The Review Section 543

consumers of journals both as readers and as authors seeking publication. Collectively they do not want the status quo to change. Commercial publishers, far from being the demons of the piece, actually protect scholarly integrity by being independent of particular scientific controversies, willingly publishing anything that satisfies the peer reviewers.

In retrospect, Bill Tuck's paper on ISDN and ADSL was very prescient, with ADSL having become a "hot topic" since he wrote. Tuck envisages the library as a "shared information store" that facilitates rich communication across networks, and he has coined the acronym LEMSYS ("LEt Me Show You Something") for the way an individual can call up a video or image to enhance a point being made in a dialogue with another individual on the Net. The whole Proceedings are worth it for this intriguing paper alone.

Visual information research is discussed by Hidderley and Brown, who used an adaptation of Panofsky's modes of picture analysis as a test of controlled indexing as a retrieval system for a picture database, though they reached no firm conclusions about their findings. Wusteman and Brown report on the Guide hypertext system in which they used an unusual "scroll" metaphor for representing electronic documents. Hendry and Harper describe an interactive display system called SketchTrieve, which externalizes working memory so users can keep track of work done during searches. Each of the other nine papers is also worth reading in its own right.

This collection is essential for library science collections and no doubt will become widely quoted in library school courses.

PII S0364-6408(97)00108-7 Philip Calvert Nanyang Technological University

School of Applied Science Blk N4 #2A-36

Nanyang Avenue Singapore 639798

Internet: aspcalvert@ntu.edu.sg

Evaluation of Library and Information Services. By John Crawford. The Aslib Know How Series. London: Aslib, 1996. 52 pp. Price not reported. Softcover. ISBN 0851423671.

Assessing Information Needs: Tools and Techniques. By David Nicholas. The Aslib Know How Series. London: Aslib, 1996. 56 pp. Price not reported. Softcover. ISBN 085142385X.

These two publications address the same question--how well are libraries meeting user needs? As Crawford states, "We live in an evaluation culture." Accountability and the effective management of resources are compelling forces. Both publications provide guidelines for evaluation and assessment. Short and practical, these are the sort of tools librarians like to have at hand for day-to-day planning and decision making.

Crawford's Evaluation of Library and Information Services introduces the reasons for evalua- tion and specific issues in the process. He explores both quantitative and qualitative methods, stressing that a library must develop performance measures and performance goals that are meaningful, easily understood, and effectively and deliberately used. In the section on qualitative methods, Crawford discusses questionnaires (pros and cons), how to administer them, and how to analyze data and present the results. In the section on qualitative methods, he addresses focus

544 The Review Section

groups, suggestion boxes, diary techniques, and interviewing. Crawford concludes with case studies exploring survey work in public libraries, academic libraries and special libraries, and future developments. He provides sample surveys and a list of suggested readings on evaluation of library and information services.

David Nicholas' Assessing Information Needs complements the Crawford guide, but is complete enough to stand alone. Nicholas counsels against simple surveys of document use and explores inadequacies for judging performance. He indicates why needs assessments are critical and explains key concepts. Important sections identify characteristics of information needs, advise on how they can be met, and examine obstacles in meeting these needs. Both qualitative and quantitative methods of collecting data are reviewed. The work concludes by linking information needs assessment to managerial attributes. Nicholas provides a list of references and suggested readings.

These works fill a gap in the professional literature. Other lengthier publications address the topic of assessment and evaluation but are certainly not of this "ready reference type." Three substantial texts deal with study design, data collection, and analysis: Van House, Weal, and McClure's Measuring Academic Library Performance: A Practical Approach (ALA, 1990); Childers and Van House's What's Good? Describing Your Public Library's Effectiveness (ALA, 1993); and Hernon and McClure's Evaluation and Library Decision Making (Ablex, 1990). Though all are good resources, none can be called a quick read--this is precisely where Crawford's and Nicholas' smaller guides have value.

Both Aslib guides reflect, logically, a British orientation. For example, "citizens' charters" (service obligations of public institutions) may not be a familiar concept for all North American readers. This does not, however, detract from the guides' usefulness. They are succinct, informa- five, and clearly written. They provide practical advice covering why and how librarians should assess and evaluate services and information needs. These two Aslib Know How Guides are recommended to practicing librarians in all types of libraries and can serve as a resource for students in library and information science programs as well.

PII S0364-6408(97)00116-6 Peggy Johnson University Libraries Planning Officer

499 Wilson Library University of Minnesota 309 19th Avenue South

Minneapolis, MN 55455 lnternet: m-john@maroon.tc.umn.edu

Guide for Training Collection Development Librarians. Edited by Susan L. Fales. Subcommittee on Guide for Training Collection Development Librarians. Collection Management and Develop- ment Guides, 8. Chicago: American Library Association, 1996. 61 pp. Price not reported. Soft- cover. ISBN 0838934633.

This slim volume is intended for use by collection development officers in designing training programs for new selectors and continuing education opportunities for experienced selectors. The authors also acknowledge that it may be very useful as a "self-training tool for individual selectors." Secondarily, it is intended to help administrators who are responsible for evaluating selectors.