reviews.p65 Book Reviews 163 163 Book Reviews Brandt, D. Scott. Teaching Technology: A How-To-Do-It Manual for Librarians. New York: Neal-Schuman (How-To- Do-It Manuals for Librarians, no. 115), 2002. 215p. alk. paper, $55 (ISBN 1555704263). LC 2002-2406. In this age dominated by electronic infor- mation, individuals are bombarded with numerous information resources, both fil- tered and unfiltered, making it difficult to evaluate and understand information before it is internalized. With the number of online indexes, databases, digital col- lections, and interactive Web sites esca- lating daily, individuals need to use a combination of computer and informa- tion literacy skills. Librarians and infor- mation professionals alike hungrily seek serviceable concepts and practical tech- niques to create more effective courses, workshops, and modules to instruct in the use of these online resources. Teaching Technology, from Neal-Schuman�s popu- lar How-To-Do-It Manual for Librarians series, provides a blueprint to do just that. D. Scott Brandt, professor of library sci- ence and technology training librarian at the Purdue University Libraries since 1993, follows the philosophy of instruc- tional systems design (ISD) to provide a simple and effective approach to teach- ing. ISD is grounded on the �inter-rela- tion of analysis, design, development, implementation and evaluation, a for- mula often referred to as �ADDIE,�� which Brandt adapted �to give not only struc- ture, but also form and function, to the process of teaching library and informa- tion science.� At first glance, the book�s title may suggest that it is a manual for teaching the mechanics of computer software and hardware. Technology, according to Webster�s Ninth New Collegiate Dictionary, is a scientific method of achieving a prac- tical purpose, and this is a fitting descrip- tion of what Brandt has accomplished with his instructional program. Teaching Technology is composed of three main sections. The first, �Developing Technology Train- ing Courses Using ADDIE,� analyzes learning, lesson plan design, instruction, teaching, and the evaluation of results. The second, �Building Effective Technology Training Programs,� discusses how to build a pro- gram and how to make it work, includ- ing examples of actual programs that have succeeded. The third, �Sample Tech- nology Training Materials from Success- ful Programs,� offers hands-on resources, such as an instruction guide for a one- hour lecture/demonstration on searching indexes and a syllabus for an information literacy course. The reader is presented with a step-by-step guide for the devel- opment of a solid instruction program. Acknowledgment of students� varied levels of learning should be the first step in developing an information/library in- struction program. Instruction based on the learner �s �knowledge/skill needs, current depth of knowledge/skill, and their attitudes and approaches to learn- ing� will help ensure that the instruction is successful. The ADDIE formula is a simple and effective approach to teach- ing. Brandt�s presentation of the ADDIE formula, and its application to library and information science is appropriate. This very useful resource outlines practical strategies accompanied by helpful fig- ures, illustrations, and templates. After reading Teaching Technology, �you should be able to create effective learning from start (analysis and design) to finish (implementation and evaluation).�� Ayodele Ojumu, SUNY College at Fredonia. Finkelstein, David. The House of Blackwood: Author�Publisher Relations in the Victo- rian Era. University Park: Pennsylvania State Univ. (Penn State Series in the 164 College & Research Libraries March 2003 History of the Book), 2002. 199p. alk. paper, $55 (ISBN 0271021799). LC 2002- 501. The Edinburgh printing and publishing house of Blackwood & Sons was founded by William Blackwood in 1804. The firm soon established a London office and be- gan publishing the monthly Blackwood�s Magazine, fondly known as �Maga.� By the middle of the nineteenth century, Blackwood�s list included Thomas De Quincey, Anthony Trollope, and George Eliot (hence the nickname, �the house that George built�). Blackwood�s also special- ized in popular fiction by women writers such as Margaret Oliphant. Its reputation was unimpeachable. Its politics were con- servative. From a business point of view, Blackwood�s was progressive, pioneering the publication in book form of works originally serialized in the magazine. Al- ways a family firm, Blackwood�s estab- lished personal relations with authors, cultivated social networks throughout Great Britain, and shrewdly managed bread-and-butter publications such as hymnals, textbooks, government docu- ments, and military manuals. But this is not the subject of David Finkelstein�s book. Rather, he tells the story of Blackwood�s agonizing decline from its peak in 1879. While editing An Index to Blackwood�s Magazine, 1901�1980 (Scolar 1995), Finkelstein realized that the Blackwood papers at the National Library of Scotland contained raw material for a social and business history of late Victo- rian and Edwardian publishing, seen through the lens of a single company. The resulting monograph is a worthy contri- bution to the Penn State Series in the His- tory of the Book. The use of primary sources�manuscripts, account books, correspondence�is particularly out- standing. The book contains illustrations, scholarly notes, an index, and charts of top-selling and most-profitable publica- tions, as well as magazine sales, ad costs, and profits. At times, the sources appear to determine the content, rather than the other way around, an occupational haz- ard of historical research perhaps. Several chapters are case studies illus- trating complex negotiations between author and publisher as Blackwood�s at- tempted to maintain its ideal house iden- tity and reader. John Hanning Speke�s account of his journey to the source of the Nile was acquired and then completely recast by a ghostwriter according to a �preconceived social model.� The scien- tific importance of the exploration was de- emphasized in favor of an �explicit por- trayal of savage life, and the implicit tri- umph of Speke over it.� Similarly, Blackwood�s attempted to control and manage a novel by Charles Reade deal- ing with women medical doctors. Will- iam Blackwood III anxiously hovered over Margaret Oliphant as she wrote the o fficial company history, which was meant to follow the standard line of Scot- tish publishing memoirs by portraying the founder as an exemplar of self-help, reason, faith, and civic nationalism. Finkelstein�s dry prose perfectly suits the genteel tone of these minor dramas. That wonderful Victorian vice of hypocrisy shines through the portrait of the Blackwood men. A chapter on the rise of literary agents in the 1890s is more frag- mented and therefore less satisfying. Why did Blackwood�s decline? Partly because the individuals running the firm lacked the energy and vision of their pre- decessors. They tried to preserve Blackwood�s in amber, almost as a na- tional institution, while new social, tech- nological, and business conditions de- manded change. They faced increased competition, multiple publishing formats, and markets. The prized personal rela- tionship between publisher and author was threatened by the intervention of the dreaded literary agent. Blackwood�s satu- rated the market with reprints of the works of George Eliot�bad enough when Eliot was popular, but disastrous when she went out of fashion. By 1913, the firm was marginalized, relying on colonial, military, and other niche mar- kets. Finkelstein ends the story here, al- though the company apparently revived somewhat during World War I and man- Book Reviews 165 aged to survive well into the twentieth century. The history of publishing, as of books and reading, has only recently come into its own. This book uncomfortably com- bines the strengths of archival research with some of its pitfalls. The many pres- sures facing a publishing house make for absorbing reading, but Finkelstein fails to bring his characters completely to life. The book also suffers from organizational weakness; frequent repetitions and cross- references suggest that the parts have not been smoothly made into a whole. Finkelstein�s attempt to apply new in- terpretive strategies is only partially suc- cessful. Although he does achieve valu- able insights into the social and cultural condition of publishing, he fails to de- velop his concepts of �ecumene� and �planes� of textual and social production and consumption. References to contem- porary theorists such as Robert Darnton, Pierre Bourdieu, Benedict Andersen, Stanley Fish, Jurgen Habermas, Stuart Hall, and Janice Radway are little more than window dressing. But these are mi- nor flaws in a book that should have a special appeal to librarians, with their firsthand knowledge of the difficult busi- ness of books.�Jean Alexander, Carnegie Mellon University. Libraries, Museums, and Archives: Legal Is- sues and Ethical Challenges in the New Information Era. Ed. Tomas A. Lipinksi. Lanham, Md.: Scarecrow, 2002. 335p. alk. paper, $59.95 (ISBN 0810840855). LC 01-41078. Understanding the complex quagmire of legal and ethical issues facing informa- tion agencies can be a daunting task. Even the most astute librarian, archivist, or museum director can find it difficult to stay abreast of ever-changing laws. Short of hiring a barrister for your staff, what can you do to have a good working knowledge of the legalities that affect the profession? Of course, keeping a close eye on the relevant professional literature is always a good idea. You also might con- sider keeping a copy of Libraries, Muse- ums, and Archives on the shelf for ready reference. The eighteen chapters in this book were originally presented in May 2000 at the �Institute for Legal and Ethical Issues in the New Information Era: Challenges for Libraries, Museums, and Archives� conference held at the University of Wis- consin-Milwaukee. The authors are all experienced lawyers or information pro- fessionals who understand how legal is- sues affect the professional world of in- formation services. This well-organized volume is divided into six thematic sections. The first two deal with collection and acquisition is- sues, the third with legal issues involv- ing patron access and privacy, and the fourth with ethical challenges. Section five is concerned with copyright and ownership and the book concludes with a section dedicated to policy implemen- tation and planning. This volume is written for profession- als who deal with the public on a daily basis. Largely free of legal jargon, it fea- tures concise summaries and numerous examples to illustrate cases. For instance, New York Public Library legal counsel Robert J. Vanni opens the book with an explanation of the process of deeding gifts, outlining the rights of the gift-giver and the receiving institution, summarizing tax issues, and providing examples of donor forms. The result is a streamlined how-to guide for accepting gifts from donors. Throughout the book, the various au- thors often present their points from the perspective of the practicing information professional. Marie C. Malaro and Ildiko Pogany DeAngelis have both served as legal counsel to the Smithsonian Institu- tion, and each has held the directorship of the Museum Studies Program at George Washington University. Their dis- cussions of the legal and ethical issues of museum collection management focus on pragmatic aspects of implementation and feature useful hypothetical situations that illuminate their key points. Copyright and ownership issues are discussed in clear, understandable lan-