World guide to libraries

674

W()RLI) I)EVEI.()PMENI

material. The w)lume begins with thc very general introductory material: global education, international and peace studies programs, foreign language and travel. Then it treats the actors, institutions and publishing in or on each of six regional areas: Africa, Asia and Pacific, East Europe, West Europe, Latin America and Middlc East. Programs and publications are briefly but usually well annotated, hnportant omissions result from the conservative polities of the editorial group and the lack of non-English material. These restrictions seriously undermine tile value of tile last 100 pages, suggestions of resources on specific foreign countries. Nevertheless the volume has excellent indices, covers institutions and programs well, and should be of great use to those phmning study or careers. Lcngenfelder, ttelga, Ed. (1986, 7th edn) World Guide to Libraries. New York and Munich: K. G. Saur ( 1,203 pp., hardback, $175). This is one of those reference volumes that well illustrates the explosion of education in the 20th century. The editors have again sought to list all public, academic and corporate libraries in the world with holdings larger than 3(L()00 w)lulnes. Third World libraries and diverse special collections over 5,000 w~lumes are also included. For 35,8;71 libraries in 165 cotmtries the World (;uide provides basic data on size, specialization and accessibility. Entries under each country are divided into nine categories of libraries; under each category listing is arranged alphabetically by the town location of the library. Unsurprisingly the vast majority are in the North with more than 8,800 from the United States and 3,029 in the Soviet Union. If elites North, Sot, th, East, and West really carcd about the futurc of this civilization, they might reflect on the degrcc of global ineqt.ality chronicled in one edition after the next of this work. ttow many international aid projects actually build local learning resources in the Third World? Reynolds, Michael M. (1985) (;uide to lTmses and Dissertations: An hlternational Bihliogr~q~hy of Bibliographies. Phoenix, Arizona: Oryx Press (263 pp., hardback, $125). In brief, u formidable and impressive work ranging across all fields of knowledge, all parts of the world, and languages diverse enough to humble any mortal. The author has annotated 2,948 articles, pamphlets and books. He has ranged back to the lgth century and up part way through 1984, omitting those which have bcen superseded. Development researchers will find that the topical ordering of entries and the

detailed st, bject index make the book very' easy to use. This reviewer hopes that many librarians will study both the quality of this work and the holes in foreign area studies coverage it has illuminated. There are a number of important projects that nccd attention. In the meantitne all concerned with world development will find the prcsent volume invaluable. Rugh, Archie, Ed. (1985) httermaiomd /looks in Print 19&5: English-Language Titles I'uldished Outside the United ,~'I¢IICA'alld the UHited Kit~gdora. Ncw York and Munich: K. G. Saur (3,29g pp., hardback, 2 parts/4 vols., $35()/setl. It is a sign of the provincialism of education in the United States (and elsewhere) that this important reference work is still little known. The arriwd of the fourth edition thus merits attention. It lists about 140,0(1(} titles from 5,220 publishers in 153 countrics. In the author/title part, full listing appcars under the titlc. The subject guide is organized by the Dewey systcm. It gets more detailed with each edition, but some headings are still way too big. About one-third of the publishers are from India, one task IBIt' accomplishes is to update, indccd supplant, BEPI. These volumcs also facilitate South-South intellectual communication by asscmblmg in one place monographs coming from all rcgions. Readers in any location will bc able to assess how and where endogenous educational development has takcn place among Anglophone countries and what kinds of development issues rcmain unstudied or poorly considered. Van der Vynckt, Susan, Ed. (198,51 Slum' amt 7Wl: A Worldwide Directory of Nutrition 7~'aching-Learning Resources. Paris: UNES('O. Division of Science, Technical, and E n v i r o n m e n tal Education (ED/g4/WS/12) (209 pp., paper-

back, frcc). Show aml Tell is tile first of five parts of a new UNESCO Resource Pack for Nutrition Teaching 1,earning. In an explicitly multilingual format (English, French, Spanish, Arabic), it has assembled and annotated material from about 120 countries; the most notable exceptions were China and the Soviet Union. Unifl)rm annotations describe format, source and c o n t e n t s and briefly comment on the value and potential use of the work. The 790 sources on in-school and out-of-school nutrition education are organized under 34 subject headings and then alphabetically by country within each. Supplementary chaptcrs cover bibliographies, catalogs, newsletters, journals, and organizations. Country and title indices complete the work. It is, m sum, a