other ways, namely via the use of IP access and proxy servers.Standard library practice is to not provide specific user information toa vendor for privacy reasons. However, libraries do expect to receiveusage statistics on how often the resource is being used, althoughgenerally not to the level as to whom is using the resource, from thevendor. This metric is how libraries know if the resource is being used,is used to calculate the cost per use, and is factored in when makingrenewal decisions. Libraries themselves want to know if the product isbeing used andwould pursue other options to gather usage data if it isnot provided by the vendor.

Chapter 6 focuses on negotiating strategies and covers negotiableversus non-negotiable licenses, letter, and e-mail agreements, oralagreements, and tips on negotiating. Tips for negotiating round outthe chapter. All of the tips are sound, but a few stand out: know whatyou need, knowwhat youwant, and be flexible. Basically, knowwhereyou are willing to compromise. While some of the tips seem basic(e.g., do not threaten the other party; avoid oral agreements), it isessential to remember that the negotiating process is not personal.The last tip, know when to walk away, is simply a good reminder thatfor various reasons your institution may not be able to license aparticular product. There are some requirements that a vendor/publisher will not negotiate. If that is the case, not licensing thatproduct is the best way to go.

Chapter 7 comprises Questions and Answers. Basically, thischapter is a re-cap of the previous information in Q and A format.However, I found it to be one of the best offerings of this book for thewealth of information it contains.

Chapter 8 is the wrap-up and includes a needed section on LicenseCompliance Education. Odds are the person who negotiates andknows the terms of the License is not the personwho does InterlibraryLoan (ILL), course reserves, course packs, etc. Every employee whotouches electronic information should know where to go to getinformation on what is allowed under the terms of the licenseagreement. However, I think in some ways the training section goes alittle overboard. Few libraries will need to create seminar typesessions or even different sessions for staff and librarians. One of thethings not mentioned in the book is the use of Electronic ResourceManagement (ERM ) applications, most of which allow for specificlicense information to be entered (e.g., course reserves allowed: ILLnot allowed). If no ERM system is in use, many institutions track thisinformation in a spreadsheet or have a point of contact for thoseissues. Training would then encompass checking the system to verifyif the requested use is acceptable under the terms of the license forthat particular resource. The main point though, which this chapterhighlights, is that librarians and staff alike need to be trained onverifying what uses are allowed under a license agreement.

This book has a lot to offer; however, I found the flow to beawkward. A lot of specific information is presented, but examples arenot provided. While Web sites are referenced for sample and modellicense agreements, the absence of examples keeps the material in theabstract. All electronic resources seemed to be clumped together asone and guidance presented for all resources across the board.Licensing goals and needs change depending on the type of resource.What you expect from a license agreement for an online subscriptionto a journal, say JAMA, is different than what you would expect froman aggregator such as EBSCOhost. These are two different types ofproducts and the expectations are different. For example, perpetualaccess to subscribed content would not be expected for a canceledsubscription to an EBSCOhost database, but it would be for a paidonline subscription to JAMA (with the expectation that hosting fees orsome type of maintenance fee might come into play depending on theaccess method).

Although not a librarian, the author definitely understands thelicensing process from the library's perspective and provides valuableinformation on the legal aspects of licensing digital resources. I would

recommend this title for those that review and negotiate licenseagreements and as a supplement to other titles on licensing libraryresources. I would not recommend it as the sole licensing resource forthe librarian who is new to licensing.—Alexis Linoski, ElectronicAccess Librarian, Nimitz Library, United States Naval Academy,Annapolis, MD 21402, USA blinoski@usna.eduN.

doi:10.1016/j.acalib.2009.12.009

Teaching Generation M: A Handbook for Librarians and Educators,edited by Vibiana Bowman Cvetkovic and Robert J. Lackie. New York:Neal-Schuman Publishers, Inc., 2009. 368p. $85.00. ISBN 978-1-55570-667-8.

The editors of this publication have brought together a collectionof authors, who have composed compelling arguments, definitions,and theories about Generation M. Their handbook is divided intothree sections and the first titled, bDefining Gen M,Q quickly delvesinto the perceptions one may have about this particular demographicgroup. It is fitting that the first chapter, bThe Haves and the Have-nots:Class, Race, Gender, Access to Computers, and Academic Success,Qdiscusses the technological divide and its impact on studentachievement. Economics is often perceived as being a major barrierto achieving access to technology. The chapter's author, Colleen S.Harris, brings into focus how additional divisions have manifested inways we may not have viewed before. Information literacy is theunderlying theme of the entire publication; however, two distinctiveforms of literacy are discussed within the first section. The authors ofbDriving Fast to Nowhere on the Information Highway: A Look atShifting Paradigms of Literacy in the Twenty-First Century,Q detail theimportance of computer literacy. This chapter highlights research thatgives a surprising overview of Generation M's information literacyand technological skills. Discussing also how computer literacyimpacts library instruction and how educators are using new skillsto help Generation M become information literate. Another branch ofthe overall theme is discussed within the chapter titled bExpandingOur Literacy Toolbox: The Case for Media Literacy.Q Author SusanAvery provides a substantive definition of what media literacy entails,and she rounds out her piece by clearly outlining the citation andcopyright issues involved.

The second section of the book is titled, bThe World of Gen M: ACulture of Technology.Q The authors of this section look at theenvironment Generation M inhabits; dissecting the technology thisgeneration uses to play, communicate, and learn. The reader gains aninsight into a culture with a unique of sense community, where it isviewed as normal to share personal information, have conversationsand disputes, as well as have other interactions transpire in a virtualspace. For those who are not familiar with social networking sites, payclose attention to Laurie M. Bridges's chapter titled, bFace-to-Face onFacebook: Students Are There N Should We Be?Q Jeffrey Knapp, authorof the chapter titled bGoogle and Wikipedia: Friends or Foes?,Q takesthe reader on a journey into the inner workings of these twocomputer programs. Along the way, he asks librarians and educatorsalike to look at these sets of software, and view them for what they areand not what we have perceived them to be.

The final section of this publication is titled bPedagogy-Current andImaginedQ and the ensuing chapters probe into the various aspects ofeducational theory and discuss the incorporation of technology in theclassroom. The authors of bTeaching Gen M Through CooperativeLearning,Q look at the way Generation M works together, anddemonstrates how these methods can be used to enhance that

January 2010 105

particular cohorts' educational experience. After examining thishandbook, the importance of understanding Generation M andlearning how to engage them will not be lost upon the reader.—LorettaWallace, Business and Economics Librarian, M.D. AndersonLibrary, University of Houston, Houston, TX 77204-2000, USAblwallace3@uh.eduN.

doi:10.1016/j.acalib.2009.12.010

Developing a Comprehensive Plan for Your Library, by Paula M.Singer and Laura L. Francisco. 2nd edition. Chicago: American LibraryAssociation, 2009. 197p. D55.00. ISBN 978-0-8389-0985-0-368-0.

In my experience, determining a reasonable salary for thosewho work in libraries is one of the most difficult frustratingthings I have ever been asked to do. The person who said thatno one is ever really satisfied with what they are paid was notfar off, but it is also clear that poor salaries (not unknown inlibrarianship) can make things extremely unhappy. The challengeis to understand the human relations systems we work in andthe language used within those systems as we work to developreasonable salary structures.

Enter Singer and Francisco. These women are professionalconsultants associated with the Singer Group of Baltimore who gotthe idea for writing this book while working for a public librarysystem in Maryland. They are not librarians but rather humanresources professionals, but this work, now in its second edition, isa good resource for spanning the divide between those who make alivingworking in libraries and the HR people who support them.Whatthey aim to do, and accomplish nicely, is offer a workbook style guidewritten in layman's language to developing a salary survey for alibrary and then offer guidance for implementing and managing acompensation plan within that organization based on the data itgenerates.

As stated, the book is designed to provide a step-by-step guide todeveloping a compensation survey of the organization, and, as aresult, it may seem to have little to do with academic libraries, most ofwhich are embedded within larger organizations. Campus HR andpayroll offices do this work for us using their own magic potions and

106 The Journal of Academic Librarianship

chants, often producing indecipherable rationales with numbersattached. However, I would suggest that what this book offers theacademic manager is a peek at how compensation specialists look atwork, their vocabulary, and their work regimens. In doing that, theauthors give us the opportunity to better form personnel requests, toset compensation levels that address both the market and skill sets,and to understandwhat we need to do tomake the case for reasonablecompensation levels in their offices. In short, they tell us somethingabout the task being performed, and, as such, provide valuableinsights into this process.

Singer and Francisco write clear prose denuded of unnecessaryjargon, and they provide a number of worksheets and forms for usein looking at and understanding compensation levels. They alsooffer a timeline for the library survey for those who want to gothrough that process (or to understand the work that HR is doing),as well as a fair index and a glossary of terms that might be usefulin understanding local HR offices. The comments offered are clearand designed to communicate the work of compensation specialiststo librarians. It does not get into the kind of philosophical problemsraised when libraries staff themselves with a mix of librarians,support staff, paraprofessionals, and other professional workers, butthat may actually be to their credit. They provide a place andquestions to guide a discussion of values without insertingpreexisting biases, forcing the library manager to confront thequestion of credentialing to their satisfaction and to defend them topeople who do not approach the issue of blibrarians' workQ with thebias of the profession.

As noted earlier, the main value of this book will be to stand-alonelibraries like public library systems. But, for those academic librariesthat are tired of trying to figure out fair compensation levels bycomparing themwithwhatwas paid the person last hired in state, thisprovides readable guidance as to how arguments for compensationought to be developed. I amold enough to think D55.00 is a little pricey,but I like the bookwell enough to believe that this is a book that seniormanagers in libraries ought to be familiar with and that those whohandle HR in library offices ought to have on their bookshelves.—Delmus E. Williams, Professor of Bibliography, University of AkronLibraries, OH 44313, USA bdelmus.williams@gmail.comN.

doi:10.1016/j.acalib.2009.12.011