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Part III examines ethical standards and possible strategiesto meet or progress toward the standards. A discussion ofgeneral ethical perspectives, including utilitarianism, commu-nitarianism, and altruism, notes the value of the “Seven Cs”of community building (competence, commitment, contribu-tion, collaboration, continuity, conscience, and conversation).Transformational leadership is viewed as particularly ethicaland is tied to moral standards. Four decision-making modelsare explored. Basic ethical checkpoints are reviewed andleaders are asked to integrate the checkpoints into their deci-sion-making processes.
Creating ethical groups and organizational climates aswell as meeting the ethical challenges of cultural diversityconstitute the final section of the book. Resisting“groupthink,” and the advantages of productive conflict, areemphasized. Creation of a climate of integrity is viewed ascritically important. Organizational integrity is underscoredby the realization of ethical core values, the use of codes ofethics, and the integration of continuous ethical improvementinto key organizational activities. Processes that promote“ethical learning” are described. The book concludes with anexamination of cultural differences as related to ethical lead-ership.
Meeting the Ethical Challenges of Leadership is recom-mended for information professionals in positions of leader-ship. Issues of ethics and integrity are increasingly relevantto the creation and realization of shared visions. Importantissues are examined and practical recommendations aremade. Some may be a little concerned with the spiritual in-fluences, but these are generally applicable and are not “newage” recommendations. The author is a noted scholar and thereferences are appropriate and timely. Additionally, numer-ous case studies illustrate the points being discussed. Thebook is interesting, informative, and a useful contribution tothe literature of leadership.—Donald G. Frank, AssociateDirector, Branford Price Millar Library, 951 SW Hall,Portland State University, Portland, OR 97207-1151<[email protected]>.
Neal-Schuman Electronic Classroom Handbook, by LisaJanicke Hinchliffe. New York: Neal-Schuman Publishers,2001. 257p. $75.00. ISBN 1-55570-407-7. LC 00-51958.
In an ideal world, a new academic library is included inthe campus master plan. Librarians are consulted at everystep of the process, allowing full input. The importance ofthe library instruction program is a given, placing the needto design electronic classroom space uppermost in the mindsof all planners. Space and equipment needs have no mone-tary limits. In the real world, librarians are often caught un-aware about the offer of creating a new space, and moreoften, have to make do with alterations of current conditions.
While it can be assumed that most academic libraries nowhave some designated space for instruction; much of thatspace is initially cobbled together from available space,trickle down equipment, and so on. Better than nothing, itleaves the instruction librarians wanting more. Whether onthe high end of the ideal world, or whether getting ready toface yet another round of planning forms, requests, and ra-tionales, instruction librarians and library managers can, atlast, start with a resource that provides all the necessary in-formation in one convenient, easy-to-read source. Ratherthan sending out the requisite e-mail message to the appro-priate electronic discussion group asking—begging—for in-put, they can now turn to Hinchliffe’s well-researched blue-print.
Three chapters are devoted to Preparation and Planning;six to Design and Construction; and four to Day-to-Day Op-erations. Preparation and Planning covers instructionalneeds assessment, accompanied by an excellent reproducibleworksheet. Most of the book’s figures are paired; one is re-producible, and one is completed as an example. Design andConstruction includes information and charts to sort out lo-cation, size, layout, esthetics, and so forth. Technical consid-erations are thoroughly covered, as are equipment and fur-nishings, and, of course, budget. It is particularly helpful thatthe book does not leave the possessor of the new learningenvironment in the lurch. The section on Day-to-Day Opera-tions drifts away from the more practical concerns of theDesign and Construction, and provides an insider’s view onworking with learners in this new, hands-on environment.
Hinchliffe has ample experience with this teaching envi-ronment (reference: http://www.lis.uiuc.edu/�janicke/lisa.htm). Before working on this book, Hinchliffe providedan annotated bibliography, Resources for Designing LibraryElectronic Classrooms, 1998 (MC Journal: the Journal ofAcademic Media Librarianship, http://wings.buffalo.edu/publications/mcjrnl/v6n1/class.html). Seven appendixes com-plete the book (pp. 163–234). Figures from the book canalso be found at http://www.ilstu.edu/�lwhinch/eclassroom.htm. It would also have been helpful to provide online ac-cess to information found in several of the appendixes; in-deed, some of the appendixes (e.g., Laws, Codes,Regulations, Standards, and Guidelines; Directory of Suppli-ers; Library Classroom Web Sites; and Sample InstructionalMaterials—The Research Process; and Sample InstructionalMaterials—Evaluating Information), while certainly helpful,would have been more usable online rather in print, thusleaving room for more coverage of “the next step” (e.g.,from your first electronic classroom to the best; or, from oneclassroom to many).—Marsha Miller, Coordinator of Li-brary Instruction, Indiana State University, Terre Haute,IN 47809 <[email protected]>.
82 The Journal of Academic Librarianship