Electronic publishing, where the rapid spread of Internet use raises concern among publishers;

Audio recording, where a Japanese study indicated that 97 percent of library-loaned material was being copied, and in Indonesia, it was determined that not one legal cassette or record of western music was bought in 1985;

Video recording, where mainstream hardware producers have simplified the means to make illegal copies by produc- ing dual-cassette recorders and devises for bypassing copy- protection mechanisms; and

Computer programming, where Lotus estimates it is losing half of its sales to copyright theft.

The book describes, for each area, the measures available to impede copyright thieves and concludes with a discussion of user implications, suggestions for legislation, and impending issues. Though the author takes an international perspective, the majority of the discussion is focused on British and European laws, agreements, and statistics. Most of the experts quoted are from British associations. How American copyright laws differ from European laws is not discussed, nor is the concept of “fair use,” which is a common defense for unlicensed copying. Nev- ertheless, the subject is not sufficiently covered in recent texts, and though the narrative is a little stiff, the discussion covers a wide range of issues competently. Recommended for all aca- demic and law libraries.-Christopher G. Lewis, Median Librarian, American University Library, 4400 Massachu- setts Ave., N.W., Washington, D.C. 20016-8046 cclewis@american.edu>.

The Digital Economy: Promise and Peril in the Age of Networked Intelligence, by Don Tapscott. New York: McGraw-Hill, 1996. 342~. $24.95. ISBN 0-07-062200-O.

Tapscott is one of Canada’s gurus of the digital future, and co-author of Paradigm Shift: The New Promise of Information Technology (McGraw-Hill, 1992). This book, aimed at manag- ers and executives, purports to answer the question “What does the new technology mean to me and my business?”

An introduction (which assures us that everything’s being transformed) is followed by 11 chapters in four parts: thriving in a new economy, Internetworking, leadership for transformation, and leadership for the digital frontier. Tapscott generally avoids jargon and is particularly fond of enumeration (12 themes here, IO shifts there, five views somewhere else). The book is fairly easy reading. It is also, to this reader, hollow and essentially useless. Tapscott appears to take Nicholas Negroponte at face value, as well as George Gilder and the rest of that group. Chap- ter nine defines “interactive multimedia” as being the sum total of all communications, computing, and content-and, thus, already close to a trillion dollar industry. A library is nothing more than an interactive multimedia center, and so are OCLC, RLG, and AT&T--if you accept this bizarre definition.

If you believe that sampling audio or video to store it digi- tally somehow makes it immediately transformable into text or whatever, then you might appreciate this book. If you regard Wal-Mart and Chrysler as epitomes of what business should be, this book is for you. If you really and truly believe that calling telephones, mainframes, newspapers, spreadsheets, and the Journal of Academic Librarianship “interactive multimedia,” and that stating that of course they are all converging and col- lapsing makes it so, then run out and buy this book. Better yet,

wait for the singing-and-dancing online multimedia version to come out; should be any day now.

Large business collections probably own this book already. If not, such collections should probably include it, as one of many samples of CyberHype. For other libraries? Well, it is rea- sonably priced, the text is set in highly readable New Caledonia, and the book is printed on recycled acid-free paper. That is the strongest recommendation I can give-but then, I find the funda- mental premise (the great digital convergence) ridiculous, and this book provided not one fact to change my mind. Not recom- mended for most libraries.-Walt Crawford, Research Libraries Group, 1200 Villa Street, Mountain View, CA 94041 <br.wcc@rlg.org>.

Evaluating Library Instruction: Sample Questions, Forms, and Strategies for Practical Use, edited by Diana D. Shomock. Chicago, IL: American Library Association, 1996. 174~. $34.00 ($28.80 for ALA members). ISBN O-8389-0665 6. LC 95-23608.

In 1991, the Research Committee of the Library Instruc- tional Round Table, American Library Association, began to gather and analyze questionnaires which libraries use to evalu- ate their user instruction programs. Evaluating Library Instruc- tion is the result of the Committee’s efforts. The primary purpose of the book is to assist libraries in conducting effective evaluations of their instructional programs through the use of survey instruments. To this end, the work becomes a handbook with sample questions and insightful tips.

The introduction discusses how to implement the evaluation process, step-by-step. Fourteen sections, designed specifically to assist in creating an effective measurement instrument, con- sist of an introduction followed by sample illustrations or sur- vey questions. The topics cover opening and closing a survey instrument, evaluating the instruction processes, and gathering user background information. The appendices include examples of well-designed questionnaires, valid attitude and measure- ment scales, and pre- and post-instruction checklists. In addi- tion, there is a glossary, an index, and a bibliography.

The information presented is easy to understand, practical, and time-saving. The sample questions and questionnaires can be easily adapted to suit libraries of all types. The book is clearly an excellent value at its cost; it is highly recommended for all librarians involved in user instruction.-A. Marissa Smith. Del E. Webb Memorial Library, Loma Linda Uni- versity, 11072 Anderson St., Loma Linda, CA 92350.

Future Libraries, edited by R. Howard Bloch and Carla Hesse. Berkeley, CA: University of California Press, 1995. 159 p. $40.00. ISBN O-520-08810-7.

Originally published as the spring 1993 issue of Representa- tions, this work is a philosophical look at the rise of digital libraries and some of the ramifications inherent in the move towards digital access and storage of information. The editors examine the creation of the Bibliotheque de France, still under- going a bold move into the digital library arena. This volume does not concern itself with the technical aspects of either stor- age or dissemination, but rather with the theories of making information widely available in a country that has made some progress into the digital era. Many of the essays discuss the future of the digital library in terms that are slightly ambiguous. Since none of the authors pretend to know where the technology

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is taking librarianship as a profession, they deal more with the concept of information as an entity, and most note that informa- tion is a commodity. There are some notes of discord, and the occasional touch of concern that libraries are beginning to slip out of the control of the traditional librarian-centered model, but the concern is not of the type evinced by Walt Crawford in his co-authored Future Libraries: Dreams, Madness & Realit_\ (American Library Association, 1995).

Future Libraries is a broad work for such a slim volume, dis- cussing practical issues such as architecture of new library buildings, broad copyright questions (often Euro-centric), and the fact that a true digital library might well obviate the need for the multiplicity of libraries we see across the world. There are also a number of philosophical discussion centering on the con- cept that the reading public likes the physical manifestation of the book, and that reading is rarely done in the same way when the informational content in located on a CRT, as opposed to being located on paper bound in a volume. The major drawback of this volume is the lack of depth vis-&vis serial literature, and the special problems and benefits associated with the transfer- ence of this type of material into digital form.

In my view, the digital library is the clear direction of the future of our profession. Not all information will be located on the network, nor should it, even if that were possible. But a large majority of the work available within libraries can be translated into digital form and lose nothing other than the cachet of the book. This volume is highly recommended for all types of libraries, but particularly for academic and larger public librar- ies where there is a need for further information about library issues in a digital age. It is a must for library administrators and anyone associated with planning for institutional futures, pri- marily because it offers exactly the kind of information needed to make long-term plans for the future of our profession without getting involved with the bits and bytes of digitization.-John Small, Electronic Resources Librarian and Assistant Pro- fessor, Central Missouri State University, Warrensburg, MO 64093 <small@cmsuvmb.cmsu.edu>.

Guidelines for College Libraries: Recommendations for Performance and Resourcing, edited by Kathy Ennis. 5th ed. London: Library Association Publishing, 1995. xiv, 72~. 215.95 (UK). ISBN l-85604-153-0.

Under the aegis of the Colleges of Further and Higher Edu- cation Group, the (British) Library Association has published updated recommendations on the strategic management, qual- ity, resource, and service issues of college libraries. The booklet is similar in purpose to, but broader in scope than, the Associa- tion of College and Research Libraries (ACRL), “Standards for College Libraries,” 1995 Edition (see College & Research Libraries News, 5 (April 1995): 245-257).

This edition of Guidelines is expanded and completely revised from the 4th edition published in 1990. Many of the revisions are in response to changes in teaching and learning methods prompted by technology, a more student-centered approach to learning, and greater emphasis on accountability for services falling under the rubric of “learning resources.” Recommendations are organized in outline form with brief summaries highlighted at each chapter’s conclusion. The heart of the text is Part 2, which covers the library’s environment, staff, and service under the Resourcing Section; and access, stock (i.e., library materials), services, study facilities, informa- tion technology, provision for franchised courses and part-time

students, as well as discipline and behavior management under the Service Section. References cited include recently pub- lished and unpublished association and government reports, studies, and standards. Four appendices provide more specific information for several topics, and quality assurance tables indi- cating examples of objectives, responsibilities, indicators, and sources for factors such as the library’s environment, promotion of facilities, and staff expertise. One section worthy of more attention is the collection and its development, which is limited to only one and a half pages.

American librarians may find some recommendations sur- prising, and a few terms unfamiliar, for instance, “The librarian is involved in all decisions surrounding the introduction or development of all courses including franchised courses.” However, they will find many of the guidelines similar to rec- ommended standards promulgated in the United States for col- lege libraries, and may benefit from advice on strategic planning and factors to consider for performance indicators in their own libraries.-Stanley P. Hodge, Director of Collec- tions Development, Ball State University Libraries, Muncie, IN 47306.

Libraries and Student Assistants: Critical Links, edited by William K. Black. Binghamton, NY: Haworth Press, 1995. 176~. $24.95. ISBN 1-56024-755-x.

Reliance on student employees to perform basic daily ser- vices is a reality among modem academic libraries. Right or wrong, we expect these individuals to complete many different tasks, work evenings and weekends, successfully take classes, and maintain a social life. These conditions challenge librarians to keep reasonable work expectations while demanding ade- quate performance from individual assistants. Fortunately, sev- eral excellent monographs exist as sources of advice and ideas. While Libraries and Student Assistants duplicates ground cov- ered in previously published books, it makes an useful contribu- tion through providing a handy reference work on many important aspects of managing student assistants.

The 12 chapters are written by 15 librarians from a range of small, medium, and large institutions. Each section is well researched and written. However, omission of a subject index limits its use in finding information on particular topics quickly and easily. Its most serious problem lies in duplicating other monographs on issues like hiring, training, and work perfor- mance. David A. Baldwin’s Supervising Student Employees in Academic Libraries (Libraries Unlimited, 1991) and Training Student Library Assistants (American Library Association, 1991) by Momell D. Boone, Sandra G. Yee, and Rita Bullard, are equal in coverage on these areas.

On the other hand, one does find solid, useful information on basic management issues in this work, and several chapters are useful ever for experienced managers. David Gregory’s histori- cal overview on the changing role of student assistants is excel- lent. Those institutions using or exploring the team-based organizational model will find Jeanne F. Voyles’s and Mark D. Winson’s study of the University of Arizona Libraries valuable reading. Stanley N. Wilder’s study on the mix between student and full-time employees is quite good. And Gregory’s and Susan Marks’ bibliographic essay is useful as source for addi- tional reading.

Libraries and Student Assistants is not the definitive work in managing student employees. Used with other works, it will assist new and long time managers in using these valuable

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