reviews Book Reviews 205 Teaching the New Library to Today’s Users: Reaching International, Minority, Senior Citizens, Gay/Lesbian, First-Generation, At-Risk, Graduate and Returning Stu­ dents, and Distance Learners. Eds. Trudi E. Jacobson and Helene C. Williams. New York: Neal-Schuman Publishers (The New Library Series, no. 4), 2000. 256p. $49.95, alk. paper (ISBN 1­ 55570-379-8). LC 00-35117. Providing instruction for researchers in the effective access and use of informa­ tion may well be the most important role of library and information professionals. As the library user undertakes research, the multiplicity of subject areas and the types and formats of information re­ sources can create an overwhelming ar­ ray of choices. Evaluation of the quality and relevance of the information gathered can be a challenge for even the advanced- level college student. It is the information professional who has responsibility for designing, selecting, and providing access to these information systems and re­ sources. In addition, librarians develop and administer information services and teach, instructing users with different educational and demographic back­ grounds, priorities, learning styles, and levels of comfort and facility with librar­ ies, information, technology, and the re­ search process. In Teaching the New Library to Today’s Users, the editors and authors provide a substantive contribution to the discussion of instruction in the context of library and information services. As the subtitle in­ dicates, there are a number of “special” populations to be considered. Although there has been consistent and appropri­ ate debate related to the determination of which special populations should be in­ cluded, this publication assumes the ne­ cessity of addressing the full range of groups that may have specific needs in relation to research and instruction. As a profession, we acknowledge the impor­ tance of promoting equity, fostering di­ versity, and taking into consideration the differences associated with race, gender, and culture. Thus, it is clear that the con­ sideration of this expanded library clien­ tele is simply a reflection of our under­ standing of reality and our professional commitment to shaping and positively influencing that reality. It also is clear that our understanding of those whom we identify as “other” in the academic envi­ ronment is limited. The authors and editors take on the challenge of considering what librarians need to know to effectively provide in­ struction to these select student popula­ tions. Based on practical experience, sta­ tistical analysis, history, and theoretical perspectives from various disciplines in­ cluding education, psychology, and com­ munication, this book is composed of con­ tributions from academic librarians from a number of different colleges and uni­ versities. Several of the authors, such as Karen Downing, Trudi Jacobson, Cheryl LaGuardia, Ilene Rockman, and Kwasi Sarkodie-Mensah, are well known in the profession for their research and writing related to instruction and/or service to diverse user populations. There are certainly difficulties involved in the compilation of a volume that aims to address the needs of such a large num­ ber of different groups. Each of the groups demands the consideration of a unique set of complex factors that define their com­ position, backgrounds, and needs. The editors address the fact that these groups are not monolithic in their composition or in their research and instructional needs: “International students may fall into a number of the categories covered by chap­ ters in this book. They may be first-generation students; they might come from a variety of cultures; some may be graduate or returning students; and they may be lesbian, gay, bisexual, or transgendered.” The editors and authors effectively address the diversity within these groups, as well as the commonali­ ties among those within them. A sophisti­ cated and well-documented discussion on the nature of diversity as an issue in aca­ demic libraries, Teaching the New Library to Today’s Users is a thoughtful, substantive addition to the research literature. 206 College & Research Libraries The editors address the composition of the student population and the dif­ ficulties associated with the examina­ tion of the groups in question in the overview sections that precede the chapters devoted to the various seg­ ments of the student population. The a u t h o r s p r o v i d e i n s i g h t s o n w h a t should be considered in the design and delivery of instruction to members of these groups. This book is well written and compre­ hensive in its coverage of the issues. The use of research and statistical data in sup­ port of these discussions provides sub- March 2001 stance and context. Although the writings presented reflect the authors’ “research and their experiences,” it is clear that the work is intended for the practitioner, as a source of “advice” for other librarians. The reader is presented with a timely, sub­ stantial, research-oriented, though prac­ tical, discussion of both the nature of vari­ ous student populations and the factors to consider in providing instruction to them. This volume of writings provides worthwhile information for librarians who play such an integral role in the preparation of future graduates.—Mark Winston, Rutgers University.