Digital Inclusion: Measuring the Impact of Information andCommunity Technology, edited by Michael Crandall and Karen E.Fisher. Medford, NJ: Information Today, Inc, 2009. 185p. $59.50. ISBN1-57387-373-4.

Michael Crandall and Karen E. Fisher's Digital Inclusion: Measuringthe Impact of Information and Community Technology begins with avictory: in 2008, the Governor of Washington State signed into lawSenate Bill 6438, which created a legal definition of communitytechnology and made community technology programs eligible forstate funding. The editors argue that demonstrating the impact ofcommunity technology programs was crucial to this legislativevictory, and in response, have written a handbook for otherorganizations to help them learn “how to identify the impacts ofcommunity technology programs and how to successfully communi-cate those impacts in ways that are heard by policymakers and otherkey stakeholders” (p. 7). The bulk of Digital Inclusion concerns thework of Communities Connect Network (CCN), the state-wideorganization behind Senate Bill 6438, but the first chapter providesan overview of community informatics. A brief outline of CCN follows,and then an in-depth discussion of “the research describing andcommunicating the impact of the community technology programs inWashington State” conducted by CCN (p. 17). Themethodology of thisresearch included a literature review, telephone surveys of commu-nity technology programs, and in-depth case studies of a variety ofprograms—from youth technology training to micro-enterprise.Chapter twelve discusses the difficulties in making the work ofcommunity technology programs visible and relevant to policy-makers. The authors identify a disconnect between outcomemeasuresused by community technology programs and those used in otherpolicy fields; in order to remedy this, they developed a “situated logicmodel” that complicates the standard logic model. The final chaptersoutline the process of developing and using a situated logic model toidentify impacts, demonstrate this process through a fictionalprogram, and provide a list of resources.

Because this is essentially a handbook, it is likely most useful forthose directly involved in community technology programs. Crandalland Fisher explicitly build on the work of Durrance, Fisher, and HintoninHow Libraries and Librarians Help by connecting outcomes to broaderpolicy issues, in both theoretical and practical terms. Digital Inclusionprovides a model for other community technology programs to use todemonstrate impact from the individual to societal level; the work ofCCN is a model for groups operating at the macro level, while theindividual case studies show how this process can be accomplished ona much smaller scale. What will be especially useful to communitytechnology practitioners and scholars is the situated logic modeldeveloped by CCN and the discussion of how to effectively employ it.As Crandall and Fisher note, there is a distinct “lack of tools andapproaches to establish [the] broader linkages between communitytechnology programs and important policy issues” (p. 110), particu-larly within the community informatics literature, and yet the abilityto identify and demonstrate these links is crucial to funding. This workthus fills a significant gap in the library and information science, publicpolicy, social work, evaluation, and nonprofit literature, and as suchwould make a good addition to academic libraries with collectionsin these areas.—Maura Seale, Research and Instruction Librarian/Bibliographer, Lauinger Library, Georgetown University, Washing-ton, DC 20057-0003, USA bmms227@georgetown.eduN.

doi:10.1016/j.acalib.2010.01.018

Hiring, Training, and Supervising Library Shelvers, by PatriciaTunstall. Chicago: American Library Association, 2010. 109p. $48.00.ISBN 978-0-8389-1010-8.

In the preface to this slim volume, Ms. Tunstall notes that “shelversare vital to libraries, and yet they often receive little in the way ofrecognition…I believe we will all benefit if more attention is paid tothe way these essential workers are selected and trained” (p. vii).Certainly no employee or patron of most libraries can argue with thisstatement, and as a supervisor of shelvers at my library, this reviewerwas eager to discover any new ‘tricks of the trade’. But despite thecomprehensive approach trumpeted on the back cover (“Everylibrarian will be able to hire, train, and supervise library shelverswith confidence…”); Ms. Tunstall's experiences and recommenda-tions do not translate well outside of a somewhat specific field.

The book's nine chapters cover all aspects of the Shelver-Supervisor dynamic, from recruiting to training, to termination orpromotion, and everything in between. It quickly becomes apparent,however, that Ms. Tunstall is writing from the perspective of a publiclibrarian, with all of the limitations that that implies. Most academiclibraries are assisted by a university–or college-wide HumanResources (HR) department, or have their own in-house HR staff–this book assumes neither, and so the first two chapters (“Looking forRecruits” and “Interviewing and Hiring”) provided little benefit.Chapters Three and Four (“Training” and “Day-To-Day Supervising”)contained some useful information, but in many cases Ms. Tunstall'spractical advice assumed that the reader had little or no previousinteractions with subordinates. For example, the following items arebullet-pointed in a section on book cart do's-and-don'ts: “Never runwith a cart under any circumstances,” “Never let children ride on yourcart,” “Never attempt to ride on a cart yourself,” “Never try to squeezeyou and your cart onto an elevator if it is already full of patrons,” etc.(p. 21). While well meaning, it is doubtful that a supervisor readingthis advice would not have already thought to use it, nor would asensible shelver attempt any of these activities in the first place.Perhaps the most useful section is Chapter Nine, which has someexcellent points on planning and implementing a large-scale shiftingproject. The appendices are a comprehensive gallery of sample forms,posters, and tests, with downloadable copies available through theALA website.

There is little to debate with the general theme and potentialusefulness of this title. However, Ms. Tunstall has tailored themajorityof her book's content to a relatively specific audience—namely, publiclibrary supervisors and middle managers. And while the overflow ofhelpful tips and practical advice that Ms. Tunstall is good enough toshare might be useful to a newly-promoted public library employeewith little supervisory experience, many other library professionalswill find little in these pages that they have not already experienced intheir duties, or that is handled by another library department (i.e.,Human Resources). Combined with the higher-than-expected cost,there is little to recommend Hiring, Training, and Supervising LibraryShelvers for purchase by an academic library.—Craig Sallinger, StacksServices Coordinator, Lauinger Library, Georgetown University,Washington, DC 20057, USA bcjs79@georgetown.eduN.

doi:10.1016/j.acalib.2010.01.019

Building Library 3.0: Issues in Creating a Culture of Participation,by Woody Evans. Oxford, UK: Chandos Publishing, 2009. 210p.$85.00. ISBN 1-84334-497-1.

Building Library 3.0: Issues in Creating a Culture of Participation,could be the much needed roadmap ushering librarians from theconfusing landscape of Library and Web 2.0, into the user-centeredconstructivist world of Library 3.0. The book's 210 pages are dividedinto three Parts. Part I, “Basics,” includes the following chapters: 1.Library 2.0: the fundamentals; and 2. New Library Users. Part II, “The

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People's Web,” includes chapters: 3. Folksonomic exchanges: author-ity of the people; 4. Social networking: making it work; 5. Mobile lifeand QR code; 6. Second Life and other massively multi-user envi-ronments; and 7. Arphids: promise and danger. Part III, “Qualityand Mettle,” includes the final chapter—Fundamentally good ser-vice. An introduction, conclusion, interviews, and appendices are alsoincluded.

The book alternates between a broad survey of initiatives andtechnologies, and a how-to-guide, making for an uneven style andtone. Evans' writing style is conversational, which quickly growsdistracting. He begins the book by discussing Library 2.0 initiatives.Included in his overview are blogs, Web 2.0, and the semantic web.The following chapter, “New Library Users,” discusses the newdemands patrons are making on libraries and invites librarians toembrace technological changes.

Part II of the book, “The People's Web,” is presumably the sectionwhere–having been introduced to Library 2.0–the author delves intobuilding Library 3.0. Evans begins with a chapter discussing tags andsocial networking sites. While my grasp of Library 3.0 may not be asrobust as some, tagging and social networking are Library 2.0technologies, and not befitting of the term Library 3.0. The onlyevidence in the book of true 3.0 technologies is the chapter on “MobileLife and QR code.”

The last part of the book, a brief 8 pages, focuses on the publicservice aspect of librarianship, alluding to the fact that despite rapidlychanging technologies, librarian's main focus should continue to beproviding good service to patrons.

Given the unclear meaning of the term Library 3.0, a bookproviding insight and guidance should be a welcome addition.Unfortunately, this book does not answer that need. Evans neversystematically explains what Library 3.0 is, and how to “build” such alibrary culture. Building Library 3.0: Issues in Creating a Culture ofParticipation does not do justice to its title.—Nadaleen Tempelman-Kluit, Instructional Design Librarian, Bobst Library, New YorkUniversity, New York, NY 10012, USA bntk2@nyu.eduN.

doi:10.1016/j.acalib.2010.01.020

Reference and Information Services in the 21st Century: anIntroduction, by Kay Ann Cassell and Uma Hiremath. 2nd edition.NY: Neal-Schuman Publishers, Inc., 2009. 461p. $69.95. ISBN 978-1-55570-672-2.

Librarians and librarians-in-training will find this updated editiona very helpful resource for seeking and recommending the mostappropriate resources for their patrons. The first edition was pub-

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lished in 2006 but, as the authors' state, “There have been enoughchanges in the past three years to compel us to write a new edition.”(p. xi). Also, there is now a companion website, http://www.neal-schuman.com/reference21st2nd/, that will be updated twice yearlyin January and August (starting in 2010) allowing users to seerevisions to the book.

As in most general reference guides, the authors cover thefundamentals of reference work, in particular the importance of thereference interview. Acknowledging the increasing use of electronicmethods that patrons are using, such as email, chat, and IM (instantmessaging), the authors give practical advice on how to conducteffective reference interviews in response to these users, and how todeliver information using a variety of “Library 2.0” tools (Chapter 20).The authors discuss how to use what they refer to as the “four mainsounding notes of the 2.0 universe: collaboration, social networking,customization, and seamlessness.” (p. 389) Many librarians are usingtools such as wikis, blogs, “virtual” libraries (pathfinders, subjectguides), Facebook, MySpace, Meebo IM, Second Life, RSS feeds, andmobile reference because these are the communication methodsmany patrons are increasingly familiar with and using. As the authorspoint out, even if librarians are not actively using these tools, orincorporating only a few, they should at least knowwhat they are andhow they are being used in reference work. Such tools also allowlibraries to market their services to a much wider group of potentialusers.

The authors emphasize promoting information literacy to helppatrons navigate the wide variety of resources available, includingthose on the Internet. In Chapter 13, “When and How to Use theInternet as a Reference Tool,” the authors give lots of tips on how todetermine the currency of Internet resources, and how to teachpatrons to do the same. At a time when there are almost too manyinformation sources available, this is especially helpful in laying afoundation for life-long learning for students of all ages.

While highlighting 2.0 delivery tools, the authors take care toemphasize the basic premise of reference work: to help all users findthe most appropriate resources, from ready reference questions tomore complex and involved queries. This book, through its thorough-ness and wit, will certainly help keep public, school, academic, andspecial librarians stay focused on the end user through its emphasis oncontinuing education, using online tools, staying excited about newavenues for reference work, and marketing libraries outside of thetraditional four walls. This is a good addition to any reference collec-tion.—History/Political Science/Government Documents Librarian,M.D. Anderson Library, University of Houston, Houston, TX 77204-2000, USA bacsimons@mail.uh.eduN.

doi:10.1016/j.acalib.2010.01.021