reviews 178 College & Research Libraries March 2004 the skills that your staff members possess. They also note that financial support for digital preservation needs to come as a continuing commitment from within the institution rather than depending on tem- porary, outside funding for preservation projects. The digital environment neces- sitates that national libraries be more pro- active in working with publishers of digi- tal materials and with technology provid- ers in finding private-market solutions for digital preservation. These national librar- ies recognize the special problems asso- ciated with the storage of digital audio- visual media, and the report summarizes the various initiatives undertaken to care for sound and moving-image materials. Finally, the survey identified that there was no ultimate solution to this digital dilemma and that practice and policy would evolve over time. The Beagrie report offers librarians and archivists in all settings a practical over- view of the issues related to the preserva- tion of digital media, and it presents ideas and lessons learned from various projects in Australia and Europe. The report gives a context for planning a digital preserva- tion project but is not a practical how-to- guide identifying standards and methods of best practice. It does offer important in- sight into the larger problem, which will help us not to get lost in the details or caught up in the excitement of what tech- nology is capable of providing. A side ben- efit of the report is a wonderful list of in- formation organizations and projects with their associated acronyms. I think that my favorite was LOCKSS or Lots of Copies Keep Stuff Safe.—Norma Myers, East Ten- nessee State University. A Compelling Interest: Examining the Evi- dence on Racial Dynamics in Colleges and Universities. Eds. Mitchell J. Chang, Daria Witt, James Jones, and Kenji Hakuta. Stanford, Calif.: Stanford Univ. Pr., 2003. 246p. alk. paper, cloth $49.50 (ISBN 0804740348); paper $19.95 (ISBN 0804740356). LC 2001-151608. The year 2004 marks the fiftieth anniver- sary of the historic Supreme Court deci- sion Brown v. the Board of Education of To- peka, Kansas, which reversed Plessy v. Ferguson and made the common practice of racial segregation illegal. In 2003, the consideration of race in higher education admissions policies continued to be a volatile issue. The U.S. Supreme Court reviewed the admissions policy of the University of Michigan Law School, once again thrusting the debate surrounding diversity and affirmative action to the forefront of America’s system of higher education. Editors Chang, Witt, Jones, and Hakuta, all knowledgeable professionals in the social sciences, have compiled a panel of race relations and diversity ex- perts from across the country to “explore the knowledge base on race and inter- group relations in colleges and universi- ties.” The result of their effort is A Com- pelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universi- ties. The introduction, written by Chang et al., asks a number of probing questions: Are standardized tests such as the SAT the best way to measure academic worth and potential? Who benefits from racially diverse campuses, and in what ways? Should individual students all be judged by the same criteria regardless of group membership? Is affirmative action inher- ently discriminatory? These questions and more set the stage for an exploration of the racial dynamics at work in colleges and universities. The editors present what the “empirical research has to say about the educational benefits of diversity” and identify what they deem are the “three major parts of the diversity debate: fair- ness, merit, and the benefits of diversity.” Through an extensive review of the so- cial science literature, A Compelling Inter- est presents information on what colleges and universities can and should do to implement and sustain initiatives that “promote the unique benefits that diver- sity provides.” Presented in six chapters, A Compel- ling Interest covers a broad range of top- ics, examining many of the relevant is- Book Reviews 179 sues crucial to the affirmative action de- bate. The chapters include a review of standardized testing; an examination of the social and psychological evidence on race and racism; an investigation of the educational benefits of diversity; a look at the application of affirmative action in broader context; and an historical review of affirmative action. In chapter 2, William Trent et al. present data on the “patterns and trends in participation in higher education by race and sector.” Through the exploration of the data—on early intervention, racial composition of schools, enrollment poli- cies, and segregation in higher educa- tion—the chapter establishes a founda- tion for understanding the “state of eq- uity and opportunity in higher educa- tion.” Considerable tabular data are in- cluded in this chapter to help the reader synthesize the information presented. Chapter 3 explores the role that stan- dardized testing has played in higher education admissions decisions. Linda F. Wightman states that during the latter half of the twentieth century, standard- ized tests have played an “increasingly prominent role in the threat to diversity in higher education.” The problem, she explains, is not the tests themselves, but in the way that test scores are used and interpreted. Wightman helps us to better comprehend this issue through her his- torical examination of the use of standard- ized tests in the higher education admis- sions process. Much of this we already know, but Wightman provides additional insights into how the perception of stan- dardized admissions testing has changed over the years and how these changes have not always successfully reflected the changing demographics of today’s col- lege applicants. Chapter 4 discusses the social–psycho- logical evidence on race and racism, dem- onstrating the continuing relevance of this issue for diversity in higher education. Shana Levin raises two questions in the policy debate regarding diversity: “does race matter in everyday life and should race matter in institutional policies.” No one disputes the complexity of race rela- tions in the United States, and numerous theories have been offered to help us un- derstand the myriad racial attitudes in existence. Levin looks at the three main social–psychological theories on racial conflict and on how their perspectives and insights can best be used to foster diversity in higher education. In chapter 5, Jeffrey F. Milem presents a conceptual framework for understand- ing the educational benefits of diversity, emphasizing the individual, institutional, economic, and societal benefits. Accord- ing to Milem, “supporting diversity in colleges and universities is not only a matter of social justice but also a matter of promoting educational excellence.” In the final chapter, the editors reex- amine affirmative action, recapping where it has succeeded and where it has failed and speaking to the work that still has to be done. They specifically address how colleges and universities need to play a more proactive role in fostering diversity. The editors include two appen- dices that serve the reader well: Appen- dix A is a historical summary of affirma- tive action; appendix B is a glossary of terms used in this work. Given our country’s history, it would seem that any effort to promote racial equality would be fully embraced, espe- cially in our colleges and universities where we have a responsibility to edu- cate. How is it, then, that seemingly in- telligent, well-educated individuals can recognize racism and discrimination in all their forms in the workplace and greater society and yet seem unable or unwilling to comprehend this “reality” in America’s system of higher education? Do they be- lieve that higher education is exempt and somehow untouched by the evils that exist in society at large? Or is there some- thing more sinister afoot? Where can we go for answers? A Compelling Interest, through the use of empirical social science research, provides us with a lens through which to view the often emotionally charged and highly politicized issues of race, racism, diversity, and affirmative 180 College & Research Libraries March 2004 action. The editors of this work acknowl- edge that lawmakers cannot and should not legislate people’s attitudes or thoughts concerning issues of race; how- ever, they agree that “contemporary laws or policies ought to recognize that racial differences continue to play a significant role in determining life opportunities.” Affirmative action is just one effort in a long and ongoing struggle to rectify in- equality in America. The Supreme Court acknowledged this compelling interest in its recent decision upholding the right of colleges and universities to consider race in admissions decisions, recognizing the need for—and value of—diversity and racial equality in America’s system of higher education.—Kelly C. Rhodes, Appa- lachian State University. International Encyclopedia of Informa- tion and Library Science, 2nd ed. Eds. John Feather and Paul Sturges. London and New York: Routledge. 2003. 688p. alk. paper, $195 (ISBN 0415259010). LC 2992-32699. The second edition of the International En- cyclopedia of Information and Library Science provides, for the most part, comprehen- sive coverage of issues (e.g., history, policy, library types, library functional areas, cli- ent bases, and library services internation- ally), as well as a range of research areas (e.g., information-seeking behavior). It also includes key individuals, institutions, en- tities, and concepts (e.g., Internet, personal computer, technology, intellectual prop- erty, information theory, and the informa- tion society), providing historical, societal, and professional context and additional references for further reading. As the title suggests, the contributors and consultant editors represent a num- ber of parts of the world, primarily the United States and the United Kingdom, but also other European countries, Africa, Australia, Asia, South America, Canada, and Mexico. In addition to the interna- tional representation of the contributors and editors, it is important to note the depth and breadth in professional exper- tise of this distinguished roster of indi- viduals whose work has resulted in a sub- stantive contribution to the discipline and the profession. To a great extent, the work achieves the ambitious goals of an inter- national encyclopedia of a profession with a rich history; a profession made more complex by its international reach and regional distinctions. The critique of such a volume as this inevitably addresses the question of cov- erage, organization, and ease of use. With regard to the organization and use of the volume, clarity is enhanced by the inclu- sion of the section entitled “How to Use This Book,” as well as by the cross-refer- ences, see-also references, and the index. In addition, the book begins with a list of abbreviations and their meanings. The Encyclopedia addresses library and information science (and related) topics as broad as communication and informatics and as specific as Roman libraries in Af- rica and library associations in Central America. As might be expected, some tan- gential terms, such as Web master, are de- fined in less detail than are others. It is unrealistic to assume that any one volume could provide complete and even coverage of library systems and services on all continents and in all countries. Thus, one concern relates to the fact that the discussion of library history, services and challenges, policies, legislation, and client bases is not always even across con- tinents and countries, with some entries providing greater detail than others. In addition, one of the challenges as- sociated with a volume that covers such a broad international scope is the use of ter- minology by authors from one country that may be either less familiar or differ- ently interpreted by those in other coun- tries. For example, the description of librar- ies as one of a number of cultural indus- tries involves the use of two terms that have different meanings and different in- terpretations and, to provide adequate clarity, would likely require more attention than is appropriate in an encyclopedic entry. 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