reviews 242 College & Research Libraries May 2003 librarians working with children, to in- stances of students attempting research projects without adequate instruction from their teachers and of teachers lack- ing the necessary information literacy skills to direct the students appropriately. Ten recommendations are given in their paper, “Information Literacy: Helping Librarians Apply the Research to Teach- ing Information Skills to Patrons: The Importance of the Human Interface.” The most important, perhaps, is the seventh, addressing and beseeching school and public librarians to assist teachers in in- tegrating information literacy into their disciplines. Williams, School of Information and Media at The Robert Gordon University in Scotland, describes research measur- ing the integration of the school library resource center into the overall teaching and learning process in her article, “Learning to Learn: An ICT Training Model to Support Professional Develop- ment and Change in School Libraries.” The model aids librarians in conducting a needs assessment, focusing and train- ing on the results, reflecting on their progress, and devising professional de- velopment plans. Also noteworthy are the contributions of Viviane Couzinet, Université Paul Sabatier, and Susie Andretta, University of North London. Couzinet documents the challenges encountered by French school documentalists and subject teach- ers in their new curriculum, which re- quires that information literacy and study skills be collaboratively taught to stu- dents. Andretta describes the develop- ment of an information literacy module for first-year college students using the ALA’s definition of information literacy. In “Information Literacy for ‘Mere Mor- tals,’” she discusses the results and high- lights suggestions for future implemen- tation. The second set of contributions, deal- ing with global continuing professional education, examine distance learning, Web-based courseware, Web develop- ment software, cooperative exchanges between countries and special libraries, and government information policies on distance learning. Librarians—from Alba- nia, Croatia, India, Sweden, South Africa, New Zealand, Canada, and the United States—emphasize collaboration models, tutorials, information competency pro- grams, and the effects of such programs on students. Three papers deal with as- sessment, accreditation, and certification issues. The papers included in Continuing Professional Education for the Information Society are useful and well written. Pro- grams, modules, studies, and implemen- tation experiences with primary and sec- ondary students are of particular inter- est. Members of the American Association of School Librarians can appreciate that their colleagues around the world are encountering similar difficulties and tri- umphs. Institutions with schools of edu- cation or information and library studies would benefit greatly from the research and discussion presented in these pa- pers.—Janice M. Krueger, University of the Pacific. Delivering Lifelong Continuing Profes- sional Education across Space and Time: The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions. Eds. Blanche Woolls and Brooke E. Sheldon. Munchen: K.G. Saur (IFLA Publications 98), 2001. 283p. 68 Euro (49.80 Euro for IFLA members) (ISBN 3598218281). ISSN 0344-6891. This book publishes the proceedings of the Fourth World Conference on Continu- ing Professional Education for the Library and Information Professions held in Chester, Vermont, in February 2001, as a preconference to the annual International Federation of Library Associations and Institutions (IFLA) conference. The three preconference subthemes included “cre- ating the delivery mechanisms: effects of new technologies,” “engaging staff in life- long education over space and time,” and “where do we go from here?” In addition to the keynote address and presented Book Reviews 243 papers from the 2001 preconference, this book also includes selected papers from the previous three preconferences. In his keynote address, Ken Haycock (Graduate School of Library, Archival and Information Studies, at the University of British Columbia) reviewed the outcomes and recommendations of two ALA-spon- sored Congresses on Professional Educa- tion, in addition to those of other studies of successful professional development programs. Haycock’s address not only provides an overview of the current state of planning and development for librar- ian continuing education but also creates a context for the themes presented by the other presenters. The papers included in this book rep- resent an international perspective on continuing education for library profes- sionals. Contributors represent all areas of librarianship, including graduate schools of library science, libraries, and service providers. The authors discuss issues related to the delivery of profes- sional development both within their own countries and globally, review cur- rent practices, present case studies, dis- cuss models of technology use for con- tinuing education, and propose method- ologies and practices for future develop- ment and implementation. Several inter- esting and creative uses of technology are described. Two papers are particularly notewor- thy. Anne Clyde’s essay describes the In- ternational Association of School Librarianship’s School Libraries Online Web site. This site combines the use of vari- ous technologies to foster professional development for school librarians as well as to share information about, and encour- age research in, school librarianship. An- other noteworthy essay by Lesley Moyo describes Africa Virtual University. This in- teresting project provides continuing edu- cation opportunities in Africa; Moyo pre- sents it as a model for the library profes- sion. Moyo also focuses on the advantages of, and barriers to, technology-based edu- cation in Africa: financial, cultural, tech- nological, and content issues. Several other papers in the book also discuss these is- sues within the framework of providing professional and continuing education for librarians in developing countries. The papers are arranged in the order they were presented at the preconference as indicated in the table of contents. How- ever, there are no divisions within the book itself. Given that the preconference was focused on subthemes, a separate table of contents or index providing ac- cess to specific papers addressing those themes would have been helpful. The last five papers, which serve as appendices, are not clearly labeled as being from pre- viously held preconferences or as appen- dices. A note at the end of the foreword does indicate their status; however, it does not match the individual papers with a particular preconference. The print throughout the book is small; figures rep- resenting screenshots from Web sites also are small and at times blurry, making them difficult to read. Despite these stylistic difficulties, this volume of proceedings is recommended reading for anyone interested in the topic of professional continuing education for librarians. Those involved with the use of technology in education also may be interested as many of the essays provide good examples of the effective use of tech- nology in learning that may be adopted in other contexts.—Barbara J. D’Angelo, Arizona State University East. Longino, Helen E. The Fate of Knowledge. Princeton, N.J.: Princeton Univ. Pr., 2002. 233p. alk. paper, $49.50, cloth (ISBN 0691088756); paper, $16.95 (ISBN 0691088764). LC 2001036267. The Fate of Knowledge is, in a general sense, a treatise on the philosophy of knowledge and the epistemology of science. More narrowly, it is an exploration of a matter of considerable moment and dispute in that domain, namely, the role of social relations in the production and content of scientific knowledge. In her explora- tion, Longino, professor of philosophy and women’s studies at the University of Minnesota, offers an impressive clarifica- << /ASCII85EncodePages false /AllowTransparency false /AutoPositionEPSFiles true /AutoRotatePages /All /Binding /Left /CalGrayProfile (Dot Gain 20%) /CalRGBProfile (sRGB IEC61966-2.1) /CalCMYKProfile (U.S. Web Coated \050SWOP\051 v2) /sRGBProfile (sRGB IEC61966-2.1) /CannotEmbedFontPolicy /Warning /CompatibilityLevel 1.3 /CompressObjects /Tags /CompressPages true /ConvertImagesToIndexed true /PassThroughJPEGImages true /CreateJobTicket false /DefaultRenderingIntent /Default /DetectBlends true /DetectCurves 0.0000 /ColorConversionStrategy /CMYK /DoThumbnails false /EmbedAllFonts true /EmbedOpenType false /ParseICCProfilesInComments true /EmbedJobOptions true /DSCReportingLevel 0 /EmitDSCWarnings false /EndPage -1 /ImageMemory 1048576 /LockDistillerParams false /MaxSubsetPct 1 /Optimize true /OPM 1 /ParseDSCComments true /ParseDSCCommentsForDocInfo true /PreserveCopyPage true /PreserveDICMYKValues true /PreserveEPSInfo true /PreserveFlatness false /PreserveHalftoneInfo true /PreserveOPIComments false /PreserveOverprintSettings true /StartPage 1 /SubsetFonts false /TransferFunctionInfo /Apply /UCRandBGInfo /Preserve /UsePrologue false /ColorSettingsFile () /AlwaysEmbed [ true ] /NeverEmbed [ true ] /AntiAliasColorImages false /CropColorImages false /ColorImageMinResolution 151 /ColorImageMinResolutionPolicy /OK /DownsampleColorImages true /ColorImageDownsampleType /Bicubic /ColorImageResolution 300 /ColorImageDepth -1 /ColorImageMinDownsampleDepth 1 /ColorImageDownsampleThreshold 1.10000 /EncodeColorImages true /ColorImageFilter /DCTEncode /AutoFilterColorImages true /ColorImageAutoFilterStrategy /JPEG /ColorACSImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /ColorImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /JPEG2000ColorACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000ColorImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasGrayImages false /CropGrayImages false /GrayImageMinResolution 151 /GrayImageMinResolutionPolicy /OK /DownsampleGrayImages true /GrayImageDownsampleType /Bicubic /GrayImageResolution 300 /GrayImageDepth -1 /GrayImageMinDownsampleDepth 2 /GrayImageDownsampleThreshold 1.10000 /EncodeGrayImages true /GrayImageFilter /DCTEncode /AutoFilterGrayImages true /GrayImageAutoFilterStrategy /JPEG /GrayACSImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /GrayImageDict << /QFactor 0.15 /HSamples [1 1 1 1] /VSamples [1 1 1 1] >> /JPEG2000GrayACSImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /JPEG2000GrayImageDict << /TileWidth 256 /TileHeight 256 /Quality 30 >> /AntiAliasMonoImages false /CropMonoImages false /MonoImageMinResolution 600 /MonoImageMinResolutionPolicy /OK /DownsampleMonoImages true /MonoImageDownsampleType /Bicubic /MonoImageResolution 1200 /MonoImageDepth -1 /MonoImageDownsampleThreshold 1.16667 /EncodeMonoImages true /MonoImageFilter /CCITTFaxEncode /MonoImageDict << /K -1 >> /AllowPSXObjects false /CheckCompliance [ /None ] /PDFX1aCheck false /PDFX3Check false /PDFXCompliantPDFOnly false /PDFXNoTrimBoxError true /PDFXTrimBoxToMediaBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXSetBleedBoxToMediaBox true /PDFXBleedBoxToTrimBoxOffset [ 0.00000 0.00000 0.00000 0.00000 ] /PDFXOutputIntentProfile () /PDFXOutputConditionIdentifier () /PDFXOutputCondition () /PDFXRegistryName () /PDFXTrapped /False /CreateJDFFile false /Description << /ENU (IPC Print Services, Inc. Please use these settings with InDesign CS4 \(6.x\). These settings should work well for every type of job; B/W, Color or Spot Color. Contact Pre-press Helpdesk at prepress_helpdesk@ipcprintservices.com if you have questions or need customized settings.) >> /Namespace [ (Adobe) (Common) (1.0) ] /OtherNamespaces [ << /AsReaderSpreads false /CropImagesToFrames true /ErrorControl /WarnAndContinue /FlattenerIgnoreSpreadOverrides false /IncludeGuidesGrids false /IncludeNonPrinting false /IncludeSlug false /Namespace [ (Adobe) (InDesign) (4.0) ] /OmitPlacedBitmaps false /OmitPlacedEPS false /OmitPlacedPDF false /SimulateOverprint /Legacy >> << /AddBleedMarks true /AddColorBars false /AddCropMarks true /AddPageInfo true /AddRegMarks false /BleedOffset [ 9 9 9 9 ] /ConvertColors /ConvertToCMYK /DestinationProfileName (U.S. Web Coated \(SWOP\) v2) /DestinationProfileSelector /DocumentCMYK /Downsample16BitImages true /FlattenerPreset << /ClipComplexRegions true /ConvertStrokesToOutlines true /ConvertTextToOutlines true /GradientResolution 300 /LineArtTextResolution 1200 /PresetName ([High Resolution]) /PresetSelector /HighResolution /RasterVectorBalance 1 >> /FormElements false /GenerateStructure false /IncludeBookmarks false /IncludeHyperlinks false /IncludeInteractive false /IncludeLayers false /IncludeProfiles true /MarksOffset 9 /MarksWeight 0.250000 /MultimediaHandling /UseObjectSettings /Namespace [ (Adobe) (CreativeSuite) (3.0) ] /PDFXOutputIntentProfileSelector /NA /PageMarksFile /RomanDefault /PreserveEditing true /UntaggedCMYKHandling /LeaveUntagged /UntaggedRGBHandling /UseDocumentProfile /UseDocumentBleed false >> << /AllowImageBreaks true /AllowTableBreaks true /ExpandPage false /HonorBaseURL true /HonorRolloverEffect false /IgnoreHTMLPageBreaks false /IncludeHeaderFooter false /MarginOffset [ 0 0 0 0 ] /MetadataAuthor () /MetadataKeywords () /MetadataSubject () /MetadataTitle () /MetricPageSize [ 0 0 ] /MetricUnit /inch /MobileCompatible 0 /Namespace [ (Adobe) (GoLive) (8.0) ] /OpenZoomToHTMLFontSize false /PageOrientation /Portrait /RemoveBackground false /ShrinkContent true /TreatColorsAs /MainMonitorColors /UseEmbeddedProfiles false /UseHTMLTitleAsMetadata true >> ] >> setdistillerparams << /HWResolution [2400 2400] /PageSize [612.000 792.000] >> setpagedevice