reviews Book Reviews 95 and history, or between philosophy and physics are not entirely clear, this is be- cause the fields distinguished can only be grasped in relation to each other and be- cause understanding the one requires some understanding of the other. Each is, as it were, simultaneously the affirmation and denial of the other. Similarly, if the line between professional language, that which includes and that which excludes, is sometimes hard to find, this is largely because inclusion and exclusion can only be understood in relation to one another. I think Garber is right about this, but there is something more. Today, academic work involves to an unprecedented ex- tent a commitment to original research and simultaneously a focus on passing the new knowledge that research some- times generates on to students. Pedagogy without inquiry easily falls into a settled routine undisturbed by the kind of boundary-crossing and discipline-raiding that occurs in pursuit of new ideas and approaches. Like consumers always on the lookout for a new gadget or a new service, academics pursue novelty out of a kind of necessity that flows from the highly complex disciplinary and interdis- ciplinary division of labor they inhabit. Now, of course, innovation sometimes creates brand-new disciplines, but for obvious reasons this will not happen very often. Far more likely, because it is much more efficient in accumulating an impres- sive list of accomplishments (and success- ful scholars are ruthlessly efficient) is the kind of innovation that involves connect- ing a small part of a topic belonging to one discipline with a small piece of an- other topic lying in a different intellec- tual jurisdiction. Thus, bridges are built, boundaries are crossed, and controversy inevitably occurs. On the other hand, if one assumes that the main job of the uni- versity is to pass on a more or less settled body of fixed knowledge, the whole job is very different because, in that case, in- novation is not much required. But today’s academic bailiwicks are not iso- lated in this way; they are much more reminiscent of the stock market than of the legendary quiet of the academic halls of yore.—Michael F. Winter, University of California, Davis. Gorman, Michael. Our Enduring Values: Librarianship in the 21st Century. Chi- cago: ALA, 2000. 188p. $28, alk. paper (ISBN 0838907857). LC 00-27127. Michael Gorman’s published contributions to librarianship must total several hundred by now. Nearly all are sprightly, thought- ful, provocative, and many downright ar- gumentative. Already a prominent expert, Gorman first achieved status as a catalog- ing and technical services “guru” after serving as joint editor of the second edi- tion of the Anglo-American Cataloging Rules (ALA, 1978). His administrative and/or cataloging colleagues labeled AACR2 ei- ther as “genius” or as “a self-inflicted wound,” to quote two of them. Now dean of library services at the California State University, Fresno, Gorman is carving out guru status in what we’ve been calling the “core values” of librarianship. His forays into library values gained wide attention when the guru bravely promulgated “Five New Laws of Librarianship” in the September 1995 American Libraries. Publishing the laws in the “official organ” of the ALA gave them the protective cover and im- primatur of the world’s largest library organization. He also has argued for and enumerated the profession’s values in Li- brary Journal (“Technostress and Library Values,” April 15, 2001, 48–50). Gorman served on an ALA task force that grappled its way to a draft “core val- ues statement” that was, fortunately, scuttled by the ALA Council. No blame should accrue to Gorman for either the content of the draft statement or its fate. Suffering from committee compromise, it lacked the guru’s fine turn of phrase and intelligent argument. Synthesizing his own take on four of the profession’s great thinkers (Ranganathan, Shera, Rothstein, and Finks), Gorman has again dared to enumerate, if not codify, our “enduring” core values. Again, the guru gets the ALA imprint, but this time he has 96 College & Research Libraries January 2002 substantially more success than he did in the official organ, and the book truly tow- ers over the task force draft. The eight values, though innocuous and agreeable enough, are each given a fourteen- to sixteen-page chapter in the book. Written in his unique, readable style and mercifully brief, some chapters are surprisingly argumentative and some contain pure invective. They suggest that core values give the profession much more to debate than we expected. Gorman picks fights with any who see digitization replacing print on paper for nearly any purpose. Early on, the digitizers are accused of publishing “in- comprehensible papers about digital li- braries” and holding “conferences that float on an abundant supply of hot air.” Later on, he dispenses with the discipline of information science (IS), asserting that “there is really no such thing,” but “this bogus discipline has a stranglehold on many of our library schools.” The legiti- macy of IS was settled on many decades ago. (Then, of course, there’s “library sci- ence.”) Give the guru credit, he puts his val- ues to work on current issues in the pro- fession, from filtering the Internet to in- struction in library use (read the delight- ful essay on bibliographic instruction on pages 106–109), and much more. Should you buy and even read the book? Absolutely! You’ll enjoy the guru’s witty anger, even at those times when it is reduced to pedantic condescension. You’ll even cheer him on when he scores direct hits on those old straw targets and twirling windmills against which he has tilted so consistently and bravely all these years.—John Berry, Library Journal. Hinchliffe, Lisa Janicke. Neal-Schuman Electronic Classroom Handbook. New York: Neal-Schuman Publishers, 2001. 257p. $75, alk. paper (ISBN 1555704077). LC 00-51958. Over the past five years, many academic libraries have built their own electronic classrooms, a necessary initiative inspired by the proliferation of information that is now accessible by computer. Often serv- ing the dual purpose of teaching space and computer lab, these classrooms have helped libraries become a major player in the electronic innovations of higher edu- cation. Not only is the modern academic library a gateway to electronic informa- tion, it also teaches students how to find and use it. The library literature on electronic classrooms has consisted, up to now, mostly of journal articles and book chap- ters. Lisa Janicke Hinchliffe, library in- struction coordinator at Illinois State Uni- versity, Web-published a bibliography on the subject in 1994 and updated it in 1998 as an article in the online MC Journal (http://wings.buffalo.edu/publications/ mcjrnl/v6n1/class.html). With the Neal-Schuman Electronic Classroom Hand- book, Hinchliffe has produced a complete reference work that brings together all the information that a library administrator responsible for building and operating an electronic classroom would need. It also contains useful information for biblio- graphic instructors, system administra- tors, scheduling staff, and anyone else who is actively involved in an electronic classroom. This book covers the preliminary pro- cesses, the design and construction, and the use of an electronic classroom in a contemporary academic library. The text is supplemented by extensive tables, il- lustrations, and appendices. 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