-
Briefly Noted
- portal: Libraries and the Academy
- Johns Hopkins University Press
- Volume 4, Number 4, October 2004
- pp. 546-547
- 10.1353/pla.2004.0059
- Review
- Additional Information
- Purchase/rental options available:
portal: Libraries and the Academy 4.4 (2004) 546-547
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Briefly Noted
Quinn, author of the 1990s best-selling Deep Change, uses this book to further advance his leadership theory through a model he calls the "fundamental state of leadership." He describes eight practices for entering that state and the process for changing ourselves and others to prepare for leadership. Each chapter offers questions for reflection, self-improvement activities, helpful hints, and opportunities to share insights. The book will be of interest to readers of other transformational leadership gurus such as Margaret Wheatley and Peter Senge. (L.G.)
Academic librarians have a vested interest in how information literacy skills are taught and learned in the K-12 environment and the impact that this preparation—or lack thereof—has on students at the college level. This interesting collection of articles provides a valuable contribution to this topic by focusing on the awareness and preparation of future K-12 teachers for providing information literacy instruction. While the primary focus is undergraduate teacher education in the United States, programs in Canada and Australia are also discussed. An annotated bibliography concludes the collection. (L.G.)
A helpful addition to the literature on disaster planning and loss prevention, this practical guide describes common causes for hardware and software losses, short-term and long-term approaches to dealing with those losses, and retention and access strategies over time. Case studies provide concrete examples, and a step-by-step basic disaster response action plan provides a comprehensive framework for proactively preparing for catastrophe. (L.G.)
This collection of Shulman's publications and presentations since 1987 brings together the voluminous output of this highly regarded scholar and widely acknowledged authority on teaching and learning in higher education. It is organized in a way that makes clear the thesis of much of Shulman's work—that when faculty can truly integrate their scholarly interests and pursuits into the classroom, the quality of teaching, learning, and scholarship improve. Starting with essays on learning and followed by articles on the pedagogy of teaching, the book concludes with practical models for improving and valuing teaching in higher education. A list of sources at the beginning [End Page 546] of the volume demonstrates the range of publications through which Shulman promulgated his views. Another volume published simultaneously by Jossey-Bass entitled The Wisdom of Practice: Essays on Teaching, Learning and Learning to Teach provides a complementary collection of essays on K-12 education. (L.G.)
Based on the curriculum and training experiences of the Washington State Statewide Virtual Reference Project, this practical volume describes core competencies for virtual reference, training curriculum development, model behaviors, and evaluation. Appendices include an Internet competencies checklist and skills assessment instrument, sample transcripts, and practice exercises. Useful for libraries and consortia interested in a comprehensive learner-focused and service-oriented approach to virtual reference training. (L.G.)
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