Reviews.indd


192 College & Research Libraries March 2006 

inside and is sometimes quite wistful, 
while analyzing the particular situation 
of the small, high-quality publisher in 
today’s multinational climate of mega 
publishers with a clear eye. We will want 
to remember that a number of his refer-
ence books won the prestigious Conover 
Porter Award for “excellence in Africana 
bibliography or reference work.” 

Jill Coelho provides a survey of the 
Africana acquisitions literature and re-
views Africana acquisitions at Harvard. 
She details the sometimes-formidable 
challenges faced by libraries attempting 
to acquire research materials from the 
African continent, especially the parts 
not covered by the Library of Congress’s 
Cooperative Acquisitions Program. Obvi-
ously, the process has recently become 
easier with e-mail and credit cards, but 
challenges remain. Peter Limb discusses 
the problems and progress in African 
journal publishing and acquisitions. 

The articles by Marion Frank-Wilson, 
Patricia Ogedengbe, and Patricia Kuntz 
explore the connections between Africa 
and North America. They discuss issues 
of outreach, the formation of partner-
ships between individual universities and 
organizations on the two continents, and 
digitization as a means to help African 
researchers with accessing research materi-
als. Frank-Wilson’s article, “A Way to Bridge 
the Information Gap,” adds descriptions of 
a number of current digital projects. 

Gregory Finnegan traces the story of 
the Africana Librarians Council (ALC) 
and the Cooperative Africana Micro-
form Project (CAMP) since 1989. The 
earlier period, 1958–1988, was covered 
by David Easterbrook’s article in Afri-
cana Resources and Collections, mentioned 
above. Finnegan’s article illustrates the 
many cooperative projects undertaken by 
enterprising Africana librarians. Similarly, 
Robert Lesh traces developments in Afri-
cana cataloging since 1980, following an 
earlier article by Elizabeth Widenmann in 
the 1989 festschrift. 

Africanist Librarianship in an Era of 
Change should be held by libraries with 

significant African Studies collections or 
library schools.—Helene Baumann, Duke 
University. 

Higher Education for the Public Good: 
Emerging Voices from a National Move-
ment. Eds. Adrianna J. Kezar, Tony C. 
Chambers, and John C. Burkhardt. San 
Francisco: Jossey-Bass ( Jossey-Bass 
Higher and Adult Education Series), 
2005. 345p. alk. paper, $40 (ISBN 
0787973823). LC 2005-00719. 

Repeated with slight variations in several 
chapters of Higher Education for the Public 
Good is a quick and dirty summary of two 
key conceptions of a university’s proper 
role. On the one hand, there is the “aca-
demic cloister” of John Henry Newman, 
in which the intellect is cultivated for its 
own sake and useful knowledge is of 
secondary importance. On the other hand 
is the “research organism” described by 
Abraham Flexner, in which science re-
places moral philosophy and influences 
present and future society. According to 
this narrative, the clash and interaction 
between the two traditions, as well as their 
responses to social forces of the twentieth 
century, led to what Clark Kerr labeled 
the “multiversity,” a contemporary ivory 
tower in which scientists, without exter-
nal pressures or influences, conduct basic 
research to be developed into something 
practical by government and private in-
dustry. Although this summary does not 
even attempt to fully account for today’s 
many diff erent American postsecondary 
institutional types (a fact acknowledged 
by the contributors to this volume), it is 
employed to demonstrate how the charter 
between higher education and American 
society has evolved in response to societal 
needs. The basic premise behind this col-
lection of essays is that charter needs to be 
renegotiated once more in order to coun-
teract the growing devaluation of higher 
education’s public service mission. 

The early chapters attempt to justify 
the premise by showing how service to 
the public good is being eroded in favor 
of business values and economic goals. 



Book Reviews 193 

Funding for the academic enterprise is 
driven increasingly by job market de-
mands and the desire for research to feed 
economic growth. Investment in the social 
and public benefits of higher education, an 
investment that infrequently pays off di-
rectly in terms of dollars and cents, falls by 
the wayside in this scenario. According to 
one of the editors, Adrianna Kezar, higher 
education is increasingly concerned with 
accommodating market forces and what 
she calls neoliberal values. Kezar argues 
that those values underpin the decreasing 
public funding for higher education, thus 
driving the academy further into the arms 
of private donors who tend to be more 
interested in practical and economic goals 
than in serving the public good. 

In what ways has higher education 
served the public good? What is it that is 
being lost by the adoption of neoliberal 
values and market influences? Most of the 
book’s contributors would include ensur-
ing a high-quality liberal education, fos-
tering civic engagement and democratic 
principles, caring for the least fortunate, 
and advancing the general quality of life. 
But despite their gloomy take on higher 
education’s current commitment to the 
public good, the editors and contributing 
authors believe that several initiatives 
could coalesce into a powerful counter-
movement. Following the historical set-
ting and an overview of the challenges fac-
ing the development of higher education’s 
new social charter, the book focuses on 
overcoming those challenges by bringing 
the various initiatives together into what 
one editor calls a metamovement. The 
nineteen chapters are clustered under 
general themes, such as public policy, 
institutional governance, and individual 
leadership. The individual leadership 
and institutional governance chapters are 
especially interesting, as they specifically 
address what can be done by trustees, fac-
ulty members, presidents, and students. 
Although the potential roles for academic 
libraries and librarians are not discussed, 
Judith A. Ramaley’s “Scholarship for the 
Public Good” contains an eloquent section 

on integrative and lifelong learning that 
echoes much of what librarians emphasize 
in information literacy instruction. 

The contributors include current and 
former university presidents, higher edu-
cation professors, a doctoral candidate, 
and directors of various associations, 
institutes, centers and foundations. All 
are well qualified to address the subject 
and most write clearly and succinctly. 
There are some inconsistencies in how 
the authors cite supporting documenta-
tion. In most chapters, we are referred to 
other works only when someone is being 
quoted or paraphrased or when a case 
study is being described. A few chapters, 
primarily those attempting to establish the 
historical and social context, read almost 
like the literature review sections of a 
doctoral dissertation. Given the difference 
in purpose among these chapters, the vari-
ance in citation practice is understandable. 
Yet, that makes a few citation omissions 
in the historical and social trends sec-
tions all the more distracting. Although 
painstakingly leading us through a long 
list of studies and reports about the trends 
leading academe away from serving the 
public good, Kezar asserts, without giv-
ing any supporting documentation, that 
news stories critical of industries such 
as tobacco have been suppressed due 
to corporate takeovers of media outlets. 
Similarly, David Longanecker decries 
how some community colleges are aban-
doning their core mission of general and 
technical education for market-driven, 
customized training. But he does not tell 
us which community colleges are doing 
this or where we can go to find out more 
information. Longanecker goes on to say 
there is “mounting evidence” that shows 
how research results can be influenced 
by the source of financial support, but he 
does not cite it. These nits are being picked 
from what are, overall, very strong con-
tributions by the two authors, but I hope 
they wish to do more than preach to the 
choir members who think they already 
know these statements to be true. On the 
whole, the authors have produced many 



194 College & Research Libraries 

strong and well-supported arguments to 
advance their cause. 

This worthwhile and provocative col-
lection belongs in most academic librar-
ies. Many readers will be encouraged by 
the authors’ proposals of practical and 
forceful means to reassert the importance 
of higher education in a democratic soci-
ety.—W. Bede Mitchell, Georgia Southern 
University. 

Adams, Helen R., Robert F. Bocher, Carol 
A. Gordon, and Elizabeth Barry-Kes-
seler. Privacy in the 21st Century: Issues 
for Public, School, and Academic Libraries. 
Foreword by Judith Krug. Westport, 
Conn.: Libraries Unlimited, 2005. 247p. 
alk. paper, $40 (ISBN 1591582091). LC 
2004-63832. 

The objective of this book is to “gather, in 
a single volume, information and further 
resources on privacy and confidentiality 
for public, school and academic librari-
ans.” The four authors include an attorney 
and three librarians representing the three 
types of library. Although the structure of 
the book suggests that the issues are quite 
different for each library setting, a review 
of the material presented reveals a large 
amount of overlap among the three. 

The first three chapters cover legal and 
technological issues relevant to privacy in 
a library setting. The book traces the theme 
of privacy through law review articles 
and case law, and describes a number 
of federal statutes of interest to libraries, 
including the Family Education Rights 
and Privacy Act (FERPA), Electronic 
Communications Privacy Act (ECPA), 
Children’s Online Privacy Protection Act 
(COPPA), and Neighborhood Children’s 
Internet Protection Act (NCIPA). For most 
libraries and their patrons, the strongest 
privacy protections are through their re-
spective state statutes. All but two states 
have statutes related to library privacy and 
confidentiality, and Hawaii and Kentucky 
have attorney generals’ opinions uphold-
ing the privacy rights of patrons. Although 
the statutory language and protections in 
each state differ, most state statutes define 

March 2006 

“what is protected; who is protected; 
and when protected information can be 
released to or viewed by others including 
law enforcement authorities.” 

In addition to examining privacy 
protections under state and federal law, 
this book explores the threats to privacy 
inherent in a number of federal surveil-
lance programs, including Terrorism 
Information Awareness (TIA), Novel 
Intelligence from Massive Data (NIMD), 
Multistate Anti-Terrorism Information 
Exchange (MATRIX), Computer Assisted 
Passenger Prescreening System II (CAPPS 
II), and DCS1000, also known as the FBI’s 
Carnivore program. Of particular interest 
to libraries is the FBI’s Library Awareness 
Program. In the 1970s and 1980s, the FBI 
conducted secret surveillance of the use 
of unclassifi ed scientific publications by 
foreign nationals in public and academic 
libraries. By the time the program ended, 
most states had passed confi dentiality laws 
to protect the records of library patrons. 

More recently, the USA Patriot Act has 
had a significant impact on privacy issues 
for libraries. The act changed the law as 
it relates to telecommunications and pri-
vacy and mandated new procedures law 
enforcement agents and courts must fol-
low for implementing those changes. The 
book provides a detailed discussion of the 
law relevant to library operations and ex-
amines current developments, including 
the ALA’s response to the legislation. 

Also included are descriptions of a 
number of privacy issues related to In-
ternet use, including technical issues such 
as cookies and spyware, and behavioral 
issues such as entering personally iden-
tifiable information on Web sites. The 
potential of global positioning systems 
(GPS) and biometrics to compromise 
privacy, especially in the use of radio fre-
quency identification (RFID) technology 
within library settings, is examined. Data 
can be stored on a chip using RFID tags 
in a manner similar to uniform product 
codes. RFID tags are activated by an elec-
tronic reader, and the transponder on the 
tag sends the reader its data. Most RFID