languages such as XML (eXtensible Markup Language) and OWL(Ontology Web language), as well as the philosophical aspects ofknowledgemanagement and the systems used to describe, catalog andclassify information.

While covering numerous intriguing areas of inquiry, readersshould not mistake this book for a beginning (or even intermediate)“guide” to the semantic web—this book is for an advanced audiencecomfortable with philosophical concepts and terminology. Readerswith expertise in the subject domains covered in the book will findmuch to ponder. The lack of an accessible introduction to the conceptscovered or the inclusion of a glossary unfortunately hinders itspotential appeal to less-knowledgeable readers.–Lee Andrew Hilyer,Head of Information & Access Services, University of HoustonLibraries, Houston, TX, 77204-2000, USA <lahilyer@uh.edu>.

doi:10.1016/j.acalib.2011.04.016

Libraries for Users: Services in Academic Libraries, by Luisa Alviteand Leticia Barrionuevo, Oxford: Chandos Publishing, 2010. 203 pp.$75.00. ISBN 978-1-84334-595-4.

Libraries forUsers tackles a broad range of subjects and issues that areof concern to all academic librarians. As the role of the academic libraryis transforming faster than many institutions can keep up, this volumeprovides an excellent roadmap of possible directions for a wide varietyof academic libraries. While library and university administrators willprobably get the most out of this book, librarians in any area will findsome good ideas for implementing and improving services to users.

Luisa Alvite and Leticia Barrionuevo begin by focusing on broadissues of quality and leadership in academic libraries, with a focus onthose in Europe. While many policies and documents may be specificto Europe, the themes and ideas can be applied to libraries throughoutthe world. This chapter will be of great help to library administratorsinterested in institution-wide assessment and patron-centeredservices. In the next chapter, the authors discuss how users learnand research in the digital age. This is mostly explored from a Euro-centric perspective, but as with the chapter on quality and leadership,the ideas and issues apply to libraries throughout the developed andsome of the developing world.

The authors cover the history and challenges of expanding theroles of and services provided by academic libraries, which will helpthose outside of the library world better understand current issuesfaced by academic libraries. They provide a wide range of examples ofservices offered by different libraries as well as examples of currentresearch that could indicate where these services will be headed inthe near future. Topics discussed include everything from cataloguesand the semantic web to virtual reference services and marketing.Information literacy, digitization processes, and digital repositoriesare also covered.

This book is well-written with a clear, concise structure. Whilenothing presented is ground-breaking news, even seasoned librarianswill find some new ideas to improve services in their areas as well asgain a better understanding of other units within academic libraries.This book is essential for library administrators who are planninglarge-scale changes in their institutions and would be a good additionto the suggested reading lists of library school courses that deal withacademic libraries.–Bill McMillin, Reference and Instructin Librar-ian, Milner Library, Illinois State University, Normal, IL 61790-8900, USA <whmcmil@ilstu.edu>.

doi:10.1016/j.acalib.2011.04.017

Information Literacy in the Digital Age: An Evidence-Based Approach,by Teresa S. Welsh and Melissa S. Wright, Oxford: Chandos Publishing,2010. 218 pp. $80.00. ISBN 978-1-84334-515-2.

Information Literacy in the Digital Age: An Evidence-Based Approach,by Teresa S. Welsh and Melissa S. Wright, is 218 pages. The book isdivided into 13 chapters, with a list of figures and tables, abbrevia-tions, an about the authors page, and acknowledgements introducingthe book, and an appendix and index closing out the book.

Chapter one, “What is Information Literacy,” introduces the topic,and the remaining chapters (minus the final chapter, conclusion,appendices, and index) focus on histories and origins of a variety ofliteracies. Each chapter introduces the subjects and includes exercises,additional sources, and notes. The subjects addressed in each chapteron literacy are: Cultural literacy; Library literacy: history, types, androles; Library literacy: information sources, classification systems;Ethical literacy; Network literacy; Media literacy and visual literacy;Government literacy and Financial literacy. Following the chapters onliteracies is the chapter entitled “Writing a Research Paper,” and theconclusion.

According to the authors, the first chapter, “What is informationliteracy?” provides the reader with “a better understanding of theterm ‘information literacy’ by examining its origins, some definitions,and somemodels or standards of information literacy.” By introducingthe term ‘information literacy,’ the authors deem it unnecessary toaddress how the sub-title of the book, ‘An evidence-based approach,’fits into the whole equation, beyond saying that the chapter “serves asa foundation for an evidence-based approach to teaching informationliteracy.” This statement does not adequately explain how the bookprovides an evidence-based approach to teaching informationliteracy. Unfortunately, no further explanation about the evidence-based aspect is included in the book.

Another aspect of the book lacking explanation is why the selectedliteracies were chosen. ALA's definition of information literacy(quoted in the opening chapter) conveys the broad scope ofinformation literacy, as “common to all disciplines, to all learningenvironments, and to all levels of education.” Knowing the rationalebehind the selection of literacies included would help in unifying thecontent. Another included ALA quote further defines informationliteracy as “a set of abilities requiring individuals to recognize wheninformation is needed and have the ability to locate, evaluate, and useeffectively the needed information.” Onemight expect, therefore, thatthe literacy chapters would do just that—educate readers on how tolocate, evaluate, and effectively use information on the particularliteracy dealt with in the chapter. However, the literacy chaptersinclude histories, overview and exercises about the topics, but don'tprovide insight into how the content provides ties in to informationliteracy.

While there is a lot of information in this book, it is not cohesive.It's unclear how the content reflects the title. Readers will have a hardtime understanding the premise of the book.–Nadaleen Tempelman-Kluit, Instructional Design Librarian, Bobst Library, New YorkUniversity, New York, NY 10012, USA <ntk2@nyu.edu>.

doi:10.1016/j.acalib.2011.04.018

Being an Information Innovator, by Jennifer Rowley, London: FacetPublishing, 2011. 224 pp. $95.00. ISBN 978-1-85604-671-8.

Innovation is essential for information organizations to succeed intoday's rapid changing information world. Information professionalsare encouraged to be entrepreneurs in their organizations. However,

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