Building a Digital Repository Program with Limited Resources, byAbby Clobridge. Chandos Publishing: Oxford, UK, 2010. 239 pp.$80.00. ISBN 978-1-84334-596-1.

Abby Clobridge provides a useful and comprehensive guide forcreating digital programs in libraries and other types of culturalheritage institutions with Building a digital repository program withlimited resources. She notes in the preface, “[t]his book was written toprovide a foundation for the umbrella work tied to building a digitalrepository program. [It is] intended to serve as both a primer for newlibrarians and technologists starting out in digital repository work andas a handbook for those who are fully engaged in the field” (p. xvii).Clobridge offers strategies for the technical implementation of acohesive digital program that highlights an institution's collections aswell as tactics to successfully maintain a digital repository for thefuture. She also presents the current best practices in the creation ofdigital programs from organizations around the world and notes thatthese principles are applicable for all institutions interested in creatingdigital repository programs.

This text is separated into two parts with eleven chapters and twoappendixes. Part one focuses on the beginning stages of creatinga digital repository program. Chapter 1 explains the opportunitiesthat digital repositories provide for libraries and defines key termsused throughout the book. Chapter 2 discusses strategic planningand the core requirements of developing a digital program, includingthe internal resources needed, legal issues, and a mission statement.A technical overview is provided in chapter 3 and dictates theguiding principles in using technology for optimal support of adigital repository program. Chapter 4 outlines staffing needs andconsiderations.

Part twoof the text focuses on long-termgoals for a digital program,including “building collections and sustaining the program, its content,and the community of support around it” (p. xviii). Chapter 5 discussesmetadata, the importance ofmetadata standards, anddevelopingone'sown schema. Chapter 6 outlines project planning, project manage-ment, and implementation strategies. Chapter 7 focuses on workingwith faculty and other partnerswithin an institution aswell as ways tomarket the digital program before and after collections are built.Chapter 8 clarifies the issues surrounding open access initiatives andthe opportunities they offer for libraries and their digital programs.Chapter 9 outlines principles for sustaining the digital repositoryprogram by maintaining digital objects, digital collections, and theteam involved in creating the digital program. Chapter 10 providesassessment techniques and strategies for gathering useful data thatwill aid in maintaining the digital repository. Chapter 11 suggestsWeb2.0 technologies that will engage users and sustain an updatedprogram interface. Finally, appendix 1 outlines a metadata workshopto teach librarians and other staff members the essentials of metadataand how it is utilized in a digital program. Appendix 2 discusses “TheWorld War II Poster Project” as a case study for creating a digitalrepository program.

Clobridge notes that her “objective was not to promote cutting-edge research”, but to emphasize the importance of “well-designedrepository programs with realistic, quantifiable goals” (p. xvii). Sheis very well qualified to develop this handbook as she was the headof the digital library program at Bucknell University from 2003 toMarch 2009, and along with her colleague, David Del Testa, won the2009 ACRL Instruction Section Innovation Award (p. xxv). This textis a thorough overview of a cohesive and sustainable process forcreating a digital program that meets the needs of its institution.Also, the figures located in each chapter are useful for providingsummaries and examples of what is discussed in each chapter. Thisbook is an excellent resource for those interested in diving into thecreation of a digital repository program at their institution andprovides much needed guidance in the field.—Asheleigh A. Perry,

Catalog Librarian, U.S. Census Bureau Library, Suitland, MD20746, USA basheleigh.a.perry@census.govN.

doi:10.1016/j.acalib.2011.11.017

The New Graduate Experience: Post-MLS Residency Programs andEarly Career Librarianship, by Megan Zoe Perez, and Cindy AnnGruwell. Santa Barbara, CA: Libraries Unlimited, 2011. 219 pp. $55.00.ISBN 978-1-59158-886-3.

The New Graduate Experience: Post-MLS Residency Programs andEarly Career Librarianship offers two distinct but complementaryperspectives on academic library residency programs. It begins withan overview of residency programs and then focuses on theperspectives of library administrators who have developed andevaluated residency programs at a variety of American and Canadianinstitutions, including Towson, Purdue, and the Universities ofLouisville and Tennessee. The second half of the book begins with adiscussion of the preceptor model, which is used in nursing, and ademographic study of academic library residents, and then moves onto reflective pieces written by current and former participants inresidency programs.

This book is a unique and valuable addition to the libraryliterature, and will likely prove most useful to administrators whohave developed or who seek to develop residency programs, as wellas to library science graduate students and recent graduates whowould like to learn more about such programs. The inclusion ofmaterials used by academic library search committees to evaluate jobcandidates will be of special interest to this group, as they helpdemystify a confusing process. Current and historical informationabout residency programs is diffuse and challenging to locate, but thiswork expertly brings it all together. The research studies are generallysolid, while the reflective essays are well written and insightful.Particularly interesting is Megan Zoe Perez's study of the role ofpreceptors in nursing education and its applicability to academiclibraries. Despite the title, this book focuses almost exclusively onresidency programs and not on the broader topic of early careerlibrarianship; this will likely limit its usefulness for some readers, butit is otherwise strongly recommended.—Maura Seale, Research,Instruction & Collection Development Librarian, Lauinger Library,Georgetown University, Washington, DC 20057-0003, USAbmms227@georgetown.eduN.

doi:10.1016/j.acalib.2011.11.018

Information Literacy: Infiltrating the Agenda, Challenging Minds,by Geoff Walton, and Alison Pope. Oxford, UK: Chandos Publishing,2011. 294 pp. $80.00. ISBN 978-1-843-34610-4.

Information Literacy: Infiltrating the Agenda, Challenging Minds isedited by Geoff Watson and Alison Pope and is comprised of papersfrom the Staffordshire University Information Literacy Community ofPractice (SUILCoP). The book has ten chapters, divided into threeparts. It begins with an introduction by the editors, follows withcontributing author details, and ends with an appendix and index.

In the introduction the editors set the stage and share the impetusfor the book-the SUILCoP seminar series, which started in 2006 andstemmed from a fellowship awarded the two editors. SUILCoP wasfounded on a shared belief that information literacy (IL) extendsbeyond a set of skills, encompasses social and personal realms, andempowers individuals.

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Each section of the book includes three papers. Part One,“Collaboration, Curriculum and Courses,” includes three papers,“Information literate pedagogy: developing a levels framework forthe Open University,” “Information literacy in the workplace and theemployability agenda,” and “Information literacy in the context ofcontemporary teaching methods in higher education.” These papersdiscuss creating levels to measure IL illiteracies embedded in theundergraduate curriculum, IL beyond academia and how it can helpwith employability and job skills, and how to include IL in newerteaching and learning practices based on educational learning theory.

Part Two, “Development, Dialogue and Design,” is comprised ofthree papers. The first, “Enquiring minds and the role of IL in studentresearch tasks,” discusses the Enquiring Minds Project undertaken atStaffordshire University and reinforces the need to embed IL withinthe curriculum. The second discusses learning objects and howlibraries across the world can and should leverage work done onlearning objects to create a shared repository. The last, “Spielbergyour way to information literacy: producing educational movies andvideos,” provides both an overview of video for IL, as well as a step-by-step overview on producing these videos.

Part Three, “Obesity, Overload and Opportunity,” begins with apaper discussing “Noopolitics,” and how IL fits into the greaterequation of politics and information literacy. The second and thirdpapers explore, respectively, the role of social media in education, anda project aimed at determining how best to assess the ILcompetencies of UK Higher Education students.

This diverse collection of papers was gathered from speakersat SUILCoP conferences between 2006 and 2010. Had the editorsprovided an introduction to each of three parts it might have helpedsynthesize the information and better support the book format.As it is, these papers would seem better suited as conferenceproceedings. While there is much interesting and relevant informa-tion provided, the content is so diverse that it is difficult for thereader to bring it together. And, arguably, not the reader'sresponsibility!—Nadaleen Tempelman-Kluit, Instructional DesignLibrarian, Bobst Library, New York University, New York, NY10012, USA bntk2@nyu.eduN.

doi:10.1016/j.acalib.2011.11.019

Nothing to Hide: the Tradeoff between Privacy and Security, byDaniel J. Solove. New Haven, CT: Yale University Press, 2011. 245 pp.$25.00. ISBN 978-0-300-17231-7.

Daniel J. Solove, a member of the law faculty at GeorgeWashingtonUniversity, provides an essay arguing for a reconsideration of arebalancing of the law as it relates to issues regarding privacy andsecurity. He begins with the premise that, in most cases, whenAmerican institutions consider this balance, they tend toerr on the side

of security and that this is particularly true in times of crisis. He cites asexamples the suspension of habeas corpus during the Civil War, theprosecution of war resisters in World War I, and the interning ofJapanese Americans during World War II. Most recently, he sees thiskind of overzealous shift in relation to the events of September 11, 2001and the passage of the Patriot Act.

After offering a brief history of the Fourth Amendment, that partof the U.S. Constitution upon which privacy law is based, he explorescurrent issues relating to privacy in a four part essay centered aroundthe values behind efforts to protect privacy and security; the effect oftimes of crisis on the balance struck between these two sets of values;constitutional rights that should protect privacy; and the challengesposed these values by new and emerging technologies.

Solove is not writing here as an objective observer but rather as anadvocate for individuals' rights to privacy. He clearly recognizes thatthis is not an unlimited right, but takes the position that governmentand the courts do not adequately protect privacy. He argues that thisis an area where there is a false assumption that only those withsomething to hide need fear the law and where the courts and thelegislative branch have too often deferred to the executive branch andlaw enforcement. He also provides ample illustration of cases inwhich the law as it applies to technologies like computer networks,email, e-marketing, the Internet, video surveillance, and data miningis woefully out of date. He suggests that interpretations of the FourthAmendment that was designed to protect information as propertythat was located in a single place in the nineteenth century wasadapted much too late to change, making provision only for wellestablished technologies long after they became a part of life. As anexample, he cites the last attempt to accommodate informationpassing through computer networks enacted in the 1980s, a lifetimebefore the introduction of the computer technologies we all use.

Solove contends that an approach into this domain minimizesincursions into privacy to that which is absolutely necessary andeffective, ensures that there is appropriate oversight to any intrusioninto information transfer, and provides the flexibility needed to allowthe courts to adapt the law to emerging technologies as opposed toreflecting past technologies might soon be superseded. In short,privacy and security are not mutually exclusive.

Solove writes well, and he offers solid support for those whowould argue that we need more protection for personal privacy.However, the book should not be the only thing one reads on thetopic. The legal argument is well constructed, but it does not claim toa balanced, and thoughtful readers will want to find other sources ifthey hope to understand counter arguments. Still, this book is worthreading, and can provide an interesting beginning for a conversationdesigned to help develop information privacy law.—Delmus E.Williams, Associate Professor of Education, Northcentral University,Prescott Valley, AZ 86314, USA bdelmus.williams@gmail.comN.

doi:10.1016/j.acalib.2011.11.020

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