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suggests that the concerns expressed here (a somewhat superficial approachplus lack of a bibliography and electronic resource coverage) about the workunder review do not apply to all books in the series.

The book deliveries what it promises—a quick crash course on col-lection development. It might otherwise be described as a ‘‘quick read oncollection development’’; less charitably as ‘‘the dumping down of collec-tion development,’’ or facetiously as ‘‘collection development for dummies.’’Nevertheless, due to its public library focus and introductory-level approach,this work fills a niche, and many libraries will want to collect it for thosereasons. In the final analysis, some readers will benefit from this title, butmost would be better served by consulting the two standard collectiondevelopment/collection management textbooks: Fundamentals of Collection

Development and Management by Peggy Johnson and Developing Library

and Information Center Collections, 5th edition, by G. Edward Evans andMargaret Zarnosky Saponaro.

Thomas E. Nisonger

School of Library and Information Science

Indiana University

Bloomington, IN

WEB 2.0 FOR LIBRARIANS AND INFORMATION PROFESSIONALS. EllyssaKroski. New York, New York: Neal-Schuman Publishers Inc., 2008, 207 pp.,

$75.00, ISBN 978-1-55570-614-2.

Though the term Web 2.0 has only been around for a few years, use of thistechnology has become more the norm than the exception, and librarians willfall behind if they don’t learn how their patrons spend their time online. But,in addition to simply learning about Web 2.0 tools, librarians are increasinglyrealizing these applications can be made to work for them and enhance theirpatrons’ online experience.

Kroski’s book is relevant for both novice and expert users of Web 2.0tools by illustrating and explaining how they can enhance creativity, promoteinformation sharing, and provide for collaboration among users—includinglibrarians. As one of the initial adopters of Web 2.0 tools—Kroski first heardof blogs in 2002 during a conference and began writing one in 2003—she is able to clearly explain Web 2.0 resources while also sharing bestpractices. For example, after explaining RSS feeds in Chapter 3, she thenprovides information and links to libraries using RSS feeds for their patrons’benefit such as Hennepin County (MN) Library, where patrons can track thedue dates of their library items. Other chapters address blogs, wikis, socialbookmarking, vertical search engines, mashups, and productivity tools.

The book isn’t simply a review of the more common 2.0 tools, suchas del.icio.us, Facebook, and LibraryThing. Kroski has done her Web 2.0

258 Reviews

homework and has found sites catering to regional audiences. One exampleis MyOwnCafe, an online social networking community for teens in south-eastern Massachusetts. Teens who sign in can find out about local events,sports, and jobs. They can download .mp3 files from local bands and chaton message boards moderated by teen leaders.

Most of the technology examples provided use free software and canbe undertaken even by techno-phobic librarians. For example, Chapter 2explains blogs and includes a section on the anatomy of a blog as wellas illustrated screenshots. Kroski shows how librarians are using blogs (tolet users know about recent acquisitions, renovations, etc.) and providesexamples of how university libraries, library associations, public libraries, andlibrarians themselves are using them. She finishes the chapter with examplesof blogging software, tools for locating LIS blogs, and best practices.

The book also includes an easy-to-digest glossary, index, and appendixof resources that includes recommended blogs, books, and journals. It shouldprove informative and useful for all information professionals wanting toreach others and share information online.

Rachelle Miller

Library Director

Troy-Miami County Public Library

Troy, OH

STRUCTURES OF IMAGE COLLECTIONS: FROM CHAUVET-PONT-D’ARCTO FLICKR. Howard F. Greisdorf and Brian C. O’Connor. Westport, CT:

Libraries Unlimited, 2008, 180 pp., $45.00, ISBN 978-1-59158-375-2.

Greisdorf and O’Connor’s book examines the essential questions of whyhumans tend toward collecting images, how language is used to describeimages and image groupings, and how collections are assembled and struc-tured for differing uses. Such a study is timely as current Web-based toolssuch as Flickr, PicOodle, and Photobucket have provided a variety of toolsfor constructing Web-based image collections, while search tools such asYahoo Image Search, Netvue, and Picsearch have made locating and viewingimages within those collections easy for users.

In Part I, Greisdorf and O’Connor point out that the construction ofimages is a ‘‘purposeful act’’ that humans have been finding meaningfulfor over 30,000 years. The authors reference cave drawings of horses atChauvet-Pont-d’Arc, pointing out that, while viewers of these drawing cannotknow the artist’s intent, this sense of fractured experience is an artifact of allimage viewing, as creator’s intent is just as difficult to derive when viewingcontemporary photographs of horses on Flickr. Further, the authors brieflyexplore the nature of seeing in terms of color, orientation, size, location, and