College and Research Libraries 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. 270 I College & Research Libraries • May 1981 There is surely a role for librarians in more fully integrating the library into the institu- tion's faculty development goals, particular- ly to ensure equal consideration with other contenders for a piece of the faculty de- velopment action (e. g., computer literacy programs). Library involvement in depart- mental review and institutional accreditation proceedings might also be considered. Symbiosis implies a close association of two OJ:"ganisms that is not necessarily mutually beneficial. The conference partici- pants have illustrated the opportunities for librarians to enhance the faculty develop- ~ent movement, but the "growth opportu- nities" are generally one-sided. The ques- tion of faculty participation in the library/li- brarian development process is unanswered. This volume, the eleventh in Pierian' s Li- brary Orientation series, does provide some interesting think pieces and useful ex- amples for librarian involvement. In com- parison to its predecessors in the series, however, it lacks some of the earlier enthu- siasm and conviction-perhaps a sign that the honeymoon period for library instruc- tion has ended.-Wendy Pradt Lougee, Brown University, Providence, Rhode Is- land. Renford, Beverly, and Hendrickson, Lin- nea. Bibliographic Instruction: A Hand- book. New York: Neal-Schuman, 1980. 192p. $14.95 plus $1 postage and han- dling. LC 80-12300. ISBN 0-918212-24-3. It is an ironic fact of librarianship that major movements take an inordinately long time to appear in the monographic litera- ture or as textbooks. Bibliographic instruc- tion is a case in point: interest, activity, and innovation continue to gain momentum while BI journal literature, conference announcements, and continuing education blurbs swamp one's desk. Yet to date there has been only one attempt to codify the full range of principles and practices, the Bib- liographic Instruction Handbook published by ACRL in 1979 (reviewed in College & Research Libraries 41:82 [Jan. 1980]). The present volume, despite its nearly identical title, is very different in intent and arrange- ment and should be welcomed by everyone in the field of academic library instruction, whether veteran or novice. Whereas the ACRL publication, a spiral- bound committee effort of the Bibliographic Instruction Section, consists of a series of useful checklists, charts, model statements, and assorted papers on setting up a BI program, the Renford-Hendrickson volume provides a much more complete picture of library use instruction. Renford and Hendrickson have organized their work according to the principal modes of BI with chapters on planning, orienta- tion, the printed word, course-related in- struction, library skills workbooks, credit courses, computer-assisted instruction, and AV materials and equipment generally. Each chapter addresses the appropriate situation for the teaching m.ethod under consideration, with a thoughtful review of the advantages and disadvantages inherent in that approach. Then follows a discussion of how one would go about designing and carrying out that form of BI, giving solid advice, full-page examples, and warnings of pitfalls . Chapters conclude with footnotes and suggested readings, all of which are rel- evant and up to date. A list of additional sources (including clearinghouses and orga- nizations), a brief glossary, and a subject in- dex appear as back matter. Throughout their book, Renford and Hendrickson provide the sort of practical in- sights that only seasoned BI librarians can offer. Especially astute are their observa- tions on the politics of Bl; and on the critical importance of flexibility, of communicating through channels, of involving as many staff and faculty as possible, and of keeping the program visible . The degree of detail varies, however, from chapter to chapter. For in- stance, much is said about how to structure a printed self-guided tour but there is very little discussion of how to put together an audio or A V tour that would accomplish the same end. Evaluation is admittedly a dif- ficult problem ; for just that reason more space might have been given to it. Despite occasional cursory treatments, virtually ev- ery surface aspect of BI is covered with suf- ficient emphasis so that readers can extrapo- late ideas to their own situations. The reviewer has only one serious res- ervation about this long-needed book: that is, that the concepts and content of effective instruction are scarcely mentioned. No-