faculty, students, curriculum, and governance respectively. Chapterthree discusses the role of faculty and how its academic activities linkto the operations of the library. Chapter four is concerned with howthe needs of students drive services in an academic library whilechapter five discusses how a varied curriculum impacts libraryoperations. Chapter six explains how institutions of higher learningoperate in terms of shared/collegial governance and how faculty andstudents play a role in this process.

Part three is comprised of chapters seven to ten that discussfundamental topics of concern for an academic institution. The topicsof chapters seven to nine include funding, facilities, and technologywhile chapter ten explores how an academic “institution and librarymust meet society's growing demand for accountability and value forthe support given to higher education” (p. 117). The last part includeschapters eleven to sixteen, which explores issues specific to academiclibraries in the 21st century. Chapters eleven to thirteen specificallytackle topics such as collection development, public services, andstaffing and faculty status for librarians. Chapter fourteen is concernedwith “current themes and issues” including communication, librarymarketing, institutional repositories, and collaboration (p. 215). Thefinal two chapters, fifteen and sixteen, discuss career and professionaldevelopment and the future of academic libraries from the point ofview of twenty-two academic library directors.

Academic Librarianship provides an excellent starting point for LISstudents and professionals alike who are interested in advancing theircareers in the academic library environment. Alire and Evans offer athorough examination of the academic library and its community inthe past, present, and future. They also provide useful advice from theirpersonal experiences as well as various references for further readingon the topic. These tidbits of information are seen in the marginsthroughout the book for quick reference and are entitled From theAuthors, Check This Out, Try This, For Further Thought, etc.—Asheleigh A.Perry, Copy Cataloger, Lauinger Library, Georgetown University,Washington, DC 20057-0003, USA baap44@georgetown.eduN.

doi:10.1016/j.acalib.2011.01.007

Active Learning Techniques for Librarians: Practical Examples, byAndrew Walsh and Padma Inala, Oxford, UK: Chandos Publishing,2010. 146 p. $99.95. ISBN 1-84334-592-3.

As constructivist theories have gained prominence in the field ofinformation literacy instruction, active learning has become anessential component in any library instruction session. A majorchallenge that faces instruction librarians is integrating activelearning while tailoring an instruction session to the needs of aparticular assignment or topic. There have been many books contain-ing examples and lesson plans for teaching certain topics, but theseare often of limited use because the content is bound to the activity.

Active Learning Techniques for Librarians offers a wide range oflearning activities that are not tied to any particular content. Many ofthe activities can be adapted to various types of content, allowinglibrarians a great deal of flexibility in making lesson plans whileproviding them with a wide range of ideas about how to get studentsto actively explore the content presented.

Authors Andrew Walsh and Padma Inala begin by providing aconcise introduction to active learning and its importance tolibrarianship with ample supporting evidence that will be of interestto those looking for a deeper understanding of the topic. Light ontheory and heavy on practice, this book focuses on practical ways ofgetting students involved in class.

The section of learning tips provides 59 activities divided into fivecategories: starting and finishing the session, in the middle, mobilephones and other gadgets, Web 2.0, and inductions. The activities

presentedwill be most useful to primary andmiddle school librarians.Some of the activities are well known, such as treasure hunts andlibrary bingo, while many are more cutting-edge, involving podcast-ing and social networking. The activities in the Web 2.0 section maybe useful for high school and college library instructors, but mostother activities will be more applicable to younger students.

The third section contains lesson plans that serve as examples ofhow to plan class time and provide specific instructions for presentingtraditional library instruction topics in a way that will appeal to theGoogle generation. The resources mentioned would be particularlyhelpful for librarians who are less web-savvy or are reluctant toinclude technology in the classroom. Steps for preparing and usingdifferent resources are clearly outlined and the authors indicate whichactivities from the book are associated with the lesson plan to helpinstructors connect theory to practice.

This book will be most useful to students and teachers of schoollibrarianship as well as primary and middle school educators who arelooking for innovative ways to get students to take an active role inlibrary instruction sessions.—Bill McMillin, Reference and Instruc-tion Librarian, Milner Library, Illinois State University, Normal, IL61790-8900, USA bwhmcmil@ilstu.eduN.

doi:10.1016/j.acalib.2011.01.008

Archives: Principles and Practices, by Laura A. Millar, New York:Neal-Schuman Publishers, Inc., 2010. 256 p. $75.00. ISBN 978-1555707262.

In Archives: Principles and Practices, Laura A. Millar, a BritishColumbia-based archival, editorial, and educational consultant, offersa handbook for information professionals charged with acquiring,preserving, and making accessible documentary evidence for genera-tions to come. The book is written for recordsmanagers and archivists,“particularly those ‘lone arrangers’ working in small, inadequatelyresourced institutions, who may have inherited an array of archivalprocedures from their predecessors and need to understand whetherthose approaches still work and, if not, how to conceptualize new anddifferent models” (p. xvii).

The book supplements the knowledge and skills of archivistswho perform a range of duties in archival and manuscriptrepositories. Topics include discussions about archives, institutions,and services; provenance, original order, and respect des fonds;acquisition and appraisal; arrangement and description; preserva-tion; digitization; enhancing outreach and access; and sustainabilityof the institution and its services. Also included are a list of archivaljournals, national and state institutions, professional associations,additional readings arrangedby subject, and aglossary of archival terms.While the author covers a large territory of knowledge, she providesenough depth on the subjects for newcomers to the profession tounderstand.

The strength of the book is its international perspective, displayingthe cross-fertilization of practices in the English-speaking world.While Millar does not examine a single national tradition, manyexamples are from Canadian practice, which the author knows best.As Millar writes, “The world of archives is infused with a largemeasure of academic theory and an equally large dose of traditionalpractice. Too often one or the other—theory or practice—is over-emphasised….Archivists search, sometimes in vain, for a balancebetween abstract hypotheses and arcane customs” (p. xvi). Thispragmatic approach to the realities of archival work is refreshing, asthe author understands the difficulty of equalizing theory and practicewhile undertaking the archival enterprise. Written as much as a“‘why-to’ book as a ‘how-to’ book,” the volume “explores some of thedilemmas archivists face when they recognize that archives are

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complex and contentious phenomena, and that their own interven-tions in selecting, arranging, preserving and delivering archivesnecessarily add further tiers of contentiousness” (pp. xvi, x). Sheexplains, “The hope is that the reader can learn about the principlesbehind archival practice, balance the theories against his or herinstitutional reality and then identify the best practical actions…theyshould follow to care for archives in their jurisdiction in the bestmanner possible” (p. xvii).

Laura A. Miller's Archives: Principles and Practices is essential forarchivists and records managers involved in collecting, selecting, andmanaging records of enduring value because it provides bothneophytes and experienced professionals with an outline of thefundamental doctrines and procedures of the field. It is alsorecommended that the book be read in conjunction with the Societyof American Archivists' Archival Fundamental Series, seven slimvolumes that provide a foundation for modern archival theory andpractice.—Margot Note, Director of Archives and InformationManagement, World Monuments Fund, 350 Fifth Avenue, Suite2412, New York, NY 10118, USA bmnote@wmf.orgN.

doi:10.1016/j.acalib.2011.01.009

Stop Plagiarism: A Guide to Understanding and Prevention, byVibiana Bowman Cvetkovic and Katie Elson Anderson, NY: Neal-Schuman Publishers, Inc., 2010. 220 p. + CD-ROM. $65.00, ISBN978-1-55570-716-3.

Is it the culture? The technology? The multitasking? StopPlagiarism: A Guide to Understanding and Prevention chronicles theshifts in popular culture and technology that make student plagiarismeasier and seemingly commonplace. It also offers practical tactics foraddressing the problem and lists of resources to consult. A revision ofThe Plagiarism Plague: A Resource Guide and CD-ROM Tutorial forEducators and Librarians, edited by Vibiana Bowman (Neal-Schuman,2004), Stop Plagiarism updates the earlier volume, particularly thesection on finding remedies, and changes the focus of some chapters.Included with the book is a CD-ROM which provides the linksmentioned in each chapter and includes the Rutgers tutorial, “How toAvoid Plagiarism.”

The first section deals with the philosophical issues underlyingplagiarism. The first two chapters discuss such issues as parody,creativity and originality, imitation and referencing, and the role oftechnology. For example, the values of expertise and originality are inconflict with the collaborative nature of socially constructed contentsuch as Wikipedia. Students are accustomed to casually sharinginformation and collaborating; but as novice researchers learning therules of scholarship in the academy, they are expected to workdifferently, to trace the genealogy of arguments and ideas andcarefully separate someone else's thoughts from their own. In chapter4, Vibiana Bowman Cvetkovic and Luis F. Rodriguez helpfullydistinguish plagiarism versus copyright or fair use. Sarah F. Brookoverprovides an undergraduate perspective. Her chapter reminds us thatstudents struggle with finding a voice in their academic writing. Thesewriting issues are echoed later in the book in the chapter oninternational students' challenges and in the one on scholarly writing.

The second section presents such remedies as creating tutorials,incorporating plagiarism discussion into the first-year college expe-rience, developing university policies and procedures, and consider-ing the needs of English as a Second Language and internationalstudents. Gillian A. Newton and Jeffrey J. Teichmann review theinitiatives librarians have employed in first year experience programs.At many universities the first year college experience is anopportunity to ensure that students have the skills to be confidentwriters and to cultivate their awareness of ethical issues in research.

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Although these approaches are widespread and Dolores PfeufferScherer says that educational efforts have grown since the previousedition, the book does not deal with the effectiveness of theseremedies. However, as Robert Berry points out in the third section inhis chapter on legal implications, universities must have clear andconsistent policies and procedures in place in order to disciplinestudents who plagiarize.

The final section, “A Practitioner's Toolkit,” includes a clearlywritten summary of the current legal landscape and a compendium ofstatements from professional organizations on plagiarism andresearch integrity. The remaining chapters list resources for teachersand students, resources for writing and citing, and an annotatedbibliography. While there is some duplication of resources in the finalchapters, they are a convenient compilation to assist the reader infurther exploration.

Librarians, faculty, and university administrators will find in StopPlagiarism a useful overview of the problem of academic integrity, anuanced discussion of the issues, and several useful resources andtools for addressing the problem of plagiarism. Recommended.—Sandra R. Hussey, Library Research Instruction Librarian, LauingerLibrary, Georgetown University, Washington, DC 20057, USAbhusseys@georgetown.eduN.

doi:10.1016/j.acalib.2011.01.010

Basic Research Methods for Librarians, by Lynn Silipigni Connawayand Ronald R. Powell, Santa Barbara, CA: Libraries Unlimited, 5thedition, 2010. 317 p. $50.00. ISBN 978-1-59158-865-8.

Do you need to conduct a survey of your users? Have you beenasked to evaluate multiple instructional methods to determine themost effective one? Are you interested in examining the historicaldevelopment of your library's collections? Librarians are conductingresearch everyday to answer these and many other questions. Thislatest edition of Basic Research Methods for Librarians provides themethods, tools, and techniques librarians can use to answer theirresearch questions.

Chapter 1, “Research and Librarianship,” presents an overview ofpast and current library research, discusses the benefits of conductingresearch, and speculates on its future direction within the discipline.Chapter 2, “Developing the Research Study,” guides users through theinitial planning stages of research, providing guidance on how to clearlyidentify the problem or research topic to be examined. Help indeveloping usable hypotheses is also provided. As the authors state inthe preface, “…the conceptual development of a study is as crucial to itssuccess as are the specific techniques employed in its conduct” (p. xi).

Chapters 3 and 4 assist the reader in selecting appropriate researchmethods, conducting survey research and proper sampling. Chapter 5,“Data Collection Techniques,” describes three data collection techni-ques frequently used in library research: questionnaires, interviewsand observations. Chapter 6 explores the less frequently used (only 8–10% of published library research (p. 189) experimental researchmethods.

Chapter 7, written by Lynn Westbrook, covers the tools andtechniques needed for qualitative research. Chapter 8 providesguidance to readers interested in conducting historical research,which the authors argue can provide perspective for a variety of uses:long-term development of collections, informed financial decision-making and understanding the impact of technologies adopted withinlibraries. Helpful advice on data coding and descriptive and inferentialstatistics is presented in Chapter 9.

When data analysis is complete, researchers must then write uptheir findings. As stated in Chapter 11, “Writing the ResearchReport,” the impact of even the most well-conceived research project