College and Research Libraries 492 College & Research Libraries control: changing and linking search Reys. The last is a good example of a clear and silnple exposition on a complex topic that is currently widely discussed, but with a great deal of confusion. Although this book does read like a text- book, it succeeds in meeting the goal of in- troducing the bibliographic and techno- logical concepts needed by librarians-all librarians, including technical services, public services, administration, and com- puter librarians. Though bibliographic control is not considered by many to be an interesting topic, this book succeeds in presenting the "intellect" of the issues as well as their theories and pragmatics. It is certainly required reading for administra- tive people and should, indeed, be read by novices as well as seasoned pro- fessionals.-D. Kaye Gapen, University of Alabama, Tuscaloosa. The Impact of New Technology on Li- braries and Information Centres. Report of the Library Association Working November 1983 Party 1981-82. Phoenix, Ariz.: Oryx, 1983. 54p. $10. ISBN 0-85365-925-7. The stated purpose of The Impact of New Technology on Libraries and Information Cen- tres is to cover a wide range of issues broadly and to highlight areas needing more investigation. Issues ranging from employment to library design are among those the report mentions (one cannot use the word covers in reference to a report that devotes seven lines to copyright and four lines to system security). However, the re- port does do what it set out to do-and considering the scope of the topic and the length of the book-it does it very well. The report is divided into three sections: one explaining the background and pur- poses of the study; another defining the components of ''new technology'' andre- viewing some of the major social and com- mercial ramifications; and a third discus- sing the impact of technology on libraries and information centers in particular. Most readers who are even peripherally involved in the world of technology are all Midwest Library Service You won't find a wider selection .. . anywhere College and university librarians : Midwest Library Service has what you're looking for . With 24 years of experience in the field, Midwest can supply you with virtually any book you want-even one from the smallest , most obscure publisher. This includes nearly all U.S. and Canadian publishers, U.S. distributors of foreign published works, university presses , non-profit organizations , private associations , and societies , in addition to many reprint publishers and paperbacks . You won't find a wider selection of books your library wants , whether you 're a small college or a large university . Midwest Library Service has what you ' re looking for! For additional information , call the TOLL-FREE WATS NUMBER : (800) 325-8833 . Missouri librarians call toll-free (800) 392-5024 Canadian librarians call collect (314) 739-3100 Midwest Library Service 11443 St. Charles Rock Road Bridgeton , MO 63044 too familiar with the information and speculations included in this report. For the uninitiated, however, this report pro- vides a quick and painless entry into the information era. The report is perhaps most useful as a reminder of all the work that still needs to be done. Various areas are identified as being in need of investigation, and not all of these are as obvious as the need to de- velop standards for information systems. For example, the report mentions the problems that may arise if commercial database vendors continue to ignore the need for archival records. The report is by no means comprehen- sive or packed with new insights, but it was never meant to be. Instead, it offers us something extremely valuable in a time of information overload-a short summary of how the world around us is changing and what those changes mean to us as both human beings and as librarians.- Carlton C. Rochell, New York University. Breivik, Patricia Senn. Planning the Li- brary Instruction Program. Chicago: American Library Assn., 1982. 146p. $10 paper. LC 82-8827. ISBN 0-8389- 0358-4. During the past decade most biblio- graphic instruction programs were launched at the ''grass roots'' level, usu- ally by one interested librarian or a small group who saw the need for the library to provide something beyond one-on-one instruction at the reference desk. Even when there was time for careful planning of such a program, there was often not wide support for developing yet another labor-intensive service. The emphasis fre- quently was on results and quick suc- cesses rather than on laying the ground- work for an ongoing program. But times have changed, bibliographic instruction has achieved a certain status, and a decade of experience has generated a book which focuses on planning, a crucial but difficult component of any program. Planning the Library Instruction Program grew out of two 1978 seminars, sponsored by the Columbia University School of Li- brary Service, for academic librarians in- volved in instruction programs. Althouqh Recent Publications 493 it is aimed at school and academic li- braries, the special concerns of public li- braries also are considered and provide some interesting contrasts. Other books on establishing biblio- graphic instruction programs, such as Renford and Hendrickson's Bibliographic Instruction: A Handbook and more recently Roberts' Library Instruction for Librarians, have concentrated on teaching methods with brief coverage of the planning ele- ments. Breivik' s extensive treatment of the planning process may seem over- whelming at first, but she raises all the right questions and suggests a system for documenting and organizing this compli- cated undertaking.- In addition to the usual pro-and-con comparisons of teaching methods used in bibliographic instruction, she evaluates the methods against characteristics of a ''good learning experience.'' This evalua- tion clearly emphasizes the needs of the learner over the temptation to use a method that is in vogue or simply conven- ient. Breivik accomplishes her goal of provid- ing a ''clear understanding of the educa- tional and political milieu in which library user-education progra.ms must exist." She considers the trends in education which emphasize lifelong learning, the nontraditional student, and the develop- ment of independent learning skills. She argues convincingly that library instruc- tion supports these trends much more di- rectly and effectively than traditional classroom methods which tend to encour- age passive learning. Charts and illustrations are generally clear and well chosen to reinforce the text. The ''Selected Reading List'' is too selec- tive and brief, but the chapter notes ex- pand the choices for further reading. The chapters are logically arranged and clearly defined. Planning the Library Instruction Program is especially appropriate for those develop- ing bibliographic instruction programs or for those who are contemplating changes in an established program. It is equally valuable for those who manage ongoing successful programs because it is a strong reminder that bibliographic instruction