author discusses the technological tools available forprotection on the Internet. This includes using such toolsas encryption, antivirus software, and personal firewalls.The work ends with a review of guidelines and tips forsafely navigating the online world.

The book reads easy with brisk movement from eachtopic. The author's aim is to educate readers of how toavoid victimization. With the breadth of topics coveredand helpful information available within this book,there is something here for everyone. The one drawbackto this book is the quick rate of change of the Internet,and the potential that the information contained maybecome obsolete within a short period of time.Fortunately, there exists a parallel website to keepInternet users up-to-date of new and evolving threats.Overall, there is much to gain from this book, especiallywhen one considers the ubiquity of the Internet todayas well as those who aim to disrupt its smoothoperation.—Robert D. Laws, Digital and Access Ser-vices Librarian, SFS-Qatar Library, Georgetown Uni-versity, Doha, Qatar <rdl27@georgetown.edu>.

doi:10.1016/j.acalib.2009.03.017

Using Technology to Teach Information Literacy,edited by Thomas P. Mackey and Trudi E. Jacobson.New York: Neal-Schuman Publishers, Inc. 2008. 240p.D75.00. ISBN: 978-1-55570-637-1.

In their previous publication, Information Literacy:Collaborations That Work, editors Jacobson and Mackeycompiled essays focused on increasing collaborationbetween university faculty and librarians, a muchneeded step towards improving students' informationliteracy skills. In Using Technology to Teach InformationLiteracy, they've shifted focus from collaborative rela-tions to targeting the strengths and methods of usingvarious technological tools bto support, create, assess,and redesign information literacy courses and pro-gramsQ (p. xv) in the hope of molding 21st century stu-dents into successful information gatherers and users.

Using Technology to Teach Information Literacy isdivided into three core sections: The CollaborativeWeb, Course Management Systems, and Online Assess-ment. The Collaborative Web highlights the interactiv-ity of Web 2.0 technologies such as blogs and wikis andincludes models of streaming video and digital libraries.This section demonstrates that the Web is not just usedas instructional support, but as a primary tool in thelearning environment. In Part II, Course ManagementSystems (CMS), the authors describe their methods ofusing CMS to synchronously and asynchronouslycollaborate with faculty. The use of CMS engagesstudents' learning in and out of the physical classroomwhile expanding librarians' influence on the structureof the courses. In the final section, Online Assessment,the focus is on using technology to assess informationliteracy and student learning. The chapters in thissection present assessment tool models used in English

Composition and English as a Second Language courses,which include online surveys, pre-tests, post-tests, anddiscussion forums utilizing blogs, wikis and chat rooms.

The instructional models exampled in this work willeducate, enlighten, and influence faculty and librariansto incorporate newmethodologies of teaching informa-tion literacy to a student population already accus-tomed to a variety of online environments. Mackey andJacobson continue to encourage librarians and faculty tobuild instructional partnerships, as evidenced by thefaculty-librarian teams that co-author each chapter,only this time they offer technological tool suggestionstomore effectively carry out this collaboration.—AndreaMalone, Assistant Librarian, University of Houston,M. D. Anderson Library, 114 University Libraries,Houston, Texas 77204, USA <armalone@uh.edu>.

doi:10.1016/j.acalib.2009.03.018

Documentation: A History and Critique of Attribu-tion, Commentary, Glosses, Marginalia, Notes, Biblio-graphies, Works-Cited Lists, and Citation Indexing andAnalysis, by Robert Hauptman. Jefferson, NC: McFar-land, 2008. 229p. D35.00. ISBN 978-0-7864-3333-9.

We live in the era of faked memoirs and footnotednovels. We know that archives and documents are des-troyed, forged or redacted in order to shape the histo-rical and evidentiary record. TheWorldWideWeb offersan ocean of binformationQ to anyone with a computerand Internet access. Entire texts and snippets from theweb can easily be copied, rearranged, and transposed,without attribution even where this is possible. Theproliferation of new information formats requires theeditors of bibliographic citation manuals to update theirguidelines and rules for scholarly writing on a regularbasis in order to keep up with the varied content of thisglut. Into this cultural moment Robert Hauptman haswritten a curiously ambitious book on collective effortsthroughout Western history to manage and record thesource material used to produce and legitimize newcultural artifacts. There is the faintest suggestion inthese pages that such a project is rather droll (in theBorgesian sense), though this does not detract from theseriousness of his enterprise. Inevitably, the attempt isbound to seem exotic, since an extended account of thedevelopment of citation formats, references, and ancil-lary textual practices has the sort of weird allure onemight associate with a Renaissance curio cabinet. As hesays regarding the varied uses of illustration in differentintellectual contexts, bDocumentation is a broad anddiverse category N Q (p. 128)

Hauptman's amply illustrated survey of documenta-tion includes hand-written manuscripts and printedartifacts, though he emphasizes printed books andscholarly journals. And unlike the specialized studies offootnotes and marginalia which he duly acknowledges,Hauptman's broad approach to documentation involvesa kind of explanatory detail and narrative density that

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