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REVIEWS: Library and Information Science Research
Electronic Journal ISSN 1058-6768
1998 Volume 8 Issue 2; September.


Reviews in this issue:

Six books from OUP's "What's Their Story" series
Six books from OUP's "Signs of the Times" series
Reviewed by Ru Story-Huffman

Alban Berg: A Guide To Research
Reviewed by Terry Skeats

Special Libraries Association. (1997) Conference.
Change as Opportunity: Information Professionals
at the Crossroads: 88th Annual Conference of the
Special Libraries Association, June 7-12, 1997, Seattle, Washington.
Reviewed by Jimm Wetherbee.

For Cause and Comrades: Why Men Fought in the Civil War
Reviewed by Kathryn McClurg

Friday's Footprint: How Society Shapes the Human Mind
Reviewed Joseph E. Straw

Internet Tools of the Profession: A Guide for Information Professionals
Reviewed Marylou Hale

Special Libraries: A Guide for Management
Reviewed by Dale F Farris


Langley, Andres. _Alexander the Great._ Oxford University Press, 1997.
ISBN: 0-19-521402-1

Langley, Andres. _Amelia Earhart_. Oxford University Press, 1997.
ISBN: 0-19-521403-x

Middleton, Haydn. _Cleopatra_. Oxford University Press, 1997.
ISBN: 0-19-521404-8.

Middleton, Haydn. _Henry Ford_. Oxford University Press, 1997.
ISBN: 0-19-521406-4.

Middleton, Haydn. _Thomas Edison_. Oxford University Press,
1997. ISBN: 0-19-521401-3.

Mitton, Jacqueline. _Galileo_. Oxford University Press, 1997.
ISBN: 0-19-521405-6.

The six books in this group are from the "What's Their Story?" series of books published by Oxford University Press. Essentially, each book is a mini-biography for middle elementary aged children. Each book features a prominent historical figure, provides information about their early years, significant events in their lives, and includes nice watercolor illustrations.

Oxford University Press has designed these books so that they can be used in the classroom to assist with classroom curriculum, or to spark the interest of all types of readers. Each book is 32 pages in length and includes an index and list of important dates in the lifetime of the principle character.

The readability factor of this series is designed to enhance reading ability without frustrating the younger readers. The print type used is bold and large, which is important for readers who may be struggling with new words or just becoming proficient in their reading skills. The use of white space surrounding some of the text is another factor which allows the reading process to proceed smoothly. At the same time, this practice can enforce reading skills already present.

For the most part, the illustrations used in each book are of a two-page spread, and closely match the story line presented on corresponding pages. Some use of boxed-in pictures illustrate important points being made in the story. The illustrations which highlight an important event are usually filled with action and  excitement. This use of stimulating illustrations will add to the readability of each book in this series.

The books in the group focus on famous men and women who ruled the world, changed our world, and made important scientific discoveries. Each biographical sketch is about an historical figure that students have, or will probably study, in the classroom. The story about Amelia Earhart is a story which still captures the imagination of children and adults. And without the inventions of Thomas Edison and Henry Ford, our world would not be as we know it to be. The authors and editors of "What's Their Story?" have done a good job at determining which historical characters to in include in the series. Future books are planned about Eric the Red, Shakespeare, Captain Cook, Hans Christian Andersen, Gandhi, and Roald Dahl.

While reading the books, it may be easy for the more novice reader to become lost or confused. The effort of condensing and entire lifetime into 32 pages is a daunting undertaking. As an adult reader, I noticed a jump in "time-span" of a few of the stories. This situation is not one which will greatly affect the readability of the books, nor will it impair the usefulness in the classroom. The books were designed for a specific audience, and success has been garnered toward producing books for the intended age group.

All the books in the "What's Their Story?" series could be used with success in the classroom. The books provide information about the lives and events of famous people. A class studying ancient history would benefit from either _Cleopatra,_ or _Alexander the Great._ A science class that was studying gravity or astronomy would learn from the information presented in _Galileo._ The information provided in _Henry Ford_ and _Thomas Edison_ provide glimpses into the more modern history of the United States.

On the other hand, the books would be wonderful for the child who is interested in reading biographies about famous people. Also, if a child exhibits a reluctance in reading, but an interest in famous people, these books could help "bridge that gap." The books in this series would do well if placed in a home, school or public library.

Oxford University Press is well known in academic and public libraries as a reputable publisher of quality books. Once again, they have produced a series of books which are useful, enjoyable and will aid in the literacy efforts of parents, teachers and librarians.

Ru Story-Huffman
Cumberland College


Ganeri, Anita. _The Story of Maps and Navigation._ Oxford
University Press, 1997. ISBN: 0-19-521410-2.

Ganeri, Anita. _The Story of Writing and Printing._ Oxford
University Press, 1996. ISBN: 0-19-521256-8.

Ganeri, Anita. _The Story of Time and Clocks._ Oxford University
Press, 1996. ISBN: 0-19-521326-2.

Ganeri, Anita. _The Story of Communications._ Oxford
University Press, 1997. ISBN: 0-19-521411-0.

Ganeri, Anita. _The Story of Numbers and Counting._ Oxford
University Press, 1996. ISBN: 0-19-521258-4.

Ganeri, Anita. _The Story of Weights and Measures._ Oxford
University Press, 1996. ISBN: 0-19-521328-9.

The six books in this series by Oxford University Press present an historical account of a subject, along with illustrations, drawings and engravings which aid in the learning process. The subjects chosen for this series, which is titled "Signs of the Times," are important subjects which have helped changed and shape our world.

All the books look at the chosen subject through a historical, scientific and educational lens. The books feature background information on the invention of the subject, the impact it had on our society, and present day applications. The historical information is particularly nice, as it provides insight to the development of the topic through the ages. Subjects chosen for this series are writing and printing, numbers and counting, time and clocks, weights and measures, maps and navigation, and communication.

Each book features numerous "Breakthrough," "Signpost" and "In Fact" boxes of text which provide additional information. The "Breakthrough" boxes are scientific innovations, "Signpost" boxes are practical uses for each invention, and "In Fact" presents interesting facts which can be used by readers. These boxes are present throughout all volumes and illustrate the concepts at hand.

The illustrations in these books are a significant part of each volume. The photographs are clear and bright, and the drawings are well done. Each illustration is well captioned and adds to the information being presented. Each book is well formatted, with a balance between text and illustration. This combination allows the students to read and visualize each subject. Through this, both visual and verbal learners are provided emphasis and can participate in learning.

Designed for middle school readers, these books would be a welcome addition to school, public or home libraries. Children who are preparing reports and doing research on these topics will find useful and accurate information, facts, and knowledge. Additional information can be gained through the "Timelines," which are featured in each book. The "Timelines" trace the invention from its beginning, through present-day times. Also, a glossary and index are included, which will aid in building research-seeking skills and building knowledge.

A lot of information is presented in each volume, as the books illustrate the topics through a variety of aspects. _The Story of Numbers and Counting_ provides information not only on numbers, but addresses money, calculators, and mathematicians. _The Story of Communications_ illustrates the spoken word, letter writing, the telegraph, telephone, radio, television, satellites and beyond. The "mixing" of subjects is useful, yet the books stay within the boundary of the chosen topic.

Oxford University Press is well known for their quality materials, and these books are no exception. Not only is the content well presented, the books are bound nicely and will withstand repeated use. Beyond use for research, these books will find a "home" in the hands of the curious child, who wishes to expand their reading horizons. The books in the Signs of the Times series are well crafted, nicely illustrated, and are a welcome addition to the genre of children's literature.

Ru Story-Huffman
Cumberland College


Simms, Bryan R., _Alban Berg: A Guide To Research_. Garland, 1996. xv+293 p.
Index. ISBN 0-8153-2032-9 Cloth, $50.00. (Composer Resource Manuals).

Alban (Maria Johannes) Berg was born in Vienna on February 9, 1885, and resided there throughout his life, with some months each year spent in the Carinthian Alps.

Although Berg had composed some songs prior to his meeting with Arnold Schoenberg in October, 1904, it was only when he became a pupil of Schoenberg's that Berg's musical abilities began to blossom. At the time of their meeting, Schoenberg had just completed _Pelleas und Melisande_, and the _Verklaerte Nacht_, his first large work, had just received its first performance. Berg and Anton Webern, who also became a pupil of Schoenberg about the same time, were thus benefactors of the creative experiences their teacher was living.

Berg married in May, 1911, as his apprenticeship with Schoenberg was coming to an end, and his String Quartet received its first (and disastrous) performance, thanks to an ensemble unprepared for such a work. It was not performed again for twelve years.

Berg continued to compose, maintaining close contact with Schoenberg, and relying on the latter's evaluations of his work as an indicator of his musical progress.

At the outbreak of war in 1914, Berg joined the Austrian Army, in which he remained until the end of the war in November, 1918. His already-precarious health suffered as a result, and he composed little, though he began work on his opera _Wozzeck_ in the summer of 1917 while on leave. Excerpts from the opera were first performed in Frankfurt in June, 1924 to immediate success; the full opera was performed in 1925 and was also a triumph.

Berg continued to compose instrumental works after _Wozzeck's_ premiere, and with each new work, his reputation grew. By the spring of 1934, he had completed the short score of his second opera, _Lulu_, but found that the rising political power of the Nazis was making performance of his works difficult, in spite of his "Aryan" credentials. In March, 1933, the Nazis began dismissing Jewish musicians from their posts, and as a result Schoenberg was forced to leave for Paris.

A suite of pieces from _Lulu_ premiered November 30, 1934, but due again to Nazi control in Austria, _Lulu_ was not performed until June 2, 1937 in Zurich, eighteen months after Berg's death.

In August, 1935, Berg suffered an abscess on his back which, in spite of treatment, would not heal. On December 17, he was admitted to hospital, and died there of general septicaemia on December 24, less than two months short of his fifty-first birthday.

In the bibliography under review here, slightly over 1000 items (books and articles) have been included. These represent, according to compiler Simms, less than half the published writings on Berg. In order to keep the bibliography a manageable size, Simms has excluded the following materials:

(1) items published after 1994;
(2) unpublished materials (including dissertations);
(3) reviews;
(4) articles in daily newspapers;
(5) theses or dissertations (published PhD theses are included);
(6) very brief articles;
(7) record liner notes;
(8) textbook materials;
(9) lexicographic notices;
(10) items in Eastern European or Asian languages;
(11) items in books or articles not primarily concerned with Berg

The result of this screening process is what is essentially a core bibliography of Berg, and the materials chosen are broken down by Simms into eight chapters; each item is annotated briefly and the items are arranged alphabetically by the name of the author:

(1) music by Berg;
(2) Berg's published writings;
(3) writings on _Wozzeck_;
(4) writings on _Lulu_;
(5) writings on Berg's chamber music;
(6) writings on Berg's orchestral music;
(7) writings on Berg's songs;
(8) other writings on Berg's life and works

In an introductory chapter, Simms gives a brief biography of Berg, a succinct analysis of his music, and a discussion of trends in Berg research. The book concludes with three indexes:

(1) authors, editors, translators and reviewers;
(2) a subject index;
(3) a concordance of titles to Berg's music

Given the quite reasonable price of this volume, and the wealth of references it contains, it should be part of any collection which supports music studies in general, and studies of 20th-century music in particular. The series is intended to comprise more than fifty composers of the Western musical tradition, from the Renaissance to this century. Other volumes published cover Stephen Foster, the Scarlattis, Monteverdi, Pergolesi, Benjamin Britten, Debussy, Purcell, Carl Maria von Weber, Guillaume de Machaut and Edward Elgar.

Terry Skeats
Bishop’s University


Special Libraries Association. (1997) Conference. _Change as Opportunity:
Information Professionals at the Crossroads: 88th Annual Conference of the
Special Libraries Association, June 7-12, 1997, Seattle, Washington._
Washington, DC:

_Change as Opportunity_ (hereafter _Change_)is a useful volume, but marred to two faults to be widely read by many information professionals. As the title suggests, _Change_ is a collection of professional papers and poster sessions from the 1997 SLA conference, and as such suffers from the same unevenness and lack of focus one would expect from a conference. Instead of a wealth information for the few, there is a little bit for everyone, from hands-on case studies to analysis to simple morale boosting. 

The rubric of change-as-opportunity does not help focus matters any. There is an attempt to provide greater structure in the arrangement of material. Professional papers, poster sessions and a special section from the SLA's Petroleum and Resources Division help to some degree. Of less value is the structuring of the professional papers themselves. These are subdivided into "Partnering for Change," "Defining our Value," "Building and Using a Corporate Intranet" and "Innovative Solutions for Our Customers." However, the attempt comes off as _ad hoc_. It is often difficult to tell where any given article falls into such a scheme. I will leave to the reader to decide where to peg Cristina A. Pope and Elizabeth L. Balkely's contribution, "Using Statistics to Improve Information Service Delivery Through Identifying Information Users and their Need." In all fairness, an _ad hoc_ grab-bag is the sort of thing one expects from a conference. So, like a conference, the reader may pick and choose among presentations. Those authors who chose to include abstracts aid this selection process. It would have been nice if abstracts were given for all professional presentations, but the SLA elected to publish the articles exactly as they were presented. There is also no subject index; however, if one is so inclined to follow up on a discussion, there is an author index that includes phone numbers, addresses and e-mail addresses.

The second difficulty with _Change_ is that it is presented by special librarians for special librarians. This is an audience for whom library school debates over the value of the information verses the value of the information provider has clearly been settled. For instance, in "If We Can Deliver (Information) to the Desktop, Why Do Need a Library," Denise Watkins declares "The librarian *is* the library," [emphasis in the original]. My (perhaps mistaken) impression is that this was the view of the conferees, since one will search in vain to find a defense of such views. While this may not be any more surprising than an ALA presenter noting that intellectual freedom is a good thing, these seemingly gratuitous remarks mar some fine articles. Those information specialists who deal with similar issues as found in _Change_, but are not special librarians may find themselves plowing through a lot of unnecessary rhetoric before finding out how worthwhile a given article really is.

Obviously then, _Change_ is worthwhile for special librarians, but what about the rest of us who daily deal with information technology but don't share a special librarian's unique--and lest I am misinterpreted--valuable perspective? Well, special librarians are not exclusively represented at this conference. For example, the aforementioned presentation by Pope and Blakely is a fine example of integrating user (patron) information from a variety of information centers--including the library--at Thomas Jefferson University in order to better understand who these patrons are and how best to serve and address their information needs. Their solution is a simple but comprehensive tally form that is applicable in a heterogeneous environment so that data can be meaningfully compared across academic and administrative units.

Besides articles written by academic librarians (though sadly no public librarians, unless one were to include museums), there are several good how-to articles, such as Paula Palmer and Beth Fraser's discussion of web design and maintenance within an intranet. Beyond the purely pragmatic, there are also some very though provoking articles, which while centered in a commercial or special climate, can be transferred to the public or academic arena.

I would like to focus on one such article on knowledge management by Lorri Zipper to illustrate  this point. Zipper notes that in the past, corporate cultures fostered a knowledge base informally maintained by seniors passing the collective corporate wisdom to junior members. Because the workforce is now more mobile--either workers advance by changing companies or work strictly under contract--corporations are recognizing that knowledge  generated from within the organization must be recorded and made accessible. Such a project is more than SDI (or as what is more commonly called "push technology") since it must not only be a matter of evaluating and distributing information gathered from outside the organization, but must also evaluate, organize, and make readily accessible relevant information developed in-house to the proper persons or department.

Though Zipper does not mention it, it takes little imagination to see why academic librarians should pay attention to such trends. In the past, the "paperless library" or the "library without walls" proved to be less than a compelling model in the academic world. This would be in part because the library was and is a function of the campus. The students and faculty both there, so the library, the point of service, remained there also. For years the closest academic libraries came to tearing down the walls was with such resource sharing inventions such as inter-library loan and reciprocal lending agreements. However, with an increase in distance education and a greater reliance on adjunct faculty, there are new challenges. Not only does the library building become a less convenient point of service but the need for formalizing the institution's knowledge base arises. Libraries and librarians are the ideal candidates toward developing such intranet solutions.

This and other worthwhile discussions can be extracted from _Change_ from all librarians who have made the care and feeding of library systems and networks their vocation and not just special librarians.

Jimm Wetherbee
Wingate University

McPherson, James M. _ For Cause and Comrades: Why Men Fought in the Civil
Oxford University Press, 1997. ISBN: 0-19-509023-3 $25.

The men who fought in the Civil War not only faced the grim prospect of death on the battlefield, they also endured scorching sun, rain, insects, freezing cold, illness, hunger and, at times, loneliness and despair. Why then did they fight, and why did they keep on fighting, often re-enlisting after their initial terms were up? To answer these questions James McPherson, the Pulitzer prize winning Civil War historian studied over 1,000 collections of letters and diaries of Civil War soldiers. Unlike the military correspondence of today, soldiers letters at the time were not censored and they provide a remarkably frank and often poignant record of the soldiers' thoughts and motivations.

McPherson finds evidence for a wide range of motivations, some of which have  sent men off to battle for as long as there have been wars. These include the call of adventure and what the young men of the time called the desire to "see the elephant," their phrase for something truly awesome. He looks at the impact of training and discipline which were notoriously lacking in the early stages of the war. He considers the influence of religion on fighting men in a much more religious time than ours and looks at how men resolved the inherent conflict between Christian values and violence. Both sides felt that God was on their side. He also looks at duty, honor and the ideals of manhood at the time and the effect of what would be known in later wars as primary group cohesion, that is, the idea that men fight for their immediate comrades and their own small unit rather than for the army as a whole or for their country.

He also considers motivations that were specific to the Civil War, like the desire to wipe out (or to preserve) slavery and notes the ironic fact that both sides felt very strongly that they were fighting for liberty. He looks at the desire for vengeance which was particularly strong among Confederate soldiers since the South experienced much more devastation and destruction. Above all, however, he makes a convincing argument that those who fought in the Civil War were motivated chiefly by ideology. Among numerous other examples he quotes a captain in the 85th New York who wrote to his wife in 1863 "My country, glorious country, if we have only made it truly the land of the free...I count not my life dear unto me if only I can help that glorious cause along." (p. 100)

The book includes many apt comparisons with studies of fighting men in the First  and Second World Wars and in Korea and Vietnam that make it valuable to military  as well as Civil War historians. It is an important academic work but also holds  great appeal for the general reader.

Kathryn McClurg
Toronto Reference Library



Brothers, Leslie, M.D. _Friday's Footprint: How Society Shapes the Human
Mind_. New York: Oxford University Press, 1997. 174p.
ISBN: 0-19-510103-0

Is it part of human nature to want to associate with fellow human beings? Do the emotions we experience as humans have any meaning outside of the social realm? Is the human mind isolated and ultimately forced  to make sense out of a cruel world alone? These are a few of the questions that are addressed in Dr. Leslie Brothers book _Friday's Footprint: How Society Shapes the Human Mind_.

Brothers takes a compelling look at the way human beings obtain and  use knowledge. Indeed much of this book is a journey across some of the  same ground that has baffled philosophers and thinkers for centuries. As a psychiatrist, Brothers tries to give new meaning to this ancient discussion by sharing the fruits of recent brain and neuroscience  research. Armed with the insights of the research laboratory, _Friday's Footprint_ reveals some interesting things about humans and our primate  cousins.

For Brothers, it is clear that are very brains have been shaped by our evolution as social creatures. The brains attempt to create
consciousness is part of a vast heritage bequeathed to us by the whole course of human evolution. Brothers shows that all of our disposition  toward social behavior is deeply ingrained in the brain structure of our  primate ancestors. Even the most basic brain functions serve to set up cues, signals, and patterns of responses that have no meaning outside  the social world. Brothers sees this social dimension as the key factor in the evolution of our human minds.

The title of the book is an metaphoric reference to Daniel Defoe's  classic tale of the castaway Robinson Crusoe. Brothers uses this tale to introduce a new socially based paradigm of mind. Robinson Crusoe represents the flawed rationalist view of the human mind as a lonely isolated figure having to understand the mystery of the social world on its own. Far from being completely isolated, Brothers notes that Robinson Crusoe "came from society and returned to society". For Brothers how humans look, feel, and see themselves bears the unmistakable imprint of the long attempt to come to grips with the   social environment.

_Friday's Footprint_ is an important work that helps broaden our understanding of the human mind. The blending of psychiatry, sociology, and neuroscience is done with intelligence and style. Brothers largely succeeds in opening up the possibility for a new paradigm of mind.  Clearly, this book would be an interesting addition to any research  collection.

Joseph E. Straw
University of Akron


Tillman, H. N. (Ed.). _Internet Tools of the Profession: A
Guide for Information Professionals_. 2nd Edition. Washington,
D.C.:Special Libraries Association, 1997. ISBN: 0-87111-467-4 $49

Because of the nature of my work as the head of Public Services in a small urban public library, I review many Internet guides, both for staff use and for the use by our patrons. I thought _Internet Tools of the Profession_ was going to be just another one of those guides. I was wrong. The material covered in this book is far and beyond the best I've seen. _Internet Tools of the Profession_ is clear, concise and above all else, user friendly.

Recently, I was teaching a class on computers in libraries. I spent hours searching online for precise definitions of discussion list
software. I managed to find a few and then only through reading much useless information. Hence, my first test of the _Internet Tools for the Profession_ was to look for an explanation of the list software. An excellent description of the software for many different types of discussion lists is given on page 14. For those of us who forget to save the introduction message when we signed on to lists, this chart indicates how to get off the lists. I have seen many e-mail messages from those who can't remember how to sign off the list or perhaps didn't realize the importance of saving the introductory message. Here, the answers are all in one place. One can simply go down the list using the appropriate commands until one works. The person has been given an excellent guide and doesn't have to remember all the commands.

My second test was to check out the chapter on Newsgroups. These have an air of mystique about them, so any explanation unveils part of the mystery. I wasn't disappointed. The Newsgroup section defines Newsgroups and clearly states rules. Commonly used terms, such as "FAQ", are defined in the same clear concise manner as the discussion software. The most important comment about Newsgroups can be found on page 22. "Don't overlook newsgroups as a source of pointers to information rather than information itself."

No summary of Internet tools would be complete without an introduction to search engines. This book provides an excellent introduction. The layout is easy to follow and allows one to read and compare the benefits and pitfalls of about six of the most heavily used search tools. Even the old Internet technology of gopher and Veronica is addressed. It is always good to see an explanation of these even if they are rarely ever used. Some people are bound to encounter them and be confused if unable to decipher them. However, because many gopher sites have been abandoned in favor of the Web, it was good to see the warning on page 41. "Use gopher and Veronica with caution at this point."

The remainder of the book lists many web sites on many subjects from Special Libraries, an excellent plug from the publishers, to Telecommunications. Business and Finance, Chemistry, Education, Food and nutrition,  Information Technology, Insurance, Legal, Library Management, Metals and Pharmaceuticals are the subjects covered in the rest of the chapters. Each chapter lists web sites and then evaluates them. This gives the reader an objective measure in which to compare the sites.

Although this book is geared for special librarians, I highly recommend it for any public reference librarian. It is the type of guide that should be kept near the Internet terminals so that it can referred to often for those impossible-to-find answers. It would also be especially helpful to those academic librarians whose major bibliographic responsibility is in the sciences.

Marylou Hale
North Las Vegas Library


Cathy A. Porter, Mary E. Beall, Janice F. Chindlund, Rebecca S. Corliss,
Christina M. Krawcyzk, Sara R. Thompson, and Lorri A. Zipperer.
_Special Libraries: A Guide for Management_. 4th Edition.
Washington, D.C.: Special Libraries Association, 1997. 152 p. ISBN:

This fourth edition of this work, "traditionally ... a guide not only for managers, but for librarians and students new to the field of special libraries," is focused on "informing management, that is, non-librarians, about who special librarians are, what they do, and how their work benefits any organization with a need to manage information." (p. v.) These special librarian authors and editors succeed in this effort with this excellent collection of chapters on the diverse environment of a special library.

In this age of information and the dynamic nature of multiple sources of information, the role of a special librarian has become more important to many businesses and organizations, and this handy guide can be of great help in better understanding the value of a special library in helping retrieve, manage, store, and distribute specialized information requirements.

Eleven succinct chapters describe a special library, when this function becomes important to an organization, how the library operates within the larger organization, and what actually goes on inside this department. In addition, other chapters cover special library information sources, organizing and distributing the information to internal customers,   and essential issues regarding the operation of a special library, such as staffing requirements, space and equipment, and budgetary issues.

The key chapter on alternative roles for information professionals is of value to all librarians, including those in special library settings, covering such timely issues as new information management skills (information management and consulting, database development, and service management),  using information skills outside the library, such as knowledge management and web site development, and filling other expanding functions such as market research, public relations, information purchasing, and records management.

Each chapter is thoroughly cited, and includes a brief list of suggested further reading. The glossary of technical terms will be of great value to organization leaders considering development of a special library function. In addition, other appendices include an excellent additional bibliography of related sources, a listing of ALA accredited MLIS programs in the US and Canada, and a list of professional information associations.

The "Competencies for Special Librarians of the 21st Century," published by the Special Libraries Association, May, 1996, listed in the appendix, is a superb explanation of the major professional and personal competencies of special librarians, providing examples of the multitude of roles and tasks special librarians can perform, and wonderfully lays out why a special librarian can play the key lead role in organizations struggling to define this function.

This work will be of great benefit to special librarians, MLIS faculty and students, and most especially to organizational management interested in better understanding the role, responsibilities and function of a special library within their business.

Dale F Farris
Farris Resources


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