College and Research Libraries 268 I CoUege & Research Libraries • May 1981 abeth Sawyers, Health Sciences Library, Ohio State University, Columbus. SantaVicca, Edmund F. Refe,.ence Work in the Humanities. Metuchen, N.J.: Scarecrow, 1980. 173p. $9. LC 80-18783. ISBN 0-8108-1342-4. The title of this book may lead the reader to expect a treatise on reference work in the humanities. This work actually presents a variety of reference questions and case stud- ies organized by subject. The subjects cov- ered are philosophy, religion and mytholo- gy, literature, music, fine arts, and theater arts; there is also a chapter on interdisci- plinary problems. Each subject area has a set of exercises, divided into three sections: questions, search problems, and case stud- ies. The exercises are designed to familiar- ize readers with the disciplines that make up the humanities; to introduce the reader to the difficulties and complexities of the reference interview; and to provide search problems for every subject area using appropriate examples. Unfortunately, the author does not provide solutions to search problems. The appendix gives some exam- ples of possible solutions in a few subject areas, .but it seems that a book of this type should have solutions, or at least some sug- gestions on finding answers to the questions posed. This is also true for the case studies; no examples of possible solutions are given. Even if the main function of this work is to serve as a workbook in a classroom situa- tion, suggested solutions appended at the end of the book would have enhanced its usefulness. The approach employed in this book helps the reader to understand how to translate the language of the library user into the terminology of potential retrieval systems in a given library situation. Often too much emphasis has been placed by the library science curriculum and by practicing reference librarians on the nature and refer- ence qualities of specific reference titles, and too little emphasis on understanding how these qualities come into play in the process of reference work. In this respect the author is successful in identifying a number of questions that help to distinguish the difference between these two processes. In the absence of other titles in the area of reference service in the humanities, this work is a good beginning. The questions selected in the exercises are phrased in a variety of ways, having varying degrees of clarity and ambiguity and differing levels of depth, which may help the reader to under- stand the kinds of questions he/she will en- counter. A major weakness is the lack of a bibliography or notes suggesting further reading. This is a serious flaw in the book. One cannot help but compare this work with Reference Books in the Social Sciences and Humanities by R. E. Stevens (Stipes, 1977). The latter work is broader in scope and provides extensive information on several hundred specific reference books in the social sciences and humanities. (Stevens' title referred to here is out of print. Avail- able is Reference Books in the Social Sci- ences by R. Stevens and D. Davis [Stipes, 1977].) Had these features been present in SantaVicca's book, they would have con- siderably increased its value.-George V. Hodowanec, Emporia State University, Emporia, Kansas. ERIC Clearinghouse on Information Re- sources. ERIC Basics; a Sound/Microfiche Instructional Package. Syracuse, N.Y. , 1979. 53-frame color microfiche, 12- minute audiocassette. $10. (Available from: Information Resources Pubs., 130 Huntington Hall, Syracuse University, Syracuse, N~ 13210.) This unusual pairing of media formats, a cassette and microfiche, is attractively boxed and easy to use. Its aim is to teach the uninitiated how to use the two ERIC indexes, Resources in Education (RIE) and Current Index to journals in Education (CI]E), in order to access the ERIC docu- ment collection and periodical literature in the field of education. It succeeds admir- ably. The narrators assume nothing yet are not insulting. A woman gives clear instruc- tions on how to load and follow the fiche, and these instructions are repeated at appropriate points. A man presents the con- tent, and again is concise and clear. Visually, the fiche frames are simple yet effective; the use of color and the repetition of cover shots of the three sources discussed (RIE, CI]E, and the Thesaurus of ERIC Descriptors) reinforce the information that is being heard. A fiche alone could never begin to address the specific details given on the cassette, but a cassette alone would lack the visual impact. In short, the com- bination works well for this presentation. To demonstrate the use of the ERIC The- saurus in combination with RIE and CI]E, the user follows the steps in a sample search on tbe College Entrance Examina- tion. The notatiohs for each descriptor (date the term was added and the number of times it has been used) as well as the abbre- viations for related terms (UF for "use for" and NT for "narrower term," for example) are all defined as part of the explanation of the descriptor page. The differences in coverage of the two indexes and the arrangement of each are detailed, and there are sample entries from the document sec- tions showing the abstract, identifiers, and availability of the item. The author index and institution indexes are also shown. A clear distinction is made between ERIC documents available on fiche in over 700 li- braries, and journal articles that must first be accessed by journal title in the library's card catalog. The program runs twelve min- utes with the last two to three minutes being devoted to a review of the presenta- tion. Recommended for the beginning education major, anyone approaching ERIC for the first time, and individuals who wish to review the ERIC tools, this program would be a worthwhile addition to any li- brary instruction collection.-Jean W. Far- rington, University of Pennsylvania, Phil- adelphia. Library Instruction and Faculty Develop- ment: Growth Opportunities in the Academic Community. Edited by Nyal Z. Williams and Jack T. Tsukamoto. Ann Arbor, Mich.: Pierian Pr., 1980. 98p. $10. LC 80-82263. ISBN 0-87650-125-0. This collection of papers, presented at the Twenty-Third Midwest Academic Librar- ians' Conference (Ball State University, May 1978), attempts to analyze the symbiotic re- lationship between the faculty development and library instruction movements. Although the literatures of both movements are expanding rapidly and consume the time and energies of many an institutional committee, there has been little dialogue Recent Publications I 269 and cross-fertilization between the two. The changing student population, growing finan- cial pressures, exponentially increasing sources of information, and the appropriate use of technology in higher education are joint concerns. But, as Ray Suput writes in the foreword, the specific focuses of faculty development and library instruction are mismatched-the former is faculty-oriented and the latter is student-oriented. The au- thors (representing librarians, faculty, and library and institutional administrators) address opportunities and strategies for en- hancing interaction between the two move- ments . Participants Jesse McCartney and Paul Lacey draw upon the work of faculty- development proponent Jerry Gaff as they detail three approaches to development: personal, instructional, and organizational. Dwight Burlingame suggests that library schools must be agents of change in equip- ping librarians with essential research .and teaching skills that allow them to assume a more credible and substantial role in faculty development. The ability of library instruc- tion to strengthen the bond between re- search and teaching is discussed by Patricia Senn Breivik. She advocates participation by librarians in the research planning pro- cess and in the construction of "real life" learning experiences for students. William Stephenson characterizes faculty as "disci- plinary chauvinists"-a description that may explain the success of discipline-and course-specific bibliographic instruction. Evan Farber describes just such a successful approach in his review of Earlham College's library program. Panel discussants Sharon Rogers and George Gardiner decry the status . differen- tial between faculty and librarians implied by several of the speakers and outline strategies to neutralize the differential. Finally, John Barber makes a plea for social insight, while Marilyn Ward contends that librarians should help change faculty self- perceptions from subject specialists to teachers. The conference's emphasis is definitely on Gaffs notion of faculty instructional de- velopment. Too little attention is given to the librarian's (and library administrator's) function in organizational development.