College and Research Libraries 304 College & Research Libraries tant function. This is to provide a picture of developmental trends at the interface between library user, librarian, and the new technology, which gives ample weight to maximizing possibilities for all three.-Robert B. Marks Ridinger, Founders Library, Northern Illinois University, De- Kalb. Adams, Mignon S., and Jacquelyn M. Morris. Teaching Library Skills for Aca- demic Credit. Phoenix, Ariz.: Oryx Pr., 1985. 21lp. $29.50. LC 83-43238. ISBN 0-8977 4-138-2. Kumar, Girja, and Krishan Kumar. Phi- losophy of User Education. New Delhi, In- dia: Vikas, 1983. 247p. $30. ISBN 0- 7069-2288-3. Nowadays it is difficult for a book on bibliographic instruction to stand out on the shelf. Such a plenitude of them crowd in. But Teaching Library Skills for Academic Credit is an exception-a pragmatic guide to BI that earns its appellation. A shop- worn word in librarianship, pragmatic The Academic Librarians' Choic=e~~~~ with CLASS • Over 18 Million Records • Subject Access/Boolean Capabilities • Choice of Accounts: • Search Access • Online Cataloging • Acquisitions • Interlibrary Loan Contact: CLASS, Dept. AC, 1415 Koll Circle, Suite 101. San Jose, CA 95112 408/289-1756 May 1986 must be used carefully. With this in mind, part 1 explores theory and practice and thankfully is short on theory; academic li- brarians are well aware of why BI should exist. How to devise a profitable library course is more germane to current inter- est. Here this book excels. · Establishing, planning, then developing materials for · the library course constitute succinct, pro- cedural chapters. Not to discourage the juggernaut of BI, a section on program survival forewarns of possible impedi- ments to success. Although satisfactory, this section could have been lengthened with incognito examples of failure. In the chapters on teaching and evaluating the li- brary course, old wounds open afresh. If academic librarians are overcognizant of the need for BI, they are equally sensitive to the fact that they are not always per- ceived as classroom teachers-that is, un- til they prove themselves. In light of this compromising position, the ideas put forth are highly requisite-so much so that, again, further elaboration would not seem tedious. Some academic librarians come to BI already in possession of a pleasant, communicative style. But for those unsure of their ability to teach, this crash course will be of assistance. Part 1 aptly demonstrates that whereas the the- . ory behind BI satiates, exemplary practice whets the appetite. Part 2 considers eighteen case studies of actual BI programs, some of which are heartening to hear about in that they sur- pass the usual one-credit-hour course. This is not to disparage the mainstay of most academic libraries, but to point out that progress has been made. Miami Uni- versity offers ''EDM 252: Scientific Infor- mation Sources" (full semester); Penn State, ''Library Studies 470: Federal and Legal Information Resources" (team taught with law professor, fifteen weeks); Mankato State, "Sociology 206: Careers in Criminal Justice" (library component ten- to twelve-hour module); and Paterson College, "ELED 609: Research Seminar in Elementary School Subjects" (team taught with education professor, sixteen weeks). Team teaching appears to be the wave of the future for specialized BI .courses; understandably so since profes- sors do not want to relinquish their su- zerainty. As asked for in Part 1, weak-_ nesses of some of the programs are re- ported in these case studies-but not seri- ous drawbacks or anything resembling failure. Too often promotion eclipses criti- cal judgment; perhaps another book on BI dilemmas will correct the imbalance. Oth- erwise the case studies engage attention and satisfy curiosity to know how others go about BI. Adequate documentation appears throughout with an extended bibliogra- phy at the end. An appendix offers a checklist of teaching techniques-sort of a reinvigorator for those eager to assault the classroom. This study is recommended for its strong pragmatic approach to, and for its update on, advances in BI. In reading Philosophy of User Education, by the Indian authors G. Kumar, Jawa- harlal Nehru University librarian, and K. Kumar, head of the department of Library and Information Science, University of Delhi, one reckons that experimental user Recent Publications 305 education is predominately an Amer:_ican and British endeavor. Practically every footnote references a familiar U.S. study with Project LOEX cited often. What was expected-a review of strictly Indian phi- losophy on the subject or possibly an Asian survey-did not materialize. Not a criticism in itself, just somewhat of a sur- prise. If this book bore only a title one -would guess, at least from the opening chapters, that an American had written it. In textbook fashion a historical perspec- tive begins the study. The Monteith Col- lege experiment leads off; next, Earlham, Swarthmore, Wabash, Hampshire col- leges, and the University of Texas-Austin are recognized for their pioneering efforts in user education. The concept of the library-college is examined and aligned with independent study; both intended to fill the library with self-motivated stu- dents revived from classroom anesthesia. The second chapter on institutional frame- work explains why the American experi- ence has been scrutinized: because of Midwest Library Service You won't find more personal attention .. . anywhere College and university librarians: We have what you ' re looking for . While Midwest utilizes state-of-the-art computer systems, we realize machines can't do it all . So when you want to place an order, ask a question, or discuss a problem , you can call direct on Midwest's toll-free WATS line and conduct business on a name- to-name basis with your personal customer service representative. It's the kind of attention that Midwest has provided to college and university libraries for 24 years . ~idwest Library Service 11443 St. Charles Rock Road Bridgeton , MO 63044 Call toll-free (800) 325-8833 Missouri librarians call toll-free (800) 392-5024 Canadian librarians call collect (314) 739-3100 306 College & Research Libraries democratic birthright user education is a natural outgrowth-academic librarians can challenge tired orthodoxy on campus and expected to be heeded. Here, Indian librarianship makes an appearance to ad- mit that experimentation in user educa- tion has been slight to nil at home. The fol- lowing chapters on the teaching function of librarians and teaching methods will be old hat to American readers; though, in Asia, the telling will probably stimulate discussion. The fifth chapter concerns less developed countries and user education; now the stimulus will be reversed to in- trigue American readers. Technology transfer is the main voice of its plea. In the last chapter the anticipated philosophy unfurls. S. R. Ranganathan's .five laws of ~ibrary science acknowledged, the doc- trine reverts to American ideals and ac- May 1986 complishments. Without imploring, In- dian librarianship is shown the path to tread in the future. Some minor annoyances crop up in this book. The paper is cheap, and typographi- cal errors mar its pages. What would not be sexist language in India surely will be detected in this country. Footnotes accom- pany the text, but no bibliography. The appendixes are reprints of an instructional development model and analyses taken from U.S. journals. At any rate, it is rec- ommended for its clear restatement of the user education movement in the West, for its entreaty to assist less developed coun- tries to benefit from user education, and for its underlying purpose to awaken In- dia to the promise of user education.-Bill Bailey, Newton Gresham Library, Sam Hous- ton State University, Huntsville, Texas.