Reviews.indd 384 College & Research Libraries Warfield (Library Users Association), Lee Tien (Electronic Frontier Foundation), and Ann Brick (ACLU-NC). In reviewing the previous edition (C&RL, Nov. 2002), I suggested that the next “would greatly benefit from an an- notated directory of journals, groups, and Websites concerning freedom of informa- tion, censorship, and media democracy.” Although the latest edition, like its prede- cessor, does contain a guide to basically ALA resources and activities compiled by Don Wood and featuring many more online citations, it still does not extend beyond the parochial confines of ALA itself. No entries appear in Wood’s chapter or the overall index for Project Censored, Fairness and Accuracy in Reporting (FAIR), People for the American Way, and Comic Book Legal Defense Fund; Privacy Rights Clearinghouse and other watchdog organizations; international human rights groups such as Reporters Without Borders and Human Rights First; and such sources for identifying and acquiring diverse and alternative materials (to genuinely implement and revivify the Library Bill of Rights) as Multicultural Review, Coun- terpoise, International Directory of Little Magazines and Small Presses, Independent Press Association, Alternative Press Cen- ter, Alternative Press Review, Books to Watch Out For, Broken Pencil, Factsheet Five, Queer Zine Explosion, Rain Text, Zine World, Small Press Review, and Xerography Debt. It’s a pleasure to observe that “Intel- lectual Freedom” appears as an assigned subject heading in the Cataloging-In-Pub- lication (CIP) entry. For the preceding six editions, it did not. Although welcome, why it took so long for the nation’s pre- mier library to recognize and validate one of the profession’s core concepts remains a mystery. Lastly, as a major library reference took, the index should be impeccable. It’s not, for instance, lacking entries for these clearly mentioned persons and topics: Bin Laden, Osama; bisexual persons; Book In- dustry Study Group; Catch-22; Cat’s Cradle; Colorado Constitutional Amendment 2; July 2006 Daddy’s Roommate; Harry Potter and the Sorcerer’s Stone; Heather Has Two Mommies; Little Black Sambo; Man Who Declared War on America; Sarokin, H. Lee; Steig, William; Sylvester and the Magic Pebble; transgen- dered persons; user fees.—Sanford Ber- man, ALA Honorary Member. Centers for Learning: Writing Centers and Libraries, Eds. James K. Elmborg and Sheril Hook, Chicago: ACRL (Publica- tions in Librarianship, no. 58), 2005. 231p. alk. paper, $28 ($25.20 for ACRL members) (ISBN 0838983359). LC 2005-13806. The twelve chapters in this book were writ- ten by a group of experienced academic librarians, educators, and writing center professionals and provide insightful re- views and reports illustrating possible and successful cases of collaboration between libraries and writing centers in creating an enhanced learning environment. For a long time, writing centers and libraries on university campuses around the country have shared in the common vi- sion of their parent institutions. However, they have usually acted independent of each other as separate campus support units. The driving force behind their re- cent collaboration, as stated in the book, has come from major changes “driven by (among other things) technology, the increasing diversity of American culture, a global economy, and a new accountabil- ity demanded by funding agencies and the workplace.” Chapter One presents a theoretical framework for a pragmatic ori- entation of libraries and writing centers, examining the process-based activities of the two units, the social nature of aca- demic work involving writing and library research, and the importance of peer tutor- ing and counseling in writing centers. In the ever-changing landscape of higher education, library and writing cen- ter professionals continually face issues related to institutional support, funding, space, and training when they attempt to make their collaborations work. The examples dealing with these issues are illuminating and convincing, though on different levels: from the University of Kansas with its top-down, formal struc- ture; to the University of Washington, Bothell, where regular teaching meetings between the two units were instituted to facilitate collaboration; to Saint Joseph College, where the two units mutually conducted workshops, held regular meet- ings, and referred students to each other, thus integrating collaboration into regular work procedures for both units; to South- west Missouri State University (recently renamed Missouri State University), which explored collaboration models from different perspectives. The authors of these chapters shared their passion, success, and the lessons learned through their fi rsthand experience. How can we make collaboration be- tween the two campus units sustainable? Chapter Six is an excellent case study that describes the evolving relationship between the two campus units for the past sixteen years. A formal structure, a com- mittee consisting of directors from both units and shared strategies in marketing their respective services helped support ongoing collaboration in this case study. In subsequent chapters, the authors provide additional tips and examples of collaborations involving recognition of each other’s unique experience, shared commitment, and mutual benefi ts, and most important, the unique needs and expectations of the new generation of stu- dents for convenient and instant campus service. Other strategies include sharing space and referring students to each other. Librarians, educators, and writing Index to advertisers ACRL 324 Annual Reviews cover 2 CHOICE 288 EBSCO cover 4 Haworth Press 390 Idea Group cover 3, 287 Library Technology Alliance 369 Oxford University Press 291 Book Reviews 385 professionals will find these chapters informative and useful. The editors also include two chapters that provide commentaries on the issues discussed in the book. Chapter Two is a call for an understanding of the pedagogi- cal practices and processes involved with writing and research, as a prerequisite to the creation of a holistic learning environ- ment for students in which tutors and reference librarians are trained in a hybrid model sharing each other’s instruction. Readers will find the commentaries in- sightful and valuable. This book serves as a practical guide to those who plan for collaboration between libraries and writing centers on campuses around the country.—Sha Li Zhang, University of North Carolina at Greensboro. Empowering Marginal Communities with Information Networking. Ed. Rahman Hakikur. Hershey, Pa.: Idea Group, 2006. 363p. $74.95 (paper); $89.95 (cloth) (ISBN 1591406994; 15591407001). LC 2005-20907. The objective of this book is to bring to- gether research on policies and strategies for information communication technolo- gies (ICT) and for the improvement of information access and education for marginalized groups. Special emphasis is placed on the development of sustainable models for information management in underprivileged communities. In many countries, access to new knowledge among the poor is effected by limited sci- entific and technological capacity. Efforts to bridge the digital divide in this context face social, technical, and educational challenges. This book provides insights into the accumulated knowledge learned from information and communication policy implementations at the national and local level; empirical results are pre- sented within the broader theoretical and practical contexts related to the empower- ment of marginal communities. During the past decade, sociologist Manuel Castells proposed the idea that network logic, organized around ad-