Working with faculty in the new electronic library

tives and is a unique reference source for video collection development . The book is divided into eight sections, each containing several articles on the varying circumstances of different types of libraries. For instance, the intricacies of collecting feature film in an academic versus a public library are discussed in detail, as are the intricacies of the video distribution business and other topics common to all types of libraries. The concluding chapter provides an appropriate segue to future trends and their implications for moving image collections. Most current literature in the field of video collections and libraries is aimed at specific library types (mostly public) and primarily consists of videographies, discussions of the validity of video in libraries, and other topics peripheral to collection development. By his own admission, Handman has “assiduously avoided” including arguments for building video collections in favor of providing a tool “aimed at professionals who are most likely currently less in need of rationales for collecting video than in need of concrete tools, resources, and methodologies for building such collections effectively.” It must be noted, however, that Mdeo Collection Development in Multi-type Libraries contains many cogent, convincing arguments as well as necessary information for the practicing and would-be video librarian-Rick E. Provine, Media Librarian, Clemons Library, University of Virginia, Charlottesville, VA 22903-2498. Working with Faculty in the New Electronic Library, edited by Linda Shirato. Ann Arbor, Michigan: Pierian Press, 1992. 189~. $35.00 ISBN 0-87650-294-X (Library Orientation Series). As Shirato notes in the preface to this collection of four papers and 11 sessions presented at the 19th LOEX conference, the topic of working with faculty in academic libraries is hardly a new one. What sets this conference apart from its predecessors is its emphasis on faculty outreach in the electronic environment. Evan Farber poses the major question addressed in the conference: How do librarians overcome faculty resistance to library instruction? Anne Lipow responds by asserting that librarians must “redefine” their image and adopt new forms of faculty outreach. She provides examples of some of the approaches initiated at the University of California-Berkeley, including faculty seminars, newsletters, and mailings. The paper by Nathan Smith, Mary Piette, and Betty Dance is an effective synthesis of theory and practice, providing a clear outline for designing a computer-based library instruction program. Using a systems-approach model of design, the authors illustrate how they created such a program at Utah State. The final paper by Fred Roecker and Thomas Minnick highlights the importance of librarian-administrator collaborations. Using the “Gateway to Information” at Ohio State University as a model, they illustrate the successful outcome of such a collaboration. Further examples of outreach are provided by the instructive and poster sessions. These range from traditional bibliographic programs incorporating technology to off-campus programs, outreach to part-time faculty, and programs for special students The majority of the sessions concentrate on CD-ROM and online catalogs. Given the fact that the conference took place in 199 1, it is not surprising that there is no mention of the Internet. This does not, however, detract from the value of the work.

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Librarianship

Although similar material may be found in the journal literature, this volume is a unique compilation providing practical ways to work with library constituents in the electronic library. While the focus is on bibliographic instruction, the work is useful to all librarians involved in faculty outreach.-Laura Walters, Social Sciences Bibliographer, Arts and Sciences Library, Tufts University, Medford, MA 02155.