manipulate their own materials. the latter, on the other hand, would have prompted teacher education institutions to provide their students with opportunities to learn only about those materials that had been vetted and approved by educational leaders. inconsistencies in textbook adoption during the 1920s and 1930s inspired widespread debate among educational researchers and practitioners. an entire issue of the 1934 review of educational research was devoted to reviewing studies related to curriculum in institutions of higher education nationwide, including those that prepared teachers for the classroom. peik (1934) found that the majority of studies indicated there was much variation throughout the curriculum. whipple (1930), secretary for the national society for the study of education, adamantly opposed standardization and claimed that state prescription, authorship, and printing of textbooks was “certainly one of the most effective schemes ever contrived to discourage initiative, to retard the spread of new ideas, to encourage mediocrity, to hamper the work of the teacher, to increase the cost of the textbook, and to tempt political interference” (p. 51). the earliest education libraries, which encouraged creative creation of curriculum materials, seemed to reflect whipple’s attitudes. however, that the issue was still being asked in the closing years of the 1930s by a leading education book, which had republished bode’s article, suggests no clear answer was in place at the time (bode, 1937). a general consensus may be found in the literature that education libraries really began in earnest in the 1920s and 1930s, and ellis (1969) states that the need for curriculum material production spurred the development of special laboratories for that purpose. in his published dissertation about materials centers, james (1963) concurs and offers the commonly-cited list of the four earliest known centers: those at western michigan university, columbia university, western reserve university, and george peabody college, all institutions with strong education programs at the time. writing in 1932, harap adds evidence supporting the idea that education libraries originally developed as places of production. he states that a curriculum laboratory “is essentially a education libraries, volume 35, number 1-2, summer-winter 2012 52 work-place in which raw materials are wrought into finished curricular products and in which data are collected, studied, and interpreted” (p.634). accounts of individual education libraries that opened during the 1920s and 1930s attest to the importance of curriculum creation and manipulation as a primary function of the center. one of the most famous and influential centers began in order to meet the needs of florida and virginia educators in the production of state curriculum materials. in 1932 the division of surveys and field studies at george peabody college established a laboratory that provided dedicated space, consultative services, organized materials, editorial services, opportunity for the exchange of ideas, and opportunities to evaluate work already done. by 1936 eight neighboring states had made use of the center to advance their own curriculums (brewton, 1941). evincing the increasing awareness of education libraries and their purposes, calls for more began to grow. writing in 1938, wood recommended that education libraries have space for students taking regular courses so they might be able to “construct, organize, and improve materials” (p. 345). during these formative years of education libraries, the term “laboratory” was chosen by many institutions, likely reflecting the fact that these spaces functioned as places where curriculum could be designed and tested. it is unsurprising that during the 1920s those education libraries just mentioned all used the term “laboratory” in their name. western michigan university used the term “textbook and curriculum service laboratory” while columbia university had a “curriculum construction laboratory” and george peabody college had a “laboratory of education” (mcgiverin, 1988). by 1932 western michigan university simply referred to their library as the “curriculum laboratory” (harap, 1932). in 1938 wood offered advice on the organization and administration of a “curriculum laboratory,” which he defined primarily as a workroom for students and teachers. the same year, leary (1938) conducted a study of “curriculum laboratories” nationwide. a 1940 blurb in curriculum journal announced the new space devoted to curriculum materials at the university of north carolina would be called a “curriculum laboratory” (gwinn, 1940). that curriculum materials centers were originally called laboratories is perhaps as unsurprising as the fact that one of the first was located at columbia university. the institution, with a wellknown teacher’s college, was also the professional home of john dewey, who advocated studentcentered, active, problem-based learning. curriculum laboratories, which allowed teachers to experiment with and create their own curriculum materials exemplified this philosophy. progressive educators across the country, who rejected rote memorization of facts from textbooks, emulated the practices of the early curriculum laboratories in order to provide handson, cooperative learning centers for future teachers. late 1930s and 1940s by the 1930s child labor legislation had contributed even further to the growth of the nation’s schools, and more and more young people could be found in classrooms rather than at work. this influx of students led to questions about the purpose of the nation’s schools. debates about college versus vocational preparation grew during the 1930s. as thayer (1965) points out, in the midst of these debates there were, however, still subjects and issues common to all students. therefore, standard subjects, or “core curriculums,” began to develop in schools. krause (1976) mentions that the 1933 to 1940 cooperative study provided the first attempt to identify standards on a national basis. while he notes the study did not lead to the development of a national curriculum, it did lead many states to examine their policies according to the evaluative criteria proposed. thus, another step toward uniform regulation of educational practices was made, and another reason for establishing facilities to house approved materials was developed. coinciding with the push for standard curriculum at the end of the 1930s, curriculum material creation as the primary function of these education education libraries, volume 35, number 1-2, summer-winter 2012 53 libraries started giving way to the practice of viewing approved materials. describing the results of a 1938 bureau of education report that surveyed curriculum materials centers nationwide, leary (1938) reported that viewing materials was the highest ranked activity. lowest on the list was the editing of materials. practices at individual libraries during this period reflected the transition between creating and viewing. the university of idaho claimed to be “in the process of developing a workroom containing a special collection of materials for work on curricular problems and other instructional problems” by 1946 (idaho education survey commission, 1946, p. 455). in 1949 brooks wrote about the role of the university of chicago center for instructional materials as a place of evaluating materials in order to separate the good from the bad, to enable students and teachers to examine materials, and to collaborate with the department of education to teach the effective use of materials in the classroom. across the country, at ucla, also during the late 1940s, the librarian at the education library seemed to lean toward the viewing of established materials as she made it a point to personally contact textbook publishers asking them to provide her center with sample textbooks. also by the late 1930s and throughout the 1940s educational leaders began to seek and accomplish the incorporation of non-print materials into the educational system, which eventually led to their incorporation into education libraries. in the mid1940s, the american council on education published a statement containing teacher competencies in the area of audio-visual education (fulton, 1960). around the same time grady (1948) wrote “man does not learn by books alone in this day of multi-media communication...this is no less true for the teacher-in-training who, tomorrow, will be the teacher-in-practice. no effort should be spared nor should the necessary support be provided with reluctance for a task so important as that of insuring the optimum learning in a teacher-training program” (p. 311-12). not only were theoretical calls for the integration of audio-visual materials heard, but actual practice began to involve these materials as well. the 1947 county superintendents of idaho conference, sponsored by the state superintendent of public instruction, offered a session with demonstrations of av equipment, including sound motion pictures and opaque projection. students from north idaho college’s av education class presented alongside the school’s director of av education. on a national scale, the late 1940s also saw francis drag undertake a study of education libraries in order to survey services, materials, and administration practices. in spite of some diversity among practices, drag (1947) suggested that curriculum at that time was becoming more varied, as visual and auditory aids, models, tools, and other paraphernalia replaced reliance solely on books. 1950s and 1960s national stress about tense worldwide political situations coincided with cries of alarm that the united states’ educational system was not keeping pace with technological and global changes. concerns about the inability of teachers to do their jobs were frequently voiced. reminiscent of 1930s suggestions better curriculum materials would safeguard students against inadequately prepared teachers, johnson points out that calls for “teacher-proofing” the curriculum escalated in the 1950s amidst fears of russian advances in science and technology (johnson, 1989). spring (1976) notes that cold war strategy included the development of new national curriculums for math, science, and foreign languages. the launch of sputnik spurred the 1958 passage of the national defense education act, which was used to allocate additional funds for science, math, language instruction, guidance counseling, and audio-visual teaching aids (idaho state board of education, 1958). james (1963) identified sputnik as one cause of the hysteria that “catapulted the curriculum laboratory into an unprecedented position of significance in the education of pre and in-service teachers” (p. 220). calls for a complete redesign of math and science curriculum were loud. in 1960 the national education association circulated a draft policy statement proclaiming the pursuit of scientific knowledge as the great goal of education. rudolph education libraries, volume 35, number 1-2, summer-winter 2012 54 (2002) noted that because americans could not lash out at the real enemy during the cold war period, they instead turned their attention to the public school system. this led to the national science foundation forming a physical sciences study committee, which devoted itself to updating high school physics textbooks while a similar committee, known as the biological sciences study committee, led by professors from the university of colorado at boulder also attempted to revamp high school curriculum (rudolph, 2002). an idaho education bulletin informed teachers in september 1960 that they needed to participate in special training prior to teaching from the pssc textbook as well as obtain permission from state department of education. physics teachers were encouraged to seek out the training in order to teach the new curriculum as quickly as possible (engelking, 1960). audio-visuals continued to grow in importance in the education field as well. in a dissertation about instructional materials centers in teacher education, gibbony (1957) noted a lack of interest by current teachers in av materials during the 1950s, but she also claimed that evidence of progress could be found in teacher preparation programs nationwide. idaho state elementary supervisor frances v. farrell (1958) noted that a good teacher “makes effective use of audio-visual materials in science teaching” (p. 2). on a broader scale a 1952 conference on av instruction in teacher education was held in washington, d.c. a diverse array of national associations with an emphasis on education and audio-visual production were invited to attend. the conference concluded with an agreement that there should be established a council on audio-visual instruction in teacher education with a representative from the organization integrated into the u.s. office of education. in addition, it was agreed that respective teacher preparation institutions should make permanent adjustments to prioritize av materials among their students (reid, 1952). in spite of calls for inclusion of an audio-visual component in teacher education programs, without a catalyst like sputnik and formal requirements from accrediting agencies, progress was uneven in this area. a national education association (1957) survey indicated that by 1957 nearly half of the nation’s teachers still did not feel comfortable with av materials. in addition, a survey done in 1960 led stull and holley (1960) to conclude that education libraries did little other than provide access to print curricular materials. they wrote, “from this survey it is apparent that not only can prospective teachers leave their colleges without coming into contact with all media of communication, but frequently they do” (p. 572). raurk, jr. (1963) also admonished teacher preparation institutions for not doing enough to help teachers understand the basics of av equipment. still, the fact that criticism was being leveled at teacher preparation institutions meant that the issue was very much alive in the field. the type of materials that did make their way into the most well-equipped education libraries during the 1950s and 1960s went beyond a chalkboard, maps, and a few filmstrips (moldstad & frey, 1969). in addition to the standard textbooks, tests, workbooks, and children’s literature, the advice offered by leading educators for well-equipped education libraries included many suggestions for quality materials. among the items recommended were games, picture files, charts, pamphlets, resource units, models, transparencies, bulletin boards, opaque projectors, phonographic recordings, record players, felt boards, magnetic boards, overhead projectors, combination filmstrip-slid projectors, tape recorders, cameras, and magnetic-sound motion pictures (joseph, 1968; mace, 1993; wright & berry, 1963; bomar, heidbreder, & neymeyer, 1973). faculty members at teacher preparation institutions nationwide would have been well aware of criticism about the lack of comfort new teachers had with many of these types of audiovisual materials. even more importantly, national accrediting bodies took note of calls for better preparation among pre-service teachers for curriculum materials of all types. idaho education news, a newsletter for state educators, noted that the national department of audiovisual instruction, a division of the nea, planned the “world’s greatest audio visual week” at its annual education libraries, volume 35, number 1-2, summer-winter 2012 55 convention for “instructors who are troubled by conflicting information and changing audio-visual technology” (idaho education news, 1968, p. 14) the combination of calls for new materials and more training plus the ubiquity of audio-visual materials helped to spur formal requirements that up-to-date education libraries be included as a part of teacher preparation. the 1960 and 1967 standards and evaluation criteria for accreditation of teacher education solidified the importance of establishing curriculum centers either as part of main university libraries or as separate units (national council for the accreditation of teacher education, 1960; the american association for colleges of teacher education, 1967). these requirements not only led to the development of new centers that contained both print and audio-visual materials, but they also spurred radical improvements of existing centers as well. while the university of idaho’s college of education had devoted a small unstaffed room to storing print curriculum materials in the university’s administration building sometime prior to the 1960s, the space proved inadequate in the face of changing instructional materials. a 1964 report written for the national council of the accreditation of teacher education at the university of idaho noted that the lack of space in the administration building meant that the faculty were “handicapped in displaying a variety of instructional materials and in using some of the audio-visual materials because these materials and machines cannot be permanently displayed or left in the rooms” (university of idaho, college of education, 1963, p. 121). in addition, nancy taylor shrope (personal communication, july 5, 2011), a student at the college of education at the time, also remembered individual faculty members often had their own collections, but there was no place for students to experience it all together. the ncate (1960) report noted that a new building for the college was high on the list of priorities to be requested during the 1965 legislative session, a request that would serve to rectify these deficiencies. an up-to-date education library came to fruition at the university of idaho in 1969. indicative of the significance education libraries had come to have in teacher preparation programs, the new college of education building, which opened in january, contained dedicated space for a library devoted solely to instructional materials. everett v. samuelson, the dean of the college of education, tasked nancy shrope, then a library science education student, with creating the library’s layout. reflecting the importance of all types of instructional materials the library was named the instructional materials center upon its opening. the original undated policies and procedures manual for the center states its purpose was “to provide a central location for a wide range of current educational print and non-print materials, equipment, production facilities, and services for its faculty and students” (university of idaho, college of education, n.d., p. 1). 1970s by the early 1970s the instructional materials technology center at the university of idaho was firmly established on campus. with two qualified faculty members on staff, the center was able to collect, maintain, control, and disseminate “a variety of instructional materials and media” (university of idaho, college of education, 1973, p. 18). the center was formally given a budget in 1971, and it offered equipment such as cassette recorders and synchronizers, video cameras, projectors, record players, and transparencies. services offered included the production of instructional aides, video production, and the maintenance and circulation of instructional materials. in addition, state-approved curriculum materials, including textbooks and supplements, and eventually children’s books and encyclopedia sets made their way into the center. shrope (personal communication, july 5, 2011) also noted that the backside of the room had booths with prerecorded lessons and headphones to listen to them. she further noted classes at the college incorporated the center’s mimeographs, overheads, and other audio-visual equipment. by 1977 the center had one full-time staff member, dedicated solely to the imtc, whose salary was split between appropriated funds and federal education libraries, volume 35, number 1-2, summer-winter 2012 56 funds, and two work study students who each worked ten-hours per week (university of idaho, college of education, 1977). the university of idaho was not alone in formalizing support for an education library on its campus. wheeler notes at the beginning of the decade that education journals were filled with descriptions of instructional materials centers, their organizational structures, and the equipment they housed. he also noted that federal aid was helping to fund many of the centers while conferences devoted to the discussion of their management were additional signs of their popularity (wheeler, 1973). the types of materials recommended for inclusion in education libraries, or media centers as they were often called, increased throughout the 1970s. in addition to other standard equipment, bomar, heidbreder, & neymeyer (1973) recommended headsets, copy machines, microfilm and fiche readers, and repair equipment. a 1977 update to the ncate standards for accreditation of teacher education described an ideal educational library as one that offered sufficient holdings and adequate staffing to meet the needs of both students and faculty members (houlihan, 1978). conclusion a long road stretched between the nation’s first pedagogical “museum” and the accreditationrequired, institutionally-supported education libraries of the later twentieth century. sputnik glared alarmingly as a speed bump along the way, but it provided momentum for the development of teacher-preparation libraries. it was not, however, the only object along the way. new ideas, innovative instructional strategies, and technological advancements also sped the course of progress. each changed the educational landscape of the united states, and in doing so fueled changes to libraries serving teacherpreparation institutions. although education libraries certainly did not stop developing and changing after the 1970s, for the most part their presence was firmly established on campuses nationwide. from centers of curriculum development, to libraries housing approved print materials, to adopters of audio-visual equipment, education libraries had morphed into vital components of preparing teachers for the classroom. today education libraries are common fixtures in education programs, perhaps even taken for granted as resources in the preparation of future teachers. as economic challenges continue to plague many sectors of the educational landscape, it is important to understand how and why education libraries came to exist on so many college and university campuses. additional research could help to convince administrators and politicians that these libraries have long played a valuable role in the country’s education system, and that they continue to do so today. this paper is a first step in better understanding the changes that education libraries underwent from their inception to today. an understanding of the continual adaptations these libraries have undertaken in more recent years in order to meet changing needs of teacher preparation may help to solidify their importance in the minds of everyone interested in the nation’s educational system. reference list american association of colleges for teacher education. (1967). standards and evaluative criteria for the accreditation of teacher education: a draft of the proposed new standards, with study guide. washington, d.c.: aacte. bode, b. (1937). on the use of textbooks. in h.l. caswell & d.s. campbell (eds.), readings in curriculum eevelopment (108-110). new york: american book company. bomar, c.p., heidbreder, m.a., & neymeyer, c.a. (1973). guide to the development of educational media selection centers. chicago: american library association. brewton, j.e. (1941). the peabody curriculum laboratory. the bulletin of the national association of secondary school principals, 25, 16-21. brooks, a.r. (1949). the role of instructional materials centers in schools and colleges. the school review, 57(8), 425-432. browne, r. e. (1961). bulletin of the california state department of education. education libraries, volume 35, number 1-2, summer-winter 2012 57 sacramento, ca: california state department of education. brydges, b. (2009). a century of library support for teacher education in calgary. education libraries, 32(1), 4-11. buckington, b.r. (1937). the relation of the curriculum to the textbook. in h.l caswell & d.s. campbell (eds.), readings in curriculum development (110-113). new york: american book company. drag, f. (1947). curriculum laboratories in the united states: a research study. san diego, ca: office of the superintendent of schools. ellis, e.v. (1969). the role of the curriculum laboratory in the preparation of quality teachers. tallahassee, fl: florida a&m university foundation. engelking, d.f. (1960). fall bulletin. boise, id: state of idaho department of education. farrell, f. v. (1958). philosophy, evaluation and improvement of idaho elementary schools. boise, id: idaho state superintendent of public instruction. fulton, w.r. 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(ed.) perspectives on curriculum development, 1776-1976 (173). washington, d.c.: association for supervision and curriculum development. leary, b.e. (1939). survey of curriculum laboratories, curriculum journal, 9, 350354. mace, j. m. (1993). the importance of curriculum materials centers in the academic library. library mosaics 4, 22-23. mcgiverin, r. (1988). curriculum materials centers: a descriptive study. behavioral & social sciences librarian 6(3/4), 119-127. moldstad, j. & frey, h. (1969). a complete materials center. in n.p. pearson & l.a. butler (eds.) instructional materials centers: selected readings (191-193). minneapolis, mn: burgess pub. national council for the accreditation of teacher education (1960). standards and guide for accreditation of teacher education. washington, d.c.: ncate. national education association (1957). the status of the american public-school teacher. nea research bulletin, 35(1), 1-175. nevil, l. 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(2002). scientists in the classroom: the cold war reconstruction of american science education new york: palgrave macmillan. spencer, d. (2000). teachers’ work: yesterday, today, and tomorrow. in t.l. good (ed.), american education: yesterday, today, and tomorrow (53-83). chicago: university of chicago press. spring, j. (1976). the sorting machine: national educational policy since 1945. new york: david mckay company, inc. squire, j.s. (1992). curriculum materials: the educational resources service collection at the james a. michener library, unc. colorado libraries, 40-42. stull, l. & holley, e.g. (1960). some materials centers in the midwest. journal of teacher education, 11(4), 570-572. thayer, v.t. (1965). formative ideas in american education: from the colonial period to the present. new york: dodd, mead & company. tyack, d., lowe, r., hansot, e. (1984). public schools in hard times: the great depression and recent years. cambridge, ma: harvard university press. university of idaho, college of education. (n.d.) imc policy and procedure manual. moscow, id: instructional materials technology center, university of idaho. university of idaho, college of education. (1963). a report to the national council for the accreditation of teacher education. university of idaho library special collections and archives. university of idaho, college of education (1973). a report to the national council on the accreditation of teacher education. university of idaho special collection and archives. university of idaho, college of education (1977). a report of teacher education programs at the university of idaho: prepared for the office of higher education. moscow, id: university of idaho. wheeler, r. ( 1973). imc concept grows here. in n.p. pearson & l.a. butler (eds.) learning resource centers: selected readings (16-20). minneapolis, mn: burgess publishing co. whipple, g.m. (1930). the selection of textbooks. american school board journal, 80(5), 51-53. wood, h.b. (1938). how to organize a curriculum laboratory. curriculum journal, 9, 345359. wright, c.w. &. berry, k.r. (1963). at central washington state college: all service under one roof, buildings equipped for av utilization. audiovisual instruction 8, 222223. ramirose attebury assistant professor university of idaho rattebur@uidaho.edu michael kroth associate professor university of idaho university of idaho library po box 442350 moscow, id, 83844 from: education libraries, volume 34, number 1, summer 2011 2 editor: jacqueline snider act, information resource center iowa city, ia 52243 email: jisnider53@gmail.com board: debbie bogenschutz coordinator of information services johnnie mae berry library cincinnati state college library 3520 central parkway cincinnati, oh 45223-2690 email: debbie.bogenschutz@cincinnatistate.edu lesley farmer california state university, department of advanced studies in education and counseling 1250 bellflower blvd., long beach, ca 90840 email: lfarmer@csulb.edu karen mcquillen manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 email: kmcquillen@ets.org education libraries (issn 0148-1061) is a publication of the education division, special libraries association (sla). it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://units.sla.org/division/ded/education_libraries.html. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2011 – special libraries association, education division o u r e d i t o r i a l b o a r d mailto:jisnider53@gmail.com mailto:debbie.bogenschutz@cincinnatistate.edu mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org http://units.sla.org/division/ded/education_libraries.html ayton, kieran & capraro, karen (2021) students lead the charge! education libraries, 44:1 (2021) © education division, special library association 1 case study students lead the charge! using project-based learning with preservice teachers to redesign a curriculum resource center kieran ayton1 associate professor, emerging technologies librarian, james p. adams library, rhode island college, providence, ri, usa karen capraro2 professor, feinstein school of education and human development, rhode island college, providence, ri, usa abstract project-based learning (pbl) allows students to identify and find solutions to real-world problems using inquiry-based learning. while increasingly used in the k-12 classroom, pbl has not had widespread adoption in higher education. with the exception of correll and bornstein (2018), very little has been written about using pbl to redesign college and university curriculum resource centers. however, because pbl is primarily a k-12 teaching pedagogy, it is the perfect fit to give pre-service teachers the active learning skills they will need for their future k-12 classrooms. the skills developed through project-based learning teach pre-service teachers to become independent and resourceful through learning how to develop their professional voices through inquiry. the authors of this article used pbl in conjunction with the association of college and research libraries (acrl) guidelines for curriculum materials centers (cmcs) and the three themes for pbl success in higher education identified by lee et al. (2014) to work with a small class of upper-level elementary education pre-service teachers to redesign an academic library curriculum resource center. keywords: academic libraries; project-based learning; curriculum materials centers; curriculum resource centers; cross-campus collaboration; pre-service teachers; higher education 1 kieran ayton is the emerging technologies librarian at rhode island college. he works with all aspects of technology in the library; from managing the library website and online course guides; to updating computers. he also teaches library instruction and is the liaison librarian to the school of business and the school of education. kieran received his undergraduate degree in english from rhode island college and a master’s degree in library science from simmons university. his professional interests include the user experience of library resources and how they relate to diversity, equity, and inclusion. 2 karen capraro is a professor in rhode island college's elementary education department. karen works with preservice teachers in the areas of children's literature, the integration of the arts into the elementary curriculum, elementary mathematics, and foundations of education. karen earned her ph.d. from the rhode island college and the university of rhode island's joint doctoral program in the philosophy of education. her research interests include teacher preparation, project-based learning, and empowering students. education libraries, 44:1 (2021) © education division, special library association 2 introduction in spring 2019, an education liaison librarian and an elementary education faculty member used project-based learning (pbl) with a small of group of six upper-level undergraduate elementary education pre-service teachers to redesign an academic library curriculum resource center. the existing center was transformed into a 21st century collaborative and active learning space to reflect current trends in both education and libraries. project-based learning (pbl) is a student-centered teaching pedagogy which allows students to “learn by doing” (krajcik and blumenfeld, 2006). students identify real-world problems which require them to investigate questions and formulate hypotheses in order to find solutions. this is a shift away from the traditional teaching of “superficial knowledge” to a model where students experience a deeper learning (krajcik and blumenfeld, 2006). the version of pbl used for this project is from pblworks, which is published by the buck institute for education (2019). pblworks offers extensive resources for classroom teachers, including a list of seven essential project design elements. these include the following: framing the project around a meaningful problem, sustained inquiry, authenticity, student voice and choice, reflection, critique and revision, and public product (buck institute for education, 2019). this process allows students to address a real-world challenge, which requires them to effectively communicate in teams to gather, analyze, and assess information to solve a problem. while becoming increasingly common in the k-12 classroom, pbl is less common in college and university settings and requires additional work to be successfully implemented (lee et al., 2014). in their study of faculty self-assessment of pbl integration in the higher education classroom, lee et al. (2014) identified three themes as indicators of a successful higher education implementation: community partnerships, student engagement in pbl environments, and assessment practices. these benchmarks, in conjunction with the seven elements from pblworks, and the association of college and research libraries (acrl) guidelines for curriculum materials centers (cmcs) were used to redesign the rhode island college library’s curriculum resource center. pbl activities as described in this article, fill an important gap in pre-service teacher education: the disconnect between the skills which are taught in many teacher education programs and the real-life experience needed for day-to-day classroom management. to maximize effective student involvement, students must be allowed to “lead the charge” by taking an active role in the planning, implementation, and assessment of projects that reflect real world challenges. this allows students to experience ownership and pride in their work and creates an effective learning environment. pbl works to support this type of learning by allowing for multiple solutions and more than one correct answer to any problem (catalano, 2015). literature review while project-based learning is becoming more common in k-12 classrooms, its adoption in a higher education setting has been slower (lee et al. ,2014). one of the reasons may be that effectively implementing project-based learning requires both teachers and students to restructure how learning occurs in the classroom, with the teacher shifting from an expert to a facilitator. this shift may conflict with the traditional education libraries, 44:1 (2021) © education division, special library association 3 lecture model which is still dominant in many college and university classrooms. ahlfeldt et al. (2005) demonstrate that pbl instruction is most effective with smaller sized, upperlevel college classes. in their study of engaged teaching practices, they found that classes with more pbl directly connected with a higher engagement score. this gave us confidence that pbl would be effective with preservice teachers in a higher education setting. with the exception of correll and bornstein (2018), very little has been written about using project-based learning to redesign college and university curriculum resource centers. their implementation of pbl taught students how to implement the collaborative pedagogical theories into a real-world project by physically transforming their academic library’s curriculum materials center (correll & bornstein, 2018). in the academic literature, curriculum resource centers (crcs) are often also referred to as curriculum materials centers (cmcs). for the purposes of this article, curriculum resource centers (crcs) will be used to describe both terms. the purpose of these specialized collections is to “support teacher education programs within colleges and universities” (kohrman, 2015, para. 2). alteri (2012) gives an excellent overview of the historical contexts in which these collections have existed, from regularly being part of educational programs designed for teacher preparation in the nineteenth and early twentieth centuries, to struggling to stay open in college and university libraries in the 2000s. several scholars have surveyed the current conditions of crcs in academic settings and their struggles to remain open. kohrman (2015) found that the two main reasons crcs in the state of michigan closed were budget cuts and the repurposing of space. locke (2007) identified similar issues, reduced budgets, use of space for other collections, and the expansion of computers and information commons. both kohrman (2015) and locke (2007) also commented on the reduction of dedicated staff managing these collections and noted it as an indicator of reduced use. locke noted that when there is not enough budget and staffing to keep collections current and relevant, they are used by students less. as crcs in academic library settings find themselves vulnerable, they must change with the times to meet the needs of 21st century libraries and education curricula. it is important for the crcs to be a flexible and creative learning space for students. students need multiple sources of expertise that are both academic and practitionerbased. with the proliferation of local, state, and national standards teachers face today, it is important that they have space to both “analyze curriculum materials before they enter the classroom” as well as “understand how these curriculum materials can aid them in meeting national standards” (alteri, 2012, p.33). dickinson et al. (2004) describe the importance of creating crcs that both visually and environmentally resemble the types of school library media centers that teachers will encounter in the schools they will teach in after graduation. making these types of improvements can be a huge undertaking, and needs support from education faculty, university administration, the library director and library colleagues (hoffman, 2018). teel (2013) describes the campus and library partnerships and multi-phased implementation strategies which are needed to make large-scale and long term changes to a crc in an academic library setting. correl and bernstein (2018) stress the importance of involving education students in the transformation process. they used pbl with undergraduate education students to transform their curriculum space, education libraries, 44:1 (2021) © education division, special library association 4 updating furniture and technology and developing a new organization system for children’s literature. there is not an extensive body of literature, beyond this article, on education and liaison librarians using pbl with undergraduate students to redesign crcs in academic libraries. background the curriculum resource center (crc) at rhode island college has a rich history. it was established in 1959 to serve the needs of elementary and secondary education students, teachers, and school administrators. it included professional books, curriculum guides, k-12 textbooks, audiovisual media, science laboratory equipment, visual aids, and special education teaching materials. these materials came from textbook and education publishers, as well as the united states office of education, state and local departments of education, and private institutions. materials were originally located with a card catalog and by browsing the shelves. the crc was always open to the public, as well as to the college community. the curriculum resource center was originally located in a small space within the library building. then in 1970 it moved to another building on campus, where the majority of education classes for pre-services teachers were held. during this time the crc was considered a unit of the school of education and human development. it had a variety of equipment which pre-service teachers would use in the classroom, including slide projectors, microfilm and microfiche machines, video equipment, and microcomputers. during its years in the school of education building, the crc flourished, as can be seen in figure 1. in the mid 1980’s there was a director, librarian, assistant librarian/cataloger, microcomputer consultant, secretary, three graduate assistants, and student aides figure 1:curriculum resource center, 1970s [photograph]. (ca. 1970s). james p. adams library special collections, rhode island note. in the 1970s and 1980s, the crc was a robust and active place in which pre-service teachers studied and researched education libraries, 44:1 (2021) © education division, special library association 5 (lapan, 1988). the crc stayed in this building until 1995 when it was moved back into the library in order integrate the collections with the library’s online catalog. the space in the school of education building where the crc had been located become a computer lab. over time, usage of the crc has declined. while it is difficult to determine the exact cause, there are a number of possibilities. one is a reduction in the number of staff tied to the collection. in the 1970s and 1980s, there were generally 4 full time staff working with the crc on acquisitions, outreach, instruction, processing of materials, and funding. the salary lines for these staff came from the school of education, not the library, and the crc librarian was a faculty member in the school of education. when the crc moved back to the library, the librarian, assistant librarian/cataloger and secretary retired. due to budget restrictions, these positions were not filled, and the role of managing the crc went to liaison librarians who wore many hats. another possible reason for the decline in use is the fact that the collections are no longer inside the building where education classes are being taught. faculty and students now have to walk over to the library to access materials that had once been down the hall from their classrooms. locke (2007) points out that when a crc moves out of an active teaching space and into the library, the focus of the collection use changes “from being an active teaching and learning area that replicate[s] classroom and school library spaces, to being simply another library collection distant from the students’ learning environment” (p.194). faculty will not likely bring their students into the collections as much as they would if the resources were near their classrooms. in the early 1990’s over 30 orientation classes per year were taught in the crc. by 2018, only 4-5 classes were taught in the crc. as a result of these changes, the space where the collection was housed became a study area and the materials were only occasionally used. the emerging technologies librarian took over responsibility of the crc in 2015, when he became the liaison to the school of education at the college. by this time, the majority of education students no longer knew of the crc’s existence. the few library instruction classes which were taught using the collections were generally with long-time faculty who remembered the crc when it was in the school of education building. outreach efforts via departmental meetings and liaison emails were performed periodically, but interest was low. the space was clearly no longer relevant to 21st century pre-service teachers. unsure of how to proceed, the librarian began gradually performing inventories and deselection of outdated materials in the collection. however, not having an education background, he was unsure of how to proceed further with collection development and how to purchase new items with a limited budget. in 2018 an elementary education faculty member evaluated the existing crc collections and broached the idea of a collaboration with the education liaison librarian, involving an upcoming elementary education class (eled 420), scheduled to be taught in the spring 2019 semester. the purpose of the collaboration was to redesign the curriculum resource center using pbl pedagogy, creating a 21st century collaborative working space with updated materials for pre-service teachers. this project took place with a group of 6 upper-level elementary education pre-service teachers. education libraries, 44:1 (2021) © education division, special library association 6 methodology because pbl has not been widely adopted in a higher education setting, a number of different approaches were employed to successfully use this pedagogy. in order to successfully frame the inquiry needed to drive the project, the seven essential project design elements from pblworks were used (buck institute for education, 2019). because pblworks is designed for a k-12 setting, additional frameworks to use in conjunction with these standards were identified. in their study of faculty self-assessment of pbl integration in the higher education classroom, lee et al. (2014) identified three themes which are indicators of a successful implementation. these are community partnerships, student engagement in pbl environments, and assessment practices. these themes were used as a basis for the assessment of the collaborative project to redesign the rhode island college library’s curriculum resource center. community partnerships: the community partner for this project was the college library. the college library is the heart of the campus and a gathering place for elementary education students, as well as others. the education liaison librarian served as the link between the class, their professor, the library director, and library staff. student engagement in pbl environments: student engagement was measured through direct observation by the education liaison librarian and elementary education faculty member while students were working in the crc evaluating materials. they listened to students discuss the evaluation criteria they felt were most important, and gave guidance and advice as needed. student engagement was also measured using reflection checkpoint journals, described below. assessment: students kept reflection checkpoint journals throughout the semester which were used as a form of authentic assessment to measure the success of the pbl implementation. see the appendix. data collection student reflection is an important part of all pbl pedagogies. for this project, reflective journals were used to collect data on the elementary education pre-service teachers’ experience of pbl. bashan and holsblat (2017) point out that reflective journals can provide information on student teachers’ ability to deal with challenges and to form a sense of belonging when working in a team. during this project, elementary education pre-service teachers used their journals to express feelings on what they were proud of, what they were struggling with and how they dealt with it, what was frustrating, what they were still curious about, and how they had both helped and hindered others during the collaborative process. these journals helped students adjust to their redefined roles in the classroom, and their professor moved from an expert on a podium to a facilitator working beside them. making the library connection: acrl guidelines for curriculum materials centers (cmcs): it was difficult to identify a framework which could encompass the needs of project-based learning but also produce outcomes that could be mapped to 21st century library standards. a middle ground was found through the acrl guidelines for education libraries, 44:1 (2021) © education division, special library association 7 curriculum materials centers (cmcs). the guidelines describe the administration, services, collections, and access for curriculum materials centers in university and college settings. these guidelines were shared with the elementary education students and together with the elementary education faculty member and the education liaison librarian, the acrl cmc guideline topics of collections and facilities/space were selected. the acrl cmc guidelines identify the following areas as important for a useful cmc collection: selection of materials; a collection development policy; organization in accordance with national standards and practices; physical location of collections; size; collections formats (print and digital); and funding levels to match the number of preservice teachers enrolled at the institution (guidelines for curriculum materials centers, 2017). the acrl cmc guidelines also identify the following areas as important for a useful cmc facility/space: location, hours, size, seating, maintenance, classroom, and technology. pbl implementation using acrl cmc guidelines following the seven essential project design elements process, a meaningful problem was identified, allowing for sustained inquiry and authenticity. the acrl cmc guidelines were used to create an overarching project-based learning question which would be addressed through student engagement with the library as their “community partner”. this was done by evaluating the existing curriculum resource center space and collections, followed by an in-person discussion. the final version of the question was: “how can we work with the library to redesign the curriculum resource center collections and space so that it reflects 21st century pre-service education teacher needs, while reflecting diversity, equity, and inclusion?” using the acrl cmc guidelines as a framework, the pre-service teachers addressed the collections piece by reviewing every book, kit, and visual aid in the curriculum collection, making recommendations for what should be de-selected, and what should be purchased. they addressed the facilities/space piece by working with a local elementary school art teacher, technology education teacher, and a third-grade class to design and create a canvas mural to give warmth to the curriculum resource center space. they then invited their peers, elementary education faculty members, local elementary school collaborators, and the library director and staff to a “grand reopening” of the curriculum resource center, which they renamed “the curriculum corner” to reflect its space in the library building. this served as the public product identified in the design elements from the pblworks website. acrl cmc guideline: collections the top issue identified by the elementary education class was the outdatedness of many of the books in the crc collection. hoffman (2018) notes that to perform effective collection development, it is important to understand the education curriculum as it is taught at one’s institution, as well as state standards and certification requirements. one of the challenges the librarian faced when taking over responsibility of the crc in 2015 was a lack of training in education standards and curriculum development. therefore, the collaboration with the elementary education faculty member and her elementary education class was significant. together they were able to identify student needs, while education libraries, 44:1 (2021) © education division, special library association 8 the librarian acted as a liaison between the faculty member, her class, and the library director and library staff. the elementary education students went through the collection book by book, kit by kit, and made piles of items that they felt needed to be replaced, updated, or removed. students felt there was not enough diversity in the collection, nor was there “curb appeal”. they felt that for their peers to use this collection, it needed to look more like a bookstore than an old-fashioned library. additionally, they recommended more titles that exemplified the themes of diversity, equity, and inclusion. the evaluation criteria used by the class included the following: 1. item age and its copyright date 2. physical condition 3. “classic” or “not a classic” 4. perpetuation of stereotypes 5. for textbooks: common core / next generation science standards alignment the library was able to remove and update many of the books and kits identified by the elementary education class. the library was also able to order an initial list of new collection development recommendations, including new picture and chapter books, curricular books, and kits. the librarian learned a great deal from observing the elementary education students interact with the existing materials on the curriculum resource center shelves. at times, the students displayed bewilderment and distaste at what they picked up off the shelves. it was clearly not a space they felt was for them, and in many ways it was not. it was a space designed for students of the past. the materials in it no longer served as what davis and krajcik (2005) described as “cognitive tools that help teachers add new ideas and make connections between ideas” (p. 10). the challenge for the future will be to create an ongoing collection development policy which continues to keep the collection current. this policy should include best practices on how to collect the following items identified in the acrl cmc guidelines: textbooks, curriculum guides, children’s and young adult literature, professional and reference materials, instructional materials, tests, and web resources that are in compliance with state and national education standards (guidelines for curriculum materials centers, 2017). this policy will serve as a pathway for collection decisions moving forward. acrl cmc guideline: facilities/space analysis of the curriculum resource center collections overlapped with the topic of facilities/space. one issue identified by the students was the physical organization of collection on the shelves. lesson plan books, textbooks, and non-fiction books appropriate for a k-12 reading level were interfiled together on narrow shelves, the ends of which faced the user when they first entered the curriculum resource center. children’s literature, both picture books and juvenile literature (chapter books) were interfiled together on the same shelves after the non-fiction titles. the elementary education students identified this organization as confusing. they felt the collections were not easily browsable and did not fit the needs of pre-service teachers, who need to be able to locate books based on reading levels. the class wanted the juvenile and picture books to be separate collections on the shelves. additionally, they wanted books on the education libraries, 44:1 (2021) © education division, special library association 9 shelves to be organized bookstore style, by general topic, instead of by the lc call number system. unfortunately, it was determined (based on library staffing and time constraints) that it would be too time consuming to re-catalog and reprocess all picture books and separate them from the juvenile books, and then also incorporate related nonfiction titles that were organized by reading level. fortunately, an alternative solution was developed in the form of book displays by theme which could incorporate both picture and juvenile books together on the same shelf, along with appropriate k-12 non-fiction titles. the elementary education students used additional shelving which was standing empty in another part of the crc, shown in figure 2. they developed several book displays, including an earth day display, award winning picture books, award winning chapter books, spanish-language books, and art, history, and science related book displays. displays were also made for large-print “big books” designed for reading to preschool, kindergarten, and first graders. these displays shown in figure 3 were a great success and the students were pleased with them as an alternative solution to re-cataloging and re-processing the collections. figure 2: the empty crc shelves prior to the work of the elementary education class figure 3: theses same crc shelves after the work of the elementary education class education libraries, 44:1 (2021) © education division, special library association 10 once the displays were created, concerns were expressed by library faculty and staff about the time required to check multiple places when finding a book for a patron and pulling interlibrary loan requests. to alleviate this problem, the librarian worked with the library director to create a new shelving location in the catalog called “crc display”. a laptop with the library’s oclc worldshare management system ils loaded onto was then used to manually change the shelving location of each item that was on display, so that the shelving location of these books could be easily identified in the catalog. the librarian also worked with the education faculty member to develop a system for updating and changing out display items moving forward so that future elementary education classes could create displays based on themes they felt were most important to pre-service teachers. taking the time to work out these processes opened new channels of communication between library faculty and staff and the elementary education class, so that both sides felt comfortable with the changes taking place. the elementary education class felt that as the purpose of the curriculum resource center was to promote the teaching of children, it was important to feature artwork made by children in the space. one of the best outcomes of the collaboration between the elementary education class and the library was a mural created by third grade students from a local elementary school to decorate the empty space above the computer terminals seen in figure 4. the elementary education faculty member introduced the elementary education students to the art teacher and technology education teacher at this school. together, they worked with a class of third grade students who were studying the work of artists cy twombly and jean-michel basquiat. they created a piece of artwork for the redesigned curriculum center, based on the graffiti-like and calligraphic styles of these artists. the artwork was created in the elementary school art classroom (see figure 5) and was hung in the curriculum resource center in the college library over a bay of computers (see figure 6). in addition to the artwork, new computer tables and chairs were ordered to modernize the space. figure 4: the computer space in the crc prior to the work of the elementary education class education libraries, 44:1 (2021) © education division, special library association 11 the elementary education students also wanted the space to be interactive. they wanted school supplies to be available as well as interactive learning tools. security for these items was a concern. the library director and staff felt that leaving school supplies out in the curriculum resource center, which is largely unmonitored throughout the day, would result in items being stolen. a solution to this was to create school supply kits that figure 5: the 3rd grade art class and elementary education students creating an art mural on cloth canvas figure 6: the finished mural created by the 3rd grade art class and elementary education students with the updated tables and chairs education libraries, 44:1 (2021) © education division, special library association 12 could be checked out of the library’s reserve desk (on the floor below the crc). signs were made advertising these kits in the crc and describing how to obtain them. the elementary education students were surprised to find that some interactive learning tools, such as algebra tiles, geoboards, and flash cards were already in the curriculum resource center, but they were shelved in cardboard boxes at the back of the crc where no one could see them. students went through these boxes, removed outdated items and worked with their faculty member to submit a list of newer items. figure 7 shows the redesigned kits, with the items placed in clear plastic containers so that they were more visible. when new items came in, they were also placed in clear plastic containers. this made it easy for students to easily see the interactive learning materials the library had for them. additional work was also done with the jackdaw primary source collections in the crc. jackdaw is a publisher of primary source materials which include historical primary source documents, as well as large photographs from historical time periods, broadsheet essays and timelines. the library has many of these themed collections which are of varying sizes from 9” x 14” to 10” x 16”. they were not uniformly cataloged. some were cataloged as kits and others as visual files or books. circulation on all was low. to increase usage, all of the smaller jackdaw collections were removed from the shelves, put into clear plastic sleeves, and had their shelving location changed to that of crc book. figure 8 demonstrates how these clear plastic sleeves were then interfiled with the other crc nonfiction books of the same call number to increase their visibility and use. figure 7: example kit that was removed from a cardboard box and placed in a clear plastic bin figure 8: example jackdaw collection which was repacked in a clear plastic sleeve and interfiled education libraries, 44:1 (2021) © education division, special library association 13 with all of the changes being made in the crc, the elementary education class felt that the name of the curriculum resource center was outdated and no longer reflected the 21st century student. working with the librarian, and the library director, the name “curriculum corner: anchoring educators” was chosen as a new name to reflect the new space. the word “anchoring” was used because the anchor is one of the symbols of the college and is in the name of the campus’s weekly, student-run newspaper. to create a classroom feel, one of the walls was painted with chalkboard paint and the new name, along with the names of the elementary education students were written on it as shown in figure 9. at the end of the semester, a grand reopening celebration was held in the newly rebranded curriculum corner. students from the local elementary school who participated in the creation of the artwork were invited, along with faculty and students from the school of education and library faculty and staff who had participated in the project. analysis student reflective journals at the end of the semester-long project, the students’ reflective journals were analyzed. these journals revealed the complexities of the teamwork that is part of pbl and the personally rewarding experiences students felt from the hands-on process. the journal questions are included in the appendix. the reflective journals used prompts to explore the pblworks “student voice and choice” design element. this element assesses whether students feel a sense of ownership for the project they are completing. it specifically addresses whether students feel their voices are being heard and measures their ability to use their judgement to solve problems (buck institute for education, 2019). keeping this in mind, the prompts asked students to identify areas of satisfaction and areas of struggle. within this framework, students were also asked to reflect on what they were curious about and how their decisions were helping and/or hindering others. the reflective journal entries were coded based on the prompts students were given. example entries are given below, sorted by areas of satisfaction and areas of struggle. areas of satisfaction “i am most proud of that we are actually making progress and changing things for the better. an idea is one thing, but doing it is another.” figure 9: chalkboard wall in the crc education libraries, 44:1 (2021) © education division, special library association 14 “i am really proud of the way things turned out…along the way, i started to have a little bit of doubt and feel we may not be making an impact. for a while, everything was kinda a mess and in shambles. however, things really came together…i am glad we had this opportunity.” “this project was also a really cool way to learn about what the library has to offer, collaborate and engage in 21st century skills, and learn about free resources. it was also an interesting way to learn about pbl using hands-on experiences.” “…our mark that we have made and left is here and will continue to grow as our time continues here at ric.” areas of struggle “it is…a little frustrating to work collaboratively on the same section [of the curriculum corner] w/ someone because different people have different systems and i don’t think everyone is willing to take suggestions.” “i feel like i am hindering others by working at a slower pace but personally i think others are rushing through and not checking the books carefully.” “i am struggling with the approach to changing the atmosphere…in terms of impacting the aesthetic of the classroom.” “the aspect i am struggling with is making some tough calls when deciding which books/resources are worth keeping. i will often get [classmate’s name]’s opinion if i am on the fence.” reflection is a critical skill for preservice teachers to learn. husu, toom, and patrikainen (2008) state that forms of guided reflection help student teachers “question their practices, identify social and cultural constraints or facilitators, and also vision their work into the future” (p. 49). our elementary education students’ reflective journal quotes revealed how they learned to take ownership of their project and make judgement calls on what to keep in the collection and what to remove, in order to create a space that met their needs and reflected diversity, equity, and inclusion. they found having this level of control sometimes exhilarating and sometimes unsettling. however, this dynamic pushed them to successfully redesign the library’s crc for the future. one identified limitation of this case study is that there were only a couple of reflective journaling activities over the course of the entire semester. in the future, it may be useful to have students write more frequent, weekly reflections so that challenges can be addressed as they arise, and then assessed immediately through follow-up journal entries. engagement with the library as a community partner throughout the redesign of the curriculum resource center it was of paramount importance to collaborate with library faculty and staff. miller and meyer (2008) describe the organizational leadership needed to transform curriculum centers. this includes setting high expectations, removing communication barriers, and increasing organizational flexibility. these precepts were followed for this project. the library director was continuously consulted concerning the ordering of new furniture and rearrangement of existing furniture, the hanging of the artwork made by the third-grade students, and how much money could be spent on new books and kits. acquisitions, cataloging, and processing staff in the library were responsible for the permanent removal of outdated materials from the collection, the updating of materials that were elected to education libraries, 44:1 (2021) © education division, special library association 15 be kept, and the ordering and processing of new materials that were recommended for the collection. the library facilities supervisor assisted in moving furniture and shifting collections on the shelves. library faculty gave input on which materials were to be kept and which were to be discarded. one of the challenges experienced by everyone working in the library was the piles of books and kits which accumulated in the crc area as the elementary education students evaluated the collection. the anxiety that could have been caused by this was minimized because the faculty member and the students had built trusting relationships with the library director and staff. they did not make demands about what they thought needed to be done, but instead did the work themselves whenever possible. this work ranged from cleaning dusty bookshelves, to shifting books, to filling in spaces on the shelves. using pbl, the students truly breathed new life into the curriculum resource center though their hard work, and their display of dedication meant a lot to the librarian, the library director, and the library staff. conclusion success for this project was measured in several ways. the first and foremost was student engagement. the elementary education students were engaged in every aspect of this project, from articulating the problem, identifying strategies to address it, and implementing these strategies with their professor, the education liaison librarian, and the library director and staff. this engagement caused the students to view the curriculum resource center as their space. students felt ownership of this project because they looked upon the crc as a mirror of their future k-5 classroom. they learned real-life skills they could use once they graduated and were managing elementary classrooms of their own. a second measure of success was a tangible, redesigned library collection and space which future pre-service teachers can use and which the library director and staff can be proud of and promote to the campus community. a third measure of success was increased collaboration between the college's school of education and the academic library. due to positive word of mouth from the grand reopening celebration at the end of the semester, the liaison librarian was invited to attend more elementary education departmental meetings and began working with other faculty in the department to further build the curriculum resource center collection. the authors’ partnership has been a success, but there is still much work to be done. this includes creating revised mission and vision statements, and a collection development policy which reflects issues relating to diversity, equity, and inclusion that the elementary education students identified in their collection analysis. griffin and the acrl ebss curriculum materials committee (2018) provide best practices for academic libraries to follow when creating these policies in a guide to writing cmc collection development policies. this comprehensive document provides templates and examples for creating a conceptual framework that defines the collection scope and selection and maintenance processes for long-term success. this guide will be used to write future crc development policies at our institution. more work also needs to be done to increase the usage of the curriculum resource center. this includes performing additional outreach to the school of education to develop new connections with faculty who teach pre-service teachers. brisco (2012) emphasizes the need to collaborate with education faculty to keep abreast education libraries, 44:1 (2021) © education division, special library association 16 of the changes made to the education curriculum. this improves the perceptions of both education faculty and pre-service teachers. one way in which this could be accomplished is through an advisory board composed of the librarian, the elementary education faculty member, and other faculty and student members from the school of education. farthing and gregor (2012) recommend school of education advisory committees composed of one faculty member from each of the education departments as a means to improve collection development, library instruction, and integration into face-to-face and online courses. targeted promotion of the curriculum resource center collections also needs to be made to pre-service teachers. this could be done through increased collaboration with school of education faculty who could promote the curriculum resource center in their classes. integration with faculty, students, and administration is essential for success and the authors look forward to spearheading these future collaborations together. thank you the authors would like to thank marlene lopes, former special collections librarian and david woolman, former curriculum resource center librarian for their assistance with the history of the curriculum resource center. education libraries, 44:1 (2021) © education division, special library association 17 references ahlfeldt, s., mehta, s., & sellnow, t. (2005). measurement and analysis of student engagement in university classes where varying levels of pbl methods of instruction are in use. higher education research & development, 24(1), 5-20. https://doi.org/10.1080/0729436052000318541 alteri, s. (2012). curriculum materials laboratories: blast from the past of institutionally relevant? in r. kohrman (ed.), curriculum materials collections and centers: legacies from the past, visions of the future (pp. 23-41). chicago, il: association of college and research libraries. bashan, b., & holsblat, r. (2017). reflective journals as a research tool: the case of student teachers’ development of teamwork. cogent education, 4(1), 1-15. https://doi.org/10.1080/2331186x.2017.1374234 brisco, s. (2012). staying relevant: re-engineering for the future. in r. kohrman (ed.), curriculum materials collections and centers: legacies from the past, visions of the future (pp. 199-224). chicago, il: association of college and research libraries. buck institute for education. (2019). gold standard pbl: essential project design elements. pblworks. retrieved from https://my.pblworks.org/system/files/ documents/gold_standard_pbl_essential_v2019.pdf catalano, a. (2015). collecting for the curriculum: the common core and beyond. santa barbara, california: libraries unlimited. correll, m., & bornstein, j. (2018). collaboration at the center: librarian, faculty, and students partner to revive their curriculum lab. pennsylvania libraries: research & practice, 6(1), 39-48. https://doi.org/10.5195/palrap.2018.176 curriculum resource center, 1970s [photograph]. (ca. 1970s). james p. adams library special collections, rhode island college. davis, e. a., & krajcik, j. s. (2005). designing educative curriculum materials to promote teacher learning. educational researcher, 34(3), 3-14. https://doi.org/10.3102/0013189x034003003 dickinson, g., cogdell, e. a., & gavigan, k. (2004). transitioning from curriculum materials center to school library media center in pre-service teacher education. education libraries, 27(1), 11-15. https://doi.org/10.26443/el.v27i1.195 farthing, p. & gregor, m.n. (2012). promoting library instruction for education students: a model for cmc/faculty collaboration. in r. kohrman (ed.), curriculum materials collections and centers: legacies from the past, visions of the future (pp. 59-74). chicago, il: association of college and research libraries. frank, m., & barzilai, a. (2004). integrating alternative assessment in a project-based learning course for pre-service science and technology teachers. assessment & evaluation in higher education, 29(1), 41-61. https://doi.org/10.1080/0260293042000160401 gelber, n., & uhl, j. (2013). managing a curriculum materials collection: one academic library experience. collection management, 38(1), 51-66. https://doi.org/10.1080/01462679.2012.731033 griffin, m. & acrl ebss curriculum materials committee. (2018). a guide to writing cmc collection development policies. association of college & research libraries. retrieved from http://www.ala.org/acrl/ebss/acr-ebscmc. https://doi.org/10.1080/0729436052000318541 https://doi.org/10.1080/2331186x.2017.1374234 https://my.pblworks.org/system/files/%20documents/gold_standard_pbl_essential_v2019.pdf https://my.pblworks.org/system/files/%20documents/gold_standard_pbl_essential_v2019.pdf https://doi.org/10.5195/palrap.2018.176 https://doi.org/10.3102/0013189x034003003 https://doi.org/10.26443/el.v27i1.195 https://doi.org/10.1080/0260293042000160401 https://doi.org/10.1080/01462679.2012.731033 http://www.ala.org/acrl/ebss/acr-ebscmc education libraries, 44:1 (2021) © education division, special library association 18 guidelines for curriculum materials centers. (2017). association of college & research libraries. retrieved from http://www.ala.org/acrl/standards/guidelinescurriculum. hoffman, r. l. (2018). building a curriculum materials center from the ground up: a practical approach. college and research libraries news 79(9) 511-5. retrieved from https://crln.acrl.org/index.php/crlnews/article/view/17380/19144 husu, j., toom, a., & patrikainen, s. (2008). guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. reflective practice, 9(1), 37-51. https://doi.org/10.1080/14623940701816642 kohrman, r. (2015). current condition of michigan curriculum materials centers and collections in academic institutions. education libraries, 38(1). https://doi.org/10.26443/el.v38i1.5 krajcik, j.s. & blumenfeld, p.c. (2006). project-based learning. in r. keith sawyer (ed.), the cambridge handbook of the learning sciences. new york: cambridge university press. lapan, m. (1988). rhode island college. in j. uppgard, (ed.) developing microcomputer work areas in academic libraries (51-64). westport, ct: meckler. lee, j. s. , blackwell, s. , drake, j. , & moran, k. a. (2014). taking a leap of faith: redefining teaching and learning in higher education through project-based learning. interdisciplinary journal of problem-based learning, 8(2) 19-34. https://doi.org/10.7771/1541-5015.1426 miller, j., & meyer, n. (2017). transforming a curriculum center for the 21st century at eastern washington university libraries. education libraries, 31(2), 19-30. https://doi.org/10.26443/el.v31i2.247 teel, l. (2013). transforming space in the curriculum materials center. education libraries, 36(1), 4-14. https://doi.org/10.26443/el.v36i1.321 http://www.ala.org/acrl/standards/guidelinescurriculum https://crln.acrl.org/index.php/crlnews/article/view/17380/19144 https://doi.org/10.1080/14623940701816642 https://doi.org/10.26443/el.v38i1.5 https://doi.org/10.7771/1541-5015.1426 https://doi.org/10.26443/el.v31i2.247 https://doi.org/10.26443/el.v36i1.321 education libraries, 44:1 (2021) © education division, special library association 19 appendix: journal reflection checkpoints (taken from the eled 420 syllabus) john dewey, whose ideas continue to inform our thinking about pbl, wrote, “we do not learn from experience. we learn from reflecting on experience.” throughout a project, students – and the teacher – should reflect on what they’re learning, how they’re learning, and why they’re learning. reflection can occur informally, as part of classroom culture and dialogue, but should also be an explicit part of project journals, scheduled formative assessment, discussions at project checkpoints, and public presentations of student work. reflection on the content knowledge and understanding gained helps students solidify what they have learned and think about how it might apply elsewhere, beyond the project. reflection on success skill development helps students internalize what the skills mean and set goals for further growth. reflection on the project itself – how it was designed and implemented – helps students decide how they might approach their next project, and helps teachers improve the quality of their pbl practice. questions to answer: • reflect on your project so far: what are you most proud of? • where are you struggling? how are you dealing with it? • what about your thinking or your work has brought you the most satisfaction? • what is frustrating? • what are you curious about? • how are you helping others? how are you hindering others? • what other thoughts do you have? microsoft word ready-to-go_book review.docx education libraries, 40:1 (2017) © education division, special library association book review white, d., & braddy, a. (2017). ready-to-go instructional strategies that build collaboration, communication, & critical thinking. thousand oaks, ca: corwin isbn 978-1-5063-3395-3 reviewed by: laura cameron university of arkansas, fayetteville, ar designed for k-12 educators and administrators, this short and easy-to-read book is a useful reference tool for teachers and teacher education students alike. educational consultants and authors denise white and alisa h. braddy present over two dozen instructional strategies designed to be used in k-12 classrooms, describing the strategies themselves as well as the instructional benefits they can provide. the strategies presented in the book are grouped into the following categories, each of which represent an instructional goal or concept that teachers may struggle with in their classroom: 1. engaging openers 2. critical thinking 3. communication 4. collaboration 5. purposeful movement 6. reflection and closure each chapter is dedicated to one of the above instructional goals/concepts and begins with a short vignette that describes a teacher struggling with the goal at hand. these vignettes are followed by a brief discussion of the goal and its importance in the classroom environment. the discussions often reference relevant supporting research, and a full reference list is provided in the back of the book. next, strategies are introduced and described in depth, with the authors relating the nature of the strategy and the desired outcomes. each strategy is also broken out into callout boxes which describe the preparation, time needed, preferred grouping, and procedures for the instructional strategy as well as suggested uses. the authors take care to provide useful and diverse suggestions for use across age groups and disciplines, and the directions are clear and concise. testimonies from actual teachers are including, allowing readers to learn about successful real-life implementations of the strategies being discussed the consistent chapter structure and strategy callout boxes make browsing the text easy, and the vignettes and testimonies (called “classroom close-ups”) allow readers to situate the core educational goals being discussed and the strategies being presented in more concrete, relatable contexts. additionally, reflection questions are included at the end of each chapter to encourage deeper thinking on the instructional goal covered in that chapter, which may be useful education libraries, 40:1 (2017) © education division, special library association for educators attempting to strengthen their instructional skills in these areas. administrators or teacher-education faculty may find these reflection questions helpful as well, perhaps using them when leading discussions about instructional techniques or asking teachers or pre-service teachers to reflect on their practices. the strategies themselves range from the quite simple to moderately complex. for example, the instructional video clips strategy, which involves showing a short video at the beginning of a lesson and assigning a connected learning objective (with the goal being to engage students), requires minimal preparation and would be quite simple to incorporate into the lesson. twitterfest, a strategy that involves having students create and respond to “tweets” written on chart paper, is less simple. it requires much more in-class time and has more complicated procedures that some students may struggle to follow if unfamiliar with the activity. educators will certainly find a broad range of strategies for each instructional goal. although the authors seem confident that the instructional strategies presented here are effective for k-12 (or even post-secondary) students, the majority of the strategies presented seemed most appropriate for younger students. elementary and middle school practitioners would likely benefit from this text much more that secondary teachers, as high school students will likely find some of the activities overly simplistic or juvenile. overall, the text provides a number of valuable instructional techniques in an easy-to-use format. a matrix on the inside front and back covers allows readers to search for strategy by name or instructional goal and reproducible resources are provided for some strategies. while not every strategy presented here will be relevant to every classroom, the overall guiding principles of critical thinking, communication, collaboration, and reflection that run through this text will allow readers to reflect on their current instructional practices and grow in these areas. this book would be a valuable addition to a university education and curriculum collection, a school library professional development collection, or a teacher’s personal collection. education libraries, volume 35, number 1-2, summer-winter 2012 59 information literacy skills for preservice teachers: do they transfer to k-12 classrooms? by marcia stockham and heather collins abstract this study surveyed current education majors (n=70) in two kansas universities to gain a perspective on their understanding of information literacy (il) concepts and skills, and to learn whether they anticipated teaching such concepts to their future k-12 students. school media specialists in the state were also surveyed (n=85) and asked to share their observations of teachers new to the profession as to their understanding and practice of il. results indicate many education students were not familiar with il concept terminology and at least some new teachers in the state do not have a clear understanding or priority for teaching such skills in k-12 classrooms. introduction academic education librarians working with future teachers perform multi-faceted work. one critical role includes teaching the association of college and research libraries’ (acrl) information literacy competency standards within the discipline of education (acrl, 2000). more recently, information literacy standards for teacher education have been formulated and endorsed by the acrl’s education and behavioral sciences division (ebss instruction for educators committee, 2011). librarians frequently extol the benefits of information literacy (il) to empower students in their future professional endeavors. academic education librarians teach il skills to future teachers, and thus share an increased responsibility for promoting il as part of the learning cycle: librarians to teachers to students. since teachers cannot teach what they do not know, it is necessary for teacher education programs and libraries to collaborate in meeting acrl student learning outcomes for information literacy. at kansas state university and at washburn university, librarians bring instruction to targeted education courses, strategically weaving il skills into various points in the curriculum. this study focused on the extent to which preservice teachers absorb and then embed these concepts into future k-12 learning experiences, thus transmitting information literacy. collaborations between academic education departments and education libraries/librarians can set an important example for student teachers moving into professional practice. the education librarian has an opportunity to model not only the use of information seeking skills, but also the collaboration potential for teachers and school librarians. if education libraries and librarians give preservice teachers tools that can enhance their lifelong learning habits, perhaps, in turn, those education students can impact their future students not just sporadically, but as a matter of practice throughout a student’s educational career. academic institutions will then begin to see students entering their doors with even greater il levels. washburn university libraries’ mission includes the vision to “ … guide teaching, learning and research in the transformation of our community…” (washburn university libraries mission statement, 2011). likewise, kansas state university libraries’ mission and vision statement includes terms which highlight the comprehensive change affected upon students as they matriculate. “we guide our community in its quest for intellectual discovery and lifelong learning” (kansas state university libraries mission statement, 2011). in this study, perspective was sought to understand the impact that education librarians and libraries have on lifelong learning and student transformation. when evaluating this cycle of teachers, students, and librarians, it is important to acknowledge a potential disconnect between skills needed for a task-based event and the disposition-changing mastery of knowledge. transformative change would be evidenced in lifelong habits, not in short-term task completion. the incorporation of information literate practices in task-based skills such as completing projects, preparing lesson plans, or creating a teaching unit as a college or university student, might or might not be replicated in education libraries, volume 35, number 1-2, summer-winter 2012 60 future professional practice. common authentic programmatic or university-wide assessment tools such as the educational testing service iskills (ets, 2011) only reflect current proficiencies, but what happens when education students leave college and enter professional practice? are student teachers internalizing il skills for future use and will they be able to impart those skills in their future classrooms? to help answer those questions, this study was designed with three objectives. first, the study sought data on whether school media specialists had observed new professional teachers in their schools integrate information literacy concepts into their classrooms. second, it sought to discover whether undergraduate education students are familiar with the concepts of il and are prepared to incorporate il concepts into their future teaching. third, distribution of the survey to participants served as a tool to identify librarians as educational partners and impart knowledge about the k-12 information literacy standards, information power (american association of school librarians & association for educational communications and technology, 1998) as well as il models such as the big six (eisenberg, 2001) and the handy five (blume, fox, lakin, losey, & stover, 2007). literature review academic librarians realize that not all college students understand il concepts and this observation is supported in the literature. the chronicle of higher education reports on an educational testing service (ets) study that found “college students and high-school students preparing to enter college are sorely lacking in the skills needed to retrieve, analyze, and communicate information available online” (foster, 2006). ets representatives stressed that the findings were “neither authoritative nor thorough” but did indicate that students can use more training in information literacy. another study attempting to gauge undergraduate perceptions of information literacy determined that the study group viewed information seeking as focused on product outcome rather than the underlying knowledge base and skills. this group also assumed that everyone has these skills, partially as a result of growing up with computers, and that information seeking skills can be self-taught. they reported having very little information literacy training and the term itself did not resonate with them (gross & latham, 2009). clearly, there is work to be done in order to help many students develop these important skills. one possible solution for bridging the gap between understanding the need for learning such skills and the impact on information seeking is to ensure that classroom teachers incorporate basic il concepts starting with young school children and continuing through secondary school. while school media specialists work diligently with these students, many do not have the time or opportunity to integrate skill practice into daily lessons and assignments. classroom teachers, on the other hand, might have this opportunity, but it doesn’t seem they are fully prepared for this role during their undergraduate years. despite the lack of priority these skills receive in practice, the need for teachers to develop il skills is recognized and emphasized internationally. in a white paper prepared for unesco, (moore, 2002) recommendations to departments of education include the following: a) ensure preservice teachers experience information literacy as an aid to them as learners, instructional designers and responsive facilitators of learning ensure newly qualified teachers are competent to develop information literacy experiences for their students; b) ensure professional development for in-service teachers involves personal experience in learning through information literacy and information computer technology (ict); c) ensure education for school and/or teacher-librarianship maintains a focus on consistent, coherent information literacy development. several examples in library literature describe il initiatives with preservice teachers (asselin & lee, 2002; floyd, colvin, & dodur, 2008). earp describes a successful grant project that reached a large number of education students through il classes that evolved into workshops and finally, into online modules and illustrated a true collaboration with education faculty (earp, 2009). a canadian study found that outgoing education libraries, volume 35, number 1-2, summer-winter 2012 61 teacher candidates did not understand the concept of information literacy and were not prepared to teach il skills when leaving the program. these findings led to the development of a program aimed to help preservice teachers expand these skills (laverty & reed, 2006). such examples illustrate the recognized need for preservice education students to learn il skills, with the assumption that those skills might be carried into the classroom as the students become professional teachers. in addition to targeting preservice teachers, one article described an example of a graduate-level instruction for teacher practitioners to help them master skills and build tools to improve the il skills of their students (bushong & buff, 2008). however, there does not seem to be longitudinal or empirical evidence available in the literature documenting evidence that these skills transfer to the classroom. many states are currently struggling with economic factors unfavorable to public schools. while it is documented that school librarians provide value to students (latham & gross, 2008) (dow, 2010), many districts are being forced to cut library positions. in such an economic and political climate, it is imperative that classroom teachers be able to integrate il skills into their teaching, or at the very least, to understand the importance of collaborating with school librarians whenever possible. in kansas, a recent study looked at the effects of state-licensed school library media specialists on student achievement (dow, 2011), but there do not seem to be any reports attempting to assess the contribution of classroom teachers to help their students learn il skills. methods two separate surveys were developed by the authors – one for school media specialists throughout the state and one for current education students at the authors’ universities. survey questions were in a multiplechoice format and were shared with a college-level instructor, a middle-school librarian, and library colleagues to test for clarity and interpretation. all questions allowed for an “other” or free response in addition to the given choices. the introductory message and survey questions appear in appendix a. permission was received from the institutional review board (irb) at each institution and the survey was generated through survey software available at kansas state university. two methods to access the survey were utilized: an e-mail explaining the project with a link to the survey was sent to the listserv of the kansas association of school librarians (kasl); e-mail addresses of individual students were entered into the system so that they received the explanatory message and a unique link to the survey. the pool of students was obtained through faculty at each university. at kansas state university, faculty circulated a list for students to indicate their e-mail address if they were willing to participate in the project. at washburn, inperson classes were approached by either the librarian or the instructor and volunteers sought. volunteers from online classes were approached by the instructor. eligible students visiting the library were also invited to participate. students had junior or senior status. students from both institutions (m1=127) were identified as potential subjects, as well as members from the kansas association of school librarians kasl-l listserv (m2≈465). while not all school media specialists in the state (approximately 1100) belong to the listserv, this organization is the largest professional collective, and therefore the most efficient way to reach as many respondents as possible for purposes of this study. separate identical surveys were sent to each group of students so that results could be analyzed both for individual classes and as a composite. surveys were available to respondents for 9 days (students) and 11 days (media specialists). near the end of the survey period, reminders were sent through the listserv and automatically generated for individual students through the survey system as a way to increase the responses. education libraries, volume 35, number 1-2, summer-winter 2012 62 at the end of the survey period, numeric results were compiled and open-ended question responses were categorized. a varying number of respondents chose not to answer individual questions, so the responses for each question did not reflect a constant number. percentages were rounded to the nearest whole number, and the sums do not always equal 100 percent, depending on whether respondents answered all questions. the individual class results were used by the authors as a way to assess current knowledge and identify areas where work with students could be enhanced at respective institutions. composite results were used for this paper in order to provide a larger sampling. results school media specialists/librarians of the subscribers to the listserv (m2≈465), 126 individuals started the survey and (n2=85) completed it for a response rate of 18%. two related questions on the survey were designed to assess the school librarians’ perceptions of new teachers’ familiarity with il skills and concepts. see table 1 for summary of results. only 16% of the respondents indicated that they thought new graduates in their schools demonstrated a clear understanding of il skills and concepts and over 50% indicated that they did not think the new graduates themselves had a solid understanding of il skills and concepts. thirty-three percent of the respondents indicated they didn’t know or gave no response. while many comments stated that it was hard to generalize, some comments gave examples as to why the answers were not more positive: • many new teachers believe the ability to “google” constitutes mastery of il and ict skills • teachers confuse il with basic technology skills • it seems there is no overall emphasis on “teaching the teachers” these skills and concepts • the emphasis on testing keeps teachers from giving sufficient time to il • some new teachers are learning from veteran teachers living in the older paradigm that libraries are for checking out books • some new teachers have good skills, but don’t seem to be transferring them to their students. the remainder of the questions to the media specialists concerned observed behavior regarding various aspects of il (see table 1). the question asking how they may have observed a demonstration in the classroom of awareness of these skills elicited some negative comments such as: most teachers stay in their rooms and use internet and powerpoint; teachers bring classes to the media center because they are “required” to; some will use the library media specialist, but others have to be reminded. when asked to describe the level of collaboration or relationships the media specialists had with new teachers, 40% of the responses were either “they are aware of concepts and skills, but i have not seen them incorporate them into routine work” or “i find that i have needed to educate/inform them of methods and importance for teaching these skills.” “they collaborate frequently with me to teach information literacy skills” and “they prefer to teach these skills without me” each accounted for 8% of responses with “they mostly expect me to teach these skills” garnering 15% of responses. the remainder either marked “other” or did not respond. a variety of comments accompanied this range of responses: • sometimes library time serves as planning time so our collaboration time is quite limited • if state standards are not tested, the school district does not emphasize those skills • some teachers don’t understand the concept of collaboration • most new teachers enjoy accessing web pages but few understand researching with databases • new teachers are so focused on “the” unit they are responsible for that they have trouble collaborating with me • some new teachers have no idea how a librarian can work with them on assignments. education libraries, volume 35, number 1-2, summer-winter 2012 63 table 1. media specialists responses regarding new teachers’ il presence/use in the classroom q. in your opinion, what level of understanding of information literacy concepts and skills do most new graduates demonstrate? percentage of responses demonstrate clear understanding 16 demonstrate low understanding 39 have no awareness of concepts 12 i don’t know/other/no response 33 q. in your opinion, do new education graduates have a solid understanding of information literacy skills and concepts? yes 20 no 53 no response 27 q. have you observed new graduates demonstrate an awareness of these skills by doing any of the following? modeling skills to students 14 talking about skills to students 15 integrating skills into assignments/rubrics 26 bringing students to media center with expectations of learning skills 28 i don’t know/other/no response 52 q. in your opinion, do these new graduates know where and how to find needed reference or professional materials? yes, have a good idea 8 have some idea 47 no, don’t seem to know where to find appropriate materials 14 i don’t know/other/no response 31 the final question to the media specialists, “what information literacy concepts or skills do you feel should be stressed more to college education majors?” elicited responses from 45 respondents. the majority of comments fell into these four major categories: specific il skills, collaboration, evaluation, and exclusive use of the internet (table 2). education libraries, volume 35, number 1-2, summer-winter 2012 64 table 2. suggestions from media specialists as to what concepts/skills should be stressed to college education majors category of response examples of responses specific il skills stressing plagiarism, proper citation, and copyright rules; the need for integrated curriculum tying research into every subject; how to use the library; new teachers have learned many of the pieces but have missed the bigger picture. collaboration school library media specialists should be thought of as teachers, not support; if information resources are delivered via technology, staff and administration don’t see it as information literacy skills and think it should be taught in “computer classes”. evaluation integrating skills with evaluation; critical thinking skills to evaluate authority/credibility, especially of web sites. exclusive use of the internet learning to use more than “google” for everything; utilizing a variety of formats (print and non-print) in their assignments. education students the survey was distributed to education students (m1=127) with a response rate of 55% (n1=70). four questions were preceded with this statement: “information literacy competencies include accessing, evaluating, and using needed information in an appropriate way” to give context to the questions. a summary of results appears in table 3. table 3. education student responses to survey statements survey statement response percentage of responses i know how to find the needed information for my college class papers or projects frequently 56 occasionally 41 rarely 3 if i don’t know where to look for information, i ask a librarian or my instructor frequently 67 occasionally 24 rarely 9 i carefully evaluate the information i find to determine whether it is accurate, believable, appropriate for my use frequently 49 occasionally 27 rarely 23 i use the information ethically and know how to appropriately cite references frequently 85 occasionally 15 education libraries, volume 35, number 1-2, summer-winter 2012 65 the fifth question was preceded by this statement: “information literacy competencies for k-12 students (also called information power standards, handy 5, big 6, etc.) include concepts such as: knowing how to access, evaluate and use information in order to become independent learners that allow them to become socially responsible.” when asked whether the students were familiar with these concepts, only 10% indicated they were “very familiar.” fifty-one percent indicated they were “somewhat familiar” or had “heard of them”, while 39% indicated this was the first they had heard of them. figure 1. students were also asked whether they had constructed lesson plans or thematic units that teach any of the skills that had been mentioned in the survey. seventy-six percent responded with a “no”, with most explanations being that they had not actually constructed lesson plans yet, or that they had not known about these concepts. examples cited by students who indicated they had constructed plans using the concepts include the following: evaluating news story sources and the potential of bias; developing a webquest for a math lesson to work on research skills; a unit on how to use information in social studies; look up and evaluate information on the boston tea party. when asked to think about their future teaching, 89% saw teaching il skills and concepts as a priority or high priority in the classroom. asked to select which methods they would use, each of the following received at least a 60% response: modeling il standards to students; talking about il standards to students; integrating standards into assignments/rubrics; bringing students to the media center with expectations of learning these skills from the media specialist. the last question posed to the students was open-ended and asked where they would seek help or resources to teach the concepts. over 67% responded with the library, librarian, media specialist or some other iteration of the library. a few mentioned fellow teachers and technology coordinators as well as professional journals. education libraries, volume 35, number 1-2, summer-winter 2012 66 discussion although the sample population was relatively small, the collected data provides valuable information for the academic librarians and education faculty at the participating institutions. comments from both the students and the media specialists highlight areas for academic librarians to be aware of and to emphasize as they work with future teachers. it is important to remember that the information collected from the school media specialists was based on their observations, perceptions, and opinions. while the respondents by no means represented all school districts in the state, it was clear that at least some of them feel that new (and veteran) teachers don’t always recognize the value of librarians’ knowledge and ability to work as partners in teaching il skills to k-12 students. promoting such collaboration is certainly something that academic librarians can do as they work with education majors. it should also be noted that no demographics were gathered for the survey, so any differences between school size or grade levels cannot be made at this time. it is recommended that any future studies include such information. there was agreement between media specialists’ observations and students’ self-perceptions that many new graduates did not have a solid understanding of il concepts and skills. one of the most surprising (and dismaying) finding of this study was that 39% of the surveyed students said that the survey question/explanation was the first they had heard of information power standards, handy 5 or big 6, all of which address competencies recognized for k-12 il skills. it is possible that only the terms were new to them, but the students did not connect the terms with skills they had learned or were learning to teach. it was encouraging to see positive comments from some students that they were glad to have this information and that they would incorporate it into their teaching and learning in the future. while students answered that they are able for the most part to find and use information, there were not many of comments indicating that they saw a connection between doing task-based projects for college coursework and passing the required skills on to their own students. emphasizing that connection is an area where academic librarians can provide added value beyond basic instruction to education students. responses by students as to the priority for teaching il skills and how they would accomplish it are quite positive. these responses contrast sharply with the observations and perceptions of the media specialists. (figure 2). while it must be taken into account that the idealism often seen in students tends to become much more pragmatic as they enter the working world, it is hoped that librarians and teaching faculty can work together to foster the importance of maintaining this priority. education libraries, volume 34, number 1-2, summer-winter 2012 67 figure 2. comparison of student predictions about teaching il skills in future classrooms and media specialists’ reported observations of teachers’ behavior conclusion it is clear that there is room for improvement in the area of il for education majors at these two universities, especially as they move beyond their college years to become professional teachers. the authors believe that this survey exposed students to terms and concepts they may not have been familiar with, and encouraged them to think about the importance of the concepts. in addition, by the time they answered the last question, most student respondents seemed to grasp the idea that they could seek help from librarians. a second student survey with a larger sample population is desirable not only to validate these preliminary data, but also to afford teachable moments about and continue exposure to the concepts of il. locally, results of this study can demonstrate to the education faculty at the two campuses the importance of incorporating il skills into the curriculum and potential collaboration with education librarians. the authors used this information immediately to incorporate some changes to class instruction. for example, while teaching specific il skills during library instruction classes, they also emphasized how learning skills as a university student now can be used to help their own students later. the importance of knowing the school librarian and using collaboration opportunities once they become professional teachers was also stressed. the perspectives of the school media specialists provide opportunities to continue conversations about better partnerships between academic librarians and school librarians, with a common goal of helping young students as well as university students develop skills to become lifelong learners and productive citizens. references american association of school librarians & association for educational communications and technology. (1998). information literacy standards for student learning. retrieved from education libraries, volume 35, number 1-2, summer-winter 2012 68 http://www.ala.org/ala/mgrps/divs/aasl/aaslarchive/pubsarchive/informationpower/informationliteracys tandards_final.pdf asselin, m. m., & lee, e. a. (2002). "i wish someone had taught me": information literacy in a teacher education program. teacher librarian, 30(2), 10-17. blume, s., fox, c., lakin, j. m., losey, b., & stover, j. (2007). the handy 5: planning and assessing integrated information skills instruction (2nd ed.). scarecrow press. available from http://www.scarecrowpress.com bushong, s., & buff, c. (2008). information literacy for teaching and learning: a course for teacher practitioners. education libraries, 31(2), 12-18. dow, m. (2011). emporia state university school of library & information management. retrieved from http://slim.emporia.edu/index.php/dr-mirah-dow-3/ dow, m. (2010). making schools better: school librarians' roles in aggressive reforms: what is our official position? knowledge quest, 38(5), 78-82. earp, v. (2009). integrating information literacy into teacher education: a successful grant project. behavioral & social sciences librarian, 28(4), 166-178. ebss instruction for educators committee. (2011). information literacy standards for teacher education. retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/ilstandards_te.pdf educational testing service. (2011). reintroducing the iskills assessment from ets. retrieved from http://www.ets.org/iskills/about eisenberg, m. (2001, november 19). big6 skills overview. retrieved from http://www.big6.com/2001/11/19/a-big6%e2%84%a2-skills-overview/ floyd, d. m., colvin, g., & dodur, y. (2008). a faculty-librarian collaboration for developing information literacy skills among preservice teachers. teaching and teacher education, 24(2), 368-376. foster, a. l. (2006). students fall short on 'information literacy,' educational testing service's study finds. chronicle of higher education, 53(10), a36-a36. gross, m., & latham, d. (2009). undergraduate perceptions of information literacy: defining, attaining, and self-assessing skills. college & research libraries, 70(4), 336-350. kansas state university libraries mission statement. (2011). retrieved from http://www.lib.kstate.edu/geninfo/plan/ latham, d., & gross, m. (2008). broken links: undergraduates look back on their experiences with information literacy in k12 education. school library media research, 11. laverty, c., & reed, b. (2006). in d. cook, & n. cooper (eds.), teaching information literacy skills to social sciences students and practitioners: a casebook of applications (pp. 68-83). chicago: association of college and research libraries. moore, p. (2002). an analysis of information literacy education worldwide. retrieved from http://portal.unesco.org/ci/en/files/19633/11228857221information_literacy_education_%28moore%2 9.pdf/information%2bliteracy%2beducation%2b%28moore%29.pdf the association of college and research libraries, a division of the american library association. (2000). information literacy competency standards for higher education. retrieved from http://www.acrl.org/ ala/mgrps/divs/acrl/standards/standards.pdf washburn university libraries mission statement. (2011). retrieved from http://www.washburn.edu/mabee/strategic_plan/index.shtml http://www.ets.org/iskills/about education libraries, volume 35, number 1-2, summer-winter 2012 69 appendix a. survey for media specialists/school librarians introduction: with emphasis on information literacy in higher education, academic librarians strive to impart these skills to college students, including education majors. to assess this work, it would help us greatly to learn your perceptions as a media specialist familiar with these concepts. this is not a measurement of new teachers’ skills, but rather an overview of the landscape of information literacy in the field of education, and how we as librarians can improve it. analysis of these survey results may be presented at future library conferences or in library-related publications, but there will be nothing that ties your identity to specific results and your name will not be associated in any way with the research findings. this survey is solicited, anonymous and completely voluntary and your input is very important to us. you should be aware that even if you agree to participate you are free to withdraw at any time, without penalty. it should take you approximately 5-10 minutes to complete and submit the survey. you may skip any questions that you are not comfortable answering. thank you for your help! questions: do you have any recent graduates entering the teaching profession (less than 3 years) in your school? if no, survey ends here, participants are thanked for their time. if yes, participants are allowed to continue to the next question. we realize that not every new college graduate is the same. please share your observations of most (or the average) new teacher in your school. 1. in your opinion, what level of understanding of information literacy (information power standards) concepts and skills do most new graduates demonstrate? a. demonstrate clear understanding b. demonstrate low understanding c. have no awareness d. i don’t know comments 2. in the classroom, have you observed new graduates demonstrate the awareness of these skills by? (check all that apply) a. modeling information literacy standards to students b. talking about information literacy standards to students c. integrating standards into assignments / rubrics d. bringing students to the media center with expectations of learning these skills e. not able to answer comments 3. describe any collaboration or relationship you have with new graduates on information literacy concepts and skills a. they collaborate frequently with me to teach information literacy skills b. they mostly expect me to teach these skills c. they prefer to teach these skills without me d. they are aware of concepts and skills, but i have not seen them incorporate them into routine work. education libraries, volume 35, number 1-2, summer-winter 2012 70 e. i find that i have needed to educate/inform them of methods and importance for teaching these skills. comments 4. in your opinion, do these new graduates know where and how to find needed reference or professional materials (are they information literate?) a. yes, they have a good idea of where to find appropriate materials b. they have some idea of where to find appropriate materials c. no, they don’t seem to know where to find appropriate materials, but depend on me for help. d. i don’t know whether they are finding needed and appropriate materials. comments 5. in your opinion, do new education graduates have a solid understanding of information literacy (information power standards) skills and concepts? a. yes b. no comments 6. what information literacy concept or skill do you feel should be stressed more to college education majors? comments survey for undergraduate education majors introduction: we would like your help. as academic librarians, our goal is to help college students learn about accessing, evaluating and using needed information. as future teachers, it would help us greatly to learn your perceptions of these concepts. this is not a measurement of your skills, but rather an overview of the landscape of information literacy in the field of education, and how we as librarians can improve it. analysis of these survey results may be presented at future library conferences or in library-related publications, but there will be nothing that ties your identity to specific results and your name will not be associated in any way with the research findings. this survey is solicited, anonymous and completely voluntary and your input is very important to us. you should be aware that even if you agree to participate you are free to withdraw at any time, without penalty. it should take you approximately 5-10 minutes to complete and submit the survey. you may skip any questions that you are not comfortable answering. thank you for your help! questions: in researching materials for my college class papers or projects, i access, evaluate, and use the information in an appropriate way. 1. i know how to find the needed information frequently occasionally rarely 2. if i don’t know where to look, i know to ask a librarian or my instructor frequently occasionally rarely education libraries, volume 35, number 1-2, summer-winter 2012 71 3. i carefully evaluate the information i find to determine whether it is accurate, believable, appropriate for my use. frequently occasionally rarely 4. i use the information ethically by knowing how to appropriately cite references frequently occasionally rarely comments information literacy competencies for k-12 students (also called information power standards, handy 5, big 6, etc.) include concepts such as: knowing how to access, evaluate and use information in order to become independent learners that allow them to become socially responsible. 5. are you familiar with these concepts? a. very familiar with these concepts b. somewhat familiar with these concepts c. i’ve heard of these concepts d. this is the first i’ve heard of these concepts comments 6. have you constructed a lesson plan or thematic unit that teaches any of these skills (knowing how to access, evaluate, and use information…) to the students? a. yes b. no comments 7. if you answered yes to question 6, would you share an example you used? if you answered no to question 6, would you tell us why not? 8. as a teacher, would you see the teaching of these skills and concepts as a priority in your regular classroom work? a. yes, high priority b. yes, priority c. low priority d. not a priority comments 9. as a teacher, which of the following would you use personally? (check all that apply) a. modeling information literacy standards to students b. talking about information literacy standards to students c. integrating standards into assignments / rubrics d. bringing students to the media center with expectations of learning these skills from the media specialist e. none of these comments education libraries, volume 35, number 1-2, summer-winter 2012 72 thinking about the previous questions and whether you would incorporate some method of information literacy into your future classrooms: 10. where would you seek help or resources to teach these concepts? comments marcia stockham assistant dean for content management and scholarly communication (former education librarian) 504 hale library, kansas state university manhattan, ks. 66506 stockham@ksu.edu heather collins biomedical librarian (former education librarian at washburn university) a.r. dykes health sciences library university of kansas medical center 3901 rainbow boulevard kansas city, ks 66160 hcollins@kumc.edu mailto:stockham@ksu.edu mailto:hcollins@kumc.edu microsoft word educationlibrarieswinter2008doc.doc education libraries, volume 31, no. 2, winter 2008 31 information & media literacy photo identity crisis: creating a classification and organization method for unidentified photographic archives by heidi blackburn, pam bower, and alysia starkey abstract institutional archives have always provided a sense of history and unity for most universities. this is especially emphasized for the kansas state university at salina photographic collection. the school has gone through four different name changes in the last fifty years and the library has amassed an overwhelming assortment of photographs documenting various events on campus, from groundbreaking ceremonies to student social occasions. with an estimated total of over 11,000 unlabeled photographs, the k-state at salina librarians have worked hard to begin the process of providing the university community with a useful resource for historical research in the future. introduction the focus of this paper is the pictorial collection of nearly 11,000 items in the kansas state university (k-state) at salina archives. candid photographs make up the greater part of the collection and document momentous historical events throughout the life of the college. however, the majority of the collection was never labeled with names, dates, and location information, which has rendered the collection virtually impossible to catalog or use. the collection plays a central role in preserving the diverse history of k-state at salina. it should also be noted the materials contained in this collection do not include activities which took place on the main campus of kansas state university. the hale library special collections department, located in manhattan, kansas, is in charge of preserving those artifacts in the university archives and manuscripts collection. k-state salina library staff have recently begun taking comprehensive measures to maintain the integrity of this unique collection. the storage of photographs, documents and other historical material is not a new concept. it could be considered an innate human need to leave a legacy; to prove “i was here and this is what i accomplished.” archival documents are the tapestry that provides future generations meaning into how things came to be. would the telling of history be as powerful without photographs of anne frank’s attic or those of martin luther king jr.’s march on washington in which to associate these events? the k-state at salina library’s photographic archival collection serves as the medium for which future students, faculty and administrators will connect with the past. literature was reviewed prior to the project inception to ensure best practices were applied during the selection and organization of materials. this section provides a brief overview of these findings. archival collections in libraries and museums exist to fill a need in the society for which they serve. an archival collection is an important component to an institution. it provides a comprehensive record and measure of the institution’s “importance to the public and their influence on society” (ostby, 2006). more specifically, photographs play a critical role in documenting a library or museum’s value and bearing on society. the impact of photographic archival collections most photographic archival collections are acquired through in-house production. berinstein (1998) states, “inhouse personnel may generate the pictures the library collects, either by creating them, donating them, or both.” education libraries, volume 31, no. 2, winter 2008 32 photograph collections tend to be expansive, due in part to the fact that “photographs are prized in our culture because they are inexpensive, easy to acquire, and serve as accurate, detailed records of our environment and activities” (schmidle, 1996). in fact, ritzenthaler et al. [n.d.] argue that photojournalism has had “more influence on public thinking and opinion than any other today.” they continue to suggest that the function of photographs is to “provide evidence that something existed or that a particular event happened” (in baxter, 2003). baxter (2003) also points out the more interpersonal aspects of photography: “a photograph can provide a strong emotional reaction, it can capture a moment, it can convey a truth, maybe even ‘paint a thousand words’.” however, the context and purpose of a photograph does not often translate to individuals who were not present at the time of the event being captured. thus, without an accurate record of the names, dates and events depicted, a photograph holds little historical value. “stripped of its original context, an old photograph is reduced to mere curiosity” (schmidle, 1996). berinstein (1998) suggests libraries faced with organizing a photograph collection must start by first considering “the use to which your collection will be put.” berinstein continues to state the use should “fit in with the mission of the organization” (1998). “intelligent analysis” should be employed to ensure items are not incorporated into the collection simply because they exist, but rather because they add value to the collection (baxter, 2003). schmidle (1996) acknowledges limited resources coupled with competing interests often create difficulty with assessing the value of any particular photograph. he states, “librarians, archivists, and conservators must weigh economic, societal, cultural, and technological values to determine what is to be preserved, displayed or consigned to the depths of the vault” (1996). components to collection management the library of congress states there are four basic components in the collection management of archive collections: inventory, appraisal, cataloging, and proper housing and storage (2002). inventory and appraisal have been defined above as the determination of which objects are retained in the collection as evidenced by the institution’s mission. while there is no standardized approach to cataloging photographs, experts recommend providing the acquisition source, date (of acquisition and event depicted), subject and an accession number (berinstein, 1998; library of congress, 2002). baggett (2004) suggests the proper housing and storage of photographs involves storing “the files or envelopes vertically in an archival box or metal filing cabinet” as well as packing “the files or envelopes tightly so they are supported and stand upright.” significant damage can be caused to photographs from improper handling. the library of congress states, “when handling photographs and negatives, be sure that hands are freshly washed, wear clean lint-free cotton gloves…and avoid touching the photograph surface” (2002). the technological revolution has also had many libraries scrambling to digitize their photographic collections. schmidle (1996) recommends libraries adequately reflect on their motives for digitization. digitizing photographs is beneficial in capturing an image before deterioration occurs. it also increases access to resources. however, “digitizing for preservation does not result automatically in increased access” (schmidle, 1996). digitization should only be considered when an institution is firmly committed to provide the resources (time, equipment and funding) required to maintain a digital collection. education libraries, volume 31, no. 2, winter 2008 33 what’s in a name? k-state university at salina to understand the importance of committing so much effort to the preservation of this collection, it’s important to be aware of the transformations the campus has seen in the last forty years. since its inception, the institution now known as kansas state university at salina has been committed to advancing technological innovation within the state of kansas. in 1965, the kansas legislature transformed the schilling air force base into the schilling institute. the change was brought about with the distinct goal of capitalizing on the technical education movement which swept the nation during the early 1960s. the schilling institute offered two-year degree programs in science and engineering technology. in 1969, the institution became kansas technical institute as a way to further align the institution with serving this distinct student population. in an attempt to establish itself as a superior institution of higher education, the institution’s name was once again changed in april 1988 to the kansas college of technology. on may 2, 1991, a legislative bill merged the kansas college of technology with kansas state university, creating the only remote campus for the university and establishing the ninth college in the k-state system: the college of technology and aviation. k-state at salina currently offers associate and bachelor degrees in engineering technology, aviation, and business. the north central association, the accreditation board for engineering and technology, the council on aviation accreditation, and the federal aviation administration have all accredited the k-state at salina programs. the k-state at salina library services a diverse population of users, including 1,000 students and 200 faculty and staff members of the college itself, as well as a steady stream of institutional alumni and a variety of community patrons. exceeding expectations from a diverse population drives the library’s mission: the mission of the k-state at salina library is to support the college in its mission of teaching, scholarship, and service, and to support resource sharing in the community and state. in striving to fulfill these goals, the philosophy of the library is changing. the library is no longer a warehouse of materials; it is a facilitator of information exchange. successful implementation of these goals is influenced by a tradition of providing print and non-print resource materials, the promise of new technologies, and welltrained library staff who facilitate information access. development of an infrastructure to support the organization of historical documents would enhance the k-state at salina library’s capability to improve seamless information exchange to its neighboring population, as well as citizens of the entire state of kansas. a mountain of dusty boxes in 2007, the archives were handed down from the retiring library director to the new library director. the archives had been patiently waiting for a librarian or two brave enough to tackle the mountain of dusty boxes that seemed to multiply on their own. various disbanded student organizations, retiring faculty, and the college’s dean’s office had donated a great percentage of the photo materials over the years, which had piled up in a back room from a lack of other storage options. the photographers for both the kansas college of technology and shilling institute yearbooks also donated a sizeable amount of the proofs previously used in yearbook layouts, making the entire collection rather eclectic. as in other countless libraries, the staff had to get by with what little space they had and converted an old storage room into an adequate location for education libraries, volume 31, no. 2, winter 2008 34 the archives as they began to pile up. the present location for the k-state at salina library archives collection consists of a room behind the library offices measuring approximately 19 ft by 16 ft. the collection room is walled off by one office filled with filing cabinets, with a 6 ft wide hallway which leads out into a library staff lounge. it consists of nine green photo boxes containing about 11,000 photos and forty-one photocopy boxes full of various scrapbooks and college memorabilia. getting started before re-organizing the archives, the librarians conducted research on possible options for preserving the photos, with a specific emphasis on best-practice methods regarding the handling and displaying of the artifacts. they soon realized that the internet and a few books would not provide sufficient information, and sent one librarian to attend the 2008 kansas library conference for further guidance on preservation. she also visited the salina public library to discuss preservation techniques with the resident archivist. since education is a continuous process, she will also be attending the 2008 midwest archives conference fall symposium to learn about digital preservation. after attending the conferences and brainstorming with other librarians, the archive librarian was confident in the staff’s ability to organize the archives into a useable collection and a portion of the library’s general budget was set aside for archival supplies by the director. fireproof file cabinets and acid-free boxes were deemed crucial to save and store the collection and will be ordered at regular intervals over several consecutive years. in addition to the photographs, the filing cabinets will be home to university paperwork, course descriptions, faculty files, information about college mergers and name changes, college handbooks, flight records, and other miscellaneous papers. a sizeable collection of yearbooks was also discovered in some older filing cabinets in the archives. extra copies were sent to the local public library and the smoky hills genealogical museum to fill holes in each collection. should a natural disaster or fire occur and damage the collection on campus, there will be copies located in different facilities around the county so the history of the college would not be completely lost. gathering supplies having secured new homes for the photos in acidfree boxes and fire-proof file cabinets, the next step was to purchase supplies for handling the collection. the first box revealed the presence of multiple sizes of photos in the inventory. print sleeves were purchased in two different sizes, 3x5 inches (100) and 8x10 inches (25), to prevent fingerprints from damaging the photographs. next, acid-free marking pens were used so names, dates, places, and topics can be written on the back of the photo as the photo’s subjects are identified. for example, if the picture contained a lecturer and an audience, the speaker’s name, the occasion he or she was speaking at, the place and the date would be recorded. multiple pairs of white cotton gloves were ordered as well to protect the integrity of the materials during the sorting until they found a permanent home in the cabinets, as well as for handling the materials while stripped of its original context, an old photograph is reduced to mere curiosity education libraries, volume 31, no. 2, winter 2008 35 displays are being created. finally, a flash drive was purchased so photos could be digitized as they are scanned. in addition to supplies for handling the artifacts, reading materials were sought to learn about specific preservation techniques for photographs. the library applied for and was awarded a book grant, connecting to collections bookshelf, by the institute of museum and library services. twenty-three books, which cover a range of preservation topics, will serve as reference tools and manuals on how to build and preserve the collection. in addition, the archival budget has become a permanent subdivision of the library’s general budget because the library hopes to maintain the organization of this collection in the coming years. the k-state at salina library feels the archival budget is an expense that must be preserved to provide this service to alumni, students, and staff. off and running although several boxes were opened to determine the supplies that might be required, the first box of photos was not “officially” opened until late june, 2008. as box after box of photos were opened and sifted through, it became overwhelming apparent how difficult sorting, much less inventorying, the entire group of boxes would be for the staff. not a single box had a date or department name on it and a good number of the photos had been shoved in the boxes upsidedown, backwards and in other ways in appropriate for storage. sorting through the photos and finding identifying marks was the first step to organizing the collection. these identifiers turned up in various forms, such as hand-written names, dates and/or locations, typed labels adhered to the back and sometimes, through a stroke of luck, even the film development date stamped across the kodak paper. eras and locations were also estimated by studying the subjects of the photos and focusing on hairstyles, cars and clothing worn in the picture. now and then even the background was recognized as “before the renovations” to a certain building so a year could be estimated as well. bundles of photographs of the same event were labeled, tied and placed back into photo boxes. developing a protocol the second step in the process was to have student workers compare photos in the boxes to photos in the yearbook collection. because of storage space restrictions, it was decided that if a photo could be matched to photos printed in the yearbook, it would not be kept. multiple copies of photos that do not appear in the yearbooks were also discarded, and the best copy kept on file. the library simply does not have the space to accommodate the extra photos and with the advances in technology, high-quality reproduction photos can now be created by scanning the photos printed in the yearbook. as looking through yearbooks to label photos proved an immensely time-consuming project, the librarians developed a new policy to avoid these dilemmas with future incoming donations. all new items that are donated to the archives by outside contributors must include names for the subjects in the photo, as well as the date, location, and event type documented. the accepted materials must be associated with k-state at salina campus activities and/or previous activities occurring on the campus under the aforementioned kstate identities. education libraries, volume 31, no. 2, winter 2008 36 utilizing technology and “who dat?” to identify photographs following the task of sorting photos by era and activity, the library staff agreed their collective knowledge of campus history had been tapped. the staff have been working on campus less than a decade, and therefore have limited experience with activities occurring before the campus merger. at this point, the librarians decided to seek outside help for this endeavor. utilizing 21st century technology to reach back to earlier times, staff selected and scanned five pictures, and posted them onto the library’s blog, with the hopes that faculty, staff, or students would recognize someone or something in the photos and could give the library information for the photo. under the category “who dat?” pictures are posted along with a short description, if applicable. six pictures will be posted every month to garner new interest and to keep expanding the online collection. the photos will stay up for a twelve-month period before being taken down to allow room for new photos. the physical copies of photos being posted to the blog will be put in a separate filing system so when a person comes forward to identify a photo, it can easily be pulled out and labeled with the new information. the photos that are selected for this process are predominantly “solo” photos that do not belong to a larger group of photos documenting a certain occasion, making them harder to identify. as of august, 2008, three of the fifteen photos that have been posted have been identified and the library staff hopes that this trend will persist as a new school year begins and blog activity increases. an online digital database of photographs by scanning in the photos, the library has attacked three projects at once; labeling, digitizing, and generating publicity. first, attempts have been increased to identify and label the photos by putting the photos on the internet. with countless past and present university faculty using the internet, the odds increase someone out there can provide the library with valuable information on the subjects in the pictures. next, digitizing a few photos at a time has paved the way to someday digitizing every photo in the collection to create an online searchable database for patron use. this digital collection would be extremely useful to the alumni and students who live across the country and would not have easy access to the physical copies stored in the archives room. however, the library does not want to focus too heavily on digitizing the collection until the photos have been labeled as there would be no way to identify the electronic files. in further efforts to have different parts of the collection identified, the library will contact with school alumni through the alumni relations office in an attempt to find former students who will be willing to donate some time to look through old photos. on that same note, e-mails will be sent to retired faculty living in the area who could also help to identify certain events. alumni and retired faculty will also receive information about the collection through the campus newsletter, where selected pictures will be printed for identification, as well as the blog website address so the pictures posted on who dat? can also be browsed and identified. finally, displaying the photos on the blog helps the college body recognize these resources are available for their use. presently, few people on campus are even aware the library possesses this superb collection, and it could prove to be extremely helpful for historians doing research about kansas state university at salina, the surrounding community, or the state of kansas. education libraries, volume 31, no. 2, winter 2008 37 immediate and long term goals as the library plans for the future, it must also focus on the smaller projects it can complete in the next three to five years. the prevalent goal for the library is to have the photos sorted and labeled, as soon as possible. although the library had an original goal of completing one box per year, this has since changed to a more realistic timeline of four boxes a year in order to complete the project in under ten years. single pictures will go into smaller photograph boxes and larger topic boxes will contain photos as well as souvenirs that have been collected from the occasion, such as posters, invitations, and schedules. a finding aid will be created using microsoft excel software which includes the person’s name and will cross-reference with the year and topic. this finding aid will be available in hardcopy form in a binder so it can easily be used by patrons working in the archives. once the overall task of inventorying the collection has been completed, the library will take the next step in displaying the photos in various locations. although the collection may never be fully cataloged and labeled, the library feels it has a duty to share these artifacts with the community. the first location will be in the library’s large display case near the entryway so that during the library’s open house visitors can view a sampling of the collection as they walk through the doors. genealogists and local patrons will also have the option of learning about the collection while they use the campbell room for local archival records by viewing the display case located directly in front of the collection at the salina public library. the smoky hills museum would provide a similar opportunity if the library chose to display a sample of the collection so visitors could learn about the metamorphosis the school has gone through in the last fifty years and how it has influenced the region. conclusion kansas state university at salina has made a commendable attempt to start their archives project, despite budget and storage restraints. starting from scratch, they have jumped in with both feet to protect these important historical campus documents and to provide a significant service to prospective historians and university community members. in a time when budgets are tightening and the latest online resources are touted at conferences across the country, it is heartening to see librarians sacrificing time and money to meet the archival needs of their library and its patrons in a truly selfless fashion. visit the blog at k-state at salina’s library http://ksuslib.typepad.com/blog/ references baggett, j. (2004). handle with care: photos. alabama librarian, 54(1). baxter, g. (2003). the historical photograph: record, information source, object, resource. art libraries journal, 28(2), 412. berinstein, p. (1998). visual information: how to manage an image collection. searcher, 6(2), 45 -49. international federation of library associations and institutions core programme preservation and conservation. (2002). care, handling, and storage of photographs. retrieved july 9, 2008, from http://www.loc.gov/preserv/care/photolea.html ostby, j. (2006). cross-sectorial challenges for archives, libraries and museums. ifla journal, 32(3), 232-236. schmidle, r. (1996). the smile and promise of digital imaging: preserving photographs in a digital world. library hi tech news, (130), 14-16. education libraries, volume 31, no. 2, winter 2008 38 heidi blackburn is the reference and instruction librarian for kansas state university at salina in salina, kansas. she has been working in libraries for approximately five years but this is her first year teaching information literacy and reference skills at k-state at salina. jumping into the academic library world at a young age, she worked for three years at the circulation desk at truman state university before choosing librarianship as a career. she recently finished her master’s of library science at emporia state university in emporia, kansas, where she worked for two years in the emporia high school library. sla and the education division help combine two of her favorite topics; libraries and teaching people information literacy skills. reading education libraries is critical for informing her of the challenges that other librarians in the field are facing and how they are overcoming these obstacles. each issue brings to her attention emerging concerns for the overall profession and helps her become conscious of what is happening in the field across the country and around the world. special areas of professional interest for heidi include advocating for patron rights concerning freedom from library censorship and implementing new technology to meet patron needs. she also carries a hidden passion for reading fiction thrillers centering on church conspiracies. heidi blackburn reference and instruction librarian k-state at salina library 2310 centennial road salina, kansas 67401 785-826-2637 hblackbu@k-state.edu http://www.salina.k-state.edu/library/ pam bower is a library assistant at the kansas state university at salina library in salina kansas. she joined the staff in january 2008 bringing with her 10 years of library experience, including two years at the rival university – kansas university's spahr engineering library in lawrence, kansas. her work currently includes archives, mainly in the form of creating finding aids for the archive items stored at the salina campus library. sla has resources that will help her find information about working with an archival collection. a special interest to her is developing creative ways to distribute copies of photos and artifacts to solicit help with identifying the items. outside of work, she enjoys suspenseful mystery novels and spending time cooking with her family – her husband, three children, and a collie. alysia starkey is the director of libraries at k-state at salina in salina, kansas. prior to this appointment, she served as the technical services/automation coordinator for the k-state at salina campus. ms. starkey received her master’s of library science degree from the university of north texas in 2002 and is currently working on a ph.d. in educational computing, design, and online learning at kansas state university. alysia’s professional interest lies in the areas of information literacy and online learning. ms. starkey actively collaborates with school librarians and 6 – 12 english instructors on designing and incorporating information literacy instruction into curricula. education libraries, volume 34, number 1-2, summer-winter 2012 34 information literacy outreach: building a high school program at california state university northridge by coleen meyers martin, eric p. garcia, and marc mcphee abstract university and secondary school educators recognize many high school students will undertake a postsecondary education but find themselves unprepared for the academic demands once they arrive on campus. although many high school students appear to possess basic abilities in retrieving information, particularly when searching the internet, they often lack the critical evaluation skills needed to succeed at the college level (jackson & hansen, 2006). developing the necessary information literacy skills among high school students to support a successful transition to college is a unique undertaking for any institution. the authors provide a case study of an outreach effort between an academic library and an urban high school during challenging budgetary times. lessons learned from the development of their information literacy instructional program and the instructional tools created will be discussed. student outcomes within the collaboration which include the development of research and critical thinking skills necessary to succeed after high school will be addressed as well. this collaboration may serve as a model for other institutions developing similar programming. introduction the california state university northridge (csun) oviatt library’s information literacy instructional program with northridge academy high school (nahs) students was developed by oviatt academic librarians, the nahs teacher librarian and nahs teachers to increase student achievement and to address the information literacy needs and critical thinking skills of these students while they are in secondary school and as they transition into higher education. studies demonstrate high school students are graduating without the research and critical thinking skills needed to succeed with their studies at the college level (o’sullivan & dallas, 2010). possessing proficient research skills means being information literate with an ability to recognize an information need and be able to locate, evaluate and use the information effectively and ethically (acrl, 2000). critical thinking skills have been defined as “the intellectual and mental process by which an individual successfully conceptualizes, analyzes, synthesizes, evaluates, and/or applies information in order to formulate judgments, conclusions, or answers” (allen, 2008, p. 23). the “new generation of computer-literate undergraduates and the vast amount of information available by way of computers and electronic resources has increased the necessity for the development of [information literacy and] critical thinking skills” (whitmire, 1998, p. 267). bolstering student information literacy skills while they are still in high school has been a practice of many academic librarians through collaborative instructional outreach during the last 20 years (burhanna & jensen, 2006). “declining retention rates, rising levels of remediation, [and] funding shortfalls” involving college freshmen reinforce the need to intervene (burhanna & jensen, 2006, p. 510). research suggests that one of the major reasons students are not successful in college is that the college course workload is fundamentally different than the demands of high school classes (conley, 2007a). “college instructors expect students to draw inferences, interpret results, analyze conflicting source documents, support arguments with evidence, solve complex problems that have no obvious answer, draw conclusions, offer explanations, conduct research, and generally think deeply about what they are being taught” (conley, 2007a, p. 64). all of these tasks require a high level of information literacy and critical thinking skills many high school students have not acquired. yet many scholars note the importance of information literacy and critical thinking skills and how they are interdependent (daugherty & russo, 2010). these two “cognitive competencies” allow students to “process and utilize new information” and “evaluate arguments and claims critically” (pascarella & terenzini, 1991, p. 114-115). this paper will discuss the lessons learned when developing a high school information literacy program, share the tools created for the instruction, education libraries, volume 35, number 1-2, summer-winter 2012 35 and serve as a model for institutions that may want to develop similar programming. literature review many academic libraries strive to reach out to high schools and support their library’s mission of serving the community. however, kenney (1989) contends that beyond that mission, there is a need for high school students to have access to scholarly and academic resources. more and more high schools are emphasizing greater research assignment requirements in their curriculum. these requirements often exceed many school’s own resources (kenney, 1989) as they continue to struggle to keep their collections current. islam and murno (2006) found that as far back as 1983, secondary school library collections were on average 21 years old. at the time of their research, only slightly more than five percent of books in the high school library collections in their study were published after 2000. while many high school teachers and librarians encourage their students to visit an academic library for their research needs, there are other reasons to promote collaboration between high schools and academic libraries. according to joseph (1991), the process of introducing students to a new academic environment helps to decrease student anxiety which can help debunk their image of an academic library as “an unfamiliar environment with an enormously increased resource base that is far more complex, less helpful, and more demanding” than the resources they are accustomed to accessing (daniel, 1997, p. 56). additionally, even though all students will not attend college, introducing them to an academic library can help to create a comfort level within the environment and provide them with the fundamental tools to successfully navigate information in the 21st century. it also supports the development of the necessary skills for life-long learning. however, preparing high school students for the academic demands of a university education serves as an additional goal of this outreach and collaboration as well. the commission on the future of higher education (u.s. department of education, 2006), and the national high school summit report (national education summit on high schools, 2005) have identified the increased need to prepare high school students for college. their recommendations include strengthening the high school course curriculum and they also argue that greater collaboration between k-12 and higher education is necessary in order to develop students who are “college ready.” college readiness is “defined as the level of preparation a student needs in order to enroll and succeed – without remediation – in a credit-bearing general education course at a postsecondary institution that offers a baccalaureate program” (conley, 2007b, p. 5). this includes both academic preparation and understanding what students will need in order to successfully navigate the college environment. callan, finney, kirst, usdan, & venezia (2006) also conclude that secondary schools and higher education must work together to develop and establish a process in which students are able to meet the entrance requirements set by the university system to ensure their readiness as they enter post-secondary education. in identifying the importance of college readiness, scholars have also examined the significance of utilizing different approaches when integrating academic library outreach programs into a [high school?]classroom’s culture (oberg, 2009). in exploring the culture within a school setting, oberg (2009) concludes that the “core mandate is improving teaching and learning within the school, for all members of the school community, for teachers and administrators as well as for students” in order for educators to understand and embrace the commitment of a partnership between the classroom and the library (p. 15). oberg also discusses the pivotal role of the teacher librarian in relationship with the classroom teacher and the value of school principal support in fostering and maintaining cohesion among the groups. utilizing a template to develop an integrated lesson study plan, bend and la pine schools in oregon created a program to bring teachers and librarians together on the principles of teaching and reflection. the bend school librarians attended a state library conference that discussed improved collaboration between library and classroom teachers in the use of information and technology. a short time later, education libraries, volume 35, number 1-2, summer-winter 2012 36 educators from both schools established the lesson study program. the group met four times during the academic year and discussed how to integrate curriculum standards, technology, and information competency into lesson plans. once the lesson plans were implemented, the group reviewed the observations and the collected data (bilyeu, 2009). sustaining collaborative information literacy programming relationships at the secondary school level is key in developing successful partnerships with higher educational institutions. kolencik’s (2001) research indicates that increased staff development for educators is necessary in order to integrate information literacy into the curriculum. while principals cited a lack of funding as a major barrier to adding programming, teacher librarians put forth “negative attitudes of the teachers…[and a lack of understanding] about the work of the teacher-librarian as an instructional partner” (kolencik, 2001, p. 102). the study makes suggestions for improving institutional practices, policies and leadership within the school setting. examining the environment, slygh (2002) studied whether an active professional community – defined as a community possessing a high rate of collaborative practices among educators – affected the amount of library instruction provided by teacher librarians. in making recommendations, straessle (2000) suggests different methods for library media specialists and teachers to collaborate more effectively. while borthwick, stirling, nauman and cook (2003) discuss the elements for establishing and maintaining successful school and university partnerships. while many scholars discuss collaborative efforts about fostering positive relationships between teachers and librarians, ury (1996b) focuses on the day-to-day issues at owens library at northwest missouri state university. this research describes the constraints of small schools dealing with tight scheduling and budgets. ury’s work also highlights how seemingly small developments such as a lack of travel funds can disrupt long hours of outreach work and planning. finally, ury and burhanna (2007) provide insightful suggestions for high school teacher librarians, teachers and academic librarians to support them in planning successful academic library visits. burhanna’s research also discusses the day-to-day issues that have developed within the kent state university library and its’ informed transitions outreach program with local high schools. he provides insight into successfully scheduling large groups due to budget constraints, communicating about assignments, checking out materials in a timely manner and the challenges of assessment (2007). taking the practical experience and input one-step further, pearson and mcneil (2002) discuss the history and evolution of outreach service to high school students at the university of nebraska, lincoln (unl). “no special parameters were set for students participating in the program” which is generally the case when creating an outreach program from the ground up (pearson and mcneil, 2002, p. 1). however, a conceptual framework was established before the outreach program was implemented. additionally, pearson and mcneil noted challenges that many articles do not discuss. for example, when attempting to collect lost books or recover fines that were accrued by students, unl shifted the cost to the high school. during program implementation they found that the parental signature required on permission forms did not insure library property would be returned or replaced. “some parents indicated that they did not realize the ramifications of their signature and were unwilling to meet the financial obligations of their child’s actions” (pearson and mcneil, 2002, p. 2). over the course of the last several decades, articles have examined outreach efforts between high schools and university libraries from various perspectives. university administration may view library outreach programming as a means of benefiting the community and the image of the university (cosgrove, 2001). other scholars have examined the relationship between teachers, teacher librarians, university librarians and administrators from these various perspectives. some of this research provides limited details about what is necessary for building a successful outreach program by highlighting specific achievements. however, a few scholars have delved deeper and provided a meaningful and detailed framework for education libraries, volume 35, number 1-2, summer-winter 2012 37 creating an information literacy instructional outreach program. about the collaboration nahs was founded in 2004 through an educational partnership between csun and the los angeles unified school district (lausd). located in the heart of the los angeles’ san fernando valley, the university shared the school district’s vision for creating a university and school collaboration which would focus on increasing urban student achievement. nahs is a title i school with compensatory educational programs that provide supplementary services to low-achieving students from low-income families and english learner students. the goal is to improve student achievement in reading and mathematics. sixtyseven percent of nahs students are considered hispanic or latino, 18 percent are white, five percent are african american with other ethnicities completing the mix. thirteen percent are english learners who are not proficient in english and 66 percent receive free or reduced price meals (eddata, 2011a; ed-data, 2011b) (figure 1 and figure 2). figure 1 figure 2 the nahs 2010 api score was 725 out of a scale of 200-1000. the api score reflects the academic performance and growth for a school. during the 2009-2010 school year, nahs was identified as a program improvement school (pi). pi is the formal designation in california for title i-funded schools and local educational agencies that fail to make adequate yearly progress (ayp) for two consecutive years. located on the northeast end of the csun campus, nahs is home to approximately 1,080 students enrolled in grades nine through twelve. the school only admits incoming ninth-graders which fosters a student body with a low turnover rate. when tenth, eleventh or twelfth grade students transfer out of the school, the seats are filled the following fall with education libraries, volume 35, number 1-2, summer-winter 2012 38 additional ninth-graders. this creates a consistent study body and the opportunity to develop an accumulative information literacy curriculum and program. specific student outcomes of the programming and collaboration are many and include: • preparing students for college level research; • supporting the development of critical thinking skills; • assisting students with their high school research (cosgrove, 2001); • decreasing student anxiety through visits to a large academic library (burhanna & jensen, 2006); • developing information literacy skills and encouraging lifelong learning (aasl/acrl, 2000); • fostering relationships and connections at an academic library and institution; and (ury, 1996a); and • building relationships with academic and local high school educators. foundations of programming the oviatt library and nahs organizational partnership is based upon a shared vision and a variety of resources unique to each institution. the shared vision secures buy-in for the information literacy programming. buy-in refers to the partnership maintained by the administrators, staff, faculty and students involved and the manner in which they regard themselves as stakeholders in the process. the personal commitment to develop information literacy skills among high school students operates as the natural motivator for the success of the programming (fitsimmons, 2009). the collaboration also relies upon a variety of physical assets and resources. such resources include providing high school students with access to university level materials when it is deemed appropriate for a research need. in some cases this means providing students with the opportunity to borrow books or to receive one-on-one reference assistance from a university librarian. other times it involves providing access to technology, facilities, or library instruction sessions. adequate staffing is also a vital component to the success of the programming. liaisons at nahs and the oviatt library make the day-to-day working partnership possible. coordinating with the nahs teacher librarian, oviatt librarians are able to plan and implement instruction as well as provide services to meet the needs of each class that visits the library. nahs teachers also serve as liaisons in organizing information literacy instruction and implementing the borrowing of materials. the number of liaisons is not a determining factor for creating and maintaining a successful partnership. however, there is a need for a dedicated academic outreach coordinator and a high school teacher librarian who orchestrate the programming and who are supported by their respective administrations. while personnel and organizational support are crucial, adopting and maintaining an outreach program requires vital resources to ensure a successful program. these additional resources include class and preparation time. sufficient class time must be reserved and scheduled for students to visit the library and to receive instruction for their research assignments. there must be preparation time to support oviatt librarians to develop instructional tools such as handouts, tutorials and web pages. providing library instructional sessions as well as library tours are among the other activities included in the programming and require class and preparation time. funding for transportation is not an issue within this partnership since nahs is located on the university campus. flexibility and the ability to operate within a context of ambiguity concerning future programming are essential for the collaboration’s success. nahs is located on a university campus in an urban setting within the lausd, the second largest education libraries, volume 35, number 1-2, summer-winter 2012 39 school district in the united states. like many urban high schools in large school districts, nahs is not immune to the violent swings of local and state budgets. in addition to funding issues, nahs must navigate the political waters as well. it has been necessary for the oviatt library to be flexible when developing programming due to unanticipated changes that occur quickly, sometimes within a single school year (calderhead, 1999). program development the information literacy programming between the oviatt library and nahs has undergone several stages since its initiation in 2004. during the program’s inception stage, between the years 20042006, all nahs faculty, staff and students gained book borrowing privileges. the nahs teacher librarian maintains a roster of enrolled students and book borrowing agreement forms. these forms include a parental permission slip about the library’s adult environment which contains research-level collections. parents and students are additionally informed of financial obligations that may incur if items are damaged, lost or returned late. when visiting the library, students present their high school id card which is cross-referenced with the high school enrollment list when they check out books. developing collaborative relationships between the nahs teachers and oviatt librarians became an important component for the partnership. during this initial period, nahs faculty, staff and students were introduced to information literacy programming at an academic library. nahs teachers and teacher librarian attended a library tour and orientation of the oviatt library to better acquaint themselves with library resources and services. some teachers were familiar with the library since they had earned their credential through csun’s teaching credential program. however, other teachers had no familiarity with the university library and the tour helped promote awareness. teachers were encouraged to reflect on oviatt library resources and how they could be utilized within their individual classrooms and assignments. during this infancy stage of the collaboration, the nahs teacher librarian supported the development of nahs teacher buy-in of the programming. he continued to promote awareness of student information literacy needs and worked with english department teachers, whose state standards correlate well with the american association of school librarians (aasl) information literacy standards. he also worked with them and oviatt librarians to schedule library instruction sessions for their classes. not all english classes received library instruction. however, word of library instruction session success was often discussed in departmental meetings which encouraged more english teachers to incorporate oviatt library visits into their curricular plans. initially, the instruction sessions were designed to introduce students to library resources which included finding books in the library catalog and articles in library databases. this period of program development began to lay the foundation for future teacher support in creating a coordinated information literacy curriculum at other grade levels. during the 2006-2007 academic year, all nahs ninth-grade english classes visited the oviatt library within a single school year for the first time. anecdotal evidence from the sessions in previous years indicated a need to focus instruction on a few concepts during their initial one-hour instruction session. thus, students are instructed on how to find and check out a book at the library. since the 20062007 school year, nahs continues to bring all ninth-grade students for this information literacy instruction. beginning instructional phase 2007-2009 in 2007, oviatt librarians began to develop coordinated library instructional sessions which supported specific nahs class assignments for ninth and tenth graders. this became possible after several years of building nahs teacher buy-in and instructing classes on an intermittent basis. several oviatt librarians worked with the nahs teacher librarian to design the programming. the information literacy sessions developed were based upon: 1) requirements of the specific assignment; 2) time allotted for instruction; and education libraries, volume 35, number 1-2, summer-winter 2012 40 3) aasl standards. student goals for the programming included their ability to: • identify the topic sentence or research question; • create a search strategy; • determine the types of sources appropriate for an assignment; • locate books in the library catalog and articles in library databases; • extract relevant information; and • cite sources in mla citation style. in addition to these learning goals, the nahs teacher librarian provides internet and website instructional sessions with all tenth-graders. as a result, students are given the tools necessary to navigate the web and identify trustworthy websites that can be utilized as credible or academic sources. while visiting the oviatt library for the second time in an academic year, tenth graders review the steps of finding a book in the oviatt library catalog. in addition, students are introduced to the basics of boolean logic while searching and retrieving articles from the oviatt library online databases. at this level of instruction and learning, students are exposed to the idea of considering different ways to broaden and narrow topics as well as developing keywords for their searches. during the 2007-2008 academic year, a permanent oviatt library outreach librarian was brought into the high school information literacy instruction team which enabled the programming to develop in a more coordinated manner. after consultation between nahs teachers, teacher librarian and the outreach librarian it was determined the students needed more research time when they came to the oviatt library for instruction. an additional onehour session was added to each grade level currently participating in the programming. this additional session was taught by the outreach librarian and provided at the nahs campus one to two weeks before students visit the oviatt library. the library instruction on the nahs campus prior to their academic library visit better prepared students for their research experience and also increased the amount of time available at the oviatt to utilize resources. the additional class increased the opportunity for the outreach librarian to provide students with individualized, one-on-one support with their research while at the oviatt library. formalized instructional phase 2009-2011 the educators within the collaboration began adapting the information literacy programming to meet the changing needs of nahs students. during the 2009-2011 academic years, a majority of nahs students performed below the state standardized english/language arts basic level of achievement. many of these students possessed less experience with the research process and fewer information literacy skills. ninth-grade nahs students are no longer required to find and utilize books to support a research paper assignment. instead, their library visit consists of an instruction session which provides an opportunity for them to find and check out a book they are interested in reading. during the session they are introduced to the library’s basic resources and services. students find a book in the library catalog and on the shelf using the library of congress classification system. books are checked out and cited in mla citation style. this can be quite an accomplishment for many students who have never before visited or explored a four-story academic library. during the 2009-2010 academic year, many eleventh grade classes began receiving library instruction as well. in these sessions, students reviewed the information literacy skills learned in the ninth and tenth grades and built upon this knowledge. the eleventh graders are introduced to more advanced boolean search techniques and begin to distinguish credible and scholarly sources. they also are asked to consider appropriate types of sources to use given a particular information need. eleventh grade instruction is still in the developmental stage. unlike all ninth and tenth grade students, not all eleventh grade students participate annually in the information literacy programming. during the library instruction sessions for the ninth, tenth and eleventh grade students, the nahs teacher librarian accompanies all of the classes to the oviatt library with nahs library practice education libraries, volume 35, number 1-2, summer-winter 2012 41 students. library practice is an elective course at the high school that focuses on library resources and service. generally, interested twelfth graders enroll in the course. since these students have received information literacy instruction as ninth, tenth and sometimes eleventh graders, they have become invaluable tutors supporting the library instruction sessions at the oviatt library. instructional tools active engagement. cooperative learning practices have been incorporated and utilized in the sessions with nahs students. as a result, the instructional tools developed to support the information literacy programming have evolved throughout the last seven years. a multitude of tools have been used within the classroom, as well as accessed virtually, such as handouts, webpages and online instructional guides. handouts serve as in-class exercises and are used to support active engagement with students. the process of utilizing the handouts provides a hands-on pedagogy to establish and reinforce what is explained in the sessions. these short exercises were designed in collaboration with the oviatt outreach librarian, nahs teacher librarian and nahs teachers. as students migrate from the ninth, tenth and eleventh grades they continue to complete these in-class exercises to reinforce what they have learned during the instructional sessions that they attended throughout their years at the high school. the outreach librarian engages students by working through each question with the entire class. students observe the librarian searching for books, articles and sometimes web resources using the overhead projector as they answer the questions together. students are encouraged to participate through a series of questions and only earn credit for the lesson if they complete the exercise in full. this requirement also supports participation. the exercises contain 10 to 14 questions which focus on the particular information literacy goals for that session. students complete tasks such as: create a list of keywords for your topic sentence; write the following citation information in proper mla style, and answer questions such as: what is the purpose of the subject headings listed in the record? once the students have completed the tasks and answered the questions, they use the worksheet to locate their information in the library catalog or databases at their computer workstation or within the library. handouts. beneficial to the programming during the library session are handouts designed to be used later for reference purposes; however, webpages specifically created for nahs students and their assignments have made great impact as well. the webpages can be accessed anywhere at any time and serve as a virtual guide in providing information for their specific assignment. keywords and subject headings on how to find information for their research topic are included as well as direct links to appropriate databases, citation tools and web resources. in addition, basic information about check-out policies and privileges as well as the contact information for the oviatt outreach librarian and reference assistance are located there. in addition, the webpages also serve as a backup to research support if students lose or misplace their in-class exercise which also covers much of this information. webpages are also useful for parents and guardians who either want to support their students with their research or would like to know about the resources available at the oviatt library for their children. online instructional tools, independent of the assignment-related webpages are also valuable to the learning process. the oviatt library’s modern language association (mla) high school style guide uses a combination of hyperlinks, images and text to guide high school students in creating correct citations. when the collaboration first developed, oviatt librarians noticed that students searched the internet for citation examples they could understand and use as a models when they created their work cited lists. for the most part, their searching led them to mla guides created by academic institutions targeting college students. since high school students generally do not possess as much experience creating citations as college students, they needed a more detailed guide than the information they were finding independently. many of the current academic style guides are based on implied knowledge such as being able to identify who the author is, where to locate the publication year of the item, and the title of the work or publication. the high school citation guide uses a education libraries, volume 35, number 1-2, summer-winter 2012 42 combination of words, pictures and visual imagery about where to locate this information and how to create an accurate citation. it provides specific details for building a citation and gives numerous examples of what they should look like. the guide also includes instruction on how to create citations for library database articles, e-books and books in print, as well as how to create citations based on information obtained from credible websites, online encyclopedias and youtube videos. assessment with session handouts formal testing and assessment has not been conducted for the programming at this time. several logistical obstacles contribute to making assessment a difficult and time-consuming undertaking with high school students. since these students are under 18 years old, parental consent for participation is necessary. another difficulty in assessing these students is that testing is generally done over a long period of time. the potential goal to follow students through high school and into college to assess impact of the program would be difficult, as there is a tremendous challenge in follow-up and in staying connected to students as they progress past high school. finally, coordinating the assessment testing with the high school teacher librarians may be challenging since it can sometimes be a struggle to find time within the curriculum to schedule the information literacy sessions themselves (burhanna, 2007). despite these challenges, oviatt librarians have been utilizing worksheets during library instruction sessions to help support student involvement, standardize the information literacy programming, and provide on-the-spot informal assessment. students are given a worksheet and the answers are provided during the course of the lesson. students must have completed the exercise by the end of the session to earn credit for the class. this helps motivate students to stay focused and participate during the lecture. the worksheets are graded by the nahs teacher librarian and library practice students which saves time for nahs classroom teachers. additionally, review and reflection of the corrected work by the nahs teacher librarian and oviatt librarians has led to modifications in instruction due to immediate feedback after each class. these in-class information literacy instruction exercise worksheets are updated regularly and student responses are used to gauge the short-term effectiveness of instruction. for example, after one class session it was discovered that many students had missed a particular question about the purpose of subject heading links in the library catalog. this informed the instruction for the following class. more time was spent on explaining usage of the heading links and the class did not move on to the next concept until it had been grasped fully. subsequent grading of the exercises confirmed the extra time spent had supported the students’ understanding of subject heading links. informal assessment with the exercises also revealed the need to shorten the worksheets in order to focus more effectively on specific concepts. initially students were asked to cite an article in mla citation style. this was done as a group with the oviatt librarian guiding the development of the citation aloud. however, it appeared many students still struggled with the concept of creating a citation and required one-on-one support in order to complete the citation correctly. consequently, the oviatt librarian revamped the exercise by removing questions that weren’t absolutely necessary and changing the question about creating a citation in mla style. the updated version provided the correct format for an mla citation and students were asked to “plug in” the various elements of the citation in the prescribed format. this provided a visual explanation and helped students to become more accustomed to the basics of formatting at this beginning stage of working with mla. finally, during the one-on-one library instruction sessions at the oviatt library it was discovered that many students needed support in narrowing their topics. many of their topics were overly ambitious and as a result, the research process quickly became overwhelming and difficult. the oviatt librarian modified the information exercise to include a discussion and question section about common ways to narrow a topic. currently, each grade level of information literacy instruction covers the concept of narrowing or broadening a topic through education libraries, volume 35, number 1-2, summer-winter 2012 43 questions on the information literacy instruction exercise worksheets. obstacles during developmental stages collaboration between teachers and librarians concerning lesson planning and library instruction developed as a slow process in the beginning of the programming. both librarians and teachers had hoped to develop a means to communicate about assignment details and student research needs in a collaborative manner when designing instruction. however, during the initial programming period, communication and lesson planning was often limited to the nahs teacher or teacher librarian providing the oviatt librarian with the research assignment via email. without the more developed communication structures which are in place today, the oviatt librarian planned instruction independently during this phase. other issues concerning a lack of coordination developed in the early stages. library instruction session dates were not scheduled well in advance and a series of different oviatt librarians were called upon to provide the instruction. this did not support the development of continuity and consistency in the programming which would have occurred if a single oviatt librarian provided the instruction. in addition, a turnover in oviatt outreach librarians, which included four different outreach librarians coordinating the instruction over a four-year period, slowed the development process. but it was discovered that the lack of formal collaboration between the teachers and the oviatt librarians had exposed the nahs faculty to a variety of instruction approaches and resources. since each oviatt librarian integrated varying levels of information literacy instruction and resources into their sessions based on their perceived needs of the high school students, the nahs teacher librarian and teachers were better able to understand the level of information literacy and critical thinking skills oviatt librarians could address with their instruction. as the programming continued to evolve through collaborative efforts, both institutions faced significant budgetary challenges leading to furlough days and decreased library services. because of these new constraints, the oviatt outreach librarian continued to provide information literacy instruction sessions when the classes had been scheduled months in advance, however, additional lectures based on new requests were not able to be scheduled due to the impact of furlough days. in addition, service hours at the high school library decreased the opportunity for students to access materials and support. finally, an ongoing concern that the lausd may no longer fund a teacher librarian for each high school in the district created an environment of uncertainty since the nahs teacher librarian plays a pivotal role with teacher support of the programming. overall, consistent budget issues related to the loss of personnel and class time has slowed long-term program implementation. lessons learned many lessons have been learned about what is necessary to create and manage a successful academic library and school partnership within an urban school setting. while the information literacy programming continues to build, one of the barriers that has slowed progress is securing proper class time for instruction. with the district’s current emphasis on increasing student performance on standardized testing, some teachers have been reluctant to spare class time for the library sessions. however, the competing demand for class time presented an opportunity for developing new structures of communication and instruction within the collaboration. during the 2008-2009 school year several of the english teachers questioned the investment of class time in the collaboration when some of their students were unsuccessful in completing their research paper assignment. at the same time, teachers and librarians involved in the programming believed the students needed more support with their research. open communication between the nahs teachers, teacher librarian and oviatt librarians led to the development of adding instructional time for the students. this worked well for the nahs teachers since this instruction would be provided on the nahs campus. the teachers appreciated the flexibility with the location of the instruction because it meant they did not have to leave their classrooms and could work on other projects and yet their students would be supported education libraries, volume 35, number 1-2, summer-winter 2012 44 with additional time to be successful with their research paper assignment. this additional session addressed teachers’ needs and concerns and continued to support buy-in for the programming. consistent communication between the oviatt librarians, nahs teacher librarian and teachers about practical concerns within the information literacy programming has been essential to maintain support. scheduling class time for information literacy instruction became an issue once more during 20092010 school year. this was the period nahs was identified as a program improvement school (pi). in the state of california, pi is the formal designation for title i-funded schools and local educational agencies that fail to make adequate yearly progress (ayp) for two consecutive years. ayp is a mandated statewide accountability system measuring school performance. while information literacy skills are imbedded in the english/language arts standards, there is not a significant focus on such skills in the california standardized tests (cst) which contribute to a school’s academic performance indicator (api) and used to measure ayp. this increased pressure on nahs teachers to focus their teaching to the skills tested in the csts. once again, english teachers became reluctant to spare classroom sessions for the information literacy instruction. however, the nahs teacher librarian developed a creative scheduling solution between the english and history teachers. he correlated the english class assignment of reading the novel three cups of tea with a world history research paper assignment. working with both tenth grade english and world history teachers, they developed a research paper assignment related to the english class reading and the world history assignment topics. by involving the world history teachers in the information literacy instruction, the information literacy program would only utilize one classroom session of the english teachers which alleviated their concern about instruction time. currently the tenth grade english teachers reserve one classroom session and the tenth grade world history teachers reserve time for the second information literacy session. this type of collaboration requires less time commitment from the english teachers and supports further buy-in of the programming by bringing new teachers into the day-to-day partnership. building consistency in programming the need to maintain at least several key individuals within the partnership to retain and build consistency became evident early on in the collaboration. during the development of the programming there had been a significant turnover in nahs teaching staff due to retirements and transfers often related to budget issues. currently, only seven teachers from the 2004 school year still remain at nahs with a teaching staff of 40. such turnover in staff requires the nahs teacher librarian to continually recruit new nahs teachers into the information literacy programming. he also must reinforce the benefits of information literacy instruction in an effort to continue to build a school wide information literacy curriculum. unfortunately, the need to underscore the importance of information literacy instruction is necessary since strong k-12 library programs and support for them are not the norm in the state of california. california ranks last, or 51st in the nation in terms of librarian to pupil staffing (california department of education, 2006). the high turnover of oviatt library outreach librarians also impacted consistency in the programming. the need to document instruction goals became evident since four librarians served in the facilitating role since 2004. those serving in this capacity kept detailed notes on their instruction and student needs enabling those new to the programming to build upon what had been developed previously. nahs teachers and teacher librarian also supported consistency in programming with their input and documentation each year. the nahs teacher librarian maintained instructional goals on the information literacy skills which had been taught and on new information literacy skills to be added in future sessions. all of these actions enabled new teachers and librarians to step into the ongoing programming to ensure the instruction and partnership would remain on course. recommended strategies the process of developing programming and tools to build an information literacy instructional education libraries, volume 35, number 1-2, summer-winter 2012 45 outreach program will vary from institution to institution. however, the list below provides recommended strategies to support successful collaborations at urban institutions and other types of organizations as well. partnerships will want to include: • open communication between teachers, teacher librarians and academic librarians to design and implement instruction; • flexibility when scheduling programming; • class time for information literacy sessions; • reinforcement of buy-in on a consistent basis; • funding for transportation if busing students is necessary; • stakeholders at each institution who document instructional programming goals and needs; • funding for librarians and their time spent planning and preparing information literacy programming; • instructional tools including handouts, webpages and online instructional guides; and • formal or informal assessment and time for reflection. conclusion academic instructional outreach programs targeting high schools play an instrumental role in preparing students to transition successfully into the academic community. such programming is necessary due to the many new demands a post-secondary education places upon campus freshmen. these new college students are expected to know more than ever before in today’s technological environment. successfully navigating the processes of research and analysis are among the necessary skills. yet the challenges of instructional outreach programs can be easily underappreciated. teachers, teacher librarians, administrators, and academic outreach coordinators face a daunting challenge in supporting students in the development of information literacy and critical thinking skills which are necessary to effectively utilize information. economic, political, and the day-to-day communication and scheduling issues are all variables that impact any outreach initiative. the success of an outreach program is dependent upon the inter-relatedness of these variables and the commitment of the educators involved. nonetheless, research indicates that any outreach initiative is a step in a positive direction for student learning. information literacy instructional programs will continue to support high school graduates as they transition. the collaboration between california state university, northridge’s oviatt library and the educators and students of northridge academy high school is unique in that as the program continues to develop more nahs students will be able to participate in the programming and gain the necessary information literacy and critical thinking skills. it is likely that those within this collaboration as well as those within other educational partnerships will face budgetary constraints and the prioritization of resource allocation. however, the experiences presented and the lessons learned within this organizational relationship may serve as a model to support the development of programming within other institutions. references association of college and research libraries (acrl). (2000). information literacy competency standards for higher education. retrieved from http://www.ala.org/ala/mgrps/divs/acrl/stand ards/informationliteracycompetency.cfm american association of school libraries and association of college and research libraries (aasl/acrl) task force on the educational role of libraries. (2000). blueprint for collaboration. retrieved from http://www.ala.org/ala/mgrps/divs/acrl/publi cations/whitepapers/acrlaaslblueprint.cfm allen, m. (2008). promoting critical thinking skills in online information literacy instruction using a constructivist approach. college and undergraduate libraries, 15, 23. retrieved from http://www.tandf.co.uk/journals/wcul education libraries, volume 35, number 1-2, summer-winter 2012 46 bilyeu, l. (2009). teachers and librarians collaborate in lesson study. knowledge quest, 38, 14-19. retrieved from www.ala.org/aasl/knowledgequest borthwick, a. c., stirling, t., nauman, a. d., & cook, d. l. (2003). achieving successful school-university collaboration. urban education, 38, 330-371. doi: 10.1177/0042085903038003003 burhanna, k.j., & jensen, m. (2006). collaborations for success: high school to college transitions. reference services review, 34, 509-719. doi: 10.1108/00907320610716413 burhanna, k.j. (2007). instructional outreach to high schools: should you be doing it? communications in information literacy, 1, 74-88. retrieved from http://www.comminfolit.org/index.php/cil calderhead, v. (1999). partnership in electronic learning. reference services review, 27, 336-343. doi: 10.1108/00907329910303455 california department of education. (2006). statistics about california school libraries. retrieved from http://www.cde.ca.gov/ci/cr/lb/schoollibrstat s08.asp callan, p. m., finney, j. e., kirst, m. w., usdan, m. d., & venezia, a. (2006). claiming common ground: state policymaking for improving college readiness and success. retrieved from http://www.highereducation.org/reports/com mon_ground/common_ground.pdf conley, d.t. (2007a). the challenge of college readiness. educational leadership, 64, 2329. retrieved from http://www.ascd.org/publications/educationa l_leadership.aspx conley, d. t. (2007b). redefining college readiness. retrieved from http://www.aypf.org/documents/redefining collegereadiness.pdf cosgrove, j.a. (2001). promoting higher education: (yet) another goal of bibliographic instruction of high school students by college librarians. college & undergraduate libraries, 8, 17-24. retrieved from http://www.tandf.co.uk/journals/wcul daniel, e. (1997). high school to university: what skills do students need? in l. i. lighthall & k. haycock (eds.). information rich but knowledge poor? emerging issues for schools and libraries worldwide (pp. 53-61). seattle, or: international association of school librarianship. daugherty a.l. & russo m.f. (winter 2010). reinforcing critical thinking and information literacy skills through assignment design. louisiana libraries, 72, 26-29. retrieved from http://www.leeric.lsu.edu/lla ed-data. (2011a). student by race/ethnicity: northridge academy high school, school profile – fiscal year 2009-10. retrieved from http://www.ed-data.k12.ca.us ed-data. (2011b). special programs: northridge academy high school, school profile – fiscal year 2009-10. retrieved from http://www.ed-data.k12.ca.us fitsimmons, g. (2009). resource management: people gaining buy-in. the bottom line, 22, 21-23. doi: 10.1108/08880450910955404 islam, r. l. & murno, l. (2006). from perceptions to connections: informing information literacy program planning in academic libraries through examination of high school library media center curricula. college & research libraries, 67, 492-510. retrieved from http://crl.acrl.org/ jackson, l. & hansen j. (2006). creating collaborative partnerships: building the framework. reference services review, 34, 575-588. doi: 10.1108/00907320610716468 joseph, m. e. (1991). the cure for library anxiety – it may not be what you think. catholic library world, 63, 111-114. retrieved from http://www.cathla.org/catholic-libraryworld-clw kenney, d. j. (1989). teens in academe. school library journal, 35, 181. retrieved from http://www.slj.com kolencik, p. l. (2001). principals and teacherlibrarians: building collaborative partnerships in the learning community. dissertations & theses – dai-a 62/05. retrieved november 30, 2011, from dissertations & theses. (aat no. 3013296) education libraries, volume 35, number 1-2, summer-winter 2012 47 national education summit on high schools. (2005). an action agenda for improving america’s high schools. washington, dc: achieve, inc. and national governors association. oberg, d. (2009). libraries in schools: essential contexts for studying organizational change and culture. library trends, 58, 9-25. doi: 10.1353/lib.0.0072 o’sullivan, m.k. & dallas, k.b. (spring 2010). a collaborative approach to implementing 21st century skills in a high school senior research class. education libraries journal, 33, 3-9. retrieved from http://www.educ.cam.ac.uk/lise/liseleic.htm pascarella, e.t. & terenzini, p.t. (1991). how college affects students: findings and insights from twenty years of research. san francisco: jossey bass. pearson, d. & mcneil, b. (2002). from high school users college students grow: providing academic library research opportunities to high school students. knowledge quest, 30, 24-28. retrieved from www.ala.org/aasl/knowledgequest slygh, g. l. (2000). shake, rattle, and role! the effects of professional community on the collaborative role of the school librarian. dissertations & theses – dai-a 61/08. retrieved november 30, 2011, from dissertations & theses. (aat no. 9982268) straessle, g. a. (2000). teachers' and administrators' perceptions and expectations of the instructional consultation role of the library media specialist. dissertations & theses – mai 39/01. retrieved november 30, 2011, from dissertations & theses. (aat no. 1400457). u.s. department of education. (2006). a test of leadership: charting the future of u.s. higher education. a report of the commission appointed by secretary of education margaret spellings. retrieved from http://www2.ed.gov/about/bdscomm/list/hie dfuture/reports/final-report.pdf ury, c.j. (1996a). prepping for college. school library journal, 42, 48. retrieved from http://www.slj.com ury, c. j. (1996b). value added: high school research projects in an academic library. clearing house, 69, 313-315. retrieved from http://www.tandf.co.uk/journals/titles/00098 655.asp whitmire, e. (1998). development of critical thinking skills: an analysis of academic library experiences and other measures. college and research libraries, 59, 267. retrieved from http://crl.acrl.org/ coleen meyers martin oviatt library, california state university northridge coordinator of outreach services and reference & instruction librarian 18111 nordhoff st. northridge, ca 91330-8327 coleen.martin@csun.edu http://library.csun.edu/cmartin eric p. garcia, oviatt library, california state university northridge psychology and educational psychology & counseling librarian marc mcphee teacher librarian, northridge academy high school, los angeles unified school district mailto:coleen.martin@csun.edu http://library.csun.edu/cmartin education libraries, volume 34, number 1-2, summer-winter 2012 2 o u r e d i t o r i a l b o a r d board: debbie bogenschutz coordinator of information services johnnie mae berry library cincinnati state college library 3520 central parkway cincinnati, oh 45223-2690 dabogens@fuse.net lesley farmer california state university, department of advanced studies in education and counseling 1250 bellflower blvd., long beach, ca 90840 lfarmer@csulb.edu karen mcquillen manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 kmcquillen@ets.org editor: jacqueline snider act, information resource center iowa city, ia 52243 education.libraries@gmail.com education division, sla chair: bernadette bailey chair-elect: lesley farmer past chair: debbie bogenschutz secretary/treasurer: karen croneis bulletin editor: karen croneis membership chair: lesley farmer professional development chair: lesley farmer archivist: vacant webmaster: lesley farmer education libraries (issn 0148-1061) is a publication of the education division, special libraries association (sla). it is published two times a year (summer/winter). issues of education libraries are available in full-text from 2004 to the present on the sla education division’s website at http://education.sla.org/. education libraries is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2012 – special libraries association, education division mailto:dabogens@fuse.net mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org mailto:education.libraries@gmail.com http://education.sla.org/ from: education libraries, volume 33, number 2, winter 2010 68 adapting to the needs of mobile users compiled by chris bober reports on emerging technologies – use of mobile devices smith, s.d., & caruso j. b. the ecar study of undergraduate students and information technology, 2010 (research study, vol. 6). retrieved from http://www.educause.edu/resources/ecarstudyofundergraduatestuden/217333 the 2010 study is the seventh annual survey of technologies being used by students in higher education. for the last two years, the report has included a special focus on student‘s use of web-based applications and resources. it was reported that 62.7 percent of respondents owned an internet-capable handheld device (smartphone) and around 43 percent of them use it daily to access the internet. although student expectations for using their mobile devices for educational purposes may be growing, the reality is that most universities have not developed the necessary infrastructure and ―this may be reason for concern if student adoption far outpaces institutional support capability.‖ johnson, l., levine, a., smith, r., & stone, s. (2010). the 2010 horizon report. retrieved from http://www.nmc.org/publications/2010-horizon-report the horizon report, published annually since 2004, is the result of collaboration between the new media consortium and educause learning initiative. the report is generated from the ongoing research conducted by the horizon project which forecasts emerging technologies that will ―likely have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years.‖ the horizon project has been tracking the emergence of mobile computing for the past four years and it is now identified as one of the key technological trends to watch for. the authors believe that mainstream adoption in education is imminent as greater numbers of ―faculty and instructional technology staff are experimenting with the possibilities for collaboration and communication offered by mobile computing.‖ libraries and mobile learning aldrich, a. (2010). universities and libraries move to the mobile web. educause quarterly, 33(2), retrieved from http://www.educause.edu/educause+quarterly/educausequarterlymagazinevolum/universitiesa ndlibrariesmoveto/206531 this study explored the progress of mobile web site development across large research universities in the united states and canada, examining the websites of 111 association of research libraries member universities and libraries. while the study results indicate that universities and their libraries have adapted to the technical aspects of providing mobile websites, it was found that ―few functions on university mobile websites clearly addressed educational needs, highlighting an opportunity to provide more educational links and applications.‖ r e s o u r c e s o n t h e n e t http://www.educause.edu/resources/ecarstudyofundergraduatestuden/217333 http://www.nmc.org/publications/2010-horizon-report http://www.educause.edu/educause+quarterly/educausequarterlymagazinevolum/universitiesandlibrariesmoveto/206531 http://www.educause.edu/educause+quarterly/educausequarterlymagazinevolum/universitiesandlibrariesmoveto/206531 education libraries, volume 33, number 2, winter 2010 69 ashford, r. (2010, november). qr codes and academic libraries: reaching mobile users. college & research libraries news, 71(10), 526-530. retrieved from http://crln.acrl.org/content/71/10/526.full ashford presents an overview of qr (quick response) codes, a type of barcode that is readable by smartphones and mobile phones with cameras. used effectively, qr codes can provide value added virtual information to existing services at point of need. although qr codes are now primarily used by corporations, libraries are beginning to realize their potential and are incorporating them into their mobile friendly services. he provides practical uses of qr codes in libraries, including mobile library catalogs and online databases. this presents challenges including ―the need to educate our university communities about qr codes and their uses, how to make them work on different devices, etc.‖ griggs, k., bridges, l.m., rempel, h.g. (2009, november 23), library/mobile: tips on designing and developing mobile web sites. code4lib journal, 8. retrieved from http://journal.code4lib.org/articles/2055 in response to the ever increasing levels of user dependence on mobile devices, oregon state libraries‘ developed a mobile accessible web site. six main design guidelines are offered: ―consider the mobile context, adapt the content per mobile device, design based on tried and true patterns, test on a subset of phones, validate conformance and evaluate with your patrons.‖ lippincott, j.k. (2010, january march). mobile reference: what are the questions? (preprint). the reference librarian, 51(1), 1-11. retrieved from http://www.cni.org/staff/joanpubs/mobile.reflibn.final.pdf lippincott provides practical advice for academic libraries that are planning to deliver reference services to users of mobile devices. often overlooked in the literature on providing mobile services is ―the identification of overall goals, mobile-compatible content availability, and institutional environment issues.‖ providing a means of measuring the success of the services is also essential. seeholzer, j. (2010) library on the go: a focus group study of the mobile web and the academic library. college & research libraries. advance online publication. retrieved from http://crl.acrl.org/content/early/2010/04/29/crl-65r1.full.pdf+html this article details part of the planning process for developing a mobile web site at kent state university libraries. the primary objective was to gauge student needs and expectations for mobile services by using focus groups. it was assumed that providing basic library information on the mobile web site would be sufficient. however, the study found that students were more interested in using their mobile devices for doing research on the library catalog and on databases. students also placed a great emphasis on incorporating communication technologies like instant messaging reference services to ask reference questions on the mobile web site. thomas, l.c. (2010, october 15). gone mobile: (mobile libraries survey 2010). library journal.com, 135 (17), retrieved from http://www.libraryjournal.com/lj/ljinprintcurrentissue/886987403/gone_mobile_mobile_libraries_survey.html.csp thomas reports on an email survey of public and academic libraries that was used to gauge the state of mobile library services in 2010. a majority of libraries were responding or, at the very least, were planning to respond to the evolving expectations of mobile users. mobile services currently offered fall into three categories: mobile websites, mobile catalogs, and sms reference (text messaging). among the more interesting survey findings was that existing mobile services were not being heavily used by their intended http://crln.acrl.org/content/71/10/526.full http://journal.code4lib.org/articles/2055 http://www.cni.org/staff/joanpubs/mobile.reflibn.final.pdf http://crl.acrl.org/content/early/2010/04/29/crl-65r1.full.pdf+html http://www.libraryjournal.com/lj/ljinprintcurrentissue/886987-403/gone_mobile_mobile_libraries_survey.html.csp http://www.libraryjournal.com/lj/ljinprintcurrentissue/886987-403/gone_mobile_mobile_libraries_survey.html.csp education libraries, volume 33, number 2, winter 2010 70 audience. libraries also reported that there many roadblocks that stood in the way of expanding their mobile services, especially those pertaining to ebooks: ―libraries struggle to make them available via handheld devices owing to the limitations of digital rights management, restrictive (or nonexistent) lending rules, exclusive platforms, and noncompatible file types—all of which impede efforts to provide effective access to electronic collections.‖ vollmer, t. (2010). there’s an app for that! libraries and mobile technology: an introduction to public policy considerations. policy brief no.3. retrieved from the american library association website: http://www.ala.org/ala/aboutala/offices/oitp/publications/policybriefs/mobiledevices.pdf this policy brief was issued by the american library association‘s office for information technology policy. libraries are expanding their outreach by providing services for mobile users, but there are concerns as ―the proliferation of mobile devices and services raises issues of access to information in the digital age, including content ownership and licensing, digital rights management, and accessibility.‖ there are also concerns about reader privacy in the way that patron usage information can be accessed and used. mobile libraries conferences handheld librarian iv. archives. (2010). retrieved from http://www.handheldlibrarian.org/archives the handheld librarian iii online conference was held from july 28 to july 29, 2010. this site provides links to the conference presentations on innovative uses of technology, best practices for designing and developing mobile library services, as well as the evolving role of libraries as they adapt to these services. m-libraries conference. (2010). retrieved from http://www.usq.edu.au/m-libraries the m-libraries conference ―brings together researchers, educators, technical developers, managers and library professionals to exchange experience and expertise and to try to generate ideas for future developments.‖ the third international m-libraries conference will be held in brisbane, australia, from march 11-13, 2011. conference presentations from the 2009 and 2007 conferences are provided from this site. web sites, blogs and wikis on mobile technologies fox, m.k. (n.d.). mobile technologies in libraries: how the academic library is using pda's, handhelds and other mobile technologies. retrieved from http://web.simmons.edu/~fox/pda/#4 this web site provides links to all things related to mobile developments in libraries: presentations and reports, hardware and software applications, and current awareness sites. i education apps review. (n.d.). retrieved from http://www.iear.org/ i education apps review is an online community of volunteer reviewers who investigate the educational value of mobile apps, specifically those developed for the iphone, ipod touch, and ipad. reviewers evaluate the usefulness of these apps for classroom settings at all educational levels. http://www.ala.org/ala/aboutala/offices/oitp/publications/policybriefs/mobiledevices.pdf http://www.handheldlibrarian.org/archives http://www.usq.edu.au/m-libraries http://web.simmons.edu/~fox/pda/#4 http://www.iear.org/ education libraries, volume 33, number 2, winter 2010 71 m-libraries. (2010). retrieved from http://www.libsuccess.org/index.php?title=m-libraries m-libraries is part of the library success: a best practices wiki. it includes links to libraries that have interfaces or applications for mobile users, vendors of mobile interfaces and applications, and suggested readings on mobile services in libraries. spectrum > mobile learning, libraries, and technologies. (n.d.). retrieved from http://www.mobilelibraries.blogspot.com/ spectrum is a blog started by gerry mckiernan of iowa state university library in april 2009. its stated mission is ''documenting any and all topics relating to mobile learning‖. spectrum is useful for current awareness as the posts consist of new product introductions as well as abstracts or summaries of published articles and conference presentations with links to the full text. compiler‘s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc@alcor.concordia.ca http://www.libsuccess.org/index.php?title=m-libraries http://www.mobile-libraries.blogspot.com/ http://www.mobile-libraries.blogspot.com/ mailto:boberc@alcor.concordia.ca education libraries, volume 35, number 1-2, summer-winter 2012 76 this expertly edited volume of essays is founded in solid research and exquisite writing by a group of well-chosen and thoughtful individuals from around the world. the authors approach the role of web 2.0 in education from a range of perspectives, examining studies of implementation that are cited in extensive reference lists of carefully selected texts at the close of each chapter. as mark warschauer points out in his brief forward that sets the stage for this slim volume, the authors make their case that “students’ access to, participation with, and fluency in the use of new technologies do not in themselves guarantee that any serious learning is taking place.” the twelve chapters that follow give the reader insight into what teachers and administrators must do to assure that concern with using the technology does not overwhelm our efforts to develop critical thinkers among digital natives, digital immigrants, youth or adults. the book is divided into two parts, theoretical perspectives and applying digital education, with an introduction by the editor and an insightful concluding chapter by stephen bax of the centre for research in english language learning and assessment (crella) at the university of bedfordshire, uk. michael thomas, (university of central lancashire, uk), who serves as editor of the international journal of virtual and personal learning environments, begins this volume explaining the purpose of the book: “an attempt to address many of the important questions, contradictions, and opportunities related to digital education and to consider them from the perspective of different learning contexts… in order that instructors, learners, and policymakers can learn from, rather than merely repeat, the mistakes of the past.” mark pegrum, assistant professor in the graduate school of education at the university of western australia, focuses on digital literacy, reminding the reader that the “digital generation… is far less homogenous than the term implies…because kids are using technology for social and entertainment purposes, it does not mean they are acquiring the critical literacies necessary to use it for educational or professional purposes, or that they fully understand its affordances and pitfalls.” he reminds us that kids may be “tech-comfy,” while not being particularly “tech-savvy.” the chapter “maps out some of the key, often overlapping, areas we must consider in preparing students at all levels to make the most of their potential in a web 2.0 world.” chaka chaka, senior lecturer and coordinator of the english unit within the department of humanities education at walter sisulu university (south africa), examines existing research studies on web 2.0 in education. chapter 3 explores why “there is yet to be a widespread adoption of these technologies in the higher education sector worldwide.” the conclusion: “web 2.0 technologies should be mainstreamed and harnessed to blur the classical divide between informal and formal learning. “ rita kop and paul bouchard, both of canada, make similar discoveries as they explore the role of web 2.0 as it applies to the adult learner. they recognize b o o k r e v i e w s thomas, m., ed. digital education: opportunities for social collaboration. new york: palgrave macmillan, 2011. isbn 978-0-23011158-5 262. $95. reviewed by barbie keiser education libraries, volume 35, number 1-2, summer-winter 2012 77 that the technology allows the learner to take ownership of what they will learn, why, when, at what cost, with whom, and how. the authors focus on critical engagement online and the importance of the educator as expert, responsible for making people aware of alternative points of view. for them, the notion of learning and knowledge are being redefined, and “there will be a need for learners to have access to a trusted “knowledgeable other” in order to negotiate the complex tasks of epistemic growth.” they recognize that selfdirected learning “liberates” knowledge from its traditional institutional guardians and will have an impact on academic credentials. educational networking is the theme of christina costa’s chapter. the author, a member of the central research team at salford university (uk), recognizes the emergence of the participatory web and discusses the various types of learning communities that are benefitting both learners and educators. part i closes with a chapter by thomas berger (director of the institute of interdisciplinary research, fulda, germany) and michael thomas who address the potential opportunities of integrating learning technologies in educational institutions, “as well as significant points of resistance.” the chapter is addressed to instructors and administrators, introducing “an approach to change management… that attempts to resignify resistance as a productive rather than destructive force.” part ii of the book addresses particular researchbased or practical applications of digital technologies through case studies:  virtual and personal learning environment (vle): authors philip banyard, jean underwood, lianne kerlin, and james stiller address the need for a personalized education system that encourages “children, from an early age and across all backgrounds, to become more involved in making decisions about what they would like to learn and how.” they stress the need for vles ‘to work with and not against current pedagogic practice.” when children’s experience of technology in formal education settings is different from that in their homes “there are increasing indications that learners’ expectations of technology, and, as a result, of learning, are not being met.”  virtual worlds: authors dafne gonzalez, christina palomeque, and paul sweeney use teaching spanish in second life as their case study.  web 2.0 in an asian context: mary burns and petra wiyakti bodrogini’s communitybuilding tool is a case study located in indonesia.  social media: kelli s. burns’ case is one of teaching research methods using social media. her research methodology—an ethnography project, interview project, and survey—are described in detail and the results presented may surprise some readers.  social networking: joannah portman daley deconstructs formal and informal learning. stephen bax’s concluding chapter” presents a critical appraisal of many of the assumptions of digital education and looks forward to its future prospects.” you can find out more about each of the contributors to this text in the editor’s notes on contributors, followed by a handy index to the volume. that, along with the extensive references at the close of each chapter, will provide me with additional reading for months to come. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. barbie.keiser@gmail.com mailto:barbie.keiser@gmail.com education libraries, volume 35, number 1-2, summer-winter 2012 78 this volume, a compilation of chapters written by some of the most experienced and knowledgeable curriculum librarians in the united states, reviews the history of curriculum materials within the context of the commencement of formal education, present issues in developing and maintaining curriculum and future directions for curriculum materials centers (cmcs). the early chapters focus on the history of classroom teaching and the evolution of curricula used. from the clear need for places to keep and manage curriculum materials and textbooks comes the inception of the curriculum materials center. allowing students to become familiar with curriculum materials and gain practical experience with developing materials is an integral component to teacher education. brownson’s chapter on the role of children literature in the cmc serves as both a primer on literacy strategies as well as a guide to helping preservice teachers select literature for lessons. for example the author discusses how librarians can help pre-service teachers develop cross-curricular themes and lessons using children’s literature. additionally, suggestions are made as to how staff can promote the collection. strategies for collaboration are outlined in chapter 4, but are also discussed in later chapters. servicelearning projects and children’s literature events are examples of sample collaborations with teaching faculty. because many cmcs are located within the school of education rather than the campus library, librarians have unique opportunities to collaborate with education faculty. another successful example is recruiting education faculty into relationships that focus on teaching and emphasizing information literacy. for example, the authors describe their experience of embedding librarians into children’s literature and curriculum courses. nadean meyer’s chapter on how to “stretch dollars” when building a collection will be a useful selection for many cmc librarians. the chapter also serves as a guide to the types of materials that are commonly collected in curriculum centers. additionally she discusses how to make the case for more funding based upon circulation statics and how to create learner centered collections. chapter 6 outlines the steps for staffing the cmc with well-trained staff. linda teel emphasizes that curriculum librarians should not be expected to cover dual jobs for other subject areas in the library, as service to patrons will be compromised and the development of the collection will suffer. tips for hiring cmc staff are offered as well. chapter 8 discusses the change in uses of textbooks in classrooms. a history of textbooks such as hornbooks and the mcguffey’s readers is presented. suggestions on how curriculum librarians can handle the move by many school districts, to e-book versions of their texts are offered as well. managing such collections will prove challenging with respect to providing access and following copyright law. in the latter chapters that refer to the future of cmcs, emphasis is placed on the need for supporting and leading teaching with technology, as well as facilitating outreach and collaboration within and without the institution. in order for curriculum librarians to remain relevant they must show the value of the center to the institution. for s kohrman, r. curriculum materials collections and centers: legacies from the past, visions of the future. chicago: association of college and research libraries, 2012. 978-0-8389-8602-8. $48. reviewed by amy catalano. education libraries, volume 35, number 1-2, summer-winter 2012 79 example, in chapter 10 shonda brisco discusses how academic librarians can form collaborations not only with students and education faculty, but around campus, and within the community (at neighboring high schools for example). by showing prospective teachers what a model school library looks like, within the cmc, librarians can prepare these teachers to collaborate with their school librarians to create meaningful projects that will help students become information literate. throughout the book, case studies provide examples of well-thought out and successful cmcs. for example, in the last chapter linda scott describes how she visited multiple model cmcs and built the cmc at her own intuition from scratch with little funding. in sum this book is an updated and much needed volume not only on managing and building cmcs and collections, but also on how to engage faculty and students into a collaborative relationship where the emphasis is on information literacy. this volume should be required reading for all new and seasoned curriculum librarians. the one criticism this reviewer would like to make is that a couple of chapters could have done with more careful editing with respect to grammar and typos. amy catalano is assistant. professor, education librarian, director of the curriculum materials center, at hostra university. amy.catalano@hofstra.edu this book attempts to provide solutions to the crisis caused by the underachievement of english language learners (ells) and standard english learners (sels) and the growing gap between ells an/sels and their native english-speaking peers. the authors offer a research-based rationale for a new teaching model that will assist teachers to bridge the gaps between ells/sels and the text, ells/sells and their teachers, and ells/sels and their peers. after discussing demographic patterns, languages spoken and socioeconomic factors, ell achievement, and findings from the national literacy panel, the authors introduce the concept of standard english learners (sels). sels are students who grew up speaking variations of standard english or who live in isolated rural settings where they rarely hear standard english spoken in their communities. in the literacy gaps model, the authors propose a conceptual structure around which conversations can occur in professional communities, observations can be made, gaps can be identified, and bridges can be built, especially for the english language learner and the standard english leaner, in order to help each child succeed. chapters two through five deal with the gap between the student and the text. in the second chapter, decoding: word recognition strategies s soto-hinman, i. & hetzel, j. the literacy gaps: bridge-building strategies for english language learners and standard english learners. thousand oaks, ca: corwin, 2009. isbn: 978-14129-7521-6 (pbk.). $39.95. reviewed by mona anne niedbala. mailto:amy.catalano@hofstra.edu education libraries, volume 35, number 1-2, summer-winter 2012 80 and fluency, the authors examine the importance of teaching ells and sels phonemic awareness, phonics, sight words, and automaticity as a critical foundation for developing word recognition and reading fluency. chapter three covers background knowledge and experience, also named schema, which enable students to connect with, visualize, and experience the story in the text and become effective readers. effective readers are code breakers, text participants, text users, and text analysts. in focusing on comprehension, language, and vocabulary, the authors examine meaning-making strategies and demonstrate how academic language, including vocabulary, syntax, and text structure, impact comprehension for ells and sets. strategies such as comprehension monitoring and (re)organization of text (oral, written, artistic, and combination bridge-building strategies) are described. chapter five on english language development and academic english provides a step-by-step guide for teachers through the process of sensitive language mentorship for ells and sels. the specialized language needs of ell and sel students are analyzed and solutions for meeting these needs are offered. the effective instructional practices section includes an “academic language development” lesson plan. chapters six to eight focus on the gap between the student and the teacher. in perceptions and expectations, the authors discuss the impact that teachers’ perceptions and beliefs can have on working with ells and sels, as these can hinder educational progress. a theoretical framework and practical, bridge-building strategies for closing the gap between student and teacher are provided. chapter seven on cultural differences offers solutions for connecting the literacy domains, speaking to writing and listening to reading, in a culturally responsive learning environment. empowerment, transformative learning, and emancipatory education are among the culturally responsive teaching approaches presented. in socioeconomic differences which constitute another gap between the student and the teacher, the authors discuss teaching strategies for providing literacy instruction to varied language registers in order to bridge socioeconomic differences. the classroom inclusion model becomes a goal for a pluralistic society. in language proficiency levels, the concept of academic language competence including grammatical, discourse/textual, sociolinguistics, and pragmatic competencies, the authors offer practical techniques to maximize language acquisition by using the first language to assist the second language acquisition process. chapter ten discusses practical grouping strategies based on language proficiency levels. some examples are creating micro-structures in the classroom, such as homogeneous and heterogeneous groupings, coupled with open-ended, flexible, tiered assignments and broad-span teaching, and macro structures across grade levels and school-wide programs. in conclusion, the authors explore opportunities for teachers to provide socio-cultural learning environments that would support ell and sel students move beyond the achievement gap and prepare for successful futures. this work contributes to the education of english language learners and provides powerful strategies, activities, suggestions, and practical examples for bridging the gaps between english as a second language and standard english learners and their peers and teachers. given its strengths and subject matter, the book is highly recommended for academic library collections supporting undergraduate and graduate programs in teacher education and school librarianship. mona anne niedbala is education & curriculum materials librarian at university of rhode island libraries. mflorea@mail.uri.edu mailto:mflorea@mail.uri.edu education libraries, 40:1 (2017) © education division, special library association annotated bibliography open educational resources: an annotated bibliography for librarians chris bober1 concordia university, montreal, qc introduction open educational resources (oer), now in their 15th year of existence, consists of, in principle, fully open educational content, available for free to all and are adaptable to serve the needs of the user. they were created as a response to the high cost of textbooks and as a means of leveling the playing field in terms of ensuring equal access to education for disadvantaged populations. the selected resources below attest to the fact that a concerted effort is well underway to address and overcome these challenges. institutions are increasingly investing in oer as research has demonstrated that they have a positive role to play in student learning. libraries, already champions of copyright and open access initiatives, have the expertise to advocate for and collaborate on efforts to further the growth and impact of open educational resources both within their institutions and beyond. oer and the role of libraries allen, n., bell, s.j., & billings, m.s. (2016, november). momentum building: progress towards a national oer movement. against the grain, 28(5), 14-16. retrieved from http://scholarworks.umass.edu/librarian_pubs/66/ the authors build on the arguments that they first posed in an earlier (november 2014) issue in which the case was made for academic libraries to adopt the use of open educational resources as a means of fighting the high cost of commercially published textbooks. they document the inroads that academic libraries have made in the intervening years and proclaim that recent successes in growing the oer movement are attributable to academic libraries’ abilities to create key partnerships in academia, starting with faculty and extending to instructional designers, administrators, and even the campus bookstore. the authors also share their formula for librarians to develop a leadership role in the advancement of oer as there is “still much to accomplish in establishing a true culture of openness in education.” borchard, l., & magnuson, l. (2017). library leadership in open educational resource adoption and affordable learning initiatives. urban library journal, 23(1), 1-13. retrieved from http://academicworks.cuny.edu/ulj/vol23/iss1/1 1 chris bober is the education librarian at concordia university in montreal, quebec, canada. http://scholarworks.umass.edu/librarian_pubs/66/ http://academicworks.cuny.edu/ulj/vol23/iss1/1 education libraries, 40:1 (2017) © education division, special library association this article reports on the findings from a may 2016 survey conducted at california state university northridge to gauge the impact of textbook costs on student purchasing behavior. in common with similar surveys “students noted frustration with both the high cost of materials and the tendency for faculty not to use all of the content from the required course materials in class.” the authors also developed a faculty outreach strategy, informing them of the key issues related to textbook affordability and that courses could be made more cost effective for their students. subject liaison librarians are called upon to strengthen their existing engagement with faculty by working collaboratively with them to “embed oer or library-licensed material in the curriculum” but it is also acknowledged that this can difficult task as it requires enormous time commitments as well as buy-in from faculty departments, library administration, and the university administration. corrall, s. (2015). the open movement: what libraries can do. proceedings of the charleston library conference. http://dx.doi.org/10.5703/1288284316319 corrall presents an overview of the evolving open movement where the current focus is on three basic types of open: open content, open infrastructure and open processes, all of which are operating separately in discipline-specific domains of activity and at different stages of development and maturity. there is a perceived lack of adequate collaboration and coordination amongst the creators of open initiatives, without which the open movement cannot reach its full potential. libraries are well-suited to overcoming these barriers and they have an important role to play in advancing open initiatives. nine potential roles for libraries are offered, assisting in cooperative and collaborative efforts “beyond atomistic policies and strategies toward the design and delivery of holistic integrated institution-wide endeavors to advance the open agenda.” jensen, k., & west, q. (2015, april). open educational resources and the higher education environment: a leadership opportunity for libraries. college & research libraries news, 76(4), 215-218. retrieved from http://crln.acrl.org/index.php/crlnews/article/view/9298/10383 jensen and west share their respective views on opportunities for open educational resources development from the perspective of community college libraries and large research university libraries. west sees a parallel between community college institutional missions based on equal access and the open educational movement’s commitment to sharing resources for the betterment of society. west also provides practical advice on how libraries can become leaders within oer. jensen believes that academic libraries should build upon their recent successes championing open access initiatives and apply the same energies to promote the adoption of oer by targeting university faculty and administration. jensen presents a number of recent oer projects that have been launched by libraries on american campuses. petrides, l., goger, l, and jimes, c. (2016). the role of “open” in strategic library planning. education policy analysis archives, 24(36), 1-13. http://dx.doi.org/10.14507/epaa.24.2478 the authors perceive a sizeable gap between the evolving availability of open access and open educational resources and the library’s inability to disseminate this digital content to faculty and http://dx.doi.org/10.5703/1288284316319 http://crln.acrl.org/index.php/crlnews/article/view/9298/10383 http://dx.doi.org/10.14507/epaa.24.2478 education libraries, 40:1 (2017) © education division, special library association other researchers, who consequently underutilize it. this missed opportunity should be considered a priority for key stakeholders in academic libraries, including administrators, collection development librarians, and instructional and scholarly communications librarians. together, they should work at instituting “policies and practices that mainstream the curation and organization of open resources into core library collection development workflows.” this would include integrating open collections into the library catalog, raising faculty awareness of their existence by easing retrievability. walz, a. (2017). a library viewpoint: exploring open educational practices. in: r.s. jhangiani & r. biswas-diener (eds.), open: the philosophy and practices that are revolutionizing education and science (pp. 147–162). https://dx.doi.org/10.5334/bbc.l walz serves as the open education, copyright and scholarly communications librarian at virginia polytechnic institute and state university. in this chapter, walz shares her personal experiences, successes and failures, as she encounters the realities and reasons behind faculty indifference and resistance towards the adoption of open educational teaching resources at her institution. in spite of the many challenges in making college courses less costly and more open, there are ample opportunities for librarians to increase awareness and take a leadership role in “building collaborative relationships with faculty, instructional designers, academic support personnel, concerned students, and administrators.” walz reports on a student survey conducted to better understand how much impact the cost of learning materials in higher education had on their buying behaviors and discovered that they were highly price sensitive. the author also sees promise in her faculty’s embrace of open pedagogical practices, improving the quality of teaching and learning in the process. walz, a., jensen, k., & salem, j. a. jr. (2016, july). spec kit 351: affordable course content and open educational resources. retrieved from association of research libraries website: http://publications.arl.org/affordable-course-content-open-educationalresources-spec-kit-351/ the authors report on march 2016 survey of association of research libraries (arl) member institutions to determine their respective degrees of engagement with affordable course content (acc) and open educational resources (oer). their study collected information on existing and proposed institutional acc/oer initiatives and the role of the library in these initiatives. of the 65 responding institutions, fifty-eight (89%) had either established services and support for acc/oer or were in the early to late planning stages of offering services and support. libraries’ involvement in implementing initiatives was also revealed to be gaining momentum, and they have a vital role to play and are “uniquely poised to act as leaders, connectors, and content experts on their campuses to further a significant culture change related to course content selection and use.” included in the spec kit are links to library and institutional acc/oer webpages, incentive programs, and resources. https://dx.doi.org/10.5334/bbc.l http://publications.arl.org/affordable-course-content-open-educational-resources-spec-kit-351/ http://publications.arl.org/affordable-course-content-open-educational-resources-spec-kit-351/ education libraries, 40:1 (2017) © education division, special library association k-12 and higher education studies on oer hilton, j. (2016). open educational resources and college textbook choices: a review of research on efficacy and perceptions. educational technology research and development 64(4), 573-590. https://dx.doi.org/10.1007/s11423-016-9434-9 hilton examines, critiques and synthesizes the results of 16 studies of oer use in higher education that were published prior to october 2015. nine of the studies measured studentlearning outcomes when open educational resources were used in place of commercial textbooks. hilton’s analysis of these studies revealed that the use of oer does not indicate a decrease in student learning and similar outcomes can be expected, regardless of the provenance of the content. a significant benefit of using oer is the financial savings for students, when the high cost of commercially produced textbooks is factored in. seven other studies analyzed teacher and student perceptions of oer. the author’s synthesis of these studies indicates that both student and faculty perceptions of oer are positive. hilton cautions that these conclusions were drawn from studies whose research methodologies were not consistently rigorous and provides useful strategies for future studies to consider and overcome these limitations. (note: this is an ongoing critical review of the literature. recently added studies are reviewed at the following website: http://openedgroup.org/review) de los arcos, b., farrow, r.., pitt, r., weller, m., & mcandrew, p. (2016). adapting the curriculum: how k-12 teachers perceive the role of open educational resources. journal of online learning research, 2(1), 23–40. retrieved from http://www.learntechlib.org/p/151664 this quantitative study attempts to fill in a gap in the literature by investigating how k-12 educators perceive open educational resources and use them in their teaching practices, whether these be face-to-face, online or blended environments. in a survey of over 600 teachers, data was analyzed from their responses to a series of attitudinal and behavioral questions “in relation to how they use oer, what types of oer they use and what influences their selection of content, in addition to the purpose, challenges and perceived impact of oer in the k-12 classroom.” one of msuit their particular classroom environments, rather than adopting it as is. teachers who adapted oer were able to effectively reach out to diverse learners, contributing to a more personalised learning environment. kaufman, j.h., davis, j.s. ii, wang, e. l. thompson, l. e. pane, j. d., pfrommer, k., & harris, m. (2017). use of open educational resources in an era of common standards: a case study on the use of engageny (research report rr-1773-bmgf). http://dx.doi.org/10.7249/rr1773 the authors conducted a case study of the impact and influence of engageny, a website that has pioneered the production and dissemination of freely open educational resources for the k-12 sector in the united states. developed by the new york state education department and launched in 2011, engageny provides links to full sets of coherent, standards based open educational curriculum materials. the report focuses solely on engageny’s english language arts and mathematics resources. various analytical tools employed in the study revealed that https://dx.doi.org/10.1007/s11423-016-9434-9 http://openedgroup.org/review http://www.learntechlib.org/p/151664 http://dx.doi.org/10.7249/rr1773 education libraries, 40:1 (2017) © education division, special library association engageny was heavily used in new york state and that its use had spread across the united states. preconditions for future growth of oer come with certain conditions, namely if “online materials are provided in progressions that are well-aligned with state standards progressions, teachers may be more apt to use those materials on an ongoing basis for their instruction, and districts could be more apt to recommend and require use of those materials.” selected oer websites abeywardena, i. (2016, march 8). five tips for using oer like a pro. retrieved from commonwealth of learning website: http://www.col.org/news/col-blog/five-tips-usingoer-pro abeywardena, an advisor on open educational resources at commonwealth of learning, provides thoughtful and practical suggestions for individuals and institutions who are exploring the potential of using oer in teaching and learning contexts. bccampus. bccampus opened. (n.d.). retrieved from https://open.bccampus.ca/ bccampus opened is charged with supporting and advancing open educational practices. british columbia was the first province in canada to implement an open education initiative. in october 2012, bccampus became responsible for the creation of the b.c. open textbook project, which now includes a repository of open licensed textbooks for use in post-secondary education across the province. in 2016, bccampus launched the canada oer group, fostering the development of creative partnerships on a national level. the website features ongoing and completed oer projects, and links to their workshops for faculty and librarians on open pedagogy practices, including the adoption and adaption of oer materials. creative commons librarian certificate. (n.d.). retrieved from https://certificates.creativecommons.org/lib/ the goal of the creative commons librarian certificate is to provide librarians with the skillset needed to support creative commons initiatives associated with the open movement at their respective institutions. the training required includes an online component consisting of six modules that are broken down into 25-30 accompanying learning units. after completing this stage, two days of on site face-to-face training are scheduled. the candidate must submit ample evidence that learning objectives have been met. upon positive assessment of the evidence, the successful candidate is awarded a creative commons certificate. list of north american oer policies & projects. (2017). retrieved from https://sparcopen.org/our-work/list-of-oer-policies-projects/ hosted by the scholarly publishing and academic resources coalition, this resource of recent institutional, corporate, organizational, state and provincial governmental open educational resources policies and projects in the united states and canada includes significant contributions from academic libraries. http://www.col.org/news/col-blog/five-tips-using-oer-pro http://www.col.org/news/col-blog/five-tips-using-oer-pro https://open.bccampus.ca/ https://certificates.creativecommons.org/lib/ https://sparcopen.org/our-work/list-of-oer-policies-projects/ education libraries, 40:1 (2017) © education division, special library association oer commons. (2017). school librarians advancing stem learning. retrieved from https://www.oercommons.org/hubs/imls the aim of this three-year project, launched in november 2014 by the institute for the study of knowledge management in education (iskme), is to bring together teachers and school librarians to develop and curate iskme’s oer commons library of freely available resources for science, technology, engineering, and math (stem) teaching and learning. the website provides guidelines for teaching stem related content that are aligned with common core standards, and lists the collections of standards based lesson plans and primary sources that have been developed for use in k-12 classrooms. open textbook library. (n.d.). retrieved from center for open education, university of minnesota website: http://open.umn.edu/opentextbooks/ the open textbook library was launched at the university of minnesota in april 2012, the result of a collaboration between the center for open education and the university of minnesota libraries. it was developed as an easy-to-use tool to assist faculty in locating quality open educational textbooks. the open textbook library now features hundreds of peer reviewed, introductory level textbooks in all major subject fields that are appropriate for college and university classrooms. these collections are licensed to be freely used, adapted and distributed. all titles are either used at multiple higher education institutions or associated with an institution, scholarly society, or professional organization. university of massachusetts amherst library. (2017). umass library open education initiative. retrieved from https://www.library.umass.edu/services/teaching-and-learning/oer/openeducation-initiative/ inaugurated in april 2011, the umass library open education initiative is a faculty incentive program that provides an early example of academic libraries successfully supporting faculty to adopt, adapt, or create open educational resources in higher education. developed in response to the soaring price of college textbooks, the open education initiative, as of 2017, has resulted in students’ savings of over $1.6 million for students in classes that have used open educational resources combined with freely available library material. https://www.oercommons.org/hubs/imls http://open.umn.edu/opentextbooks/ https://www.library.umass.edu/services/teaching-and-learning/oer/open-education-initiative/ https://www.library.umass.edu/services/teaching-and-learning/oer/open-education-initiative/ education libraries, volume 36, number 1, summer 2013 31 r e s o u r c e s o n t h e n e t digital special collections and tools for locating and evaluating them compiled by chris bober inspiration for the theme of this annotated bibliography can be attributed in part to the pomp and ceremony that preceded the launch of the digital public library of america (dpla) on april 18, 2013. in the eyes of its founders, the dpla “brings together the riches of america’s libraries, archives, and museums, and makes them freely available to the world. it strives to contain the full breadth of human expression, from the written word, to works of art and culture, to records of america’s heritage, to the efforts and data of science.” the dpla platform provides links to content from library collections located throughout the country and aggregates their metadata. the dpla has made a grand gesture, promising to share the nation’s wealth of digital resources from prominent cultural, educational and scientific institutions freely to all members of society, to bring these disparate collections together in a national network, and to provide a user-friendly interface. it is an initiative that deserves popular support to secure its long term sustainability. some of the material presented below describes a few smaller scale institutional and national efforts that preceded the dpla. they all hold true to one of the dpla’s guiding principles, opening up access to digitized collections completely free of charge to the public. first, one looks at some of the challenges brought upon by rapidly developing digital collections digital public library of america (dpla). (n.d.). retrieved from http://dp.la/ current issues – the state of digital collections in academic libraries maron, n.l. & pickle, s. (2013, february 21). appraising our digital investment: sustainability of digitized special collections in arl libraries. retrieved from association of research libraries web site: http://www.arl.org/bm~doc/digitizing-special-collections-report-21feb13.pdf this is a report of a survey conducted with member libraries of the association of research libraries (arl) that focused on their post-digitization activities, specifically the ongoing challenges of maintaining digital special collections. securing continued funding was a major theme, as initial start-up costs received from external sources, once exhausted, had to be drawn from shrinking internal budgets. another key finding was that libraries were investing heavily to increase their digitized collections without carefully consideration for ensuring that existing digital collections had adequate staff to maintain them. there is much to be learned for libraries that are now investigating the re-deployment of staff to digital special collections, mainly to avoid the administrative pitfalls whereby digital special collections “once created, are intended to essentially run without much active management, a situation that could ultimately hamper the ability of these institutions to sustain their projects and achieve the impact they desire.” current issues assigning credibility to digital collections gold, a. u., shapiro ledley, t. , buhr, s. m. , fox, s., mccaffrey, m., niepold, f., manduca, c., . . . lynds, s. e. (2012). peer-review of digital educational resources: a rigorous review process developed by the climate literacy and energy awareness network (clean). journal of geoscience education, 60(4), 295–308. doi: http://dx.doi.org/10.5408/12-324.1 this article addresses a major concern for science educators, the inability to critically evaluate the authority, quality, and suitability of the ever increasing number of activities, videos, visualizations, experiments and other potentially useful educational materials for scientific literacy that populate digital libraries. the authors report on climate literacy and energy awareness network (clean), a hybrid review system developed for http://dp.la/ http://www.arl.org/bm~doc/digitizing-special-collections-report-21feb13.pdf http://dx.doi.org/10.5408/12-324.1 education libraries, volume 36, number 1, summer 2013 32 evaluating teaching materials specific to climate and energy topics that are suitable for middle schools, secondary and postsecondary institutions. clean draws upon a number of standard educational review processes, including peer-review. both educators and scientists make up the disciplinary specific review panels which “ensure that attention is paid to both scientific accuracy and pedagogic effectiveness.” keeping the multitude of review panels viable has been challenging, as the level of expertise required is not easily obtainable from the scientific community. it is believed that the clean review process can be applied to other disciplines “because most review questions identify high-quality teaching materials and are not thematically focused on climate and energy science.” educational history research historical textbooks harvard university library open collections program. (2013). reading: harvard views of reading, readership, and reading history. retrieved from http://ocp.hul.harvard.edu/reading/ a digitized selection of printed books on various elements of reading instruction published from the late 18th to the early 20th centuries, this material forms part of a larger online collection that explores the “intellectual, cultural, and political history of reading” as presented by harvard university library’s open collections program. material is drawn from selections in the monroe c. gutman library’s historical textbooks collection that documents the history of education. browseable topics/genres include textbooks, readers, primers, spellers, and grammars representative of the materials used to teach reading to children of various skill levels. the majority of the works are american imprints with a selected number of european publications in french, german, spanish, and italian. this is an impressive collection of unique primary source materials that “document the principles, and some of the biases, in reading instruction from the 18th to the early 20th centuries.” figure 1. the new england primer, or, an easy and pleasant guide to the art of reading: adorned with cuts: to which is added the catechism. boston: massachusetts sabbath school society, [after 1836]. adapted from “reading: harvard views of reading, readership, and reading history”, by harvard university library open collections program, 2013. http://ocp.hul.harvard.edu/reading/ education libraries, volume 36, number 1, summer 2013 33 digital research library, university of pittsburgh. (2003). 19th century schoolbooks. retrieved from http://digital.library.pitt.edu/nietz/ 19th century schoolbooks is a digital library containing selections from the nietz old textbook collection, founded by the late professor emeritus, university of pittsburgh, john a. nietz. the full color image collection, with searchable text, consists of 141 american primary and secondary schoolbooks. it also includes two surveys of historic schoolbooks done by professor nietz. the nietz old textbook collection originally consisted of 9,000 titles that he had acquired “to demonstrate the history of teaching in the early years of the united states.” through gifts and purchases, the collection now includes over 16,000 titles, many of which “are rarely held and have not yet been reproduced in microform collections or reprint editions.” stanford university, cubberley education library. (n.d.). american primers and readers featuring the words and collection of richard l. venezky. retrieved from http://venezky.stanford.edu/ this virtual exhibition provides an ongoing legacy to a larger exhibit that took place in fall 2008 at stanford university’s green library on the venezky collection, consisting of american primers and readers published between the late 1700’s and the mid twentieth century. richard l. venezky (1938-2004) was a noted scholar whose expertise included the history of literacy and reading. the exhibition follows some of the themes in venezky’s scholarship on the evolution and history of textbooks and reading. venezky’s denoted five distinct historical periods in the evolution of american textbooks: colonial (1639–1782), early national (1783–1837), pre-civil war (1838–1865), early modern (1866–1920), and modern (1921–present). venezky believed that the “evolution of the modern reading textbook is in part the history of american education and in part the history of american culture.” the complete microfiche collection of the venezky family’s donated materials, american primers, contains various editions of many of the textbooks, helping to illustrate how they evolved over time. this collection is housed at stanford university’s cubberley education library. making of america books. (2007). retrieved from university of michigan web site: http://quod.lib.umich.edu/m/moagrp/ making of america books is one of two major projects from a joint cornell university/university of michigan cornell university digital library of primary sources in american social history from the antebellum period through reconstruction. the initial collaboration dates back to fall 1995 with initial funding provide by the andrew w. mellon foundation. candidates for digitization were selected from primary materials within their respective institutions. through various phases, cornell university’s primary focus was on digitizing journal articles while university of michigan concentrated on digitizing monographs, particularly in the subject areas of education, psychology, american history, sociology, science and technology, and religion. the total number of books in this collection is 10,281 although there does not appear to have been any additions since 2007. subject browsing was introduced in 2007, opening up the nineteenth century to reveal a wealth of textbooks including easy experiments in physical science, for oral instruction in common schools (1876). educational history research – african american history new-york historical society. (n.d.). examination days: the new york african free school collection," retrieved from https://www.nyhistory.org/web/africanfreeschool/ this web site provides digital images from a collection entitled penmanship and drawing studies, 1826-26, part of the records of the new york african free school, founded in the late 1780’s by the american manumission society, an advocacy group for african americans. originally a single-room schoolhouse with about 40 students, its stated purpose was to “educate black children to take their place as equals to white american citizens”. it became part of the new york public education system in 1835. the digital archive of 51 items represents a selection of the school’s records kept by the new-york historical society. digital images of student work include drawings, essays, penmanship exercises, and original poetry as well as teaching materials like lesson plans and problems. this valuable scholarly resource collection helps to shape a portrait of http://digital.library.pitt.edu/nietz/ http://venezky.stanford.edu/ http://quod.lib.umich.edu/m/moagrp/ education libraries, volume 36, number 1, summer 2013 34 antebellum new york city. educational history research – women’s education albert m. greenfield digital center for the history of women's education. (2012). retrieved from bryn mawr college web site: http://greenfield.brynmawr.edu/items the albert m. greenfield digital center for the history of women's education web site was officially launched in october, 2012. its stated mission is “to foster scholarship and dialogue on the history of women’s education by providing a digital space that will act as a locus for inquiry and research into these diverse areas.” the site is divided into two main components: a digital repository of primary sources; presentations of digital exhibits. resources are drawn from bryn mawr college’s extensive special collections, and include original texts, letters, photographs, realia and other materials beneficial to historical research with a focus on the nineteenth and twentieth centuries, both “critical periods in the movement for greater access to women in education.” numerous digital exhibits provide a showcase for the historical collections and are presented using the omeka platform, providing a real museum like experience while browsing thematically through the displays accompanied by narration. open data repositories child care and early education research connections. (2013). retrieved from http://www.researchconnections.org/childcare/collection.jsp child care & early education research connections, launched in 2004, is an interactive database that can be used to search the full text of over 20,000 resources relevant to the field of childcare and early education, and in particular, children in low-income families. jointly authored by the u.s. department of health and human services, the national center for children in poverty at columbia university, and the inter-university consortium for political and social research at the university of michigan, this resource also provides researchers access to u.s. public use datasets from major child care, head start, and early education research and evaluation studies. currently over 20 public dataset series are available along with over 45 other studies. recently added downloadable datasets include the 2011 child care licensing study and the massachusetts early care and education and school readiness study. pslc datashop: a data analysis service for the learning science community. (2013, april 04). retrieved from https://pslcdatashop.web.cmu.edu/ the pittsburgh science of learning center (pslc) datashop bills itself as “the world's preeminent central repository for data on the interactions between students and educational software and a suite of tools to analyze that data.” this public educational data repository offers the educational research community a secure storage facility and provides access to the performance and learning activities of secondary and post-secondary students engaged in authentic learning tasks with on-line course materials and intelligent tutoring systems in mathematics and other science based disciplines. there are over 300 datasets stored in the constantly growing repository. pslc datashop’s web applications also offers researchers a number of features to facilitate and further their analysis, allowing them to import data into the repository and export data from the repository, as well as providing free tools to analyze the data. digital libraries of educational materials for stem (science technology engineering mathematics education) nsdl: the national science digital library. (n.d.). retrieved from http://nsdl.org/ the nsdl, created by the national science foundation in 2000, consists of metadata records describing collections within mostly open access sites that have created “high quality online educational resources for teaching and learning, with current emphasis on the sciences, technology, engineering, and mathematics (stem) disciplines—both formal and informal, institutional and individual, in local, state, national, and http://greenfield.brynmawr.edu/items http://www.researchconnections.org/childcare/collection.jsp https://pslcdatashop.web.cmu.edu/ http://nsdl.org/ education libraries, volume 36, number 1, summer 2013 35 international educational settings.” the 154 collections and over two million resources included within the nsdl repository are organized into eighteen aggregator partnerships, with two of the more renowned sites listed below: ben (biosciednet): digital library portal for teaching and learning in the biological sciences. (2013). retrieved from http://www.biosciednet.org/portal/index.php biosciednet contains over 18,000 peer-reviewed resources covering all aspects of life sciences education, and includes teaching material appropriate for designing pre-k, elementary and secondary school curriculums. dlese (digital library for earth system education). (n.d.). retrieved from http://www.dlese.org/library/index.jsp dlese provides access to a wide array of digital resources and collections of resources, as well as datasets and communications specific to k-12 education “to support inquiry-based, active student centered learning about the earth system.” peer-reviewed resources account for less than 10 per cent of the total. the slow growth of peer reviewed resources has been partly attributed to chronic decreases in government funding. search engines for retrieving open access digital collections oaister. (2013). retrieved from oclc web site: http://oaister.worldcat.org/ oaister is a freely available retrieval service that uniquely searches open access resources including digitized special collections and institutional repositories. a byproduct of developments within the open access initiative (oas) movement, oaister was originally created at the university of michigan who successfully launched the inaugural edition in 2002. over a short period, the database “grew to become one of the largest aggregations of records pointing to open access collections in the world.” as of january 2010, oclc has assumed sole ownership of oaister with a database consisting of over 25 million records representing the collections from more than 1,100 contributing institutions worldwide. a multitude of material types are retrievable including books, journal articles, audio and video files, and images. search fields include keyword and subject, as well as language and resource type. compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries, montreal, canada. http://www.biosciednet.org/portal/index.php http://www.dlese.org/library/index.jsp http://oaister.worldcat.org/ from: education libraries, volume 33, number 2, winter 2010 63 a review of the plone content management system by stephen p. bollinger web content management systems (cmss) are tools to help efficiently manage modern websites. broadly defined, cmss are database-driven software packages that allow people who are not html experts to create and edit website content, manage revisions and approvals for content, and help reduce the workload of maintaining a website. within the past five years open source content management systems, created and maintained by a community of software developers and available without charge, have matured to become viable options for libraries that are not information technology juggernauts. plone1, now in its fourth major release, is one such content management system that is now in wide use by libraries. from the perspective of a content creator or owner, plone offers compelling features compared to managing a traditional, file-based website. adding to and editing pages within a plone site is simple, specifically because a visual editor with a word-processing-like interface is provided that works via your web browser (figure 1). figure 1: a plone website page in the edit mode. the page editor includes a visual editor with word processor-style toolbar. the editor can be switched to an html code view as well. the visual editor also readily allows images and multimedia to be added to a page. images can be uploaded to your plone site from within the visual editor, saving time and making it easy for novice content editors (figure 2). s o f t w a r e r e v i e w education libraries, volume 33, number 2, winter 2010 64 figure 2: the ―add image‖ dialog with the ―upload image‖ option selected. one of plone‘s strongest features is providing a clear and easy to use dialog box to create links to other web pages within and outside of your website (figure 3). plone also provides ―working copy‖ support, where a separate version of a page can be created and edited without affecting the original version of the page that your website visitors see. once you are satisfied with your working copy, you can then replace the original version with it. these features allow people who are not html experts to effectively manage content on a plone website. figure 3: the ―insert/edit link‖ dialog showing the preview of an external link. plone is not called a ―webpage management system‖ however, because content management systems are transcending that metaphor. ―content types,‖ in plone‘s vernacular, can include news items (often used for education libraries, volume 33, number 2, winter 2010 65 rudimentary blogging), events (a calendaring content type), files (for pdfs or ms word documents) and more. a ―page‖ is just another content type. like all cmss, plone is really storing everything you create in your website in a database. harnessing the power of the internal database is plone‘s greatest strength, as realized in the ―collection‖ content type. collections are saved queries, a set of search criteria that you define based on content and metadata within your plone website. the best way to understand this is by example: you can ―tag‖ pages, news items, events, etc. on the ―categorization‖ tab in plone. by tagging relevant content with the term ―faculty,‖ one can then create a collection that will display any and all ―faculty‖-tagged content. since the collection is a saved query, it will dynamically update its listing of content tagged with ―faculty‖ any time that tag is applied or removed from an item on your website2. collections can pull a wide variety of metadata from the content of your plone site; they are a powerful and flexible tool to automate things that would be difficult on a traditional, html-file website (figure 4). however, they are not well explained or understood in the plone community and their user interface is convoluted. each release of plone has seen them improved but further work remains to make them readily accessible to the uninitiated. figure 4: editing the criteria for a collection to display all content on the website tagged with ―faculty‖. more criteria can be added and the sort order of the results can be set in this interface. adding and editing content types such as these are tasks that any registered user of the plone site can do; the header, footer and optional leftand right-hand columns are the domain of managers known in plone as ―administrator.‖ plone administrators are allowed to customize a wide variety of the features and functionality of the cms, including the options offered within the visual editor, user and group permissions, workflow, installing add-on products, and the visual look of the website (often known as ―theming‖). this management and customization is a daunting task in any cms and plone does not differ in this regard. plone website administrators have access to powerful widgets called ―portlets‖ that can populate the optional leftand right-hand columns on a plone website. portlets can be assigned site-wide, by folder, or even by education libraries, volume 33, number 2, winter 2010 66 individual page. built-in portlets included in a default plone installation include a calendar (tied to your event content type), news (tied to your news content type), site navigation (a customizable navigation menu), collection (displaying the results of a collection you have created), and static text (allowing you to create and edit text using the visual editor). for primarily security reasons, regular plone content editors and creators are not allowed to create, edit, or assign portlets. portlets are a powerful feature to dynamically display content across a plone website but their design requires the website administrator to manage them directly and limits their usefulness for your content editors. for the website administrator, plone offers some distinct advantages and disadvantages from its peers. one major strength is plone‘s security3 and multiple platform support. the plone developer community has worked to deliver a unified, integrated, and polished installation process on a wide variety of operating systems, including microsoft‘s and apple‘s. macintosh and windows installers sometimes briefly lag behind linux versions. plone is built upon the zope web application development framework and the python scripting language which are installed seamlessly with plone. upgrades and security patches are integrated, so a typical plone website administrator does not need to worry about separately maintaining, upgrading, or patching zope. zope does have its own through-the-web interface where some plone tasks must be accomplished (figure 5). however, as plone has matured fewer and fewer routine tasks are required through the zope interface. theming and css (cascading style sheet) customization are notable exceptions, though there are third-party add-ons, known as ―products‖ in the plone community that move some theming abilities into the plone through-the-web interface. figure 5: the zope management interface (zmi) where some administrative plone tasks must be accomplished occasionally. plone‘s third-party products help extend the core functionality of the cms but must be evaluated carefully. there are several universities that actively develop and support plone products, most notably pennsylvania state university, which hosts an annual plone conference. installing these products is a multiple step process, however, that unavoidably will require using a command line interface (a dos-style prompt on windows, os x‘s terminal, etc.). when browsing the otherwise-helpful products listing on the plone website, it is often unclear which products are ready to use versus those that are still a proof-of-concept or early testing version. products that have not been properly tested can crash your plone website. for this reason, it is crucial that you set up a separate plone installation for testing purposes if you are going to seriously explore using third-party products. products can also lag behind major plone releases, especially since some products are voluntarily created and may be abandoned by their developer. it is therefore education libraries, volume 33, number 2, winter 2010 67 necessary to evaluate products‘ history, support, and developer commitment prior to committing to using them. it will take anywhere from several months of intensive use to over a year of casual use to master a cms. each, plone included, has its own foibles and tricks. this is where the community of support for a cms matters most. fortunately, plone has a wide variety of no-cost support resources available including documentation, email lists, forums, and an irc channel where many senior plone developers regularly respond4. this sort of access to the developers and their plans for plone‘s future development is unprecedented compared to most commercial cmss. the trade-off is that there really is no vendor to complain to or resolve issues that may arise with your cms. this requires you participate in the plone community yourself. while that may be intimidating to novices, it certainly allows you a voice in the development of plone that is not available or more difficult with many commercial cmss. the final important measure of any cms is whether there are more formal, commercial sources of support. for instance, do vendors exist that can offer hosting services, consulting, or software development services for plone? these sorts of companies can ease the logistical problems of managing your plone site while you concentrate on managing its content. the answer is that yes, there are many companies and independent software developers worldwide that support plone. there are also several excellent books published covering plone and how to get the most out of it. in this regard, plone does not differ significantly from a commercial software package. for many libraries, plone is a viable and powerful option for creating and maintaining websites. since it is based on zope and python, plone is significantly different from cmss that are built upon the mysql database and php scripting language (notably drupal and joomla, which are also widely used in libraries). the differences to the content creators are less significant; they will be highly significant to website administrators and library information technologists however. careful consideration will yield whether those differences will work for your library‘s website needs. 1http://www.plone.org/ serves as the cornerstone of the online plone community. also see the plinkit collaborative, http://www.plinkit.org/, for a hosted, plone-based project focused on public libraries. 2for a live example of this, see http://www.library.ncat.edu/faculty. you can also filter on content type, for example http://www.library.ncat.edu/events filters on the event content type and on the date metadata contained therein, only showing you events that are in the future. 3http://www.plone.org/ (accessed 11-30-2010) claims that plone has the best security record among major content management systems. 4access to all of these resources is available at http://www.plone.org/. stephen p. bollinger web services librarian, assistant professor f.d. bluford library north carolina agricultural & technical university 1601 east market street greensboro, north carolina 27411 336.285.4472 spbollin@ncat.edu http://www.library.ncat.edu/ http://www.plone.org/ http://www.plinkit.org/ http://www.library.ncat.edu/faculty http://www.library.ncat.edu/events http://www.plone.org/ http://www.plone.org/ mailto:spbollin@ncat.edu http://www.library.ncat.edu/ education libraries, volume 36, number 1, summer 2013 3 e d i t o r i a l invisible sphere of influence among the many fine articles in this issue, the topic of mentorship strikes a chord. jeremy denk in a recent new yorker recalls several of his piano teachers. during one of his recitals, he played some unintended notes. he heard his former teacher’s voice in his head, telling him not to be a perfectionist. how many of us conjure up the ghosts of former mentors or teachers while we are struggling, trying to make sense? at an advisory meeting of our local library school, a faculty member asked about the importance of offering a cataloging course, and the impact it would have on graduates finding jobs. i couldn’t help but hear c. donald cook, my cataloging professor at the university of toronto, weighing in on the debate. he would emphasize the core of cataloging saying that organizing information no matter what it is called is essential to what we do; who we are. professor cook knew that cataloging is the road map, guide, infrastructure, and cornerstone to accessing information. at this time of my career, i think of those who had a profound influence upon me from professors cook, fasick, england, and neale from the u of t to the librarians with whom i worked at the chicago municipal reference library in the 1980s. their voices ring through my head. no, i do not have multiple personalities. to all of you mentors out there, realize that your generosity is appreciated, and enduring. on another note, i came across a lovely, little book, glaciers by alexis smith. the main character works in preservation in a library. this smart young and thoughtful woman loves books, their feel, smell, and mystery. this is definitely a title you need to add to your list of novels in which libraries figures prominently. if you haven’t seen it already, pew just issued a new report, parents, children, libraries, and reading. the consensus is that reading, libraries, and children are intertwined. we know that! i would like to welcome kim bloedel as book review editor. please contact kim (kimberlybloedel@uiowa.edu) directly to request books. enjoy this issue of education libraries. and do send education.libraries@gmail.com comments, questions, submissions and the like. from the chair of the sla education division here’s the schedule of dedu events at the sla 2013 conference in san diego! saturday, june 8: board meeting 3-5pm sunday, june 9: serving international populations (with mah div.) 3:30-5pm (sponsored by sage) monday, june 10: dedu breakfast and business/membership meeting 8-9:30am (sponsored by sage) monday, june 10: research poster session (with 3 other div.) 4-5:30pm tuesday, june 11: collaboration (academic is lead, but dedu is cosponsor) 10-11:30am tuesday, june 11: building community through dbs (with mah div.) 2-3:30pm (sponsored by eric) tuesday, june 11: the last wave no-host dinner for dedu and friends http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/ http://libraries.pewinternet.org/2013/05/01/parents-children-libraries-and-reading/ mailto:kimberly-bloedel@uiowa.edu mailto:kimberly-bloedel@uiowa.edu mailto:education.libraries@gmail.com education libraries, volume 36, number 2, winter 2013 2 o u r e d i t o r i a l b o a r d board: debbie bogenschutz coordinator of information services johnnie mae berry library cincinnati state college library 3520 central parkway cincinnati, oh 452232690 dabogens@fuse.net lesley farmer california state university, department of advanced studies in education and counseling 1250 bellflower blvd., long beach, ca 90840 lfarmer@csulb.edu karen mcquillen manager, library services, brigham library educational testing service, rosedale road princeton, nj 08541 kmcquillen@ets.org editor: jacqueline snider act, information resource center iowa city, ia 52243 education.libraries@gmail.com book review editor: kim bloedel kimberly bloedel marvin a. pomerantz business library, university of iowa iowa city, ia kimberly-bloedel@uiowa.edu education division, sla chair: lesley farmer chair-elect: maya kucij past chair: bernadette bailey past chair: debbie bogenschutz secretary/treasurer: karen croneis webmaster: lesley farmer education libraries (issn 0148-1061), an online, refereed publication of the education division, special libraries association (sla), is published two times a year (summer/winter). this journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. issues of education libraries are available in full-text from 1992 to the present on the sla education division’s website at http://education.sla.org/. the journal is indexed in ebscohost’s education collection, library literature and information science index/full-text, and the eric database. permission to reprint articles must be obtained in writing from the editors (or the original sources where noted). opinions expressed in articles and book reviews are those of the authors and do not necessarily represent the views of the editors, editorial committee, or the members of the sla education division. © 2013 – special libraries association, education division mailto:dabogens@fuse.net mailto:lfarmer@csulb.edu mailto:kmcquillen@ets.org mailto:education.libraries@gmail.com mailto:kimberly-bloedel@uiowa.edu http://education.sla.org/ from: education libraries, volume 33, number 2, winter 2010 36 activities and strategies for the inclusion of a k-12 educational component in digitization grant projects of academic libraries by linda teel abstract: this article seeks to explore and discuss activities and strategies for including a k-12 educational component in digitization grant projects in academic libraries. the article is based on cases studying the k-12 educational component of the three following grants awarded to east carolina university joyner library by north carolina exploring cultural heritage online (nc echo) grant program: digitizing eastern north carolina history, fiction and artifacts: the eastern north carolina digital library (http://digital.lib.ecu.edu/historyfiction/), seeds of change: the daily reflector image collection (http://digital.lib.ecu.edu/reflector/), and ensuring democracy through digital access: north carolina government publications collection (beta testing). planning, budgeting, implementation, promotion and lessons learned are discussed offering first-hand experiences in effective methods to integrate activities and strategies into digitization projects providing access to useful resources for all users with a focus on k-12 educators and students. the author‘s interest in this topic is based on cumulative experiences of involvement in the listed digitization grant projects as a private investigator and as an educational consultant of the above grants. lessons learned are highlighted providing readers with specific, valuable details for consideration to improve future digitization projects. introduction in the american association of school librarians standards for the 21st-century learner (2007), the development of ―common beliefs‖ has placed major importance on key elements which are considered vital in preparing 21st century learners for success in tomorrow‘s world. such ―common beliefs‖ include equipping learners with skills of inquiry and technology providing a framework for learning which is crucial for future employment. equally important to inquiry and technological skill development is providing equitable access to information so that all learners can use and integrate information in learning. with such emphasis placed on these important beliefs, the need to include k-12 educational components in digitization projects within the academic library environment is one that should be highly considered. in order to become independent learners, students must have access to reliable information allowing the development of inquiry and technological skills in their quest for knowledge, growth, and understanding. through digitization collections, k-12 teachers have the opportunity to energize classroom instruction and re-engage students as they seek to attain a higher level of learning (adams, 2005). collaboration between academic libraries and k12 educators for the purpose of developing educational components in digitization projects extends valuable opportunities to teachers and students preparing them to meet the demands of a technologically changing world. in a recent study by rideout, foehr, and roberts (2010), the report stated that young people (ages 8-18) live mediasaturated lives spending nearly 7 hours and 38 minutes per day using media. it was further noted that while young people are using media more than a quarter of the day (29%) they are proficient in multi-tasking using two or more media simultaneously. digital resources can provide alternative methods to the traditional text-based learning which, in some instances, has disengaged young people from learning. while school libraries are essential to the development of learning at the k-12 level (aasl, 2007), academic libraries have an opportunity to open the door of collaboration in order to become involved in and contribute to the outcome of future students and users. background information information provided by the author in this article is based upon research and experiences gained http://digital.lib.ecu.edu/historyfiction/ http://digital.lib.ecu.edu/reflector/ education libraries, volume 33, number 2, winter 2010 37 while serving as the principle investigator and/or educational consultant for three digitization grants awarded to east carolina university joyner library by north carolina exploring cultural heritage online (nc echo) covering the dates of 2004 through 2012. appendix a: a comparison of history and accomplishments of k-12 educational components of digitization grants awarded to east carolina university joyner library provides a brief overview of each grant including key elements relevant to the development of the k-12 educational component for each project. while the digitization of materials for each grant as noted in ―appendix a‖ and was a key component in the overall planning of all three grants as well as in the success of the educational component of each grant, it was not the responsibility of the educational component planning committee. web addresses are provided to encourage readers to visit the web resources for further information. activities and strategies used to develop the educational components of these grants are described in full detail in the article providing an insight into the process of developing a k-12 educational component for inclusion into future academic digitization projects. planning prior to considering any activities or strategies, initial planning for the inclusion of a successful k12 educational component in a digitization grant project at an academic library includes collaboration and formation of partnerships. through partnerships, libraries discover opportunities to improve services as well as enhance and expand access to collections while meeting the needs of changing patrons (buxton and gover, 2003). the formation of partnerships is critical in producing a digital resource because, once formed, all partners embark on a long-term relationship which requires open communication, cooperation and input to be successful. climate and timing are factors of consideration. partners must be open and committed to the partnership realizing that serious allocations of time, in some cases years, are required to make the project successful. each partner must feel a sense of ownership based on contributions, needs and desired outcomes. identifying educational partners is best determined by the content and the desired outcomes of the digitization grant project. educational partners may include individuals from: college of education programs, curriculum materials centers, state departments of instruction, museums, local agencies as well as homeschoolers, public and private k-12 schools. once partners are identified and committed to the project, letters of support along with a collaborative written document outlining the role of each partner, and a timeline including dates and events of proposed accomplishments are agreed upon and completed. collaboration and partnerships among educational institutions show grant funding agencies that applicants are seeking not only to improve their immediate community but provide benefits to a cross-sectional population of their expanded community. at this point, planning and coordination for long-range plans begins to mutually benefit all partners (honig-bear, 2001). the time required to write and develop a highquality grant application is often underestimated. therefore, it is essential to finalize partners quickly and begin meeting as a team to collaborate on activities and strategies for the educational component of the project. if the entire educational team cannot be present at grant meetings, then a representative of the team must be present and fully engaged throughout the entire grant application process. callison (1997) projects that open and welcomed communication in conjunction with commitment and involvement from all partners leads to decision-making that will produce follow-up action, support and successful cooperation. in many cases, digitization grant projects with educational components require 2-3 years for completion; therefore, initial planning is directly related to the success and outcome of the overall digitization project. activities and strategies are developed as soon as the planning process begins in order to determine appropriate funding for implementation. educational partners possess the expertise needed to develop the activities and strategies best suited for inclusion in the education libraries, volume 33, number 2, winter 2010 38 educational component assuring the success of the project. activities and strategies vary depending on several factors: the level of usability of the digitized materials in conjunction with the ability of integration into the school curriculum and standards, the amount of funding available, and the amount of time for completion of the grant project. based on the author‘s involvement with educational teams, the following activities produced successful outcomes in digitization grant projects: budgeting, designing an education portal for the web resource, conducting teacher focus groups, developing cross-curricular activities and lesson plans for k-12 classrooms, and marketing/promoting the project as a classroom tool to educators. budgeting in order to plan and develop a k-12 educational component in any digitization grant, the development of a realistic budget is directly related to the success of the project. the budget includes funds that support and implement the components in a professional and useful manner. the educational planning team is responsible for developing the budget carefully reviewing each area to ensure that all needs are addressed and included. research is conducted and information gathered to analyze and determine the costs of proposed focus groups, workshops, travel, marketing and promotion as well as essential equipment to conduct focus groups, workshops and presentations in regard to marketing and promotion. once the budget has been developed, each team member reviews each line item carefully comparing the budget to the educational component of the grant proposal to assure that sufficient funding is requested to realistically obtain the goals of the educational component. while realistic budgeting is the final goal, proper analysis of needs is obtained through research and gathering information based on current and future costs. for a detailed guide in terms of budgeting for an educational component in a digitization grant, see appendix b: sample budget request for a k-12 educational component of a digitization project/grant. it should be noted that this sample budget is only for the k-12 educational component. separate budgets must be developed by the grant planning team to address other funding needs such as necessary equipment and personnel for the actual digitization of materials. designing an educational portal determining activities that produce successful outcomes of an educational component in a digitization grant project establishes the need to develop strategies enabling the activities to become reality. designing an education portal for the web resource is based on the content of the project in conjunction with the need to search the information with ease according to user needs. several strategies are considered in order to produce an effective web design portal for educators and k-12 students. the first strategy involves designing the portal with the specific needs and interests of the users in mind. a customized and personalized approach to portals provides users with a familiar and highly useful environment extending the users‘ sense of comfort and ease in accessing resources. the second strategy requires acquiring visual appeal to set a user-friendly atmosphere for the portal design. the design must cover a range of grade levels without being too juvenile so that it entices the user to engage. a blending of colors, simplicity, eye appeal and usability are vital in designing an effective portal. outsourcing this strategy produces the best outcome unless a web designer is employed by the library. the third strategy emphasizes the way the education portal offers convenience measured in regard to accessibility, speed, and responsiveness (guenther, 2000). saving teachers and k-12 students time is a top priority for any education portal. if teachers are unable to gain time when using the portal for classroom instruction, then the portal is ineffective and usage of the site decreases. if students find the speed and responsiveness of the portal to be unacceptable, they become frustrated and unable to locate valuable information leading them to disengage education libraries, volume 33, number 2, winter 2010 39 from the learning process and seek other alternative resources (trotter, 1999). the final strategy includes employing usability tests to provide valuable feedback in assessing the level of ease or difficulty in regard to user interface with the portal. usability is defined by five quality components which provide valuable feedback. the first quality component, learnability, produces feedback based on the level of ease the users accomplishes basic tasks during first interaction with the design. efficiency, the second component, addresses the performance speed once users are familiar with the design. third, memorability evaluates the proficiency of the user‘s ability in returning to the design after a separation period. the fourth component includes assessing the number, severity and recovery of the user in relationship to errors faced while using the portal. finally, satisfaction measures the level of pleasure the user feels when using the portal. it is extremely important to test users individually allowing them to solve as many problems on their own as possible. any help supplied to users during a usability test contaminates the results (nielsen, 2009). teacher focus groups conducting teacher focus groups is an activity for consideration in producing successful outcomes for an educational component in a digitization grant project. powell and single (1996) define a focus group as a group of selected individuals assembled by researchers to discuss, comment and give personal feedback on a given topic. the focus group employs guided, interactional discussion as a means of generating actions, beliefs, perceptions and attitudes used to identify potential areas of enquiry, to clarify or to improve subject matter. the underpinning focus of discussions is any method that engages the focus group in a collective activity, such as viewing a presentation, examining a website or simply debating a particular set of questions. there are several strategies to consider when implementing a beneficial and successful focus group. first, careful organization and preparation for the focus group is crucial. date and location of the meeting place must be established well in advance to ensure proper preparation time for submitting all paperwork required by the university. early scheduling allows participants to be informed of the date and meeting place when they are selected so they can commit immediately to the meeting. the session lasts 90-120 minutes based on the complexity of the topic under investigation and/or the number of participants in the group. when securing a meeting location, a neutral location where participants will be unhampered and open to discussion is optimal. during the organization of the focus group, a moderator is selected. a person who is relaxed, nonjudgmental and a good listener is the best choice. the moderator is accompanied by one or two note-takers who document responses of the group including expressive body language. advance planning is the key element to being prepared. the second strategy involves developing the focus group interview instrument. the focus group discussion will be driven by the interview instrument. five to seven discussion questions that are open-ended, phrased clearly and simply are ample. the questions draw upon concrete examples that illustrate the topic. if applicable, it is best to sequence questions from lesser to more sensitive or intense questions. the moderator is receptive and encourages the discussion of relevant issues that arise from participants which are not anticipated ensuring that the discussion proceeds in a normal flow (powell and single, 1996). the focus group interview instrument is developed and finalized prior to initiating the third strategy, seeking proper approval from administration in order to cover all legal obligations of the university. most universities have an institutional review board. the primary function of this board is to protect the rights and welfare of human subjects engaged in research at the university, and in research conducted elsewhere by faculty, students, staff or other representatives of the university in connection with their responsibilities. the university and its researchers are required to follow procedures and submit proper documentation for approval prior to conducting education libraries, volume 33, number 2, winter 2010 40 the research to assure the protection of all participants involved in a human subjects research project (east carolina university, 2009). in addition to the standard documentation, the review board requires the researcher to submit the date, location, credentials of researcher, format of focus group, procedures for selecting participants as well as the focus group interview instrument for approval and review; therefore, it is essential that the focus group be organized and that the interview instrument be finalized prior to this strategy. strategy four involves selecting participants. prior to beginning this strategy, the criteria for selecting participants is established and accepted by the university review board. criterion for this strategy includes selecting individuals with shared key characteristics pertinent to k-12 education. the group consists of six to ten participants who are strangers to each other, reducing peer influence. efforts to avoid biases during the selection process are essential while recruiting participants. the focus group comprises of participants from a diverse range of backgrounds, views and experiences. as participants are selected, they are informed of the date for the focus group meeting. the fifth strategy is conducting the focus group session. at the beginning of the focus group, time is scheduled for informal conversation to occur. this is accomplished by providing light refreshments or lunch before the focus group begins enabling the moderator and note-taker(s) to introduce themselves to participants and to interact informally. the value of this time cannot be underestimated. it relaxes participants and fosters an atmosphere conducive to open discussion. the final strategy is the compilation and analysis of the findings which expedites implementing changes as suggested and appropriate. this strategy is the most time-consuming stage of the focus group activity. using the collection of raw data, it is categorized and classified into usable information for analysis of potential findings. creative interpretation and constant comparisons are completed to detect the views among the participants and contrast the observations as related to variables within the sample population. focus groups provide a method of acquiring rich, experiential feedback from users while enhancing the likelihood of collecting the diverse and spontaneous opinions that otherwise might not be collected (powell and single, 1996). cross-curricular activities/lesson plan development the development of cross-curricular activities and lesson plans for k-12 classrooms through teacher workshops integrating content of the digitized resources into standard courses of study is an important element in developing a k-12 educational component. the initial planning stage of this activity includes major factors such as: goal setting, scheduling, budgeting and developing. incorporating the findings of the focus groups, the educators‘ needs and requests are addressed in the development of teacher workshops. the outcomes of workshops are directly related and crucial to future usage of the digitized resources. established strategies assure that high-quality, creative activities and lesson plans are produced which, in turn, provide valuable resources that encourage educators to access the digitized resources via the teacher portal. as members of the educational grant team plan for the workshop, the first consideration is to establish goals and themes. goals and themes set the stage for the structure of any workshop. next, the team must seriously consider costs for implementing the workshop. the workshop budget is based on: employment of a master teacher to develop and conduct workshops; length and location of workshops; teacher substitutes, incentives and reimbursements for attendance; food along with workshop materials costs; and advertising workshops (alters et al., 2001). the essential component directly related to the success of workshops is the hiring of a recognized master teacher as the workshop coordinator. written by the educational grant team, the advertisement to hire such a teacher allows the team to set the criteria in order to screen, interview and select the best candidate for this position. once hired, the workshop coordinator develops education libraries, volume 33, number 2, winter 2010 41 the workshop based on set goals and outcomes established by the educational team. the initial development of a lesson activity/plan template by the workshop coordinator is vital in standardizing outcomes. such standardization provides consistency for future educators as they search the site to locate desired activities as well as a standardized format for the technical team to load items onto the site providing optimal searching by grade levels, topics, and curriculum standard course of study goals. the workshop agenda is developed by the workshop coordinator based on his/her experience and expertise in conjunction with the set goals. the educational team collaborates with the workshop coordinator to schedule workshops. the established goals and outcomes determine the length of workshops in terms of hours and/or days. based on previous experience, a two-week workshop of ten participants produced five highquality lesson plans/activities per participant at a cost of approximately $33,925.00 making the average cost of each lesson plan/activity approximately $678.50. once length of workshops is established, other considerations include: choice of day(s) and time of year for scheduling the events. such choices directly affect the number of applicants who apply to participate. a manageable number of teachers participating in workshops are determined by the workshop coordinator so that sufficient time can be dedicated to editing each lesson plan/activity to achieve the quality and desired number of lesson activities/plans needed. reviewing each lesson plan/activity to evaluate the level of quality and to assure that appropriate alignments are present based upon curricular goals and objectives are responsibilities of the workshop coordinator. with criteria and expectations established, the application for teachers to apply to attend the workshop is developed and finalized jointly between the workshop coordinator and the educational team. the application process involves the simple format of submitting an application along with two letters of recommendations from principals and/or supervisors validating credentials. the goal of the application process is to select workshop participants who have mastered the process of lesson plan/activity development allowing the workshop coordinator to focus on the use of the template to develop activities/plans integrating digitized resources into the curriculum goals and objectives. selection of participants based on established criteria produces high-quality lesson activities/plans as the final outcome of the workshop. the application is posted on a web site and sent to appropriate teacher listservs announcing the application process and deadlines. financially, workshop coordinator salary, teacher substitute pay, stipends, incentives and travel reimbursements are determined during the initial planning of the educational component in order to properly establish an overall budget for the grant application. additional charges such as: room fees for workshop locations, equipment fees, meals, snacks and costs associated with workshop materials and supplies are also included in the initial planning. partnerships with university college of education programs and local teachers often prove highly beneficial in determining such costs as well as in the overall planning and organizing of workshops (alters et al., 2001). marketing and promotion once the lesson plans and activities are finalized and accessible via the educational portal, marketing and promoting the digitized resources as classroom tools for educators become important factors in the continued success of the use of the digitized resources as well as the sustainability of the grants. while teacher workshops market and promote the digitized resources, there are several additional options that increase the access and usage of newly developed digital web sites. in order to be implemented properly and effectively, budgeting for marketing and promotion is included in the initial grant proposal and application process. an effective use of requested money for marketing is through the use of four types of media: printed, electronic, published and broadcast media. newspaper articles, email announcements to local, state and national organizations, journal articles as well as television education libraries, volume 33, number 2, winter 2010 42 and radio advertisement/coverage are choices based on the targeted audience (thilmany and curtis, 2008). marketing and promotion are areas where partnerships prove invaluable. college of education programs as well as local school districts are excellent partners in marketing new and free resources. such promotions are accomplished through the use of minimal time and funding such as: printed posters, bookmarks and calendars announcing the new resources; brief presentations/ demonstrations sharing the resources during local school faculty meetings and/or system-level curricular meetings and presentations to pre-service teachers in college of education courses where designing lesson units are required. other avenues for marketing and promotion include offering incentives and demonstrations via vendor booths at local, state, regional and national conferences as well as providing formal presentations of the resources at conferences. promoting and presenting at conferences requires funding; however, such marketing produces high returns on the investment. many local and state conferences allow non-profit groups to have a vendor booth at no charge or at reduced fees making the opportunity even more feasible. it is essential that such considerations be factored in the grant budget proposal prior to the application. the author instituted all of the above marketing and promotion techniques in the three grants promoting the educational component of them noting that after each venue the web site statistics for the resources spiked and usage continued to increase. if the academic library has an outreach program, then marketing through that program offers continual promotion of the resources assisting in the sustainability of the grant. lessons learned as with the completion of most projects, important lessons and insight are learned which directly impact the outcome of an educational component. this was certainly the case based on the author‘s experience developing the k-12 educational component for the first two digitized projects funded through the nc echo grant program. such insight proved valuable in the development of the k-12 educational component for the third digitization project, ensuring democracy through digital access. a significant lesson learned was the importance of remembering anytime a project extends over twothree years staff changes occur requiring training of new team members. training requires time and hands-on experience adding pressure to designated deadlines stated in the grant application. such a challenge requires adjustments to complete deadlines and formal approval from the granting agency. in regard to the development of lesson plans/activities through the use of teacher workshops, several lessons were noted. when developing teacher workshops, it is crucial to allow ample time for teachers to develop and complete lesson plans/activities. in other words, no outside ―homework‖ for teachers is mandatory. during the first digitization grant, 30% of workshop participants who did not complete lesson plans/activities during the workshops actually finished their assignments within four weeks after the workshop even when stipends were withheld until completion. during the second digitization grant, extending the workshop to two days provided additional time for teachers to complete their assignments realizing a 90% rate of completion. in the third digitization project, one teacher workshop has been designed to cover a two-week period for ten teachers to produce 50 lesson activities. emphasis placed on requiring workshop participants to complete an application along with two recommendations provided the k-12 educational planning team members the opportunity to review candidates selecting those highly recommended by their principals and supervisor. the improved application process provided the necessary information to select candidates based on recommendations, grade levels, regional representation and areas of curricular expertise. such selections provided a education libraries, volume 33, number 2, winter 2010 43 diverse representation of teachers and assured a standard level of expertise whereby the workshop coordinator eliminated the need to spend extended workshop time discussing the components of a high-quality lesson plan/activity. upon analyzing teacher evaluation surveys from the first digitized grant project workshops, educators expressed that lesson activities were more valuable than full lesson plans. teachers acknowledged that while an entire lesson plan is beneficial to pre-service or beginning teachers; many felt that lesson activities were more beneficial overall because most teachers use an activity from a lesson plan adapting it to fit their classroom needs. the use of a template standardizing the lesson plan/activity process was an invaluable lesson learned. the template provided a step-by-step process that guided teachers in producing a final product that included all items needed in an easy format for reviewing and preparation to load onto the site. another lesson learned involved the collection of web site statistics which proved that marketing and promotion of the resources increased usage and were vital in ―spreading the word‖ to educators. in other words, funding spent on promotion and marketing was money wellinvested. a noteworthy and cost-saving lesson was that hiring a master teacher as the workshop coordinator saved time and repeated efforts in the workshop development process. it is highly recommended to include funding for this position because such expertise is invaluable in developing a workshop that produces the desired outcomes of high-quality lesson plans/activities useful for classrooms. budgeting for this position was given careful consideration based on the need for professional experience in conjunction with time required to successfully lead teachers to the desired outcomes. finally, the most valuable lesson learned was that ―teachers + input = ownership, and ownership + valuable resources = success.‖ it takes each team member along with everyone involved in the grant to produce the final outcome giving 100% to make any project successful. conclusion the inclusion of a k-12 educational component is a worthy consideration for academic libraries when applying for digitization grants. the special collections held by academic libraries are vast and rich offering valuable resources to a diverse population of users. through sharing and discussing experiences gained in the development of the k-12 educational components for digitizing eastern north carolina history, fiction and artifacts: the eastern north carolina digital library; seeds of change: the daily reflector image collection; and ensuring democracy through digital access: north carolina government publications collection at east carolina university joyner library, activities and strategies for planning, budgeting, implementation and promotion as well as an open discussion on lesson learned during the development process provide a tested guide for consideration of inclusion in academic library digitization grants. the value that a k-12 educational component adds to a digitization project is invaluable especially for classroom teachers and students because primary resources that were once only available via the constraints of traditional access methods become easily accessible anytime and anywhere providing avenues for creative integration of online materials in the educational setting. such educational components offer teachers and students the availability of digitized original rare books, photographs, letters, diary entries, artwork, newspaper articles, museum artifacts, broadsides and maps for use as primary sources to enrich and extend student learning in school libraries and classrooms. education libraries, volume 33, number 2, winter 2010 44 references adams, leslie. 2005. ―the digitization of learning.‖ t h e journal 32, no. 11: 50. academic search premier, ebsco host (accessed october 21, 2009). alters, brian j., john banister-marx, april gardner, craig nelson, judy scotchmoor, eugenie scott, and dale springer. 2001. ―ncte teacher workshop blueprint,‖ available at http://www.ucmp.berkeley.edu/ncte/twb/index. html> (accessed october 25, 2009). american association of school librarians (2007), “aasl standards for the 21st-century learner,‖ available at: http://www.ala.org/ala/mgrps/divs/aasl/guideli nesandstandards/learningstandards/aasl_lea rning_standards_2007.pdf> (accessed october 10, 2009). buxton, karen a. and harvey r. gover. 2003. ―a national laboratory and university branch campus library partnership: shared benefits and challenges from combined reference services.‖ reference librarian 40, no. 83/84:251-262. academic search premier, ebsco host (accessed april 1, 2009). callison, daniel. 1997. ―expanding collaboration for literacy promotion in public and school libraries.‖ journal of youth services in libraries 11, no. 1:37-49. east carolina university. university and medical center institutional review board (umcirb) home page, available at http://www.ecu.edu/irb/> (accessed october 30, 2009). guenther, kim. 2000. ―designing and managing your digital library. (cover story).‖ computers in libraries 20, no. 1:34. academic search primer, ebscohost (accessed october 29, 2009). honig-bear, sharon. 2001. ―school-public library partnerships in washoe county, nevada.‖ resource sharing & information networks 15, issue 1/2: 5-16. academic search premier, ebsco host (accessed april 1, 2009). nielsen, jakob. 2009. ―usability 101: introduction to usability.‖ alertbox: current issues in web usability. nielsen norman group (2009) available at: http://www.useit.com/alertbox/20030825.html. powell, richard a. and helen single. 1996. ―focus groups.‖ international journal for quality in health care 8, no. 5:499-504. academic search premier, ebsco host (accessed october 30, 2009). rideout, victoria j., uilla g. foehr and donald f. roberts. ―generation m2: media in the lives of 8to 18year-olds.‖ kaiser family foundation (2010), available at: http://www.kff.org/entmedia/upload/8010.pdf> (accessed april 15, 2010). thilmany, dawn and kynda r. curtis. 2008. ―marketing and promotion resources: leveraging existing programs and resources,‖ western extension marketing committee (2008)m available at: http://ag.arizona.edu/arec/wemc/nichemarkets/ 06marketingandpromotionresources.pdf trotter, andrew. 1999. ―online ‗portals‘ open a window to the web for teachers.‖ education week 19, no. 8:10. academic search premier, ebscohost (accessed october 29, 2009). linda teel associate professor/head of services teaching resources center j y joyner library east carolina university greenville, north carolina 27858-4353 voice: 252.328.2287 fax: 252.328-0918 email: teell@ecu.edu http://www.ucmp.berkeley.edu/ncte/twb/index.html http://www.ucmp.berkeley.edu/ncte/twb/index.html http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/aasl_learning_standards_2007.pdf http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/aasl_learning_standards_2007.pdf http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/aasl_learning_standards_2007.pdf http://www.ecu.edu/irb/ http://www.useit.com/alertbox/20030825.html http://www.kff.org/entmedia/upload/8010.pdf%3e http://ag.arizona.edu/arec/wemc/nichemarkets/06marketingandpromotionresources.pdf http://ag.arizona.edu/arec/wemc/nichemarkets/06marketingandpromotionresources.pdf mailto:teell@ecu.edu education libraries, volume 33, number 2, winter 2010 45 appendix a a comparison of history and accomplishments of k-12 educational components of digitization grants awarded to east carolina university joyner library digitizing eastern north carolina history, fiction and artifacts: the eastern north carolina digital library (http://digital.lib.ecu.edu/historyfiction/) years awarded budget digitization educational resources promotion/ marketing 20042007 $484,907.00 60,000 pages digitized 700 xml encoded documents processed; 60,900 images converted for zoomify; 900 artifact images processed; 300 video transcriptions created; data base of 300 artifacts created; web site and search engine created based on educator input and in-house usability testing all books assigned reading levels; 310 podcasts created;100+ downloadable lesson plans/activities developed by and provided for educators; 132 north carolina standard course of study alignment correlations; 300 museum artifact videos and podcasts; 7 teacher focus groups, 11 regional teacher workshops and 3 local workshops conducted; numerous classroom lessons provided to schools; educator web portal designed; learn nc presence classroom/ media center calendars and posters; numerous promotional items such as rulers, highlighters, and pens with web address; bookmarks; google presence; 4 research articles published; 1 regional conference workshop and 1 national pre-conference workshop; 7 national, 16 regional/state and 6 local conference presentations; exhibitions at 1 national and 2 state conferences; ―what‘s new--monthly feature‖ by learn nc *** winner of the 2007 east carolina university centennial award for excellence seeds of change: the daily reflector image collection (http://digital.lib.ecu.edu/reflector/) years awarded budget digitization educational resources promotion/ marketing 20082010 $56,000.00 7,500 black and white photographic images from the local newspaper, the daily reflector, covering 1947-1969 downloadable black and white historical primary source images available; searchable historical themes; 1 teacher focus group; 1 teacher workshop; teacher web portal bookmarks; classroom/ media center posters; two research articles published; 1 national, 4 state and 3 local conference presentations/exhibitions; 2 opening receptions; numerous classroom lessons provided to schools; google presence; images featured on msnbc *** winner of the 2010 gale cengage learning award for excellence in reference and adult library services ensuring democracy through digital access: north carolina government publications collection (website under beta testing) years awarded budget digitization educational resources promotion/ marketing 20092011 $216,986.00 2,300 volumes of historic state publications from 19th and 20th centuries downloadable access to historic state publications for classroom use available; 50+ downloadable lesson plans/activities developed by and provided for educators; 10-day teacher projected for 2011: 2 national, 5 state conference presentations/exhibitions and numerous local and school presentations; bookmarks; classroom/ media center posters; proposed research article for publication http://digital.lib.ecu.edu/historyfiction/ http://digital.lib.ecu.edu/reflector/ education libraries, volume 33, number 2, winter 2010 46 workshop provided appendix b sample budget request for a k-12 educational component of a digitization project/grant expenditure category quantity cost per unit total equipment laptop 1 $1,200.00 $1,200.00 data projector 1 $2,000.00 $2,000.00 portable screen 1 $50.00 $50.00 digital camera 1 $150.00 $150.00 focus group meals for focus group attendees 13* $10.00 $130.00 stipends for attendees 10 $100.00 $1,000.00 teacher workshop printing of workshop materials $500.00 $500.00 stipends (10 teachers x 10 days) 100 $100.00 $10,000.00 substitute pay** travel (10 teachers x 2 trips)*** 20 $200.00 $4,000.00 state of nc per diem (10 teachers x 10 days)**** 100 $101.05 $10,105.00 personnel focus group moderator 1 $500.00 $500.00 master teacher to conduct workshop (10 weeks)***** 10 $917.00 $9,170.00 marketing/promotion registration for 3 conferences 2 $500.00 $1,000.00 vendor/exhibitor fees 3 $1,400.00 $4,200.00 state of nc per diem (in-state) 12 $101.05 $1,212.60 state of nc per diem (out-of-state) 12 $115.55 $1,386.60 hotel accommodations 24 $200.00 $4,800.00 travel by airfare****** 2 $400.00 $800.00 other expenses 2 gb usb drives for workshop 15 $10.00 $150.00 total project costs $52,354.20 *includes 10 participants, 1 moderator, and 2 note-takers. **please note that if workshop is held during school hours, allocations must include substitute pay at the rate of $90.00 per participant per day. to eliminate these costs, plan workshop during summer months when teachers are not in the classroom. ***participants will receive mileage reimbursement to cover travel for two round trips. ****nc per diem (in-state) is $101.05 per day. adjust accordingly based on state. *****master teacher will organize, develop and facilitate the workshop. this person will also review and edit all lesson activities prior to placement on website. based on salary of $47,690/year. ******one conference travel will be via university van. whitehead, marian r education libraries, 42:1 (2019) © education division, special library association book review de abreu, b. s. (2019). teaching media literacy, second edition. chicago, il: ala neal-schuman. isbn 978-0-8389-1721-3 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc students “have trouble judging the credibility of the information they encounter online.” to navigate the media successfully, they must have “the ability to access, analyze, evaluate, create, and act using all forms of mass communications” (p. xiii). the second edition of teaching media literacy presents a way of thinking about becoming media-savvy beyond simply checking sources and relying on authoritative resources. belinha s. de abreu (@belmedia), an international media literacy educator who served as an expert to the forum on media and information literacy for unesco’s communication and information section, is the founder of the international media literacy research symposium. dr. de abreu has gathered a cadre of distinguished media literacy experts to help librarians and educators teach students how to think critically as they encounter news stories. contributors to this volume take the issue of fake news head-on, including misrepresentations of facts, digital literacy, and the use of media literacy around the world “as a vehicle for social and political change” (pp. xxiii). chapters 1-10 are written by de abreu; each is accompanied by a reflection of the topic covered, authored by a media literacy scholar or practitioner. media literacy: the key to critical thinking (chapter 1) introduces the reader to five core concepts and key questions: 1. all media messages are “constructed.” who created this message? 2. media messages are constructed using a creative language with its own rules. what techniques are used to attract my attention? 3. different people experience the same message differently. how might different people understand this message differently from me? 4. media have embedded values and points of view. what lifestyles, values, and points of view are represented in or omitted from this message? 5. media messages are constructed to gain profit and/or power. why is this message being sent? (p. 6) based on unesco’s media and information literacy curriculum for teachers, chapter 2 (media and information literacy crossover) deals with the intersection of media and information literacy. in his reflection, conceptual convergence of media and information literacy (mil), marcus leaning (professor of digital media education at the university of winchester, uk) agrees that the unesco curriculum is thorough, but “does not go far enough. . . to address the information-saturated nature of contemporary youth culture,” perhaps intimating that a third edition of the text will be needed soon (p. 24). education libraries, 42:1 (2019) © education division, special library association chapter 3 (perspective, perception, and point of view) encourages the use of the t.a.p. model (text, audience, and production) as students “critically access, evaluate, and utilize the information that they find” (p. 29). teacher and blogger kathleen currie smith1, provides the reflection for chapter 4, fake news and alternative facts. smith explains that her students, digital natives, “have no knowledge of a world” devoid of electronic devices and “while they know how to snap, chat, share, and message friends, they lack any real knowledge of how the social media platforms work. . . . news literacy teaches students to both judge the reliability of information and understand their own responsibility to society as they create and share information” (pp. 44-45). at the close of the reflection to chapter 5 (digital citizenship, privacy, and digital leadership) is a list of digital citizenship resources to promote student voice and student choice compiled by the mother/son digital citizenship team of marialice b.f.x. curran and curran dee. during her discussion of the international society for technology and education (iste) standards for students and educators (chapter 6, digital literacy), de abreu agrees with michael stephens2, associate professor at the school of information, san jose state university,who advocates that we “drop the ‘digital’ and call them life literacies” (p. 61). in chapter 7 (technology as a tool for social inclusion and transmission) de abreu introduces the reader to several digital learning technologies theories: rat (replacement, amplification, and transformation); samr (substitution, augmentation, modification, and redefinition); tpack (technological pedagogical content knowledge); and bloom’s digital taxonomy. chapter 8 (equity vs. equality) considers equity and equality in the media and a reflection by jimmeka anderson (an outreach coordinator at the charlotte mecklenburg library, a part-time instructor at the carolina school of broadcasting, and founder of i am not the media) suggests using a analysis tool for evaluating “the depiction of cultural groups in the media” (p. 82). chapter 9 (global connections) underscores the interconnectedness of today’s global society. the final chapter of part i, social justice and advocacy (chapter 10), highlights our participatory culture, the benefits derived through civic engagement, and advocacy. reflector and theology teacher michael godbout suggests that teachers assign classroom exercises that cultivate “understanding and empathy.” these assignments should emphasize “the good qualities of the individual while the students also learn to accept the negative qualities” (p. 99). while media literacy theory is important, and each essay and reflection contained in the first part of this volume addresses key concepts adequately, part 2 of the work is not only more practical, but includes ready-to-teach lessons that are expertly crafted for providing media literacy education in the school library and classroom (chapter 11). educators and school library media specialists can use chapters 12-17 to introduce concepts related to media literacy as they apply to major media formats, including television, movies, photography/images, music and radio, advertising, and media production (including digital technologies). each media format has several lesson plans associated with it. the construction of these lesson plans is consistent, with each indicating: the grade level for which it was originally developed; curriculum connections; media literacy connections; time frame required for activities associated with the lesson; 1 http://readresearchrestrepeat.blogspot.com/ 2 https://tametheweb.com/ http://readresearchrestrepeat.blogspot.com/ https://tametheweb.com/ education libraries, 42:1 (2019) © education division, special library association what to do before you begin teaching the lesson; objectives of the lesson; materials needed for the activities; process, including specific questions to ask throughout the session; assessment; and reflection. perhaps the least imaginative portion of the book is resources for teaching media literacy (part iii), which is comprised of a glossary of terms (appendix a); a timeline of media literacy education beginning in 1910 (appendix b); a list of movies on the media (appendix c); and a helpful list of associations and other entities providing media literacy resources on their websites. that said, if you think that teaching media literacy will benefit your students but are uncertain how to introduce the subject into your classroom, these lesson plans, additional activities, and references to consult may be just the ticket. education libraries, volume 35, number 1-2, summer-winter 2012 15 beyond a fad: why video games should be part of 21st century libraries by kym buchanan and angela m. vanden elzen abstract we believe video games have a place in libraries. we start by describing two provocative video games. next, we offer a framework for the general mission of libraries, including access, motivation, and guidance. as a medium, video games have some distinguishing traits: they are visual, interactive, and based on simulations. we explain how these traits require and reward some traditional and new literacies. furthermore, people play video games for at least three reasons: immersion, challenge, and connection. finally, we offer guidelines and examples for how librarians can integrate video games into library collections and programming. introduction change is inevitable. growth is intentional. -glenda cloud we live and work with change. new and evolving media and technology affect our jobs, politics, recreations, relationships, children, and more. we face an endless flood of gadgets and wizardry: ipads, smartphones, facebook, twitter, e-books, wikipedia, video games, etc. this flood can be confusing and intimidating. libraries and librarians can play vital roles in helping patrons live and work with change. in this article, we'll explore one area of evolving media and tech: video games. we believe video games have a place in libraries, and thus librarians should try to understand the nature of video games, especially why people play video games. games illustrate powerful phenomena in media and tech, including interactivity and immersion. now is a good time for librarians to explore video games. recently, the united states supreme court considered arguments about the nature and possible effects of video games. the court applied first amendment protection to video games: "like protected books, plays, and movies, they communicate ideas through familiar literary devices and features distinctive to the medium" (brown v. ema, 2011). the court prevented california from restricting the sale of video games to minors. their decision effectively halted similar efforts in other states. however, justices writing both in the majority and minority acknowledged that the nature and possible effects of a new medium like video games can be poorly understood. for example, justice scalia recounted our nation's past confusion and alarm about the possible harm to minors caused by penny dreadfuls (lurid novels), movies, and comic books (brown v. ema, 2011). as a society, we live and work with phenomena like interactivity and immersion, so we should explore and discuss the possible advantages and risks, especially the possible harms to minors. libraries and librarians can and should be part of this exploration and discussion. fortunately, librarians don't need to be avid "gamers" to learn about video games and to appreciate the place video games could have in libraries. however, librarians may need to learn more about the appeal of video games. there is an endless variety of new games and kinds of games, and this flood isn't likely to ebb. in this article we won't try to catalog the flood. rather, we hope to equip librarians with a better understanding of the nature and appeal of video games. what are the distinctive features of the medium? how do games communicate ideas? first, we'll describe two examples of provocative video games. second, we'll describe the possible roles of libraries during changing times. third, we'll explore why people play video games. fourth, we'll explore how video games can be part of libraries, with specific suggestions. education libraries, volume 35, number 1-2, summer-winter 2012 16 examples there are many video games worth playing and discussing. we’ve chosen two examples that vividly illustrate the potential of video games to intrigue and provoke: september 12th and beyond good & evil. these examples demonstrate how games can honor the spirit of the first amendment, not just enjoy its protection. september 12th figure 1. september 12th directions following the terrorist attacks on september 11, 2001, the united states and the world struggled to make sense of our situation in the "post-9/11" era. we tried to understand who had attacked the us and why, and what we could and should do in response. a team of game designers wanted to influence the discussion. september 12th (newsgaming.com) was published in 2003, as a free, browser-based game. at this time, this short game is still online so we encourage readers to play it (see: http://www.newsgaming.com/newsgames.htm). september 12th demonstrates how visual communication, interactivity, and simulation can be combined to encode a provocative message. the game is based on a simple simulation of a nameless middle eastern city, and the visual style is cartoonish but not frivolous. the city is crowded with men, women, children, and dogs walking around. most of the people are civilians dressed in blue, traditional clothing. some adults are terrorists: they carry assault rifles and wear distinctive white keffiyeh (cloth headdresses). the game offers simple directions (figure 1). the player controls a crosshair which can be used to launch missiles. there is a short flight time between launching a missile and its impact, and the explosion has a large radius. it's difficult to hit a terrorist without accidentally damaging buildings or killing civilian bystanders. other civilians come to weep over the corpses and then these mourners transform into new terrorists. this transformation is visually striking and accompanied by a distinctive sound effect. the more explosively the player pursues terrorists, the more the surviving civilians are inspired to become terrorists (figure 2, figure 3). http://www.newsgaming.com/newsgames.htm education libraries, volume 35, number 1-2, summer-winter 2012 17 figure 2. september 12th gameplay figure 3. september 12th close-up: a mourner becomes a terrorist targeting terrorists in an urban setting is a messy problem: missiles can inflict collateral damage, sending in soldiers puts them in harm's way, terrorists can hide among civilians, etc. september 12th is a provocative editorial on the problem. players may disagree with the game's message, but for our purposes the validity of the message isn't important. what's distinctive about the game is that it is a game. it's interactive: the player will almost inevitably fire at least one missile, if only to see what happens. the player may experience the game's message with greater impact because the player's choices have visible consequences. a well-written newspaper editorial or a striking photograph can impact an audience, yet interactive media like games frame a different kind of relationship between author and reader. also, consider the audiences reached by more traditional editorial media versus the audiences that may play a free video game. some players may not invest time and energy in watching or reading the news, but they may play and discuss september 12th. in summary, september 12th is based on a simple simulation with assumptions about some roots of terrorism. when players interact with the game, they can decode its messages through its striking visual communication. the game tries to influence the player's thinking: it tries to affect the player's perspective on "some aspects of the war on terror" (newsgaming.com). education libraries, volume 35, number 1-2, summer-winter 2012 18 beyond good & evil figure 4. beyond good & evil box cover art figure 5. beyond good & evil gameplay beyond good & evil (bg&e) is another game that tries to provoke thinking about post-9/11 issues, including patriotism, paranoia, and the role of dissent in a democracy (e.g., challenging government decisions). beyond good & evil (ubisoft) was first published in 2003 for several video game systems. at this time, an updated version can be bought online for xbox 360 and playstation 3. education libraries, volume 35, number 1-2, summer-winter 2012 19 bg&e is a far more sophisticated video game than september 12th and requires many hours to finish. (the game saves the player's progress so it can be played over time.) bg&e is based on a simulation of an imaginary planet called hillys. the setting is a mix of science fiction and fantasy, with alien wildlife and sentient beings. an off-world army of alien domz is invading but hillys is allegedly defended by general kehck and the alpha sections. kehck broadcasts reassuring messages to the citizens of hillys. his messages are bombastic, ultra-nationalist propaganda—perhaps a deliberate parody of some real rhetoric of the post9/11 era. the player takes on the identity of jade, a female, hispanic photojournalist (figure 4). jade is recruited by an underground resistance movement called the iris network. iris suspects the government is corrupt and lying about the war. jade sneaks into government facilities and takes revealing pictures. as jade's stories are published, the public starts to question the government. for example, protestors start appearing in the streets. eventually, jade and her allies collect enough evidence to incite a full revolt: the invaders and collaborators are unmasked and defeated. bg&e has a stylized visual aesthetic (figure 5). (creator michel ancel was inspired by miyazaki films (bertz, 2011).) bg&e simulates a "living world” in which jade can interact with a variety of creatures and obstacles in a variety of ways (e.g., sneaking, taking pictures, fighting). some of the choices and consequences are especially provocative. for example, jade provides foster care to war orphans. the player can interact with the orphans and experience an unusual perspective on war. as another example, jade has a side job taking pictures of the native flora and fauna. a conservation organization is worried about the possible extinction of some native species during the war and thus pays jade for creating a photographic record. at different times, bg&e is tense, funny, scary, sad, or wily. it offers subtle and not-so-subtle allegory. for example, jade repeatedly visits a bar to meet her contacts in the iris network. the song playing in the bar includes the refrain "propaganda!" in summary, bg&e invites players to explore a visually-striking world at war. when players interact with the simulation, they take on jade's identity and roles. these roles include concerned citizen, investigative reporter, and foster parent. bg&e uses allegory to express messages about civil disobedience and the watchdog role of journalists. changing times september 12th and beyond good & evil are two examples of the rich, provocative, and evolving medium of video games. the short history of video games is a story of change: the technology and artistry have grown exponentially in a short time. in the early 1980s most video games were simple, two-dimensional, singlescreen experiences like pac-man or donkey kong. gameplay involved sharp eye-hand coordination, fast reflexes, and simple tactics. the stories in video games were equally simple. today, many games offer sophisticated, three-dimensional living worlds, like hillys in beyond good & evil. gameplay can involve analyzing systems, managing multiple resources, and applying complex strategies. the story in a modern video game can rival a novel in depth and length. games will continue to evolve as the technology and artistry evolve. games are part of the larger flood of evolving media and tech. as librarians consider how to respond to change, it may help to revisit the mission of libraries. it may also help to consider the fundamental nature of games. education libraries, volume 35, number 1-2, summer-winter 2012 20 access, motivation, and guidance changes in media and tech can challenges the relevance of institutions like libraries. an institution remains relevant when it remains an effective approach to important problems. recently, many public libraries have faced budget cuts or even closure: libraries are under pressure to demonstrate their value to society (karas, 2011). we believe the continued relevance of libraries depends how librarians define their mission and how libraries evolve to achieve that mission. we identify three important services libraries can provide: access, motivation, and guidance. access is the most visible and celebrated service. libraries that are open to the public are especially remarkable since they make media and tech available to everyone. for example, the world wide web is accessible to more people because public libraries offer free, networked computers. access can even be an equalizing force. national council of teachers of english president siu-runyan (2011) argues that access to "a good library can offset the effects of poverty on reading achievement" (p. 29). motivation is often more subtle. most librarians can only coax, not command. they try to inspire patrons to visit libraries, browse the selection, and check out materials. for example, librarians may hang up posters of celebrities promoting reading. librarians' attempts to motivate are most admirable when they spring from an infectious love of discovery, enjoyment, and learning. guidance can be even more subtle. guidance is not control or censorship. indeed, many librarians oppose censorship: "ala has long championed the freedom of the press and the freedom to read" (american library association, n.d.). rather, guidance is connecting with the needs and interests of patrons, and making suggestions to help patrons find answers and enjoyment. sometimes librarians advocate for the opinions of others, like setting up a display of new york times best sellers or newberry and caldecott medal winners. sometimes librarians try to bridge from patrons' existing interests, like recommending books related to current events. guidance is different than the direct teaching in a school in which teachers assign reading and assess comprehension. guidance is also different from retail sales in which profit is a factor in assisting customers. recently, libraries have continued to provide access, motivation, and guidance while adapting to changes like cd-roms and the web. libraries can continue to evolve by including video games. visual interactive simulations video games are a new medium with new affordances and constraints. the possible choices when designing a game demarcate how a designer can encode a message as a game. these possibilities also demarcate how a player decodes and experiences the message through playing the game. it's not unusual for new media to alter communication. for example, movies use a lexicon of visual communication. since video games have unusual affordances and constraints, we can ask whether video games represent a new literacy. video games do introduce a new literacy because messages are encoded and decoded in new ways. however, some essential skills are unchanged for designers and players--authors and readers. these skills include audience consideration, creating dramatic tension, interpreting metaphors, and extrapolating an author's intent. we'll explore how libraries can help patrons develop these skills, by first deconstructing the medium. as a medium, video games have several distinguishing traits. a video game is a visual experience, it's interactive, and it's based on a simulation. almost all video games center on a strong visual experience. game designers often draw on design choices in other visual media like movies and comic books. some designers use photorealistic graphics (e.g., education libraries, volume 35, number 1-2, summer-winter 2012 21 bioshock) while others use stylized or even abstract representations (e.g., viewtiful joe, echochrome). there are a few distinct exceptions of games that aren't centered on a visual experience, including text-only adventure games like multi-user dungeons (muds). the visual experience of most video games shapes the essential and advanced literacies. as one essential literacy, many video games use icons to communicate. for example, in beyond good & evil jade’s health is represented by a series of filled hearts (figure 5). when most of the hearts are empty, jade’s health is poor and further injury will lead to death. a player needs to develop essential literacies in order to play a game. otherwise, the experience will seem random ("why did my character die?"). the advanced literacies are more complex and include skills like recognizing satire and interpreting allegory. the advanced literacies are connected to interactivity. the highly interactive nature of games gives the player far greater initiative and influence over how the experience unfolds. the designer may offer very overt messages through the setting, characters, and plot. more subtle messages can be found and interpreted through playing the game. critics often tout good "gameplay" as the most important ingredient in a good video game. gameplay mainly refers to the nature of the interactivity: the kinds of choices, the consequences of choices, and the feedback that teaches the player the relationship between a choice and consequence. the most sophisticated video games are often marketed and praised for the variety of choices and consequences they offer. for example, in best-selling series like grand theft auto and fallout, the games offer extensive, meaningful choices with colorful, divergent consequences. however, while the experience may unfold very differently for different players, it's still ultimately constrained by the designer. the sophisticated worlds of today's games offer a variety of choices and consequences, but this variety is still a relatively small subset of real and imaginary possibilities. we can view video games as one area on a larger continuum of interactivity that also includes hypertext and interactive fiction. with hypertext, an author can create a website with extensive internal cross-linking. this gives the reader the freedom to move around and through the text in non-linear ways but all the possible moves are still defined by the author. as aarseth (1997) says, "the reader's freedom ... is a promise easily retracted and wholly dependent on the hypertext system in question" (p. 77). interactive fiction is another area of the continuum of interactivity. the choose your own adventure (cyoa) series of young adult novels is a good example of interactive fiction. a cyoa novel consists of indexed possible story segments. at the end of each segment, the reader is given two or more choices. each choice leads to a different segment, continuing the story in different directions. a cyoa novel can be reread while making different choices, leading to a different story. such novels of interactive fiction are sometimes called "gamebooks." compared to a cyoa novel or a cross-linked website, the interactivity in a video game can be far more sophisticated. but no matter how big the sandbox, the boundaries and the possible choices are still set by the game designer (squire, 2006). so some traditional literacies are still salient, like interpreting an author's intent. the third distinguishing trait of video games is simulation. the choices and consequences in a game form a microcosm: a limited model of a real or imaginary reality. one video game may be a simulation of a battlefield, with choices and consequences around tactical planning, firing guns, and invading territory (e.g., halo). another game may be a simulation of a suburban family, with choices and consequences around eating, sleeping, and going to work (e.g., the sims). building a simulation may require literacies in mathematics and systems thinking. however, a player often doesn’t need those specialized literacies to develop a functional understanding of the underlying simulation in a video game. instead, the player can education libraries, volume 35, number 1-2, summer-winter 2012 22 develop a mental model of the simulation through playing the game, developing an understanding of the choices and consequences through trial and error. yet the player may not appreciate the nuances of the simulation or how they can apply their understanding in other contexts. for example, consider how september 12th simulates the transformation of mourners into terrorists: it’s immediate, fast, and predictable. this speeds up the game at the expense of realism. a player may not appreciate the issues and pacing when real people's grief and outrage become resistance and violence. recognizing nuances while interacting with a simulation is a new literacy. however, recognizing an author’s choices and assumptions is a traditional form of critical literacy. this includes recognizing artistic license. for example, in a movie or novel, the author may use assumptions that create a more historically-accurate story or a more dramatic and faster-paced story. this parallels the decision to make the transformation of mourners faster or more realistic. without critical literacy, a player may not appreciate how a simulation, movie, or novel simplifies some aspects of the setting, characters, or plot. players need a mix of new literacies and traditional critical literacy to appreciate such nuances. critical literacy is also useful in recognizing the overt and subtle assumptions or biases of designers and readers/players (including ourselves). for example, while exploring the multiplayer simulation of second life, werts (2008a) notes that "nearly everyone online is ... fabulously gorgeous, has spectacular clothing, sports killer hair, and is–of course–thin." this fantasy fulfillment may be fun, but without critical literacy players in second life may unconsciously perpetuate and internalize unrealistic beauty norms. in summary, video games have distinguishing traits as a medium: they are visual, interactive, and based on simulations. these traits require and reward some traditional and new literacies. however, it's possible to understand these traits and still miss the essential nature of video games: why they can be very appealing. why we play video games are appealing to many people. there are many explanations for why people play video games. we’re going to explore some of the most compelling explanations. we believe there are at least three reasons people play video games: immersion, challenge, and connection. immersion immersion is a very appealing experience and it's not unique to video games. "immersion is the semivoluntary experience of being transported into a new context—a narrower or alternate context—for an extended duration" (buchanan, 2006). some people have never been immersed in a video game. but most people have experienced immersion in a book or movie. we crave immersion for reasons like stimulation, escapism, and self-discovery. immersion is semi-voluntary. while we may choose to become immersed in experiences, we can't fully control the experiences. for example, people may choose to watch scary movies or play scary video games, but they can't fully control how scared they get. video games allow players to be and do exciting, scary, and wonderful things. players can become immersed in experiences beyond their normal lives. video games can be more personal and immersive than other media and tech because the players have a more active role. in september 12th, the player doesn't merely watch a missile attack: the player fires the missile. once immersed in the designed experience of a video game, a player is more sensitive to the affordances and constraints of the simulated domain (e.g., "the war on terror"). the player experiences these affordances and constraints with palpable immediacy: the nuances of choices and consequences are instantly and closely felt. in september 12th there is a palpable immediacy to the consequences of the choice to shoot. the immersion in a sophisticated game like beyond good & evil can be much deeper if a player is receptive to the identity being offered. a player can start seeing the world and challenges through the character's eyes. then the palpable immediacy of moment-to-moment choices and consequences contributes to a continuous experience: an overarching identity that's a composite of character and a player. the designers of bg&e education libraries, volume 35, number 1-2, summer-winter 2012 23 created the setting, dialog, and choices for jade, but the player co-constructs the character by how he plays the game. for example, one player may co-construct a jade who is stealthy and evasive while another player's jade is confrontational and violent. different players will take away different impressions of the game based on what they bring to the game, how they play the game, how immersed they become in the character and world, and how they later process on their choices and consequences. the palpable immediacy of immersion and the co-construction of identity support what gee (2003) calls "embodied experience" (p. 108). after playing in a video game an individual may have a deeper understanding of the relevant domain and roles. the player can learn about choices and consequences through interaction and co-construction, not just passive reception. gee builds on the ideas of barthes and others. barthes (1968/1977) offers a compelling perspective on how a reader co-constructs the messages of a text from the text itself and from what the reader brings: "a text's unity lies not in its origin but in its destination... the birth of the reader must be at the cost of the death of the author" (p. 189). barthes' (1971/1977) perspective is a powerful tool for thinking about video games as a co-constructed experience: "the text is experienced only in an activity of production..." (p. 167). this co-construction is more vivid in video games than in most other media. in short, interactivity and immersion can increase the intensity of an experience. this positions players to be more affected by a video game. players seek this influence: they crave the mental and emotional stimulation of immersion. challenge many media and tech offer mental and emotional stimulation. video games are unusual because they offer a particular kind of stimulation: challenge. some other media offer some challenge, like the "whodunit?" of a mystery novel or the non-linear scenes of movies like memento. but these other media don't test us like video games. we can keep turning the pages of a mystery novel even if we're missing essential clues, but in most video games our progress is contingent on facing and overcoming uncompromising challenges. the challenge of these tests is an inherent part of the games' appeal. people seek challenge for some of the reasons they seek immersion: stimulation, escapism, and selfdiscovery. many people enjoy challenge, especially when the challenge closely matches their abilities: neither too easy nor too hard. gee (2003), johnson (2006), and others have emphasized how good video games offer this kind of optimal challenge. csikszentmihalyi (1990) is a visionary on the labors and pleasures of optimal challenge in any activity. he describes a desirable state of being called "flow": the best moments usually occur when a person's body or mind is stretched to its limits in a voluntary effort to accomplish something difficult and worthwhile. ... ...flow—the state in which people are so involved in an activity that nothing else seems to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake of doing it. (p. 3-4) in describing the enjoyable challenge of media and tech like video games, papert (2002) uses the phrase "hard fun." video games are one of many possible activities for finding the hard fun of flow. some video games are particularly effective for flow because they have one or more of the following features. they adjust to the player so the difficulty is often right at the edge of the player's abilities. they offer open-ended problems or worlds so the player can apply solutions based on their particular skills or style. they are selfpaced so the player can progress at their own speed. above all, they offer clear, immediate feedback, contributing to a progressive sense of accomplishment. clear, immediate feedback is essential to flow: the palpable immediacy of the reactive nuances creates a tight feedback loop of choices and consequences. feedback helps players learn how to succeed in a video game. the video game teaches players how to effectively perceive and act in response to challenges in the simulation. in at least some cases players can education libraries, volume 35, number 1-2, summer-winter 2012 24 apply this learning to similar contexts beyond the game. the learning is portable. educators call this phenomenon "transfer." transfer depends on many factors, including whether the simulation is sufficiently authentic: the affordances and constraints in the simulation must be sufficiently similar to those in the real domain (aldrich, 2004; galarneau, 2005). by learning to overcome challenges in the simulation, players learn knowledge, skills, and dispositions they can transfer beyond the game. transfer is an ultimate goal of a formal schooling. teachers try to create activities that are sufficiently authentic to promote transfer. transfer is what matters, not the activity. honebein (1996) explains: many people misunderstand the true nature of authentic activities. people ask, "how are simulations 'authentic' when by their very nature they are not authentic at all? they're still a simulation." the aim of authentic activity is not just to simulate or replicate the physical environment, calling it "authentic." rather, the aim is to design an environment in which learners use their minds and bodies as they would if they were practitioners in a domain. it is the purpose of the learning environment, whether it be simulation, actual practice, or independent study, to stimulate learners so that their thinking is related to actual practice.... (p. 20) johnson (2006) also argues that the transfer of thinking ability is the chief lasting benefit of immersive media and tech. whether we're watching a television show with a sophisticated plot or playing a video game with sophisticated challenges, the content isn't as important as the advanced problem-perceiving and problemsolving skills we can take away. shaffer (2006) makes a similar argument when he describes the interconnected nature of skills, knowledge, identities, values, and epistemology. he deconstructs some games and game-like simulations that foster effective problem-perceiving and problem-solving in authentic domains. an inherent part of the potential power of games for learning is their appeal. young people may be more motivated to engage and persist with video games than with other educational media or activities. this leads education experts like gee (2003) to ask, "wouldn't it be great if kids were willing to put in this much time on task on such challenging material in school and enjoy it so much?" games are appealing because of challenge (not in spite of it), and because games change the stakes of success and failure. inside the "magic circle" of a game, the stakes are lower or different (rodriguez, 2006; salen & zimmerman, 2004). thus, players are more willing to engage in "trying trio" behaviors: admit ignorance, take risks, and make mistakes (buchanan & cook, in press). these behaviors are powerful catalysts for learning. unfortunately, video games' appeal leads to some possible harms. most video games require continuous attention, repetitive manipulation of the controls, and no other physical activity. however, our eyes and hands need regular breaks to avoid harms like repetitive stress injury and our bodies need regular exercise to stay healthy. we also need to balance playing games with other activities and relationships. thus, excessive play can be harmful. however, some research suggests caution before assuming that young people who play video games are less physically active than others (rideout, roberts, & foehr, 2005). also, some video games promote physical activity (e.g., nintendo wii, xbox 360 kinect). another possible harm arises when minors are attracted to games with potentially inappropriate content (e.g., graphic violence). games designed and marketed to adults may contain content that younger players shouldn't play without adult supervision or at all. the supreme court and others have compared this possible harm to that of any media, especially if minors play without critical literacy (brown v. ema, 2011). in short, challenge can be pleasurable, especially when the difficulty is just right. interacting with a simulation can provide the optimal challenge of flow. if the simulation is sufficiently authentic, players can learn transferrable knowledge, skills, and dispositions. games have some possible harms so guidance is important. education libraries, volume 35, number 1-2, summer-winter 2012 25 connection a third reason people play video games is to make connections. we want to connect with ourselves, with people close to us, and as a society. we want to connect with ourselves. immersion and challenge support self-discovery. when games test our strengths and limits, we learn about ourselves and earn pride. we can learn more about ourselves in games with rich characters and stories. in such games, we can learn about our real and ideal identities: what roles we find apt and desirable and what values we hold highest. many kinds of media can tell stories that help us explore our real and ideal identities. the interactivity of games makes them especially powerful for this kind of connection. a good game is usually a source of powerful story elements: choices and experiences that cause us to think and feel, and from which we can tell stories. we can tell stories to ourselves as we're playing and we can tell stories to ourselves afterwards. as we make choices and reflect on them, and discuss our choices with others, we can rehearse and review our identities and values. for example, in beyond good & evil we can discover that we enjoy the role of investigative journalist and that we value speaking truth to power. as gee (2005) reminds us, it can be immensely satisfying and empowering to tell coherent and revealing stories about ourselves to ourselves. we also want to connect with people close to us. if we've both played the same game, we can discuss the challenges and possible solutions, the characters and story, and how we feel about the identities and values in the game. suppose we both play september 12th and discuss it. perhaps we agree the issues in "the war on terror" are more complex than we once believed. our discussion of the game can help us find or develop shared understandings and beliefs. some video games allow people to play together at the same time, in cooperative or competitive ways. these games create even richer possibilities for discussion and relating both during and after playing. in some multiplayer video games, the solo gameplay can grow repetitive and tedious. but these games remain appealing and satisfying because of the social interaction and especially the interaction within teams or groups (e.g., world of warcraft, eve online, fallen earth). as mcgonigal argues in reality is broken (2011), immersion in a multiplayer game can inspire players to see how when we work together we can achieve goals and make the real world a better place (p. 13-14). that brings us to the third way we want to connect: as a society. as a society, we continually define and redefine our values, including our principles and policies on everything from human equity to economic prosperity to environmental conservation. some of this discussion is formal and/or abstract, via editorials, articles, books, televised interviews and debates, campaign speeches, sermons, and so on. but much of this discussion is informal and concrete via media that's ostensibly recreational. these latter media include enduring literature like shakespeare as well as popular media like television comedies, action movies, and hit music. laurel (2001) deftly explains how pop media gives us a context to define and redefine ourselves and our beliefs: when artists and philosophers talk only amongst themselves, they ignore the potential of popular culture to become a variety of dialogues with and between everyday people. its discourse may be productive of desire and pleasure, but popular culture is also a language in which people discuss politics, religion, ethics, and action. (p. 11) moats (in werts, 2008b) expresses a similar idea regarding art: "it stimulates us to think, even for just a few minutes, in a new way...." the stories in video games can preserve, unpack, transmit, and challenge perspectives and values. at their best, video games can influence players' beliefs and values in nuanced ways. once we've played september 12th we may respond differently to a news report of the accidental killing of civilians in a war zone. once we've played beyond good & evil we may respond differently in a discussion about how governments sometimes pressure reporters to reveal their sources. education libraries, volume 35, number 1-2, summer-winter 2012 26 in other media, artists have both reflected and influenced our society's self-awareness and decisions. consider how bob dylan and other songwriters echoed and inspired activists in the 1960s. consider how michael moore and other directors use movies to educate and agitate. consider how jon stewart uses the daily show—ostensibly, it's a comedy tv show—to editorialize about current issues and criticize politicians and other journalists. there aren't comparable examples among video games yet, partly because most commercial video games are designed only for recreation. few video games deliberately engage with important issues like september 12th and beyond good & evil. but video games have as much or more power to influence players, and many designers are already creating games that do more than entertain. how librarians can respond we have discussed the role of libraries in changing times and explained many of the possible benefits of games. we'll now offer some advice and examples of how librarians can integrate video games into library collections and programming, as well as how librarians can use video games as a gateway to introduce patrons to other materials. we'll describe many specific games as a starting place. other similar games might work just as well, and as time passes, newer games will work even better. librarians may want to recruit the expertise of some gamers, share these guidelines, and get advice on what's available and timely. selecting games: guidance if librarians decide to integrate games into library collections, guidance will probably be their first concern. there is an endless variety of new games and kinds of games. here are some criteria for deciding which games to integrate. when adding games to a library’s collection, many factors need to be considered. will the games be part of the general collection, a review/curriculum collection, or only available for library staff to use for programming? if they are part of the general collection, will the systems circulate as well as the games? will the library create a gaming lab? will the games be mostly single-player, multi-player, or both? will the library buy games for multiple consoles (e.g., nintendo wii, microsoft xbox 360), or just one? from where will all of these games and systems be purchased? once these questions have been answered, the first step is deciding on which games to purchase. advice and assistance from experienced gamers can be very helpful. if librarians feel that the games will be used mostly for library programming or group play, they should select multiplayer games. co-optimus.com is a great resource for selecting multiplayer games. each game is given a quality rating, as well feature tags, such as the number of players and type(s) of cooperative play allowed. ("couch co-op" games are usually best, since they allow 1-4 people to play on the same screen at the same time.) library publications such as library journal also occasionally publish video game reviews and best video game lists. librarians should become familiar with the different types of video games that are available, and add a sampling of both popular and critically-praised games from each gaming genre. these genres include shooters (e.g., halo series), action-adventure (e.g., uncharted series), racing (e.g., mario kart series), role-playing games (e.g., final fantasy series), party (e.g., mario party series), and more. librarians should consider age appropriateness. games have content/age ratings similar to movies. the entertainment software ratings board (esrb) ratings are an excellent way to initially decide whether a game is appropriate for younger players. the main ratings are e: everyone, t: teen, and m: mature (17+). the rating for a game appears on the cover, with additional content descriptors on the back. libraries can help patrons learn about the esrb ratings by displaying posters near games, providing handouts, and including information and links on the library webpage. the esrb website provides information about the education libraries, volume 35, number 1-2, summer-winter 2012 27 content of the games and resources for parents (e.g., how to set parental controls on an xbox, practicing online safety, etc.). libraries may want to start with only e or t-rated games, and restrict young patrons' access to t games (just as they might do with pg-13 movies). if a library includes m-rated games in their collection, then the content of these games may be confusing to some patrons. a patron may believe that video games are "just for kids", in which case the content of an mrated game seems pernicious. also, some patrons may believe that all video games are crude or shallow. however, games aren't just for kids and games are growing in sophistication. libraries can provide inviting opportunities to learn about these trends, including the possible editorial or literary value of games aimed at older audiences (e.g., september 12th). this can be as simple as setting up displays of games, pointing patrons to websites about video games, or creating "suggested playlists" of quality, provocative games. some useful websites to help patrons and librarians navigate the flood of video games are game rankings.com, ign.com, co-optimus.com, and gamespot.com. librarians should consider which game systems they want to support. if the system is selling well, many patrons will own the system and many games will be published for the system. for example, over the past few years, the nintendo wii sold very well. however, before the wii was released, some experts and game designers were skeptical that it would be successful. librarians should probably wait at least 8-12 months after a new system is released before deciding whether to support it. some libraries should consider two special populations of patrons: educators and game scholars. this is especially true for education libraries. the first population, educators, may be interested in the potential of games to motivate and educate students. there is a growing body of games and research to support teaching using games. libraries may want to create a special collection of some of these "serious games", for educators to explore and experiment with. some starting places for advice and ideas include educationarcade.org, seriousgames.msu.edu/companies.php, and www.gamasutra.com/topic/serious. the last site, gamasutra, is a games industry organization and can connect librarians with game professionals in their area (e.g., as guest speakers). some books offer both theories and practical advice for instructors and education students who want to integrate video games into the classroom, including video games and learning: teaching participatory culture in the digital age and the work of play: meaning-making in videogames. some widely-respected publishers of educational games are firaxis, muzzy lane, and leapfrog. the second special population is game scholars. as games grow into an industry and art form, increasingly, creators, critics, and scientists study and debate issues such as innovation, artistry, and the positive and negative effects of games. if librarians want to integrate games that scholars are discussing, they can look to relevant blogs, articles, and books (cf. the books by gee that we cite in this article). best-selling games often generate a lot of analysis and discussion, but so do less popular but critically-acclaimed games like beyond good & evil. librarians may want to integrate both kinds of games to meet the interests of professional and amateur games scholars. adding games: access librarians can provide access by adding a wide variety of video games to their collections, making them easy to locate in the library catalog and the building, and making them easy to check out. libraries can also consider checking out game systems. patrons who are hesitant or unable to spend money on gaming could still discover and enjoy games. in the building, games can be displayed prominently or can join books in a new acquisitions display. a game can be set up as a kiosk, inviting patrons to pick up controllers and play (figure 6). another way to make education libraries, volume 35, number 1-2, summer-winter 2012 28 patrons aware of the availability of games in libraries is through advertising and outreach. social media such as facebook, blogs, and twitter are a great way to share news with patrons. in an academic setting, student groups and residence life staff can be notified of how they may check out materials for their own programming, and professors can be notified of possible ways to integrate gaming into their curriculum. for example, many online games like world of warcraft, runescape, and second life draw players from other countries. students in a foreign language course could play and converse in the language they're studying. figure 6. a kiosk with a playable wii game video games can be purchased from library suppliers (e.g., demco), a department store (e.g., target), or a store specializing in video games (e.g., gamestop). specialized stores sell both new and used games, in their brick-and-mortar stores and online. purchasing used games is a good way to obtain games that may be older and more difficult to find. it can also add up to substantial savings, especially when combined with a savings program such as gamestop’s powerup rewards program. this program includes a discount on used games. other stores offer similar customer-loyalty programs. local used-game and retro-gaming stores can be a good way to obtain older systems and games (e.g., to replace systems that wear out). if librarians decide to make video games part of the collection, they must decide on how to catalog them, a loan period, where they will be shelved, and how to address the issue of possible theft. in recent years, cataloging standards have emerged for library of congress and dewey for cataloging video games and related equipment. a library may want to make a loan period that is similar to other media, such as movies, to avoid confusion among patrons and circulation staff. when shelving video games, security should be considered. one solution is to place all games in plastic cases that must be unlocked by circulation staff upon checkout. (these cases were developed for retail stores and are easily purchased.) another, lower-cost solution is to place empty “dummy cases” on the shelves, and keep the cases containing the games at the circulation desk. if librarians decide to circulate systems, controllers, and other accessories, it is important to make sure they are transported in appropriate cases (to protect against weather and accidental damage). a education libraries, volume 35, number 1-2, summer-winter 2012 29 variety of carrying cases and bags have been made specifically for each system and accessories. they can be found at many stores that sell video games, such as toys r’ us, as well as amazon.com. many games have a limited shelf life. within a few years after their publication, a specific game may decline in popularity with most players. this is especially true when a new game system comes out; players may no longer buy or keep the old system. this is similar to how dvd slowly replaced vhs as a video format, requiring libraries to sunset the older format. happily, many game systems support some backwards compatibility, but only up a point. for example, the first version of the playstation 3 supported playstation 2 games, but newer versions of the playstation 3 abandoned this backwards compatibility. for any game system, librarians probably want to integrate both the system and its games into their collections to ensure that the games can be played for a long time. some great games have lasting appeal: they will continue to appeal to players for years. also, there is a thriving "retro gaming" culture in which players enjoy old or very old games. (in the context of video games, "retro" may be 15-20 years ago.) however, the majority of patrons will probably prefer newer games. a game may have strict digital rights management (drm) restrictions that prevent the owner from playing the game on more than one specific game system (e.g., on more than one specific playstation 3). a game with this kind of drm couldn't be checked out, but patrons could still enjoy playing it at the library on a non-circulating game system. an increasing number of games are published via direct download (instead of a disc sold at retail), and most of these games have strict drm. academic librarians who want to support educators and game scholars may want to create a special review collection. this collection should contain a sampling of games of different genres, as mentioned above. as part of the review collection, it may be a good idea to not only allow students to check out the resources, but also to have one or two stations set up so they can sample the games at their convenience. librarians can promote awareness of the collection through the programming they offer to academic areas (e.g., education, computer science). inviting player: motivation motivation can be increased by making patrons aware of this availability in different ways. for instance, libraries can add gaming to their existing programming and interest groups. an obvious match may be programming or groups for children or young adults, but the potential audience may be broader. a senior citizens group can have fun with wii sports resort, with its gameplay like bowling and canoeing, when mobility issues may otherwise prevent them from enjoying these recreations. many wii games include a random succession of active, silly games, like those in warioware: smooth moves wii. these can be used for a group learning english as a second language if players are asked to describe the actions in each mini game. a teen group could host a mario kart or super smash bros. brawl tournament, a parent-child group could enjoy sesame street: once upon a monster, and a lego group could enjoy lego star wars. libraries can organize player groups in massively multiplayer online games (mmos) like world of warcraft. (such groups are called "guilds" or "clans.") some mmo groups already try to meet face-to-face so libraries could be a great venue for fostering the interpersonal connections that deepen and extend the gaming experience. as with motivation in any medium, librarians first need to feel motivation about games themselves. library staff may benefit from special training to provide motivation and guidance on games and gaming. this could include a training session or just creating a webpage of useful links. a staff training session can be a particularly useful experience since it provides a place to learn about gaming resources and to discuss some of the misconceptions surrounding video games. when librarians play games with each other and with education libraries, volume 35, number 1-2, summer-winter 2012 30 patrons, they may get a taste of why so many people like to play (figure 7). librarians can also practice the kinds of formal and informal conversations that help others develop advanced literacies like critical literacy. then when librarians run programs or facilitate interest groups, they can help players process on their experiences and analyze games more fully. figure 7. a small group playing mario kart wii together motivation not only refers to helping patrons make responsible decisions in regard to video games, but also in suggesting games that patrons may not have heard about in popular media, or may have overlooked in a retail setting. for example, beyond good & evil didn't sell well. if it had been showcased in libraries, its provocative message may have reached more people. fortunately, it's gained a reputation as a cult classic, which helped fuel an updated version and work on a sequel. perhaps this time more libraries will have the opportunity to help more people discover this kind of game. more broadly, the video games industry is trying to diversify to include more independent and experimental games, especially via download (e.g., online app stores). like independent movies, independent games sometimes struggle to reach a large audience. libraries can help. academic librarians may be interested in holding information sessions or an open house for instructors and education students to familiarize them with different resources and methods of integrating video games. these programs will not only introduce them to resources, but could also be a great way for instructors and students to share creative ideas. another motivation strategy is creating a web page or libguide with links to browser-based games and web-based resources. this can help steer instructors toward web-based serious games, as well as sites that allow players to create their own games. for example, see: http://guides.lib.lawrence.edu/games libraries can also offer access, motivation, and guidance to games that promote physical activity. the nintendo wii is particularly impressive in encouraging and rewarding more physical play, including games designed to be played standing up with large body movements. other games that encourage more physical play are the guitar hero, rock band, and dance dance revolution series. the xbox 360 kinect and playstation 3 move game systems also promote physicality. the next generation of gaming systems will probably include even more possible physicality. in addition to connecting patrons with more active games, education libraries, volume 35, number 1-2, summer-winter 2012 31 libraries can offer general guidance on balancing sedentary media with an active lifestyle, including taking breaks and avoiding repetitive stress injuries. more connections libraries can do more to help patrons connect more with each other and with society. we've already described many possible programs and interest groups. here are more strategies. based on patrons' interest in games, librarians can guide them towards other promising materials. librarians can intermingle the eye-catching boxes of current hot games with books of the same genre or content ("if you like ___, you may like this!"). a patron who has played september 12th could be guided towards relevant reading on the issues of religious extremism, totalitarian governments, intervention in the middle east, terrorism, friendly fire, collateral damage, and alternative strategies to missile strikes (with their pros and cons). a patron who enjoys playing the halo game series may be interested in materials related to military experimentation, science fiction about alien invasions, or the halo series of novels, which provides backstory for the games and completely new stories and characters set in the same world. patrons can also be guided toward game-related magazines, such as egm or game informer, gaming strategy guides, and gaming-related non-fiction. non-fiction titles can cover a range of topics, including growing up gaming (e.g., dungeons & dreamers), profiles of game designers (e.g., shigeru miyamoto: nintendo game designer), and working in the gaming industry (e.g., paid to play). older teens and college students may even be interested in the growing field of research surrounding video games, including gaming culture, game music, games as art, etc. librarians can also ask patrons about which types of games they like, and use that knowledge to recommend books that fall within that genre. like halo, other games have inspired fiction, including mass effect, resident evil, sonic the hedgehog, gears of war, starcraft, .hack, doom, and city of heroes (invasion). conversely, some games are inspired by fiction. tom clancy's novels have inspired a variety of games. american mcgee’s alice and alice: the madness returns are inspired by lewis carroll's alice stories. orson scott card's empire inspired shadow complex. and many comic books and graphic novels have inspired video games, including batman: arkham asylum. if librarians can use video games to make connections with patrons, they may promote a love of reading, via both traditional and non-traditional texts. pop media in general inspire a great deal of fan fiction, and video games are no different. some players use the setting and characters to tell stories beyond the scope of the game. some fledgling authors may find it more motivating and easier to use existing settings and characters. some authors may enjoy exploring "what if" scenarios, like, "what if harry potter was a girl?" or "who would win if spaceships from star wars and star trek fought?" librarians and teachers can use this connection to encourage adolescents to write creatively, and to discover a love of reading. library contests and events can even be planned around fan fiction, or librarians could even offer to make fan fiction available on the library’s website. video games also inspire players to create other secondary media. these media can be very in depth and include walkthroughs describing how to play a game from start to finish, lists of frequently asked questions (faqs) with answer that describe key ideas and critical strategies, player-written reviews, and conversations on discussion forums and fan websites. walkthroughs and faqs allow players to demonstrate mastery of a game, while providing a useful resource to other players who may be struggling to succeed in the game. some video games encourage or depend on user-created content. players with advanced programming skills can create new levels or other new in-game content. the "mods" can include tweaking small parts of the game, or "total conversions", in which players essentially create new narrative structures and/or gameplay using the pieces of an existing game. for example, in the pc game world of warcraft, players create and share “mods” that assist other players with game play. entire player-run websites exist for the purpose of education libraries, volume 35, number 1-2, summer-winter 2012 32 sharing user created content. some focus on a single game (e.g., wowwiki.com), while others contain content for thousands of games (e.g., gamefaqs.com). librarians can encourage patrons to use as well as create user-created content by providing links on a gaming section of a website, or by forming an interest group that centers on a certain game, such as world of warcraft. programming or groups about gaming don't always need to include playing games. libraries can have "meetthe-author" talks from game designers, authors, journalists, researchers, and more. libraries can show movies based on video games, such as final fantasy vii: advent children or prince of persia: the sands of time, or gaming documentaries, such as second skin or the king of kong, and then facilitate post-viewing discussions. there are many possible ways to bring games, gamers, and gaming culture into libraries. we've provided some promising strategies and we encourage librarians to imagine more. conclusion video games are an astonishing medium with distinctive features, including visual communication, interactivity, and simulation. games like september 12th and beyond good & evil can communicate powerful ideas using immersion, challenge, and connection. we hope to see more creative and compelling games in the near future. like any medium, video games will grow in sophistication as more players become a more literate audience, and as some of those players later become game designers. we hope more libraries and librarians find a place for video games so that more people can discover and enjoy them. librarians are part of our collective conversation around issues like freedom of expression and meaningful literature. librarians can join the conversation around video games, helping to shape the art and culture of video games with the kinds of showcases and activities we've described. when librarians bring games into their libraries, they may also be reaching out to people who may not normally spend time in libraries. now is a good time to explore video games. we live with a flood of new gadgets and wizardry. libraries can help patrons survive and thrive in this flood. more people--especially young people--will benefit if they have more access to good games, more motivation to play them, and more guidance in critical literacy and reflection. the video games industry is driven by for-profit retail sales. libraries can provide another context for finding, playing, and appreciating good games. works cited aarseth, e. j. (1997). cybertext. baltimore, md: the johns hopkins university press. aldrich, c. (2004). simulations and the future of learning. san francisco, ca: pfeiffer. american library association. (n.d.). censorship & first amendment issues. retrieved november 14, 2012, from http://www.ala.org/advocacy/intfreedom/censorshipfirstamendmentissues barthes, r. (1968/1977). the death of the author. in s. h. (trans.) (ed.), image music text (pp. 142-148). new york: hill and wang. barthes, r. (1971/1977). from work to text. in s. h. (trans.) (ed.), image music text (pp. 155-164). new york: hill and wang. bertz, m. (2011, november). ubi uncensored. game informer, 40-49. brown v. ema, 564 u.s. (2011). slip opinion. retrieved august 31, 2011, from http://www.supremecourt.gov/opinions/10pdf/08-1448.pdf buchanan, k. (2006). beyond attention-getters: designing for deeper engagement. (unpublished doctoral dissertation). michigan state university, east lansing, michigan. education libraries, volume 35, number 1-2, summer-winter 2012 33 buchanan, k., & cook, p. (winter 2011-2012). playing the believing game with dr. seuss and reluctant learners. the journal of the assembly for expanded perspectives on learning, 17: 31-41. csikszentmihalyi, m. (1990). flow: the psychology of optimal experience. new york: harperperennial. galarneau, l. (2005). authentic learning experiences through play: games, simulations and the construction of knowledge. paper presented at the digra 2005 conference, vancouver, canda. gee, j. p. (2003). what video games have to teach us about learning and literacy. new york: palgrave macmillan. gee, j. p. (2005). why video games are good for your soul. altona, victoria: common ground. honebein, p. c. (1996). seven goals for the design of constructivist learning environments. in b. g. wilson (ed.), constructivist learning environments: case studies in instructional design (pp. 1124). edgewood cliffs: educational technology publications. karas, d. (2011). public libraries fight to stay relevant in digital age. the christian science monitor. retrieved november 14, 2012, from http://www.csmonitor.com/layout/set/print/usa/society/2011/0627/public-libraries-fight-to-stayrelevant-in-digital-age johnson, s. (2006). everything bad is good for you: how today's popular culture is actually making us smarter. new york: berkley publishing group. laurel, b. (2001). utopian entrepreneur. cambridge, ma: mit press. mcgonigal, j. (2011). reality is broken. london: penguin press. newsgaming.com. (2003). september 12th. (video game via web browser). montevideo, uruguay. papert, s. (2002). hard fun. bangor state news. retrieved october 12, 2011, from http://www.papert.org/articles/hardfun.html rideout, v., roberts, d. f., & foehr, u. g. (2005). generation m: media in the lives of 8-18 year-olds. menlo park, ca: the henry j. kaiser family foundation. rodriguez, h. (2006). the playful and the serious: an approximation to huizinga's homo ludens. game studies, 6(1). salen, k., & zimmerman, e. (2004). rules of play: game design fundamentals. cambridge: the mit press. shaffer, d. w. (2006). how computer games help children learn. new york: palgrave macmillan. siu-runyan, y. (2011). public and school libraries in decline: when we need them. the council chronicle (ncte), 21(1), 28-29. squire, k. (2006). from content to context: videogames as designed experiences. educational researcher, 35(19), 19-29. ubisoft. (2003). beyond good & evil. (video game via nintendo gamecube). paris, france. werts, c. e. (2008a). information literacy in real life and in second life. education libraries, 31(2), 6-11. werts, c. e. (2008b). interview with tamara moats, speaker on visual thinking and use of art data. education libraries, 31(2), 39-42. september 12th images (figures 1, 2, and 3) were taken directly from the game. beyond good & evil cover image (figure 4) was retrieved september 9, 2011 from http://image.com.com/gamespot/images/bigboxshots/6/561646_front.jpg beyond good & evil gameplay image (figure 5) was retrieved september 9, 2011 from http://tleaves.com/weblog/images/articles/beyond2-dont-steal-bandwidth.jpg kym buchanan university of wisconsin stevens point school of education (446 cps) 2100 main street stevens point, wi 54481 kbuchana@uwsp.edu angela m. vanden elzen seeley g. mudd library lawrence university 113 s. lawe st. appleton, wi 54911 angela.vandenelzen@lawrence.edu mailto:kbuchana@uwsp.edu mailto:angela.vandenelzen@lawrence.edu 1 education libraries, 45:1 (2022) research article liaising in the 21st century: the shifting role of the education librarian katherine s. donaldson1 social sciences/education librarian, university of oregon, eugene, or, usa laura bonella2 academic services department head, kansas state university, manhattan, ks, usa lisa becksford3 online and graduate engagement librarian, virginia tech, blacksburg, va, usa josette m. kubicki4 reference and instruction librarian, augusta university, augusta, ga, usa sarah parramore5 instruction coordinator and education librarian, california state university, fullerton, ca, usa 1 katherine s. donaldson, mlis, is a social sciences/education librarian at the university of oregon libraries. she provides research consultations, information literacy instruction, and collection development services for the departments in the college of education. 2 laura bonella, ma, mls, is an associate professor and the academic services department head at kansas state university, providing leadership in promoting, advocating, and assessing services and resources. she serves as the liaison to the college of education’s graduate program where she provides research consultations and information literacy instruction online and in person. 3 lisa becksford, ma, msls, is an online and graduate engagement librarian at the university libraries at virginia tech, where she facilitates face-to-face and online learning experiences. she serves as the librarian for the school of education and the engineering education program, and she collaborates with others in the library on online learning and instructional design initiatives, including the odyssey learning object repository. 4 josette kubicki, ma, mlis, is a reference and instruction librarian at augusta university, reese library, in georgia. serving as the liaison to the college of education’s department of teaching & leading, and the department of psychological sciences, she provides research consultations, information literacy instruction, and citation management workshops online and in person. she participates in shared library instruction to lower-division english and communications classes and the ask a librarian service. 5 sarah parramore, mls, msidt, is a library instruction coordinator and education librarian at california state university, fullerton. she guides information literacy initiatives for the program and provides research support and instruction for doctoral and graduate students in the college of education. 2 education libraries, 45:1 (2022) abstract this paper will examine the findings of a survey on the job roles and responsibilities of education librarians (academic librarians with liaison responsibilities for the field of education). existing literature on education librarianship has focused on particular facets of the job role, including the unique instructional needs of education students and specific instruction and outreach initiatives. however, the literature lacks a comprehensive picture of the full spectrum of contemporary education librarianship. this article provides a snapshot of the diverse educational backgrounds and varied responsibilities of education librarians related to instruction and instructional design, reference, embedded librarianship, outreach, collaboration, and collection development. keywords: survey, information literacy, liaison librarianship, education librarianship, job duties introduction as higher education continues to evolve, liaison librarians are being asked to take on roles in addition to the traditional responsibilities of collection management, reference, and instruction. while the changing roles of education librarians may be reflective of larger trends in liaison librarianship, there are also unique considerations for librarians who work with education students and faculty. [note: in this paper education is capitalized when referring to the field of education, as in “education librarians.”] education programs include a wide range of learners, from preservice teachers to doctoral students, with needs that vary from learning about current children’s literature to performing complex synthesis reviews. supporting these varied student needs has become a considerable part of education librarianship. since preservice teachers are future educators who will need to integrate information literacy into their classrooms, helping them develop information literacy skills will also empower them to prepare their students to be lifelong researchers (crouse & kasbohm, 2004). however, as duke and ward (2009) noted in their metasynthesis, while many teacher educators recognize the value of information literacy instruction for teacher education students, not all preservice teachers are developing those information literacy skills through their teacher education programs. while doctoral education students may not need to teach information literacy in future classrooms, they can still benefit from the support of an education librarian. educators who go to graduate school to obtain a masters or doctorate in education are often beginning graduate school after many years working in the field and may find the expectations for research and scholarship overwhelming, especially if they are also still working as educators. therefore, services like data management and research support for this group are key. in addition to serving a wide range of learners, education librarians also face unique challenges when it comes to collection development. they are expected to complete typical collection development duties, such as selecting scholarly monographs and managing journal subscriptions, but may also be responsible for selecting curriculum materials and children’s literature to support teacher education programs. some 3 education libraries, 45:1 (2022) institutions may even have separate curriculum resource centers (crcs) or have these specialized materials integrated into their main library collection. as members of the education committee of the association of college & research libraries’ education and behavioral sciences section, the authors conducted a survey in 2019 to learn more about the educational background, job roles, and instructional practices of education librarians (academic librarians with liaison responsibilities for the field of education). this survey provided insight into how education librarians offer and promote instruction, consultation, and other services to students and faculty. these findings provide a snapshot of the unique teaching practices of education librarians, but also reflect the changing instructional roles of subject specialist librarians in general. literature review the literature regarding education librarians tends to focus on the information literacy needs of preservice teachers and how education librarians can best work with these students while collaborating with education faculty. scholarship has paid less attention to librarians’ work with education doctoral students, their role as embedded librarians, and their outreach to faculty and students. information literacy needs of preservice teachers substantial research has addressed information literacy (il) skills and the needs of preservice teachers. insufficient il skills in teacher education students, as well as concerns about their ability to develop il in the students they end up teaching, have been reported in studies in the us and in other countries; see branch (2003); brown and turnbow (2009); sadioğlu (2009); lee et al. (2012); stockham & collins (2012); kale (2016); nierenberg (2017); godbey and dema (2017); and godbey (2018). one study, however, did report preservice teachers in ireland and the united kingdom as having an overall solid understanding of il (bates et al., 2017). several of the aforementioned studies also evaluated preservice teachers’ perceived il skills and self-confidence compared to their measured levels of il skills. two studies in particular (kale, 2016; nierenberg, 2017) found that, overall, students overestimated their confidence in il skills. this highlights the need for education librarians to teach il skills even if students feel they do not need such skill development. brown and turnbow (2009) suggested that mandatory instruction is one solution that could rectify this discrepancy. teacher education programs are a natural place for information literacy instruction, since the preservice teachers in these programs will one day be expected to help their students become information literate. as birch et al. (2008) noted, the previous standards for teacher education set by the national council of accreditation for teacher education, in effect until 2016 (council for the accreditation of educator preparation, 2020), overlapped with the association of college and research libraries’ (acrl) information literacy standards, also in effect until 2016 (association of college & research libraries, 2000). the current acrl framework for information literacy, heavily reliant on metaliteracy, offers many possibilities for integration into teacher education programs (association of college & research libraries, 2015). the education 4 education libraries, 45:1 (2022) and behavioral sciences section (ebss) of the acrl has also developed information literacy standards for teacher education (ebss instruction for educators committee, 2011). approaches to incorporating information literacy into teacher education include standalone information literacy modules (earp, 2009); information literacy instruction integrated throughout teacher education programs (ruppel et al., 2016; emmons et al., 2011); collaboration between faculty and librarians grounded in acrl il standards (van ingen & aries, 2015); and an emphasis on how learning il skills will help future teachers impart il to their own students (stockham & collins, 2012). some studies have also measured preservice student learning before and after information literacy instruction. these interventions varied in scope and substance, and included a single library workshop integrated into a course (floyd et al., 2008); two course integrated library instruction workshops (branch, 2003); formative assessment in teaching information evaluation (seely et al., 2011); a five-part series which shifted the focus from il skill development to how to incorporate and teach il to future students (lee et al., 2012); and a library’s university-wide il course (nierenberg, 2017). the students across these studies significantly increased their il knowledge and skills, and many had taken with them the understanding of how to incorporate il into their teaching practice (branch, 2003; lee et al., 2012). with such a variety of approaches, it seems clear that no one type of intervention is best; education librarians should consider the programs they work with and what methods would fit best for their needs. working with doctoral students a number of case studies have been published on supporting education doctoral students. a few collaborative and cooperative efforts have seen support provided at the beginning stages of doctoral study. examples include a one-credit elective course for distance education doctoral students, first in a fully online format, and later, face-to-face (tuñón, 2002); and an education librarian being embedded in a mandatory orientation course for an online doctoral program (kumar & edwards, 2013). online tutorials, a virtual il synchronous session, and a monitored help forum were provided in this embedded course (kumar & edwards, 2013). other initiatives have seen librarians deliver scaffolded library instruction programs and support at various points of need in programs rather than at the beginning. examples included a librarian supporting doctoral program faculty members (grant & berg, 2003); a four-part library training program for students in a distance program (tuñón & ramirez, 2010); and a collaboration between a research data librarian and an education librarian to provide research data management instruction for doctoral students throughout their research process (thielen & hess, 2018). faculty-librarian collaboration education faculty members viewed collaboration with education librarians as important when working with both preservice teachers and education doctoral students. a survey of education faculty, in states whose standards for teacher education included information literacy, found that nearly two-thirds of faculty collaborated with librarians to teach information literacy skills to preservice teachers (kovalik et al., 2011). this faculty-librarian collaboration can take many forms. purcell and barrell (2014), while 5 education libraries, 45:1 (2022) describing the development of a course-integrated information literacy program, noted the value of true collaboration: faculty members and librarians co-teaching information literacy in a class session, not just the librarian teaching in place of the instructor. other collaborations described in the literature included the creation of library audio and video podcasts to teach il (dobozy & gross, 2010), the development of required il workshops for preservice teachers (laverty, 2017; lipu, 2003), and faculty-librarian collaboration to integrate open educational resources and open pedagogy practices into teacher education (van allen & katz, 2019). embedded librarianship the phrase “embedded librarianship” was first coined by dewey (2004), who felt that “embedding oneself at as many venues as possible [would] ensure that library staff, collections, and services [were] more fully integrated into all aspects of campus life” (p. 5). the embedded librarian practices of education librarians documented in the literature tend to fall within this definition. these have included case studies on physically embedded practices, in which a librarian holds office hours in the college or department (jacobs, 2010; o’toole et al., 2016), and online embedded practices where a librarian is included in a course’s learning management system (mcmillen & fabbi, 2010; edwards et al., 2010; kumar & edwards, 2013). some physically embedded librarians have seen an increase in demand for their services. jacobs (2010) described how being physically embedded in a college of education (coe) office full-time, due to library renovations, led to a permanent role as an embedded librarian in the department, as education faculty and students realized the benefits of working with a librarian. an education librarian who was embedded nearly full-time experienced a doubling of research consultation appointments in the first semester, increases in walk-up and email reference transactions, requests for library instruction and course/subject guide creation, and collaborative project work with faculty and graduate students (o’toole et al., 2016). whether physical or online, embedded librarianship may expand beyond being readily available in student and faculty spaces to being woven into the fabric of the course and even helping to develop it. mcmillen and fabbi (2010) described a case study in which two education librarians were embedded into a core education course for undergraduate students, collaborating with the course instructor and an instructional designer to create preand postassignments focused on developing il concepts. in another example, edwards et al. (2010) described being embedded in an online graduate educational technology course, where they included modules on il topics, held synchronous consultation sessions, and monitored a discussion board. similarly, kumar and edwards (2013) described embedding an education librarian to provide il support to online doctoral students. in an example of librarian influence on the creation of a course, warner and templeton (2010) reported on an education librarian, an education professor, and a teacher liaison who formed an instructional team to lead students in an experimental preservice education course on neuroscience research and its implications for elementary classroom teaching. 6 education libraries, 45:1 (2022) outreach to students & faculty another aspect of the liaison librarian role is outreach. this may include promoting and demonstrating the value of library services and collections, as well as building relationships and collaborations with disciplinary faculty and students. the literature on education librarianship describes several different types of outreach initiatives. having a physical presence in the building where the education college, department, or program is located was described as an effective outreach strategy. this most often manifested in holding office hours in the education building (jacobs 2010; schillie & young 2000). schillie and young (2000) stated that outreach statistics at their institution increased during the period when office hours were held in the education building, and they also saw an increase in the number of library instruction sessions. in addition to outreach to education faculty and students, the literature also provides examples of outreach and partnerships with local schools. carlito (2009) described an outreach program with secondary schools that aimed to provide il instruction to high school students as well as expose them to college-level research. carlito suggested that outreach to high school students could become more common as decreasing funding for public schools and school libraries could cause teachers to look to public and academic libraries for il and research skills instruction. outreach to local teacher librarians or media specialists also occurs; lee et al. (2012) described an outreach program developed by education librarians in which teacher librarians in local schools provided an optional practicum for preservice teachers. collections many education librarians are also responsible for developing a specialized collection of resources specific to teacher education. these collections, often referred to as curriculum resource centers (crc), house items such as state-adopted textbooks, children’s literature, kits and manipulatives, toys, games, and puppets (gelber & uhl, 2013; catalano, 2015). the exact composition for a crc varies across institutions, as some include most of the above listed items, and others include less. much of the literature surrounding crcs focuses on the composition of these collections and the addition of technology, such as computer-based games or programs, 3d printers, or software (shelley, derden, and gibson, 2018). other literature focuses on collaborating with education faculty for selection or deselection of materials, joint lessons, and user focused studies (adams et al., 2016; correll & bornstein, 2018). gelber and uhl (2013) examined the fiscal management of crcs, finding that their management was sometimes the sole responsibility of the library and other times it was shared with the education department. methodology our work seeks to expand and enhance existing knowledge about how education librarians work with faculty and students. education librarians were surveyed to obtain a more holistic description of their job duties and responsibilities. in our survey (see appendix), we asked questions about general demographics, including length of experience as a librarian generally and as an education librarian specifically, education level, and type of institution. we also asked respondents about their job responsibilities, 7 education libraries, 45:1 (2022) the types of instruction and reference services they provided, collection development responsibilities, outreach activities, and challenges. the survey questions were primarily multiple choice with a free-text “other” option provided. this survey was designed to provide a comprehensive picture of the role of the education librarian. the survey was distributed through several listservs of professional organizations, resulting in a convenience sample of librarians who subscribe to these listservs. these included the education and behavioral sciences section (ebss-l), the university libraries section (uls-l), information literacy instruction discussion list (ili-l), college libraries section (collib-l), and the community and two year libraries section (cjc-l). the survey was also posted to the acrl and ebss sections of the american library association’s ala connect discussion forum. in total, 211 participants responded to at least one survey question. some questions were shown to participants only in response to answers to other questions, and questions could be skipped, so not every participant saw or answered every question. in the discussion below, percentages reported for each question are based on the number of respondents who answered that particular question, and percentages were rounded to the nearest whole number except for numbers less than 1%. results demographics many of the respondents had lengthy experience as librarians. of 179 respondents, 60% (n=107) had worked as a librarian for more than 10 years, and an additional 16% (n=28) had worked as a librarian for 7-9 years (see figure 1). the length of time worked specifically as an education librarian was more varied. of 179 respondents, 31% (n=56) had worked as an education librarian for more than 10 years while 33% (n=56) had worked as an education librarian for 3 years or fewer (see figure 2). figure 1: number of years of experience as a librarian 8 education libraries, 45:1 (2022) figure 2: number of years of experience as an education librarian of 180 respondents, 95% (n=171) had an mlis or equivalent. respondents who had some sort of educational background in education included 49 who had a graduate degree in education, 41 with an undergraduate degree in education, and 19 with an alternative certification or credential related to education (see figure 3). respondents could select all that applied, so the total exceeds the number of respondents for this question. figure 3: educational background next, respondents were asked about the characteristics of the institution where they worked as a librarian. the majority of 178 respondents worked at public institutions (69%, n=122), compared to 29% (n=52) in private institutions. of 179 respondents, 72% (n=128) worked in doctoral-granting institutions, while 15% (n=27) worked at institutions where master’s degrees were the highest degree granted (see figure 4). institution sizes varied, and a breakdown can be seen in figure 5. 9 education libraries, 45:1 (2022) figure 4: highest degree granted at work institution figure 5: population size of work institution of 178 respondents who answered the question about location, the vast majority (93%, n=167) were from the united states, but there were also 5 responses from australia, 3 from canada, and one each from nigeria, trinidad and tobago, and turkey. only 12% (n=26) of 211 respondents indicated that being an education librarian was their sole responsibility. all others had additional liaison responsibilities and/or significant non-liaison responsibilities. of 180 respondents who answered about their position’s status, 42% (n=75) were tenure-track faculty, 26% (n=46) were non-tenuretrack faculty, 31% (n=56) were professional staff, and 2% (n=3) described themselves as “other,” such as administrators outside of rank. the responses to these demographic questions show what perspectives are reflected in this study: predominantly more experienced librarians working at larger doctoral institutions in the united states who are juggling additional responsibilities in 10 education libraries, 45:1 (2022) addition to being education librarians. any trends that may be suggested by the responses cannot necessarily be extrapolated to librarians working in different institutional contexts or in different countries. reference and instruction instruction and instructional materials survey respondents reported teaching in a variety of ways. of 176 who responded to the question about modes of library instruction, nearly all (96%, n=169) reported teaching in person, and around half (52%, n=92) said they teach virtually via video conferencing. half (51%, n=89) also provided asynchronous online instruction using modules, with about one-third (31%, n=54) using a flipped classroom model. (note: this survey was conducted prior to the widespread transition to online learning due to covid-19). almost all (95%, n=168) stated that they taught one-shot, course-integrated sessions; 85% (n=149) taught library orientation sessions; and 58% (n=102) taught noncourse integrated workshops (see table 1). table 1: types of instruction offered instruction type % of responses, n=176 one-shot course integrated library instruction sessions 95% library orientation sessions 85% workshops 58% two or more library instruction sessions in a course during the same term 54% a scaffolded sequence of library instruction sessions throughout the curriculum 22% credit-bearing course 14% other (please specify) 3% in these instruction sessions, as well as in consultations, respondents reported teaching a wide range of topics, some traditionally associated with library instruction and others that might be considered more contemporary (see table 2). because consultation topics are often similar to those that librarians teach in the classroom, these were grouped together. almost all (99%, n=174) stated that they taught about using library resources for research assignments, and 88% (n=155) taught information evaluation. overall, the topics reported by respondents represented a broad range of knowledge and skills needed by the education librarian. while some, such as using library resources, information evaluation, and citation managers, could be considered common information literacy instruction topics, others, such as systematic reviews, data literacy, scholarly communication, and using curriculum materials collections, represent more specialized areas related to a specific population. for instance, doctoral students would be more likely to need instruction on systematic reviews than would preservice teachers. 11 education libraries, 45:1 (2022) table 2: library instruction and consultation topics topics % of responses, n=176 using library resources for research assignments 99% evaluating information 88% citation management tools (i.e. zotero, mendeley, etc.) 68% using a specialized collection in the library (e.g. curriculum materials) 60% scholarly communication and the academic publication process (publishing and open access) 40% systematic reviews 28% data literacy 22% technology 3% citations (not citation management) 2% research process 2% children's literature 2% research methods 1% teaching with the library 1% literature reviews 1% theses 1% being a scholar 1% test preparation 0.50% censorship 0.50% faculty support 0.50% most survey respondents reported using learning tools to enhance learning in library instruction. of 172 respondents, the vast majority (80%, n=137) used handouts or worksheets. other popular learning aids employed included dry erase boards for student activities (48%, n=83); digital collaboration tools such as google docs and padlet (43%, n=74); class response systems, such as poll everywhere and kahoot! (40%, n=69); and physical materials for student activities (35%, n=61). less than a quarter of respondents reported using puzzles or games, whether virtually or in-person (17%, n=30); libguides (2%, n=3); and other types of materials (4%, n=7). a few (7%, n=12) used no tools at all. 12 education libraries, 45:1 (2022) reference services the vast majority of survey respondents reported performing research consultations in some form. almost all 174 respondents reported providing research consultations in-person (97%, n=168) and via email (91%, n=159). about three-quarters (74%, n=129) conducted research consultations via virtual services including video conferencing or an instant messaging chat service (see table 3). table 3: format of delivery of reference services reference services % of responses, n=174 in person 97% email 91% phone 80% virtually (video conferencing or im chat) 74% other (please specify) 5% embedded library services when it came to embedded library services, of 173 respondents, 25% (n=43) reported providing embedded services, with 79% (n=34) of that subset indicating that they provide a physically embedded service of some form. out of this small group, nearly two-thirds stated that they regularly attended a class to offer research support (65%, n=22), over half held office hours in the education building (53%, n=18), and over a third co-taught a class with an education faculty member (38%, n=13). a small group (34) also reported providing a virtual embedded library service. nearly two-thirds of this group monitored and contributed to class discussion boards (62%, n=21); while over half established and maintained a discussion board for research assistance (56%, n=19), and nearly a quarter (24%, n=8) conducted an assessment in a virtual environment, such as a discussion post task. digital learning objects the vast majority (98%, n=168) of 172 respondents indicated that they created digital learning objects (dlos) for their liaison area. out of this large group, most created library guides, either libguides or guides on another platform (94%, n=162). the next most common dlos created were screenshots or on-the-fly videos (55%, n=94) and non-interactive scripted video tutorials (45%, n=78). a little over a third of respondents indicated embedding presentations into a libguide or learning management system, at 34% (n=59) (see table 4). the dlos that respondents specified under “other” included the following: pdf handouts, live webinar recordings, hyperdocs, interactive videos, “how to” documents using screen captures, and simple bookmarks. these are all creative yet relatively simple ways that liaison librarians can provide further research support for education students, except for hyperdocs and interactive videos which may require further skill development. 13 education libraries, 45:1 (2022) table 4: digital learning objects created by education librarians digital learning objects % of responses, n=172 library guides, eg. libguides or another platform 94% screenshots or on-the-fly videos 55% non-interactive scripted video tutorials 45% presentations embedded into libguide or lms, eg. powerpoint, google slides, etc. 34% infographics 18% self-paced modules created within the learning management system 17% interactive tutorials (made with software like storyline or captivate) 15% other (please specify) 3% podcasts 2% none 2% of the 168 respondents who reported creating dlos, 23% (n=38) created one type of dlo while 25% (n=42) created two types of dlos. approximately 46% (n=77) of respondents reported creating three to five different types of dlos. only 6% (n=11) of respondents said they created six or more types of dlos. outreach of 171 respondents who answered a question about outreach to faculty, the majority (85%, n=145) indicated that they provided informal in-person outreach in settings such as departmental meetings and relevant presentations. about 58% (n=100) indicated that they were formally invited to present in department meetings. in addition to providing in-person outreach, 83% (n=142) also indicated that they used email reminders to promote their services to faculty. keeping in mind that respondents could select multiple options, the data suggests that while there are some methods that appear to be widely used, some librarians are going further and using multiple strategies to reach out to education faculty in a tailored way. further details on other methods of outreach to faculty employed by respondents can be found in table 5. in response to a question about student outreach, only 1% (n=2) of 170 respondents said that they did not promote their services to students. the other 99% (n=168) of respondents indicated that they participated in direct outreach to education students, although the ways they did so differed from their methods with education faculty. the vast majority (80%, n=136) of respondents created education research guides (such as libguides) as a form of outreach to students. these guides often prominently feature the contact information of the liaison librarian. instruction sessions were also an outreach opportunity, as 73% (n=124) reported sharing announcements or reminders about liaison librarian services during these sessions. other types of outreach to students are listed in table 6. 14 education libraries, 45:1 (2022) table 5: methods of outreach to faculty outreach methods % of responses, n=171 in person on an informal basis, at departmental meetings, presentations, etc. 85% e-mail reminders 83% in a general sense -advertise services as part of a broader libraries marketing campaigns, aimed at all faculty 68% presentation in department meetings 58% e-newsletter created or tailored by you, to your department/college 28% social media account used for professional purposes 24% print materials created by you, eg. flyers, newsletters, delivered to their campus mailbox 20% other (please specify) 1% curriculum mapping 1% digital signage 1% faculty aimed courses or tutorials 1% none 0.6% table 6: methods of outreach to students outreach methods % of responses, n=170 creation of education-specific library guides (e.g. libguides) 80% announcements/reminders of services at library instruction sessions 73% in a general sense -advertise services as part of broader libraries marketing campaigns, aimed at all students 66% tabling at your institutions orientation for incoming/potential education students 38% social media account used for professional purposes 27% digital marketing materials emailed to all or relevant student groups 24% print marketing materials in education building 24% announcements/reminders of services in students course lms 22% via faculty 4% other (please specify) 2% none 1% 15 education libraries, 45:1 (2022) collaboration in addition to building relationships with education faculty and students through outreach efforts, education liaison librarians indicated that they developed collaborations with faculty beyond their typical instruction, reference, and collection development responsibilities. the most common type of collaboration reported was planning and/or holding an event with an education faculty member (32%, n=54 of 170). collaboration also took the form of scholarship, with 28% (n=48) of respondents indicating that they had collaborated on a conference presentation with an education faculty member while 23% (n=39) reported collaborating on a publication. additionally, 22% (n=38) of respondents said that they had collaborated on a grant project with an education faculty member. less frequent forms of collaboration included assisting with finding and creating oers (2%, n=3), creating training resources (2%, n=4), and assisting in developing curriculum for new classes or programs (2%, n=4). about 39% (n=66) of respondents indicated that they did not work on any collaborative projects with faculty members beyond their typical liaison responsibilities. collections a common responsibility among liaison librarians was to develop the collection in their subject area. of 169 who answered this question, 53% (n=90) were responsible for collection development including curriculum materials, 36% (n=61) indicated collection responsibilities without curriculum materials, and 11% (n=18) had no collection development responsibilities. practices were varied in some areas of collection development, but commonalities were found in the types of materials. in regards to children’s literature, 91% (n=152) of 167 respondents collected children’s literature, with 32% (n=53) locating it within the curriculum collection, 45% (n=75) in its own collection, and 14% (n=24) integrated with the main collection. only 9% (n=15) did not collect children’s literature. there was also some variation in the physical location of curriculum resources and what was collected. about half (n=83) of 171 respondents had a curriculum collection that was physically separated from the main collection but within the library, 20% (n=34) housed it outside of the library, and 32% (n=54) did not have a separate curriculum materials collection. of 165 respondents, 59% (n=98) indicated that they collected k-12 textbooks, both student and teacher editions; 58% (n=95) collected supplemental materials such as workbooks and tests; 44% (n=73) collected audiovisual materials; 45% (n=75) collected kits; and 34% (n=56) collected games/storytelling props. finally, 27% (n=44) indicated that their library did not collect curriculum materials. participants could select multiple responses, so percentages add up to more than 100%. another part of collection development is the management and curation of electronic resources. when asked to select their top three databases for education-related research, respondents most often chose eric (85%, n=141), psycnet/psycinfo (33%, n=55), and education source (31%, n=51). see table 7 for a full listing of databases reported. (because participants selected three options, numbers add up to more than 100%.) 16 education libraries, 45:1 (2022) table 7: top three databases promoted for education-related research databases % of responses, n=165 eric 85% psycnet / psycinfo 33% education source 31% education research complete 25% education full text 22% proquest education 21% other (please specify) 18% proquest dissertations and theses global 13% professional development collection 13% children’s literature comprehensive 12% psychology and behavioral sciences 5% child development and adolescent studies 4% mental measurements yearbook 2% primary search 2% challenges respondents were asked what they saw as being the top three challenges in their current position as an education librarian. the most common response by far (78% of 160 respondents for this question) was that the librarian had too many responsibilities and not enough time. this was followed by a lack of faculty buy-in (49%, n=79), internal bureaucracy (33%, n=52), lack of collections budget (31%, n=49) and external bureaucracy (23%, n=36). open-ended comments provided further insight into what respondents perceived as the main challenges associated with their position. in relation to having too many responsibilities, respondents mentioned having too many constituents to serve on their own, a lack of staffing, and the elimination of positions to support education faculty and students. this perception was illustrated by one respondent who noted, “when the other education librarian left, that position was not replaced, and the curriculum materials center librarian position was deleted...i am doing two jobs.” this respondent also said that “the excuse for doubling up [their] job [was] the falling enrollment in education,” and that they were also required to provide instruction for other departments, such as english. converging between lack of faculty buy-in and lack of time, several respondents mentioned the difficulty of fitting information literacy instruction into already tight classroom schedules due to factors such as extensive accreditation requirements or short17 education libraries, 45:1 (2022) term lengths. one respondent noted that their education department was “focused on the passing of the state teaching certification exams” and that education faculty were aware of library instruction but were not interested. another respondent suggested that while education students used the library’s juvenile book collection, they “do not seem to have many research projects that require using research resources.” these responses demonstrate that some education librarians found it difficult to get class time with education students and to build instructional partnerships with faculty. one respondent noted that “department faculty feel like they can promote information literacy as well or better than [librarians] can”, and that “[they] have had to work very hard to establish relationships and show[…] that their allotted library class time is well spent.” several respondents also acknowledged that education faculty are often coping with too many responsibilities and a lack of time themselves. one respondent noted that many education faculty at their institution are adjuncts or professors of practice who are often short on time, while another respondent noted that “most faculty are overworked, just as we are.” despite some of these challenges, respondents also emphasized the positive relationships they had with education programs and described areas they saw as opportunities for professional growth. one respondent noted that while many of their education librarian peers focus on supporting their teacher education programs, they would like a professional space where they could connect with other librarians working primarily with education doctoral students. other areas where respondents wanted to develop their professional skills included the areas of scholarly communication and open educational resources (oer). discussion/conclusion there is a plethora of case studies on education librarians’ library instruction, collaboration, and initiatives, but not a synthesis of what education librarians are doing more broadly to meet the information, knowledge, and research needs of their constituents. overall, this study has provided not only a snapshot, but a comprehensive picture of the job responsibilities of librarians who support education. responsibilities have expanded from the traditional liaison librarian responsibilities of providing research services, instruction, and collection development. this expansion includes being embedded in physical and online spaces, creating digital learning objects to complement instruction, and marketing and outreach in traditional and online formats. as learning and creative technologies develop and students and faculty spend more time online, liaison librarian relationships are likely to continue evolving. the survey results also show what education librarians are not doing. one of the most interesting things learned is that, while the literature review provided case studies of librarians providing embedded services, survey results showed that this is not the practice of most education librarians. these case studies were from several years ago, so it could be possible that embedded services have been experimented with but not sustained due to the work involved to maintain them. it also could be due to a lack of buy-in from teaching faculty – the librarians surveyed may have only approached reluctant faculty. both lack of faculty buy-in and lack of time were reported as top challenges for education librarians in the survey; however, further research is needed to investigate the reasons why this practice has not been widely adopted. 18 education libraries, 45:1 (2022) the varied job duties described above demonstrate the very specialized skill set education librarians needs to work effectively within their liaison areas. it is unclear how librarians are developing the skills needed to be effective education librarians: in library school? from a previous education career? on the job? through professional development? future research could investigate how education librarians learn about these topics and what sorts of training they need to be successful liaisons. almost all respondents reported doing some kind of instruction, yet other studies have shown that librarians are not likely to learn pedagogy while in library school (saunders, 2015; westbrock & fabian, 2010). while 49 respondents did report having a graduate degree in education, it would be interesting to discover if they held this degree before obtaining a job as an education librarian or if they pursued it after becoming an education librarian. further research could also look into education librarians’ roles in creating digital learning objects (dlos) and could investigate education librarians’ hesitance in using educational technology learning tools and gamification in library instruction. of the respondents who created dlos, nearly half (48%) reported creating only one or two different types of dlos. while this means that the other half are employing a wider range of digital learning strategies, it suggests that this could be an area of growth for some education librarians. teacher education students are learning about the use of educational technologies and gamification to enhance teaching and learning, putting education librarians in a prime position to model such tools. however, our study shows that only about half are, and the other half are choosing to stay with traditional learning aids such as handouts and worksheets. is it because of a lack of technical skills needed for creation of certain dlo types, such as video tutorials, online modules, and digital learning tools; a lack of interest; or simply a perceived lack of time? when asked about challenges, the majority of respondents cited too many responsibilities and not enough time, so a lack of time could be a key factor, though more research is needed. a potential limitation of this study was the sample size. with over 4,000 accredited degree-granting postsecondary institutions in the us alone (moody, 2019), there are presumably many librarians who support education but did not take the survey. as mentioned in the methodology, the survey was mainly distributed through several listservs of acrl professional organizations and on select groups in ala connect. there are many research surveys distributed via these channels and many librarians could be experiencing “survey burnout.” the survey was also shared directly with connections in other countries, but it was not distributed widely in these countries. further research could also look into education librarians’ roles in other countries to explore the commonalities and differences to enable us to learn from each other on a global level. when this survey was launched in the summer of 2019, no one could have foreseen the dramatic changes to higher education wrought by covid-19 and the massive transition to remote learning and work. in some respects, our survey results act almost as a time capsule for what librarianship looked like before the seismic shift that began in march 2020. while the long-term effects of covid-19 on higher education remain to be seen, it would be of interest to undertake further research to see if virtual research consultation services, virtual instruction, and the creation of dlos, all of which dramatically increased during the covid-19 pandemic, continue to remain at higher rates after the pandemic. additional research could also be conducted to learn how 19 education libraries, 45:1 (2022) covid-19 impacted the delivery of any existing online services and how these services changed after the pandemic. despite its limitations, this study effectively illustrates what today’s education librarian is doing to support and collaborate with faculty, students, staff, and others. today’s education librarian is working on all kinds of endeavors: making many types of digital learning objects, collaborating with faculty on a range of projects, embedding themselves within courses and departments, and using marketing tools and doing outreach to promote such services. while not every education librarian uses all these approaches, these endeavors represent both an expansion of activities traditionally associated with liaison librarianship and new skills and responsibilities required to reach education students effectively. it is not surprising, therefore, that respondents’ top challenge was too many responsibilities and not enough time. it is clear that the education librarians who responded cared about their constituents, given the work that they did to support them. but with so many responsibilities, many seemed at potential risk of burnout from the profession. wood et al. (2020) asserted that academic librarians, in general, are “in a state of burnout” (p. 9). their survey indicated that 70% of us academic librarians are sometimes, often, or always burned out; and almost 50% are experiencing work-related burnout (wood et al., 2020). although colon-aguirre and webb (2020) did not find evidence of overall burnout within their sample population of academic librarians in the southeast us, they did find higher levels of job exhaustion and cynicism, which are contributors to overall burnout in younger librarians and those who were unmarried or without children. this potential risk of burnout and the factors that may contribute to it could also be a future research topic. the answers and perspectives of education librarians as reported in the survey could inspire other librarians to explore creative ways to support their constituents. the results also open the door to more research in the specific areas of library instruction, research support, and collaboration, and provide a starting point for conversations about prioritizing and balancing workload. 20 education libraries, 45:1 (2022) references adams, n. e., gaffney, m. a., & lynn, v. 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(2020). academic librarian burnout: a survey using the copenhagen burnout inventory (cbi). journal of library administration, 1–20. https://doi.org/10.1080/01930826.2020.1729622 https://doi.org/10.1080/01930826.2010.489004 https://doi.org/10.1080/01930826.2010.489004 https://doi.org/10.5944/openpraxis.11.3.972 https://doi.org/10.1016/j.tate.2015.07.001 https://doi.org/10.1080/15228959.2010.497747 https://doi.org/10.1080/15228959.2010.497747 https://doi.org/10.5860/crl-75r1 https://doi.org/10.5860/crl-75r1 https://doi.org/10.1080/01930826.2020.1729622 https://doi.org/10.1080/01930826.2020.1729622 https://doi.org/10.1080/01930826.2020.1729622 24 education libraries, 45:1 (2022) appendix – survey questions demographics 1. what portion of your time is related to supporting education (for this survey, education refers to the discipline of education, which may include a college, school, or department(s) that offer programs such as education studies, teacher education, educational leadership, etc.)? a) education is my only liaison responsibility b) i have liaison responsibilities for education and other programs/departments (if selected, go to question 1.1) c) education is my only liaison responsibility, but i have other significant nonliaison responsibilities. d) i have liaison responsibilities for education and other programs/departments as well as other significant non-liaison responsibilities (if selected, go to question 1.1) e) it is not part of my job to support students or faculty in education (if selected, end survey) 1.1. what are your other liaison areas? 2. what country do you work in? a) united states of america b) canada c) other (please specify) 3. how long have you worked as a librarian? a) < 1 year b) 1 3 years c) 4 6 years d) 7-9 years e) 10+ years 4. how long have you worked as an education librarian? a) < 1 year b) 1 3 years c) 4 6 years d) 7-9 years e) 10+ years 5. what is your educational background? select all that apply. a) undergraduate degree in a subject other than education b) undergraduate degree in education c) msls/mls/mis/mlis or equivalent d) graduate degree in education e) graduate degree not in education or library science f) alternative certification or credential program in education 25 education libraries, 45:1 (2022) 6. what is your position status? a) faculty, tenure track b) faculty, non-tenure track c) professional staff d) other (please specify) 7. what is your position load? a) full-time b) part-time 8. does your institution provide financial support for your professional development? a) yes a fixed amount to be used at my discretion b) yes only if presenting c) yes on a case by case basis d) no (if selected, skip to question 9) 8.1. what is the maximum annual amount your institution provides for your professional development? a) $0-500 b) $501-1000 c) $1001-1500 d) $1501-2000 e) $2001-2500 f) $2501-3000 g) 3001+ h) no specified limit i) approved based on number of conferences or other criteria rather than specific amount 9. what type of position responsibilities do you have? (select all that apply) a) reference/instruction b) cataloging/metadata c) collection development/acquisitions d) digital scholarship/scholarly communication e) administration f) systems/library technology g) data services h) access services i) other (please specify) 10. what types of education constituents do you work with? (select all that apply) a) undergraduates b) master’s students c) doctorate students d) distance students 26 education libraries, 45:1 (2022) e) faculty/staff (research consultations outside of their role as instructors) f) other (please specify) 11. how many librarians at your institution support education? a) i am the only librarian with primary responsibilities for education b) i share responsibilities with other librarians 12. is your institution: a) public b) private c) for-profit d) other (please specify) 13. what is the highest degree granted at your institution? a) associate’s b) baccalaureate c) master’s d) doctoral e) other (please specify) 14. what is the enrollment size at your institution? a) under 1,000 b) 1,000 4,999 c) 5,000 9,999 d) 10,000 19,999 e) 20,000 and above instruction 15. in what modes do you provide library instruction to education students and faculty? (select all that apply) a) live in person b) live virtually (video conferencing) c) flipped classroom, i.e. students complete some work before a class session and then attend a live session d) online modules no live component e) embedded f) other (please specify) 16. what types of instruction do you provide to education students and faculty? (select all that apply) a) library orientation sessions b) one-shot course integrated library instruction sessions c) two or more library instruction sessions in a course during the same term d) credit-bearing course e) workshops 27 education libraries, 45:1 (2022) f) a scaffolded sequence of library instruction sessions throughout the curriculum g) other (please specify) 17. what types of topics do you provide instruction or consultations on? (select all that apply) a) using library resources for research assignments b) evaluating information c) citation management tools (i.e. zotero, mendeley, etc.) d) systematic reviews e) data literacy f) scholarly communication and the academic publication process (publishing and open access) g) using a specialized collection in the library (e.g. curriculum materials) h) other (please specify) reference and research consult services 18. in what modes do you provide research consultations to education students and faculty? (select all that apply) a) in person b) virtually (video conferencing or im chat) c) phone d) email e) other (please specify) embedded library services 19. do you currently provide embedded library services to education students and faculty? for what we consider “embedded library service” we use what drewes & hoffman (2010, p. 76) put forward, that “embedded librarian programs often locate librarians involved in the spaces of their users and colleagues, either physically, or through technology, in order to become a part of their users’ culture.” a) yes – actively, like in-department office hours or monitoring class message boards b) yes – passively, like libguides embedded into the lms c) no (if selected, skip to question 20) 19.1. what embedded library services do you provide? a) physical presence only, e.g. office hours in the education building, or a regular class participant (if selected, go to question 19.1.1 then skip to question 20) b) virtual presence only, e.g. embedded into lms (if selected, go to question 19.1.2, then skip to question 20) c) hybrid presence (if selected, go to question 19.1.1 and 19.1.2) 19.1.1. what physical embedded services do you provide? (select all that apply) 28 education libraries, 45:1 (2022) a) office hours in the education building b) regularly attending a class to offer research support c) co-teaching a class with an education faculty member d) other (please specify) 19.1.2. what embedded virtual services do you provide? (select all that apply) a) monitor and contribute to class discussion boards b) establish and maintain a discussion board for research assistance c) maintain online chat hours d) run an assessment, eg. a discussion post task e) other (please specify) learning objects 20. what digital learning objects do you create for your education students? (select all that apply) a) library guides, eg. libguides or another platform b) infographics c) podcasts d) screenshots or on-the-fly videos e) non-interactive scripted video tutorials f) presentations embedded into libguide or lms, eg. powerpoint, google slides, etc. g) self-paced modules created within the learning management system h) interactive tutorials (made with software like storyline or captivate) i) other (please specify) j) none 21. what digital learning objects do you use with your education students that were created by others? (select all that apply) a) library guides, eg. libguides or another platform b) infographics c) podcasts d) screenshots or on-the-fly videos e) non-interactive scripted video tutorials f) presentations embedded into libguide or lms, eg. powerpoint, google slides, etc. g) self-paced modules created within the learning management system h) interactive tutorials (made with software like storyline or captivate) i) other (please specify) j) none 22. what types of learning tools do you use during instruction to education students? (select all that apply) a) handouts or worksheets b) dry erase boards for student activities 29 education libraries, 45:1 (2022) c) physical materials for student activities (e.g. a book-based activity) d) puzzles or games (e.g. virtual or in-person) e) digital collaboration tools (e.g. google docs, padlet) f) digital class response systems, (e.g. poll everywhere, socrative, kahoot!) g) none h) other (please specify) outreach and collaboration 23. how do you promote your services/presence to education faculty? (select all that apply) a) presentation in department meetings b) e-mail reminders c) social media account used for professional purposes d) e-newsletter created or tailored by you, to your department/college e) print materials created by you, eg. flyers, newsletters, delivered to their campus mailbox f) in person on an informal basis, at departmental meetings, presentations, etc. g) in a general sense -advertise services as part of a broader libraries’ marketing campaigns, aimed at all faculty h) other (please specify) i) none 24. how do you promote your services to education students? (select all that apply) a) tabling at your institution’s orientation for incoming/potential education students b) social media account used for professional purposes c) digital marketing materials emailed to all or relevant student groups d) print marketing materials in education building e) announcements/reminders of services at library instruction sessions f) announcements/reminders of services in students’ course lms g) creation of education-specific library guides (e.g. libguides) h) in a general sense -advertise services as part of broader libraries’ marketing campaigns, aimed at all students 25. on what kinds of projects have you partnered with education faculty/staff (not employed by the library)? (select all that apply) a) publication b) conference presentation c) event d) grant project e) other (please specify) f) none 30 education libraries, 45:1 (2022) collection development 26. are you responsible for collection development for education? a) yes, including curriculum materials b) yes, not including curriculum materials c) no (if selected, skip to question 32) 27. does your institution have a curriculum materials collection that is physically separate from the main collection? a) yes, located in the library b) yes, located in education building or other location c) no (if selected, skip to question 28) d) other (please specify) 27.1. is there a service point specifically associated with your curriculum collection (i.e. do you have a help desk or a staff person at the collection)? a) yes, primarily staffed by a librarian b) yes, primarily staffed by a library employee (not a librarian) c) yes, primarily staffed by someone outside the library d) no 28. does your library collect children’s literature? a) yes, and it is part of the curriculum collection b) yes, but it is its own collection c) yes, but it is integrated into the main collection d) no 29. what type of curriculum materials (if any) does your library collect? (select all that apply) a) k-12 textbooks (teacher and/or student editions) b) supplemental materials (workbooks, tests, etc.) c) audiovisual materials d) kits e) games/storytelling props f) other (please specify) g) my library does not collect k-12 curriculum materials (if selected, skip to question 30) 29.1. in what formats do you collect curriculum materials? a) primarily in print b) primarily online c) both print and online d) other (please specify) 30. what are the top three databases that you promote for education-related research? (select up to three) 31 education libraries, 45:1 (2022) a) child development and adolescent studies b) children’s literature comprehensive c) education full text d) education research complete e) education source f) eric g) mental measurements yearbook h) primary search i) proquest dissertations and theses global j) professional development collection k) proquest education l) psycnet / psycinfo m) psychology and behavioral sciences n) other (please specify) 31. do you collect physical or online test preparation materials for education licensure exams? a) yes, physical only b) yes, online only c) yes, both physical and online d) no challenges 32. what are your top three challenges in your current education librarian role hindering your ability to provide new or enhanced services and resources, if any? (select up to three) a) most faculty non-responsive; lack of faculty buy-in b) lack of financial support for professional development c) lack of financial support for collection budget d) lack of financial support for marketing/outreach e) internal bureaucracy, i.e. within your library f) external, institutional bureaucracy, i.e. other departments or staff outside of the library g) too many responsibilities; not enough time h) other (please specify) 33. (optional) would you like to provide any further comments related to anything in this survey? 34. (optional) please enter your email address if you’d like to be considered for an incentive. whitehead, marian r education libraries, 43:1 (2020) © education division, special library association book review donham, j. & sims, c. (2020). enhancing teaching and learning: a leadership guide for school librarians, fourth edition. chicago, il: ala neal-schuman. isbn 978-0-8389-4717-3 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc written before the pandemic, the release of this thoughtful book of how librarians become leaders in their schools (and inform leaders about the work of libraries) could not be timelier. for this fourth edition, dr. jean donham, a retired professor at the university of northern iowa school of library studies, is joined by junior high school librarian chelsea sims. together they craft a masterful work in support of evidence-based approaches to inquiry-based learning, reading, intellectual freedom, and equity of access. readers who follow their practical advice will undoubtably become true leaders in their schools and communities. this “leadership guide” proffers a pragmatic approach to assuring student success through partnership and strategic collaboration… with school administrators, classroom teachers, and the greater community. every chapter of this sensibly designed text begins with the identification of 3-8 themes. replete with real-world examples that reinforce the theory and recommendations, each chapter concludes with a set of leadership strategies specific to the roles of teacher, information specialist, and program administrator; scenarios for discussion; and an extensive list of references for those wishing to read further. the figures that populate each chapter illustrate the type of data to be collected, compiled into worksheets and sample reports designed to persuade others to support library proposals. part i, the context, consists of five chapters that illustrate how librarians can lead school efforts to improve student equity of opportunity. authors donham and sims identify leadership strategies for working with students in chapter 1. “students” addresses the role that school library programs play in improving equity of opportunity. chapter 2 uses tactics employed by school librarians to help students become effective users of information within the context of a curriculum that librarians did not develop. “curriculum” explains the important assets school librarians bring to the table that enhance curricula, such as inquiry-based learning skills. in the authors’ estimation, the school librarian works from a unique perspective, aware of the curriculum content across grade levels and disciplines. this knowledge could be put to great use for instructional coaching, e.g., working with teachers to improve students’ ability to extract information from articles. in chapter 3, donham and sims declare that “the principal can be a key advocate for the school library program,” but most have “little understanding of the school library program” (p. 33). the authors suggest aligning the aasl national school library standards to the professional standards that govern education leaders. examples of data that should be collected, compiled, and summarized are clarified in worksheets and sample reports. education libraries, 43:1 (2020) © education division, special library association “the school district” (chapter 4) examines the specific contributions that a librarian can make to district planning and policy. the authors proffer winning approaches for tackling the library budget proposal process, including a sample elementary school media center budget document that is easy to compile and understand. chapter 5 demonstrates how school librarians work to cultivate “the community” through cooperative activities. in the authors’ estimation, community outreach includes communication vehicles, such as presentations and newsletters aimed at families, and recruitment for advisory committees; activities targeted to public libraries, such as summer reading, homework help, shared resources; and partnerships with local businesses and community volunteers. the authors recognize that effective alliances take time to develop and recommend nurturing those relationships through regular contact, reporting on the progress made, the impact on students, and “publicly acknowledging the business so that the community is aware of its contribution” (p. 67). part ii looks at the school library program through ten lenses, beginning with “collaboration” (chapter 6) where the authors offer models for school librarian collaborations, including a planning guide for teacher-librarian collaboration. efforts to maximize access to information is the subject of chapter 7, “access for learning and teaching.” donham and sims describe ways in which the school librarian can assure accessibility through flexible scheduling of instruction and circulation policies. “the collection” (chapter 8) considers selection policies and how to deal with requests for reconsideration. the chapter on “literacy” explores the importance of access to books and how the responsibility of nurturing readers is shared by teachers, parents, children/youth, and librarians. it highlights several approaches to social reading through community events, literature circles, book discussion groups, and reading incentive programs. chapter 10 concerns the virtual reach of the library via its website (content and design) and social media. “technology leadership” (chapter 11) begins with a resultsdriven technology plan that includes staff development. authors donham and sims discuss the various roles that a school librarian plays when it comes to technology leadership, including advocating for technology in support of teaching and learning; coordinating technology in terms of the instructional context; implementing systems for scheduling and sharing facilities or resources, inventorying equipment, and assessment; as well as formal teaching and informal coaching of teachers and students on how to use technology in an ethical manner. in “inquiry-based learning” (chapter 12), donham and sims present various frameworks used to discern what a student knows, wants to know, and what he/she has learned in the process. a range of models are discussed, including curiosity and wonder in inquiry, concept-based inquiry, deep learning, and the acrl framework (information and media literacy). chapter 13 defines assessment and why it is needed by students and teachers, describes the two types of approaches to assessment, formative and summative assessment; illustrates the benefits of self-assessment; and presents various assessment tools, e.g., rubrics. while “assessment of student learning” is important, “library program evaluation” is also necessary. chapter 14 stresses the importance of continuous improvement that begins with data collection, creating a baseline for measuring a program’s current status in nine categories: literacy; curriculum, instruction, and education libraries, 43:1 (2020) © education division, special library association assessment; professional learning; robust infrastructure; budget and resources; community partnerships; data and privacy; collaborative leadership; and use of space/time. the final chapter (15), “leadership,” describes the attributes of leaders and how school librarians can influence or “lead from the middle.” this book is a “must-read” for all school librarians who aspire to contribute as much as they can to students’ success. moreover, buy a second copy to give to your principal. whitehead, marian r education libraries, 43:1 (2020) © education division, special library association 1 research article ‘whose line is it anyway?’ using improvisation to hone library employees’ customer service skills emy nelson decker1 associate dean for research & user services, university of alabama libraries, tuscaloosa, al, usa abstract improvisation is an effective tool for developing actors’ skills. it can also be a powerful and unique means for enhancing customer service skills in the contemporary academic library environment. interactions between library users and librarians / library staff can often be complicated and require excellent listening and communication skills. this article explores how improvisation training can help reinforce customer service skills while also enhancing team building, team cohesion, and interpersonal engagement skills for these library employees. such exercises are not only enjoyable and entertaining for library employees, they also help develop essential skills which enhance their customer service interactions. keywords: improvisation; training; customer service; librarians; library staff; library employees; skills development; team building; interpersonal skills; innovation 1 emy nelson decker is the associate dean for research & user services at the university of alabama libraries. she holds an mlis from valdosta state university and an ma in art history from the university of chicago. emy’s current research interests are centered on leadership and team building, professional development, and reimagining library services toward a greater focus on user engagement and the needs of digital thinkers. in addition to presenting in venues such as the american library association and the association of college & research libraries, she has published numerous refereed journal articles and book chapters within the library field. emy is also the co-author of engaging design: creating libraries for modern users and the co-editor of the handbook of research on disaster management and contingency planning in modern libraries. orcid 0000-0002-4552-7274 education libraries, 43:1 (2020) © education division, special library association 2 introduction user satisfaction with an academic library is normally predicated upon experiences with librarians and library staff (note: “library employees” for the duration of this article) (hossain, 2016). but, these interactions between users and library employees can be complicated and require excellent listening and communication skills on the part of the person receiving the query. in the academic library setting, customer service interactions frequently begin with a question outside the range of a library employee’s knowledge base or are asked in a way that is ambiguous. acting, in the theatrical sense, and the art of providing excellent customer service in the library environment have many facets in common. in each, practitioners must be able to listen to learn (without judgement) as to what is being said, respond appropriately, and uphold a certain “keeping in character” demeanor. just as improvisation training can help actors build acting skills, so too can it help librarians develop interpersonal engagement skills and aide library employees in adopting the role of the knowledgeable and helpful information guide. improvisation exercises are an innovative training method in academic libraries, building collaboration that is novel for the participants and, as a by-product, entertaining for any onlookers. when enhanced customer service and increased team cohesion and communication are desired, improvisation exercises reach beyond the traditional team building exercises and offer a true skills-building opportunity, based upon vulnerability and trust. because of these characteristics, customer service training that utilizes improvisation can also promote increased comfort between colleagues, and a bolstered confidence in the trainees’ own ability to provide excellent point-of-need customer service. this article examines ways that improvisation training activities enhance customer service skill-building while improving the academic library user experience. it also demonstrates how improvisation exercises can help develop communication and collaboration skills among library employees. moreover, it provides ready-to-implement examples of improvisation activities that will enable librarians to augment their existing customer service training programs. literature review there exists more than one understanding of the term “improvisation.” improvisation can be defined as a method of marshalling existing resources to cope with unforeseen or unplanned events (christopoulos et al., 2016). and, in fact, this is what many librarians do throughout the course of their day; meet user needs the best they can, as they can. improvisation, understood by its greek theatre or contemporary jazz music definition, is a performance that is not practiced, in which the participants play off one another, in the moment (hadida et al., 2015; trepanier, 2017). much of the research in business, organizational development, and even leadership is focused on the former definition and not so much upon the latter (nisula, 2015). this article offers a unique approach, focusing on the classical definition of improvisation and its value as a poignant tool toward improving library customer service. improvisation can be an important source for developing creativity and can have long lasting effects on education libraries, 43:1 (2020) © education division, special library association 3 participants (fisher & barrett, 2019). it is an effective and engaging way for individuals to learn about human behavior and for them to develop confidence in conducting themselves in myriad situations (hodge & ratten, 2015). consider, for example, an improvisation-based training activity that was used by an airline to bolster customer service. aer arann, a regional irish airline, harnessed the power of improvisation training in order to prepare new and seasoned employees for ever-changing customer demands in flight (daly et al., 2009). the aim of the exercise was not to turn airline employees into stand-up comedians or actors to entertain passengers, but instead to help the in-flight crew develop a skillset that would serve them well when responding to the demands of customers (stager jacques, 2013). the airline employees’ training portfolio consisted of traditional theatre warm ups such as word association, “conversation playback” wherein one person listens to their partner intently and tries to mimic back exactly what they heard and saw including any physical movements or gestures and improvisation activities that required responses to a scenario set forth by the trainer. of particular relevance to front-line service providers are training aspects related to “game playing, group expression, approval / disapproval responses, audience sensitivity, and physical movement” (daly et al., p. 462). aer arann employees, like any employees offering forward-facing, branded service, needed to learn how to observe, listen, “perform” in front of a customer, and trust and expound the work of their colleagues. front line service providers cannot carry out their duties in a pre-scripted fashion; rather, they must conceive and implement responses extemporaneously (yeboahbanin et al., 2016). aer arann employees benefitted from improvisation as it taught them to accommodate unanticipated customer requests. learning the art of impromptu service interaction also teaches employees to respond quickly and seamlessly to any service delivery that goes awry (daly et al., 2009). as is true for employees in the for-profit sector, library employees can improve their communication skills while lowering their anxiety about interacting with customers via improvisation training (scinto, 2014). this training can also teach library employees how to respond spontaneously and effectively while providing excellent customer service. improvisation training can also help hone skills in librarians who are offering customer service to students by way of instruction. instruction is core to many librarians’ duties. the metaphor of acting, or perhaps, being “on stage”, is certainly not something newly applied to teaching. teaching and theatre are both crafts that possess a high likelihood of unplanned interludes and chaotic moments (shem-tov, 2018). every librarian who has led instruction sessions has had at least one that did not go as anticipated (dohe & pappas, 2017). in the moment, it may not be easy to laugh off, but having a skillset for recovery and moving forward can be beneficial. reading the audience, taking the instruction session in a slightly different direction, or acknowledging to a room of silent students, “well, that didn’t quite go as planned,” may garner empathetic audience participation in the next moment or even the next instruction session with the same class. further, improvisation allows the instructor to break free of a plan that was not working with an audience and to respond in a way that better fits the situation (hadida et al., 2015). as is true of other subject liaison and instruction librarians, education librarians should be familiar with the importance of strong communication skills for understanding education libraries, 43:1 (2020) © education division, special library association 4 the perspectives and needs of faculty, students, and staff. improvisational training, and specifically the more theatrically-focused, can help education librarians offer enhanced customer service to their stakeholders. instruction and training for patrons on locating and using k-12 materials, informational tours and orientations to the education library space, and instruction on library resources and services as they relate to class assignments, can all be enhanced by the use of appropriate voice inflection, gestures, and, poise. improvisational training can enhance the education librarian’s ability to support and build user interest and engagement, improving the overall effectiveness of communication skills (worthington, 2017). nevertheless, it is relatively uncommon to find librarians with a background in the dramatic arts, and purposeful integration of theatrical improvisation can work to build these strengths (worthington, 2017). there are also those employees who offer customer service to the library by serving in a leadership capacity. these librarians not only have to be cognizant of larger institutional pressures, but also have to relate to those they are leading. library leaders need to be open to alternative ways of problem solving when working within such layers of complexity (christopoulos et al., 2016). leadership teams, or perhaps, leadership teams properly constituted, need to include individuals who exhibit empathy as a hallmark of their leadership ethos (stager jacques, 2013; brooks, 2015). effective improvisation, like effective leadership, requires strong listening skills, an awareness of others, and clear communication (trepanier, 2017). improvisation can prepare leaders to be flexible, creative, adaptable, and better conditioned to respond effectively in unpredictable situations (tawadros, 2015). given the pressures felt by library leaders, improvisation exercises can foster improved team dynamics and camaraderie in a landscape where those qualities might not otherwise flow organically (trepanier, 2017). the highly collaborative nature of improvisation also hones a leader’s interpersonal skills and increases the likelihood that others will find the person “charming, poised, socially adept, approachable, and rewarding to deal with” (ratten & hodge, 2016, p.152). the concept of “vulnerability” echoes through these qualities as well. it would be easier to garner library employees’ participation in a meeting and encourage them to share their feelings if a leader first shared their own. perhaps the easiest facet of improvisation to recognize and to incorporate into daily library practice is what is known as “yes, … and” (moshavi, 2001). the “yes, … and” technique refers to the practice of an actor receiving information and accepting it in the affirmative and then adding “and” as a way of continuing and building upon the interaction or scene. in improvisation training, a participant could easily shut down the interaction by denying what the other has just said, but by affirming and offering more information, the opportunity to develop a scene comes to fruition. dohe and pappas (2017) implore library employees to say “yes, … and” to colleagues and reflect upon the ways that such a phrase taken from the art of improvisation can serve as an opening to fluid co-creation and to the building of ideas. in an education library setting, where exploration is part of the process, the concept of “yes, … and” could be employed as a patron is exploring k-12 kits and materials and is working to develop assignments bolstered by the use of such resources. the education librarian can first affirm the patron’s discovery (the “yes” part) and then use “…and” to help him or her incorporate contemporary research methodologies, current pedagogical trends, and best practices in instructional development into their lesson design. education libraries, 43:1 (2020) © education division, special library association 5 framework for implementation using improvisation as a method of training is an effective way to help library employees hone their customer service skills. the author implemented improvisation training in a former position at an academic library. trainees consisted of 18 library employees, all of whom worked in forward-facing roles within the public services department. while training details are outlined in the chart that follows, it is important to note that improvisation activities are limited only by the trainer’s imagination. indeed, some of the pleasure offered by this method of training may come from developing the scenarios. that said, in today’s hectic library setting, a conceptual framework for setting up such activities may prove helpful in getting started and stimulating creativity, and this provides a framework for that beginning. the facilitator’s role during training is to pitch the improvisation topic, not to coach those performing the improvisation or to guide them in any way. the learning experience takes place when the participants listen to and play off one another; they are not receiving instruction or direction from the facilitator. only in the case that the improvisation routine has stagnated would the facilitator want to re-engage with those who are role-playing (dudeck & mcclure, 2018). table 1 provides examples of specific improvisation activities, created by the author, that can help accomplish library customer service training goals. these may be adapted to fit the training needs of other academic libraries. tracing the first example in the chart will elucidate how an improvisation activity can enhance customer service acumen. the prompt the author pitched to a randomly selected dyad from the group of 18 library employees was, “a sandwich shop employee must convince the ceo of the sandwich company to offer a never-been-made-before and very unlikely flavour of sandwich.” one library employee, playing the role of the sandwich shop employee, and the other in the role of ceo – had to think quickly and play off each other in order to work their way through this given hypothetical situation. the participants immediately recognized the dynamic of the employee-boss relationship (a common trope in improvisation exercises) and took that as a starting point. the participant in the role of the sandwich artist worked quickly to come up with a thirty second “elevator speech” to pitch her sandwich idea. the library employee acting in the ceo role had a choice to make about what kind of “big boss” she wished to portray: one who was benevolent, interested, and puts her employees first, or a harried, disinterested, “i don’t have time for you” boss – or, something in between. she went with the more encouraging option and listened to the sandwich artist make her pitch. their back and forth banter entertained the author and the 16 colleagues watching as they awaited their own turn, and the sandwich that was pitched in the scenario included the unlikely ingredient of frog legs. the open-ended nature of improvisation requires instantaneous decision-making and an embodiment of the character. whatever is first on the participant’s mind is likely what will come out in the exercise. it is not a stretch to recognize how the employee-boss juxtaposition is relatable to an employee-library user interaction. library users come into the library with a wide variety of moods and personalities and it’s incumbent upon the library employee to reach out and offer excellent customer service, nevertheless. being able to quickly read the present mindset of the user allows the library employee to offer education libraries, 43:1 (2020) © education division, special library association 6 them the kind of service they need in that moment. in this way, having to make a sandwich pitch teaches the library employee requisite skills for how to think quickly, adapt to the scenario, and then promote helpful and targeted resources during a brief encounter with a user. it also fosters creativity in thinking beyond the usual “canned” answers and develops a keen ability to problem-solve on the spot. table 1. examples of improvisation activities improvisation scenario number of participants applicable skills developed a sandwich shop employee must convince the ceo of the sandwich company to offer a never-beenmade-before and very unlikely flavour of sandwich. 2 marked by brevity, the library employee can learn from this type of improvisation experience how to pitch helpful and targeted resources to the user. interview with a world-class trampoline champion (or other unlikely premiere athlete) 2 related to a traditional-style “reference interview,” participants in this activity can glean skills in delving into user needs in areas where they are not expert. a couple is trying to get past the tsa with weird (but innocent) items in their carry-on bags 2-3 teaches patience in understanding user requests when they may at first seem unusual, or when users ask for specific resources or items they may mistakenly believe they need when an easier starting point may be to ascertain their actual information need. there is a zombie apocalypse and you and your friend need to go through your survival bags to ensure that you have all you will need. 2 participants learn how to work with a user to check that they have all of the requisite materials for a class or a research assignment before they walk out of the library. the members of a committee are trying to convince the president/ principal of the school to redesign the current mascot’s appearance 2-4 valuable in a group or committee work setting. library employees can learn how to work together to form a consensus and use the powers of presentation and persuasion to promote their case to stakeholders. an artist is working to convince a gallery that they need special accommodations for an upcoming show, but the artist is being very evasive about the materials and nature of the show. gallery employees are trying to figure out appropriate accommodations. 3-4 teaches participants how to get only the necessary and required information from a patron in order to fulfil a request without violating their privacy. can be helpful in developing sensitivity to lgbtq+, ada, etc. scenarios. former cheerleaders from rival schools have to work together to develop another school’s mathematics curriculum. 2 can help frame methods for working with colleagues – even those in other areas or with different approaches toward a common goal of assisting a patron. education libraries, 43:1 (2020) © education division, special library association 7 participants in improvisation customer service training have to react together in the moment, with no preparation time, to deliver a response that directly addresses the prompt as it is given. improvisation practice exercises are very effective in teaching library employees how to listen carefully to the scenario and respond to the situation as proposed without showing confusion about or judgment of the question being asked of them. discussion since the skillsets enhanced by improvisation exercises are valuable to library employees, adding this type of training into mlis degree curriculum would be worthwhile. the question to ask may be, “how?” adding an entire course on improvisation to an existing library and information sciences curriculum would likely be too cumbersome, but any course that touches on themes of customer service, public services, teacher preparation, special libraries, leadership / management, or a host of other topics, could be enhanced by the incorporation of an improvisation activity. improvisation could support group work, an integral part of lis coursework, act as a method of engagement (which is not always a given in any classroom setting), and could even be incorporated into degree programs that have an online component, with student videos of improvisation homework that could be reviewed asynchronously. at the university of maryland college park campus, for example, the libraries and the ischool (college of information studies) partnered to create an innovative “research and teaching fellowship” that allowed mlis students to gain paid and forcredit experience in leading instruction, providing research assistance, and learning basic methods of assessment (kellner et al., 2016). this connection between library school students and practicing librarians provided a unique opportunity for students to gain simulated on-the-job training while they were still studying in the degree program. other types of mentoring programs for students may also provide opportunities to introduce an element of improvisation. job shadowing, informational interviews, and other less formal mentoring partnerships between librarians and library students, can act as additional opportunities to teach students about customer service, and such lessons could easily be enhanced by including creative improvisation activities. another example, in which improvisation training could be inserted, is from the university of north texas. the college of information at the university of north texas prepares students with an enhanced competency-based library and information sciences curriculum, with specific emphasis on digital curation (kim, 2015). a competency-based curriculum seeks to ensure that students can recognize, apply, and execute the knowledge, skills, and abilities currently desired in the library field (kim, 2015). as is to be expected, determining an assessment program to measure student acquisition of competencies is difficult, as is keeping a clear focus on field-desired competencies in a rapidly changing job landscape (saunders, 2019). one competency required in the library profession is the ability to offer excellent customer service. perhaps a curriculum could be designed, in the spirit of the one at the university of north texas, that integrates excellent customer service as a competency, and this training could perhaps be bolstered with improvisation exercises. education libraries, 43:1 (2020) © education division, special library association 8 these examples, taken together, indicate that an element of improvisation training could be added into mlis curriculum courses, enhancing customer service skill building. perhaps contemporary library and information science coursework should focus on certain themes and skills rather than on pre-fabricated examples of customer service (simons et al., 2016). however, library and information science students represent only the future generation of library employees. for those professionals who are already working within the library setting, on-the-job training is an important venue for improving customer service skills. luckily, librarians, by their nature tend to be inquisitive, eager to learn, and are often exposed to many different disciplines through their day-to-day professional experience (condic, 2016). targeting those library employees with demonstrable strengths in offering excellent service, and tapping them to assist in training their colleagues, creates a mutually rewarding environment for teaching and learning within the library (decker & townes, 2016). this peer-to-peer style training may also prove an effective method for incorporating improvisation training. these, and other customer service training initiatives within the library, can be enhanced by the interactive, engaging nature of improvisation activities. future research directions the efficacy of improvisation training is well understood in the performing arts as a tool to promote actors’ skills. businesses have documented their successes in implementing improvisation to enhance customer service skills in their employees as well. in another venue, a recent study undertaken by a professor of mba students, assumed that entrepreneurial self-efficacy that is, an entrepreneur’s ability to adapt to uncertain environments could be improved with improvisation training (balachandra, 2019). there are few proven techniques for developing entrepreneurial self-efficacy, but impression management, a collaborative focus, and being constructive during team conflict, all support this goal. these are all skills bolstered by improvisation training. this has also been the case as it pertains to education programs for those developing skills to become counsellors in the health sciences field. improvisation exercises have helped future practitioners develop skills in perspective taking, spontaneity, and enhanced empathy (bayne & jangha, 2016). to date, a longitudinal assessment, studying the quantitative understanding of improvisation as a tool to promote customer service skills in library employees, has not been completed. it stands to reason, however, that such a study of library employees would yield similar findings to those in business and other education training curricula. to undertake research on the effect of improvisation training on library employees, focus groups of different types of libraries (academic, public, school, special), their staffing, their focus, their size, and other information, needs to be taken into consideration. coupled with this is the need for the development of before and after skills assessment surveys to further elucidate the outcomes of the study. in addition, since customer service skills increase with experience (understood as numbers of interactions), a study that spans a number of years would be most appropriate to understanding the data. education libraries, 43:1 (2020) © education division, special library association 9 conclusion library employees are most successful in their roles when they are user-centered and customer service oriented and these values are born of well-developed interpersonal and communication skills (saunders, 2019). in the rapidly changing library and information sciences field, a focus on “soft skills” as being necessary to succeed in a contemporary library job has developed. improvisation training enhances the aforementioned skills and can help library employees enhance their customer service skills and communicate more effectively with their colleagues. “communication skills, interpersonal skills, flexibility and adaptability, and customer-service skills” are noted as being critical to library employees’ success in their roles (saunders, 2019, p.7). improvisation training can also work to break down barriers in communication, help library staff develop empathy and trust, and allow them to develop confidence in their abilities to provide excellent customer services regardless of what questions gets asked of them. education libraries, 43:1 (2020) © education division, special library association 10 references balachandra, l. 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(2009). the impact of improvisation training on service employees in a european airline: a case study. european journal of marketing, 43(3/4), 459-472. https://doi.org/10.1108/03090560910935532 decker, e.n., & townes, j.a. (2016). going vertical: enhancing staff development and training through vertically integrated instruction. in p. mcdonnell (ed.), the experiential library: transforming academic and research libraries through the power of experiential learning. (pp. 135-146). oxfordshire, uk: chandos publishing. dohe, k. & pappas, e. (2017). lessons from the field: what improv teaches us about collaboration. library leadership & management, 32(1), 1-16. https://doi.org/10.5860/llm.v32i1.7244 dudeck, t. & mcclure, c. (2018). applied improvisation: leading, collaborating and creating beyond the theatre. methuen drama. london: bloomsbury publishing. fisher, c. m., & barrett, f. j. 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(2014), why improv training is great business training. forbes. retrieved september 9, 2019, from https://www.forbes.com/sites/forbesleadershipforum/ 2014/06/27/why-improv-training-is-great-business-training/ shem-tov, n. (2018). “the principal character”: the triad approach and improvisation in teaching. research in drama education: the journal of applied theatre and performance, 23(1), 91–106. https://doi.org/10.1080/13569783.2017.1399054 simons, r.n., ocepek, m.g., barker, l.j. (2016). teaching tweeting: recommendations for teaching social media work in lis and msis programs. journal of education for library & information science, 57(1), 21–30.  https://doi.org/10.3138/jelis.57.1.21 stager jacques, l. (2013). borrowing from professional theatre training to build essential skills in organization development consultants. the journal of applied behavioral science, 49(2), 246–262.  https://doi.org/10.1177/0021886312460504 tawadros, t. (2015). developing the theatre of leadership: an exploration of practice and the need for research. advances in developing human resources, 17(3), 337 347. https://doi.org/10.1177/1523422315587898 tewell, eamon c. (2014). what stand-up comedians teach us about library instruction: four lessons for the classroom. college & research libraries news, 75(1), 28-30. https://doi.org/10.5860/crln.75.1.9055 trepanier, s. (2017). improvisation for leadership development. journal of continuing education in nursing, 48(4), 151–153.  https://doi.org/10.3928/00220124-20170321-03 worthington, b. (2017). towards a better understanding of opportunities for performance training within the mls curriculum: issues for enhancing education of children’s librarians. journal of education for library & information science, 58(4), 202– 218. https://doi.org/10.3138/jelis.58.4.202 yeboah-banin, a., boso, n., hultman, m., souchon, a. l., hughes, p., & nemkova, e. (2016). salesperson improvisation: antecedents, performance outcomes, and boundary conditions. industrial marketing management, 59, 120–130. https://doi.org/10.1016/j.indmarman.2016.02.007 https://doi.org/10.3138/jelis.56.4.283 https://doi.org/10.1177/105256290102500408 https://doi.org/10.1108/lodj-07-2013-0098 https://doi.org/10.1108/ict-08-2015-0053 https://doi.org/10.3138/jelis.60.1.2018-0034 https://www.forbes.com/sites/forbesleadershipforum/2014/06/27/why-improv-training-is-great-business-training/ https://www.forbes.com/sites/forbesleadershipforum/2014/06/27/why-improv-training-is-great-business-training/ https://doi.org/10.1080/13569783.2017.1399054 https://doi.org/10.3138/jelis.57.1.21 https://doi.org/10.1177/0021886312460504 https://doi.org/10.1177/1523422315587898 https://doi.org/10.5860/crln.75.1.9055 https://doi.org/10.3928/00220124-20170321-03 https://doi.org/10.3138/jelis.58.4.202 https://doi.org/10.1016/j.indmarman.2016.02.007 education libraries, volume 36, number 2, winter 2013 29 b o o k r e v i e w s walsh, a. and coonan, e., eds. (2013) only connect… discovery pathways, library explorations, and the information adventure. lepton, uk: innovative libraries. 250pp. isbn 978-09576652-0-0; isbn 978-0-9576652-1-7. free e-book. andrew walsh and emma coonan begin this work by noting the importance of context when referring to “information literacy.” the meaning depends on who is involved, and what we are doing, where. in terms of measuring out capabilities, walsh and coonan note that objective measures are not possible. for them, a person’s information literacy is “measured by standardized tests... instead of trying to pin information literacy down to readily measured lists of competencies, or detailed descriptions of what it means to be information literate, this book takes a different path. we take pleasure in the diversity of ways we can be information literate” (pp.4-5). the editors demonstrate how easy it is to self-publish these days, recognizing that they might swing back to more traditional publishers in the future, depending upon the work and audience. they are proud of this unbook, encouraging readers to begin where they like rather than taking a linear approach by reading successive chapters in order. individual chapter authors also emphasize the unusual nature of the presentation in the e-book by integrating non-textual elements to carry the story forward. one thing missing from this interesting work is a list of authors and brief biographic sketches – either at the end of the work or the end of each chapter. i found myself wanting to know more about many of them, and i bet others will too. this “unbook,” as the editors describe the text, is divided into two sections. section one, ‘the mapmakers’, “presents a set of planned routes, suggested and tested by knowledgeable guides” where “librarians offer a range of thoughtful observations on how learners encounter, negotiate and construct knowledge” (p.6). in the second section, ‘travelers,’ authors show “more of the process behind an information discovery journey… candid, compelling and deliberately uneven,” in a range of voices (p.7). think of part one as having a focus on teachers and teaching and part two on learners and learning. in “the fishscale of academicness,” alke groppel-wegener and geoff walton emphasize information literacy as “a thinking skills framework which empowers learners to engage with information of any kind and which should be woven into the fabric of the subject being taught… a fundamental building block of inquiry-based learning” (p.17). recognizing that “there are links between the searches students do while at university and their future ability to find the right information in their subsequent workplaces,” they pose the question: “is information literacy part of the solution of preparing our graduates for this very real workplace skill?” (p. 18). groppel-wegener and walton speak to a generation of visual http://eprints.hud.ac.uk/17339 education libraries, volume 36, number 2, winter 2013 30 learners, who rely on imagery, taught by individuals most comfortable with text. they emphasize the fishscale concept throughout the chapter, using “clear and engaging visuals and amusing texts,” plus the commentary academics expect in any serious work (p.15). the metaphor of fishing (e.g., “casting your net – finding information”) continues through the chapter. “an educational researcher’s journal,” is based on blog entries by mairi ann cullen, a researcher at the university of warwick’s centre for educational development, appraisal and research (cedar), who after some time concludes that “it’s worth learning how to use each specific database that is relevant” to one’s research project. the blog posts take the reader through the use of several databases and her exploration of help guides for optimum use. (i’m definitely going to share it with my students!) lynda tolly uses joseph campbell as inspiration, likening “the information quest” to the “hero’s journey.” for more, link to the adventures of sir learnsalot on the grace m. hunt memorial english reading room youtube channel (http://innovativelibraries.org.uk/rr). andy burkhardt and alan carbery facilitate student discovery in “exploring information landscapes & bubbles,” available as a prezi at http://innovativelibraries.org.uk/expprezi. zoe johnson and andrew walsh show how “journeying with a map leads to adventures or accidents.” their approach to information literacy is experiential. while information literacy “always deals with identifying; assessing; retrieving; evaluating; adapting; organising and communicating information,” it “looks different depending on what you are trying to achieve” (p.72). the research they present in this chapter demonstrates the varied ways in which drama researchers and lecturers experience information literacy. how do they search, organize, use, and evaluate information for their research or teaching? based on interviews, respondents fell into two camps: those who pretty sure that they knew what they wanted and where would be a likely place to begin their search and those who appear to take enjoyment in exploring – just seeing what is out there. nick norton looks for the “person-centred library,” pointing out what might be missing in many of today’s libraries. alke groppel-wegener concludes part one with a chapter explaining “the difference of reading a book and engaging with its content” using poker as a teaching tool for “reviewing literature” (p.117). part two, travellers, begins with a conversation between two artists, inês r. amado and ximena alarcón (p. 127): “for this publication, we are generating an article about our states of creating, of learning and of exploring technology, together with the effects and emotions that these produce. we are engaging in a technology-mediated dialogue (skype, google drive, zoom microphone and video recorder) and sharing our dreams, to reach an allinclusive understanding of these experiences involving the mind and the body, immersing them in a relational process.” utilizing both english and spanish, the positioning of words on the page reminds one of modern poetry. there are heavenly images here – pure artistry – and a wonderful interplay between the co-authors. penny andrews and marika soulsbykermode wonder at how the mind works and the challenges of information seeking for those diagnosed with various degrees of autism. here http://innovativelibraries.org.uk/rr http://innovativelibraries.org.uk/expprezi education libraries, volume 36, number 2, winter 2013 31 too the text is enhanced with visuals---graphics and embedded video pull the reader in. in “the stable group,” david mathew provides a reflective account of his observation of group dynamics of a staff working in a horse stable. the original work was carried out for his studies in psychoanalysis, and true to form, mathew now questions some of his original assumptions. presenting original observations and commentary written soon afterward, he now reflects on original assumptions of the workplace as a place for working rather than learning, for example, which he now believes it is. what might his new insights “tell us about our relationship with our learners”? (p.173). georgina dimmock, will hoon and fiona maclellan give us “memories: information, discovery and documentary” in the form of a video. the “i am what i am” chapter also begins with a video – a personal picture of how antony osborne became the person he is today, documenting a journey through perception of gay men in media (print and tv), politics, society, and online. bryony ramsden’s chapter, “the library,” reads like a personal diary – a story about searching and finding answers. the e-book – worth a look is available (free) at http://eprints.hud.ac.uk/17339. barbie e. keiser information management consultant washington dc hollins-alexander, dr. sonja. (2013) online professional development through virtual learning communities. thousand oaks, ca: corwin, 2013. isbn 978-1-4522-7666-3. pbk $22.95 after 22 years of being a teacher, administrator and director, dr. sonja hollins-alexander has earned an acclaimed position of fame for her expertise in facilitating district wide professional development for over 13,000 staff members. in her new book, dr. hollins-alexander uses her own experience as guidance for other districts to create a virtual professional development system of their own. dr. hollins-alexander introduces the learner-learner model which is “based on the tenet of vygotsky’s social constructivist theory (1978) and the constructs of andragogy (knowles, 1980).” another notable factor to this model is that it is a totally online concept. her learner-learner model is structured for an easy creation of an interactive online community that enables low cost, district/school-wide learning opportunities. educators that experience this learning strategy will see the results reflected in their classroom strategies as well as being more engaged and connected with their techsavvy students. hollins-alexander created this virtual learning community to encourage teachers to learn via technology and develop the skills needed to teach technology. this method has been chronicled in her own district with successful outcomes. the book highlights how to engage educators in the learner-learner model. she gives wonderful examples that include http://eprints.hud.ac.uk/17339 education libraries, volume 36, number 2, winter 2013 32 a planning template to get started, examples of a thread discussion that displays educators learning from each other, and a guide for administrators to promote online professional development. although, hollins-alexander wrote this book for school administrators her model can be applied to any organization, no matter the size or structure, to facilitate having a group of employees work towards professional development. this book is a great resource if you don’t have a travel budget, if you are trying to facilitate and implement professional development across your district (or school system) or are working towards the goal of having a large group of employees learning a core curriculum of professional development. the essence of this book is to use who and exactly what you already have available to you. under this model, teachers are being taught by each other and are learning with each other. if everyone is learning while following this plan then all teachers’ knowledge should be of one big accord. dr. sonja alexander-hollins has proven that there is power in technology and it can be used as a tool to keep those in the field of education current, innovative and very competent in their online skills and abilities. we can share and continuously grow with one another. in the field of education, students will benefit the most because we will be able to teach them using the technology that they already use so fluently. as dr. alexander-hollins said, “we will reach the students where they are.” educators learning to use technology to learn and grow professionally will create a new wave of technologically advanced professionals. dorcas carhee librarian, university of memphis lambuth campus jackson, tennessee janes, j., ed. (2013) library 2020: today’s leading visionaries describe tomorrow’s library. lanham: scarecrow. 161pp. isbn 978-0-8108-8714-5 (pbk); 978-0-8108-87145-2 (e-book) joseph janes, associate professor and chair of the mlis program at the university of washington ischool, asked 23 individuals to fill in the blank in the following sentence: “the library in 2020 will be ________________________.” the result: a collection of short pieces averaging five or six pages that display “tremendous variety and individuality” (p. vi). some are more optimistic and enthusiastic about the changes they envision for libraries; others set their eyes on publishers as almost villains in the new marketplace emerging. organized into broad groupings, the chapters address “stuff” in the library; “people” who use and work in libraries; “community”; “place”; and “leadership and vision.” the editor expresses his own views in a final chapter that warns us not to be too concerned with libraries in 2020 – what he considers the short-term – but be focused on building capabilities to allow libraries to thrive in the long-term. assess which way the winds are education libraries, volume 36, number 2, winter 2013 33 blowing – remain vigilant of new technologies that might be of use – and jump on the bandwagon as cautious risk-takers. what follows are a few of the highlights from this slim volume. 1. the annoyed librarian sees an extension of current trends: fewer books, music, and movies. “eventually, print books will go away… as they (publishers) figure out how to make money and survive in a digital world” (p.3). the library in 2020 will feature video games, online databases, talks and workshops, competing with community colleges instead of bookstores. the library will be central to the community – particularly for children. 2. kristin fontichiaro (http://fontichiaro.com/activelearning) emphasizes “a makerspace culture” that “has the potential to do much more by inspiring libraries to envision themselves as places where all citizens feel welcome bringing their individual visions of creating and sharing” (p. 12). 3. elizabeth a. jones, a doctoral candidate at the university of washington ischool, explores the ways that digital access to books is transforming library structures and operations. she notes that 2020 will be post google books’ large scale digitization effort, with 10 million+ books scanned and ocr part of the free pdf download. 4. clifford a. lynch, executive director of the coalition for networked information, begins his essay by noting the gaps that “will begin to appear in public-library collections” by 2020: “important works of broad public interest that are only available as electronic downloads but that aren’t offered to libraries by their publishers in electronic form or are embargoed for long periods” (p.25)… “it’s not clear how much damage this is doing to the public’s ability to get access to information and cultural material” (p.26). 5. sarah houghton, director for the san rafael public library and author of the librarian in black blog, begins her essay by stating that “the library in 2020 will be ruled by geeks” who “run the servers, the cloud infrastructure, and the software” (p. 35). 6. stephen abrams who posts regularly about information trends in his blog, stephen’s lighthouse, sees the library everywhere. he is the first in this book to address the importance of the personal device stressing the increased need for the user to turn to the librarian for guidance through this new information age where everything is available, if you know the secret handshake. measuring success will stress professional services and programming rather than collections. the library returns to its place within the education realm supporting personal growth through learning. 7. courtney green, head of digital user experience, indiana university libraries, considers the essential elements that together constitute a library: collections, technology, facilities, services, and people. she focuses on services provided to communities. 8. marie l. radford, chair of the department of library and information science, school of communication and information at rutgers university, stresses the increasing need for convenience and collaboration. reference services are already in transition, with more innovation to emerge by 2020. the current need to “do more with less” has been a boon to trials of innovative service and staffing models resulting in expanded community involvement. next generation search “will result in greater discoverability, especially for underutilized items” (p. 59). library apps and social media are “opening up a new range of collaborative solutions” (p. 60). 9. james w. rosenzweig, education librarian at northeastern illinois university, uses the analogy of mountain climbing with librarians serving as guides. he sees the library of 2020 as “an information base camp—a forward outpost serving as a temporary home to people journeying out into the information environment” (p. 63). rosenzweig says that librarians will have to get used to the fact that much of the information environment is not and will not be under our control. also, as time goes on, we likely will not be the only guides to this new and evolving information space. we’re already reorganizing (“learning commons”) and must continue to reinvent library services to meet the new context. while the transformation http://fontichiaro.com/activelearning education libraries, volume 36, number 2, winter 2013 34 may have begun in special libraries, rosenzweig believes it essential for school libraries to adapt now. 10. michael crandall, senior lecturer at the university of washington ischool, differentiates between the transformation of public libraries that has taken place in recent years as the commercial information infrastructure has changed, aggressively providing alternative access via computers connected to the internet and e-book loans. crandall defines the infomediary as the trained information professional providing information assistance, guiding “people through the changing landscape of information access in the digital world” (p. 72). the library becomes leader in community engagement. 11. molly raphael, past president of the american library association (ala), sees the library as essential to the success of its community, collaborating and partnering with key community entities, responsive to diversity, willing to lead change and take risks, and advocate for the community. 12. lynn silipigni connaway, senior research scientist at oclc research, sees the future as engagement-centered, with relationships being more important even than accessing information content. librarians must be available and accessible, experimenting with new technologies, providing user-centered services, often as embedded librarians. 13. marcellus turner, city librarian at seattle public library, states simply that the library in 2020 will be “different,” offering “guests” experiences that are customized for the communities served. staffs are changing too: libraries focused on education should hire educators. if libraries offer writing programs, hire an author or journalist. 14. ruth falkis, director of prairie trails public library district, thinks that libraries will be better than ever. libraries are ever-evolving, from mesopotamia to flash drives. 15. susan hildreth, executive director of the institute of museum and library services (imls), sees the library as “the vibrant hub of its community,” community anchors, portals to public services, and “part of the educational ecosystem” (p. 99), particularly in light of adult learning, the importance of lifelong learning, and virtual learning options. twenty-first century skills and literacies are essential and libraries are the logical place to train and connect to training provided by others, on-site or virtually. 16. stacey a. aldrich and jarrid p. keller serve as state librarians in pennsylvania and california, respectively. their chapter lays out the skills and abilities that embedded librarians, content packaging librarians, robotic maintenance engineers, lifestyle design librarians, and global brain library cloud engineers all real positions today need to possess. 17. john dove, president of credo reference, says that “an acceleration of content creation has led to information overload in almost every field of endeavor” (p. 113) and we now require better, customizable filters. 18. bill ptacek, the director of the king county library system, sees the public library of 2020 as more of a concept than a place, known “for what it does for people rather than what it has for people” (p. 117). ultimately the library will be the place to go to learn. 19. loreine roy, professor at the school of information, university of texas at austin, envisions a customizable space, physical and virtual. her “library of the future will enable patrons to find fulfillment…enhanced by a group or community” (p. 121). subheadings for sections of her essay say it all: “a place to question yourself and others,” “the place where we come to create,” “what we own and sample,” “a space to showcase ourselves,” and “a place to come together.” 20. josie barnes parker, director of ann arbor district library, sees “a culture of generosity” in the library of 2020. her library has rigorous controls over spending and realistic projections for budget requirements, with librarians questioning and challenging all assumptions. the essential skill for the librarian will be “to understand how power is manifested in” the community (p. 130). education libraries, volume 36, number 2, winter 2013 35 21. mary ann mavrinac, vice provost at the university of rochester, marvels at how the library has changed in the past few years as she contemplates what lies in store for academic libraries in the next few years: collaborative, team based, and project focused. she recounts what is likely to happen if libraries don’t adapt. 22. peter morville, president of semantic studios, reminds us how libraries missed opportunities in recent years in terms of adopting advanced technologies. 23. daniel chudnov, self-described hacker librarian and director of scholarly technology at george washington university’s gelman library, looks at libraries as failed institutions, providing a few concrete ideas to stave off what looks today to be inevitable, including leading the way to design our own future by looking to others who are expert leaders in their own fields. with few exceptions, the most thoughtful contributions are the final essays in each chapter: clifford lynch for “stuff”’; james rosenzweig for “people”; susan hildreth for “community”; loreine roy for “place”; and daniel chudnov for “leadership and vision.” barbie e. keiser information management consultant washington dc area farmer, lesley s.j. (2013) library services for youth with autism spectrum disorders. chicago: american libraries association. isbn-13: 978-0-8389-1181-5. softcover $60.00. in library services for youth with autism spectrum disorders, lesley farmer provides insight into the world of autism spectrum disorders (asd) that include autistic disorder, asperger’s syndrome, rett syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified, and she offers many strategies on how libraries can better serve youth with asds. the introduction “developmental characteristics of youth with asds” explains some of the more clinical aspects of asds in a very clear way, providing a solid foundation in understanding the many symptoms, from mild to extreme, on the continuum of preschool through teenage years. chapter one “youth with asds in libraries and other educational settings” covers the challenges they face. some examples of issues that affect their learning are lacking awareness of others (social); difficulties with spoken language (communication); and limited interests (restrictive or repetitive interests). chapter two “team management approach” presents the professionals who can provide services and resources as a team to support youth with asds and their families. rightly so, farmer points out that the student should be included as a member of their own team, as education libraries, volume 36, number 2, winter 2013 36 well as parents and guardians. farmer goes on to explain the duties and expertise of the array of school personnel who can be on the team such as teachers, counselors, social workers, school nurses, librarians, and others. a sample individualized education plan (iep) form shows how the team approach works, and also how it changes as the student transitions from early childhood to school age and then to adulthood. chapter three “inclusion and universal design in libraries” reviews historic legal actions in the u.s. that reflect the country’s attitudinal changes regarding equal rights for all its citizens with disabilities. some of the more recent examples are the americans with disabilities act (1990), several amendments to the individuals with educational disabilities act, and the no child left behind act (2001). this chapter is an excellent resource – thorough but concise – for any parent or educator who is advocating for a young person with an asd, or, in fact, any disability. chapters four, five, and six discuss various accommodations for youth with asds that can improve their experience in the library. farmer first explains how their sensory processing is usually different. some may be hypersensitive and feel overwhelmed, while others may seek out sensory stimulation that can become a disruptive behavior. understanding these differences can assist librarians and schools as they choose books, supplies, and assistive technology for these students. because the school library is an instruction center, farmer provides ideas on changes in the physical environment that librarians can make to minimize sensory distractions for students with asds. she also explains different instructional methods librarians can try: direct instruction, discrete trial training, collaboration-based instruction, and constructivist instruction. with a library’s focus on reading, farmer devotes a chapter to the processes that occur in reading and specific difficulties students might have with hyperlexia, distinguishing sounds, limited vocabulary, comprehending abstractions, and reading with expression. chapters seven and eight look at ways librarians can help students build social skills and interact with others in socially acceptable ways. as she does throughout the book, farmer emphasizes the importance of first developing a relationship with the student to understand their preferences and their individual characteristics. she goes on to describe different social models that a librarian might enlist such as the buddy system, peer mentors, and a circles of friends. she also devotes a chapter to behaviors in which she describes different models of behavior management. the last three chapters focus on training, research, and projects led by staff. farmer offers ideas on training workshops and resources that librarians can offer to different groups including other educators, library staff, caregivers, and peer groups. she also encourages librarians to act as researchers and take note of what works and why it works in a systematic way. this can be on an individual level between a librarian and a single student, or on a library-wide level as staff determine what programs, resources, and services are most effective. farmer concludes her book with an inspiring case study written by the staff of lancaster (pennsylvania) public library who successfully created their own autism resource center to serve youth with asds and their families. education libraries, volume 36, number 2, winter 2013 37 while most of the examples are taken from school libraries, farmer also includes public libraries and i highly recommend this book for both, as well as for mls programs. in fact, as some post-secondary schools develop programs for students with cognitive and development disabilities (including the university of iowa where i am employed), this book would also benefit academic librarians. in addition to descriptions of asds, farmer provides many helpful strategies, activities, tips and do-able examples of how librarians can have a positive impact on youth with asds by creating a safe and welcoming environment. i appreciated that throughout her book, farmer reminds us that each person is, first, an individual, and that people with asds also have strengths. she encourages librarians to be proactive in serving people with asds and the appendix of organizations and websites, extensive references, and glossary are great resources. anna marie guengerich librarian, blommers measurement resources library university of iowa iowa city, ia hardiman, mariale. (2012) the brain targeted teaching model for 21st century schools. thousand oaks, ca: corwin. isbn 978-1-4129-9198-8. $36.95. the author, mariale hardiman, is chair of the department of interdisciplinary studies at the johns hopkins school of education. she collaborated with colleagues and cognitive scientists emma gregory, luke rinne, and julia yarmolinskaya to inform the brain-targeted teaching model, which incorporates neuro and cognitive research in designing effective teaching strategies for early elementary to higher education classrooms. in the forward, martha bridge denckla, md, professor of neurology, pediatrics, psychiatry at johns hopkins, supports this model as “a road map toward creating ever-better outcomes for our students and better collaborative professional practices in your school.” dr. hardiman discusses neuroscience research as it relates to some of the myths about the brain, such as “some of us are left brained, some of us are right brained; listening to mozart will make your baby smarter; after critical periods of development, learning shuts down; we only use 10% of our brain; learning styles theory; and we are born with all the brain cells we will ever have.” but don’t let this dissuade you from reading the book. layman’s terms are used in this fascinating account of holistic learning theory based on scientific research. each chapter focuses on one of the “brain based” targets identified by dr. hardiman. supported by neuro and cognitive research, we learn why these targets need to be addressed and how they are essential to deep learning. the six targets are establishing the emotional climate for learning; creating the physical learning environment; designing the learning experience; teaching for the mastery of content, skill, and concepts; teaching for the extension and application of knowledge; and evaluating knowledge. practical education libraries, volume 36, number 2, winter 2013 38 applications of the brain-targeted teaching model and strategies addressing each target will help educators design effective lesson plans for deep learning in the classroom. “imagine trying to put together a large puzzle without ever having seen the completed picture...,” is a good analogy of the familiar theory of learning taking hold especially when connected to prior knowledge and the big picture, or the overarching subject. graphic organizers are used to address this teaching strategy and many examples are provided to show the reader just exactly how this can be done for various disciplines. research has concluded that retrieving information from memory helps to commit it to memory. dr. hardiman writes “testing also has the power to cause learning.” strategies of self-testing, and even students testing each other, are an examples of effective activities which commit information to memory.” appendix ii provides an implementation checklist along with strategies to guide instructors, as they move to the brain-targeted model, and address each target. this is a valuable resource for teachers looking for a new approach to learning using hands on, active, creative, effective methods based on current cognitive research. for additional information a website is included, http://www.braintargetedteaching.org. elise d. wallace, mlis the citadel: military college charleston, sc http://www.braintargetedteaching.org/ education libraries, volume 36, number 2, winter 2013 39 swanson, t.a. (2012) managing social media in libraries: finding collaboration, coordination, and focus. oxford: chandos publishing. isbn 978-1-84334-711-8 (pbk); 978-178063-377-0 (online) as it stands, managing social media in libraries: finding collaboration, coordination, and focus is a disappointing book, though with a more forceful editor this could have been two great books. the first half of the book contains the kernels of original thinking concerning social media management, but it appears to have been written for a different audience than the second half, which is a more practical “how-to” text. while swanson just touches the surface of each point he eloquently makes, it’s not a superficial set of observations that are presented and each deserves greater attention from this thoughtful author. this slim volume of 169 pages – including a forward, preface, seven chapters, plus glossary, bibliography, and index – straddles the philosophical academic realm of managing social media and a presentation of practical guidelines for effective use of social media in libraries, ultimately satisfying neither audience. dr. swanson, teaching and learning librarian and library department chair at moraine valley community college, should have been pushed to connect the dots, providing more conclusions concerning observations he states throughout the book, making recommendations to library staff at all levels within various types of communities. the author stresses the utility of coordination tools within libraries, noting that we already employ several, including policies that “codify action, values and approach” (p.19); budgets that “formalize resource distribution between areas and try to balance needs” (p.20); culture, including the “informal rules and human interactions that fill in the gaps between the formal tools; and participation rules that “define who gets to do what” (p.21). swanson reminds us that social media has great potential, and the discussion should be about what is shared, not necessarily the technology. how will a particular tool be useful for us and what information will we share? the more managers build connections among workers in their organizations, the more likely it is that collaborations will occur. while the gadget “can be very important” (p. 48) – planting the seed, gaining attention, and demonstrating potential – librarians strive for innovative uses of social media: curating content, discussing credibility of resources about a topic, capturing events, encouraging user contributions, and collaborating with those at a distance. limiting examples of social media use in libraries to well-known tools, such as facebook or google+, does not give readers the chance to move beyond the pedestrian. alternative tools for social media filtering are not mentioned, nor does the author attempt to predict how librarians should deal with a future that is sure to include other, newer technologies and tools to be incorporated into their workflow. social media allows library staffers to tell stories – giving people a voice, within limits that need to be stated and monitored if the library is to speak with one voice in its outreach effort. “engaging users in social media requires librarians to move into the arena of ideas” (p. 48). building a community within a community is more than mere marketing and education libraries, volume 36, number 2, winter 2013 40 librarians must be part of the conversations happening around them, throughout their community. swanson stresses the importance of integration of social media tools with existing vehicles for interacting with a community. where swanson is most effective is addressing the challenges facing libraries implementing social media, outlining the various social media risks libraries face (p. 85-87). the most practical section of the book is one that addresses the crafting of social media policies in libraries with suggested language, including “how managers can push organizational culture by examining participation rules and by trusting organizational members with the power to act.” (an appendix that included one or two complete policies would have added much to this chapter.) in fact, swanson points to the bottom up, organic growth of social media use in libraries. managers must model behavior to effect change in staff attitudes to technology (and everything else, for that matter). perhaps the most important chapter of the book is the last, addressing leadership of social media to position libraries to take leadership roles within a community. leaders within the library must model the way for library staff and community in approaching the new technology, inspiring a shared vision, challenging the process (“we’ve-always-done-it-thisway”), encouraging and enabling others to act (p. 142). it’s not the tool, it’s what will be shared and with whom in which way to effect what. it’s that last point that is critical: determine what you want to happen and craft the message and the vehicle to effect that change. ultimately, sadly, this book does not live up to its potential. barbie e. keiser information management consultant washington dc area education libraries, volume 35, number 1-2, summer-winter 2012 5 information anxiety and african-american students in a graduate education program by patricia fields katopol abstract library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. this paper expands the concept of library anxiety to information anxiety by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. findings indicate that information anxiety is a continuous element of minority students’ information behavior and creates a barrier to obtaining and using information for academic work. sonya, an accomplished young black woman, tentatively approached the reference desk and asked her question about the work of a certain black scholar. “i’ve never heard of her. did you look in this database?” suggested the librarian. sonya shook her head. she wasn’t aware of the database and wouldn’t have known how to search it if she had known about it. she was surprised the librarian wasn’t familiar with the scholar, whom sonya had thought was rather well-known. for her part, the librarian looked at sonya and wondered why this grad student didn’t know about a database that practically everyone used. this wasn’t the first time sonya felt uneasy when working with a librarian. she wondered what was wrong with her; maybe she wasn’t graduate school material after all? perhaps a librarian can be forgiven for assuming that graduate students, having successfully maneuvered their way through an undergraduate program, would know the basics of library research. but could it be that graduate students have problems satisfying their information needs? could it be possible that they are as anxious about obtaining information as their undergraduate counterparts? this study explores the information behavior of graduate students in education, in particular, black graduate students in a majority institution, that is, a university at which caucasians are in the majority. it examines how these students obtain information needed for academic work, their problems in obtaining this information, and their perception of race and information acquisition and sharing. importantly, it expands the notion of “library anxiety” to one of information anxiety as it considers the variety of information sources used by graduate students. motivation currently, almost a third of the population of the united states of america is considered a minority. almost half will be a minority in 2042 (u.s. census, 2008). as of the 2010 census, blacks were 13 percent of the population (u.s. census, 2011). similar statistics exist for other minorities. for example, hispanics were 16 percent as of the 2010 census (u.s. census, 2011), but will increase to 20.1 percent by 2050 (u.s. census, 2009). our colleges and universities already reflect the changing population; however, despite entering higher education at increased rates, the retention and graduation rates for black graduate students is low, so that even after ten years in a graduate program, only 47% of black students obtain their doctoral degree (council of graduate schools, 2008). once they have completed the course work portion of the graduate program, students often lose their ties to faculty and other students and are on their own as they complete other degree requirements. this study was motivated by a need to inquire if and how a r t i c l e s a r t i c l e s education libraries, volume 35, number 1-2, summer-winter 2012 6 information behaviors affected graduate students at this stage of their degree studies. the study the study reframes ideas about library anxiety by expanding the sources of information sought by students to include electronic and human, as well as print. these sources may be provided as part of library services or may lie outside of the library’s control. the study seeks to ascertain student feelings and behavior surrounding information activities and also addresses the perceived effect of race on information behavior such as retrieval and sharing. it considers academic activities as ‘work,’ and examines these activities using a methodological framework appropriate for examining information behavior in the workplace. method the exploratory, qualitative study uses cognitive work analysis (cwa) (rasmussen, pejtersen, & goodstein, 1994; vicente, 1999; pettigrew, fidel, & bruce, 2001), a methodological framework that examines cognitive behavior with a focus on the constraints faced by actors in the workplace as they perform knowledge work, that is, work that requires information and decision-making based on the information acquired. as defined by cwa, constraints are factors outside of the actor’s control, but which affect the actor's information behavior. they determine what an actor can and cannot do within the system and are neither positive nor negative. for example, a departmental budget can be a constraint: it can cause spending to be restricted and decrease travel grants but is also the source of funding for faculty, facilities, and student jobs. participants included fewer than ten graduate students from various concentrations in the education program at a large university in the american midwest. students were at the comprehensive exam, thesis, or dissertation stage. the study was limited to participants at this stage of the process as these students are more likely to require large amounts of specialized information and may need to obtain them outside of the support of a course structure. participants were recruited via an institutional review board (irb)-approved request made through the broadcast email service of a black student organization. the message included information that the researcher’s race was the same as prospective participants to encourage them to feel comfortable participating in a study that included interview questions on attitudes about race. questions in the structured, open-ended interview were framed to elicit responses regarding numerous sources of information used by participants. these sources of information included human (such as librarians, other students, or professors); electronic resources (such as the library website, databases, social networking and push technology sources, or non-library internet sources); and physical library resources (for example, books and journals available only in print). participants were asked to recount their information behavior while performing a specific task related to the comprehensive exam, thesis, or dissertation process. finally, participants were questioned as to their perceptions of race and information behavior. findings the interview responses revealed four significant aspects of participant information behavior: tasks, search, use of electronic media, and perceptions of race. tasks participants were asked to recall specific tasks that were part of their work as graduate students. these tasks included information search and retrieval for papers, creating reading lists for comprehensive exams, finding information for their advisor, and deciding on dissertation topics. they wrote papers, graded assignments as part of their teaching duties, and gave formal and informal presentations on their research or readings. primarily, tasks were constrained by the time available to do them, such as the end of the semester. time constraints were usually determined by something or someone other than the participant, such as the academic calendar or education libraries, volume 35, number 1-2, summer-winter 2012 7 an advisor, but could also be created by work and family demands. participants stated that time constraints created problems as they sought to balance multiple tasks with similar time constraints, such as producing multiple course papers that were all due at the end of term, or prioritizing dissimilar tasks such as grading homework as part of their teaching assistant duties while working on their own homework assignments or meeting an employer’s deadline. according to participants, it was time, rather than the nature of the task, that often determined the effort spent and the number of resources used when searching for information. participants sometimes smiled when admitting that time was the primary determinative of the effort of they made when working on information tasks and noted that they were uncomfortable with that, but felt that limiting the time for information tasks was the only way they could manage all of their work. an anxious search participants felt anxious or lost when engaged in the information search. either they found too much information, so that they spent a lot of time determining relevance, or not enough information, so that they spent time searching through scant sources in an attempt to find enough information to complete the task. searches were performed without the assistance of library staff. participants reached out to other students for information, both for content and process. those in the exam phase sought students who had taken comprehensive exams the year before. others sought students who were working on projects similar to their own. they stated that although they would have preferred to go to their professors for this information, professors were often unavailable, either due to other commitments or to what students interpreted as an attempt to help them become independent researchers and learn the literature on their own. even when professors met with students, participants stated that it was common for them to offer few suggestions for relevant literature. students said that they understood the need to learn about the discipline, but that being left on their own made information tasks difficult. for example, when guidance was not provided, participants spent more time looking for information, trying to ascertain if they had enough information, and hoping that what they found would be acceptable to the professor. they found it difficult to end their search while they remained unsure of what the professor required. wary users of electronic media participants were frequent users of electronic media and rarely visited the library. the infrequent trips to the library were due mostly to time constraints; a preference for the electronic format, which could be accessed from anywhere, at anytime, and easily printed out if needed; and a belief that the librarian would not be helpful for their particular information needs. while they did not visit the physical library, participants did make frequent use of the library website, from several times a week to several times a day. they did this mostly to access journal databases and individual journal articles. rather than use the search function of the various databases, they used google and google scholar to search for an article and then accessed it from the library website. participants stated that they often came across websites with discipline-related information that appeared useful, but which required them to evaluate the site for authenticity and veracity. they felt confident in their abilities to judge the authenticity of information on those sites, basing this confidence on knowledge of the literature in their domain--for example, if they came across a familiar author or reference, they were more inclined to treat the site as trustworthy. they also used electronic information services such as listservs and wikis created for academics, students, and practitioners in their discipline. the most frequent reason for using non-library resources and websites was that the library did not carry resources relevant to their research needs. this typically occurred when students were looking for research on blacks or created by black scholars, but also happened because the library didn't carry a particular journal. education libraries, volume 35, number 1-2, summer-winter 2012 8 race and information behavior all participants perceived race as a negative factor in their search for information. the majority believed that librarians had no knowledge of their racially-related research interests and therefore could not help them with their information needs. they also believed that white students had separate access to information, provided to them by majority faculty and based on a shared racial background. participants uniformly stated a belief that they had to have more information than their white counterparts in order to be taken seriously. this belief was held by all participants and mentioned spontaneously during the interview. similarly, when the actions or attitudes of whites were explicitly mentioned, it was in terms of a belief that they had more access to information than did black students, that white professors gave white students more information because they formed closer relationships with them, and even if the parties didn’t mean to exclude students of color from the information, such exclusion was bound to occur (according to participants). students also said it was necessary to filter people’s comments and actions – it was hard to know who was a friend or who had their best interests at heart. there was a concern that retrieved information would be viewed as insufficient or inadequate by other students and professors. this made information sharing, such as leading a discussion, difficult and added another layer of discomfort to the experience, above and beyond the nerves or anxiousness that might normally accompany such an assignment. students stated that while it was often difficult for them to fill their information needs, they believed that this was not a problem for white students because their research tended to focus on issues common to or typical for the majority population--which there was a great deal of easily accessible, existing research. they also stated that white students can be unwilling to share their resources with black students. to deal with this perceived lack of information sharing, participants discussed their information dilemmas with other black graduate students from different departments, and used these students, rather than “official” information sources such as librarians, professors, and administrative staff, as resources for information on such topics as useful databases, the job market, or university procedures. discussion as developed by constance mellon (1986), the term library anxiety refers to student anxiety or fears regarding the library (katopol, 2005). these fears can range from being afraid to interrupt the librarian while s/he is at the reference desk, to an inability to negotiate the library’s physical structure, to a belief that other classmates were familiar with the library and its resources, while they themselves were not. students with library anxiety may also avoid the reference librarian out of a fear that the librarian may judge the student as incompetent. library anxiety is not the exclusive province of the undergraduate, but can also be present in graduate students who may avoid feelings of discomfort by putting off work that requires a visit to the library, or procrastinate on projects and assignments (onwuegbuzie & jiao, 1997 and 2000). stress avoidance as manifested by students can mean that they do not ask for assistance from the librarian when needed so that they do not learn about sources that would help them with their academic information needs. graduate students with perfectionist tendencies will also exhibit some form of library anxiety due to the conflicts inherent in trying to control their academic work (where they can exhibit perfectionism) and their inability to successfully navigate and use the library. finally, jiao and onwuegbuzie (1998) hypothesized that library anxiety may be an important element as to why a significant portion of graduate students do not complete their degrees due to failure to complete their thesis or dissertation, which usually requires extensive use of library resources and a high level of library expertise. although the concept of library anxiety is a useful start, it has limited application for today’s student, who has many options for information retrieval outside of the physical structure of the library. first, students have always obtained information for academic activities by talking to people such as their professors, other students, and university education libraries, volume 35, number 1-2, summer-winter 2012 9 administrators. second, the existence of journal databases and e-books enables students to retrieve these resources anywhere the student has online access. trips to the library can be avoided, especially in disciplines that rely heavily on journals and conference proceedings, resources that are more likely to be available online. more and more older journals can be accessed remotely via databases such as jstor, so that many students may rarely need to visit the library during their entire academic career. third, the internet contains many authoritative sites from universities, think tanks, government, and nonprofit organizations that students may use with confidence. individual researchers and professors may maintain their own authoritative web sites. none of these sources require that the student enter the library. the concept of information anxiety is more relevant to the information behavior of students when we consider these sources in the aggregate. it focuses on what students are actually doing, fulfilling an information need, rather than where they do it. the mental stress surrounding information activities and filling information needs should be labeled as such, since the goal is obtaining information, which may or may not include visiting the library. in addition, framing the problem as information anxiety allows the concept to be examined in other contexts and for other populations, such as the elderly, the chronically ill, or people at work, populations that may or may not use the library to meet information needs. problems in information anxiety upon examination of the findings, one cause of information anxiety for these students is the need to work in an atmosphere in which information is hoarded. this can be seen where professors fail to provide information about comprehensive exams, so that the student has to find out this very important information from other students and where professors refuse to provide adequate guidelines for information retrieval so that students do not know what information the professor wants and how the retrieved information will be regarded. one participant captured the effect of this failure to assist with a basic task, such as having a paper reviewed by a faculty member: “because it’s not valued enough, it’s not worthy of your [the professor’s] attention, it’s not worthy of you editing my paper because it’s about a population that is beneath you. and then you try and convince me to pick a different population. no. and then that becomes something that you use against me. and now you make it seem like i’m wasting your time and forcing you to read a paper about some minorities that you don’t want to read about, so that’s why you don’t want to help me with my research, ‘cause it’s about minorities. and it’s been more than one student who’s had that issue.” if the student can’t count on faculty for help, the student is likely to go elsewhere for assistance; unfortunately, “elsewhere” rarely includes the library or librarian. anyone but the librarian information search and retrieval tasks become problematic if students are uncomfortable going to librarians to meet these needs. from one participant, “[y]ou’re at a point where you’re not finding stuff. it gets a little stressful when you’re trying to decide what you need to look at and a lot of times you’re just influenced by what you’ve already found.” this student was not going to the librarian for help, but struggling alone. that the student is influenced by what was previously found is particularly important: this student, like others in the study, used what was familiar, even if they thought the source might not have all the information they needed for the task. participants were of two minds when it came to librarians. first, they thought a librarian was only education libraries, volume 35, number 1-2, summer-winter 2012 10 useful for locating materials or suggesting a journal. all of the participants turned first to google scholar in their search for relevant literature, then perhaps to one of the university library’s journal databases. none of the comments suggested that students knew that a librarian could offer assistance by suggesting new approaches or assisting with the unfamiliar jargon of a new discipline as a student worked through an information problem. some hadn’t known of services offered by the library. this behavior was representative of information retrieval problems faced by participants: they struggled in their efforts to obtain information, not to become expert library users. second, participants believed that librarians had no expertise in their area of interest, nor were they familiar with black scholars. they thought that librarians were disinterested in and disrespectful of minority-related research. since many participants already felt like second-class citizens in the classroom and in their departments, they were not going to validate their negative feelings by going to a librarian and so avoided the library made their lives less stressful. staying in the comfort zone because students rarely used the librarian’s services, which might have provided the opportunity to learn about new sources, they repeatedly used the sources with which they were familiar. they stayed in a limited space of familiar resources, rarely sought new ways of approaching a topic, and preferred a safe space by obtaining information from non-judgmental students, even students outside of their discipline, rather than risk a librarian’s judgment of their library skills or research interests. another reason students do not use the library or librarians may be their need for ‘just enough’ information (katopol, 2007). information professionals may recoil at the idea that students let time rather than the nature of the information need determine the amount of search and retrieval performed for any given information task. yet it is important to consider the complex and dynamic environment in which graduate students work. they have to meet the demands of many persons and organizations, demands that often occur simultaneously, such as the end of the semester grading as tas and the need to submit their papers for their own classes. these demands, to get the work done, to turn in the paper, to record grades, etc., are often more important to the student than the more intellectual or academic consideration of obtaining all information possible on a topic (katopol, 2007). preferring “just enough” information also has an effect on individual information management. while some students saved their search results for subsequent use on a similar topic, other students had no time for information management. this meant that each task required finding information anew, even though the time for search was limited. these students, like students everywhere, also used information gleaned from searches performed by other students. this can be problematic, as such behavior reduces the chance of encountering new and perhaps more useful information. certainly education has canonical literature which students will use repeatedly; however, new information sources become available all the time. education librarians, whose job it is to keep abreast of these sources, are much more likely to be able to recommend them to students than students are to find them on their own. however, if students will not consult with the librarian, whether from a false sense of security with preferred sources, or a reticence to work with a librarian, it is unlikely that they will find them at all. is it real or is it just me? race and information anxiety a continuous theme through participants’ responses was that of race and how it was a factor as they attempted to meet their information needs. one way that race was a factor was in how students saw themselves through the eyes of others. in developing the concept of stereotype threat, steele (1999) suggests that it is “the threat of being viewed through lens of a negative stereotype, or the fear of doing something that education libraries, volume 35, number 1-2, summer-winter 2012 11 would inadvertently confirm that stereotype” (46). like many students, regardless of race, black students may feel embarrassed when they have to admit they don’t know something and need to ask for help. however, black students carry the additional burden of wondering if others will see their questions and insecurities as arising from incompetence. the black student might think that simply by asking questions, others might think that s/he does not belong in a graduate program. stereotype threat is a powerful force constraining the actions and interactions of black students as well as other populations. since its introduction, stereotype threat has been shown to affect the behaviors of latino women (gonzales, , blanton, & williams, 2002); women (murphy, steele, & gross, 2007; good, aronson, & harder, 2008); and even white males in math classes vis-à-vis asian students (aronson, lustina, good, keough, steele, & brown, 1999). in information behavior, it may manifest itself as a burden on black students to know it all, to find all needed information on their own, and to be competent in their discipline to an extent not expected of nonminority students. for black students in majority institutions, stereotype threat is a constant companion and source of stress, affecting their dealings with librarians as well as faculty, staff, and even other students. from being the only black person at a departmental event, to being unable to share your research interests with other students, to not being considered as a serious scholar either due to your race or your research interests, black students in majority institutions face a constellation of racially-oriented problems, of which information anxiety is only a part. as one participant put it, “when i talk about such issues [topics related to black concerns], i feel like all the time that i’m educating rather than getting something back.” this attitude was seen across participants. the racial climate also caused some students to consider what they said and to whom, especially in regards to problems they may have within the program: “trying to figure out who you can trust, who you can’t is more difficult. you hope that you haven’t already said something to somebody that you shouldn’t have.” there is little reason to share insecurities about one’s work or questions about information needs when one fears that simply asking a question may end up negatively affecting progress in the program. there are two factors, one based in reality and one based on perception, may prohibit the minority student / novice researcher from meeting his or her information needs. first, majority librarians may actually be unfamiliar with minority research issues and scholars. education is a broad and dynamic field and not every librarian or every subject specialist will be familiar with every aspect of it. second, black students believe that librarians are unfamiliar with minority research issues. whether reality or perception, the effect is that the student does not include a librarian in information tasks. consider this comment as a participant recounted the frustration stemming from attempting to work with a librarian, “i’m like ‘you’re a librarian, you’ve been here awhile, you know the system, you know my discipline. i’m not new in this [research area], i’m not breaking ground in any kind of way, but you don’t seem to know anything i’m asking you, i find that to be hard to believe but yet you still have a job, amazingly.’ yeah, i was very frustrated. i was frustrated because i spent several hours getting nowhere. after that another minority student told me a secret, which was don’t waste your time at the library here’s the person, you email this person, and that’s it.” this level of dissatisfaction with library staff’s ability to handle their sometimes unique information needs may lead black graduate students to, at best, avoid the library, and at worst, to believe that the librarians were overtly trying not to work with them. a combination of stereotype threat and a general feeling of unease may lead to the sense that one was “wasting time” trying to work with a librarian. education libraries, volume 35, number 1-2, summer-winter 2012 12 summary the electronic and human information resources that graduate students use for academic tasks suggest that the concept of library anxiety should be usefully reframed into one of information anxiety. most of the graduate students who participated in this study had a working grasp of the library’s basic functions, so that the physical structure of the library or disturbing the librarian was not their greatest concern. rather, the participants’ anxiety arose from issues regarding online information: 1) finding too much information, so that they spent a lot of time determining relevance; 2) not finding enough information, so that it was difficult to do research; and 3) determining authenticity and authority of the online sources. when working with human sources of information, anxiety arose when students had to seek out information from people (librarians and faculty) who knew little about research on minority populations and when they felt that neither professors nor fellow students treated them as serious academics. these concerns were exacerbated by comments that participants took as a personal affronts, such as “how did you find that source?” (emphasis added by participant). knowing that they would have to share their findings with others increased information anxiety at the search stage, especially as to the quality and quantity of the retrieved information. while most graduate students have moments of uncertainty during their program; these findings suggest that participants’ uncertainty arises as much from anxiety over how their information will be received by others, and whether that reception will be tainted by racial stereotypes. the perception that faculty and library staff lack interest and expertise in research related to minorities is not seen simply as a difficulty to be overcome by one’s own efforts, but as invalidating participants’ research interests. why should others listen to them if it is clear from the institutional atmosphere that their work is not valued? thus, every aspect of participants’ information behavior can be a cause of information anxiety. at a time in their academic career when students are tasked with doing most work on their own, when they may be most in need of a relationship with a librarian, they have not forged that critical contact. although willing to shoulder the burdens of being a minority scholar, they may find that in the end, the burden becomes intolerable and is better left behind. the viable option becomes leaving school without the degree, despite coursework success. limitations and suggestions for future this study has limitations that affect its applicability to other black graduate students. first, the study is exploratory only and limited to fewer than ten students. while the responses provide an indication of the information behaviors of other similarly situated students, the findings cannot be applied to all black graduate students. there may have been too few participants to determine whether there was no new information to be gained from interviewing additional participants. perhaps there are other methods of satisfying information needs that did not become apparent in the present study. when researching visible minorities on a majority campus, it may be very difficult to obtain participants, especially where these students are the sole, or one of a very few, visible minorities in their department and do not wish to bring attention to themselves. qualitative research elicits some very strong responses from participants, which adds depth to the findings, but it may be useful to employ a mixed methods approach in a future study. using a small number of on-campus participants as a focus group and sending surveys to black student groups on other campuses should obtain a much wider range of responses and aid in determining whether the study’s findings are true for students at other schools. in addition, researchers must be careful not to lump all minorities into one population for study. blacks, hispanics, and asians have significantly different histories in the united states and the differences among various minority groups should be respected as we try to learn more about their information behaviors. education libraries, volume 35, number 1-2, summer-winter 2012 13 despite the study’s limitations, it is consistent with the findings of an unpublished study from 2002 (katopol). in that study, black graduate students from various disciplines at “university y” (the pseudonym of a large, ru/vh, research university, very high research activity)) were asked a series of questions about their information gathering behavior with the intent to learn about library anxiety and this population. like students in the current study, participants at university y overwhelmingly used the internet to search for information, and preferred online resources, whether owned or controlled by the university library or not, rather than go to the library. time was again the primary constraint in participants’ information behavior, as participants had families and work commitments that they stated reduced the amount of time they could spend on campus and in the library. these students preferred to use previously successful sources and search terms and did not make an effort to learn about new sources or more effective search methods, despite stating that they knew they “should” try to find all relevant sources. participants explicitly stated that they were hesitant to seek help from a librarian out of a concern as to whether library staff would think they were “stupid” or didn’t know how to use the library. when the previous findings are compared to the present study, the findings are very similar and suggest that this issue be revisited not just for students in one discipline, but for students across disciplines. conclusion in many ways, black graduate students are no different from other graduate students. they have the same needs for the same types of information as others, they have to find information in the same places as other students, i.e. library resources, human resources as well as electronic resources that are not controlled by the library. they have the same need to be respected as persons and as new members of the academic community. they have the same need to have others show interest in their research and to respect it. information professionals working in education libraries cannot erase students’ perceptions about race that have been cultivated over generations. it is worthwhile, however, for people who interact with students who struggle with anxieties and stressors that stem from being a minority in a majority environment to recognize the existence of these stressors and perceptions that affect whether and how these students will work with librarians. it might be useful for librarians in institutions with graduate programs to work with faculty and minority students to develop collections that reflect research interests of and research produced by minority scholars, if they do not do so already. in addition, librarians might work more closely with the department to show students the variety of resources and help them become more comfortable with them. they might also use course syllabi to become more familiar with the field. despite the struggles that may occur as they try to meet their information needs, these students saw themselves as certain of their abilities, steadfast in the pursuit of their research, and open to sharing their information experiences with similar students. this initial look into the entirety of black graduate students’ information behavior indicates the complexity of needs which prompt the behavior, behavior which often occurs outside of the library’s boundaries and suggests that information anxiety should be the continuing focus of research. references aronson, j., lustina, m. j., good, c., keough, k., steele, c. m., & brown, j. (1999). when white men can’t do math: necessary and sufficient factors in stereotype threat. journal of experimental social psychology, 35, 29-46. council of graduate schools. (2008). ph.d. completion and attrition: analysis of baseline demographic data from the ph.d. completion project. retrieved from http://www.phdcompletion.org/information /executive_summary_demographics_boo k_ii.pdf http://www.reducingstereotypethreat.org/bibliography_aronson_lustina_good_keough_steele_brown.html http://www.reducingstereotypethreat.org/bibliography_aronson_lustina_good_keough_steele_brown.html http://www.phdcompletion.org/information/executive_summary_demographics_book_ii.pdf http://www.phdcompletion.org/information/executive_summary_demographics_book_ii.pdf http://www.phdcompletion.org/information/executive_summary_demographics_book_ii.pdf education libraries, volume 35, number 1-2, summer-winter 2012 14 gonzales, p. m., blanton, h., & williams, k. j. (2002). the effects of stereotype threat and double-minority status on the test performance of latino women. personality and social psychology bulletin, 28, 659670. good, c., aronson, j., & harder, j. a. (2008). problems in the pipeline: stereotype threat and women’s achievement in high-level math courses. journal of applied developmental psychology, 29, 17-28. jiao, q., & onwuegbuzie, a. (1997). antecedents of library anxiety, library quarterly, 67(4), 372-389. jiao, q., & onwuegbuzie, a. (1998). perfectionism and library anxiety among graduate students. journal of academic librarianship, 24(5), 365-371. doi: 10.1016/s0099-1333(98)90073-8 katopol, p. (2007). “just enough” information: information behaviour, organizational culture, and decision making in municipal government. canadian journal of information and library science-revue canadienne des sciences de l information et de bibliotheconomie, 31(34), 233-247. katopol, p. (2005). library anxiety. in k. fisher, s. erdelez & l. mckechnie (eds.), theories of information behavior (pp. 235238). medford, nj: information today. katopol, p. (2002). library anxiety and black graduate students in majority institutions: a complex problem in multiple contexts. unpublished manuscript. mellon, c. (1986). library anxiety: a grounded theory and its development. college & research libraries, 47, 160-165. murphy, m., steele, c., & gross, j. (2007). signaling threat: how situational cues affect women in math, science, and engineering settings. psychological science, 18, 879-885. onwuegbuzie, a. and jiao, q. (2000). i'll go to the library later: the relationship between academic procrastination and library anxiety. college & research libraries, 61(1), 45-54. pettigrew, k., fidel, r., & bruce, h. (2001). conceptual frameworks in information behavior. annual review of information science and technology, 35, 43-78. rasmussen, j., pejtersen, a. m., & goodstein, l.p. (1994). cognitive systems engineering. new york: wiley. steele, c. (1999, august). thin ice: stereotype threat and black college students. the atlantic magazine. retrieved from http://www.theatlantic.com/issues/99aug/9 908stereotype.htm u.s. census bureau. (2011). 2010 census shows america's diversity. retrieved from http://2010.census.gov/news/releases/opera tions/cb11-cn125.html u.s. census bureau. (2009). united states population projections. retrieved from http://www.census.gov/population/www/pr ojections/analytical-document09.pdf u.s. census bureau. (2008). an older and more diverse nation by midcentury. retrieved from http://www.census.gov/newsroom/releases/ archives/population/cb08-123.html vicente, k. (1999). cognitive work analysis. mahwah nj: lawrence erlbaum associates. patricia fields katopol assistant professor school of library and information science 3068 main library university of iowa iowa city, ia 52242-1420 patricia-katopol@uiowa.edu http://www.reducingstereotypethreat.org/bibliography_gonzales_blanton_williams.html http://www.reducingstereotypethreat.org/bibliography_gonzales_blanton_williams.html http://www.reducingstereotypethreat.org/bibliography_good_aronson_harder.html http://dx.doi.org/10.1016/s0099-1333(98)90073-8 http://www.reducingstereotypethreat.org/bibliography_murphy_steele_gross.html http://www.theatlantic.com/issues/99aug/9908stereotype.htm http://2010.census.gov/news/releases/operations/cb11-cn125.html http://2010.census.gov/news/releases/operations/cb11-cn125.html http://www.census.gov/population/www/projections/analytical-document09.pdf http://www.census.gov/population/www/projections/analytical-document09.pdf http://www.census.gov/newsroom/releases/archives/population/cb08-123.html http://www.census.gov/newsroom/releases/archives/population/cb08-123.html mailto:patricia-katopol@uiowa.edu education libraries, volume 37, number. 1-2, summer-winter 2014 14 laying the groundwork for the 90’s; the education division of sla in the 80’s by anne m. galler when charles missar, our current chair of the division asked me to speak about the education division in the 80’s, as the person deeply involved in the division during that time, it was only after i – foolishly—said yes to giving this address when i realized that although i have been a member of sla since 1958, long before our division was formed, i only joined same officially in 1984. this is the bad news. the good news is that thanks to suzanne brown, past president whom i approached for help, and who referred me to lois renter, our archivist, i was able to collect sufficient background material to fill in the gaps. so you can relax, this is not going to be just a bunch of anecdotes thrown together, i will endeavor to provide you with as complete a picture as possible of the activities, growth and influence of the education division in the 80’s. pittsburgh it is only fitting that we should celebrate our birth here, in pittsburgh, where the division was officially sanctioned by the sla board in 1973, 17 years ago. it is also fitting that we celebrate our 15th anniversary in pittsburgh, with charles missar as chair, under who helm we started the decade 10 years ago. when i looked at the list of chairs of the division, who led us during the past decade, i was pleased to see that most of them remained active in the division, and have not only attended most of the conferences since their term of office expired, they also remained actively involved in the various projects of same. some of them have gone on to serve on board-wide committees of sla, have served on sla’s executive, and are also active members of other divisions and chapters. among past presidents of our division with sla-wide responsibilities, i would like to mention suzanne brown, who served recently on the sla structure committee, pauline rothstein who is on the international relations committee (89-92) and myself, the chair of the standards committee; joan segal, board member. among the membership, i would like to single out kaycee hale, who has been a member of our division for many years and, as you know by now, has become a board member of sla. she also chairs the president’s task force on the image of the professional. toni carbo-bearman, another member of our division serves on the research committee of sla (89-90). this is quite an achievement for a small division like ours, with a membership of 238. growth of the division according to figures received from headquarters, the division grew from a membership of 206 in 1980 to its current 237, with a dip to 189 in 1982. these figures are always given at the end of the year, i.e. on december 31, 1989. to (june 11, 1990) the figure stands at 241. i would like to emphasize that an approximate growth of 15% over a decade is not enough that we can now relax and sit on our laurels; the responsibility for further growth remains in our hands, and is two-fold; we must try to attract new members, while at the same time making sure that we also retain them. i believe that we have laid a solid foundation during the 80’s on which we can build in the 90’s. areas of concern in the 80’s programs the education division led by its chairmen, has always education libraries, volume 37, number. 1-2, summer-winter 2014 15 distinguished itself at sla meetings by having good programs, which in turn attracted good audiences. some of the workshops we did alone, some together with other division. a very high number of attendees was achieved in 1987, when the education division led seven other divisions in presenting a cd-rom workshop, a topic still relatively new and provocative then. in 1989, we again achieved the organization of a successful joint workshop with seven other divisions on the pricing of journals, an equally interesting albeit controversial topic. since planning of a program for an sla conference always starts 18 months ahead, it is not always possible to anticipate current topics of interest. however, we have done it successfully in the past; we should be able to do it in the future. if i can be so bold as to suggest a course of action for future presidents, i would suggest that they get involved with other divisions, preferably in a leadership role, and organize workshops which by their very nature will be of interest to large audiences. while number of attendees is not always a measure of success, the problem as you know with many of the sla conferences, is that so many excellent divisional programs overlap. it is also easier to get good speakers when the budget of several divisions is merged. i have also found that there is no problem in attracting other divisions to cosponsor a workshop, as long as we are willing to chair the group, and thus assume the main responsibility for its organization and success. i cannot deny the fact that this means a lot work, but the rewards and satisfaction are the highest pay we can expect. in addition to divisions, let us not omit contacting the committees, some of whom are also organizing workshops and may welcome cosponsorship. for example, the standards committee has organized very interesting and well attended workshops in 1989 and 1990 and i would like to extend an invitation to all of you for this workshop which will be held tomorrow 10:30-12, entitled standards—an international view. the panel members will address the question of what individual members can do to participate in the standards process and the importance to them and their respective employers in the role they could play. communication with members the division can look with pride on its achievements in this area. the education division bulletin, whose editors since 1980, i.e. jane westenberger, suzanne wise, jennie cross, mary sue stephenson and edith drummond have kept the information flowing, and filled the bulletin with interesting and informative articles, not just press releases and handouts from sla headquarters. i believe that involving a canadian in the editorship gave the education division an added perspective, even if a slightly higher cost. sla itself so often forgets that approximately 1/10th of its membership comes from the large country to the north of the u.s. charles missar has also been able to attract a new editor who is starting her term of office now and increase the number of issues from education libraries, volume 37, number. 1-2, summer-winter 2014 16 two to three per annum. education libraries, had three editors since the 1980’s, first susan baughman (1981-1985) then hope tillman (1985-89) and lucie olson (1989-90). two of the editors, susan and hope have also served as chairs of the division. unfortunately, due to lucie olson’s move across the country, she had to resign her brief stint as editor, a great pity. however, i understand that three guest editors, hope tillman, diane childs and cathy brown have agreed to tide education libraries over until a more permanent solution can be found. education libraries became free to divisional members during the 80’s as part of the drive to offer better and wider services to the membership. this represented a financial loss, which the division is still in the process of remedying by endeavouring to attract more paid advertising to its pages. there is also a movement afoot to convert education libraries to a refereed journal. several members have expressed interest in serving on an editorial board; more volunteers are required. there is need for such a refereed journal and we hope that this will become a reality in the 90’s. strategic plan a strategic plan for the division was also formulated during this decade. first, it was called a long range plan established in 1987 and spanning a five year period until 1992. this plan has been revised, and became the strategic plan for 1989-1994. this is an important step for a division, namely, to commit itself to a long range plan. but constant updating must be maintained to allow the plan to remain meaningful and to flourish. janet williams, past chair worked on the first draft during 1985/86. deanna roberts is currently chairing the strategic planning committee. scope note & bylaws & membership the scope note, describing the terms of reference of the division was amended in 1984 to bring it up to date. the bylaws were also amended and bright up to date in june 1984. these are included with the membership directory. a note of regret: although we include library education as one of our objectives and count a few library educators among our membership, we have not been able to attract such well known educators and prominent members of sla as jim matarazzo, miriam tees, mark white, elizabeth stone. the question is why they do not belong to our division. upon consulting the directory, i discovered that they all belong to the management division. maybe some wellintended recruitment in the 90’s could attract more library educators to our ranks! membership survey the first membership survey was sent out in 1983-84, and the results subsequently published. the membership directory was a result of the survey and was compiled and sent to members in 1985. the addition of a geographical index was particularly welcome. as you all know, the latest edition of the directory was published this year, with an attractive new cover. fax number, where available, were education libraries, volume 37, number. 1-2, summer-winter 2014 17 added, indicating that the education division is always in step with new technologies (and i might add ahead of the sla membership directory. both editions were prepared under the editorship of hope tillman. participation in annual meetings i can state with assurance that our membership has always been supportive of the annual conferences by participating in them. unfortunately, with shrinking budgets everywhere and fewer librarians expected to do more work, some of us find it increasingly difficult to attend meetings or accept responsibilities in chapters, division and committees. despite this fact of life, i am confident that our members will overcome these difficulties and make continued efforts to attend, and to actively participate. i would like to share with you the triple effect that i feel conferences should have on the membership to make it worthwhile for them to come to annual meetings: 1. the workshops should keep members up to date with new technologies and development sin the field much better faster and more effectively than journal articles can. 2. the contact with colleagues at least once a year should and does provide a wonderful forum for networking. 3. visiting the cities across the u.s. and canada where sla conferences are held allows members to visit these places and accumulate new experiences and sensations that one would never be able to encounter otherwise. an additional benefit that i would like to mention is the opportunity that these conferences provide to become involved. dear colleagues, i would like to reiterate the fact that it is not enough to attend conferences, to be a dues-paying member of your association or associations, it is your duty as a professional to get involved. a good example of early involvement is diane childs, our incoming chairperson. eighteen months before the anaheim conference was to take place, i wrote to the members of the division located in the southern california region. of the 11 person contacted, only one answered, and that person was diane, who called me and offered her help. her input as a local person was invaluable, and thanks to her efforts we had an excellent program in 1987. she subsequently became secretarytreasurer, and after holding that position for two years, she became chair-elect in 1989. my own involvement started in 1983 in new orleans when i attended the education division breakfast. i came because i was curious to see what the difference was between the sla education committee and the education division. luckily i picked the divisional breakfast (i believe the two meetings were in conflict). i joined the division in 1984 (i guess i liked what i saw). in the course of that year i was approached to suggest a speaker for the winnipeg conference. as education libraries, volume 37, number. 1-2, summer-winter 2014 18 so often happens, people tend to forget the vastness of canada and assume that being in montreal i am familiar with colleagues in winnipeg, approximately 3000 miles away. however, i was able to provide a contact—margo walker from montreal who did a program on the role of the librarian in corporate training and i believe the program was a success. i subsequently was asked to become chair-elect in winnipeg in 1985, and became chair in boston in 1986. after i completed my year as chair in anaheim, in 1987 i was asked to become president of the eastern canada chapter in 1988. well, diane, this is my way of preparing you for the fact that when you retire as chair in 1991, you will be expect to continue serving sla in other capacities. as we now have a retired members caucus, even after retirement we cannot and must no stop our commitment to sla. in closing i would like to mention the fact that i am delighted that we have now established an award system for our division alone. however, i would like to remind you not to forget to nominate members also for the sla awards. since to date we only had one honorary member chosen among our ranks in the person of barbara ringer (in 1977) and one person to the hall of fame, murray wortzel (in 1989), we should remember to send in our nominations. i am sure that there are members among the education division, many of whom, richly deserve such honors. anne m. galler is associate professor, library studies, concordia university from: education libraries, volume 33, number 2, winter 2010 47 conserving for the future by archiving our past; a story about technology and digitization informed by a vintage paperback book collection by cybèle werts abstract: the books, photographs, letters and other ephemera of our past are for the first time becoming completely transformed into the digital bits and bytes of our computer-generated present. what happens to these products as they shift from the corporeal to the technological world? what essence might be lost when a book is scanned into a computer or is part of the google book library project, and what might be gained? or is it all energy simply transferred to another medium like when wood is burned in a fireplace turns into to heat energy? this extended article explores these questions using a collection of vintage magazines and paperback books, which provide a lighthearted timbre to a somewhat esoteric subject. navigating this information the goal of this article is to look at what occurs in the process of transforming products from an analog format (actual items like books) to a digital one (scanned graphics). this is not a how-to guide to scanning or developing databases, however, it is a discussion of the considerations around archiving and digitization as they are utilized today. it is important to know what is gained and lost as products change from one form to another, and how to make the best of that process. to illustrate these concepts, the article includes graphics from a collection of vintage magazines and paperbacks, which provides a sense of what happens to an actual group of historical items going through this process, and what choices conservators have along the way. this includes some of the issues around scanning, digital cameras, and airbrushing and how these relate to authenticating documents on the internet. this collection will be used to specifically discuss conservation and what happens to collections that are online in one format versus another. a little background and history on vintage materials is also included. part i: beginning the process of digitizing introduction in 2008, a special year for information specialists, the organization that has represented librarians for one hundred years – the special libraries association –celebrated its centennial birthday. whenever there comes a big moment, it is natural to look back to our history and forward to our future. after all, it is a familiar reminder that ―those who forget their past are destined to repeat it.‖ those who work with information however, are far less likely to forget the past, if only because, they also recognize the value of the archivable past more than the average person. librarians know how to care for both the old world of ephemera (things that are temporary – or ―ephemeral‖ – in nature) as well as in the contemporary world where these same objects are transformed into data. data may seem ephemeral on the surface, but can and does live forever on the internet. if there are any doubts about the half life of data on the internet, consider how one accidentallyposted piece of information be repeated ad infinitum from one website to the next, with no way to ever correct or even catch up with the speed of proliferation. or consider how people have posted photos, blogs, or other material which presumably seemed at the time to be ―personal,‖ but later turned out to be incriminating in ways they could not even have imagined. this is particularly true on the internet where photos, videos, and audio clips can be duplicated a thousand times before they are able to ―remove‖ the offending material, at least from the original context. ephemera: analog versus digital most librarians are probably familiar with what happens when they make copies of a copy and the education libraries, volume 33, number 2, winter 2010 48 quality decreases with each generation. this generation loss only happens with actual physical objects like a book or an old fashioned record; or what are called ―analog‖ products. on the other hand, ―digital‖ is commonly used as a descriptor in relation to compact disks, and of course computers as well. music records are analog (making a copy to cassette tape or cd, creates a generation loss), but cds are digital (creating a hundred copies to itunes causes no loss whatsoever, other than a relative amount of what is called dynamic range). the reason why no generation loss occurs is because digital objects are made up of zeros and ones, each one being independent of the next. they can be replicated easily, over and over. just as a side note, the word here is analog, not analogue. the word analogue refers to a literary work that shares motifs, characters or events with another, but is not directly derived from it (think analogous). the short version is that ephemera as a group of materials are analog. if an old fashioned record was scratched, the scratch would be heard every few seconds as the turntable rotates, bumping over the imperfection again and again (remember: continuous = analog). on the other hand, a similar scratch would likely not have the same effect on a compact disk and there would likely be no change in the sound. this is because the recorded values are stored far enough beneath the surface that the scratch does not affect them. a loss of sound could be discerned however, if perhaps a cat scratched the cd, which would result in a chunk of a song being lost. but it still won‘t ―skip‖ in the way records used to. this is because the cd ―scratch‖ disturbed bits of information that were not contiguous. (remember: not contiguous = digital). what happens to ephemera when it gets scanned? the formal definition of ephemera includes paper items like books, magazines, letters, photographs, ticket stubs, advertising, and so on. take a few vintage paperback book covers for example, some of which have been converted to digital format for this article. in looking at them, it can be observed that in the process of being scanned, they become in a way, sanitized. what that means is that they look clean, bright and new; pretty much the opposite of what they actually are. nothing that is fifty-plus years old looks clean, bright, and new in real life. in a way, it cannot be helped. the samples here have the advantage of having been scanned professionally, meaning that they were scanned using professional equipment and software. despite that advantage, many details are lost because of the small size on the page, as well as the fact that these pictures are viewed in two dimensions, while actual magazines and books are, of course, three-dimensional. scanning and generation loss the temporary aspect of ephemera refers to objects made of paper which generally have a short shelf life, and which when copied – as mentioned earlier – cause a generation loss. why does this matter? well, it is something to keep in mind when developing a protocol for dealing with whatever paper objects that will be scanned. for example, when choosing an object to scan, always choose the very best copy of the product at hand. the collection may include several copies of a particular book, often because one copy was purchased less expensively, and then was later upgraded to a higher quality version; higher quality, perhaps because the printing registration was better. registration has to do with how the printer lays each layer of color down. if the registration is off, then the color won‘t fit between the lines; it makes the cover look a little peculiar. in a case like this be sure to scan the best version available. similarly, always scan the original of a photograph or book cover, never a photocopy – even if it looks as good as the ones produced from a high-end color printers. digital cameras for 3-d another option to digitize an object is to use photography instead of a scanner. photographs yield far more information about size, condition, and other features because they can show the condition of the spine, depth of the book, and details about the deterioration around the edges. a scanner on the other hand, is flat, so the education libraries, volume 33, number 2, winter 2010 49 information it receives is only a two-dimensional side, like the front cover of a book. photography is optimal when working with items like a pop-up children‘s book, documents that are designed to open up in a certain way, or those which have more depth than a scanner can show effectively, like a framed picture. the challenge is that taking photographs of products is more difficult than it sounds; and in fact there is an entire professional field dedicated to product photography. in addition, digital cameras – easy as they appear in commercials – can be challenging for amateurs who don‘t know the basics of graphic design. scanners are generally far easier to use as most of them are more or less ―click and go.‖ issues around airbrushing airbrushing images, or what is called in the graphic design world ―photoshopping‖ (after the software application photoshop), makes pictures look far more perfect than they actually are. there‘s a sample of this in the future science fiction magazine sample below, and it suggests how airbrushing done with ulterior motives might mislead a viewer. this particular scan was cleaned up in just five minutes, and the visual impact is significant. in looking at collections of vintage magazine and book covers, it should be noted that some publishers choose to reproduce the covers ―in situ‖ or exactly as the books are in real life. these publishers will photograph each item from a three dimensional standpoint so that the edges and spine can be seen. others feel that there is no advantage to the reader to see remainder marks, price stickers, and frayed edges, and so they clean up the book, both physically and digitally. the argument for this approach is that the books will be made to look as close to how they would have when they were new. whether having vintage books ―look new‖ is a good idea or not is a value question that needs not be addressed here. cleaning up a book physically often means removing price stickers, which is generally easy to do with some ronsonol (the lighter fluid), a qtip, and a plastic scraper. that is, unless the stickers are also 50 years old and have completely bonded to the book. on the other hand, removing ink marks is far more difficult because art underneath is often removed along with the offending ink. for the collection shown here, a conservative approach was taken. it is easy to damage a vintage book, so doing any kind of physical changes to the actual book is counter indicated if the book is rare, unless done by a professional in the field. after all, many of these books are extremely difficult to find, especially in good condition. take the grindle nightmare, for example. it is not the rarest of vintage books, but in searching for a good copy, many of the ones available for sale were in poor condition, presumably because they had been stored in a damp basement, sunny attic, or some other location unfriendly to books. of course books can also encounter readers unfriendly to books as well. since most buyers look for copies in fine or very good condition, they‘re not likely to settle for poor condition titles unless there are no other options available. for example, it is reasonable to spend a great deal of money for a vintage book in only good or fair condition because it was the only copy available. one example is million dollar minx, published in 1965 with a cover painted by well-known cover artist robert bonfils. the author on the front is don bellmore, a pseudonym of george h. smith, but interestingly the interior lists walt parr as author, an oddity that increases the book‘s value. education libraries, volume 33, number 2, winter 2010 50 a detailed explanation of these book condition definitions from the independent online booksellers association (ioba) is included at the end of this article. because these issues vary so much, choices in conserving a collection will depend on the difficulty of the problem, the rarity of the book, and the conservator‘s skills in caring for damaged books. just to be clear however, individuals selling vintage ephemera should not ever airbrush a scan because that would make the item appear to be a higher grade than it actually is, and therefore command a higher price. in other words, that would be fraudulent. the only airbrushing that would be acceptable under these conditions would be that which made a digital scan look more like the original document. for example, adjusting the brightness, contrast, color balance, or sharpening the picture may be necessary if the scanned version does not match the original as well as it might. part of the reason for this is that graphics on a computer monitor are backlit (by the monitor) so they have a high brightness factor. ink printed on paper has a very different look than a backlit screen, so adjusting what is seen on the monitor to look more like the original would make sense for a seller to do. scanning to digitize text and optical character recognition (ocr) the other component around scanning images is scanning of the text. all books and other publications printed today are of course already digitized because they were typed into computers when they were written. vintage products are another story. the back cover of a pulp novel with its accompanying text can be scanned, but the scan in itself is just a picture. if the words are to become accessible and editable as actual text, an application called optical character recognition, or ocr would be run on the scan. the most well known software for this is nuance omnipage pro, however, other applications like abbyy finereader9 and readiris are efficient and far less expensive options for most users.1 this ability to easily change something once it is digitized, and the result so often not being comparable to the original is why researchers go to the source material whenever possible. for example, when looking for information on say, rowland evans, the illustrator and author from ferrisburgh vermont (1833-1900), the first stop is likely to be the stewart-swift research center at the henry sheldon museum in middlebury. the correspondence collection there includes letters to and from dozens of family members dating from 1760 to 1960, totaling about 20,000 letters. sadly, these letters are not yet archived online, although they‘re all listed in the museum‘s online database by name. considering the volume of letters, it is understandable why the museum might not have scanned them all in for online access. but researchers can visit the archives which ranks among the top research collections in vermont. a trip to look at these letters in person might well be worth the drive because the letters themselves contain other critical information that cannot be gleaned from just looking at a scan (even if access was available online), such as the type and quality of paper and ink, the size and brightness of the product, and many other attributes. these and more are lost when something is transferred to two dimensions – both literally and figuratively. this strategy can be seen in action in the popular pbs show history detectives, a popular television show which explores historical mysteries, local folklore, interesting objects that have significance to america‘s past. their team uses traditional investigative techniques as well as modern education libraries, volume 33, number 2, winter 2010 51 technologies, not to mention that they almost always take an original product to a conservator to authenticate it. they do this because identifiers like the age of a document are nearly impossible to validate with a digitized item, and trusting scanned images is only considered dependable under specific conditions. for example, take a look at strange tales; wolves of darkness, a ―vintage‖ book which is actually a reproduction. it is can be difficult to tell that it is a reproduction when looking at the actual book, not to mention with just the limited information available in a two-dimensional scanned graphic. on the other hand, one way to be more confident of the provenance of any product is to know where it came from. the scanned vintage paperback book graphics in this article come directly from the author‘s collection, and were scanned from those books. therefore, readers can trust that the graphics seen here are the genuine article. unfortunately, that chain of custody for an online graphic is rarely possible, particularly when moving out of the realm of an individual‘s collection. the united states government has been grappling with authenticating online documents for many years due to of issues around multiple versions being available simultaneously, as well as the fact that legal documents could be changed by individuals. in the case of a state or federal law for example, this could be disastrous. the u.s. government printing office (gpo) is working on this issue in three major areas. here following is an outline of the measures that are recommended for authentication of online documents. 2 1. digital signatures: gpo has begun implementing digital signatures to certain electronic documents on gpo access that not only establish gpo as the trusted information disseminator, but also provide the assurance that an electronic document has not been altered since gpo disseminated it. the visible digital signatures on online pdf documents serve the same purpose as handwritten signatures or traditional wax seals on printed documents. a digital signature, viewed through the gpo seal of authenticity, verifies document integrity and authenticity on gpo online federal documents, at no cost to the customer. 2. validation icons appear next to the gpo seal of authenticity to notify users of the content's validity status. the blue ribbon icon indicates that the certification is valid. the certification question mark icon means that the document was certified, but the validity is unknown. the signer's identity is unknown, because the certificate path could not be built. this icon may appear if a user is not connected to the internet or if a digital certificate is not available on a user's computer. the check mark icon indicates that the signature is valid. the question mark icon indicates that the signature could not be verified. education libraries, volume 33, number 2, winter 2010 52 the warning sign icon indicates that the document was modified after the signature was added. the red "x" icon indicates that the certification is not valid. 3. national institute of standards and technnology electronic authentication guidelines. this recommendation provides technical guidance to federal agencies implementing electronic authentication. the recommendation covers remote authentication of users over open networks. it defines technical requirements for each of four levels of assurance in the areas of identity proofing, registration, tokens, authentication protocols and related assertions http://purl.access.gpo.gov/gpo/lps69982 reference: authenticated u.s. government printing office (gpo) http://www.gpoaccess.gov/authentication/ part ii: working with an actual collection a short history of vintage magazines & books this next section first offers a short history of vintage magazines and books, then focuses on some of the considerations around conservation of those materials. the golden age of magazines encompassed the 1930s, right around the middle of the depression prior to the war, and those magazines were referred to as "pulps" because they were printed on cheap wood-pulp paper, unlike the more expensive "slicks" which were printed on shiny paper. this paper was so cheap it would sometimes tear going through the presses. these magazines published a variety of fiction including mysteries, westerns, science fiction, men's adventures, romance, horror, sports, railroad and war stories. western themed magazines, however, dominated the genre with over two thirds of the magazines. what they were known for – and often collected for today – is the sensational cover art. during the 1940s and with the end of world war ii, pulp magazines declined sharply in popularity for a number of reasons, including the paper shortage as well as competition from television and pulp novels. one of the key differences between magazines and novels is that because magazines were published mostly before the mid 1950s, the cultural sensibility is far more conservative. pulp novels from the 1960s may be somewhat more liberal in tone, but magazines are far less so. this period is known as the golden age of pulp novels, as opposed to the 1930s and prior for magazines. another key difference between magazines and novels is in the cover style. although both were designed to grab the attention of passers-by, magazine covers depicted an actual action scene. one look at them and it is clear what the storyline is about. in contrast, book covers – since they needed to express a much larger idea – conveyed an attitude or a feeling. the samples here demonstrate those differences. construction and value pulp magazines, printed on inexpensive pulp paper, had a shorter shelf life to begin with. they were perhaps an early symptom of our throwaway culture, and most were tossed unceremoniously in the trash. the result is that far fewer have survived in good condition compared, for example, to vintage paperback books. rare pulp magazines in fine condition can command prices from $50$100 and more. in contrast, paperback books were constructed with better paper and cardboard covers, and if stored in cool dry conditions, can be found in nearly pristine condition today. readers also often saved books, and the result is that many of these can still be found relatively inexpensively in excellent condition. this translates to an average of $10-$25, and $100 and up for rare books in fine condition. this is particularly true since the advent of ebay, an international marketplace which offers far more variety as well as http://purl.access.gpo.gov/gpo/lps69982 http://www.gpoaccess.gov/authentication/ education libraries, volume 33, number 2, winter 2010 53 competitive prices. consider however, that any hardcover book printed from the 1950s or even earlier is going to have a much longer shelf life if only because the boards (the outside covers) protected the book much better than the flimsy materials of pulp novels and especially magazines. conserving a collection vintage book collectors often get quite used to seeing these types of books around the house, and because of this, often have to remind themselves that those books on the shelves are more than half a century old. while professional conservators always use white cotton gloves to protect their holdings from the oils in their hands, individual collectors often feel safe enough exercising due caution. perhaps that‘s because they believe that part of the pleasure of collecting these items is in the touch and sensual feel of them. in other words, the visceral experience of cleaning, organizing books is enjoyable in and of itself because of the tangible sensibility of the tasks. even engaging with the materials of archiving – plastic sleeves, cardboard backings, safe storage boxes, labeling, and more – can be quite pleasurable, particularly to people who enjoy documentation and organization. there is also a great satisfaction in rescuing objects that would otherwise be lost or tossed, not to mention that they are particularly striking when displayed. there are several levels of book conservation: which individual collectors follow, as well as the professional level found at museums. the issues are the same, the difference is the intensity of the care undertaken. here are some of the challenges that collectors of vintage ephemera face, although not a complete list:  keeping materials dry and away from sunlight, and in moderate room temperature from 60-70 degrees f and a relative humidity of 45% 60%  protecting them from insects and other critters  preparing for fire, flood, theft and other calamities  storing correctly in archival plastic sleeves, with archival cardboard supports if necessary (usually with magazines that are floppy and need the support)  shelving and removing appropriately from boxes, files, or bookcases.  avoiding use of rubber bands, paper clips, tape and other items that can damage delicate materials even with all that to keep uppermost in a conservator‘s mind, there‘s nothing quite like the locating the only copy of an especially rare volume and being able to archive it safely. this is particularly true when such a book is received via media mail, in a floppy envelope and swathed in saran wrap, surely the nightmare of every conservator. the big picture of digitization and the value of original collections conservation, while it may relate to digitization and archiving, is generally processed through the minds, hands, and computers of professionals. ideas cannot by definition become an object that actually smells like it was read long ago by a girl on a porch swing one late autumn evening. even when an author prints out a product of her mind – like this article for example – it has no such sensual appeal. although, it might if it was allowed to sit around in an attic for fifty years, but then even so, contemporary paper and ink are so much more stable than those used in the 1960s that it is just as likely that this article would be found in near archival condition. still, mass digitization is happening on a global scale and at an accelerated pace, particularly as information professionals come to recognize that their actual holdings not only require a great deal of work to keep up, but are not very accessible to anyone outside their immediate physical space. not to mention that materials online are beginning to be considered de facto research products. that is, even though the stewart-swift research center may have 20,000 letters of rowland evans‘ family, the fact that researchers have to drive to vermont to access them is a serious barrier. not education libraries, volume 33, number 2, winter 2010 54 only do most researchers not have the funds of the history detectives, but spending the time and effort to drive to another state to check out just a few letters would not likely be cost effective for too many researchers. repeat this one family with this one small collection of materials times thousands of collections around the country, and it is clear why these materials need to be online and accessible. across the country organizations like the google book library project3 are digitizing millions of books. this, as elementary teachers used to say, is a transfer of one type of energy into another type of energy with no presumable loss. an interesting aside is that a buyer can purchase any number of books featuring pulp novel covers or stories. or rather, it is easy to purchase cover and story collections in the form of printed books, digital books like kindle, or compact disks, which is somewhat ironic. there are hundreds of topic specialties available, from mysteries, science fiction, adventure, sleaze (sexy), western, romance, to romantic westerns, horror, men‘s adventure, railroad, war stories, sports, and more. in short, there‘s no need to buy the actual vintage originals if the collection‘s focus is simply cover art or stories. but it is important to keep in mind that seeing digital images of these books is not the same as looking at an actual vintage book in your hand. nor is reading a story from an anthology the same as reading from pulp paper so thin that the pages tan and crackle under your fingertips, whether clad in white archival gloves or not. there are a limited number of books from the past, particularly those from a specific time period such as a certain decade, which makes contemplating the task of digitizing them not quite so labor intensive. hundreds of thousands of pulp novels were published, but at least it is possible to say that within any period genre – say romantic westerns –a complete count can be done. unlike the google book library project eventually scanning all possible books, a project which is unlikely to be completed even in our grandchildren‘s lifetimes, it is actually possible to create a database of all the ranch romances, for example, if only because there are a limited number of them which is not increasing. this particular series is both one of the most popular as well as the longest running. about the author’s collection the collection represented here is small for one important reason: it focuses on covers that feature women as protagonists. the vast majority of cover art from this period included women only in what is commonly known as good girl art (gga), which means that they appear as victims, helplessly waiting to be rescued. by way of contrast, these featured items not only showcase independent women, but many even have guns, popularly known as gun molls. the most interesting group from this collection are the ranch romance magazines; the ones shown here originating from the mid 1950s. this series is unique because it consistently depicted women in charge: taking wounded men to safety, watching over the bad guys, and wrestling with an outlaw for her rifle. it is quite clear on some covers that not only are the heroines rescuing themselves, but their men as well. ranch romances was the last pulp magazine published in the united states, with issues containing new stories published through the late 1960s, as opposed to the rest of the magazines which went out of publication in the early 1950s. advantages of digitization having a few copies of ranch romances in a collection is a wonderful thing. but frankly, there aren‘t too many who have the slightest interest in looking at them, much less hearing about the education libraries, volume 33, number 2, winter 2010 55 history of vintage paperbacks, conservation, archiving and digitalization. on the other hand, there are thousands of pulp novel and magazine collectors around the world interested in these topics. with the freedom of information available on the internet, collectors can find each other easily. still, many websites only include cover scans of vintage products. cover shots are useful, but they lack a great deal of information for someone researching women‘s roles in 1950s romantic western publications. for that far more is needed. another option would be to take all those ranch romances and archive them in an online database. having content digitized means that the text can be searched and edited, like a microsoft word document for example. but more importantly, it usually means that an archivist has taken this information – say this group of magazines – and entered them into a carefully designed database with appropriate tagging. the idea is not that the magazine is simply scanned, run through optical character recognition, and put out on the internet, although that would certainly be more useful than nothing. to be truly useful to researchers, a search taxonomy that included critical fields such as publication name, date, editor, key stories and authors, and so on would be necessary for a truly useful tool. while it would still not be possible to smell the scent of fifty years of age or listen to the crackle of tanned paper, researchers would have access to critical information. the key concept here is accessibility; because for delicate ephemera, reading them page by page is a painstaking and tedious process if they are to be kept in their original condition. however, once scanned, both pulp fiction fans and researchers can scour the contents at leisure not least for the unique experience of jumping back in time. reading the stories does not necessarily reveal the culture of the 1950s, although they provide information of a certain type – rather, the documents show what publishers could sell in the realm of fiction. remember that these magazines are a. fiction, and b. fiction about the old west. so when looking for information about the time period in which the magazines were actually published – in this particular case the 1950s – the content of the actual stories is not going to tell us very much. the information that is more likely to be found will be literally wrapped around those very stories; in other words, the authors, artists, and publishers names, original illustrations, personals and pen pal classifieds, advice columns, and so much more. the advertisements alone are worth the price of admission, only twenty five cents as noted on the left side of the banner of the ranch romances issues. who could imagine a reader writing to national chinchillas of los angeles for the opportunity to raise some of these cuties and make $10,000 a year? it turns out that $10,000 a year is worth somewhere between $77,000 and $332,000 today according to the economic history service calculator7, which, aside from the obvious problem with the wide range, is still a pretty good salary for raising a few chinchillas. for an even more exciting adventure, readers might consider applying to the international detective training school in washington, dc and become a detective. who knows – it might have been a 1950s version of our colleagues in ―competitive intelligence‖ or perhaps the predecessors of our history detectives colleagues on pbs. education libraries, volume 33, number 2, winter 2010 56 a cd of pulp art & stories: ready to go for $15 a pop sadly, this type of full archiving is not yet happening with ranch romances or any of the common pulp novels or magazines but it is possible to purchase a compact disk which includes 600 stories from the most popular magazines of the 1920s – 1940s such as the shadow, doc savage, and the phantom detective. another cd, with no less than 8000 pulp covers exists, although the scans are small and the resolution is low. this is the result of massive digitalization: cheap pulp paper has turned into cheap digital resolution. it is also possible to find most of these pictures for free on the internet with a little online research. what does a buyer get for $15 then? they get the convenience of having had someone collect all that material, which is a pretty good deal, even if it is not searchable in any practical fashion. a $15 cd won’t cut it for professional use the critical part of digitization of archival materials is not in the fact or not of a compact disk of 8000 cover scans. products like that are for personal use, because anyone who is using these covers for professional use would need high resolution scans directly from the original books, not unlike the ones in this article. in other words, for professional publication, or even if it is just necessary to see any significant detail, a four-inch, low resolution scan is too small. furthermore, having a compact disk of 600 stories may be fun for personal use, but without a taxonomy and well-built search engine, researchers would find it all but useless. in short, just digitizing information is not enough. it must be transformed into a well-planned format that allows researchers to access the part that they need. while these dreams of a pulp collection being fully archived and full-text accessible in some database may be some years away, there are plenty of other important collections of ephemera that are, and those are more likely the ones librarians will and are using in their ongoing research. copyright issues and vintage products because of this mass proliferation of materials, a digital scan on the internet defaults in a way to public property – copyright laws notwithstanding. this is not speaking from a legal standpoint, just from a practical one; one of looking straight out there at 8000 scans on a compact disk for $15, and knowing that there is no one who cares, much less wants to sue the sellers of that cd. all of this comes under the big shade tree of orphaned works which is a whole legal area of its own. in any case, the copyright laws on these particular books are something of a mystery themselves because of the time period and the fact that all of the publishers are out of business. aside from greenleaf, who was the largest pulp publisher of them all; the vast majority of publishers – particularly of pulp novels – were fly-by-night. to make things even more complicated, the artists are almost all unknown because of the art not being signed and the issues discussed earlier, not to mention that many of them have passed away. the result is that it is nearly impossible to get reprinting permission either for content or for covers, which explains why reproductions of both are pervasive throughout the internet. a few examples of online digitization any researcher who accesses the internet, has also accessed some digitized content. perhaps it was on amazon.com while looking up jane greenfield‘s‘ the care of fine books and selecting ―click to look inside.‖ inside there‘s an excerpt which details the nature and history of books and how they were made in the early days. that excerpt is the result of someone having digitized this book, or rather transferred the original digital file to amazon in the first place. that‘s the most basic type of digitization, because all new books are typed into a computer these days. utah digitizes their newspapers back to 1850 consider that the utah digital newspapers program has scanned more than six million education libraries, volume 33, number 2, winter 2010 57 articles from 1850 to 1969. just imagine the wealth of information available to a researcher in utah or in fact anywhere in the world. more importantly, this project is just one of thousands happening across the country in the newspaper industry, and there are many more thousands among other organizations of other ephemera: photographs, letters, and more. educational testing service’s database of materials all the way back to 1948 every researcher at one time or another has done an internet search and dredged up something deep in some database somewhere that they didn‘t even know existed. this happened to the author of this article when she went hunting for articles that her father, charles earl werts, wrote before he passed away. thanks to the historical database of the internet, the search revealed the mother lode of his published papers at the educational testing service (ets) researcher database which contains more than 3,300 of their documents since 1948. ets is the folks who create the sats each year, and also where he worked when the family was growing up in princeton, new jersey. dr. werts penned academic treatises on research statistics, but a few articles were found on surprisingly relevant and immensely personal (in retrospect) subjects of parental influence on talent development. these were written in 1972, just about the time when her older sister was leaving high school for college and the writings indicated that sons and daughters excel in particular skills that the father uses in his occupation. a side note of interest is that one of our education libraries review board members karen mcquillen is the manager of brigham library at ets. karen has included in this issue an article on the test collection at ets that she wrote for education libraries back in 1975 as well as an update on the collection as it is managed now. the national park service’s collection preservation series finally, researchers interested in conservation might run into the conserve-o-gram: planning digital projects for preservation and access, one of over a hundred documents the national park service department of the interior (a perhaps surprising source), publishes which are not only well written, well organized, and complete but free. this particular document details how to manage a digitization project including some of the major areas such as system capabilities, staff expertise, collection stability, and so on. it is part of the archival and manuscript collections and rare books series which includes over 20 topic areas from care and security of rare books to storing archival paper-based materials. from one small document this, and even more from an organization one never would have looked to first for such a complete and consistent set of documents on museum collection preservation of every possible material. it is these kinds of finds that researchers would not have been able to locate much less use before fully digitized materials came on online. considering the state of global warming – something the national park service is presumably well aware of – on behalf of mother nature, please consider reading the digital version of these articles. in the end it it’s still about the books what sometimes gets lost in all this talk about archiving our history is that reading is not just about books. the act of reading was then as it is now, a sublime and sensual experience that cannot be digitized entirely no matter how it is scanned. many of these magazines and books were considered a wee bit subversive, or at least not educationally edifying like a good book on the discovery of america (or the re-discovery as it is recognized to be these days). contemporary readers would not find these books very racy by today‘s standards; in fact they‘d probably laugh at what was considered madcap back in the 1960s, particularly before the censorship code was radically relaxed in the latter part of the decade. as a librarian, a conservationist, a researcher and more, it is not just a duty, but a gift to steward the actual holdings – those books, photographs, letters education libraries, volume 33, number 2, winter 2010 58 and the rest of it – that made the current technological accelerative thrust possible. what do we gain and lose from digitizing ephemera? gains losses full accessibility to everyone! original files can be easily edited or airbrushed allows for close and extended observation of materials without physical damage to delicate originals distribution of content and images can‘t be limited (it is extremely difficult anyhow) full text and photo search digital versions cannot convey the sensual experience of the original product awareness of topical areas which were often not well known – such as narrow genre collections of vintage paperbacks difficulty in identifying provenance because the link to the original item is easily lost. specifics such as paper and ink type, age and other descriptors are unavailable it is hard to cuddle up with it before bed! education libraries, volume 33, number 2, winter 2010 59 independent online booksellers association (ioba) book condition definitions these book condition definitions are used to describe both the book and the dust jacket, if applicable. thus the word ―book― may be replaced by ―dust jacket― in the following definitions: as new; fine; mint: without faults or defects. near fine: a book approaching fine (or as new or mint) but with a couple of very minor defects or faults, which must be noted. note: from here on, there may be "+ (plus)" or "(minus)" in a grade, which will mean that it is above the grade noted but not quite to the next higher grade for "+", and that it is below the grade noted but not quite to the next lower grade for "-", i.e., very good + (or plus)/very good (or minus). which means the book is better than very good and the dust jacket grade is less than very good. very good: a book showing some signs of wear. any defects or faults must be noted. good: the average used book that is totally complete (as issued) and intact. any defects must be noted. fair: a worn book that has complete text pages (including those with maps or plates) but may lack endpapers, half-title page, etc. any defects or faults must be noted. poor or reading copy: a book that is sufficiently worn that its only merit is the complete text, which must be legible. any missing maps or plates must be noted. may be soiled, scuffed, stained, or spotted, and may have loose joints, hinges, pages, etc. ex-library: must always be designated as such no matter what the condition of the book. book club: must always be noted as such no matter what the condition of the book. binding copy: a book in which the text block, including illustrations, is complete but the binding is lacking, or in such poor condition it is beyond realistic restoration efforts. the independent online booksellers association (ioba) is dedicated to promoting internet bookselling by: 1. maintaining and enforcing high ethical and professional standards for our member booksellers, including a code of ethics. 2. promoting trust between customers and booksellers by providing a safe online environment for the purchase and sale of books. 3. negotiating with businesses, organizations, and possibly governmental agencies that have an impact on internet bookselling. 4. marketing to consumers to raise awareness of online bookselling, 5. providing services and programs that will help member booksellers strengthen their businesses. reprinted with permission from the independent online booksellers association (ioba) http://www.ioba.org/ http://www.ioba.org/ education libraries, volume 33, number 2, winter 2010 60 resources & references extensive references can be found on the author’s delicious.com research bookmarks including:  websites specializing in a variety of pulp genres  archiving and conservation  online vintage paperback sellers  books on pulp magazines and novels  artist and author websites  vintage book search engines  materials/companies for archiving http://delicious.com/supertechnogirl see more of the author’s pulp novel collections http://www.flickr.com/photos/29468613@n08/collections/72157608112299861/ endnotes 1ocr software guide from scanstore: comparison of ocr applications. (2008). retrieved october 27, 2008, from scanstore web site: http://www.scanstore.com/scanning_software/ocr/ 2authentication. (2008). retrieved october 27, 2008, from u.s. government printing office (gpo) web site: http://www.gpoaccess.gov/authentication/ 3google books library project. (2008). retrieved october 27, 2008, from google book search bet web site: http://books.google.com/googlebooks/library.html 4 werts, cybèle elaine (2007). interview with rose idlet of black ace books. from http://www.blackace.net/ 5interview with george h. smith. (2008). authors den, retrieved october 23, 2008, from http://www.authorsden.com/visit/author.asp?authorid=3134 6mcdonald, jamie, director (2005). dvd: pulp fiction art. retrieved october 23, 2008, from the dvd available from http://www.pulpfictionart.com/ 7measuring worth. retrieved october 27, 2008, from eh.net (economic history service) web site: http://www.measuringworth.com/uscompare/ other resources articles by charles earl werts (cybèle’s father) paternal influence on talent development by werts, charles e.; watley, donivan j. journal of counseling psychology. vol 19(5), sep 1972, 367-373. $11.95 grouped 127,125 college freshmen by father's occupation. father's occupations were then compared in terms of the probability of the sons and daughters having attained various types of achievements (scientific, artistic, oral, leadership, musical, and literary) in high school. results indicate that sons and daughters excel in particular skills the father uses in his occupation. (psycinfo database record (c) 2008 apa, all rights reserved) http://psycnet.apa.org/index.cfm?fa=buy.optiontobuy&id=1973-03348-001 paternal influence on career choice by werts, charles e. journal of counseling psychology. vol 15(1), jan 1968, 48-52. $11.95 fathers' occupations were compared with sons' career choices for 76,015 male college freshmen. the results indicated that for sons of professionals, the occupational groupings on the svib are useful in describing broad types of "inherited" occupations. (psycinfo database record (c) 2008 apa, all rights reserved) http://psycnet.apa.org/index.cfm?fa=buy.optiontobuy&id=1968-06195-001 eh.net (economic history service) have you ever wondered what the "worth" of a (us) dollar or a (british) pound was in 1907? or what something purchased years ago with pounds would be worth in dollars today? these and a multitude of other questions can be answered using these calculators. http://www.measuringworth.com/uscompare/ http://delicious.com/supertechnogirl http://www.flickr.com/photos/29468613@n08/collections/72157608112299861/ http://www.scanstore.com/scanning_software/ocr/ http://www.gpoaccess.gov/authentication/ http://books.google.com/googlebooks/library.html http://www.blackace.net/ http://www.authorsden.com/visit/author.asp?authorid=3134 http://www.pulpfictionart.com/ http://www.measuringworth.com/uscompare/ http://psycnet.apa.org/index.cfm?fa=buy.optiontobuy&id=1973-03348-001 http://psycnet.apa.org/index.cfm?fa=buy.optiontobuy&id=1968-06195-001 http://www.measuringworth.com/uscompare/ education libraries, volume 33, number 2, winter 2010 61 six ways to compute the relative value of a u.s. dollar amount. current data is only available till 2007. in 2007, $10,000.00 from 1955 is worth: $77,424.20 using the consumer price index $64,043.08 using the gdp deflator $107,508.53 using the value of consumer bundle $103,219.70 using the unskilled wage $182,172.18 using the nominal gdp per capita $332,871.26 using the relative share of gdp *calculated october 2, 2009 educational testing service (ets) researcher a database that contains abstracts for ets research publications, including ets research reports and research memorandums. more than 3,300 such documents have been published since 1948. http://search.ets.org/custres/ history detectives on pbs history detectives is devoted to exploring the complexities of historical mysteries, searching out the facts, myths and conundrums that connect local folklore, family legends and interesting objects. traditional investigative techniques, modern technologies, and plenty of legwork are the tools the history detectives team of experts uses to give new and sometimes shocking insights into our national history. their investigative techniques page includes topics on document examination: testing documents identifies forged and authentic papers, as well as paper analysis: determining age, make-up and origin. http://www.pbs.org/opb/historydetectives/ national park service conserve-o-grams conserve-o-grams are short, focused leaflets about caring for museum objects, published in loose-leaf format. this is a selected list of documents that might be of interest to readers. archival and manuscript collections and rare books 19/1 what makes a book rare? 1993 19/2 care and security of rare books 1993 19/3 use and handling of rare books 1993 19/4 archives: preservation through photocopying 1993 19/5 removing original fasteners from historic documents 1993 19/6 attachments for multi-page historic documents 1993 19/7 archives: reference photocopying 1993 19/8 preservation of magnetic media 1993 19/9 caring for blueprints and cyanotypes 1995 19/10 reformatting for preservation and access: prioritizing materials for duplication 1995 19/11 preservation reformatting: selecting a copy technology 1995 19/12 contracting for reformatting of photographs 1995 19/13 preservation reformatting: inspection of copy photographs 1995 19/14 judging permanence for reformatting projects: paper and inks 1995 19/15 storing archival paper-based materials 1996 19/16 housing archival paper-based materials 1996 19/17 handling archival documents and manuscripts 1996 http://www.nps.gov/history/museum/publications/conserveogram/cons_toc.html rowland evans and the rokeby museum for more information on rowland evans (1833-1900), the illustrator and author from ferrisburgh vermont http://www.rokeby.org/home.html http://search.ets.org/custres/ http://www.pbs.org/opb/historydetectives/ http://www.nps.gov/history/museum/publications/conserveogram/cons_toc.html http://www.rokeby.org/home.html education libraries, volume 33, number 2, winter 2010 62 stewart-swift research center at the henry sheldon museum rowland evans‘ letters are stored and available for research here, although not archived online. (too bad!) http://www.henrysheldonmuseum.org/research_ctr.html utah digital newspapers funded by the institute of museum and library services and the library services and technology act the digitized newspapers in this website may be browsed by issue or searched by keywords, article titles, weddings, deaths, and births. http://ebb.lib.utah.edu/digital/unews/ pulp art preservation projects bowling green state university popular culture library archives include over 10,000 volumes of popular fiction in addition to 10,000 periodical issues. strengths are american magazines (1926-1960), pulps, and fanzines. approximately 1,000 items are added annually. http://www.bgsu.edu/colleges/library/pcl/ michigan state university special collections division houses the russel b. nye popular culture collection which contains material from the following genres: juvenile, detective-mystery, science, western, and women‘s fiction. in addition, the archive includes many dime novels, story papers, and pulp magazines that fall into none of these clearly delineated genre headings. http://www.lib.msu.edu/coll/main/spec_col/nye/ stanford university penny dreadfuls & dime novels collection consists of over 8,000 individual items, including long runs of the major dime novel series and holdings of story papers like the new york ledger and saturday night. the digital collection is searchable by title, feature, or image and includes a guided tour and a time line. http://www-sul.stanford.edu/depts/dp/pennies/home.html syracuse university street & smith’s preservation and access project houses the street and smith publishing company archive which includes corporate records, manuscripts, radio scripts, serials, and dime novels. the preservation and access project will include microfilming 1,000,000 pages of material from the archive. http://libwww.syr.edu/digital/guides/s/streetandsmith/ state university of new york at buffalo pulp fiction preservation project the george kelley paperback and pulp fiction collection is comprised of over 25,000 pulp fiction books and magazines. dr. george kelley donated the collection to lockwood library in 1994. http://libweb.lib.buffalo.edu/kelley/ cybèle werts lived in massachusetts, and was former co-editor of education libraries. cybèle passed away in october 2010. http://www.henrysheldonmuseum.org/research_ctr.html http://ebb.lib.utah.edu/digital/unews/ http://www.bgsu.edu/colleges/library/pcl/ http://www.lib.msu.edu/coll/main/spec_col/nye/ http://www-sul.stanford.edu/depts/dp/pennies/home.html http://libwww.syr.edu/digital/guides/s/streetandsmith/ http://libweb.lib.buffalo.edu/kelley/ keiser, barbie (2021). outreach services for teens: a starter guide. education libraries, 44:1 (2021) © education division, special library association book review snow, j. (2020). outreach services for teens: a starter guide. chicago, il: ala editions. 104pp., $49.99, isbn 978-0-8389-4815-6 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc readers might see the title of this book and assume that it was a marketing text to help librarians make teens aware of and participate in age-specific activities organized by their local libraries. they’d be so very wrong. this book by jess snow, teen services leader at the boston public library, is designed to help youth librarians who wish to reach underserved teens of all stripes, in all sorts of living situations, but are unsure where to begin and how to proceed. each chapter concludes with teen services librarian partnership case studies that include what the outreach effort, library services, and programs look like: their overview, setup, welcome, activity, and reflection. the level of detail provided – what to consider throughout the planning and delivery of services – will be astonishingly helpful for librarians as they consider, establish, and implement these “specialized” teen services. first, the author considers why teens deserve specialized attention. no longer children yet not fully adult, these teens operate under the library’s radar. jess snow recommends partnering with social service organizations and agencies to develop programs and services for teens with little or no access to a library. in the book’s introduction, snow explains how the boston public library partnered with massachusetts’ department of youth services (dys). some of the details about the project include how to check books out to incarcerated teens; preparing a memorandum of understanding (mou) that clearly states each party’s responsibilities; explaining why involving other librarians in the service is critical to its success and how to win their support for the project; creating a survey for getting feedback from participants; and issuing library cards to be used when the teens leave dys. in chapter 1, what outreach may look like, snow reminds the reader that library services and outreach efforts to underserved areas and marginalized populations in the u.s. have evolved, assuming many guises depending on the circumstances and targeted audience. these groups may have been ignored by libraries due to their remote location, such as rural areas or native american reservations; prevented from coming into the library to access materials, due to physical or mental disabilities; or faced other barriers because they do not speak english. how to create partnerships helps the reader understand the types of youth facilities in which teens reside where access to library materials (or other efforts that support reading) is limited. snow indicates in chapter 2 the range of library services and programs that can be provided, how to navigate clearances for working in these facilities, and how creating true partnerships with these external organizations can improve their chances for success. most readers will be familiar with some of these facilities, but others should not be overlooked as opportunities for your teen library program, including homeless shelters, foster homes, group homes, residential facilities, independent living education libraries, 44:1 (2021) © education division, special library association skills programs, juvenile detention, day centers for court-involved youth, alternative schools, alcohol and drug recovery high schools, organizations working with immigrant and refugee teens, and agencies working with lgbtqia. (a list of national organizations serving teens appears in chapter 7, the appendix.) the role of staff in providing outreach (chapter 3) identifies those in your library who can contribute to the outreach effort. here, the author leans on the characteristics of effective teen librarians developed by the young adult library services association (yalsa). a sample position description and a curriculum for a teen librarian internship program form the core of the chapter. how to identify goals and outcomes for outreach services (chapter 4) presents examples of goals for the teen services, accompanied by actions that librarians might take to meet these goals. recognizing that the library and partnering organization will want to gauge the impact of these programs, snow shares how to collect feedback from participants. also, these evaluations can be used to obtain future funding from third-party grantee organizations. worksheets for creating outreach plans, mous, and surveys for collecting feedback appear in chapter 7, the appendix. as digital literacy is a critical skill for the 21st century, snow introduces the reader to solutions for creating technology programs even at facilities where teens have little or no access to the internet (chapter 5, incorporating technology into your outreach). collection development skills are needed to create a core collection for these teens, as well as schemes for funding these acquisitions and transporting them to/from facilities (chapter 6, how to create a core collection for outreach). additional resource lists in the appendix (chapter 7) are selection tools and core titles, staff training resources, and open-sources free to download. all teen librarians wishing to diversify the types of programs conducted for teens in their community should consider these underserved populations and begin to include them as part of their remit. this book, despite its misleading title, would be an excellent resource for the effort. education libraries, volume 36, number 1, summer 2013 36 b o o k r e v i e w s dudley, m. ed. public libraries and resilient cities. chicago: american libraries association, 2013. isbn: 978-0-83891136-5 $65. reviewed by barbie keiser public libraries contribute to a city’s diversity, adaptability, and learning capacity,” reaffirming the notion of ‘library as place,’ though each constituency may provide a different meaning to the phrase and expectation of the concept. this collection of essays presents 14 ways in which the public library can play a central role in urban planning for sustainable, resilient communities “providing new context for its contribution” (p. ix). in chapter 1, editor michael dudley reviews “some of the major trends facing urban contemporary societies and their libraries.” in his estimation, the library has become “a symbol of the town’s resilience,” through its facebook page, flickr account, and innovative programming. public libraries continue to change. their resiliency lies in their adaptive qualities, providing new service and playing “a leading role in bolstering urban resiliency” (p. 2). dudley sees the library as “a fundamental component of the public realm” fostering “a community’s learning capacity… (forging) new connections between social actors,” particularly when it comes to “acculturation and education of low income groups who suffer economic deprivation because of functional illiteracy” (p. 14-15). “the ability of public libraries to address the needs of diverse urban users is inherent in its structure” reaffirming the fact “that we are all members of a larger society to which and for which we have responsibilities,” including being front and center in the community planning process (p. 16). ultimately, we must see the library less as a container of books, videos, etc., acting more a magnet for users. in chapter 2, dr. glen holt explores the ways in which libraries contribute to urban resiliency. “intentionality,” he says, “is the imperative when libraries set out to play a significant role in the lives of their communities” (p. 21). librarians must talk to users – find out what they want, but holt identifies five ways in which most can contribute to the resiliency of its communities during economic downturns: providing construction jobs in bad economic times building new libraries with public money; helping people find jobs; improving english literacy skills of children and adults; assisting people access government information and assistance (egovernment); and helping the poor. the chapter closes with 14 rules for library contributions to urban resiliency. jennifer hoyer addresses how libraries serve those in the community threatened with exclusion based on “ethnic origin, gender, sexuality, physical or mental disability, education, employment, and economic status” (p. 57). strategies for tackling social exclusion, remaining a library4all makes for stronger libraries and communities. chapter 4 presents the story of the enoch pratt free library in baltimore, followed by murphy and clark’s implementation of holt’s roadmap to success in long island city, through needs assessment, lifelong learning, combining customer service with social service, and evaluation and assessment. in “making sustainable choices at winnipeg public library” (chapter 6), monique woroniak illustrates the need for outreach services to immigrant and aboriginal populations, and provides by being “user driven” as opposed to “user focused.” chapter 7 highlights “creative partnerships in massachusetts,” and mary wilkins jordon discusses green libraries in chapter 8, “public library gardens.” chapter 9 education libraries, volume 36, number 1, summer 2013 37 presents the importance of public libraries and local government partnerships.” in chapter 10, maja berndison speaks of the library as place, striving to answer three questions (p. 121): 1. what is the role of the library in these models and strategies for urban and cultural planning? 2. what is the role of public libraries in different strategies of culture-led regeneration? 3. how do these tendencies challenge the design, the concept, and the mission of the public library? chapter 11 recounts how the houston public library responded to the devastation of hurricane ike in 2008. a community participatory/collaborative model for library planning in the wake of an economic crisis, libraries and climate change, and “engaging communities” closes out this powerful researchpacked study that is a must-read for all public library directors and urban planners. barbie e. keiser is an information resources management consultant located in the metro washington, dc, area. barbie.keiser@gmail.com in this second edition of her 2003 bestseller book, author lorna earl thoroughly explains the differences between assessment of learning, for learning, and as learning, and offers well-researched reasoning for a renewed focus on assessment as learning. she specifically cites the great amount of research in the field of human learning processes since the first edition. while the author recounts classroom situations that illustrate the concepts she presents, the book is not meant to be a step-by-step guide. rather, it asks crucial questions about learning, and can empower teachers to reclaim formative assessment that happens every day in their classrooms. the layout is reader-friendly, with highlighted boxes of quotes from experts and the author’s assumptions, helpful figures and tables, and an “ideas for follow up” section for educators at the end of each chapter as they begin to consider a shift in their own thinking about assessment as learning. in her introductory chapter, earl explains her professional background as an education professor, consultant, and international researcher of learning and assessment. research continues to show that formative assessment done well can produce phenomenal gains in student success, but “people still don’t get it.” this kind of formative assessment means that deeply rooted ideas about thinking and learning will be challenged. educators who understand the relationship between teaching and assessment as learning can, in turn, help their students “get it” – whatever the subject might be. earl, lorna m., assessment as learning: using classroom assessment to maximize student learning, second edition, thousand oaks, ca: corwin, 2013. isbn: 781452242972, pbk. $31.95 reviewed by anna maire guengerich mailto:barbie.keiser@gmail.com education libraries, volume 36, number 1, summer 2013 38 the next several chapters include essential background material. the author provides a brief but informative history of how education, schools, and assessment have evolved in a social context, throughout the 20th century until today’s emphasis on large-scale reform that is driven by national and state policy. chapter three specifically speaks to the characteristics of assessment of learning, for learning, and as learning. summative assessment of learning is the most familiar; it categorizes (think test scores and grades) and compares in relation to other students or standards. formative assessment for learning includes regular descriptive feedback from the teacher rather than a grade only, and can directly help the teacher adjust instruction. assessment as learning is also formative but with students taking an active role in selfmonitoring what they do and do not understand, and then knowing how to determine the next steps to move forward in their learning journey. while all three types of assessment have a place and purpose, earl contends if authentic learning for students is the goal, assessment as learning must receive a greater focus. chapters four and five continue to present fundamental concepts in understanding the power of assessment. earl provides clarity for complex ideas, such as experts and novices, motivation, and csíkszentmihályi's flow theory. she also explores the ideas, theory, and research that reinforce the importance of assessment as an integral part of the learning process itself. with this sound foundation now established, the last half of the book puts theory into practice, and describes the significant uses of classroom assessment: to find out what students believe is true, to motivate learning, to make connections, to extend learning, and for reflection and self-regulation. earl illustrates her points effectively by drawing on classroom assignments, standards, student work, and rubrics. she shows that the first step in learning is to assess what misconceptions or knowledge gaps students have. from this diagnostic assessment, the teacher can then address the gaps, allowing students to adapt to new information. when a teacher provides thoughtful responses, the student feels supported to move forward. motivation increases when mistakes and obstacles are treated as regular parts of learning. earl asserts that another step in learning is finding patterns and organizing new knowledge, rather than just accumulating random details. assessment practices that include descriptive feedback and the different stages of model work help students understand where they are and what the learning targets are. as students gain confidence in selfassessing, they can begin to take control of their own learning and monitor their own work. they are able to think about their own thinking and knowledge, and can see that effort leads to learning. in conclusion, i recommend this book as a thoughtprovoking piece for all educators, at any stage of their career. as i was reading, memories of all the test scores, grades, and report cards of my own school years came to mind, making earl’s book even more compelling. throughout her book, earl takes the reader on a learning journey, just like the one she describes for students. she acknowledges from the start that our ideas about learning and assessment practices are deeply ingrained, but reading this book is a first step in making a critical change for both educators and students to embrace authentic, lifelong learning. anna marie guengerich is a librarian at the blommers measurement resources library at the university of iowa in iowa city, ia. annaguengerich@uiowa.edu mailto:anna-guengerich@uiowa.edu mailto:anna-guengerich@uiowa.edu education libraries, volume 37, number. 1-2, summer-winter 2014 23 a r t i c l e s classroom management and the librarian by heidi blackburn and lauren hays abstract as librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. different classroom settings such as one-shot instruction sessions and for-credit courses require different management techniques. also, individuals are often more comfortable with certain strategies compared to other strategies for managing a classroom. with different course settings and personalities of instructors the need to learn classroom management strategies must be recognized for its importance in successful classes taught by librarians. introduction academic librarians have conducted classroom instruction for well over a century, but only in the last 30 years has the focus of “librarian-as-teacher” evolved, thanks in part to the changes in academic curriculum, student body demographics, and expansion of information technology in higher education (walter, 2008). the push on many campuses to integrate information literacy skills throughout the curriculum, the growing exigency to assess information literacy skills for accreditation, and the inclusion of these skills in learning outcomes assessment place academic librarians squarely in the middle of these campus discussions. more than ever, librarians collaborate with discipline faculty and take an important role in instruction (meulemans & brown, 2001). academic librarians have “strived to expand bibliographic instruction (bi) into a larger concept information literacy as a method for ensuring their inclusion within the traditional professoriate” (davis, 2007, p. 81). many academic positions in the field now require librarians to teach “one-shot” classes where a librarian is asked to teach one session of a professor’s class. in these oneshot class sessions, librarians introduce students to library resources and/or help with a specific research project the professor has assigned. in some cases, librarians also teach semester-long information literacy courses, often without formal training (davis, 2007). regardless of the length of the instruction, the emphasis for librarians has always been on the student, through assessment, learning styles and student learning outcomes, but the librarian-as-teacher component also needs attention. what classroom skills does the instructor already have? what skills are required to manage a dynamic classroom? what happens if the focus suddenly shifts from the lecture to a student or situation? classroom management includes multiple aspects, including interaction with faculty and students, participant questions, challenges and reactions, unforeseen outcomes and potentially sticky predicaments, all meandering under the surface while the librarian focuses on the lesson at hand. it is about being prepared and knowing even over preparing cannot help in every situation. classroom management is specifically defined as “all of the things that a teacher does to organize students, space, time, and materials so that student learning can take place” (wong & wong, 2005, p. 84). instructors may be given a pre-approved curriculum or oneshot lesson plan, but ultimately decisions regarding the governing of the classroom fall to the librarian. obtaining the skills to manage a classroom is necessary for librarians to have success. education libraries, volume 37, number. 1-2, summer-winter 2014 24 literature review classroom management is one of the most influential factors for determining not only the success of the teacher, but also academic success for students (marzano & marzano, 2003). clement (2010) goes so far as to claim “…one can hardly be considered a highly-qualified teacher without a mastery of sound best-practice strategies for managing classroom time, space and student behavior” (p. 41). the training has long been left to the education field, but adequately preparing teachers in a systematic way has been a challenge for even this discipline (emmer & stough, 2001). oliver and reschly (2007) suggest teacher preparation programs move beyond a theoretical approach and should provide ample opportunities for guided practice and feedback in organizational procedures and instructional strategies, as well as implementing both preventative management strategies. clement (2010) suggests “there is no one correct way to establish classroom management and discipline. all new teachers must find their own comfortable balance between friendliness and assertiveness” (p. 43). this concern for learning classroom management skills is one that is still of utmost concern for the education field, particularly the balance of theory and field practice. in a study of 71 pre-service teachers’ orientations to classroom management, putman (2009) found student teachers might experience their first instance of full control of the classroom during pre-service teaching, which may or may not be under the guidance of the supervising teacher. as participants practiced classroom management and found success, they reported their views regarding their own abilities to implement techniques associated with the classroom teacher improved. putman (2009) also found supervising teachers were a greater influence on classroom management techniques than coursework. smagorinsky, cook, moore, jackson, and fry (2004) also indicate there can be a great divide between what university professors communicate to pre-service teachers and what they see practiced in the field. when there is growing evidence the education field finds it difficult to prepare pre-service teachers when classroom management is practiced as a field exercise in standard curriculum (ritter & hancock, 2007; stoughton, 2005), how are librarians going to be prepared when classroom teaching is not the primary focus of the profession? as avery and ketchner (1996) reported, most academic reference positions require teaching skills and this still stands true. library and information science (lis) programs offering user-education courses was well reviewed by westbrook, who noted a rise in the areas of bibliographic instruction, information literacy, and user education, terms used interchangeably for courses on instruction from the 1970s to the late 1990s (westbrook, 1999). the first lis courses specializing in user instruction were recorded in 1976, with four of the 57 accredited programs offering full time recurrent credit courses (westbrook, 1999). by 1999, more than 50% of accredited programs offered full time credit courses on library-user education (mbabu, 2009). these courses have traditionally offered training on learning theory, instructional design, teaching techniques, and program management. however, julien (2005) found that worldwide, 51.6% of library schools still offered no course in information literacy instruction. the literature regarding library instruction also emphasizes the need for additional instructional skills to be taught in lis programs. the association of college and research libraries’ (acrl) (2008) standards for proficiencies for instruction librarians and coordinators: a practical guide states that instruction librarians should have skills in communication, instructional design, planning, presentation, and teaching. the immersion program offered through acrl provides professionals a way to fill the gap in lis classroom training, including teaching participants classroom techniques, learning theory, leadership, and assessment framed in the context of information literacy (acrl, 2013). in this intensive 4.5 day training program, participants learn to education libraries, volume 37, number. 1-2, summer-winter 2014 25 “design meaningful instructional activities that address different learning styles, recognizing different student motivations, backgrounds, and experiences, in order to address student learning needs in a coherent and systematic fashion” (acrl, 2013, learning outcomes, para. 2) as well as “adopt a constructivist approach to information literacy instruction in order to develop a theoretical perspective and foundation for selecting teaching approaches and learning activities” (acrl, 2013, learning outcomes, para. 3). traditional lis courses may not spend adequate time dedicated to each aspect to prepare professionals who may be unable to participate in the immersion program (meulemans & brown, 2001). according to houtman (2010), “there is a real cost to the lack of adequate support for learning to teach in the profession” (p. 37). houtman (2010) notes librarians “use different techniques and strategies; position themselves within different learning paradigms; address different kinds of audiences on different subjects; employ different and always-changing technologies” (p. 19). partello (2005) also emphasizes the importance of librarians learning to teach so that instruction sessions are taught in a way that is effective for learning. teaching has become ingrained in the profession, with librarians in many different areas reaching a variety of patrons. a brief review of education articles by davis (2007) shows academic librarians are rarely mentioned in education, where many articles regarding library collaboration at different scholastic levels (elementary, secondary or higher education) are initiated within librarianship, not teaching. the field of education covers classroom management extensively. the literature is thorough in the examination of the concept and how instructors can best use management roles in the classroom to help students learn. when classes are well managed students have an increased opportunity to learn (marzano, marzano, & pickering, 2003) and the number one influence on student learning, other than personal abilities, is classroom management (wang, haertel, & walberg, 1993). much of literature focused on k-12 classroom management strategies, but concepts can be used and adapted for the higher education classroom. after an extensive search, the authors found no recent professional librarianship literature on classroom management techniques specifically for academic librarians. library-user instruction plays an important role in introducing library research and mbabu (2009) argues lis courses in information literacy need to position library-user instruction clearly within the larger context of student learning. mbabu’s (2007) content analysis of textbooks used for information literacy programs in lis programs showed most of the texts focused on such topics as instructional models, techniques, design and methods; learning theory and curriculum; motivation; testing; measurement; grant writing; and student assessment. a recent review of online course descriptions by mbabu (2009) showed that 49 out of 57 (86%) ala-accredited lis programs offered at least one continuing credit course dedicated to user-education, information literacy, bibliographic instruction, or instructional roles. westbrock and fabian’s (2010) survey found librarians largely learn on the job, with some self-teaching also involved, although the respondents said they would have preferred learning many of the skills at library school. they suggest a disconnect between professional education and professional responsibilities (westbrock & fabian, 2010). houtman (2010) takes this discussion one step further and suggests a disconnect between librarian’s expectations of library school instruction courses and how much coursework alone can prepare students for teaching. she proposes librarians require a broad infrastructure to support learning, one that may include formal training at library school, mentoring, support from colleagues, institutional support, continuing education, and selfstudy. education libraries, volume 37, number. 1-2, summer-winter 2014 26 walter (2008) reports the professional literature regarding librarians-as-educators falls into three categories: the degree to which academic coursework focuses on instruction available to pre-service librarians as part of their professional education, other avenues librarians have pursued to become proficient in instructional responsibilities, and the core competencies that should be mastered by a librarian to become an effective instructor. his survey of instruction librarians found most participants shared the feeling that they were not prepared for “the amount of time they would be required to dedicate to instruction in professional positions by the way in which teaching and learning (as a field of study) was treated in their professional education programs” (walter 2008, p. 64). tindell and bohlander (2012) address new and emerging concerns with classroom management. they focus on the proliferation of technology use by students while in class and found 92% of students have used a cellphone to text during class. with technology distractions so prevalent in today’s college classrooms, managing the class is crucial. bjorklund and rehling (2010) conducted a survey to determine what behaviors occurred in college classrooms that students found disruptive. twenty-three disruptive behaviors were identified and ranged from sleeping to doing homework for other classes. through this study, a need for classroom management is demonstrated from the perspective of the student. it also provides instructor librarians with a focus when considering how best to manage a classroom, based on students’ beliefs of what most disrupts the class and inhibits learning. classroom management theories and the practice of managing a classroom have varied over time. the approaches to classroom management range from discipline and managing behaviors (canter & canter, 2001) to focus on instructor training (gordon & burch, 1971). the many views on managing a classroom can make the learning process overwhelming. therefore, finding the method that works best for the person teaching is important, although what is required in managing a classroom can vary from class section to section. having a reservoir of classroom management techniques to use can help ensure the class flows smoothly (marzano, et al., 2003). davies, moen, and dykstra (2009) note a person’s view of appropriate classroom management varies based on his or her personal beliefs. this further supports the prerequisite for classroom management strategies to be taught in library school, so when the librarian is teaching he or she is comfortable knowing he or she can negotiate the situation. yet, if librarians are not learning skills such as classroom management techniques while in library school, how will they be prepared to cope with the demands of teaching? the need for classroom management skills john dewey (2008) stated, “we never educate directly, but indirectly by means of the environment” (chapter 2, para. 17). the environment is determined by how instructors manage their classrooms. the key elements of classroom management identified by mcleod, fisher, and hoover (2003) are the use of time and space, instructional strategies, and building effective relationships between students and teachers, many university instructors face classroom management concerns (oruc, 2011). with class disruptions, librarians must possess classroom management skills, as many issues can arise during an instruction session that need to be handled with professionalism (meulemans & brown, 2001). however, classroom management skills are not always at the top of the list when creating instruction. a single class session may be the only time given to a librarian and the focus is education libraries, volume 37, number. 1-2, summer-winter 2014 27 usually on guaranteeing a checklist of certain topics are covered in a productive and engaging way (meulemans & brown, 2001). without proper management though, a lesson can quickly and easily unravel. developing skills in classroom management can save instruction time and provide better learning opportunities for students. the systematic development of a lesson plan, activities and assessment require librarians to develop not only knowledge of the theoretical aspects of instruction, but also actively apply these theories in the classroom. in a national survey of new instruction librarians, click and walker (2010) found 24% of the respondents found developing and maintaining student interest and involvement to be the most difficult. for some, a lack of preparation in library school leads to a lack of confidence in maintaining a classroom full of students. for others, the insecurity stems from a lack of communication with students and/or the faculty member, if the librarian is an invited guest. padmaja (2012) notes, “effective communication skill is the heart of good classroom management” (p. 41). successful communication with students sets the stage for the class, providing students with the knowledge of the expected behavior, what the instructor plans to accomplish, and creating safe an atmosphere for asking questions and learning. this is the foundation and an easy way to start communicating with students is verbally reviewing why the librarian was invited to the classroom and writing the outline for the class on the board or posting it on the projection screen. an all-too-familiar scene is one where the students have not read the syllabus (or quickly-posted announcement, if a sudden faculty absence occurs) and are unsure why the librarian is in the classroom, particularly if the normal faculty member is not present to make introductions. the librarian should calm these apprehensions, reassure students of what is going to be covered, and how it benefits the students. a friendly introduction and firm acknowledgement the class is beginning will help get students settled and focused on the tasks. starting out the class with expectations for proper behavior and focus will help mitigate potential issues and sets the stage for a successfully managed classroom. once classes start, the types of activities used are another part classroom management. meyers, bender, hill, and thomas (2006) found conflict in college classrooms was associated with the instruction provided by the instructor; those who were caring and expressed it during class had fewer instances of antagonistic activity in the classroom. instructors who engaged with students through active learning and through class discourse had students who were more likely to pay attention and were less disruptive than professors who lectured for the entire class period. learning to manage a classroom through teaching methods, course activities, and building relationships by showing compassion and care are foundations for classroom success. for-credit courses and one-shots formal library instruction generally falls into two distinct formats: for-credit courses and one-time visits. as information literacy courses are introduced in campus-wide curricula, librarians have an increased opportunity to teach credit-bearing courses (owusu-ansah, 2004). these courses can be one, two, or three credit hours. they can be in an online, faceto-face, or hybrid format and can be accelerated or last an entire term. for-credit courses allow the instructor time to set the stage for an efficiently run classroom. the expectations for classroom behavior and engagement need to be made clear at the beginning of a course (verbally and in the syllabus), and then maintained throughout the class. changing expectations once a course has started is more difficult than starting out with firm a classroom management plan (marzano, et al., 2003). best-practices for information literacy courses include problem-based instruction and active learning (burkhardt, macdonald, & education libraries, volume 37, number. 1-2, summer-winter 2014 28 rathemacher, 2010). these tactics will keep the students engaged and demonstrate a need for the material, thereby reducing the number of classroom management issues. one-time visits (also known as “one-shots”) by the librarian present unique classroom management requirements. the librarian may have as little as 15 minutes or as much as 90 minutes to present material, engage students, and assess learning, often without ever stepping foot in the classroom before or after the singular lecture. he or she may have a defined checklist of items to be covered from the library or the faculty member or may be invited to give “the library speech” as an open-ended lecture with no further defined goals than “introducing students to the library.” in a national study on career choice and perceptions of academic librarians, davis (2007) found that 58% of the respondents had never taught a full semester or quarter course in any topic or subject, but 45% had taught “one-shot” courses at least 15 or more times per semester or quarter. virtually all respondents identified the “one-shot” bibliographic instruction session as an instruction format offered at their respective institutions (davis, 2007, p. 86). sixty-three percent of the respondents identified nervousness as their primary feeling right before teaching a class, despite formal or informal training and 13% worried about disengaged students (davis, 2007). the time constraints and specific objectives stress the need for the students to be engaged during the lesson (meulemans & brown, 2001). explaining to students at the beginning of the session what they can expect to occur throughout the class period is beneficial (vander meer, ring, & perez-stable, 2007). this communication aids in mentally preparing the students for the session and also, helps to create a natural flow for the learning. whether in a for-credit course or a one-shot session, librarians can connect at the beginning of a class with students, the start of relationship building (padmaja, 2012). when visiting courses for one-shot instruction sessions, the classroom atmosphere often depends on the tone set by the course instructor. to help combat this issue, the course instructor should discuss with the students the importance of the topic and why he or she asked the librarian to visit the class. the librarian should enlist the help of the classroom instructor to emphasize the importance of the upcoming (or current) session and ask students to give the visiting librarian the same respect and attention they would give the instructor (padmaja, 2012). this helps set the approach for the session (vander meer, et al., 2007). the expectations for classroom behavior and engagement need to be made clear at the beginning of a class or course, and then maintained. if the instructor is not present for the class, then a librarian providing an instruction session can be viewed as a substitute, and students may offer less attention and respect than a regular instructor, with a student or two even exiting the classroom. this is not always feasible, if the faculty member is ill or otherwise suddenly indisposed and the librarian is asked to speak so the class is not canceled. in this instance, the librarian should be prepared for some initial pushback, such as concerns over the missing instructor, questions about assignment dates and other anxieties are immediately voiced. again, answering questions and addressing concerns can keep the classroom on-track and help in managing students so the lesson can be delivered as smoothly as possible. general techniques many aspects of classroom management can be applied to nearly any instruction session. first, physical classroom management issues may range from technical difficulties with classroom settings (faulty computers, denied databases access and inadequate internet access) to disruptive, apathetic or absent faculty and/or disengaged students. techniques for meeting these challenges can include quick thinking and responses, creative rearrangement education libraries, volume 37, number. 1-2, summer-winter 2014 29 of lesson plan topics, patience for allowing students to make mistakes during activities and to share opinions and permitting faculty clarify assignment guidelines throughout the lesson. a sense of humor in the midst of possible classroom chaos (tornado warnings going off, emergency lights being tested, and sprinklers going off) is imperative in keeping students and instructors at ease and maintaining control of the classroom (vander meer, et al., 2007). larger classes and lecture halls bring special problems, such as widespread chitchat, late arrivals, early departures, texting, or checking email on laptops. these problems possibly relate to general student attitudes regarding large lecture classes, including a lack of respect for the instructor, the perception that large lecture courses are less valuable and that a different code of behavior is acceptable (carbone, 1998). the physical constraints and possibilities for larger spaces should be considered when planning activities, as modifications will be necessary and classroom activities should be scaled differently from in a smaller lab or classroom. second, an effective classroom manager ties class activities to learning objectives (wong & wong, 2005), benefitting both the instructor and the students. by aligning in-class activities with objectives, the instructor can confirm the planned activities (and any potential modifications) meet not only the needs of the students, but also the learning outcomes. students see the bigger picture through this alignment, and understand the activities (lecture, group work) are not without purpose. instructors should manage and lead in their classrooms (minter, 2011). whetten and cameron (1991) note that managers need leadership skills and leadership skills are also needed by managers. when classroom management is seen as leading a room full of students, the concepts and methods can be easier to understand and apply. when teaching in an unfamiliar classroom for the first time, the librarian should arrive early to set up equipment. sometimes, this is unfeasible if multiple classes are scheduled in a row, but even a few extra minutes can make the difference. this also allows time to greet students in a friendly manner as they enter the classroom. ice breakers such as comments on the weather, the current standing of the school’s team (football, basketball) or other neutral topics can help students share and connect before the lesson begins. ababneh (2012) describes communication as essential for “relationship-building” (p. 301). this can be done through the telling of a short story, a joke, or a personal anecdote. when the student feels a connection with the instructor, they will be comfortable asking questions and learning from the instructor throughout the duration of the class. relationships take time to build but time is available, in a few memorable moments in a one-shot or longer in a for-credit course time. effectual interaction between the instructor and students is fundamental for a wellmanaged class. when relationships are built between the instructor and students, the students are less likely to engage in disruptive classroom behaviors (decker, dona, & christianson, 2007). at a certain point, a class is going to veer off-topic, through such missteps as the breakdown of technology access (causing students to gravitate to distractions like checking mobile phones and/or talking to their neighbors) or through conversation (a student brings up a topic or asks a question not directly related to the lecture or demonstration). steering the class back on track is imperative and can be done through acknowledging the class is off track by saying something like, “well that was a rabbit hole!” or “now to get us back on track...” maintaining a clear path can be difficult when a student asks a legitimate question, but the answer may take too long to answer. this can be particularly difficult with relevant questions with no simple answers or regarding items of a political nature. recognize the student’s question and then let him or her know it will be answered later. if possible, let the education libraries, volume 37, number. 1-2, summer-winter 2014 30 student know at what specific part of the class he or she can expect an answer or how to find information later. conclusion effectively managing the classroom is central to the success of teaching, whether a one-shot instruction session or a semester long course. instruction skills are not a focus of most library and information science programs and therefore, learning classroom management techniques on the job or through additional training is crucial. it must be recognized that classroom management plays a significant role for any class session to run smoothly. learning the necessary skills and determining the best strategies takes time and a commitment to quality teaching. a perfect way to manage a classroom does not exist. it is necessary for librarians to reflect on their instruction to learn from mistakes and successes. taking the time to learn about different classroom management strategies is useful in aiding the instructor librarian. learning to communicate with students and faculty is one key to a positive productive classroom. when lines of communication are open then disturbances in timing, unexpected disruptions, and unforeseen events can be handled with greater ease. also, recognize oneshot sessions and semester long courses require different strategies, but there are also techniques that work in both settings. as librarians continue to expand instruction responsibilities and opportunities, classroom management cannot be ignored. references ababneh, s. 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(1974). t.e.t., teacher effectiveness training. new york, ny: p. h. wyden. houtman, e. (2010). "trying to figure it out": academic librarians talk about learning to teach. library & information research, 34(107), 18-40. julien, h. (2005). education for information literacy instruction: a global perspective. journal of education for library and information science, 46(3), 210-216. doi:10.2307/40323845 marzano, r. j., marzano, j. s., & pickering, d. (2003). classroom management that works: research-based strategies for every teacher. alexandria, va: association for supervision and curriculum development. mbabu, l. g. (2009). lis curricula introducing information literacy courses alongside instructional classes. journal of education for library and information science, 50(3), 203-210. mbabu, l. g. (2007). a content analysis of information literacy courses in master's degree programs of library and information studies. (doctoral dissertation). retrieved from http://hdl.handle.net/2027.42/64005 mcleod, j., fisher, j., & hoover, g. (2003). the key elements of classroom management: managing time and space, student behavior, and instructional strategies. alexandrea, va: association for supervision and curriculum development. meulemans, y. n., & brown, j. (2001). education instruction librarians: a model for library and information science education. research strategies, 18(4), 253-264. doi.org/10.1016/s0734-3310(03)00002-8 meuwissen, k. w. (2005). maybe someday the twain shall meet: exploring disconnections between methods instruction and “life in the classroom.” the social studies, 96(6), 253-258. meyers, s. a., bender, j., hill, e. k., & thomas, s. y. (2006). how do faculty experience and respond to classroom conflict?. international journal of teaching and learning in higher education, 18(2), 180-187. minter, m. k. (2011). learner-centered (lci) vs. teacher-centered (tci) instruction: a classroom management perspective. american journal of business education, 4(5), 55-62. oruc, n. (2011). disruptive behaviors: the conception and reaction of instructors in higher education. eurasian journal of educational research, 43, 183-197. owusu-ansah, e. k. (2004). information literacy and higher education: placing the academic library in the center of a comprehensive solution. journal of academic librarianship, 30(1), 3-16. padmaja, c. v. (2012). classroom management: an approach. the iup journal of english studies, 7(2), 39-42. partello, p. (2005). librarians in the classroom. reference librarian, (89/90), 107-120. putman, s. michael. (2009). grappling with classroom management: the orientations of preservice teachers and impact of student teaching. the teacher educator, 44, 232247. http://www.gutenberg.org/files/852/852-h/852-h.htm http://hdl.handle.net/2027.42/64005 education libraries, volume 37, number. 1-2, summer-winter 2014 32 ritter, j. t. & hancock, d. r. (2007). exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. teaching and teacher education, 23, 1206-1216. stoughton, e. h. (2005). “how will i get them to behave?”: pre service teachers reflect on classroom management. teaching and teacher education, 23, 1024-1037. tindell, d. r., & bohlander, r. w. (2012). the use and abuse of cell phones and text messaging in the classroom: a survey of college students. college teaching, 60(1), 1-9. smagorinsky, p., cook, l. s., moore, c., jackson, a. y., & fry, p. g. (2004). tensions in learning to teach: accommodation and the development of a teaching identity. journal of teacher education, 55(1), 8-23. vander meer, p. f., ring, d. m., & perez-stable, m. a. (2007). engaging the masses: library instruction with large undergraduate classes. college & undergraduate libraries, 14(1), 39-55. walter, s. (2008). librarians as teachers: a qualitative inquiry into professional identity. college and research libraries, 69(1), 51-71. wang, m. c., haertel, g. d., & walberg, h. j. (1993). synthesis of research what helps students learn?. educational leadership, 51(4), 74-79. westbrock, t., & fabian, s. (2010). proficiencies for instruction librarians: is there still a disconnect between professional education and professional responsibilities?. college & research libraries, 71(6), 569-590. westbrook, l. (1999). passing the halfway mark: lis curricula incorporating user education courses. journal of education for library and information science, 40(2), 92-98. whetten, d. a., & cameron, k. s. (1991). developing management skills. new york, ny: harpercollins publishers. wong, h. k. & wong, r. t. (2005). the first days of school: how to be an effective teacher. mountainview, ca: harry k. wong publications. heidi blackburn, mls stem librarian university of nebraska-omaha hblackburn@unomaha.edu lauren hays, mls instructional and research librarian midamerica nazarene university ldhays@mnu.edu mailto:hblackbu@ksu.edu mailto:ldhays@mnu.edu whitehead, marian r education libraries, 42:1 (2019) © education division, special library association book review kerby, m. (2019). an introduction to collection development for school librarians, second edition. chicago, il: american association of school librarians. isbn 978-0-8389-1892-0 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc according to the state of america’s libraries report 20191, 91% of the 90,400 (k-12) schools in the united states have a library media center, but not all are staffed with full-time librarians, or library media or technology specialists. that means that some of those responsible for the school library may not be sufficiently trained. an introduction to collection development for school librarians by mona kerby could make a significant difference in the ability of these individuals to perform their duties and turn a room into a successful, vibrant learning facility. in the first paragraph of the book’s introduction, ready to roll up your sleeves?, the author describes the reader she is targeting with her slim volume of 104pp. (index included): school librarians just starting in their careers, graduate candidates, and “practicing school librarians who want to improve their collections.” kerby admits that this work is not meant to replace textbooks used in graduate courses for collection development, but rather serve as a reminder of the steps needed to assure that learners have “access to quality materials” that are not “dusty, outdated, and inaccurate,” beginning with a collection development plan (p. ix). the purpose of the book is to help newly minted librarians use time wisely by focusing on what’s essential, especially during those crucial first weeks of a new term. in this, the author succeeds, admirably. the 3-5 exercises at the end of each chapter— designed to assist readers as they implement in their school what’s been covered just a few pages earlier—almost give the text the feel of a workbook. no one could doubt the bona fides of the author, a professor and coordinator of graduate programs in school librarianship at mcdaniel college in maryland. her relaxed style of writing—a pleasure to read—makes a formal book review antithetical. the work, best characterized by the chapter titles such as what do i do first? (chapter 1) and what should i learn next? (chapter 2), say it all. here, the author provides lists of tasks to tackle during those crucial first weeks of the school term along with short case studies, such as my personal selection criteria. school librarians/media specialists/technicians consulting these tables and checklists will get to know more about the learners attending their classes and the curricula being used in their schools. chapters 3 (what sources do i use to select new materials?) and 4 (what sources do i use to fill in collection gaps?) are precisely why the text is better suited for educators who are not library specialists or interns/undergraduate students who may not have 1 http://www.ala.org/news/state-americas-libraries-report-2019/school-libraries http://www.ala.org/news/state-americas-libraries-report-2019/school-libraries education libraries, 42:1 (2019) © education division, special library association completed their studies. there’s nothing innovative here, but it is a good review of what is covered in any introduction to materials selection course. even seasoned librarians will benefit from the chapter on weeding (chapter 5) and evaluating collections (chapter 6), as well as the tips for turning a complaint into a positive (chapter 7), and showcasing the collection (chapter 8). this is an extremely practical text, perfect for anyone working in a school library. where it succeeds best is helping the person associated with the library appreciate how to enlist others in a joint effort to shape the library as a valued asset of their school. get hold of this book before the start of the next school term and you’ll be prepared for years to come. it’s a thoroughly delightful read and useful to boot! education libraries, 47:1 (2024) © academic & education division, special library association book review farmer, lesley (2020). impactful community-based literacy projects. chicago, il: ala editions. 140pp., $54.99, isbn 978-0-83894803-3 (paper) reviewed by: barbie keiser information resources management (irm) consultant, washington dc impactful community-based literacy projects was inspired by the library of congress literacy awards program (https://www.loc.gov/programs/library-of-congressliteracy-awards/about-this-program/), which honors “nonprofit organizations that have made outstanding contributions to increasing literacy in the united states or abroad […]. the awards illuminate the importance of literacy while also showcasing and disseminating innovative and effective methods across the states and around the world that promote literacy” (p. vii). the author of this slim volume (140pp) is california state university, long beach (csulb) professor lesley s. j. farmer, who coordinates the teacher librarian program and manages the csu information and communication technology (ict) literacy project. professor farmer, a past editor of sla’s education libraries, has written extensively about ict, media literacy, and school libraries. in this book, they explain the importance of literacy, which they define as more than simply the ability to read. illiteracy affects individuals, families, and society. in impactful community-based literacy projects farmer uses the unesco conceptualization of literacy, which includes traditional reading, writing, and numeracy skills, contextualized as they are applied to situations and cultures, and the result of a deliberative learning process. farmer focuses on textual information and uses lc literacy award-winning projects to illustrate successful community efforts in tackling illiteracy. in chapter 1 (steps to literacy), the author explains how people learn and cultivate the literacy habit, which must be nurtured throughout life. the text helps us understand how people acquire reading skills, providing multiple examples of effective instructional practices. steps to literacy includes an extensive list of digital resources for parents and early childhood educators (preschool), elementary school for early readers (ages 6-7), transitional readers (7-8), and fluent readers who read independently and confidently (ages 8 and older). the chapter also recognizes the special needs of adults learning to read. “literacy benefits the individual, the family, the community, and society” (p. 21). literacy projects vary in terms of many factors, but all strive for similar outcomes: better and more reading, improved academics and careers, greater self-esteem and confidence, and community improvement. literacy projects (chapter 2) describes the constructs needed to ensure impactful literacy projects. according to the author: “[t]he typical project has a defined beginning and end, often with the intent that the target entity will integrate, institutionalize, and sustain the new literacy practices permanently” (pp. 2122). https://www.loc.gov/programs/library-of-congress-literacy-awards/about-this-program/ https://www.loc.gov/programs/library-of-congress-literacy-awards/about-this-program/ education libraries, 47:1 (2024) © academic & education division, special library association farmer turns to the literature to identify factors that contribute to literacy, including: • the importance of early literacy through the intervention of parents and guardians + timely intervention should a child be struggling to read and require assistance (e.g., poor vision, hearing, dyslexia). • the choice of what to read which gives the reader a sense of power, control, and personal responsibility. encouraging reading beyond a prescribed textbook, on topics that interest them, builds grammar, vocabulary, verbal and writing fluency, and general knowledge. • intellectual access to literacy resources through trained, competent, and caring teachers who can unlock the intellectual gate, motivate the reader, and provide time for self-selected independent reading, and “incorporate tests that build on prior knowledge and that link concepts” (p. 28). in chapter 3 (literacy partners), the author builds on the nature of literacy projects by describing the partnerships necessary for them to succeed. according to farmer, it takes a community that believes in the value of literacy to foster and sustain literacy efforts through groups and strategic partnerships. in literacy partners, farmer describes how to establish and nourish partnerships for community-based literacy projects that include parents, families, schools, higher education, libraries, government, nongovernmental not-for-profit organizations, and for-profit groups (e.g., commercial businesses). many groups identified in chapter 3 choose projects devoted to specific literacy issues, including social, community-based, linguistic, educational, technological, economic, and political/governmental (chapter 4, literacy issues). chapter 5 (applied literacies) discusses associated applied literacies, including health, fiscal, environmental, media, and cultural. chapter 6 (planning literacy projects) is devoted to planning literacy projects using an action research approach. here, farmer advises planners about needs assessment, goals and objectives, literacy review, target audience, project personnel, resources, setting and timing, communication, support, implementation, communication, and continuous assessment and improvement. the book’s conclusion suggests the next steps for building capacity, empowering the community, and sustaining a literacy culture. community-based literacy projects, such as those recognized by the library of congress literacy awards, provide the callout text box examples included in each chapter as models for literacy projects. each chapter ends with an extensive collection of resources to consult for further study. kammer, jenna & hays, lauren (2021). coding in school libraries education libraries, 44:1 (2021) © education division, special library association 1 research article coding in school libraries: considering an ethical approach jenna kammer1 assistant professor, university of central missouri, warrensburg, mo, usa lauren hays2 assistant professor, university of central missouri, warrensburg, mo, usa abstract this overview demonstrates the need for school librarians to consider supplementing coding instruction with ethical discussions. school librarians are increasingly incorporating coding into library instruction through play, tutorials, collaboration in content areas, and design thinking projects. to enhance students’ ethical decision making and empathy for others, school librarians can also incorporate ethical decision-making into coding activities. in this article, the authors explain why this is important, and present an ethical discussion model. these strategies may help school librarians work towards teaching social justice issues as part of coding programming. keywords: coding, school libraries, ethics 1 jenna kammer, ph.d., m.l.s., m.a. ed., is an assistant professor at the university of central missouri. she teaches library science. prior to working as a professor, dr. kammer was an instructional designer and reference librarian. 2 lauren hays, ph.d., m.l.s., is an assistant professor at the university of central missouri. she teaches educational technology. prior to working as a professor, dr. hays was an academic librarian. education libraries, 44:1 (2021) © education division, special library association 2 introduction in the book, automating inequality: how high-tech tools profile, police, and punish the poor, eubanks (2018) explains how automated systems have worsened inequalities for the poor through profiling, surveillance, and punishment. one of the reasons for this is that engineers, programmers, and data scientists themselves have preexisting bias about poverty (eubanks, 2018). bias in code occurs when programmers make choices, choose data, and select metrics without considering the ethical implications. the choices, data, and metrics are not neutral and need to be fully understood to lessen the harm that can be done. one way to reduce programmer bias is for computing professionals to consider the social and economic implications of their designs and approach their work with a “philosophy of non-harm” (eubanks, 2018, p. 212), something similar to a hippocratic oath for those working with computer systems. eubanks’ call to action is an opportunity for school librarians to consider how to teach coding with this same philosophy in mind. as educators, we were particularly inspired by eubank’s book and its message. we felt it addressed critical concerns for preparing future educators that are often overlooked in technology education. we sought to understand more about the problem of bias in technology, as well as identify how these concerns are addressed in practice. in this paper, an overview of coding in school libraries is provided, with an emphasis on identifying opportunities for school librarians to include ethical practice when working with young programmers. for school librarians in particular, the intersection of coding and information ethics is highly relevant, and the american association of school librarians (2018) have established goals related to the ethical use of information. school libraries and coding libraries that serve children increasingly offer opportunities for students to experience coding, with coding and maker activities serving as the top two tech-related activities in the library (school library journal, 2019; subramanium et al., 2019). harrop (2018) describes how libraries of all types offer coding activities for youth as part of makerspaces, coding classes, coding clubs, or code-a-thon events. libraries may offer coding to fill a gap in computer science programming in their community or school, or include it because it is an interactive, enjoyable learning experience for students (martin, 2017). in some schools, the library may also be the only location where students can access coding activities. many school libraries include coding as part of their stem programming, particularly at the elementary level where coding supports digital literacy and provides equitable opportunities for students to learn a technical skill useful in the 21st century workforce (dadlani & todd, 2015). school librarians increasingly integrate technology into learning, with many serving as technology leaders in their schools. wine (2016) explains that school librarians work in collaboration with technology specialists and may even serve as the technology specialist if there is not another professional in that role. the school library journal’s (2019) technology report also shared data that demonstrated that school librarians identify as technology experts, spearheading coding initiatives and often being responsible for technology usage or instruction within the school. in addition, the education libraries, 44:1 (2021) © education division, special library association 3 american association of school librarians (aasl) (2019) has responded to the influx of school librarian-led coding initiatives by creating a crosswalk that aligns the aasl standards with code with google’s cs first curriculum. the crosswalk explains that within each of the aasl shared foundations, there are one-hour and multi-day activities available in the cs first curriculum that school librarians can employ to meet learning goals (aasl, 2019). coding in school libraries is a fun and interactive experience for students where they can practice in a low-stakes environment, often free from assessment. however, school librarians (and many other teachers of computer science in public schools) are not computer scientists and have often received no specific training or education in the area (webb et al., 2017). whereas professional computer programmers follow a code of ethics that describes how they should act responsibly and adhere to certain practices, behaviors, and attitudes (association for computing machinery [acm], 2018), school librarians may be unfamiliar with these principles or how to integrate them into coding practice. in general, the acm code of ethics used by computer professionals explains that they should avoid harm, be honest and fair, avoid discrimination, and respect privacy and confidentiality (association for computing machinery, 2018). these principles are very similar to concepts from information ethics, a branch of ethics that is tightly woven into school library standards, and provides a framework for considering privacy, confidentiality, censorship, moral agency, and issues related to democracy and the public good (oltmann, 2018). to understand more about the integration of computer ethics in coding pedagogy for school librarians, literature that discussed the practice of teaching coding in schools was examined for the purposes of this paper. practical examples of coding with students from teachers and librarians whose primary role was not to teach computer science were sought. education and library databases were searched with keywords such as “school librarians and coding” or “coding and schools.” results were delimited to exclude literature unrelated to k-12 schools, and also to exclude literature related to teaching computer science courses. there was a wealth of existing information that explains the issue of technology bias, and a wealth of information on computer science curriculum in k-12 classrooms and libraries, but with little overlap between the two. therefore, both the problem of technology bias in coding, as well as the practice of teaching coding in schools was examined. finally, we make recommendations for integrating existing models of ethical decision-making into conversations with students around their coding projects as a strategy for teaching k-12 students about the impacts of computing. the expanding coding curriculum karsenti (2019) explains that coding is the word used to describe the process of creating code without formal computer science training, and a programmer is the job title used to describe a position that employs professionals with training in specific coding languages. both terms will be used respectively: coding, as an informal activity, and programming, as the more formal and professional version that happens within computer science curriculum. while students can code without the intention of becoming a programmer, coding programs are often implemented with the hopes that some young students from diverse backgrounds will indeed become programmers, enter the computer education libraries, 44:1 (2021) © education division, special library association 4 science profession, or use programming skills in their places of employment (martin, 2017). computer science curriculum is expanding in k-12 schools as new computer standards are developed within each state (google inc & gallup inc, 2016). coding is one component of a computer science curriculum. harrop (2018) explains that coding involves writing a sequence of commands in a specific programming language. for librarians, the strongest incentive to offer coding opportunities to children is to support lifelong learning so that they may enter careers related to computer science if they choose or use coding skills in other fields. while harrop (2018) suggests that librarians offer coding opportunities in the library to prepare students for careers that require a coding background, such as website development, engineering, or software design, others say that coding skills are useful in any career because they help to develop computational thinking as well as support digital literacy (hutchison et al., 2016). for example, hutchison et al. (2016) describes how coding can be a way of self-expression for students, and that a student fluent in a coding language can tell stories, be creative, or collaborate in a variety of ways. in countries such as finland, england, and south korea, computer science is a compulsory subject (duncan & bell, 2015; uzunboylu et al., 2017). in the united states, 39 states have, or are adopting, computer science curriculum for public schools (2019 state of computer science education, 2019). furthermore, there are computer science initiatives already in place in many countries, such as australia and new zealand. these initiatives seek to integrate computer science curriculum into existing curriculum initiatives (webb et al., 2017). the k-12 computer science framework (n.d.) was developed through a coalition of national organizations to support the development of computer science standards at the state and district levels. in the united states, computer science curricula are developing at the state level through the efforts of organizations like project lead the way, code.org, the computer science teachers organization, google, and the national math + science initiative (k-12 computer science framework, n.d.). teaching coding is a term that is synonymous with programming education, although the practice of teaching coding may have different meaning to different teachers who have varying levels of experience or are using different standards (duncan et al., 2014). for example, coding may be integrated into content or specialization areas, often by educators whose computing knowledge is self-taught or learned in professional development for educators. in elementary schools, teaching coding may refer to activities where children can integrate play while learning coding independently or use self-paced coding tutorials (kalogiannaikis & papadakis, 2017). at the secondary level, teaching coding refers more to the teaching of programming languages and is often taught within full computer science courses by teachers with more formal training (duncan et al., 2014). the problem: technology bias within the coding industry an increasing body of research suggests that technology bias has significant social ramifications for those who are already socially disadvantaged (see dadlani & todd, 2015; howard & borenstien; johnson, 2020; naidoo & sweeney, 2015; noble, 2013). digital media scholars, like noble (2013), describe how technology companies education libraries, 44:1 (2021) © education division, special library association 5 prioritize commercial interests over fair representation, thus creating technological blind spots that fail to represent specific groups of people by race, gender, or religion. however, educators can prepare students to think critically about existing inequalities in technology systems by integrating critical technology perspectives. naidoo and sweeney (2015) suggest that intentional integration of critical theories in instruction can help students identify social inequities and begin to develop solutions for them. fiesler et al. (2020) calls for an increase in computer ethics pedagogy as more teachers teach computer science principles in their k-12 classrooms. they explain that learning to use technology should involve learning how to avoid biased or harmful practices. one reason for this is that in-group bias is a general problem in computer programming, a field dominated by white men (levin, 2019). programmers may unintentionally embed their own biases in code they write. in other words, someone may be more likely to represent the social group that they are part of when making decisions (bruneau et al., 2017). in-group bias has been studied extensively to understand how people behave in groups. one of the most famous examples of in-group bias is the robbers cave experiment (sherif et al., 1961). in this experiment, boys at a summer camp were placed in small groups and separated from each other. their interactions with rival groups were studied by researchers. the researchers found that the boys would consistently show favoritism towards their own group (sherif et al., 1961). programmers and designers of artificial intelligence (ai) within many tech corporations are working to address in-group bias because of a general lack of diversity across the field (hern, 2016). algorithms, followed by or created by ai, impact what news we see, what entertainment we partake in, who we spend time with, our access to credit, and our access to public services (osoba & welser, 2017). as machine learning continues to influence the algorithms that we interact with daily, those algorithms continue to learn human biases, because the data they use to learn (social media, etc.) is biased (osoba & welser, 2017). articles in popular media, such as the guardian, have brought attention to this and have recommended that artificial intelligence ethics boards attempt to address some of these issues and set best practices to be followed (see hern, 2016; levin, 2019). bias exists in code and algorithms in many different forms. implicit bias happens when cognitive biases impact a person’s beliefs or actions towards other people (johnson, 2020). in computing, implicit bias can become algorithmic, or machine embedded, when it mimics human implicit bias (johnson, 2020). different populations experience the negative impact of machine embedded biases. villasenor (2019) identified four key challenges with bias in artificial intelligence (ai): bias built into data, ai-induced bias, teaching ai human rules, and evaluating cases of ai suspected bias. one example of aiinduced bias, described by villasenor (2019), relates to software making loan decisions. individuals from middle-income neighborhoods are more likely to make higher incomes than those from lower-income neighborhoods and thus more frequently receive approval for loans. over time, ai consuming this data could start giving individuals in middleincome neighborhoods loans because of their zip code even if they do not have as many assets as an individual from a lower-income neighborhood (villasenor, 2019). additionally, ai can have a hard time distinguishing when something is a culturally accepted practice such as tipping or when it is an unlawful practice such as bribing. finally, things that can appear to be biased are not always that, but untangling ai’s education libraries, 44:1 (2021) © education division, special library association 6 reasoning can prove challenging as the code develops on its own through machine learning (villasenor, 2019). new technologies also impact individuals in ways unforeseen by those who create tools and those who implement them. eubanks (2018) explains how new technology is keeping some members of los angeles’ homeless community on the street because they do not qualify for housing programs based on algorithmic data. similarly, in indiana, a state technology system denied coverage to families eligible for food stamps and healthcare for non-compliance without explaining how to get in compliance, thus forcing families to reapply for benefits (eubanks, 2018). the purpose of these new tools was to streamline processes and save money. instead, it created more disadvantages among vulnerable populations. google search results, based on ai algorithms, are another clear example of technological bias. after years of research, noble (2018) found that search engines discriminate against women of color and instead elevate whiteness. discrepancies in search results may not be immediately apparent, but the returned content varied greatly when terms such as black girls and white girls were searched (noble, 2018). noble (2018) found that when searching for black girls the top search results were pornography sites. in this way, algorithms can promote racism, and the results have direct implications on how search engine users perceive the world. johnson (2020) also explained how searchers are more likely to search for is my son gifted than is my daughter gifted, inadvertently training ai to mimic implicit bias patterns. algorithms are embedded into our lives in ways that are almost impossible for us to extricate ourselves from. if we engage online in any way companies capture our data and then use that data to make decisions about us as consumers, investors, and employees. this data gathering and use, and the algorithms behind it, mean we can see higher prices for products based on our purchasing history, be rejected for a loan because we are in marriage counseling, and be or not be considered for a job based on the words we use in our resumes (pasquale, 2016). these biases that exist in code and algorithms may not be intentional; but they do highlight the implicit biases and blind spots of the individuals developing the software. too often, the people who create software come from similar backgrounds and do not have a strong understanding of how their work will be implemented, or how it will impact the lives of users. additionally, the way algorithms manifest themselves in people’s lives can be unknown to their creators. many algorithms are built to learn from the data they collect; therefore, they can learn to categorize people in ways the programmers did not foresee, or specifically intend. coding practices in school libraries coding practices within libraries are often described in library professional publications. current school library trade journals were examined in order to understand how coding is taught in school libraries. four strategies for teaching coding were identified from the literature: teaching coding through play, the drag and drop tutorial, coding across the curriculum, and coding as part of design thinking projects. teaching coding through play. there are many coding toys available for children to learn coding while playing. many libraries and schools have makerspaces that include education libraries, 44:1 (2021) © education division, special library association 7 robotics, coding applications, or 3d modeling. these spaces are often for experimenting or exploring and allow students to learn coding in an unstructured, fun way. moorefieldlang (2015) describes makerspaces as sources of exploration, that include “making, hacking, inventing, crafting, or 3d printing” (p. 108). an underlying theme for makerspaces is learning, and the combination of a social space with innovative tools and resources is an ideal learning environment (willett, 2016). essentially, students use their own problem-solving strategies to play with the coding toys and learn through a relaxed and fun format. some of the tools that are commonly found in a school library makerspace are robots and other coding tools, such as squishy circuits, makey makey, or osmo, (lamb, 2016). kafai et al. (2014) recommends that activities using these tools be done in groups to encourage young coders to think about coding in teams and from a community perspective. the drag and drop tutorial. learning to code using a tutorial is a common approach for introducing computer science to youth (frederick, 2015; smith, 2018). there are a variety of free tutorials designed to teach students to code, like google’s cs first, scratch jr., hour of code, and code.org (smith, 2018). these programs provide coding blocks that students can easily manipulate. they are heavily scripted and include instructions, lesson plans, and assessments. teachers can use the lessons as is or adapt them. a program like cs first also includes a learning management system so that teachers can manage their students’ activity and completion. in addition, cs first offers reflective opportunities meant to increase students’ problem-solving abilities (google for education, n.d.). the hour of code program can be introduced in school libraries, outside of the classroom and other existing curriculum (frederick, 2015). these programs allow for librarians to provide coding opportunities to students without having to know how to code themselves (frederick, 2015). colby (2015) shared experiences after conducting an hour of code event at a high school. students with varying levels of coding experience completed tutorials that introduced them to computer programming (colby, 2015). coding across the curriculum (steam projects). school librarians are instructional partners who work with other educators to collaborate to meet curriculum and information literacy goals. coding can be integrated into an existing project in a content area to create a more meaningful coding project. moura (2018) refers to this as “coding across the curriculum”, similar in language to falkner and vivian’s (2015) technical report, coding across the curriculum: a resource review. falkner and vivian (2015) present several ways that coding can be integrated into other subject areas. for example, in a geography lesson, students can draw a map and code a robot to visit different places or write if-then statements for a storytelling assignment in an english class. hutchison et al. (2016) also recommend that coding be taught in combination with other common core standards. they provide an example of how my robot friend, a coding app (which is no longer available) in which students use an algorithm created with symbols to code a robot to stack cups, could be aligned with english language arts standards to create a more meaningful activity (hutchison et al., 2016). design thinking projects. one way to teach more robust computational concepts is to integrate design thinking. design thinking includes five stages of problem solving: empathize, define, ideate, prototype, and test (cross, 2011). cross (2011) explains that the first stage of empathize encourages students to research the needs of the user. this step is important for promoting ethics and avoiding bias. instead of designing a product education libraries, 44:1 (2021) © education division, special library association 8 the way the student wishes it to exist, the student must learn what needs the user possesses. this process builds empathy in the student (designer). design thinking can also be used to teach coding by having students think backwards about developing an app (kiang, 2015). instead of learning to code first, students are asked to start with a problem, then work through it systematically to create an app that can solve the problem (kiang, 2015). another initiative that encourages students to think about coding from a design standpoint, is the ala ready to code project. the ala ready to code project is a collaborative initiative between google and the american libraries association to integrate coding and computational thinking activities into library programming for youth (subramanium et al., 2019). subramanium et al. (2019) explains that in the ready to code initiative, google provided funding for several different libraries to integrate coding projects into the library. some of these projects utilize design thinking to encourage students to think like engineers. one of the examples shared on the ready to code website, is the feathered friends project (visser, 2018). in the feathered friends project, a school district used connected learning, design thinking, and computational thinking to enhance their coding initiative, and older and younger students worked together in a client-engineer relationship (visser, 2018). the older students took the role of engineer and interviewed younger students about their “problem” before designing a solution for them. the interviews consisted of learning more about the younger students, including their needs and use of the project, as well as how it would affect them (visser, 2018). recommendation: computer ethics pedagogy each of the strategies described above could include opportunities for the school librarian to have productive conversations around students’ ethical coding practices. school librarians must make an intentional effort to include elements that require students to think outside of their own experiences and to understand how others perceive or are affected by an application. it is important for school librarians to understand that many of the existing coding tutorials and activities are more technical in nature and need to be enhanced to encourage students to think about the impact of coding. jones (2016) suggests that ethical considerations should be embedded into student coding projects from the start. for example, a cs first tutorial is very well-designed for children to learn to code and execute tasks. it even includes reflective opportunities which support the problem-solving process. but as a standalone tutorial, it will not ask students to consider the broader social context. the tutorial needs supplementation by the school librarian to include opportunities for students to think outside of themselves and what they already understand about the world. a few simple ways to enhance a coding tutorial might be to allow students to engage in group discussions prior to coding, work in teams of diverse groups to create or test the code, or seek feedback from others after completing the project. computer ethics assumes that there are societal implications that affect core human values (life, happiness, freedom, security, etc.) when using computers (moor, 1999). specifically, wiener (1954) speculated that the rise in computing and automated systems would lead to social and ethical inequities. at the time, wiener used the term cybernetics to describe how machines would make decisions for humans and theorized education libraries, 44:1 (2021) © education division, special library association 9 that this would have implications for modern society. they recommended that those working with computers should consider the effects of automation on the individuals who will use it. in the 1950s, humans were still able to beat a computer at playing chess, however wiener predicted that computers would soon be able to learn and then beat humans, with many implications to follow. as predicted, this kind of computer-driven decision making has since been used for war games, business, and other artificial intelligence operations (bynum, 2017). computer ethics frameworks ask that these programs be developed with care and concern for others. walter maner further developed the concept of information ethics to specifically include computers and coined the term computer ethics (bynum, 2001). maner (2002) noted that computers made ethical situations more complex. to find a practical way to apply ethics to computing, maner explored the domain of ‘procedural ethics’. they found several heuristic procedures that could be used to guide ethical decision-making. one of these procedures is called the ethical decision-making model. this model was developed specifically for teenagers and is a procedure that allows students to consider conflict resolution in several ways: 1. identify stakeholders. 2. identify values: ethical and nonethical. 3. ethical values trump nonethical values. 4. if two ethical values conflict, the one that produces the greatest good for the greatest number wins. (maner, 2002, p. 349) integrating an ethical decision-making model into a classroom or existing lesson is often referred to as embedded ethics, or micro-insertion (davis, 2006). teaching ethics through an embedded ethics approach can improve students’ ethical judgement (davis, 2006). specifically, davis suggested that ethics can be integrated into a curriculum without making substantial changes. one way to do this may be to include case studies or scenarios that students can discuss (kert et al., 2012). kert et al. (2012) describes several scenarios that can be used for computer ethics education, like ethical dilemmas. these scenarios allow students to engage in decision making processes related to real life situations that arise because of computers. in one case, kert et al. (2012) used the example of a security threat, in which a student creates an algorithm that can detect security vulnerabilities in a computer system. however, a hacked company traces the attack back to the school where the student resides (kert et al., 2012). in this ethical dilemma, computer science students would consider the perspectives of the hacked company, the student, the university, and the professor, to determine the ethical issues (kert et al., 2012). school librarians in k-12 schools can also incorporate ethical discussions into their coding lessons. even if students work individually on coding tutorials, conversations before, during, or after the lesson can encourage students to think about their projects from an ethical standpoint using an ethical framework. these conversations can be led by guided questions that do not have right or wrong answers and can encourage students to think more deeply about the ethical implications of their projects. table 1 and table 2 were created to provide examples of questions that school librarians can use to guide discussions about ethics in coding. the examples include core human values and were chosen to show how school librarians can guide discussions at different grade levels. scenarios were constructed that incorporated coding activities a school education libraries, 44:1 (2021) © education division, special library association 10 librarian might experience, and questions were developed to encourage critical, ethical thinking related to the activity and within maner’s (2002) framework. these examples were inspired by moor’s (1999) seminal article on computer ethics that lists core human values. in the examples, ethical and nonethical values are included. ethical values are those values that are universally accepted (e.g. honesty, integrity) while nonethical values speak to what individuals prioritize (e.g. financial stability, efficiency) (moor, 1999). table 1. guiding questions for ethical discussions for middle school students aligned with maner’s (2002) ethical decision-making model scenario 1. scenario: a group of middle students are working on a coding project. their task is to design a technology that will help others. the group decides to write a code that will trigger a camera to record video of children playing on the playground so they can identify when a child has been bullied. the teacher wants to encourage students to think more critically about this idea. ethical procedure guiding questions (example) identify stakeholders. who is involved? who will be affected? who will be helped? who will be hurt? identify values: ethical and nonethical. what is the value of this project? what are the reasons we should create this project? what are the reasons we should not create this project? what will happen if…(e.g. a student is embarrassed about what is seen on the video? the camera records things not related to bullying? someone is accused incorrectly of being bullied? what if someone is bullied and the camera doesn’t catch it?) ethical values trump nonethical values. do any of these concerns fall within one of the core human values? (e.g. life, health, happiness, security, resources, opportunities, knowledge, privacy) if two ethical values conflict, the one that produces the greatest good for the greatest number wins is there a way to modify this system to produce more good for more people? education libraries, 44:1 (2021) © education division, special library association 11 table 2. guiding questions for ethical discussions for elementary students /aligned with maner’s (2002) ethical decision-making model scenario 2. scenario: elementary students create their own superhero using code in a block-based programming platform. the teacher wants to encourage the students to consider empathy as they design their superhero. ethical procedure guiding questions (example) identify stakeholders. who is your superhero? what powers does your superhero have? who else is in your superhero story? identify values: ethical and nonethical. what does your superhero do to help people? who does your superhero help? what are the reasons that someone would need your superhero? ethical values trump nonethical values. which of the core human values does your superhero help with the most? (e.g. life, health, happiness, security, resources, opportunities, knowledge, privacy) what do your friends find valuable about your superhero? if two ethical values conflict, the one that produces the greatest good for the greatest number wins who else could your superhero help that you did not think of before? is there anything else your superhero can do with their powers to help more people? discussion we began this paper with two goals. the first was to understand more about ethical concerns in programming, and their implications on society. the second was to understand more about how school librarians teach coding in order to identify ways to introduce ethical concepts related to technology applications. what we found was that there is very little research and even less practical application addressing computing ethics at the k-12 level. in addition, little research on the coding practices of school librarians has been published. there are, however, many current papers related to coding in school libraries, that describe engaging activities and have suggestions for school librarians who wish to build a coding program in their school. of all the examples found during this review, only the feathered friends project (visser, 2018), included discussions with students related to ethical decision making. in k-12 education, coding and computer science is a growing content area with new standards and guidelines emerging around the world. if children learn to code with others in mind at a young age, they will be well-prepared to work as programmers or in other jobs that require them to consider the impacts of their work on those affected. there education libraries, 44:1 (2021) © education division, special library association 12 are several common ways to teach code, including through games, block-based programming, and through content-based projects. as such, an ethical decision-making process, as recommended within the field of computer ethics, may allow librarians to supplement basic coding instruction with ethical conversations that encourage students to think about the greater impact of coding on others. future studies there is still work to be done in this area. one possible reason for a dearth of literature on ethics instruction in coding at the k-12 level is that incorporating ethics may be challenging due to its abstract nature. there is not always a clear correct answer. instead, students must wrestle with core human values and non-ethical values which can often result in difficult classroom conversations. the authors hope this article encourages additional work, in both research and teaching, related to the integration of ethics and the impact of computing, and its role in the school library. outside of the school library, future research could explore habits of mind that are taught in computer science courses and the impact of ethical decision-making when integrated into k-12 coding classes. in addition, lesson plans that incorporate coding tutorials with ethical practice should be more readily available. ethical case studies that are applicable to the k-12 environment could be developed. specific examples for teaching the impact of computing should also be made available for teachers. finally, school librarian and teacher education programs should include ethical frameworks. webb (2019) recommends that universities encourage students studying computer science to obtain a dual degree “in computer science and political science, philosophy, anthropology, international relations, economics, creative arts, theology, and sociology” (p. 258). additionally, webb suggests that ethics be integrated into many courses instead of being taken as a standalone course that does not directly relate to computer science curriculum. while webb recommends these changes for universities, similar crossdisciplinary discussions should be encouraged in both k-12 curriculum and information studies programs. introducing students to these important topics earlier in their schooling will help young students to critically consider how computing can impact, sustain, or improve social inequities, as well as protect or infringe on people’s rights. compliance with ethical standards the authors declare that they have no conflict of interest. this article does not contain any studies with human participants or animals performed by any of the authors. education libraries, 44:1 (2021) © education division, special library association 13 references 2019 state of computer science education: equity and diversity. 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(2017). computer science in k-12 school curricula of the 2lst century: why, what and when?. education and information technologies, 22(2), 445-468. https://doi.org/10.1007/s10639-016-9493-x webb, a. (2019). the big nine: how the tech titans & their thinking machines could warp humanity. public affairs. wiener, n. (1954). the human use of human beings: cybernetics and society. houghton mifflin. willett, r. (2016). making, makers, and makerspaces: a discourse analysis of professional journal articles and blog posts about makerspaces in public libraries. library quarterly, 86(3), 313–329. https://doi.org/10.1086/686676 wine, l. d. (2016). school librarians as technology leaders: an evolution in practice. journal of education for library and information science, 57(2), 207220. https://doi.org/10.12783/issn.2328-2967/57/2/12 https://doi.org/10.1007/s10639-016-9493-x https://doi.org/10.1086/686676 https://doi.org/10.12783/issn.2328-2967/57/2/12 from: education libraries, volume 34, number 1, summer 2011 4 dissertation 101: a research and writing intervention for education graduate students by anne switzer and sherry wynn perdue abstract the vast breadth of information sources available in the field of education and the dearth of institutional resources for native graduate writers have left many graduate students overwhelmed, struggling to conduct an exhaustive review of the literature and to compose their literature reviews. to remedy this concern, collaboration between library and writing center faculty resulted in dissertation 101, a seminar designed for graduate education students who are about to commence research for this high-stakes document. bolstering the connections between academic librarians, writing center faculty, and graduate students has proven effective in refining the information seeking, evaluation, and synthesis skills of graduate education students. the seminar, now in its second year, is presented as a model intervention, a first step toward greater institutional accountability for graduate student writers. it would be ideal if education students embarked on their graduate careers with a strong grasp of information literacy concepts. however, as has become evident through the literature and our work with graduate education students in group instructional sessions and one-on-one consultations, their information literacy still needs to be addressed. in the age of google, preparing lesson plans and classroom activities typically involves internet research, as the web has unlocked a multitude of teacher-oriented sites where practitioners share resources and experience. while such internet searches plant the foundation of good (or bad) habits with respect to information literacy, even expert web searching does not satisfy the competency standards as outlined by the association of college and research libraries (acrl). information literacy is defined as a skill set enabling individuals to “recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (acrl 2000, 2). the quandary is not that graduate education students are information deficient (they can generally find piles of information on a given topic in their field) but rather that they lack a clear understanding of research constraints and fail to compile peerreviewed scholarship, particularly seminal studies, that adequately represents existing expert knowledge. as a result, the novice researcher will be unable to proceed into the writing phase of the dissertation/thesis process. given the above difficulties and competency standards, the librarian’s objective in this intervention is to accomplish the following: help emergent scholars to recognize their information needs before composing; demonstrate the best strategies for seeking and locating appropriate information; exemplify how to evaluate the relevancy of gathered information; and finally, illustrate how to use information effectively and how to cite all sources accurately and in accordance with the expected style guide. the writing concerns of graduate education students two of three graduate writers who visit the oakland university writing center for assistance on their dissertation literature reviews struggle not only to conduct an exhaustive review of existing literature for relevant peer reviewed scholarship but also to synthesize this scholarship into a wellframed conversation about what the experts know. if this does not take place, individual authors cannot make a case for the efficacy of their a r t i c l e s education libraries, volume 34, number 1, summer 2011 5 scholarly contribution, which means they cannot defend the proposal and pursue the study. this difficulty confronting the task, however, should not been seen as an individual failure for many reasons, which will be detailed below. a paucity of peer reviewed literature identifies the research and writing needs of graduate writers. while numerous dissertation advice books with titles like surviving your dissertation: a comprehensive guide to content and process (2001), authoring a phd: how to plan, draft, write and finish a doctoral dissertation or thesis (2003), the dissertation journey: a practical and comprehensive guide to planning, writing, and defending your dissertation (2004), and your phd companion: a handy mix of practical tips, good advice and helpful commentary to see you through your phd (2006) offer advice on how to draft a dissertation, kamler (2008) has demonstrated the limitations of the dissertation advice genre as that which too often “normalizes the power-saturated relations of protégé and master” and offers a “rigid model of that dissertation that follows a set format and style,” which may not be characteristic of all dissertation tasks (p. 507). in most cases, these texts exist for only one audience—the dissertation writer him/herself—further limiting their purview because the dissertation committee needs to better understand both the complexity of the task and the specific writing needs of the graduate student writer as s/he begins composing. while the search terms “dissertation supervision” yield some publications directed at faculty (such as kamler’s 2008 article), most that address writing either do so in a cursory way or they do little more than to lament the poor quality of graduate writing. unfortunately, this institutional neglect is characteristic of writing center scholarship too. a review of all articles in the writing center journal, the only peer-reviewed publication in the field, yielded no articles that addressed the specific needs of native graduate writers. when the search was enlarged, only two eric articles were found, neither of which was published in a juried publication. after recognizing the difficulty of providing adequate support for graduate writers in her 1993 conference paper, powers advocated a pedagogy of triangulation among graduate writer, dissertation chair, and writing center faculty. in 2005, garbus addressed the issue, citing continued difficulties for graduate writers who find little institutional support for what they find to be a new and specific disciplinary task. she raises critical questions, such as “how do you write a literature review in your particular field? how do you synthesize and organize so much complicated information?” while these questions remain unanswered by writing center scholarship, the seminar we describe in this description of practice could precipitate a new examination of services that will redress this silence. in lieu of evidence based practice that highlights discipline-specific, task specific graduate writing pedagogy and practice, most graduate writers are advised to read the defended manuscript of an advisor’s student as a model for this process. the student reader is expected to infer important academic expectations. in some cases, the author has been advised by well-meaning faculty to draft summaries of each article, which they then link in a loose fashion, often without transitions that signal how one article is related to another. in this scheme, the literature review appears to restart examination of several literature talking points each time a new article is addressed. in sum, many graduate writers present an annotated bibliography at their initial consultation genuinely believing that it is a literature review. unfortunately, an annotated bibliography does not place the literature within the context of an ongoing discussion. often by the time a graduate student reaches the writing center, s/he has already composed the skeleton of two chapters, neither of which is viewed as acceptable to the thesis/dissertation director who in a frustrated dismissal or in a kind gesture suggests “go to the library/writing center.” while librarians and consultants can intervene at this moment, dissertation inertia may have already set in. in such cases, the discouraged graduate writer may delay making that appointment, which could jeopardize the timeliness of the reviewed education libraries, volume 34, number 1, summer 2011 6 literature and lead to further delays when and if the graduate writer returns to the project. given all of the above challenges, the writing faculty’s seminar objective is: • to redress the belief that academic [research and] writing is a “solitary activity for which students already are prepared” (mullen 2006, p.30; wasby 2001); • to acknowledge where graduate writers enter and where they must leave: “graduate students are novice researchers and writers who must be initiated into the culture of academic writing” (mullen 2006, p. 30); • to address the importance of careful committee instruction by allowing attendees to learn vicariously from the missteps of others; and • to offer discipline specific instruction on synthesizing a juried literature review, which is distinct from assembling an annotated bibliography or from drafting a teaching reflection. literature review while higher education in the united states emphasizes writing within the undergraduate curriculum and institutional support for the undergraduate research writer, the needs of graduate dissertation writers often go unmet and largely remain undocumented in scholarly research (dipierro 2007; lee and aitchison 2009). this institutional and disciplinary neglect has dire consequences for graduate students, their supervising faculty, the disciplines in which they compose, and the institution. depending upon the estimates, postcomprehensive doctoral program attrition hovers around 50% (dipierro 2007). while this attrition too often has been attributed solely to a weakness within an individual student, researchers now cite other contributing factors. for example, caffarella and barnett (2000) acknowledge that attempts to introduce the “scholarly writing process often come in the form of ‘too little too late,’” potentially not until students begin drafting their dissertations (p.39). the authors further demonstrate that scholarship has failed to examine how graduate students perceive their task as writers. as a result, doctoral students often “struggle in silence with issues of developing a proposal or writing a literature review, and new advisors, with little more than their own dissertation experience to serve as guide, frequently discover themselves as denizens in uncertain worlds” (dipiero 2007, pp. 369-370). this ambiguity of role and route to task is further complicated by the lack of formal research and writing education for advisors in their role as dissertation supervisors, which dipierro, director of western michigan’s graduate center for research, writing, and proposal development, implicates as the root of potential communication problems between advisor and advisee (2007). there is little support for graduate faculty, few scholarly publications exist to guide faculty as they fulfill this task, and dissertation supervision is not rewarded within most institutions (boud and lee 2009). to further exacerbate the problem facing the dissertation writer and her advisor, the literature review (the focus of the dissertation 101 seminar) is the least well understood, supported, and assessed component of the u.s. education dissertation (boote and beile 2005). boote and beile (2005) note that u.s. training in education focuses primarily on methodology and epistemology; “standards for a high quality literature review are not part of the formal curriculum of graduation expectations of even nationally ranked doctoral programs” (2005, p. 10). their research yielded a dearth of research on both the literature review and its place in the graduate program. of that which they did find, boote and beile demonstrate that faculty attitudes about the literature review in relationship to other dissertation chapters (members placed it last) reinforced its low status. the authors opine that this lack of institutional attention explains why education literature reviews were often found to be little more than poorly conceived “bits and pieces of a disorganized topic” (p.3), findings that complement complaints made by editors and education libraries, volume 34, number 1, summer 2011 7 reviewers about coverage of the professional literature within new submissions to education journals (p.4). a citation analysis of graduate literature reviews likewise signals problems with graduate students’ information literacy skills (beile, boote, and killingsworth 2004). beile, boote, and killingsworth (2004) queried source quality and comprehensiveness of dissertation literature reviews, finding that students in all institution types “cited a remarkable number of sources of questionable quality” and that selection criteria was highly influenced by what was locally owned (2004, p. 353). such studies challenge the belief that dissertation writers are capable of making choices about the literature that reflect what is scholarly, current, and appropriate for their research. if the literature review is to serve its purpose, boote and beile (2005) argue that it must demonstrate that the graduate researcher has done the following: 1) “thoroughly mined the existing literature and purposefully decided what to review” (p.7); 2) reshaped it into a synthesis that demonstrates what the experts know; and 3) made the case that the student researcher’s own study will complement, contest, or fill a gap in prior research. this is the task of dissertation 101: to introduce graduate researchers to the advanced information literacy skills needed to cull the literature and to craft a literature review that adequately represents existing knowledge and justifies the student’s dissertation study. finally, while not adequately addressed, the literature does reveal that dissertation intervention must be audience-, disciplineand taskspecific (kamler 2008). librarians switzer and lepkowski (2007) demonstrate that graduate students have different information literacy and writing needs than undergraduates. grafstein (2002), hook (2005), and witt (2003) document increased need for collaboration between libraries and writing centers to meet those needs. they likewise address the importance of discipline specific instruction for graduate education writers. garbus (2005) and powers (1993) explore other forms of collaboration—triangulated writing center consultations that involve writing expert (writing center faculty), disciplinary representative (dissertation director), and the graduate student— that might yield better graduate writing. the rest of this paper describes a seminar designed to address the information literacy and writing needs of graduate education writers at oakland university. the seminar: librarian: recognizing information needs the first competency standard for an information literate individual (at a higher education level) defined by the acrl is: the information literate student determines the nature and extent of the information needed (acrl 2000, p. 8). in the case of graduate education students, it is often their own classroom teaching experiences that shape and help articulate a research problem. the trouble with this method of identifying a research topic is that education graduate students often lack enough knowledge of the existing scholarship to determine whether their chosen problem represents a gap in the literature or simply a gap in their own understanding of the issue. consequently, many students need training in the fundamentals of research writing before they can successfully embark on their own scholarly pursuits. the seminar librarian discusses the importance of understanding key scholarly concepts, such as “comprehensive literature review,” “seminal studies,” and “peer-reviewed,” through which experts in the field propagate information. grasping the aforementioned concepts is the first step in understanding the information needed to develop a focused research topic and offers an introduction to research in the discipline. participants are also directed to interrogate the efficacy of different types of information resources (e.g., popular vs. scholarly and the value of historic vs. current scholarship) for their literature reviews. while these distinctions may seem unnecessary for this audience, it is actually education libraries, volume 34, number 1, summer 2011 8 more relevant to graduate students than to undergraduate students who usually get this training before they actually need to employ it in a high stakes document. once graduate students understand these distinctions, they are less likely to settle for what is readily available, and they express more willingness to request items via interlibrary loan, another resource the librarian introduces. refining search strategies to seek and locate information the second information literacy standard as outlined by the acrl is: the information literate student accesses needed information effectively and efficiently (acrl 2000, p. 9). graduate level research for education students is dependent upon identifying relevant databases for use in education. the seminar librarian models searching in a variety of databases such as eric, psychinfo, jstor, project muse, and dissertation abstracts, with an emphasis on more sophisticated eric features. while most graduate education students are familiar with eric, seminar participants are often unaware of eric’s more advanced functions. proficiency with the more advanced search tools, such as the thesaurus (where the descriptors are indexed), grade-level delimiters, document-type delimiters, and other features designed to help a researcher narrow or expand a search, is a primary goal of the seminar librarian’s portion of the intervention. mastering eric’s controlled vocabulary is essential to constructing and refining effective searches. discussion indicates that prior to the seminar students may have chosen key terms based on terminology used by professors, their school principal, textbook, or the newest jargon generated by educational professionals. by utilizing eric descriptors, a researcher will find words and phrases assigned to eric records, which will provide more precise search results. understanding the difference between keyword and descriptor searching saves researchers time and frustration. for example, the keywords “emotionally impaired” are commonly used by educational professionals to describe persistent, serious emotional disorders resulting in behavioral problems. the eric database, however, has assigned articles and records related to this concept with the descriptor term “emotional disturbances,” (entering “emotionally impaired” into the eric thesaurus brings one to an alphabetized list of terms and related terms, including a hierarchical list of specific diagnoses falling under the umbrella of “emotional disturbances”). in this example, using the descriptor will yield far more relevant results than the keywords “emotionally impaired.” in addition, this hierarchical list functions as a brainstorming tool by providing connected concepts. seminar students are also given a demonstration on finding relevant dissertations using dissertation abstracts via first search. many graduate students are unaware that they can initiate an interlibrary loan request to obtain a scanned copy of a dissertation indexed in this database. such material may provide an excellent model for their research, not only in terms of structure, but also as an example of studies that their advisors have previously authorized. because dissertations are not as readily available and because undergraduates do not encounter them much during their information literacy training, graduate students often fail to consult the best model available, and that is something we seek to change. utilizing a variety of databases is another concept emphasized by the seminar librarian. the nature of many education theses is cross-disciplinary, for example, special education topics such as attention deficit disorder or autism cross into psychology. therefore, to thoroughly research such topics, one must explore non-education databases, such as psychinfo, psycharticles, and mental measurements yearbook. many database platforms, such as csa and firstsearch, allow for simultaneously searching multiple databases. dissertation writers need to be aware of these tools to ensure that they find all relevant studies on their topics. evaluating the information the third information literacy standard outlined by the acrl is: the information literate student education libraries, volume 34, number 1, summer 2011 9 evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system (acrl 2000, p. 11). the outcome for this standard is apparent through the successful writing of a researcher’s literature review. first, the dissertation writer must become skilled at making informed distinctions among the many different types of education resources and become practiced at discerning which materials have been submitted by practitioners and which are published journal articles in scholarly periodicals. the heterogeneity of the eric database can be especially difficult for the novice researcher to discern. understanding the peer-review process and the various methods employed in creating eric documents, as well as the criteria by which such submissions are chosen for inclusion, is essential in learning to recognize the distinctions among different types of content. additionally, the seminar librarian explains that even when a source is from a peer-reviewed publication, the article itself may not be a research article. as such, the librarian addresses such works as book reviews, editorials, personal essays, etc. she also demonstrates how to use ulrich’s periodical directory, which helps researchers to determine which of their sources are indeed contained in juried publications. because some topic searches yield more studies than others, the librarian also models how to use the cited reference search feature of isi web of science. this helps dissertation writers determine the seminal studies related to their research. cited reference searching is a useful strategy for tracking the scholarly debate on a particular topic, but novice researchers are warned about relying too heavily on this method. in other words, to conduct an entire thesis literature review from the research of other scholarship is not advisable for a variety of reasons. the isi cannot track all journals, so depending on one’s topic, a seminal study may be overlooked unless one consults a variety of databases. recent research may be missed because it has not yet been indexed or cited. the “impact factor” can be skewed when scholars self-cite. cited reference searching is not all inclusive—books and book chapters are omitted from isi (for this reason, google scholar is also demoed during the seminar because they include books and book chapters). additionally, mistakes can be made in the tracking of citations and in the forming of the citation itself. all of these caveats should dissuade researchers from using the cited reference search as an exclusive, or even primary, search strategy, but rather it should be used as a tool for tracking seminal works. in addition to evaluating the information sources critically, information literate researchers, as the acrl criteria recommends, should be able to incorporate the found resources into their own knowledge base. therefore, a well-written literature review will reflect not only the accumulation of information but also a synthesis of that information. quotes should be accurate and used sparingly; the writing should demonstrate an emphasis on restating concepts from the material into the writer’s own words. a thorough examination and comparison of resources ought to be apparent from researcher’s literature review. it is also important that a dissertation writer’s synthesis contain original concepts, which will ideally offer something new to the discipline’s scholarly debate. using information effectively the fourth competency standard outlined by the acrl is: the information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose (acrl 2000, p. 13). this standard, for the purposes of our seminar participants, is a thorough and complete literature review. the intended audience clearly dictates the form and style, which the researcher must employ to demonstrate effective use of information. the organization and articulation of the found knowledge is integrated into a new context and passed to a writer’s advisor for approval. those researchers who do not meet this standard join the many education graduate students who finish their coursework but who do not earn a degree because their dissertation remains incomplete. therefore, education libraries, volume 34, number 1, summer 2011 10 meeting this standard is at the crux of each goal outlined for this seminar. using information ethically the final competency standard outlined by the acrl is: “the information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally” (acrl 2000, p. 14). the importance of fulfilling this competency standard is emphasized strongly throughout the seminar. it is often presumed that graduate level students understand the differences between access to free and feebased information and the rules of quoting and paraphrasing, which are further addressed by the writing center faculty member. the seminar: writing faculty committee construction a comprehensive search of available literature should be nearly complete by the time participants consider many of the issues addressed in the second half of the seminar. the writing faculty begins her presentation by stressing the importance of one issue that predates the research and writing: selecting a chair and compiling a committee. she asks participants to consider faculty members with whom they learned the most and worked best. she poses such questions as whether each was good at giving feedback and returning projects in a timely manner or whether s/he would work well with other potential committee members. can s/he serve as both a coach and a buffer as needed? this discussion is important because graduate students need a safe forum in which to discuss the politics of committees. of additional committee members, she encourages participants to consider whether or not these faculty members know the student’s work and that of the chair. will their expertise complement the project? can they work well with and defer to the chair? will they meet with the dissertation writer before s/he drafts the proposal to offer guidance? and most importantly, do the committee members understand and respect the student’s methodology? these issues must be addressed early because the literature indicates that graduate students aren’t privy to the fact that most committee members have little experience in how to help a student write such a high stakes document except for having written one themselves. while the literature designed to help graduate students complete their dissertations examines committee assembly, too often it is done with the suggestion that graduate students have the power to negotiate these hurdles (kamler 2008). further, as previously noted, too little of that scholarship is directed at the committee itself. as such, we seek to alert students to the possibility of committee difficulties and to offer our offices as potential sites of intervention. an assignment like no other as a writing center director and a faculty member who has reviewed hundreds of graduate course syllabi and assignments, the presenter also cautions participants to understand that the papers they have composed for their professors are generally unlike a dissertation (wasby 2001). reflections on practice, explanations of pedagogical choices, position statements, theoretical treatises, and lesson plans are not academic syntheses followed by one’s own primary research, the cornerstone of the social science dissertation. while course papers in the humanities are often adapted into dissertations because: 1) they generally don’t present the student’s own research, 2) they don’t include stand alone literature reviews, and 3) they can take an inductive approach to explore a theory, those produced in social sciences classes like education generally are not. these disciple-specific challenges must be articulated and discussed if a dissertation intervention is to succeed. scope of the literature review after addressing the politics of committee assembly and the rhetorical purpose of a social science dissertation as distinct from classroom assignments, the writing center faculty member offers specific guidance on how to cull and synthesize the compiled literature for a specific audience: the committee and the discipline. the education libraries, volume 34, number 1, summer 2011 11 first challenge is to help the writer understand the purpose and scope of a literature review. too often, the audience does not comprehend the difference between an annotated bibliography and a synthesis of the literature. the number one difficulty she has observed in dissertation consultations over this document is a list of article abstracts strung together as a literature review. the presenter offers such examples as an opportunity from which to learn vicariously. noting the problem is just one part of the correction, however. students need a tangible concept of the literature review, which the presenter offers in the following definition: the literature review is a professional conversation framed by a guiding concept, a well-organized presentation of the current state of topic knowledge, designed to highlight past research findings and to pave the way for the current research. its characteristics as presented follow: • an introduction that shares the persistent question(s) the reviewed literature will address and indicates how the reviewed scholarship will be framed • an organizational frame, which groups relevant scholarship by topic, chronology, theoretical approach, methodology, etc. and/or a combination of approaches • transitions organic to the discussion that indicate how different studies approach the same issues both within individual paragraphs and between paragraphs (rather than relying too heavily on headers to do all the work) • evidence of how conflicting findings within the literature might be resolved by looking at the methodology, sample size, questions asked (and not asked), etc. • a conclusion that clarifies how the literature demonstrates the efficacy of the dissertation study. does it demonstrate a gap in the literature? does it identify a conflict that needs resolution? in many cases the specific research questions for the student author’s proposed study will be shared here too. a rubric for synthesis: the source grid offering a definition that examines the parts in relation to the whole is essential, but the presenter also offers a tangible rubric for drafting this highstakes document. several years ago she created a graphic organizer entitled the source grid, which she has used successfully with hundreds of undergraduate and graduate students at oakland university (see table 1). in short, this document is a table that could be constructed as a word or excel file. the first column contains each source citation. it further indicates whether or not the text is peer reviewed and if it is a seminal work. column two contains a source summary. subsequent columns are occupied by “talking points,” defined as recurrent issues in the professional literature that will form major sections of the literature review. once the dissertation writer has determined the issues that occur frequently in the literature, s/he is ready to start entering data into the organizer. the rows are occupied by individual sources and the insight they provide to each talking point. the student enters paraphrases, quotes, and statistics for each talking point (not all articles will address every talking point) along with a page or paragraph reference number. once the source grid is complete, the dissertation writer is ready to begin composing in a piecemeal or quilting fashion. each column becomes a section of the dissertation, which is transferred into a word file. the author writes the literature review section-bysection. because s/he can see how several authors address the same issue, more sources will likely be used, better credentialing the study, and the text is more likely to be shaped by the issues rather than driven by sources. the source grid offers several advantages to a traditional outline. it allows the student researcher to recognize gaps in desired coverage before the writing begins. during the drafting stage the source grid encourages better paraphrasing, potentially reducing “patching,” because the author can see the original text or several versions of the same point as s/he starts to write. it keeps the writer focused on ideas rather than simply summarizing the study and results of each cited study. further, because it does not education libraries, volume 34, number 1, summer 2011 12 prescribe a linear progression for the literature review, it allows the author to determine the order in which the parts should come together after each section has been composed. transitions are added after the sections are drafted and arranged, which encourages the author to make them organic to the discussion rather than simply enumerating them. conclusions and implications because many of the dissertation writers we encountered were stymied by their inability to research their topics in a systematic and exhaustive manner, we turned to acrl criteria for information literacy. it is our contention that dissertation writers can become proficient researchers. information literacy improves analytical skills, thus enabling writers to craft literature reviews that integrate their understanding of existing scholarship within the framework of their theses. furthermore, the struggling dissertation writers we encounter often lack the writing proficiency to compile effective literature reviews. a disjointed, summary-based document reflects an unclear understanding of its purpose, which is to frame the existing literature and to draw attention to gaps or inconsistencies within it that justify the graduate student’s own study. this is accomplished via analysis, synthesis, and evaluation, skills that are addressed within our seminar. it is our hope that upon completing the dissertation 101 seminar, graduate writers will successfully transition from students who can complete course assignments to scholars who can make a contribution to their respective fields. while we know that the need exists (registration requests exceed capacity), we are just beginning to formally measure the impact of this endeavor. to that end, we are embarking on a study to assess the degree to which this seminar and other dissertation interventions have influenced graduate education student completion rates. further, we plan to use citation analysis, faculty surveys, and institutional data to determine if the quality of the participant submitted literature reviews has demonstrated measurable improvement. while the research to support the efficacy of this program is not yet complete, we cite the pedagogical influence of our program. some education faculty members at our institution have already embedded elements of the seminar (such as requiring students to create a source grid in developing their literature reviews) into their courses. one is also documenting the effect of this tool on her students’ success, which may also be demonstrated in future publications. with the aforementioned in mind, we have made plans to extend this seminar to other disciplines. because information literacy and academic writing is crucial in all areas of academia, this seminar and research that affirms its efficacy could provide a campus-wide opportunity to build relationships between the writing center, the library, and disciplinary graduate programs. references association of college and research libraries. (2000). information literacy competency standards for higher education. chicago: acrl. retrieved from http://www.ala.org.huaryu.kl.oakland.edu/ala/acrl/ acrlstandards/informationliteracy-competency.htm beile, p. m., boote, d. n., & killingsworth, e. k. (2004, september). a microscope or a mirror? a question of study validity regarding the use of dissertation citation analysis for evaluating research collections. journal of academic librarianship, 30(5), 347-353. boote, d. n. & beile, p. (2005, august/september). scholars before researchers: on the centrality of the dissertation literature review in research preparation. educational researcher, 34(6), 3-15. boud, d. & lee, a, eds. (2009). changing practices of doctoral education. london: routledge. caffarella, r. s. & barnett, b. g. (2000). teaching doctoral students to become scholarly writers: the importance of giving and receiving critiques. studies in higher education, 25(1), 39-52. dipierro, m. (2007, june). excellence in doctoral education: defining best practices. college student journal 41(2), 368-375. http://www.ala.org.huaryu.kl.oakland.edu/ala/acrl/acrlstandards/informationliteracy-competency.htm http://www.ala.org.huaryu.kl.oakland.edu/ala/acrl/acrlstandards/informationliteracy-competency.htm education libraries, volume 34, number 1, summer 2011 13 garbus, j. (2005, fall). tutoring graduate students in the writing center. academic exchange quarterly. retrieved january 26, 2010 from http://www.thefreelibrary.com/tutoring graduate students in the writing center.-a0138703683 grafstein, a. (2002). a discipline-based approach to information literacy. journal of academic librarianship, 28(4), 197-204. hook, s. (2005).teaching librarians and writing center professionals in collaboration: complementary practices. in j.k. elmborg & s. hook (eds.), center for learning: writing centers and libraries in collaboration (pp. 21-41). chicago, il: association of college and research libraries. kamler, b., & thomson, p. (2008). the failure of dissertation advice books: toward alternative pedagogies for doctoral writing. educational researcher, 37(8), 507-514. lee, a., & aitchison, c. (2009). writing for the doctorate and beyond. in boud, d. & lee, a. (eds.). changing practices of doctoral education. london: routledge. mullen, c. a. (2006, fall). best writing practices for graduate students: reducing the discomfort of the blank screen. kappa delta pi record, 43(1), 3035. powers, j.k. (1993, april). helping the graduate thesis writer through faculty and writing center collaboration. paper presented at the annual meeting of the conference on college composition and communication (44th), san diego, ca. (eric document reproduction service no. ed358466) switzer, a.t. & lepkowski, f.j. (2007). information literacy and the returning master’s student: observations from the library side. in proceedings of society for information technology and teacher education international conference, march 26-30, pp/ 1343-1348. san antonio, tx: association for the advancement of computing in education. wasby, s.l. (2001, june). proposal writing: a remedy for a missing part of graduate training. political science and politics, 34(2), 309-13. witt, s.w., & dickinson, j.b. (2003). teaching teachers to teach: collaborating with a university education department to teach skills in information literacy pedagogy. behavioral & social sciences librarian, 22(1), 75-95. anne switzer information services & outreach librarian assistant professor kresge library, room 239 oakland university rochester, mi 48309-4484 switzer2@oakland.edu sherry wynn perdue director of oakland university's writing center oakland university rochester, mi 48309-4484 wynn@oakland.edu mailto:switzer2@oakland.edu mailto:wynn@oakland.edu education libraries, volume 34, number 1, summer 2011 14 table 1 source grid source citation w/peer review and ranking information source summary: omitted because of space constraints. talking point one: while ug writing is the focus of american institutional writing curriculum and support services, the needs of graduate writers often go unmet. talking point two the education literature review is potentially undervalued and poorly assessed. students’ prior coursework has not prepared them for the task, and instructor feedback has not centered on this document. talking point three graduate committee members—those who supervise the dissertation and deem it acceptable— have little formal training in advising the dissertation writing process beyond having written a dissertation themselves. talking point four: while existing institutional resources, such as writing centers and libraries, are not always well equipped to serve the specific needs of graduate student writers, recent scholarship calls for more collaboration between the two to serve graduate writers. beile, p. m., boote, d. n., & killingsworth, e. k. (2004, september). a microscope or a mirror? a question of study validity regarding the use of dissertation citation analysis for evaluating research collections. journal of academic librarianship, 30(5), 347-353. status: refereed citation analysis yields an important challenge to the belief that dissertations reflect an exhaustive review of available literature. the authors find that dissertations tend to reflect only the publications available in their institutions scholarly databases, which may unnecessarily protract what writers find and cite. boote, d. n. & beile, p. (2005, august/ september). scholars before researchers: on the centrality of the dissertation literature review in research preparation. educational researchers, 34(6), 315. status: refereed “the u.s. literature on the education doctorate is reminiscent of the early research on learning to teach (widen, mayer-smith, & moon, 1999); with little or no support from solid data, the authors rely on their personal prestige to discuss problems of practice and make recommendations for improvements. but like the literature on learning to teach, the literature on learning to research must move from anecdotes, generalization, and reports of programs to systematic investigation and recommendations based on evidence” (5). literature reviews examined in their study revealed “bits and pieces of a disorganized topic” (3). authors opine that the higher education community has failed to emphasize the literature review: “we then argue that current initiatives and faculty focuses have ignored the centrality of the literature review in research preparation, in turn weakening the quality of education research” (3). “the academic community ought to be able to assume that a dissertation literature review indicates a doctoral candidate’s ability to locate and evaluate scholarly information and to synthesize research in his or her field” (4) “yet, the most obvious means of improving the situation—adding a class on literature reviewing to doctoral programs—is the least likely to be effective. such a curricular solution, as britzman (1991) noted about learning to teach, would leave the hardest task— integrating and applying the lessons from various classes in the doctoral program—to those who are least capable of doing it. that is, to review the literature in the way that we have suggested here is a very complex task that requires the integration and application of a variety of skills and knowledge that few individual faculty members have mastered” (11). “the new focus on libraries on teaching students to critically engage with information offers the possibility of successful facultylibrarian collaboration, especially in the realm of graduate literature reviewing and writing” (12). microsoft word educationlibraries_teaching materialscenter_formatted.docx education libraries, 41(2018) ©education division, special library association research article exploring the future of the teaching materials center at illinois state university: from e-textbooks to makerspaces anne shelley1 illinois state university, normal, il, usa julia m. derden2 illinois state university, normal, il, usa sally gibson3 missouri western state university, st. joseph, mo abstract in this project, co-investigators explored how college and university curriculum centers are addressing challenges with k-12 electronic textbooks (particularly acquisition, cataloging, and access) and implementing technology-focused services for pre-service teachers. the results of this research have provided guidance for planning the future of the curriculum center in milner library at illinois state university, which comprises 2.5% of the library’s holdings and accounts for almost 25% of the library’s circulation. we identified service gaps and opportunities for improvement and are in the process of acting upon our findings, such as leveraging campus partnerships, integrating makerspace technologies, and exploring different models for ordering and processing the collection. 4 keywords: textbooks, academic library curriculum centers, preservice teachers, library materials, library services 1 anne shelley scholarly communication librarian and music librarian at illinois state university. from 2012 to 2017, she was the multimedia librarian and helped support and promote media and technology use in milner library. 2 julia m. derden is the subject liaison to the school of teaching and learning at illinois state university and responsible for the large teaching materials center (tmc) located in milner library. her duties include handling a budget for all pk-12 material purchases and maintaining a current and relevant collection primarily used by preservice teachers across 28 education programs on campus. 3 sally gibson is the library director at missouri western state university. from 2013 to 2016 she was the head of cataloging, acquisitions, and processing at illinois state university. her areas of responsibility included acquisitions, cataloging, electronic resources, and processing. 4 this article is based on a research project funded by the university research grant program at illinois state university. the authors presented a poster on this topic titled "exploring the future of the teaching materials center at illinois state university: from e-textbooks to makerspaces" at the 2017 american library association annual conference in chicago, illinois. education libraries, 41(2018) ©education division, special library association introduction the teaching materials center at illinois state university’s milner library is a collection of pre-k through grade 12 curriculum materials that support the university’s pre-service teacher programs. it is a heavily used collection, as it comprises less than 3% of the library’s holdings but accounts for over 25% of the library’s circulation. while updating documentation related to collection development, cataloging and processing, instruction, and programming in the teaching materials center, the teaching materials librarian identified questions related to services that were not currently being offered in the teaching materials center, but that might help prepare pre-service teachers for student teaching and their careers. examples of these services are large format printing, ellison die cuts, and circulating devices such as tablets, smart technologies, and maker technologies. a chief question of this research project was if and how other university curriculum centers were acquiring and providing access to electronic versions of textbooks, a source that pre-service teachers often consult for grade-level-appropriate lesson plans. in the past several years, updated print copies of textbooks have become difficult for university curriculum centers to purchase. many school districts have moved toward a model of providing each student with a tablet or other electronic device, and students use the devices to access electronic copies of textbooks. publishers have responded to this shift in format by only publishing certain titles in electronic format and applying a one-user/one-license model, therefore making it more challenging for university curriculum centers to purchase or license the most current textbooks available. as time goes on, the gap between the currency of curriculum center textbooks and those resources used in k-12 curricula will be providing a disservice to pre-service teachers. there is currently no clear and reliable publishing model for k-12 e-textbooks, and there is little coverage of this topic in the library literature. literature has focused on space design and integrating digital tools so that students are engaged in collaborative learning with an outcome of producing content rather than consuming information. investigators chose to address this gap in the literature by performing site visits to peer and benchmark institutions to speak with other librarians about innovation in their curriculum centers. in addition, investigators contacted three major k-12 textbook publishers to explore what models they currently offer and to identify future trends. the teaching materials librarian invited two colleagues, the head of cataloging, acquisitions, and processing and the multimedia services librarian, to study how other university curriculum centers were addressing the issue of electronic textbooks as well as other current practices and challenges involving curriculum centers. investigators applied for and received internal funding through their college’s university research grant program, which supported their travel to seven different libraries to view the curriculum centers, discuss issues with their counterparts, and collect data to consider for implementing changes at the illinois state university teaching materials center. the project involved three prongs of exploration: identifying acquisitions, cataloging, and processing strategies for e-textbooks and other materials; managing the collection and its related services; and providing space, access, and support for technologies with which pre-service teachers need to become familiar before entering the field. objectives and outcomes of the project were twofold: 1.) to explore and document if and how e-textbooks in curriculum centers are currently acquired, cataloged, and processed; and 2.) to perform a survey of successful education libraries, 41(2018) ©education division, special library association integration of technology and innovative library spaces in academic curriculum centers, and how libraries are collaborating with stakeholders on their campuses. literature review curriculum centers to support teacher education programs at institutions of higher education have existed in one form or another in the united states since the early twentieth century. among the materials typically found in curriculum centers are picture books, fiction and non-fiction books, a professional development collection modeling one found in a school setting (with activity books, reference-type books, etc.), manipulatives, and most importantly, teacher edition textbooks covering all grades and disciplines. the importance of textbooks in the training of teachers appears early in the history of u.s. teacher education, from its apprenticeship roots in colonial times to the nineteenth-century view of textbooks as promoting mental discipline and rote learning (kohrman, 2012, p. 7). certainly, there were alternate models of teaching that were less reliant on textbooks and established curriculum, espoused by johann pestalozzi, maria montessori, and horace mann, among others. in 1922, western state normal school (now western michigan university) began a curriculum bureau that was primarily for faculty use (knauss, 1953). at about the same time, “curriculum laboratories” began to emerge as collocated materials spanning from curriculum guides, lesson plans, and teaching units to be used by teacher education students (clark, 1982, p. 1). the national education association adopted accreditation standards for four-year teacher colleges in washington, d.c. in february of 1926, which included: ix. library, laboratory, and shop equipment a. each teachers college shall have a live, well-distributed, and professionally administered library bearing specifically upon the subjects taught. at east [sic] fifteen thousand volumes, exclusive of public documents, are recommended as a minimum (nea, 1926, p. 844). by the 1930s, curriculum reform was front and center nationally, on the heels of curriculum planning that had previously occurred at the local school district level (kliebard, 1986, p. 209). early curriculum centers, often referred to as [a] “textbook exhibit library” housed at teacher preparation institutions included examples of elementary and secondary textbooks. these library collections included public school curriculum as represented in textbooks, teaching aids (charts, maps, ancillary equipment), and “[m]odel collections of books, suitable to various kinds of libraries, [and] the finer editions of children’s literature.” (rosenlof, 1929, p. 66) some publishers of textbooks and children’s books provided materials to these collections for teachers in training to examine, interact with, and use, reaching their intended audience far sooner than would have been possible by other means. some materials came to these collections from teaching faculty who donated books to be used by a greater number of people through a centrally-administered library collection (rosenlof, p. 67). in an attempt to document the processes and procedures associated with these unique types of materials, rosenlof sent surveys to 178 four-year teacher colleges and normal schools listed in the u.s. bureau of education’s educational directory for 1926 and received responses from 115 institutions. respondents provided data on their book and periodicals holdings, if the education libraries, 41(2018) ©education division, special library association curriculum center was run by a department or the institution’s library, if they offered a textbook exhibit library, and the library’s staffing and budget. based on the results of his study, rosenlof provided recommended standards for academic curriculum centers (rosenlof, p. 150). following studies included those by beatrice leary in 1938 (leary, 1938)5 and frances drag in 1947 (drag, 1947).6 in 1979, the educational and behavior sciences section of the association of college research libraries began surveying curriculum centers in the united states and canada. questionnaires were sent to accredited teacher education programs listed in the directory of the american association of colleges of teacher education, and respondents represent departmental centers, library-run branches or collections, textbook adoption centers, and research collections. the first edition of the survey was published in 1981 and included information on 187 centers, while the seventh and most recent edition was published in 2015 and covers 161 centers, down significantly from 204 in 2009 (gregor, et. al., 2015, p. 2). even with an emphasis on text-based items like textbooks and children’s and young adult literature, the variety of formats and large volume of non-print items make curriculum center materials challenging to catalog and process. in their 2002 article, loesch and deyrup discuss cataloging decisions made when making a small curriculum collection visible in their online catalog, including recataloging items individually that were previously on one bibliographic record with multiple holdings, interfiling and shelving kits with print resources, and which classification system to use (loesch and deyrup, 2002, p. 80). in these evolutionary and revolutionary times in preservice teacher education, the importance and value of curriculum centers is not in dispute, however their relevancy is largely dependent on their currency and relevancy to pedagogical approaches in the disciplines. student and teacher edition textbooks provide a major touchstone to pre-kindergarten to grade 12 preservice educators who are required in their coursework to write lesson plans mapped to learning standards and learning outcomes. ball and feiman-nemser (1988) conducted a longitudinal study of two teacher education programs where students were encouraged to avoid textbooks in order to be an effective teacher. their findings, however, indicated that textbook usage in clinical and student teaching placements was ubiquitous and that the preservice teachers were ill-equipped to critically evaluate the materials they encountered in the field. additionally, the researchers found that many preservice teachers lacked the content knowledge to develop their own curriculum at this early stage in their teaching careers. consequently, feimannemser’s (1983) teacher as learner concept should be supported in additional to pedagogical approaches and critical appraisal of publisher-prepared materials. zumwalt (1989) argues that an understanding of curriculum as inseparable from teaching allows teachers to make decisions during the curricular planning process and to square their beliefs with what they know to be sound educational practice. lloyd and behm (2005) found that elementary preservice teachers needed far more experience analyzing curriculum presented in mathematics textbooks in order to challenge their own preferences for the “familiar approach” when provided two pedagogical instructional methods to the same mathematical concept. standards-based instruction is dominating the 21st century classroom, as is prescriptive curriculum. preservice teachers should be exposed to prepared curriculum in their teacher education programs so that they will first know how to respond to questions in a job interview 5 leary’s study included information on 35 centers. 6 drag reported on 145 academic curriculum centers, a significant increase from leary’s study. education libraries, 41(2018) ©education division, special library association about their beliefs and experiences with such and secondly, to be able contribute to meaningful discussions about curriculum choices once working in a school setting. in curriculum centers, librarians often encounter preservice teachers, especially at the k-6 level, grappling with curricular content based on a standard and how to approach designing a lesson around a particular topic. how better to show an elementary education major what “science curriculum looks like in 4th grade” than to open a teacher edition textbook in either the life, earth or physical science units? these same textbooks also provide education majors with something to “critique” as they learn about their disciplinary subjects. concerns about e-textbooks with the shift toward e-textbooks/module-based content for k-12 students (davis, 2013), librarians tasked with acquiring current and relevant textbook collections are finding it difficult to navigate the new terrain of e-textbooks, and particularly the one-user licensing model, which is of little to no use to a pre-service education program. while it is still possible to purchase print teacher edition textbooks from some publishers, many ancillary materials (e.g.: test samplers and additional resource material) are provided only on cd, dvd, or online with the one-user license access code/account (mcgraw hill, 2019). these access restrictions prevent pre-service teachers from seeing and utilizing the full range of materials available to them when crafting and designing lesson plans for their coursework. librarians who serve these undergraduate education program faculty and students are concerned that future access to teacher edition textbooks (and student edition materials that might be critical to have in conjunction with the teacher materials) is on the decline, and user groups will be, if they are not already, negatively impacted. certainly, pre-service teachers become well-versed in objective/outcome development, lesson-planning, and assessment in their upper-class courses, but it is critical at this level of their coursework to have a “touchstone” when they are assigned a “second grade science lesson plan.” early childhood, elementary, and middle level majors are taught content and methods in all subjects, and secondary education majors are steeped in their discipline’s content area, but still need the construct and structure of teacher edition materials to effectively navigate ageappropriate topics for a specific grade, crafting meaningful lessons and incorporating state, national, and/or common core standards into them. while many school districts have opted to put netbooks into their students’ hands with downloaded content, this poses problems for university-based curriculum resource centers as pre-service teachers are exposed to a wide variety of materials in the course of their training— from basal reading textbooks to activity books to inquiry-based manipulatives—and the netbook model does not lend itself well to the collegiate environment with regard to k-12 teacher edition textbooks or accompanying student materials. for some preservice teachers, clinical placements may not be able to accommodate an added license for the student to use the teacher edition of the e-textbook outside of the classroom setting. this restriction hampers the clinical/preservice teacher in only being able to use time that their cooperating teacher has to stay at the school in order for them to be prepared for the coming days or weeks. during our research site visits, the e-textbook problem was on the minds of many of the librarians who actively work with these collections. a member of one institution visited for this study even went so far as to state that “we are buying as many print teacher editions as possible before they quit publishing them.” not one of the curriculum centers in the study had been approached by a k-12 textbook representative regarding sales or purchase of e-textbooks. education libraries, 41(2018) ©education division, special library association digital content has unique issues from acquisition to cataloging to access phases. curriculum centers are a special, niche market with specific needs and concerns, and most are eager to work with publishers to work through a way to get publishers’ materials into the hands of pre-service teachers and education faculty. post-site visits, the researchers began to actively contact sales representatives, beginning with the largest publishers. describing the unique role of curriculum centers in teacher preparation and as future consumers of their materials was part of a deliberate strategy to interest sales representatives to see curriculum centers as having a big impact on teachers who would one day be participating in curricular decisions and purchasing in a school district. framed in that way, curriculum centers are acknowledging that our purchasing dollars might not be as lucrative as they once were. methodology seven colleges and universities within driving distance of normal, illinois were identified as having teacher education programs supported by curriculum centers. an online survey was distributed to center representatives, followed by site visits to each location to collect data.7 in choosing which sites to visit, investigators decided to survey a variety of institution and curriculum center types, including one of each of the following: a small private college, a large public institution, a benchmark institution,8 a curriculum center within an academic library, and a decentralized curriculum center (housed in the academic department rather than the library). because of the funding level available for the project, sites had to be within driving distance of central illinois. figure 1 shows basic information about each site visit location.9 center location staffing (librarian + staff) school profile (ug=undergraduate, g=graduate) a main library 1+3 public, 21,000 ug+g b main library <1+1-2 private, 3,500 ug c main library <1+3 private, 2,000 ug +g d main library (segmented) 1+3 public, 16,000 ug+g e branch library 1+2 public, 25,000 ug+g f department library 2+2 public, 21,000 ug+g g research center 3 public, 43,000 ug+g figure 1, site visit profiles10 a separate online survey was distributed through vendor representatives to three, large k-12 textbook publishers. investigators received no responses to this survey.11 7 questions asked in the pre-site-visit survey are listed in appendix a. 8 illinois state university has identified eight peer universities in the united states as benchmark institutions. 9 questions asked during the site visit are included in appendix b. 10 consult this chart for institution designations later in the paper. 11 questions asked in the textbook publisher survey are listed in appendix c. education libraries, 41(2018) ©education division, special library association results acquisitions purchasing k-12 textbooks is a major challenge, as publishers are producing more online, supplemental materials to accompany the teacher edition textbook, and the one-user/one-license model is not suited for curriculum centers. curriculum centers surveyed are not actively purchasing electronic “regular” books, as the fte pricing model makes affordability a major obstacle. housing of unusual materials was discussed. a significant takeaway of the site visit interviews was that packaging decisions are best made before cataloging (e.g.: bags for puppets). services and collections provided at institution e are split between two locations: k-12 educational resources, services, and machine/manipulatives are part of a branch curriculum library and print resources such as textbooks and lesson planning books located in another library. in the few years prior to this interview, this institution made an effort to purchase as many print textbooks as possible. manipulatives such as puppets and educational kits are a popular service at this curriculum center. while institution b once relied on gratis copies from publishers to complete their textbook collection, these copies are generally no longer offered, and the institution has not been actively purchasing textbooks due to challenges previously mentioned. the library has involved interested teacher education faculty in collection management projects, such as withdrawing resources that are no longer used or relevant to the curriculum. while the curriculum center in this library is somewhat traditional, offering small tables for individual and group work, a circulating collection of children’s books and educational kits, it is directly adjacent to a multimedia technology lab and service point. the technology-rich space and services are available to all patrons on campus, but it is most heavily used by students enrolled in education courses. institution c has had difficulty acquiring current print textbooks from publishers. they have been relying on donations of spare sets from local school districts. as of early 2016, their most recent textbook edition was dated 2008-9. institution d noted that their textbooks are heavily used for lesson planning, so they are kept in a ready reference section. the same institution allows most other materials in their curriculum center to circulate through interlibrary loan. institution g is a reference collection located at a large research university. the majority of the collection is comprised of review copies donated by publishers. in addition to employing four staff members at a combined 3.0 fte, the center also has seven graduate assistants who work at the reference desk and catalog materials. institution f does not circulate their print textbook collection outside the library. the library has partnered with academic departments on campus for financial support to purchase textbooks, but the demand for new or more textbooks has been minimal. technical services often staff are responsible for cataloging materials in the curriculum centers in addition to other areas of responsibility. there is interest in having cataloging staff dedicated to the curriculum centers, but there is also a lack of funding for positions. dewey classification and local cataloging practices create complications. items are often unique and require original education libraries, 41(2018) ©education division, special library association cataloging. insufficient staffing can cause items to remain uncatalogued and unavailable. all curriculum centers discussed the need to have a strong working relationship with the catalogers at their institutions. at institution a, cataloging of materials is handled by two professional catalogers and three copy catalogers. responsibilities are divided by format and a variety of classification schemes are used. non-book materials are assigned accession numbers and held in a closed stack area. challenges include cataloging a large backlog of 2d and 3d objects, and kits. materials are unique and require original cataloging and determining how to organize and store the materials can be problematic. changes to state textbook adoption have negatively impacted local cataloging practices. institution b does not have a dedicated cataloger and the material is cataloged in house. the material is classed by library of congress. institution c would like to reclassify the collection into dewey decimal but lacks sufficient staffing levels and time to accomplish such a project. institution d has less than 20 hours per week dedicated to cataloging materials in the curriculum center. institution e has kits and materials that need to be packaged before cataloging. how the materials are packaged can assist with the overall check-out process and how easy it is to use the item outside of the library. one challenge is that the curriculum center is physically separated from the main library. it can be difficult to discuss the cataloging needs of the collection since those working with the collection do not always interact with those cataloging the collection. technology and media technology and related services offered varied greatly among site visit locations. one institution provided only desktop computers, while another circulated tablets, camcorders, etc. and had a technology-rich, flexible classroom equipped with smart and promethean software. several sites offered lamination, binding, ellison die cuts and machines, large-format printing, scanning, and software, equipment, and staff support for video editing projects. providing a variety of educational technologies to preservice teachers is important to prepare them for a school setting, whether needed for coursework or for additional practice. institution a offers several multimedia editing computers, which happen to be near the curriculum collection and a service point at which students can borrow a variety of circulating technologies. both this institution and institution c would have liked to offer ellison die cuts in the library, but those sets were retained or reclaimed by the teacher education department/college. institution b offers a staffed multimedia center and circulating technology service point directly adjacent to the curriculum collection. in designing the technology lab, the library worked with a team of engaged and knowledgeable students, and they also surveyed principals and technology specialists at different school districts in the state to determine what technologies are currently being used by practicing teachers. a full-time staff person oversees the technology lab, and the lab also employs several student workers who investigate emerging technologies and provide training for patrons. some of the popular services at both the curriculum center and the technology lab include binding, ellison die cuts, and large format poster printing. while not located in the curriculum center, institution d offers a technology-focused area for students. services and technology offered in this space include audio and video editing education libraries, 41(2018) ©education division, special library association workstations, 3d printers, and a small room set up as a video studio. at the time, staff were considering offering the oculus rift virtual reality system. while institution e does not have a dedicated makerspace in their curriculum library, they provide a variety of fee-based maker services and consumable products, many of which are popular with students. consumables include construction paper, card stock, poster board, and velcro tape, and other services and technology include lamination, spiral binding, a button maker, and poster printing. lamination, binding, and ellison die cuts are especially popular with patrons at this curriculum center. institution f does not have a formal makerspace but does have a room dedicated to technologies such as ellison die cuts, book binding, poster printing, lamination, and photocopying. this curriculum center circulates digital cameras, camcorders, laptops, chromebooks, and ipads, and provides other technologies in the library such as collaboration tables with monitors and a smart board with an interactive projector. institution g offers some programming that integrates technology. for example, the center collaborates with a local teacher to offer a grant-funded, two-week-long film camp in which middle-level students with below average reading ability use ipads to create video trailers for young adult novels. this institution is interested in expanding its technology use; staff plan to acquire ipads through grant funds so patrons can use the devices to view book review sites like netgalley.12 discussion data collected at the site visits revealed that textbook collections are increasingly difficult for academic curriculum centers to build and maintain. print edition textbooks typically are no longer available for free from publishers, and no sites visited are actively collecting e-textbooks. curriculum center librarians realize changes are needed but are generally uncertain of the next steps. discontinued state-adopted textbook programs contribute to the challenge. the most revealing aspect of this study is probably also its most notable limitation: because academic curriculum centers are essentially unable to collect e-textbooks, we were unable to capture much data about how these resources are acquired, processed, and distributed to users. shortly after we concluded the site visits for this research project, a working group began a separate initiative to investigate installing a makerspace in our library. some of the tools and services discussed by the makerspace working group overlapped naturally with what we discovered during the site visits, such as a button maker, comb binder, laminator, and ellison die-cuts. space and furniture have been identified in the library to offer these new tools, and they will be available for the university community and public patrons to use starting in fall 2018. these services, in particular, are important for our library to provide, as we are filling a service gap left by a popular vendor who recently vacated their space in our student union (which is adjacent to the library). although investigator attempts to engage large textbook publishers in this issue have so far been unsuccessful, we have recently connected with several small companies who are willing to discuss ways to make k-12 textbooks electronically available to university curriculum centers. 12 see netgalley, https://www.netgalley.com/ (accessed august 1, 2018). education libraries, 41(2018) ©education division, special library association conclusion more research is needed on how curriculum centers in academic libraries can help publishers understand our unique role in providing preservice teachers access to e-textbooks, which are currently largely unavailable to them based on their publishing model. additional research is needed on the possibility of outsourcing cataloging of curriculum materials to a vendor. our library will soon offer several services, such as ellison die cuts and button making, that should benefit pre-service teachers; we feel confident these services will be used in part due to the data we collected during this project. we are having early discussions with smaller publishers and vendors who supply e-textbooks. we are working to increase their awareness of the unique needs of academic curriculum centers and hope to successfully advocate for alternative publishing models. references anderson, b., & curriculum materials centers directory revision ad hoc committee of the education and behavioral sciences section. (eds.). (1996). directory of curriculum materials centers (4th ed.). chicago, il: association of college and research libraries. ball, d., & feiman-nemser, s. (1988). using textbooks and teachers' guides: a dilemma for beginning teachers and teacher educators. curriculum inquiry, 18(4), 401-423. doi:10.2307/1179386 carr, j. a. (ed.). (2001). a guide to the management of curriculum materials centers for the 21st century: the promise and the challenge. chicago, il: association of college and research libraries, american library association. catalano, a. (2015). collecting for the curriculum: the common core and beyond. santa barbara, ca: libraries unlimited. clark, a. s. (1982). managing curriculum materials in the academic library. metuchen, nj: scarecrow press. curriculum materials centers directory ad hoc committee of the education and behavioral sciences section. (2009). directory of curriculum materials centers (6th ed.). chicago, il: association of college and research libraries. davis, m. r. (february 6, 2013). ‘big three’ publishers rethink k-12 strategies. education week: digital directions. retrieved from https://www.edweek.org/dd/articles/2013/02/06/02textbooks.h06.html. drag, f. (1947). curriculum laboratories in the united states. education monograph, no. 15. san diego: curriculum laboratory, office of the superintendent of schools, san diego county. gelber, n. (2013). managing a curriculum materials collection: one academic library experience. collection management, 38(1), 51–66. https://doi.org/10.1080/01462679.2012.731033 education libraries, 41(2018) ©education division, special library association gregor, m., kohrman, r., lueck, l., teel, l., & walker, j. (2015). directory of curriculum material centers and collections (7th ed.). chicago, il: association of college and research libraries. kliebard, h. m. (1986). the struggle for the american curriculum, 1893-1958. boston: routledge & kegan paul. knauss, j. o. (1953). the first fifty years: a history of western michigan college of education, 1903-1953. kalamazoo, mi: western michigan college of education. kohrman, r. (2015). current condition of michigan curriculum materials centers and collections in academic institutions. education libraries, 38(1), 8–15. lare, g. a. (2004). acquiring and organizing curriculum materials: a guide and directory of resources. lanham, md: scarecrow press. leary, b. l. (1938). curriculum laboratories and divisions: their organization and function in state departments of education, bulletin 1938, no. 7. washington, dc: government printing office. lehman, l. j., & kiewitt, e. l. (eds.). (1985). directory of curriculum materials centers (2nd ed.). chicago, il: association of college and research libraries. lloyd, g. m., & behm, s. l. (2005). preservice elementary teachers' analysis of mathematics instructional materials. action in teacher education, 26(4), 48–62. loesch, m. f., & deyrup, m. m.. (2002). cataloging the curriculum library: new procedures for non-traditional formats. cataloging & classification quarterly, 34(4), 79–89. https://doi.org/10.1300/j104v34n04_08 mcgraw hill education. (2019). 2019 mathematics 6-12 catalog. retrieved from https://s3.amazonaws.com/ecommerceprod.mheducation.com/unitas/school/catalogs/2019/2019-mathematics-catalog.pdf. miller, j., & meyer, n. (2008). transforming a curriculum center for the 21st century at eastern washington university libraries. education libraries, 31(2), 19–30. mirtz, r. (2010). from information to learning: pedagogies of space and the notion of the commons. college & undergraduate libraries, 17, 248–259. https://doi.org/10.1080/10691316.2010.487446 national education association of the united states. (june 27–july 2, 1926). proceedings of the sixty-fourth annual meeting. philadelphia, pennsylvania. osier, d. v., wright, c., lawrence, j., collins, m. e., & anderson, b. (1990). directory of curriculum materials centers (3rd ed.). chicago, il: association of college and research libraries. rosenlof, g. w. (1929). library facilities of teacher-training institutions. new york: teachers college press. sullivan, r. m. (2010). common knowledge: learning spaces in academic libraries. college & undergraduate libraries, 17, 130–148. https://doi.org/10.1080/10691316.2010.481608 zumwalt, k. (1989). beginning professional teachers: the need for a curricular vision of teaching. in m.c. reynolds (ed.) knowledge base for the beginning teacher (pp. 173184). elmsford, ny: pergamon press. education libraries, 41(2018) ©education division, special library association appendix a – pre-site visit survey questions 1. what is the name of your institution's curriculum center? 2. where is your institution's curriculum center located? a. main library b. satellite library c. part of college or school of education d. other (please specify) 3. how many years has your institution had a curriculum center? a. 0-10 b. 11-20 c. 21-30 d. 31+ 4. what are the hours of the curriculum center? a. [indicate hours open each day of the week] 5. is there a dedicated librarian for the curriculum center? a. yes b. no. if not, please indicate other responsibilities with curriculum center duties. c. other (please specify) 6. how many dedicated staff members support your curriculum center (do not include yourself in this total)? a. less than 1 fte b. 1-2 fte c. 3+ fte d. other (please specify; please provide details) 7. is your institution a state depository and/or review center for textbooks? a. yes b. no 8. which of the following services does your institution provide (whether in the curriculum center, library, both, other, none)? a. lamination b. die cuts c. materials for “make and take” (e.g. poster board, colored paper, etc.) d. workshops for “make and take” e. e-textbooks f. e-books (please specify picture books, novels, etc. in the textbox below) 9. does the curriculum center have a separate collection development policy? a. yes b. no 10. does the curriculum center have its own challenged book policy/procedure(s)? a. yes b. no 11. how many cataloging staff support the curriculum center? a. we do not have a dedicated cataloger/staff for the curriculum center. b. less than 1 fte education libraries, 41(2018) ©education division, special library association c. 1-2 fte d. 3+ fte 12. is the curriculum material cataloged in-house or outsourced? a. in house b. outsources c. other (please specify) 13. is the curriculum center collection divided into sub-collections? please check all that apply. a. print books b. kits, games, manipulatives c. textbooks (student and/or teacher editions) d. multimedia e. other (please specify) 14. how is the curriculum material classed? a. library of congress (loc) b. dewey decimal (ddc) c. combination of loc and ddc d. other (please specify) 15. how are teacher edition e-textbooks available? a. we do not provide e-textbooks b. single device c. web-based d. single user log in e. multi-user access f. other (please specify) 16. have you made any changes to acquisition, cataloging or processing policies and/or practices within the past two calendar years? if yes, please explain. a. yes (provide details below) b. no c. details, if yes 17. how does your curriculum center's mobile devices (laptops, tablets, etc.) circulate? a. through ils circulation b. manual checkout c. we do not provide mobile devices d. other/details 18. what is your experience with technological challenges/restrictions (e.g. digital rights management, single license only availability for e-textbooks, etc.) involved with etextbooks/technology, if any (if none, please answer n/a)? 19. please indicate which services are offered at either the curriculum center and/or library. check all that apply. a. computers b. handheld devices (ipads, other tablets, etc.) c. specialty software (e.g. multimedia production) 20. please indicate the curriculum center's most recent fy budget amount(s) below: a. collection budget amount b. technology budget amount education libraries, 41(2018) ©education division, special library association c. other budget amount 21. what is the fte (enrollment) of your institution? a. 1-2,000 fte b. 2,001-5,000 fte c. 5,001-10,000 fte d. 10,001-15,000 fte e. 15,001-20,000 fte f. in excess of 20,001 fte g. please provide the number or percentage of education majors (if known) below education libraries, 41(2018) ©education division, special library association appendix b – site visit questions 1. tell us about curriculum center. 2. tell us about your textbook acquisition and circulation processes. 3. tell us about your vendor relationships/approval plans. 4. tell us about your makerspace or plans for building a makerspace. 5. tell us about your most popular services. 6. tell us about your least successful services/ideas. 7. are you willing to share any relevant documentation with us? 8. tell us about your staffing. 9. tell us about any cataloging challenges or local practices. 10. tell us about any emerging technologies you’ve implemented to support your curriculum center. 11. what are some of the biggest challenges you face? 12. what would you like to do in the next three years? education libraries, 41(2018) ©education division, special library association appendix c – textbook publisher survey questions 1. please indicate the name of your publishing company. 2. do you make special accommodations for academic library acquisitions of teacher education textbooks? if yes, please indicate what accommodations you make in comments. a. yes b. no c. don’t know d. comments 3. do you currently provide a purchasing and use model for institutions that support teacher education? a. yes b. no c. don’t know 4. please indicate which of the following is available to academic institutions with curriculum centers that serve education majors (check all that apply). a. print student edition textbooks b. print teacher edition textbooks c. e-textbook for student edition d. e-textbook for teacher edition e. don’t know f. if you checked print student or print teacher edition textbooks above, please indicate the number of years you intend to continue doing so 5. please indicate which of the following pk-12 textbooks your firm (and its imprints) publishes. (note: if your firm publishes k-6, please check the pk-6 option). a. pk-6 reading b. pk-6 language arts c. pk-6 math d. pk-6 social studies e. pk-6 science f. middle level/jr. high reading/literature g. middle level/jr. high english h. middle level/jr. high math i. middle level/jr. high social studies/history/geography j. middle level/jr. high science k. secondary (high school) literature l. secondary (high school) english m. secondary (high school) math n. secondary (high school) social studies/history/geography o. secondary (high school) science p. other (please specify) 6. if you sell e-textbooks to academic institutions with curriculum centers that support preservice teacher education, please indicate which of the following options are applicable (check all that apply). education libraries, 41(2018) ©education division, special library association a. one user-one license b. unlimited use of e-textbook c. flat rate pricing on e-textbooks, negotiated with the institution d. pricing based on institution’s fte e. pricing based on institution’s pre-service teacher education fte f. recurring licensing cost g. don’t know h. we do not sell e-textbooks to academic institutions 7. if you sell e-textbooks to academic institutions with teacher education programs/curriculum centers, please indicate the following hardware/software/platform options (check all that apply). a. we provide recommended hardware requirements for our e-textbooks b. we provide recommended browser requirements to be used with our e-textbooks c. our e-textbooks are available through an app d. our e-textbooks are available for use on one device e. our e-textbooks are available for use on multiple devices 8. please indicate any additional information that might benefit the research we are doing on etextbooks and academic institutions with curriculum centers. education libraries, 41(2018) ©education division, special library association appendix d – informed consent form informed consent to participate in research: participant information to consider before taking part in research that has no more than minimal risk. title of research study: exploration of the materials, services, and administration in a 21stcentury teaching materials center (tmc) we are librarians at milner library, illinois state university. we are conducting research on planning the future of the teaching materials center in milner library, illinois state university. we are studying how other curriculum centers are preparing pre-service teachers for the field. specifically, we will be asking participants general questions about how they are navigating the challenges of k-12 e-textbooks, acquisitions and cataloging of these materials, as well as technology-related services to support pre-service teachers. institutional consent has already been obtained; please see attached document. what will i be asked to do? we would like to visit with librarians and library staff who work with the curriculum center materials, specifically the acquisition, cataloging, management, and delivery of k-12 teacher edition physical and/or e-textbooks. photographs of facilities, collections, technology will be taken for the purposes of capturing operations of the curriculum center, and will be used according to the wishes of the institution. the people who choose to participate in this research will be asked to do the following: 1) initial institutional informed consent • this document must be reviewed, approved, and returned by an institutional representative prior to the researchers contacting participants at your institution. • this step has already been completed. 2) initial e-mail survey • sign informed consent (via an online survey) • complete survey (online) approximately 15-20 minutes 3) site visit to institution • meet for no longer than one business day at a mutually agreed upon time, prior to june 2016 • respond to site visit questions here are the following instruments and questionnaires we will be using and why they are being used. instruments purpose informed consent from institution obtain voluntary consent informed consent from individual(s) obtain voluntary consent survey (online) obtain baseline information on curriculum center education libraries, 41(2018) ©education division, special library association site visit obtain more detailed information about curriculum center questionnaires duration survey (online) 15-20 minutes site visit not to exceed one business day why is this research being done? institutions that have pre-service teacher education programs tend to have curriculum centers comprised of materials that support that demographic. the most unique and critical items in curriculum center collections is student and teacher edition textbooks—their organization, availability, and access to them. by all indications, the industry shift is towards publishing these materials in electronic format. the purpose of this research is to visit with librarians at institutions similar to ours who are experiencing concerns and challenges in terms of acquisitions, management, and access. by doing this research, we hope to learn about the concerns and best practices regarding challenges of k-12 e-textbooks in peer institution curriculum centers. why am i being invited to take part in this research? you are being invited to take part in this research because it has a curriculum center. participation is voluntary. if your institution takes part in this research, it will be one of about 7 institutions to do so. are there reasons i should not take part in this research? the risks associated with this research and your participation are no more than what you would experience in real life. as a benefit, your participation will contribute to the literature on the changing climate of curriculum material centers and how best to deal with the shift in the publishing industry regarding their model of publication of student and teacher edition textbooks and distribution issues that impact curriculum centers. if you do decide to participate, you may withdraw from participation at any time, but in doing so, the inclusion of your institution as part of our survey and site visits will cease. there is a slight chance of the loss of confidentiality as results of this research may be published in an article or presented at a conference. while every attempt will be made to generalize our findings, it may be necessary to identify institutions and there is a slight risk of you being associated with your institution. there is a very slight possibility for loss of employability. what other choices do i have if i do not take part in this research? you can choose not to participate. where is the research going to take place and how long will it last? the site visit will take place at a mutually agreed upon date and time and the length of the visit shall not exceed one business day. what possible harms or discomforts might a participant experience by taking part in the research? education libraries, 41(2018) ©education division, special library association the risks associated with this research are no more than what a person would experience in real life. complete confidentiality cannot be guaranteed. only researchers will be aware of privately identifiable information. what are the possible benefits i might experience from taking part in this research? by participating in this research study, participants will contribute to better understanding by librarians of emerging publishing models with k-12 teacher edition e-textbooks and management of those materials. the results of this study may give agency to the collective of curriculum center staff in approaching textbook publishers about the needs of this niche, yet important, constituent group. what will it cost me to take part in this research? it will not cost you any money to be part of the research. the sponsor of this research will pay the costs associated with the study, such as travel and salary. however, we will be meeting with individuals during working hours, hence some of your university-paid time will be taken up. how will confidentiality be maintained? the information obtained in this research will be treated as confidential and will not be released to any person without the institution’s or individual’s expressed written consent. the researchers will keep the participants’ responses confidential. however, complete confidentiality cannot be guaranteed since other participants may know that your institution is participating and may mention conversations they experienced during the site visits with others outside the study. the data will be presented in aggregate. no individual names or data will be used. carnegie classifications will be used in research presentations or publications to discuss research findings at different institutions. no one other than the research team will have access to your institution’s data, including online survey responses and information gathered during the site visit. finally, remember that it is no individual person's or institution’s data that interest us; we are studying awareness of the research problem and potential development of best practices. how will you keep the information you collect from me secure? how long will you keep it? information collected will be kept for 5 years. the electronic data will be kept on a password protected computer and hard copies of data will be kept in a locked filing cabinet in the primary investigator’s locked office. all data will be kept secured, in accord with the standards of the university and federal regulations. what if i decide i do not want to continue in this research? you may discontinue participation at any time. if you decide you no longer want to be in this research after it has already started, you may stop without penalty of loss of benefits. whom should i contact with any questions? if you have questions about your rights as someone taking part in research, you may contact the research, ethics, and compliance office at 309-438-2529 and/or rec@ilstu.edu. i would like to grant permission to take part in this research. what should i do now? education libraries, 41(2018) ©education division, special library association the person obtaining informed consent asks you to read the following. if you agree, you should sign this form: • i have read (or had read to me) all of the above information. • i am at least 18 years of age. • i have had an opportunity to ask questions about things in this research i did not understand and have received satisfactory answers. • i know that our institution can stop taking part in this study at any time. • by signing this informed consent form, i am not giving up any of my rights. • i have been given a copy of this consent document, and it is mine to keep. • after providing written consent by signing below, please scan the entire form and e-mail the file as a pdf attachment to the principal investigator participant name (print) signature date participant institution (print) participant department (print) from: education libraries, volume 34, number 2, winter 2011 32 workplace information literacy compiled by chris bober research reports ali, r., & katz, i. (2010, august). information and communication technology literacy: what do businesses expect and what do business schools teach? (ets rr-10-17). retrieved from educational testing service website: http://www.ets.org/media/research/pdf/rr-10-17.pdf one of the recent trends reported in the literature on the 21st century workplace is the convergence of information literacy and technology literacy, or ict literacy. ict literacy includes seven key performance areas: “defining a need for information, accessing information via technology, evaluating online information, managing digital information, integrating information from varied digital sources, creating information, and communicating information through technology.” the authors report on two qualitative studies that used questionnaires which were sent to human resources consultants and to business faculty to measure the extent to which these skills were valued by employers and taught in business schools. findings indicated that while employers highly value ict literacy skills, students were not entering the labor force with these skills as they were not being integrated into the business school curriculum. conference papers kirk, j. (2004). information and work: extending the roles of information professionals. paper presented at the australian library and information association 2004 biennial conference. retrieved from http://conferences.alia.org.au/alia2004/pdfs/kirk.j.paper.pdf this paper reports on a research study on fifteen senior managers from two public sector organizations. the study identified five different experiences of information use. it was discovered that information use was not an individual activity, but was embedded in complex social relationships within the workplace. the process of developing new knowledge “is often a highly social one that relies on the exchange of information and interaction with trusted others.” the study also explored the unique opportunities for extending the roles of information professionals on the use of information in the workplace: “by attending to the informational, organizational and personal elements that shape information use there remains the prospect of offering personalized information services to senior managers that will benefit the organization.” peer reviewed journal articles cheuk, b. (2008, september). delivering business value through information literacy in the workplace. libri, 58(3), 137-143. retrieved from http://www.librijournal.org/pdf/2008-3pp137-143.pdf this paper presents a case study of how a large multinational environmental consulting firm integrated information literacy on a limited scale into its newly created knowledge management training program. this training program was developed partly to address the problem of information overload in the workplace. a ‘global knowledge sharing team’ was established, consisting of four information professionals. their first task was to explore the “range of existing and potential information problems that employees experience at work…” the team adapted their information literacy strategy from bruce’s seven faces of information literacy and came up with a scaled down version that targeted senior managers and consultants. it was r e s o u r c e s o n t h e n e t http://www.ets.org/media/research/pdf/rr-10-17.pdf http://conferences.alia.org.au/alia2004/pdfs/kirk.j.paper.pdf http://www.librijournal.org/pdf/2008-3pp137-143.pdf education libraries, volume 34, number 2, winter 2011 33 successful on this limited scale but the author acknowledged that much work needed to be done in order to provide more than basic training to all staff in the organization. hadley, s., & hacker, k. (2007). embedding information literacy into staff development in an acute national health service (nhs) trust. journal of information literacy, 1(2). retrieved from http://jil.lboro.ac.uk/ojs/index.php/jil/article/view/afp-v1-i2-2007-3/15 hadley and hacker describe the evolution of a course that integrated some components of information literacy skill development into a program that was designed for healthcare personnel, specifically nurses and support staff. when first launched, it featured “a mixture of taught sessions, group discussions, individual tutorials and hands on literature practice.” based on experience and feedback, the course was later restructured to include a more learner centered approach. it was later found that the needs of individual learners were not being met. it was recommended that future iterations of the course should include a series of integrated modules which learners could select according to their individual needs, and also feature opportunities for e-learning to allow for more self directed learning. kirton, j., & barham, l. (2005, november). information literacy in the workplace. the australian library journal, 54(4). 365-376. retrieved from http://www.alia.org.au/publishing/alj/54.4/alj.vol_54_no_04_2005.pdf#page=41 this literature review focuses on recent research and studies relevant to information literacy in the workplace. the authors report that very little to date has been published about the role and value that information literacy has in the workplace, and even less about the contributions of special libraries in this process. the authors conclude that the “growth and importance of information and communications technologies and resources, coupled with the need for staff to be information literate, provides a unique opportunity for special librarians to prove their value by playing a greater role in their organizations.” lloyd, a. (2007). recasting information literacy as sociocultural practice: implications for library and information science researchers. information research, 12(4). retrieved from http://informationr.net/ir/12-4/colis/colis34.html lloyd proposes a radical shift in library and information research on workplace information literacy away from skills based literacy towards a more holistic model that examines the sociocultural outcomes of engaging with information. two qualitative interview based studies were conducted on nonprofessional emergency response team members and their use of information in training and in practice environments. the complex process of how novice learners in training transition into practitioners is profiled through their engagement with information, where they “are drawn away from the artificial constructs of practice constructed in preparatory training, towards collective stories and workplace practices which reflect the realities of actual work.” somerville, m.m., & howard, z. (2008, august). systems thinking: an approach for advancing workplace information literacy. the australian library journal, 57(3), 257-273. retrieved from http://alia.org.au/publishing/alj/57/alj_vol57_no3_2008.pdf#page=55 this is a report of a three year case study on developing workplace information literacy competencies amongst library professionals at california polytechnic state university. a systems thinking approach was used to build on previous research on the contribution of workplace socialization processes (collective experiences) in creating an organizational learning environment. the study adds further credence to moving http://jil.lboro.ac.uk/ojs/index.php/jil/article/view/afp-v1-i2-2007-3/15 http://www.alia.org.au/publishing/alj/54.4/alj.vol_54_no_04_2005.pdf#page=41 http://informationr.net/ir/12-4/colis/colis34.html http://alia.org.au/publishing/alj/57/alj_vol57_no3_2008.pdf#page=55 education libraries, volume 34, number 2, winter 2011 34 the focus away from the individual experience, as information literacy “develops within a workplace context and is collectively experienced at both group and organizational levels.” web sites centre for education and work. (2011). retrieved from centre for education and work website: http://www.cewca.org/ the centre for education and work (cew) is a non-profit organization based in winnipeg, manitoba, whose stated mission is to “create, innovate and commit to developing products and services for workplace learning and adult learners.” this site includes the workplace essential skills learning assessment tool (weslat), a free application that can be used to assess the state of learning in organizations. recent cew projects include collaborating with “researchers across canada to observe and document six learning organizations.” international federation of library associations and institutions, information literacy section. information literacy international resources directory. (n.d.) retrieved from http://www.infolitglobal.info/directory/en/home this directory was created by the information literacy section of the international federation of library association and institutions ( ifla), on behalf of unesco. updated regularly, it acts as a repository of information literacy materials from diverse parts of the world. the browsable database is divided into five main subject areas: products for users, publications, organizations, training the trainers, and communication. chartered institute of library and information professionals (cilip). journal of information literacy. (2010). retrieved from loughborough university library open journals website: http://ojs.lboro.ac.uk/ojs/index.php/jil/index the journal of information literacy “is an international, peer-reviewed, academic journal that aims to investigate information literacy (il) within a wide range of settings.” it is a useful source for current awareness of information literacy in the workplace produced semi-annually, it is an open access publication with searchable archives going back to its inaugural issue in 2007. it is indexed in h.w. wilson’s library literature & information science full text and in ebsco’s library, information science & technology abstracts (lista). national adult literacy database. (2011). nald@work. retrieved from national adult literacy database website: http://www.naldatwork.ca/ canada’s national adult literacy database (nald), founded in 1989, is a digital library whose mission is to provide literacy and essential skills information and resources. nald@work , an offshoot of nald, was launched in 2007 to include workplace literacy information. available resources include “research and learning materials; news items; a calendar of events; and links to workplace-related contacts, websites and tools.” nald@work can also be used to develop workplace education programs. national forum on information literacy. (2011). 21st century skills. retrieved from national forum on information literacy website: http://infolit.org/ the national forum on information literacy is a u.s. based network of over 93 agencies that support the development of information literacy skills in schools, in the workplace, and in everyday life. this site contains links to news and current projects in the field, as well as links to their data center, which contains http://www.cewca.org/ http://www.infolitglobal.info/directory/en/home http://ojs.lboro.ac.uk/ojs/index.php/jil/index http://www.naldatwork.ca/ http://infolit.org/ education libraries, volume 34, number 2, winter 2011 35 major “reports and data on the evolution and current status of information literacy in the united states and around the world.” proliteracy. (2008). retrieved from proliteracy website: http://www.proliteracy.org/netcommunity/page.aspx?pid=953 proliteracy, an adult literacy advocacy group, is cosponsoring, along with the national forum on information literacy, the inaugural u.s. conference on adult literacy (uscal) which will be held in houston, texas, from november 2-5, 2011. the conference will provide “professional development and training opportunities for programs and providers from adult literacy and education, family literacy, workforce development, library, corrections, and social service organizations, in order to expand and improve services.” look to this site for updates on the uscal conference program. blogs cheuk, b. (2011). dr. bonnie cheuk. retrieved from http://bonniecheuk.blogspot.com/ dr. bonnie cheuk, the blog’s moderator, has published extensively in the field of workplace information literacy and knowledge management, more specifically ‘knowledge sharing’. this blog, launched in 2009, features information literacy in the workplace as one of the main areas of interest. webber, s. (2011). information literacy weblog. retrieved from http://information literacy.blogspot.com/ the information literacy weblog is moderated by ms. sheila webber, a faculty member in the information school, university of sheffield, united kingdom, and director of the centre for information literacy research. the blog, launched in 2008, provides current awareness of information literacy issues and initiatives from around the world, including a number of useful links to workplace information projects, primarily in the united kingdom. compiler’s note: text that is enclosed within quotations marks has been taken directly from the source document. chris bober is the education librarian at concordia university libraries. email: boberc@alcor.concordia.ca http://www.proliteracy.org/netcommunity/page.aspx?pid=953 http://bonniecheuk.blogspot.com/ mailto:boberc@alcor.concordia.ca education libraries, volume 36, number 2, winter 2013 17 marketing the library in an on-line university to help achieve information literacy by jennifer murphy abstract an entrepreneurial librarian takes the embedded librarian concept one step further at a completely on-line university and markets the virtual library to students, faculty and administration rather than wait for customers to come to the library. york and vance (2009) make the observation that “one obstacle to marketing an embedded librarian service is that there is no consensus on what to call this practice” (p. 206). this librarian agreed and as her goal was to “win favor and confidence by imperceptible degrees” (merriam-webster, 2013) she chose to call it insinuation of the library. introduction an on-line library has no point of purchase, a counter where the customer buys the product, to entice the buyer. unlike a brick and mortar school, where the reference counter serves as the point of purchase and is “ intended to make approaching the desk for help less intimidating”, an online library needs to find a comparable point of purchase to encourage its customers to approach the imaginary desk (duke, macdonald and trimble, 2009, p. 111). as stated by gandhi (2002), when speaking of marketing to distance students, “academic librarians have to proactively promote their services to distance learners” as well as, to faculty and administrators (p. 151). marketing is defined as “the activities that are involved in making people aware of a company's products, making sure that the products are available to be bought, etc.” (merriam-webster, 2013) and is a universal term whether your product is a car or an online library. the university set a lofty goal of increasing retention of its students by ten percent in a year and the librarian was convinced that increasing information literacy by insinuating the library and its services into the classroom would contribute to the achievement of this goal. however, when she attempted to find the university’s information literacy standards she found that, although the student handbook’s “learning outcomes” referenced life-long learning skills, leveraging information and technology to achieve goals, and the ability to solve real world problems, there was no formal policy. the standards for distance learning library services adamantly stress that students are entitled to become information literate by the time they graduate, and that it is the library’s mandate to ensure this happens (acrl, 2008, p. 565). being an on-line student should not be a detriment as emphasized by the acrl standards “principle of access entitlement” which states every distance learner has the right to access the same information and learn the same information literacy skills that a student in a brick and mortar college would learn (acrl, 2008, p. 558). it was clear to the librarian that in order to achieve an increase in library sales, so to speak, she must first convince the administration that [the university] needed to embrace the importance of information literacy by developing written standards. the bones of information literacy were there, but needed some flesh on the skeleton. it was not sufficient to simply increase the number of library customers by increasing database usage, it was necessary to increase information literacy in general. background “in 1999 [the university] became the first accredited private virtual university without a physical campus” (gandhi, 2003, p. 139). founder, glenn jones, believed passionately that education should be available to everyone, everywhere; a belief echoed by the american library association as stated by saunders (2008) “the free flow of information, and the knowledge to access and interpret that information, is essential to american society (p. 305). however, in june 2011 [the university] was placed on notice by its accrediting agency, the higher learning commission (hlc). one of the concerns cited was improvement of retention rates in all programs, but especially the undergraduate. [the university] made incredible strides in complying with concerns of the hlc and were taken off notice in july 2013. however, retention remained a high priority for education libraries, volume 36, number 2, winter 2013 18 [the university] and the librarian felt the library could implement effective and measurable programs to assist in this goal. the hlc does not stress information literacy as heavily as other accreditation commissions, such as the middle states commission on higher education which states information literacy is a “necessary requirement of undergraduate education”, and information literacy was not cited as a concern in the hlc report to [the university] (“standards for accreditation and requirements of affiliation,” 2006, p. 56). however, it is inferred in the hlc criteria for accreditation (2012) “the organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.” and, promoting and enabling life-long learning, particularly in the undergraduate program, is emphasized in their criteria (criterion four: acquisition, discovery, and application of knowledge). the librarian, having managed a business for fifteen years before making a gratifying change in careers, decided to approach the problem as she would have in marketing her business. unfortunately, “the traditional viewpoint of marketing can be problematic to lis because it invokes images of advertising, or maximizing sales, tasks more generally associated with business perspectives” (brown and albright, 2013, pp. 22-23). alternatively, the librarian’s marketing objective was to embed the library and in turn significantly affect student’s information literacy skills. according to west-pawl (2012) “it is imperative that librarians are embedded into the courses not only to teach students how to search library databases, but also to teach information literacy” (the embedded librarian). developing a marketing plan a study, conducted by connaway, l. s., & dickey, t. j. (2010) discovered the need for libraries to advertise. a briefing on the study concludes “the library must advertise its brand and its resources better to academics, researchers and students, demonstrating its value clearly and unambiguously” (researchers and discovery services, para. 1). combining marketing and libraries is not a completely novel concept. duke, macdonald and trimble (2009) discuss the collaboration between a marketing class and the library at illinois wesleyan university in which the marketing class was given the assignment of producing promotional campaigns for the library (p. 112). a survey conducted by the spring marketing class produced the rather disturbing conclusion that “no participants reported that they would begin a research project by consulting a librarian” (duke, macdonald and trimble, 2009, p. 114). the fall marketing class, then assigned the task of developing a promotional campaign, decided students were not aware of the reference services that were available to them, but of more concern was the “students’ reluctance to ask for assistance” (duke, macdonald and trimble, 2009). this is prevalent in brick and mortar libraries, but the same hurdle exists for on-line libraries. although, it is easier for many to communicate impersonally through email rather than approach a librarian in person, there is still reluctance to ask for help. according to west-pawl (2012), students who have received assistance from a librarian embedded in a class will develop a relationship and be more likely to ask for help from the library in the future (the embedded librarian). when the librarian becomes a fixture in the virtual classroom, students feel comfortable asking questions they might not normally seek out the librarian to ask. unlike illinois wesleyan university, [the university] was under both budget and human resource constraints, so theirs was destined to be a one-librarian campaign. a course of action was beginning to surface and two components were targeted for the marketing plan: developing an information literacy policy and embedding the library in a course with the goal being increased information literacy skills and with a residual outcome being increased retention. developing an information literacy policy clarifying and defining information literacy was the initial obstacle to developing a product to sell. while many articles defined information literacy in unique ways, there were common threads amongst them all and it was these that solidified [the university’s] definition: the ability to: • recognize when information is needed education libraries, volume 36, number 2, winter 2013 19 • define the problem • evaluate and select appropriate resources • access and acquire information • understand how to adapt and/or apply that knowledge • understand the legal and ethical obligations related to the access and use of information, including avoiding plagiarism and using correct citation. although, the two components of embedding the library and developing an il policy were worked on congruently, for clarity the two processes will be addressed separately. the first step in any marketing plan is to define the customer; that is, to whom did the librarian need to “sell” the product, in this case, the information literacy policy. although, the student is the eventual benefactor it was determined that the customers were actually administrators, course experts and faculty, in that order. if these three groups did not embrace the policy it would never reach the light of day. as stated by forbes (2007), “the university as a whole should accept responsibility for preparing and educating information literate citizens” (p. 237). concurring with owusu-ansah that “nothing thrives in academe without the blessing and encouragement of the administration” they were first targeted as a customer (2004, p. 6). the librarian knew she could sell the product to administration by tying in hlc requirements which include, “life of learning” and “continued learning.” placing these at the forefront of [the university’s] il policy was the key to buy-in from administration. another key to obtaining support was to make the connection between information literacy and increased retention. the librarian determined the first customers to set eyes on the policy should be the academic leadership team which consisted of the chief academic officer (cao), dean of academic administration (daa) and faculty. the librarian was fortunate to have the support of the daa, who is her immediate supervisor during the presentation and, after the presentation, the buy-in of the cao, who sent out a campuswide letter stating “we’re going to take [the librarian’s] work, and… line up end of course objectives and end of program objectives to the goal of informational literacy” one of those objectives being retention. the product may have been sold, but it was still to be determined how to implement it so that the students would benefit. as stated by owusu-ansah (2004), although everyone in the organization believes in the principles behind information literacy, “concurrence on concrete steps to achieve it are often distant, at best” (p.3). after receiving this vote of confidence from administration, the librarian felt in order to make it more concrete, the next step was to get the information literacy standards in print, so to speak. the librarian, therefore, attained permission from the academic council to have it published in both the on-line faculty and student handbooks under “learning outcomes” (appendix a). insinuating the library the real turning point came when the librarian was approached by a course expert who was redesigning english 101 and had heard from an administrator that the librarian was attempting to embed herself in a course. the course expert asked the librarian to help model a research question that would encourage students to consider how their degree would help them achieve their career goals and eventually developed the framing question “what qualifications will i need to acquire through my degree to succeed in my chosen career?” the librarian agreed with matthew and schroeder (2006) that “when a librarian is embedded in a course that lacks an explicit research component, the librarian’s services go untapped” therefore, embedding information literacy and insinuating herself in a research course would be the most effective approach (p. 63). a study by bowler and street (2008) showed “significant improvement in students’ scores when a librarian was conspicuously and obviously embedded” and when “il was identified as specialized knowledge” (p. 438). conversely, there was little improvement when an attempt was made to embed information literacy without expressly defining il and the role of the librarian. the framing question was woven throughout the course and, not only was the librarian embedded in the course forum, but the library was embedded in a specific research assignment (appendix b). according to fister and eland (2008), “students are more likely to be motivated to learn education libraries, volume 36, number 2, winter 2013 20 material if it has the immediate and obvious benefit of helping them complete a particular assignment successfully” (p.95). a belief reinforced by riedel (2002) who believes “library assignments for an individual course should contribute to the students’ information literacy (p. 483). tumbleson and burke (2010) describe how the librarians at gardner-harvey library, a regional campus of miami university middletown, decided to market their embedded librarian program when “embedded librarians realized that research action no longer swirls around the reference desk nor the library web site, but in students’ online learning space otherwise known as course management systems”(p. 974). with this in mind, the librarian was introduced to the class via jess, [the university’s] online course management platform, in the beginning of the course. she became actively involved in the forum discussions, not only answering specific questions, but monitoring students’ discussions and interjecting advice when it seemed appropriate. gandhi (2003) observes “academic librarians need to be more proactive in creating a more “visible” and sustained presence in distance education courses by actively participating in bulletin board and e-mail discussions” (p. 143). for example, in response to postings by many students with the same theme of paraphrasing and citation, the librarian posted “i thought i'd jump in here because a lot of people don't realize if you "paraphrase" someone's work you need to cite it. it's ok to change the wording, but if the idea is the same you should cite the author(s) and page number where the information was found…” like markgraf (2004), the librarian posted tips in the forum related to the assignments and discussions occurring that week “to ensure that they were what the students needed, precisely when they needed it” (p. 10). in full agreement with lih-juan & chwen-chwen chang (2003) when they stated, “policy support and cooperation from school faculty members are essential for successful implementation”, the course instructors were the next market to be targeted and, rather than waiting to be invited into the faculty inner-circle, the [university] librarian essentially insinuated herself into the academia club. as owusu-ansah (2004) so eloquently stated “the academic library has the historical, intellectual, and institutional wherewithal to enrich the teaching-learning experience” (p.5). with that said, many librarians face the difficulty of feeling they are not on par with the faculty when it comes to teaching information literacy which is complicated by the fact that some faculty actually believe this to be true. a study by scheuermann demonstrates that “if the professor doesn’t encourage and foster engagement between the student and librarian, it may not happen” (“instructorlibrarian”, 2005). while some instructors embraced this belief and were overwhelmingly supportive of the librarian’s embedment, others still had the age-old superiority over librarians complex, or at least a large amount of territorialism, as demonstrated by the responses of two instructors to a posting made by the librarian: instructor #1 to her students: “i also see a very useful post by librarian… feel free to respond to any of the librarian's posts in the forum space with your input and feedback. you're very fortunate to have such a presence from the librarian in the forum space and make the best use of it.” instructor #2 to the librarian: “it would help very much if you would send me a list of the posts you intend to make. if i am unaware of the research focus you will bring, there is the potential for conflicting messages. “ rather than become defensive, as instinct dictated, the librarian decided upon reflection that here was an opportunity to establish “a relationship of mutual trust in which the faculty member feels comfortable sharing editorial control of the courseware content” (shank & dewald, 2003, p. 42). by following this advice to “work with diplomacy and aplomb” the librarian soon had a mutually respectful, if not friendly, relationship with the instructor who was initially not so welcoming ” (shank & dewald, 2003, p. 42). bennett and simning (2010) believe “when an instructor emphasizes the importance of the librarian as a resource for students, more weight and value are added… and students are much more likely to reach out to the embedded librarian for assistance” and this was indeed the librarian’s experience (p. 454). education libraries, volume 36, number 2, winter 2013 21 results the librarian strongly agrees with tyler and hastings (2011) that digital information literacy should not be assumed because a generation has grown up using the internet and other technology (p. 21). comments from students, made either directly or indirectly to the librarian, corroborate this opinion and made it abundantly clear that most of these undergraduate students needed to be taught information literacy. there were a total of 74 students in the english 101 course in which the [university] librarian was embedded and out of those, she received requests for 6 research instructions and multiple questions through the forum. one of the assignments expressly asked students to describe the experiences they had in locating resources in the [university] library and if a librarian was contacted, to describe that experience. there was a wide range of responses including: “using the [university] library was not exactly all that helpful as i was hoping, or better yet, expecting… to be quite honest, i would rather stick with google.” “even though it was a challenge i am very glad we were urged to use the library. i will now know another place to find information for this and other classes to come later in my program. i will definitely use this feature again in the future.” “yes, the [university] library is a hard nut to crack, but i think the more you can use it the better you will become at searching terms.” “yes, asking the librarian for help was pivotal for me… , the librarian also caused me to feel excited about the research.” “i found it hard to navigate through the library and find information. i had more success searching through the internet and finding all the answers to my questions through bing and google.” “my experience researching in the [university] library improved as a result of an on-line chat with a librarian.” a common thread throughout the forum was that students were initially frustrated by not knowing how to begin their search in the library. some students were able to overcome this and others were not, but if the librarian had not only been available to answer questions, but had proactively taught the students research skills, they would have been more successful. the librarian did not want to overstep her bounds and infringe on the instructor’s territory, which may have contributed to her reticence, but she strongly agreed with bowler and street’s (2008) conclusion that “when information literacy is embedded consciously and conspicuously” in courses there is a calculable improvement (p. 439). therefore, stepping on toes or not, the librarian must be more present in future courses and her reason for being there made more explicit. it was clear that just embedding information literacy in a course, without the very active participation of the librarian, was very frustrating for the students. conclusion the librarian’s business plan was to market her product to customers thereby increasing sales and realizing a profit. for an on-line library this translated to embedding the library in the forum thereby promoting usage and realizing an increase in information literacy. students were asked at the end of the course to answer the question “have there been any surprises along the way as you have engaged in writing a research-based essay?” thirty-five students supplied feedback directly related to the library which was collated and broken down as follows: did use the librarian9 did not, but will use the librarian in the future3 found the library hard to navigate initially, but it got easier/was worth the effort-8 education libraries, volume 36, number 2, winter 2013 22 specifically stated will use library in the future5 specifically stated will not use the library in the future-10 the librarian overall was happy with the results of her first foray into english 101, but felt ten students claiming they would not use the library in the future was unacceptable. english 101 was the appropriate class in which to be embedded because of its research component, as well as, the requirement that students use the university library to complete an assignment. however, in future, she will be even more proactive in reaching out to students and posting research advice before their assignments. she believes insinuating herself and the library is a strong step toward information literacy. true success came from embedding the library and information literacy in the class, but comments from students prove the librarian needs to be involved and embedded, as well. references bennett, e., & simning, j. (2010). embedded librarians and reference traffic: an analysis. journal of library administration, 50(5/6), 443-457. bowler, m. & street, k. (2008). investigating the efficacy of embedment: experiments in information literacy integration. reference services review, 36(4), 438-449. brown, r., & albright, k. (2013). the google online marketing challenge and distributed learning. journal of education for library & information science, 54(1), 22-36. connaway, l.s. & dickey, t.j. (2010). digital information seeker report of the findings from selected oclc, rin and jisc user behaviour projects. retrieved from http://www.jisc.ac.uk/publications/reports/2010/digitalinformationseekers.aspx duke, l., macdonald, j. & trimble, c. (2009). collaboration between marketing students and the library: an experiential learning project to promote reference services. college & libraries, march, 109-121. fister, b. & eland, t. (2008). curriculum issues in information literacy instruction. in acrl (eds.), information literacy instruction handbook (pp. 94-103). chicago, il: acrl. forbes, c. (2007). integrating discipline-based library instruction into the curriculum. in research within the disciplines (pp. 223-240). lanham, md: scarecrow press. gandhi, s. (2003). academic librarians and distance education. reference & user services quarterly, 43(2), 138-154. higher learning commission (2012). criteria for accreditation. retrieved from http://www.ncahlc.org/information-for-institutions/criteria-for-accreditation.html instructor-librarian collaboration can improve course, make librarian more effective. (2005). distance education report, 9(21), 8. lih-juan, c., & chwen-chwen chang, b. (2003). web-based library instruction for promoting information skills. journal of instructional psychology, 30(4), 265-275. markgraf, j. s. (2004). librarian participation in the online classroom. internet reference services quarterly, 9(1/2), 5-19. doi:10.1300/j136v09n01_02 matthew, v., & schroeder, a. (2006). the embedded librarian program. educause quarterly, 29(4), 61-65. middle states higher commission, (2006). characteristics of excellence in higher education requirements for affiliation and standards for accreditation. retrieved from: http://www.msche.org/publications/chx-2011web.pdf owusu-ansah, e. (2004). information literacy and higher education : placing the academic library in the center of a comprehensive solution. journal of academic librarianship 30(1), 3-16. riedel, t. (2002). added value, multiple choices: librarian/faculty collaboration in online course development. journal of library administration, 37(3/4), 477. saunders, l. (2008). perspectives on accreditation and information literacy as reflected in the literature of library and information science. the journal of academic librarianship, 34(4), 305-313. http://www.ncahlc.org/information-for-institutions/criteria-for-accreditation.html http://www.msche.org/publications/chx-2011-web.pdf http://www.msche.org/publications/chx-2011-web.pdf education libraries, volume 36, number 2, winter 2013 23 shank, j. d., & dewald, n. h. (2003). establishing our presence in courseware: adding library services to the virtual classroom. information technology & libraries, 22(1), 38. standards for distance learning library services. (2008). college & research libraries news, 69(9), 558-569. tumbleson, b. e., & burke, j. j. (2010). when life hands you lemons: overcoming obstacles to expand services in an embedded librarian program. journal of library administration, 50(7/8), 972-988. doi:10.1080/01930826.2010.489002 tyler, k., & hastings, n. (2011). factors influencing virtual patron satisfaction with online library resources and services. journal of educators online, 8(2), 1-34. west-pawl, v. (2012). the embedded librarian: is it enough? colorado libraries, 36(3). retrieved from http://www.coloradolibrariesjournal.org york, a. c., & vance, j. m. (2009). taking library instruction into the online classroom: best practices for embedded librarians. journal of library administration, 49(1/2), 197-209. doi:10.1080/01930820802312995 jennifer murphy jones international university denver, co jlmurph928@gmail.com http://www.coloradolibrariesjournal.org/ mailto:jlmurph928@gmail.com education libraries, volume 36, number 2, winter 2013 24 appendix a [university] information literacy standards it is the objective of [the university] that all students graduate having achieved information literacy in which students are taught to “leverage information and technology to amplify personal and organizational achievement and promote information literacy” and to “think analytically, critically and systemically to prepare for a life of learning and accomplishment” ([university] institutional learning outcomes. students, instructors, librarians, course designers and academic affairs are all partners in achieving information literacy for [university] graduates. to this end students are not only instructed on how to use research tools, but taught information literacy concepts and skills that transfer across life’s challenges and enable life-long learning. courses are developed, weaving information literacy standards throughout, and integrate these concepts in order to help students “construct a framework for learning how to learn” (ala: http://www.ala.org/acrl/standards/informationliteracycompetency#ilhed). “every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments.” ([university] academic master plan 3b3) these skills are acquired and transferred from course to course and upon graduating the student has amassed lifelong learning skills. [university] definition of information literacy the ability to: • recognize when information is needed • define the problem • evaluate and select appropriate resources • access and acquire information • understand how to adapt and/or apply that knowledge • understand the legal and ethical obligations related to the access and use of information, including avoiding plagiarism and using correct citation. appendix b in this assignment, you will use the readings and themes in this module to find three solid resources for your course project. two sources will come from the [university] library, and one source will come from the internet. your course project requires at least three sources; however, students who want to excel in their studies will often go above the minimum requirements. 1. using three of the five framing questions and the research proposal that you developed in assignment 3.2 along with your forum discussion from this module, identify three strong sources that can help you answer your framing questions. you must use the universal framing question asking about the qualifications you will need to acquire as one of the three framing questions for this assignment. for this assignment, locate: • two sources from the [university] library. use the everything tab in the [university] library to search for sources. you should consider contacting a [university] librarian for help as you complete this step. the library might be a good area for discovering articles covering 21st century job skills, workplace competencies that employers value, changing skill sets in particular careers, job qualifications, etc. http://www.ala.org/acrl/standards/informationliteracycompetency#ilhed education libraries, 44:1 (2021) 1 research article confident but lacking support: school librarians and students with autism amelia m. anderson1 assistant professor, old dominion university, norfolk, va, usa selena j. layden2 assistant professor, old dominion university, norfolk, va, usa abstract school librarians work with students across their organizations, including those with disabilities such as autism spectrum disorder (asd). however, little is known about how prepared school librarians are to serve these students. using a mixed-methods survey, this study sought to explore training school librarians have completed regarding asd and students with disabilities, as well as the effects of training on librarian confidence and library services. based on results, librarians who received training through their school district or professional development outside of coursework reported being more confident in supporting students with asd in the school library. keywords: autism; neurodiversity; school librarians; professional development; disability 1 amelia m. anderson, ph.d., mlis, is an assistant professor of library studies at old dominion university, and a former librarian. she currently serves as the project manager and co-principal investigator of an imls grant to explore accessibility in public library makerspaces (lg-246292-ols-20). she earned her mlis and her ph.d. from florida state university. during her doctoral studies and through a postdoctoral fellowship, she served on a team of scholars to develop training for librarians to better serve patrons on the autism spectrum. she has multiple years of experience exploring the intersection of neurodiversity and library services, and is the author of the book programming for autistic children and teens, published in 2021 by ala editions. 2 selena j. layden, ph.d., bcba-d, lba is an assistant professor in the department of communication disorders and special education at old dominion university. she also serves as the executive director for the virginia public schools behavior analyst network. dr. layden earned her doctorate degree from the college of william & mary in education policy, planning, and leadership with an emphasis in special education administration and her master’s degree in applied behavior analysis from st. cloud state university in minnesota. prior to joining the faculty at odu, dr. layden worked in multiple school divisions focusing on challenging behavior and children with autism spectrum disorder. she was also the assistant director of training at the autism center for excellence at virginia commonwealth university. dr. layden has published and presented on her research interests which focus on autism spectrum disorder, providing effective professional development for school personnel, and improving the implementation of evidence-based practices in schools. education libraries, 44:1 (2021) 2 introduction school librarians have a unique role in the school environment, crossing classroom boundaries and often working in collaboration with most teachers and classes in the school. this includes work with general education, inclusive, and special education classes. in any classroom scenario, it is likely that school librarians are already working with students with autism spectrum disorder (asd). with prevalence most recently reported at 1 in 54 children diagnosed with asd in the united states (maenner et al., 2020), it is understood that these children are a part of our schools. like all teachers and support personnel serving students with disabilities in the school, school librarians are expected to tailor their lessons, programs, and services to meet student needs as identified on their individualized education plans (ieps). yet, it is unknown if school librarians are being provided with adequate training to best meet students with asd’s needs. school librarians are trained educators who have the unique potential to work with all students at their schools. they are expected to provide services and supports to the students they serve and the teachers they work with, and they also have specific skills and access to information, resources, and physical spaces that may be beneficial to students with asd (bress, 2013). however, it is likely that school librarians are not being provided all of the professional tools they need to succeed when it comes to working with students with asd (anderson & everhart, 2015). literature review a search of the library literature and information science full text database using keywords “autis*,” “disability,” and “neurodiver*” returned papers which provide background information for this study. additional information was gathered through searching popular practitioner resources such as the american library association website, along with boolean google searches adding the keyword “librar*.” education and training in general, school librarians hold graduate degrees from an accredited program and are expected to maintain their knowledge in the field through professional development, though particular standards and requirements vary by institution and location. while core coursework, or that which is foundational knowledge expected of all graduates, differs by institution, one study found that practitioners and library and information science (lis) faculty generally agreed that the following four areas are skills that should be included: a) knowledge of professional ethics; b) evaluating and selecting information sources; c) cultural competence; and d) reflective practice grounded in diversity and inclusion (saunders, 2019). however, previous work has indicated many current topics relevant to the field and beneficial for practicing librarians are not adequately addressed through coursework (burger et al., 2015; saunders, 2011). practicing school librarians have opportunities to continue their education through professional development such as conferences, online trainings, and by learning from professional journals. additionally, depending on their district or state, school librarians may be expected to complete continuing education credits for licensing purposes (american association of school librarians, 2020). for those who seek it out, education libraries, 44:1 (2021) 3 professional development opportunities exist for learning about how to work with and support students with asd. multiple books published through the american library association (ala) alone offer guidance for librarians working with students with asd (anderson, 2021; farmer, 2013). online trainings for librarians about working with individuals with special needs have been developed through federal grant funding from the institute of museum and library services (imls), highlighting both the value and the need for these opportunities (project pals, n.d.; targeting autism in libraries, n.d.). however, barriers to access such opportunities do exist, often related to funding and time. well-trained librarian and library staff, equipped with current knowledge and best practices in the field, are important for meeting the needs of all users, particularly when working to provide equitable access to services. a study of academic librarians found that a well-trained staff was one of three critical components for meeting the needs of students with disabilities (carter, 2004). school librarians do report working with patrons with disabilities and, more specifically asd. a survey of public librarians found that asd was the disability category librarians were most often asked to accommodate (adkins & bushman, 2015). however, a librarian must be self-motivated to attend specific sessions at a conference, or access specific trainings or articles about the subject. school librarians working with students on the spectrum the national professional development center on autism spectrum disorder (npdc) published a comprehensive review of research which identified 27 evidencebased practices (ebps) (wong et al., 2014). these ebps are appropriate for all professionals to use with students with asd. please see appendix for a comprehensive list of ebps along with the acronym for each. though there are no empirical studies specifically about school librarians and ebps, teachers have reported they do not feel adequately trained to implement these practices (hendricks, 2011). despite the apparent lack of preparation, school librarians do work with students with asd, including those served in inclusive classrooms and in more targeted programs or self-contained classrooms. librarians are expected to collaborate with teachers to provide an educational experience that complements classroom learning. for example, baucum (2019a) describes a robust series of programs for children with asd that make connections with their coursework and work to meet the goals of their ieps. libraries also provide access to quiet spaces that can be a break from other overwhelming sensory experiences (anderson, 2018). in the library, students “not only have ownership and autonomy, but also feel part of a community;” (cellucci, 2017, para. 4) taking a break in the library still allows them to be present and a part of the school community. methods this study expands upon previous work to identify the training school librarians have received to prepare them for working with students with asd, and where additional attention is needed (layden & anderson, 2021). using a mixed-methods approach, an online survey was implemented through qualtrics with both closed and open-ended questions to address the following research questions: rq1: what disability categories do school librarians report supporting in their role as a school librarian? education libraries, 44:1 (2021) 4 rq2: what training do school librarians report receiving specifically in the area of asd? rq3: what training do school librarians report receiving about specific evidence-based practices (ebps)? rq4: what is the relationship between access to training and services for students with asd? this study analyzed nine survey questions focused on training for school librarians. survey questions used were developed based on the available literature and the study’s research questions. additionally, eight demographic questions were included to understand background information such as participants’ years of service, level of education, and general geographic location. participant recruitment this study was open to individuals who identified as currently working as a school librarian in the united states. participants were also required to be at least 18 years old. participants were able to enter into a drawing for a gift card; this data was detached from all other survey responses in a separate, linked qualtrics survey to ensure anonymity. all responses were otherwise anonymous. a message of informed consent, approved by the institutional review board (irb) at the researchers’ institution, informed participants that their responses were anonymous, their participation was voluntary, and they could discontinue the survey at any point. multiple measures were taken to distribute the online survey widely, both in the school librarian community and the librarian community more broadly. in the school librarian community specifically, a call for participation and link to the survey was posted to the facebook group “the school librarians’ workshop” (11.9k members at the time of survey distribution), and the listserv “school library media & network communications” (12k subscribers at the time of survey distribution). emails were also sent to the presidents or directors of all american association of school librarian (aasl) state chapters, asking for distribution to their memberships. calls for participation and the survey link were shared with librarian groups that include school librarians, but are not exclusively for school librarians. these were posted to the reddit forum “librarians” (43k members at the time of survey distribution), the facebook group “ala think tank” (42k members at the time of survey distribution), the american library association (ala) “middle grade” listserv (unknown member count), and the facebook group “storytime underground” (15k members at the time of survey distribution). finally, a call for participation was tweeted through the first author’s personal twitter account, which is used in a professional capacity and is followed by a number of librarians. data analysis descriptive statistics were run to analyze and provide simple summaries of the data. additionally, responses to one open-ended question were coded by emerging themes by both researchers, who compared results until in agreement. finally, chi-square tests of independence, in which two variables are compared to determine relationships or associations, were conducted. these tests were conducted through ibm spss statistics software, an interactive statistical software platform. education libraries, 44:1 (2021) 5 limitations this study did not utilize a random sample, so the results cannot be generalized to the population of school librarians as a whole. instead, they are reflective of school librarians who were already interested enough to respond to a call for participation about autism. additionally, though the survey was distributed to a broad online network, it only received 137 completed responses. the survey was distributed during april and may of 2020, a tumultuous period for school librarians as they adjusted to working online during the covid-19 pandemic. distributing the survey during a more stable time might have generated more responses. respondents to the call for participation in this study likely already had a vested interest in providing students with autism support at their libraries. nearly 6% of participants in this study had a master’s degree in special education or equivalent. though 6% is not a large representation, it certainly is something that should be considered when examining this study’s results. while some positions in academic librarianship do require a second graduate degree, there is no readily available data that demonstrates that this is typical for school librarians. this overlap between librarians who also had a master’s degree in special education is therefore an interesting finding in itself, and one which should warrant further exploration. results the majority of participants in this study reported their highest level of education as a master’s degree in library science or equivalent (mlis; 61.3%), while another 16% obtained a degree beyond a master’s degree. 5.8% had a master’s degree in special education, and another 5.8% had a bachelor’s degree as their highest level of education. however, most respondents reported little, if any higher education credit-bearing courses in the area of autism (89%). school librarians in this study largely had multiple years of experience. nearly half (48.7%) reported working as a school librarian for more than eleven years, while 41.2% worked in that capacity between two and eleven years. only 10% reported two years or less of experience working as a school librarian. participants were asked how many students with asd they have worked with, to the best of their knowledge. though a small percentage reported “none,” (3.3%), many more did report working with this population of students. just over half (50.5%) have worked with 11-50 students with asd, while 26% have worked with 1-10 students. 20% have worked with more than 50 students with asd. special education training participants were asked to list the top three disability categories they were asked to support in their school library. 118 participants responded, selecting up to three categories each. of the categories given, “learning disability” was most frequently selected (n=92) followed by “emotional disability (n=47), and both “autism” and “development delay” (n=41). of all categories presented, only one was no selected by any librarians: “traumatic brain injury.” full results can be seen in figure 1. education libraries, 44:1 (2021) 6 figure 1 disability categories supported note. n=118; participants selected three categories. autism training librarians were asked about the training they received during their coursework, as well as through professional development. 137 school librarians responded to the question “how much training did you receive on asd in your graduate library preparation program?” of these, more than three quarters of participants (76.6%) said they had “no courses” that addressed asd. 13.9% had one required course that addressed asd for at least part of the course, and 7.3% took an elective course that addressed asd. only 2.2% of participants had multiple required courses that addressed asd. beyond coursework, participants were asked if they received any additional training specific to asd and if so, how much. training was defined by the researchers as including workshops, conference sessions, or online webcasts or webinars. of 137 responses, the most common answer was “i have received no additional training specific to asd” (40%). the next most common answer was 1-2 hours of training specific to asd (24%). interestingly, the third most common answer was the most amount of training possible, 10 or more hours (18%). 11.7% received between 3-5 hours of training, and 5.8% received between 6-9 hours of training. participants were asked “does your school district provide professional development specific to school librarians supporting students with asd, even if it was included in a broader professional development session about students with disabilities?” of 137 responses, 68.6% responded with “no.” 18.2% responded that “yes, we’ve had one workshop or in-service about supporting students with asd,” and 13% responded that they have had “multiple workshops or in-services about supporting students with asd.” school librarians were also asked about how they felt about their level of training. 137 participants responded to the question “do you feel you have received adequate training in the area of asd to support students with asd in the school library?” more 0 10 20 30 40 50 60 70 80 90 100 education libraries, 44:1 (2021) 7 than half (56%) answered “no,” and only 11.7% answered “yes.” another 32% said they were “unsure.” participants were presented with the list of 27 ebps from the npdc (wong et al., 2014) for working with individuals with asd, and were asked to rate their level of training for each practice. in all cases, the majority of participants reported “i have received no training on this ebp.” very few participants reported receiving six hours or more of training on any of the 27 ebps. the most participants reporting this level of training were for the ebps of modeling and reinforcement, both with four respondents each. these results are displayed in table 1. please see appendix for ebps and associated acronyms. table 1 level of training on evidence-based practices ebp no training 1 hour or less more than 1 hour but less than 3 hours more than 3 hours but less than 6 hours more than 6 hours abi 83.7% 9.8% 1.6% 3.3% 1.6% cbi 69.9% 15.5% 5.7% 7.3% 1.6% dra/i/o 81.2% 11.5% 2.4% 3.3% 1.6% dtt 92.7% 5.7% 0% 1.6% 0% ece 91.1% 4% 2.4% 1.6% 0% ext 90.9% 6.6% 1.7% 0.8% 0% fct 77.4% 11.3% 5.7% 3.2% 2.4% md 65.3% 21% 6.5% 4% 1.6% ni 91.9% 4.9% 0.8% 1.6% 0.8% pii 90.3% 4.8% 2.4% 0.8% 1.6% pmii 83.1% 12.1% 3.2% 1.6% 0% pecs 77.4% 13.7% 4% 3.3% 1.6% prt 94.4% 4.8% 0% 0.8% 0% pp 74..8% 12,2% 8.1% 4.1% 0.8% r+ 67.7% 19.4% 6.5% 3.2% 3.2% rir 75% 11.3% 9.7% 1.6% 2.4% sc 81.5% 10.5% 4.8% 2.4% 0.8% sm 85.4% 8.1% 4.1% 1.6% 0.8% sn 77.4% 12.9% 5.7% 2.4% 1.6% sst 71.8% 19.4% 4.8% 2.4% 1.6% spg 90.3% 4.6% 0.8% 2.4% 1.6% ta 89.5% 5.7% 1.6% 2.4% 0.8% taii 85.5% 6.5% 4% 3.2% 0.8% td 87.1% 8.9% 0.8% 1.6% 0% vm 91.1% 5.7% 0.8% 2.2% 0% vs 78.7% 12.3% 4.9% 1.6% 2.4% barriers librarians were also asked about barriers in providing appropriate services and supports to students with asd in the library. of 119 responses, 72% answered “yes,” that they felt barriers exist. these participants were asked to elaborate through an open-ended response, and 83 of those 86 participants provided this information. thirty-two of those education libraries, 44:1 (2021) 8 responses specifically referred to lack of training and education about autism as a barrier. of those responses, several themes emerged: lack of knowledge of where to start and lack of knowledge about asd, lack of training opportunities in general, and need for information to support specific circumstances or students. lack of knowledge twelve responses described a lack of knowledge, either of where to start with supporting students with asd or knowledge of asd in general. for those who reported not knowing where to even start with supporting students with asd, example responses included “i’m just not aware of what i can do;” “i don’t have enough information to know what barriers exist,” and “i am not educated enough to know.” multiple participants also described their own lack of knowledge of asd as a barrier. participants described “lack of knowledge,” lack of educational preparation, and “education (mine)” as barriers. lack of training opportunities eight participants stated that they were simply not receiving training about asd, which presented a barrier in providing support. one respondent summarized their lack of training and knowledge: i have not had any training on working with severely autistic students so i feel i am not supporting them the best way i could when they visit the library. i try my best but i feel like if i had training, i could be more supportive and intentional when crafting library visits and read-alouds. other participants described barriers such as “inadequate training,” “lack of training,” and “simply no training with this very unique population. they can be very difficult to manage and i have no training.” one school librarian stated: “more than anything a true lack of training. i just feel unprepared in how to handle the variations and the abilities of the students.” another participant aptly stated, “professional librarians are not trained to offer disabilities supports.” participants also noted a lack of training at their specific schools: “there are no trainings, conversations or awareness in my school of needs for students with asd in our library or specialist areas.” need for information to support specific circumstances or students one librarian commented on the lack of specific information they needed to meet their students with asd’s needs. as they stated, barriers included: lack of information about specific actions or interventions which can be taken in the huge library space to meet the needs of specific childrenespecially the youngest ones. when there is one adult in a large space with 20-30 children and one child who is an escape artist it can be difficult to maintain a safe and inclusive environment. another participant noted that they did not have enough information about each student to support them adequately: “i don't feel we are given enough information about the students to really help their specific needs.” similarly, multiple participants noted that they needed training and also to be included on ieps, so they could be made aware of specific students’ needs: “not enough training for the library staff and not being made aware of the student's iep's;” and “lack of training, lack of support from ec department, lack of inclusion in iep meetings.” education libraries, 44:1 (2021) 9 relationships between training, support, and services librarians were asked “how confident do you feel supporting students with asd in the school library setting?” the most reported answer was “somewhat confident” (43.8%), and another 12.4% felt “very confident.” 16% felt “somewhat not confident,” 8.8% felt “not confident at all,” and 19% said they felt “neither confident or not confident.” these overall results were then compared to how much training respondents reported having in their graduate coursework about asd (table 2). of those who reported taking multiple required courses about asd, 100% reported feeling “somewhat confident,” though, interestingly, none felt “very confident”. however, no relationship between graduate coursework about asd and confidence was found through a chi-square test of independence (p = .882). table 2 confidence in supporting students with asd and training in graduate coursework how confident do you feel supporting students with asd in the school library setting? very confident somewhat confident neither confident or not confident somewhat not confident not confident at all total for all participants 12.4% 43.8% 19.0% 16.1% 8.8% how much training did you receive on asd in your graduate library program? i had multiple required courses that addressed asd intertwined within the curriculum 0.0% 100.0% 0.0% 0.0% 0.0% i had one required course that addressed asd for at least part of the course 15.8% 42.1% 21.1% 15.8% 5.3% i took at least one elective course that addressed asd 20.0% 50.0% 20.0% 10.0% 0.0% i had no courses in my library preparation program that addressed asd 11.4% 41.9% 19.0% 17.1% 10.5% confidence was also compared with amount of additional training respondents reported receiving (table 3). of those who reported receiving the most additional training, beyond coursework, about asd (more than 10 hours), 24% felt “very confident” and another 74% felt “somewhat confident” (table 3). a chi-square test of independence revealed a significant relationship between training beyond coursework and confidence in supporting students with asd in the library (p = .001). education libraries, 44:1 (2021) 10 table 3 confidence in supporting students with asd and training outside of graduate coursework how confident do you feel supporting students with asd in the school library setting? very confident somewhat confident neither confident or not confident somewhat not confident not confident at all total for all participants 12.4% 43.8% 19.0% 16.1% 8.8% have you received any additional training, outside of your graduate coursework? i have received at least 10 hours of training specific to asd. 24.0% 72.0% 4.0% 0.0% 0.0% i have received between 6-9 hours of training specific to asd. 25.0% 37.5% 37.5% 0.0% 0.0% i have received between 3-5 hours of training specific to asd. 25.0% 43.8% 18.8% 6.3% 6.3% i have received 1-2 hours of training specific to asd. 6.1% 42.4% 12.1% 30.3% 9.1% i have received no additional training specific to asd. 5.5% 32.7% 27.3% 20.0% 14.5% when confidence was compared with whether school districts provided professional development (table 4), of those who reported that their school district provided “multiple” professional development opportunities about asd, 39% felt “very confident,” and another 44% felt “somewhat confident”. again, a chi-square test of independence showed a significant relationship between professional development provided by school districts and confidence in supporting students with asd (p = .005). table 4 confidence in supporting students with asd and training through school district how confident do you feel supporting students with asd in the school library setting? very confident somewhat confident neither confident or not confident somewhat not confident not confident at all total for all participants 12.4% 43.8% 19.0% 16.1% 8.8% does your school district provide professional development specific to school librarians supporting students with asd yes, we’ve had multiple workshops or in-services about supporting students with asd. 38.9% 44.4% 11.1% 5.6% 0.0% education libraries, 44:1 (2021) 11 yes, we’ve had one workshop or in-service about supporting students with asd. 12.0% 56.0% 12.0% 20.0% 0.0% no, we’ve never had a workshop or in-service about supporting students with asd. 7.4% 40.4% 22.3% 17.0% 12.8% finally, when confidence was compared with feelings of adequate training (table 5), for those who reported that, yes, they had received adequate training to support students with asd, 63% felt were “very confident” and another 31% felt “somewhat confident about supporting students with asd in the school library setting. once more, a chi-square test of independence indicated a significant relationship between how school librarians in this study feel about their level of training and their confidence in supporting students with asd (p = .000). table 5 confidence in supporting students with asd and feelings of adequate training how confident do you feel supporting students with asd in the school library setting? very confident somewhat confident neither confident or not confident somewhat not confident not confident at all total for all participants 12.4% 43.8% 19.0% 16.1% 8.8% do you feel you have received adequate training in the area of asd to support students with asd in the school library? yes 62.5% 31.3% 6.3% 0.0% 0.0% no 5.2% 37.7% 16.9% 24.7% 15.6% unsure 6.8% 59.1% 27.3% 6.8% 0.0% relationships between training and student participation participants were asked how they felt about students with asd participating in the library. 80% of all respondents agreed with “i feel like students with asd should be able to access the school library like all other students, regardless of how much support they need to do so,” 7.3% felt “like students with asd should be able to access the school library like all other students assuming they do not engage in behaviors that can interrupt the library,” 9.5% felt “like students with asd should be able to access some components of the school library but may not be appropriate to be in the library without designated staff support (like another teacher or paraprofessional),” and 2.9% felt “like students with asd should receive special programming to meet their needs separate from other students.” no participants responded that “students with asd should not be allowed to access the school library unless they can show they are capable of using it like other students.” education libraries, 44:1 (2021) 12 again, these results were viewed through the lens of training and experience. all respondents who also reported taking multiple required courses in their graduate curriculum about asd agreed with the statement that “students with asd should be able to access the school library like all other students, regardless of how much support the need to do so” (table 6). however, a chi-square test of independence revealed no significant relationship between the categories of graduate curriculum and feelings about student participation (p = .717). table 6 feelings about students with asd participating in the library and training in graduate coursework which of the following best describes how you feel about students with asd participating in the school library? i feel like students with asd should: be able to access the school library like all the other students regardless of how much support they need to do so. be able to access the school library like all other students assuming they do not engage in behaviors that can interrupt the library. be able to access some components of the school library but may not be appropriate to be in the library without designated staff support. receive special program ming to meet their needs separate from other students. not be allowed to access the school library unless they can show they are capable of using it like other students. total for all participants 80.3 7.3% 9.5% 2.9% 0.0% how much training did you receive on asd in your graduate library preparation program? i had multiple required courses that addressed asd intertwined within the curriculum 100.0% 0.0% 0.0% 0.0% 0.0% i had one required course that addressed asd for at least part of the course 89.5% 5.3% 5.3% 0.0% 0.0% i took at least one elective course that addressed asd 80.0% 20.0% 0.0% 0.0% 0.0% i had no courses in my library preparation program that addressed asd 78.1% 6.7% 11.4% 3.8% 0.0% education libraries, 44:1 (2021) 13 eighty-eight percent of those who received at least 10 training hours about asd, again higher than the 80% average for all participants, agreed that “students with asd should be able to access the school library like all other students, regardless of how much support the need to do so” (table 7). again, though, a chi-square test of independence revealed no significant relationship between the categories of post-degree training and feelings about student participation (p = .651). table 7 feelings about students with asd participating in the library and training outside of graduate coursework which of the following best describes how you feel about students with asd participating in the school library? i feel like students with asd should: be able to access the school library like all the other students regardles s of how much support they need to do so. be able to access the school library like all other students assuming they do not engage in behaviors that can interrupt the library. be able to access some component -ts of the school library but may not be appropriate to be in the library without designated staff support. receive special program ming to meet their needs separate from other students. not be allowed to access the school library unless they can show they are capable of using it like other students. total for all participants 80.3 7.3% 9.5% 2.9% 0.0% have you received any additional training, outside of your graduate coursework? if so, how much have you pursued? i have received at least 10 hours of training specific to asd. 88.0% 8.0% 4.0% 0.0% 0.0% i have received between 6-9 hours of training specific to asd. 100.0% 0.0% 0.0% 0.0% 0.0% i have received between 3-5 hours of training specific to asd. 93.8% 6.3% 0.0% 0.0% 0.0% i have received 1-2 hours of training specific to asd. 72.7% 9.1% 12.1% 6.1% 0.0% i have received no additional training specific to asd. 74.5% 7.3% 14.5% 3.6% 0.0% education libraries, 44:1 (2021) 14 eighty-nine percent of those whose school district has provided multiple workshops or in-services about supporting students with asd, also agreed with the statement (table 8). once more, no significant relationship was found between these categories through a chi-square test of independence (p = .676). table 8 feelings about students with asd participating in the library and training through school district which of the following best describes how you feel about students with asd participating in the school library? i feel like students with asd should: be able to access the school library like all the other students regardles s of how much support they need to do so. be able to access the school library like all other students assuming they do not engage in behaviors that can interrupt the library. be able to access some component -ts of the school library but may not be appropriate to be in the library without designated staff support. receive special program ming to meet their needs separate from other students. not be allowed to access the school library unless they can show they are capable of using it like other students. total for all participants 80.3 7.3% 9.5% 2.9% 0.0% does your school district provide professional development specific to school librarians supporting students with asd? yes, we’ve had multiple workshops or in-services about supporting students with asd. 88.9% 5.6% 5.6% 0.0% 0.0% yes, we’ve had one workshop or in-service about supporting students with asd. 88.0% 8.0% 4.0% 0.0% 0.0% no, we’ve never had a workshop or in-service about supporting students with asd. 76.6% 7.4% 11.7% 4.3% 0.0% education libraries, 44:1 (2021) 15 finally, 93.8% of those who felt they received adequate training in the area of asd also agreed with the statement “students with asd should be able to access the school library like all other students, regardless of how much support they need to do so” (table 9). however, a chi-square test of independence revealed no significant relationship once more (p = .390). table 9 feelings about students with asd participating in the library and feelings of adequate training which of the following best describes how you feel about students with asd participating in the school library? i feel like students with asd should: be able to access the school library like all the other students regardles s of how much support they need to do so. be able to access the school library like all other students assuming they do not engage in behaviors that can interrupt the library. be able to access some component -ts of the school library but may not be appropriate to be in the library without designated staff support. receive special program ming to meet their needs separate from other students. not be allowed to access the school library unless they can show they are capable of using it like other students. total for all participants 80.3 7.3% 9.5% 2.9% 0.0% do you feel you have received adequate training in the area of asd to support students with asd in the school library? yes 93.8% 6.3% 0.0% 0.0% 0.0% no 74.0% 7.8% 14.3% 3.9% 0.0% unsure 86.4% 6.8% 4.5% 2.3% 0.0% though those who received the most training, or felt that they received “adequate training,” were more likely to respond that “students with asd should be able to access the school library like all other students, regardless of how much support the need to do so,” chi-square tests revealed no statistically significant relationships between any of these categories. education libraries, 44:1 (2021) 16 discussion based on the results of this study, school librarians do not seem have the training and support they need to adequately support students with asd. in responding to questions about training during coursework, through professional development, and as provided by school districts, the most common answer for all was that no training was either provided or taken. not surprisingly, more than half of all school librarians participating in this study felt that they were not prepared to support students with asd. this is a considerable problem, as school librarians work with all students in their schools, including those with asd. responses to an open-ended question about perceived barriers were particularly revealing. while no prompts were given about what those barriers might be, nearly 40% of those who believed barriers existed described them as related to training and education. if those barriers can be overcome, librarians will likely benefit. chi-square tests indicated statistically significant relationships between confidence in supporting students with asd in the school library and the level of professional development beyond graduate coursework, access to professional development provided by the school or district, and feelings that one has received an adequate level of training about asd. findings suggest that with training, school librarians become more confident in supporting their students with asd. general disability support when asked about a comprehensive list of disabilities, school librarians said they most often supported students with learning disabilities, followed by emotional disabilities. autism and developmental delay tied for the third most often supported disability. this indicates that yes, school librarians are already supporting students with asd, though perhaps not as often as some other disabilities. that said, during the 20192020 school year, the most recent data available at the time of publication, of the more than 7 million students between ages 3-21 years identified as having a disability and receiving special education services in the united states, over 2.4 million students were identified as having a learning disability accounting for approximately one third of the total students with disabilities (national center for education statistics, 2021). yet, only 803,029 students were identified as having autism which accounts for just under 10% of the total population of students with disabilities (national center for education statistics, 2021). it is possible that school librarians are better prepared to serve those with a learning or emotional disability, or development delay; however no additional questions of that nature were posed in this study. asd knowledge as noted in the findings, significant relationships were found between multiple categories of training that involved asd and participants’ confidence in supporting students with asd in the school library, including amount of professional development or training outside of or beyond graduate coursework, and opportunities for professional development as provided by their own school district. additionally, there was a statistically significant relationship between participants feeling they had received adequate levels of training and their confidence in supporting students with asd. education libraries, 44:1 (2021) 17 for school librarians with an already full schedule, completing additional professional development might not be appealing, or even achievable, without the right support. school librarians are often a department of one, typically working alone to fulfill all functions and roles required within the library. taking time away from these duties is not always feasible. however, for those who responded to this study, professional development about asd has helped to build confidence in ability to support students with asd. conferences are valuable learning opportunities for school librarians, including those that are national, such as annual gatherings from the american association of school librarians (aasl) and ala. state chapters of national library organizations also host annual or biannual conferences, and these are often more affordable and easier to travel to and from for attendees. some conferences are presented on an even more local scale, with higher education institutions, library collaboratives, and library systems hosting events. but, with all such offerings, there is a cost. school librarians must not only pay the price of registration, but they must also find the time to attend. though school administrators may be supportive, this is not always the case. not all schools have the budget to allow for such professional development opportunities. additionally, even if the budget allows, the schedule must align such that school librarians can take the time away from their teaching commitments. online professional development might be an option, especially with many conferences shifting to a virtual environment after the initial covid-19 pandemic. though there is typically still a cost associated with online learning, many such opportunities are asynchronous so might alleviate scheduling issues. this study did not ask participants to differentiate in how they received professional development, instead it simply referred to “workshops, conference sessions, or online webcasts or webinars” as a whole. therefore, it is unclear whether the same takeaways would be gained from content delivered in person or online. a significant relationship was also found between confidence in ability to support students with asd and professional development opportunities about asd provided by school districts. it should be noted that this survey did not explicitly ask if librarians attended the offerings, only if their school district provided them. however, this is an encouraging finding that suggests when a school or school district is holding these broader conversations, school librarians benefit. training through coursework previous work has called for expanded course offerings about disabilities and building information about disability and accessibility into library science courses (prendergast, 2016). however, no significant relationship was found between graduate coursework about asd and confidence in supporting students with asd in the school library setting. it is possible that school librarians benefit more from keeping current through ongoing trainings and educational opportunities beyond their baseline coursework. introducing disability and inclusion concepts are important for students, but continuing those conversations while they are actually working in the field might have even more value. education libraries, 44:1 (2021) 18 training about evidence based practices very few participants in this study reported having any level of training on the 27 ebps from the npdc. given the lack of graduate level training and relatively little experience with professional development geared toward students with asd, it is perhaps unsurprising that very few participants reported familiarity and experience with these practices. the two practices that received the highest number of responses for the most training, modeling and reinforcement, are also common practices that are not specific to individuals with asd. additionally, given many students with asd require supports in the area of communication, it is concerning how few participants reported receiving training in ebps such as functional communication training (fct) or picture exchange communication systems (pecs). it is clear additional training needs to focus specifically on improving knowledge and skills in implementing ebps with this population. confidence despite a self-reported lack of training and education about asd, more than half of participants in this study felt somewhat or very confident about supporting students with asd in their school library. future work should investigate what might account for these feelings. it is possible that the librarians in this study simply had years of classroom experience and have been able to learn on the job through individual interactions; it is notable that nearly half of all participants had worked in school libraries for more than eleven years, and only a small percentage reported working with no students with asd at all during their career. while it is encouraging that more than half of participants felt confident in supporting students with asd, this percentage increased for those who had post-graduate training. awareness and inclusion in general, participants in this study largely reported feeling that students with asd should be included in regular library programming. students with disabilities deserve access and to benefit from an education, (individuals with disabilities education improvement act, 2004) and the library is part of the school environment for most students. inclusion has benefits for students with asd, their peers, and their teachers, including greater awareness and acceptance of diversity, reduced stigma, and opportunities for experiencing new social situations and practicing new social skills (humphrey & symes 2013; roberts & simpson, 2016; sansosti & sansosti 2012; waddington & reed 2006). this study asked participants to quantify the number of students with asd with whom they have worked. similarly, the study asked participants to list the disability categories they support in the school library, ranking them by frequency. this assumes that school librarians are aware of all students’ diagnoses. unfortunately, this is likely not always the case, as some of the responses provided demonstrated a lack of information or awareness about students. if school librarians are not brought into the iep process, they might not be aware of students who would benefit from additional support, particularly if those students are not served solely through a special education classroom. this is especially true if librarians are not educated to be aware of what characteristics to look for, in order to identify students who need more support in inclusive settings. finally, many participants reported supporting a number of students with developmental education libraries, 44:1 (2021) 19 disabilities. it is not unusual for there to be students with asd who receive a label of developmental disability, particularly when they are young. it is very possible these school librarians have worked with many more students on the spectrum than they realize. this makes the need for training and education about not just supports, but also inclusive services even more critical. if librarians are aware of ways to build in inclusive practices that support students with asd, all students will benefit. even if a librarian is not included in iep meetings or aware of an individual student’s need for services, the library environment and the librarian’s practices can be designed to offer more support to those who would truly benefit. simple steps include minimizing distractions in the library, creating visual schedules for story times or lessons, and ensuring that even if the library has collaborative spaces, there are still designated quiet rooms where students can step away and have a break (anderson, 2021). these practices particularly help students with asd and will also benefit other students who appreciate structure and a distractionfree learning environment. however, few participants reported having training in the ebps identified for those with asd, which means it is unlikely school librarians are employing these practices. implications for practice results from this study indicate that school librarians should take the initiative to educate themselves through professional trainings and workshops beyond what is provided in coursework or through their school districts. many of those who responded to this survey are doing so already, with 60% of all participants reporting at least one hour or more of training about asd through workshops. school districts would be wise to support and promote such opportunities for their school librarians. autism-focused sessions appear in many professional library conferences, perhaps reflecting the increase in prevalence and overall awareness of autism (see baucum, 2019b; klipper et al., 2017). schools should not only provide funding for school librarians to attend these events but should also encourage attendance. learning from peers is especially valuable, as school librarians can learn about immediately implementable practices, particularly relevant to school libraries. books and training material about asd are available for librarians in general, and schools should ensure these are purchased and made available as part of professional development. some webbased materials are free, including the site “libraries and autism: we’re connected,” the project enable website which includes training videos, and the project pals online course (florida state university, n.d.; libraries & autism, 2020; state library of illinois, n.d.). exposing librarians to these sites is a simple first step toward education. multiple librarians in this study reported the barrier of, essentially, “you don’t know what you don’t know.” these librarians felt that they did not have enough knowledge about asd to even know where to begin. graduate schools should ensure librarians are prepared at least with some baseline information about autism, so they know where to start. it is possible that this initial exposure could spark greater interest and inspire librarians to continue to pursue knowledge and opportunities on supporting their students with asd. librarians can also learn from those in support roles at their schools and beyond. fellow educators can be excellent resources to help school librarians understand best practices in the classroom. similarly, school librarians should be encouraged to attend education libraries, 44:1 (2021) 20 available professional development opportunities with special education teachers, and perhaps even be invited to participate in iep meetings to gain a better understanding of how to best support their students with asd. school librarians in this study who reported that their school or district provided professional development specific to asd, even if included within a larger disability context, felt more confident supporting these students in their school library than the total study population. administration should take note of this finding and ensure school librarians are included when such trainings are offered. school librarians might not be the first group of educators one thinks about when considering students with asd, but results from this study should help to bring them into the conversation. this study illuminates the need to support school librarians’ as they gain knowledge about asd and work to support the students they serve. implications for research this study adds to the literature as it looked at how, and if, school librarians are prepared to support students with asd. this includes their level of knowledge, training, and skills with this population, as well as knowledge of the ebps that are effective for them. unfortunately, school librarians reported low levels of training on asd and little knowledge of ebps for children affected. future research should examine the barriers to professional development opportunities for school librarians, as well as the best delivery methods. additionally, research should consider student grade (e.g., elementary, middle, high) to determine differing needs and how school librarians can best provide support. finally, future research should investigate the attitudes and knowledge of school administrators regarding school librarians and the provision of professional development opportunities. without support from administration, it is unlikely that school librarians will have the opportunities to pursue further education about asd aside from taking the initiative themselves, so this understanding is critical. conclusions autism is prevalent in our communities, and school librarians, whether prepared for it or not, are already working with students on the spectrum. this study is an important step in understanding the asd knowledge and related skills school librarians have when entering the profession, what opportunities they have to expand upon those skills, and what barriers they perceive. with this understanding, there are practical implications for school librarians, their colleagues, and their administrators. education about supporting students with asd through graduate education and school districts’ professional development varies widely, and most librarians who responded to this survey had not received an abundance of information about asd through either channel. it seems that the burden to improve their knowledge and skills is on individual librarians themselves, and they must seek out professional development actively to obtain information about supporting their students with asd. school librarians are interested in learning more and will need to be better prepared to support students with asd as prevalence increases. this survey showed that those librarians who received training outside of coursework, were more confident in supporting students with asd in the school library. education libraries, 44:1 (2021) 21 references adkins, d., & bushman, b. (2015). a special needs approach: a study of how libraries can start programs for children with disabilities. children and libraries, 13(3), 28-33. american association of school librarians (2020). library education and licensing. http://www.ala.org/aasl/about/ed/recruit/license anderson, a. (2021). library programming for autistic children and teens. american library association. anderson, a. & everhart, n. (2015). project pals. teacher librarian, 43(2). 24-25. anderson, a., and phillips, a. (2019). “getting basic information isn’t as helpful as the nuanced advice we can give each other”: teens with autism on digital citizenship education. journal of research on libraries and young adults, 10(3). baucum, h. (2019a). adapted library: ideas and strategies for students on the autism spectrum and non-categorical disabilities. the american association of school librarians annual conference. https://aasl.digitellinc.com/aasl/sessions/1448/view baucum, h. 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(2006). parents’ and local education authority officers’ perceptions of the factors affecting the success of inclusion of pupils with autistic spectrum disorders. international journal of special education, 21, 138–150. wong, c., odom, s. l., hume, k., cox, a. w., fettig, a., kucharczyk, s., brock, m. e., plavnick, j. b., fleury, v. p., & schultz, t. r. (2014). evidence-based practices for children, youth, and young adults with autism spectrum disorder. http://cidd.unc.edu/registry/research/docs/31.pdf http://www.librariesandautism.org/index.htm http://library.ifla.org/1744/1/138-mears-en.pdf https://nces.ed.gov/programs/digest/d20/tables/dt20_204.50.asp https://doi.org/10.1080/13603116.2016.1145267 https://doi.org/10.1002/pits.21652 http://cidd.unc.edu/registry/research/docs/31.pdf education libraries, 44:1 (2021) 23 appendix evidence-based practices identified by the national professional development center on asd ebp acronym antecedent-based intervention abi cognitive behavioral intervention cbi differential reinforcement of alternative, incompatible, or other behavior dra/i/o discrete trial teaching dtt exercise ece extinction ext functional communication training fct modeling md naturalistic intervention ni parent-implemented intervention pii peer-mediated instruction and intervention pmii picture exchange communication system pecs pivotal response training prt prompting pp reinforcement r+ response interruption/ redirection rir scripting sc self-management sm social narratives sn social skills training sst structured play group spg task analysis ta technology-aided instruction and intervention taii time delay td video modeling vm visual support vs note: ebps, along with a description of each, can be found in wong et al. (2014).