For those who are already connected to the Internet, guides, software, directories, and lists abound. But if someone does not know where to begin, the Internet Primer gives a cogent and lucid explanation of the history, organization, and resources of the Internet. The initial overview of this network of networks describes its origins in defense networking, the emergence of BITNET in academia, and the increasing use by the commercial world. The final chapter discusses the legal, educational, and social concerns of the future National Research and Education Network (NREN). Methods of getting connected to the Internet, either through an existing organizational connection or by estab- lishing your own connection via a commercial network service provider, are outlined. A brief directory is included, with direc- tions for keeping updated via Internet resources.

A clear and useful chapter is devoted to the technicalities of connectivity and the various protocols or rules for using the Internet, including TCP/IP. How to decipher domain names and addresses, how to address mail, and how to find names and resources are briefly, but adequately, explained. Some protocols discussed are: telnet, ftp, smtp, gopher, WAIS, x.500,239.50, and MIME. The difference between text and binary file transfer is explained, along with various types of file compression and decompression. Sending electronic mail, joining mailing lists or listservs, participating in electronic conferences, and news- groups on Usenet are described in detail, with instructions for logging in to remote terminals via telnet and sending/receiving files via the file transfer protocol(ftp).

Once successfully connected, users will find key network resources such as software archives, and how-to-get lists of lists, library catalogs, and directories of electronic serials. The work closes with a discussion of policy issues related to NREN, such as accessibility, ownership, quality control, regulation, and archival storage. References are sprinkled throughout the text and augmented by a bibliography. Other guides such as Krol’s Whole Internet User’s Guide & Catalog (O’Reilly, 1992) and Dem’s Internet Guidefor New Users (McGraw-Hill, 1994) give more detailed explanations of the technicalities and more exam- ples of actual sessions. However, Lane and Summerhill, both experienced systems librarians, have designed a solid basic introduction for the novice and a good overview of a somewhat confusing amorphous source for the experienced.-Bessie M. Carrington, Reference Librarian, Duke University, Durham, NC 27706.

Opening New Doors: Alternative Careers for Librarians, edited by Ellis Mount. Washington, DC: Special Libraries Assn., 1993.271~. $28. ISBN O-87111-408-9.

Mount contends that people leave the familiar library envi- ronment for two reasons: either they have difficulty finding library employment in the first place and are forced to look else- where, or they discover other ways or arenas in which to ply their traditional library skills.

In this volume of 28 autobiographical chapters written by 30 authors, each chapter represents a serious employment opportu- nity; the authors share their stories in hope that they will be use- ful to readers seeking a change.

Although Mount tells readers that the authors have consider- able experience and, thus, can write about their work experi- ences authoritatively, no other selection criteria are given. Certainly all the authors featured are strong producers in their individual fields, are willing to work hard, express a good deal

of individuality, and embrace electronic technology as it per- tains to information and libraries.

The volume is sectioned into three parts: Mount’s overview (which contains the names, addresses, membership, and publi- cations of a dozen organizations); 12 chapters written by entre- preneurs; and 16 chapters written by individuals who hold nontraditional library positions in established organizations. The entrepreneurs include individuals who produce products (e.g., hypermedia applications, translations, or software for bib- liographic data management) or offer services (e.g., information brokering, marketing management, or consulting and personnel services). The individuals holding nontraditional library posi- tions include a library science faculty member, four directors and five executives, and a field representative for a producer of computer products. The authors of the entrepreneurial chapters differ from the nontraditional ones only in a laudable preoccu- pation with the bottom line. After all, it is their own livelihood at stake.

As in any edited volume, the quality is uneven, although most of the narratives are quite good and a few are very good. The nar- ratives are best when they reveal interesting professional minu- tiae and kernels of the personalities of the authors by revealing their concerns, anxieties, joys, and sorrows. The narratives are at their worst when reciting a profession’s credo by rote.

For librarians hoping to broaden their horizons beyond tradi- tional library careers, this volume will update Betty-Carol Sellen’s What Else Can You Do with A Library Degree? (Neal- Schuman, 1980).-Christy Zlatos, Reference/Collection Devel- opment Librarian, Washington State University Libraries, Pull- man, WA 99164-5610.

Training Paraprofessionals for Reference Service: A How- To-Do-It Manual for Librarians, by Julie Ann McDaniel and Judith K. Ohles. New York: Neal-Schuman, 1993. 169~. $39.95 (paper). ISBN l-55570-084-5. LC 93-9883.

This how-to-do-it manual begins with the idea that the over- worked reference staff needs help; it then discusses the decision process of what to call this “help” and why. Following are chap- ters on planning for the paraprofessional, writing the job description, establishing the goals that are to be realized with this new hire, guidelines to help determine the specific needs of each library, and training needs including writing the manual and determining who will supervise the training.

The manual then takes the reader step-by-step through the testing process, after the new person has been hired, to discover how much this person already knows, what s/he needs to know and how much time should be allotted for each phase of the training. Evaluation forms are provided, and tips for changing training techniques to achieve specific objectives are included.

The material in this book is presented in a clear manner with a logical sequence; however, the format is a little disconcerting at first. Examples are interspersed throughout the text. The reader may be following a line of text, turn a page, and be sud- denly confronted with an example, forcing a search for the con- tinuing text.

McDaniel and Ohles have gleaned the literature for this material. There are annotated bibliographies at the end of each chapter as well as a cumulative, 150-item bibliography at the end of the book. Material is cited from several disciplines such as personnel management and psychology as well as library lit- erature.

36 The Journal of Academic Librarianship

Any library that might be considering augmenting its profes- sional reference staff with paraprofessionals could benefit from this book. This is a very thorough, step-by-step manual from conception to training completion. As the authors have demon- strated with their bibliography, the material is readily available, but they have found it for us.-Sue Brown, Associate Librarian, Louisiana State University, One University Plaza, Shreveport, LA 71115.

The Virtual Library: Visions and Realities, edited by Laverna M. Saunders. Westport, CT: Meckler, 1993. 165~. $37.50 (paper). ISBN o-88736-860-3. LC 92-26980. Permanent paper.

The concept of a virtual library is exciting and apparently inevitable. The specific parameters of the virtual library are less clear, as is the role of the librarian. Perhaps because of these ambiguities, over 600 librarians and computer personnel attended a full-day session at the Seventh Annual Computers in Libraries Conference devoted to the visions and realities of the virtual library. This volume includes the presentations from the conference in augmented form, complete with illustrations and bibliographic references. Audience questions and discussion are not included. An additional paper on user instruction is included to provide a holistic view. A rudimentary index com- pletes the volume.

Two of the eight papers deal with the important but tangen- tial topics of electronic publishing and distance education. Greg Anderson provides reasons and issues related to electronic pub- lishing and the role of libraries, and concludes that the niche for libraries is adding value to electronically published documents. The paper by John Cochenour deals with distance education as an example of the virtual university.

Instructional aspects of the virtual library are discussed by Abigail Loomis and Deborah Fink. They suggest strategic plan- ning questions for bibliographic instruction, and stress the need for political activism by librarians. Gail McMillan presents a case study of how university libraries at Virginia Polytechnic Institute began addressing some of the issues listed by Ander- son.

Technical service issues are explored by Jennifer Younger for the functional areas of collection management, acquisitions, cataloging, and user assistance. Barbara von Wahlde and Nancy Schiller emphasized administrative concerns for four broad interrelated areas: organizational structure, human resources, planning and evaluation, and funding and budgeting. They also provide the survey results from 74 Association of Research Libraries’ (ARL) libraries dealing with 14 activities related to electronic networked services and systems.

D. Kaye Gapen offers the most philosophical perspective as she draws from Jesse Shera to remind us that librarians serve as mediators, bringing people and recorded knowledge together in a fruitful relationship.

The philosophical bent of the previous papers is contrasted with the practical considerations posed by Maurice Mitchell and James Williams, who offer a computing center perspective. The bulk of their paper focuses on essential considerations for any library wanting to participate in the virtual library concept.

In general, the papers provide an optimistic, albeit hypothet- ical, portrayal of the virtual library. The emphasis is on devel- opments in the academic community, with the interests of other types of libraries being somewhat short shrifted. As one might expect from the topic, more questions are raised than answered.

Some contributors do allude to the threat of the virtual library to the library profession, but for the most part librarians are seen as integral players in the near future. Considering the rapid tech- nological changes, any of a number of scenarios described in the papers may be possible or they may all be inaccurate depic- tions of the future. Nevertheless, the contents are essential pro- fessional reading. The augmented format minimizes the redundancy between papers and allows for a more scholarly approach to sensitive issues. The price of this paperback volume lends credibility to the argument for the virtual library.- Andrew G. Torok, Associate Professol; Northern Illinois Uni- versity, DeKalb, IL 60115-4801.

What Is Good about Library Instruction Now: Library Instruction for the 9Os, edited by Linda Shirato. Ann Arbor, MI: Pierian Press, 1993. 182~. $35. ISBN 0-87650-327-X. (Library Orientation Series, no. 23).

This volume consists of the text of four main speeches, 1 linstructive sessions, and material from poster sessions from the 20th National LOEX Library Instruction Conference held at Eastern Michigan University, May 8-9, 1992. The authors’ premise is that unless librarians seize the initiative and become full partners with faculty in instruction in the very near future, they will be marginalized.

In an excellent keynote address, Thomas Suprenaut suc- cinctly differentiated the needs of students from those of schol- ars. He urges librarians to serve both needs by becoming leaders in the electronic information structure while providing an envi- ronment focusing on human interaction and involvement. Vir- ginia Tiefel’s description of 13 successful bibliographic instruction (BI) programs is interesting and her conclusions sound; however, parts of it may become dated rather quickly. Mary Reichel, in linking changes in information needs and modes of scholarly communication to learning theory, advises librarians to make the learning process explicit and provide diverse learning experiences to reach more students. Hannelore B. Rader provides a very short overview of bibliographic instruction from the past 20 years, briefly suggests directions for the future, and delivers a stirring call to action.

The presenters of the instructive sessions, mainly active BI librarians, address philosophical and practical aspects of biblio- graphic instruction. Echoing the theme that now is an opportune time for librarians to move beyond teaching what is available at their particular institution to fostering critical thinking and com- puter literacy, the presenters cover library skills assessment, inquiry-based instruction, help-seeking behavior, course-inte- grated honors instruction, and adult learners. Particularly well done is the Keefer and Karabenick examination of the factors serving as barriers to student help-seeking and Cameron’s pre- sentation on library skills assessment. The poster sessions include excellent suggestions for dealing with disinterested stu- dents.

Editing errors are minor and bibliographies are adequate, covering through 199 1. Overall this collection attains an effec- tive balance between relevant theory and practical applications. It should serve as a helpful source of ideas for BI librarians.- Margaret Manion, BI Coordinator; Lydon Library, University of Massachusetts-Lowell, Wilder St., Lowell, MA 01854-3098.

March 1994 37