Ackermann, Ernest and Hartman, Karen. Searching & Researching on the Internet & the World Wide Web. Wilsonville, OR: Franklin, Beedle & Associates, 1997. $29.95
http://www.fbeedle.com/searching/sample.html

Searching & Researching on the Internet & the World Wide Web, by Ernest Ackermann, a computer science professor and Karen Hartman, a reference librarian, is a welcome addition to the crowded field of Internet "how-to" books. The content and organization make it useful as an Internet course textbook or for independent study. Logically organized, it begins with chapters on basics introducing the Internet and the Web, browsers and bookmarks, before progressing to research skills and tools. Each chapter includes detailed activities designed to demonstrate the tools, services, or resources being discussed in the chapter. The problem with having such step-by-step activities is, of course, that with the dynamic nature of the Internet, they become dated, inaccurate, or misleading. The authors are good about encouraging readers to adapt and to use their newly learned navigation skills should they encounter differing results from those presented. In addition, there is a web page maintained to accompany the book (http://www.mwc.edu/ernie/search-web.html) with up-to-date links to the resources mentioned and updated activities. Perhaps more useful, particularly for students with some Web experience, are the exercises and projects at the end of each chapter. These would make for nice homework assignments or additional hands-on practice material for the home user. These exercises reinforce the topics covered in each chapter, are drawn from all disciplines, and introduce students to the most popular and useful web resources.

There's a saying in public speaking that in a good speech you tell the audience what you're going to say, you say it, and then you tell them what you said. Ackermann and Hartman apply that advice to their writing style. Before each activity, they tell you what you are going to do, you do it, and then they tell you what you did. Many students will find the repetition reinforcing. Another good reinforcement strategy is the list of new terms appearing at the end of many chapters as part of the chapter summary. In addition to being covered in the chapter, these terms are also concisely defined in a separate glossary at the end of the book. Preceding the glossary are several useful appendices summarizing information on search engines and search tools. Appendix A covers the major search engines. Appendix B reviews selected directories while Appendix C features virtual library sites.

In addition to some of the exercises being outdated, the book has other minor distractions. It's often text-heavy. The black and white illustrations of computer screens are small and sometimes difficult to read. In general, the physical layout is not as eye-catching as other Internet "how-to" books on the market and the 450+ pages might also be intimidating for some students. Overall, though, I would recommend Searching and Researching on the Internet and the World Wide Web as an Internet course text (and be sure to get the accompanying instructor's guide from the publisher) or as a useful resource for off-campus students wanting to learn how to use the Internet effectively for research.

Review Author:
Catherine A. Lee
Wesleyan College

This collection is decidedly a mixed bag. With the exception of a rather longish essay from Australia, it is a series of reports from US bi-modal institutions. It is always gratifying to read of distance education programs where forethought, planning, and high-level administrative support have been part of the process from the beginning. It is also evident that these are key components of success for the programs under review. While the book may only "preach to the choir," those whose distance education programs have "grown like Topsy" can use these essays as organizing principles as they try to get a handle on the future of their programs.

Of particular note is the essay by Frank D'Andraia on "The Politics and Economics of Distance Education" in North Dakota: all too often the these cultural factors are given short shrift in design and planning for distance education. Nancy Dewald's and Gloriana St. Clair's report of Penn State's Project Vision is also notable in that it focuses on development and implementation of instruction that does not replicate the "sage on the stage" or "talking heads." It is certainly ironic that while pedagogical literature is full of research that notes the value of engaged, interactive learning, much distance education takes what is least valuable in face-to-face learning, and discards that which is most valuable.

Michael Yoakam's "Technical Support: a Model for Multi-Site, Interactive Learning" ought be read by all College/University administrators to get an inkling of the complexity of the enterprise they undertake when they propose Information Technology as an inexpensive, uncomplicated method of distance learning.

The Penn State project, and Edward Lim's and Marie Therese Van Dyk's report on Monash University's "Berwick Model" are the only substantive essays that focus on getting feedback from users as an evaluative method to redesign programs: they are valuable for that.

With the exception of the Yoakam article, all the essays focus on provision of Library services or instruction. There is throughout some emphasis on instructional materials development, but there is no discussion of student advisement, counseling, etc. While admissions and financial aid were, by design, not included, several other "academic support services" are also not included.

The Australian essay has some niggling proofreading errors; the Yoakam article an illegible graphic: they are inconvenient faults that do not negate the value of the essays.

The "Selected and Annotated Bibliography" includes only twenty-four items; only four of those are newer than 1994. In a 334 page, $50 book, the inclusion of a 120 page appendix of black and white, reproduced web pages is surely an instance of where a citation of URLs would have been more efficient.

Review Author:
Mark McManus
State University of West Georgia
mmcmanus@westga.edu

This reader is the result of a call for papers supported by the Commonwealth of Learning: an international technical and professional agency that supports distance learning activities in member countries. The papers come primarily from English-speaking former and current British Commonwealth nations/organizations around the world (excluding the United States).

This reader should be purchased by any library contemplating, or already offering distance learning programs. It provides a catalog of techniques for providing library services, for evaluating them, and offers a look at the face of distance education services in the future. From an administrator's point of view, it is particularly gratifying to see the impact that planned evaluation of user satisfaction with services has in fine-tuning most of the programs. While there is some element of poor-mouthing expressed -- none of the Commonwealth nations reported on have adequate funds to do the job practitioners wish, and the provision of services are made under a panoply of cultural, national, and developmental hardships -- there is enough good work reported here to shame nearly all practitioners in the more traditional universities and colleges of the developed and the developing world. Realizing what has been achieved and what is planned ought surely to impel us to strive for the same variety and ingenuity.

Whether coping with providing materials for multilingual students in India, the vagaries of electrical service in Africa, setting up satellite collections on various Caribbean islands, or sending computer software documentation to postgraduate research students in Australia, this reader contains a variety of solutions to the kinds of difficulties that will become more and more important to all distant education programs.

Of particular value is the first essay in the collection by Elizabeth Watson, "Distance Librarianship: A Perspective." This essay succinctly outlines the principles that ought govern distance librarianship whatever the circumstances under which it is proffered. Managerial, cultural, financial, and pedagogical issues that remain the same whether in Third World or First World circumstances are clearly delineated, outlined and discussed. This essay, of itself, is clearly worth the price of the volume. The other readings address particular focuses and situations under which those principles come to life in the daily responsibilities of distance librarianship. An excellent buy.

Review Author:
Mark McManus
State University of West Georgia
mmcmanus@westga.edu

Seven case studies-from such varied countries as Norway, Israel, India, the United Kingdom, Hong Kong, and Canada--along with an introductory chapter by the editor, who has extensive experience in the field of distance learning-- detail research and quality assurance practices in distance teaching universities. Quality assurance differs from quality control in that, instead of checking performance after it has been completed, a commitment to meet the needs of users is built into the system. While only one of the case studies is devoted to the provision of library services, it is interesting to read about the different ways institutions go about marketing their programs in neat little packages that may include AV materials but may exclude the use of a library.

The University of Victoria in British Columbia offers a long-standing program called Infoline Library Services to support distance education. It began with a toll-free telephone number and materials either mailed or sent by courier, but it has expanded and changed with new technologies and fiscal constraints. Lacking a formal quality assurance system, it does have in place such key elements of the system as quality service policy and plan; standards for service; functions and procedures required for service delivery; documentation of procedures; monitoring of service quality; and involvement of users. Likewise, goals and values of the program could be developed into policy and planning statements and formal standards.

This small paper volume is a significant addition to the quality assurance literature at a time when the watchword in higher education in general is accountability and when fiscal restraints abound. While the editor warns against simply adopting another institution's program, procedures used by the institutions in the case studies to review and revise their programs in order to assure the highest quality possible could provide valuable information for other institutions seeking to write their own programs.

Review Author:
Lois Gilmer
University of West FL/Fort Walton Beach Campus
lgilmer@uwf.edu