web 2.0 for schools – by julia davies & guy merchant

Reviews_1051 141..147

Carrington, Victoria & Robinson, Muriel ed(2009) Digital literacies Sage (London & ThousandOaks CA www.sagepub.co.uk) ISBN 978-1-84787-038-4 174 pp £20.99

This immensely readable book injects a note ofpassion and urgency into the ongoing discourse onthe place of digital literacies in the school curricu-lum. Written as part of a series published in associa-tion with the United Kingdom’s LiteracyAssociation, it looks at the challenges to classroompractice—or “wicked issues”—thrown up by “con-tentious” digital technologies—and it holds out avision of classrooms as places where digital andprint literacies come together to empower childrento navigate the multimodal textual complexity ofthe world outside school.

It argues the case from a range of international per-spectives, with contributors from the UK, US, andAustralia. The case quite simply is that we need tounderstand literacy as a plural concept thatembraces both printed texts and texts created withnew and emerging digital technologies. As thebook’s subtitle implies, we also need to focus onclassroom practices that foster this understandingand promote social learning. The book aims toreplace the still prevalent “deficit view” of digitaltechnologies as irrelevant to learning and poten-tially dangerous to children with an “asset view”that builds on the digital skills and competences chil-dren bring to school but are often compelled to leaveat the school gates.

The structure of the book, which is in fourparts, helps weave the narrative seamlessly inand out of the classroom. Part A examinesdigital texts in school and outside, focussing oninformal learning and the social construction ofknowledge and arguing the case for critical digitalliteracy. Part B looks at instances of changing lit-eracy practices in the classroom in the context ofWeb 2.0, and considers issues arising out of this.Part C deals with changing literacies and changingpedagogies and stresses the need for teacher educa-tion to respond to these challenges at both pre-service and post-qualifying level. There is a strongcase here for a parallel pedagogy that enablesteachers to work across both old and new literacypractices.

Part D returns to the overarching themes. Itpoints up the resonance of these for educatorsworldwide, appeals to practitioners to see the

book’s content as providing opportunities forexpanding their own thinking and practice, andurges them to add their experiences to a story thatis far from over.

Parts A-C are each framed within an introductionand conclusion, both written in Hong Kong. For me,this city, brilliantly evoked in the editors’ thickdescription, serves as a metaphor for our 21st

century multimodal textual landscape and providesa poignant contrast with the almost exclusivelyprint-based literacy practices of schools embeddedin this landscape.

A distinctive feature of the book is the valuable“Download” section at the end of each chapter.Here, the authors highlight their key points, suggeststrategies for classroom application, and providesuggestions for further relevant reading.

This absorbing book argues its case persuasively andshould be an invaluable resource for its target audi-ence of teachers, teacher educators, researchersand local authority professionals. I cannot helpwishing, however, that the narrative had indicatedmore specifically that, though digital technologiesrequire and support learning understood as a socialactivity, this understanding is not a discovery of ourdigital age, but has been advocated by Dewey andother prophetic voices since at latest the start of the20th century. This minor reservation apart, I highlyrecommend this book. It actually gives me soundreason to hope that, with the integration of digitalliteracies in the curriculum, those prophetic voiceswill finally be heard and their message will fully beincorporated into classroom practice.

Marie Martin EdD (received October 2009)Education Consultant, Northern [email protected]

Davies, Julia & Merchant, Guy (2009) Web 2.0 forschools Peter Lang (NewYork & Bern www.peterlang.com) ISBN 978-1-4331-0263-9 146 pp £21.20

This is an informative and challenging book. Basedon the authors’ research and supported by casestudies of good practice in the classroom, it providesa stimulating overview of Web 2.0 and its potentialfor enhancing, even transforming, education. Itsaim is to raise critical awareness on the part of thereader. It poses important questions, but explicitlydoes not seek to provide answers or solutions.

British Journal of Educational Technology Vol 41 No 1 2010 141–147

© 2009 The Author. Journal compilation © 2009 Becta. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350Main Street, Malden, MA 02148, USA.

The book sits firmly in the context of the shift fromthe “i” to the “c” of ict (information and communi-cations technology) that has been enabled by thedevelopments in user-friendly software shown by theexplosion of social networking sites and the engage-ment of young people in Web 2.0 practices. It offersfor consideration the premise that, if communica-tion is central to the learning process, then Web 2.0applications could offer exciting possibilities. Theauthors then explore these possibilities. They beginwith a definition of Web 2.0; they identify its keycharacteristics, evaluate the educational potential ofsignificant Web 2.0 practices and provide the theo-retical underpinning for this work. While making astrong case for the incorporation of Web 2.0 in edu-cation, they also make clear that they do not con-sider it as the panacea for all educational evils.

Within its ten chapters and 147 pages, the bookexamines in some detail the main features of awide range of Web 2.0 applications, includingblogging, Flickr, Youtube, wikis and virtual worlds,and it highlights the potential educational advan-tages and disadvantages of these. It also stronglyemphasises the need for inculcating in students ahigh level of critical understanding as well as offluency in the new digital literacies required byWeb 2.0. While demonstrating in its vignettes thework of innovative teachers who have used socialnetworking sites to move to new ways of thinkingand being in the classroom, the book calls for sen-sitivity and support for those who perceive technol-ogy merely as a means of enhancing traditionalpedagogy and practice. The question as to whethermore far reaching school reform may be requiredto realise the potential of Web 2.0 to transformeducation is posed but, in line with the stated aimof the book, is not answered.

In the concluding chapter, the authors consider thepremise that Web 2.0 is a “good thing” and cautionagainst an unqualified acceptance of this. Theyaffirm that the opportunities for social participationafforded by Web 2.0 could form the basis of a learn-ing community that reaches beyond the confines ofthe classroom. Whether this suggests an educa-tional transformation is, of course, for the reader todecide.

This book should help significantly to meet the chal-lenge of incorporating new technologies and newdigital literacies into the learning process. However,more case studies would have improved it—includ-ing examples of some less positive experiences andthe lessons learned from these—in order to root thebook even more firmly in the realities of the class-room. Nevertheless, it should prove an invaluableasset to education practitioners and policy makersand to all interested in exploring and optimising the

new possibilities for learning offered by the new tech-nologies and new practices of this digital age.

Marie Martin EdD (received September 2009)Education consultant, Northern [email protected]

Gibson, David & Baek, Youngkyun ed (2009)Digital simulations for improving education Informa-tion Science (Hershey PA & London www.idea-group.com) ISBN 978-1-60566-322-7 514 pp $390

“Learning through artificial teaching environ-ments”, as the sub-title has it, this book—one of thepublisher’s “Premier reference sources”—tells usexactly what it says on the tin (to quote a British tvad for paint). However, it does not do it in any waythat would encourage an individual educationaltechnologist, however keen on digital learning simu-lations and educational gaming, to rush out andbuy, even if the enormous price were much reduced.

Presumably, the aim of this big book (1.8 kg) is aca-demic libraries with a stock theft problem. In thatcontext, it is possible that a few teachers of relatedcourses would find one or two of the papers in itworth citing to their students. That’s because the 24papers, each excellent in its own way, are almostentirely self-standing: they don’t link to each otherexplicitly and they do so implicitly only by the acci-dent of the book’s structure of five “Sections”.

The four papers in the first section define thecontext (and do this generally well, especially DavidShaffer on “Computers and the end of progressiveeducation”). The second section, “Design consider-ations”, is probably the most bitty: the first five papersin it have no common theme and almost no commonground, while the sixth (with six authors) is a goodlink to the next three sections. The thirteen papers inthese are all case studies, loosely grouped into “Casestudies focussed on improving teach[er train]ing”,“Case studies focussed on learning”, and “Engaginggraduate students in development”. There’s also anenthusing little Foreword from two University ofNorthTexas teachers, a Preface which (as is commonwith this publisher) says nothing more than a para-graph or two on each paper, and an “Epilogue” whichdoesn’t tie all those disparate papers together butreminds us several times that teaching and learningare complex.

If I were still deep into the field of computer-basedsimulations and gaming for learning (and I startedto get into it thirty years ago after ten years withpaper-based ones), I wouldn’t buy this book at atenth of the price. But it is possible that a library

142 British Journal of Educational Technology

© 2009 The Author. Journal compilation © 2009 Becta.

copy in a university with courses that touch on fullyinteractive resource-based learning would repay itsawful cost.

Eric Deeson (received November 2009)Reviews editor, [email protected]

Latchem, Colin & Jung, Insung (2010) Distanceand blended learning in Asia Routledge (New York &London www.routledge.com) ISBN 978-0-415-99410-1 266 pp £23.99

Asia, a cultural pot of diversity, is home to overseventy open universities and a large number ofother distance education providers. That is sufficientproof of the success of distance education as aconcept amongst the Governments and the public ingeneral in the region. The book by Colin Latchemand Insung Jung is a comprehensive source of prac-tice documentation of open, distance and onlinelearning in Asia. While taking a “reporting” per-spective on the developments in the region, theauthors are candid to accept that “not all of theexamples are widespread, not all are world first, notall are ‘world’s best practice’, and not all have beencarefully evaluated” (p xiv).

Besides a preface, the book is in twelve chapters,including one called “Conclusion”. Though theauthors have not categorised the chapters into sec-tions, we could see them in five groups: Chapter 1sets the contexts; Chapters 2–5 discuss the types ofopen and distance learning (odl) institutions andprovisions; Chapters 6–7 analyse the internal opera-tions; Chapters 8–11 discuss macro-managementissues; and Chapter 12 gives those concludingremarks.

Chapter 1 shows the trends in adoption of informa-tion and communication technologies (IT) in theregion in general and in education and training inparticular. The authors turn to more specific use ofIT in classroom and open schooling in Chapter 2and describe different projects such as the nationalopen schools and SchoolNets in various countries;Hole in the Wall in India; and Cyber Home LearningSystem in South Korea. Chapter 3 places distancelearning in the context of higher education andmentions the existence of an “open learningsystem” in China way back in the sixth century. Theauthors also discuss issues related to enrolment,openness, flexibility, dropout, cross-border educa-tion, funding, and IT use in this chapter. However, itis also important to discuss what an Open Univer-sity is, and how a university like Anadolu fits intothis category.

In the fourth chapter, the authors examine odl andIT in the context of lifelong learning and workplacelearning. Chapter 5 describes the developmentsrelated to new types of odl institutions in Asia,including the virtual/cyber institutions in SouthKorea, Malaysia, Pakistan and Syria, among others.The emergence of for-profit providers of distanceeducation in China, Japan, Singapore and SouthKorea also finds space in this discussion.

Chapter 6 critically examines the integration of IT inthe region’s classrooms, while Chapter 7 analysesthe pedagogic aspects (instructional design, assess-ment and learner support) in Asian distance learn-ing institutions, and emphasises the benefits ofblended learning in the Asian contexts.

In Chapter 8–11, the authors shift to macro man-agement issues—leadership, quality, staff trainingand research, respectively. While we can attributethe initial growth and development of open univer-sities in the region to the leadership styles of thefounding Vice Chancellors, innovative leadershipand strategic planning are necessary to sustain thedevelopments. Though the authors describe thequality assurance and accreditation processes inmany institutions in Asia as acceptable, the result-ant quality is “questionable” in many cases. Theauthors themselves admit this indirectly, and givesome reasons: hierarchy and bureaucracy, academicautonomy, poor research and evaluation practices,and inability of the institutions to admit or acknowl-edge errors.

Chapter 10 analyses the staff training opportunitiesin the field of distance education. However, a deeperanalysis of training policies in odl institutions inAsia would have given a better picture of the insti-tutional priority and commitment to training. Inter-estingly, there is also very little information aboutevaluation and impact of training. Chapter 11 looksat research and publication in distance learningfrom the Asian perspective. Despite growing inter-ests in research on odl in Asia, numbers of confer-ences, and availability of a variety of publicationchannels, the quality and quantity of research areless than desirable. A discussion on the reasons ofpoor quality of research, and on strategies to allevi-ate the problem, would have been more useful here.While lack of originality and poor academic writingabilities are possible reasons, the primary reason forthe present state of affairs is due to the lack of a“critical mass” of professionals trained in the disci-pline and equipped with the necessary tools andtechniques of research in the discipline of distanceeducation. A detailed discussion on the status of thediscipline and its education and training would havestrengthened the publication further. In Chapter 12,the authors provide a short concluding note and

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highlight the lessons learned from the developmentsanalysed here.

The book is a gold-mine of information, and the notesand references show the painstaking and meticulouswork done by the authors, though there is still somescope for further exploration of Asian literature.Each chapter of the book presents critical reflectionson the theme covered, and the authors are successfulin presenting to us a wide coverage about the devel-opments and practices on odl and IT in the educa-tional landscape of Asia. In the next edition of thebook, I would like to see more in-depth analyses fromthe perspective of “why things are the way they are”.Interestingly, the region provides some perplexingpractices, such as: face-to-face on-campus teachingin open universities (as with Anadolu University, theOpen University of Hong Kong, and, recently, IndiraGandhi National Open University); rigidities inadmission practices; and adherence to systems andpractices developed in the West.The book is a startingpoint to understand the complex social, economicand educational contexts of distance education inAsia, and it clearly establishes that the future lies infocusing on Asia.

Sanjaya Mishra (received October 2009)Reader in Distance Education, Staff Training andResearch Institute of Distance Education, Indira GandhiNational Open University, New Delhi, [email protected]

Livingstone, Sonia (2009) Children and the internetPolity (Cambridge & Malden MA www.politybooks.com) ISBN 978-0-7456-3195-0 301 pp £17.99

Starting up “my” computer in order to start thisreview, I’m at once reminded of some of the richdescription and analysis of life as, and life with, a“digital native” or “cyberkid” that this book con-tains. On starting up, the computer first asks me if Iwould like to update some application or other that Iknow is the result of an unsuccessful attempt toupload the latest version of The Sims. Then aWindows Messenger page opens up, inviting ayounger version of my daughter to sign in. Thedesktop is so full of files for games, photos andassorted other pieces of vital teenage digital livingthat I struggle to find the place for this review. Hencethe quotes in the phrase ‘“my” computer’. In whatsense is this computer “mine”? Yes, I paid for it, andit would be my job to get it fixed if (when) it breaksdown. But in terms of use, in terms of priority, interms of ability ... whose computer is this?

These issues, and many others, also concern SoniaLivingstone, in her excellent Children and the internet.

Drawing on over a decade’s research, and adopting areflexively childhood-centred (rather than internet-centred) approach, Livingstone considers the lives ofthose same cyberkids, as well as the ways their liveshave been thought about and talked about byvarious others—labelled at one point as including“anxious parents, uncertain teachers, busy politi-cians, profit-oriented content providers” (p 207).These various actors, accompanied by the numer-ous (and expanding) non-human actors that com-prise the internet itself, are brought together in thisbook, and their various ways of relating areexplored, critiqued, rethought. A great strength ofLivingstone’s approach is in its embeddednesswithin the culture she is examining; key issues arealways illuminated by a vignette or quote from oneof the many participants in her countless projects.This gives the book lightness and liveliness, reminis-cent of that other great author on kids and comput-ers, Sherry Turkle.

Chapters explore key facets of the cyberkids’landscape, including issues of risk, identity,participation, learning, literacy and expertise. Liv-ingstone is refreshingly sceptical about thecyberkids’ levels of technical expertise and medialiteracy, dampening some of the more hyperbolicclaims made of these supposed digital natives. Myexperiences bear this out: while my own nativecyberkid exhibits an enthusiastic, trial-and-errorapproach to computing, and is (unlike me) notworried about breaking the internet, her reper-toires are much more limited than might be pre-dicted, and even she cannot solve some of the moreimmediate practical problems of everyday internetuse. Her experiences at school also echo claimsmade in this book: that there is a real need torethink internet learning, to ask some big ques-tions. These include—what is learning? Wheredoes it take place? And what is it for? While some ofthe debates here will be familiar to readers of thisjournal, Livingstone assembles them here in a con-vincing and engaging argument.

Near the end of the book, she raises some equallyimportant issues about internet research and schol-arship, calling (as have others) for forms of “publicengagement” and “policy relevance”—for ways tointervene in the ongoing story of the cyberkids. Hereshe is spot on; her unashamedly sociologicalapproach brings out the fine detail and subtlenuances of everyday life in the digital age. It’s just ashame, as she concludes, that such subtleties areoften an irritant to the “fast-paced and hotly con-tested policy process” (p 231).

David Bell (received October 2009)Lecturer in Geography, University of Leeds, [email protected]



Reigeluth, Charles M & Carr-Chelman, AlisonA ed (2009) Instructional design theories and modelsVolume III Routledge (New York & London www.routledge.com) ISBN 978-0-0858-6456-4 416 pp£27.99

This is Volume III of a collection of “Instructional-design theories and models”, with Volume I appear-ing in 1983, and Volume II in 1999. The latest bookreflects the fact there that there have been a numberof new conceptual developments and innovativeeducational applications of emerging instructionaldesign theories and models over the past decade.There are eighteen chapters in the four major units,aiming at what the co-editors call “building acommon knowledge base about instruction with acommon use of terms” in the field of education andeducational research.

I view this latest volume as one of the most thought-provoking academic works on the leadinginstructional-design paradigm in educational tech-nology (ET) and beyond. The co-editors confidentlysuggest that the target readers of their text—instructional theorists, ET and non-ET researchers,instructional designers and trainers, and graduatestudents from various fields interested in designinginstruction—should benefit from the state-of-the-art analyses, syntheses, and summaries of the theo-ries and concepts that it contains.

The four main units systematically introduce anddiscuss the relevant know-how in instructionaldesign and its theoretical conceptualisation:

• frameworks for understanding instructionaltheory;

• theories for different approaches to instruction;• theories for different outcomes of instruction; and• tools for building a common knowledge base.

Reigeluth and Carr-Chellman open for us a venue forbuilding a common knowledge base about instruc-tion in Unit 1. Chapter 1 outlines and explains thedifferences and similarities between design theoryand descriptive theory so that readers will realise thekey concepts as well as the common use of languagein instruction and instructional design. In addition,Chapter 2 meaningfully discusses organisationalschemes about instruction and provides cleardefinitions of terms frequently used in designinginstruction; Chapter 3 presents the well-developedinstructional design principles from Merrill; andChapter 4 explores the main components for situ-ational principles of instruction.

In Unit 2, there are five well defined approaches withwhich readers will expand the horizons in instruc-tional theory; they are the direct, discussion, experi-ential, problem-based, and simulation approaches.

The book mixes theoretical stimuli with practicalmethods and sequences for their users.

The third Unit aims to address different types oflearning outcome with which we may decide whatprinciple or method to apply in a range of situa-tions within dynamic, diverse learning environ-ments. The four chapters in this unit investigatehow we can obtain the desired performancethrough inquiry learning, guided learning or col-laborative learning, with or without the use oftechnology.

Unit 4 presents conceptual and mental means andtools for us to develop our own instructional designand instructional theory. These five well structuredtheory-building chapters can inspire readers toreflect on meaningful constructs and processes inorder to contribute to the knowledge base aboutinstruction.

This book is well structured and almost seamless,so that it flows well and logically. The co-editorsprovide a foreword for each of the chapters sothat both novice and experienced researchers andpractitioners will easily grasp the main ideas and theoverview, mostly including the vision, nature of theinstruction or theory, values, precondition, methodsor principles, situations, and so on. These forewordssuccessfully convey the chapter outline to thereader; this helps later good use of the theoreticalinputs and practical outputs of the text when onecomes to design beneficial instruction in diverselearning contexts.

(It was this realisation that instructional designersstrive for new ways to be innovative which two yearsago made me develop a design research method forthe continuing development of research topics inlearning technology (Liu 2008, BJET 39 (4) 738–747).)

Gi-Zen Liu, PhD (received October 2009)Foreign Languages & Literature Department, NationalCheng Kung University, Tainan, [email protected](This work is partially supported by the National ScienceCouncil (NSC 98-2511-S-006-003-MY2 & NSC98-2631-S-024-001) in Taiwan.)

Stacey, Elizabeth & Gerbic, Philippa ed (2009)Effective blended learning practices InformationScience (Hershey PA & London www.idea-group.com)ISBN 978-1-60566-296-1 358 pp $390

The title of this heavy and very costly book makesit sound very attractive; the late Robin Mason’s

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strong recommendation at the end of her briefbut hard-hitting Foreword adds to the attraction.The sub-title—“Evidence-based perspectives inICT-facilitated education”—makes one thinkagain, however, for blended learning is far frombeing the same as ICT-facilitated education. AsRobin Mason says, “lecture notes or PowerPointslides stuck on the Web with discussion boardsmade available for question and answer ... is NOTwhat should be called blended learning.” Theeditors’ Preface doesn’t help with a definition (and,indeed, uses the term “ICT-facilitated blendedlearning” at the start of the final paragraph);rather they point to the first chapter for a definingaccount.

That first chapter—also written by the editors—provides a very good discussion on the literature andthe many relevant issues, including that one aboutdefinition. However, it too doesn’t come to a conclu-sion that would make it clear just what the book’sfocus and end-point might be. The same two peoplealso provide a final chapter that is “excellent inparts” (like Punch’s curate’s boiled egg), bringingtogether statements of the various issues and rec-ommendations raised in the book ... but even thatdoes not make us sure what blended learning is inthis book’s context.

That context is one of a total of sixteen chapters,from 27 word processors in nine countries, inthree main sections: “Strategies for blendedteaching and learning” (five chapters), “Establish-ing communities” (four), and “Teacher transitionsand professional learning” (five). Quite a few ofthese chapters are readable and/or of significantvalue to people setting out along the blended path(such as the one called “Redefining initial teachereducation” from Mary Simpson and Bill Andersonof Otago, NZ). However, the editors do not appearto have had enough input into the design andwriting of the individual chapters to be able toweave them together (or even minimise repetitionor undeveloped contradiction), let alone to producea practical guide that smoothly runs froman initial scene-setting chapter to a conclusiveconclusion.

There is one cool thing that the editors have done,though, that is quite unusual—they bring togetherinto one 35-page section the references from the listthat closes each chapter. It would be even morehelpful, editors please note for next time, to recordby each collated reference the chapter(s) whichcite it.

Eric Deeson (received November 2009)Reviews editor, [email protected]

Syed, Mahbabur Rahman ed (2009) Methods andapplications for advancing distance education technolo-gies Information Science (Hershey PA & Londonwww.igi-global.com) ISBN 978-1-60566-342-5 408pp $195 ($295 online)

Like the companion volumes published under theInformation Science Reference imprint, this is alarge volume clearly aimed at the librarymarket. Many of the twenty-four chapters whichmake up the book have been previously publishedas papers in the International journal of distanceeducation technologies. Having worked carefullythrough all the chapters, I remain unclear aboutthe rationale for bringing them together in thisform. On the plus side, the selection is coherent andrelates to the title of the volume. However, if there’sa value in recycling previously published material itseems to me that it must lie either in the addition ofa commentary, additional editorial insights andperspectives, or in a thematic approach that sup-ports the reader through the juxtaposition of ideasand developments. Indeed, I found a lack of anyobvious editorial control (apart from a briefpreface). As a result the contents reflect a windowon the development of the literature, mainly fromthe perspective of one journal—and the only sensein which the book is a work of reference and morethan a collection of discrete papers is through theaddition of a collated list of references from all thechapters.

The unifying themes of the different chaptersare communications technologies, intelligenttechnologies and quality educational pedagogy,and it is argued that all three are essential forthe advancement of distance education; this isconceived as e-learning and e-teaching. Almost allthe technological developments discussed assumegood broadband access and connectivity, althoughthere are some interesting ideas for optimising theuse of web-based video for participants who haveaccess only to low bandwidth. Many of the papersfocus on the challenge of interoperability. Issues ofspeed of development and scalability in rapidlydeveloping education and training contexts are dis-cussed too. Technologies for e-assessment and forsupporting the development of writing skills aredescribed. In the latter case, there is an interestingattempt to use technology to provide feedback inthe context of a constructivist and collaborativepedagogy.

In conclusion, this is not a book for your personalcollection. I fear that the focus on largely one year’soutput from one journal will mean that it will datequickly—if you wonder whether to purchase it for alibrary I would strongly recommend a thoroughreview of the contents list to see whether the sources



enhance material already available through the webor elsewhere.

Pete Cannell (received November 2009)Depute Director, The Open University in Scotland, [email protected]

Also received

Note that mention here does not preclude later,fuller review.

Pulman, Andy (2009) Blogs wikis podcasts & morePalgrave (Macmillan, Basingstoke & St Martin’s,New York www.palgrave.com) ISBN 978-0-230-22391-2 112 pp £5.99

What a sweet little book! “Essential for all students ofthe 21st century” (back cover blurb), and able to fitinto the smallest pocket, it covers almost all thebasics of using the net to facilitate learning. In otherwords, the “Blogs wikis podcasts” of the title take upmuch less than the “& more”. It is hard to knowwhether or not that is a good thing—I suspect thatfew courses overall yet expect facility with blogs andpodcasts, while wikis are generally frowned on. Thatis surely true, especially, of such fulsome praise as “Ifyou need a brief summary or definition ... Wikipedia[is a] great starting point.” That quote comes fromPage 63, where the text from “...” is actually “ency-clopedias, subject dictionaries or the internet (egWikipedia) are great starting points.” In otherwords, the “& more” includes non-net and evennon-IT resource-based working.

Therefore, this sweet little book in fact tries tocover far too much ground—all reference sourcesyou can think of (except, it seems, intranets andcd-roms) in just over a hundred A6-sized pages.The level is quite high in some aspects, muchhigher than the above mention of using dictionar-ies for definitions implies, so there is also a questionof which students Pulman hopes most to attract.Thus there is plenty on library research suited to

the university sector (and Pulman works in a uni-versity), with (for instance) seven pages on workingwith Google Scholar, plenty on ethics and neti-quette, and even some simple notes on the use ofreferences (though not w-references).

This is a sweet little book, and most students (letalone real people) will learn a lot of value from it,despite the rather high price.

Reese, Terry Jr & Banerjee, Kyle (2007) Buildingdigital libraries Neal-Schuman (New York & Taylor &Eurospan, London) ISBN 978-1-55570-617-7 275pp £51.50

This “How-to-do-it manual ®” (Number 153 in theseries even) is a most interesting and very good—butnot very accessible—guide to its important field ofmodern information science. Of course, e-resourcesdiffer greatly from trad resources, and an e-libraryhas to look very different from a brick structure filledwith paper. That new look applies as much toowners and to staff as to users, of course. Buildingdigital libraries covers all the differences, as well asconcentrating on the detail of managing a digitalrepository (archive). Its authors, both based inOregon, respectively head a university library digitalproduction (= digitisation) unit and work witha US-wide library resource cataloguing anddistribution firm.

The book is not very accessible because, almost bydefinition, it must work at a high technical level. Itsmain thrust is developing and working with thatdigital repository (including, it is recommended,despite the loss of a degree of control, a systemshared with perhaps many other libraries); there aretherefore questions of architecture, meta-data man-agement, searching and access control whoseanswers involve high level IT systems comprehen-sion. Having said that, the authors write very welland provide a great deal of guidance (with plenty ofillustrations) to make the knowledge searching andaccess as easy as they can.

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web 2.0 for schools – by julia davies & guy merchant

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