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This paper presents results from a cross-disciplinary content analysis of 185 recent research articles, published between 2008 and 2013. These papers examined factors affecting adult participation in lifelong learning, based on the availability and use of Internet-based and face-to-face modes of learning. Articles were written by scholars from 39 countries, including the European Union (EU), United States (U.S.), Canada, Australia, and, to a lesser extent, from developing and newly industrialized countries, such as Mexico, Brazil, China, and Taiwan. Despite widespread assumptions as to online learning’s potential and promise, articles focused on traditional face-to-face learning and training modes more than Internet-based modes. Seven thematic research areas were identified from the dataset: four major and three emerging themes. Key findings from 40 studies about the adult participation in learning in the workplace and community-based programs are highlighted. These papers present broad and deep investigations about diverse groups of lifelong learners previously unstudied, while equity issues pertaining to access and availability of training and learning opportunities are addressed. Directions for future research are identified and discussed.

Book Reviews 1001that have the potential to truly transform the way information literacy and writing are taught in universities by recognizing their dialogic character. She also suggests multiple approaches to building partnerships that take advantage of the intertwined nature of these disciplines. Finally, the bibliography provides a comprehensive list for further reading and could inform the design of professional development courses on collaborative teaching. Well-organized, compact Attending the "Creating Knowledge VIII" 2016 conference (Reykjavik, Iceland) I was delighted to find conference sessions addressing the integration of writing and research for students. One session was titled "We have to talk about collaboration": a presentation on a partnership between the University Library and the Writing Centre at Umea University, Sweden.Rewired: Research-Writing Partnerships within the Frameworks, edited by Randall McClure, extends this conversation to development of, partnerships with, and assessment of information literacy and writing as collaborative and integral foundations of academic research.The edited volume offers three key sections that document the value of reducing if not eliminating the current separation of writing and research within our higher education institutions. With thirty educators providing stories, practices, insights, perspectives, and arguments, the volume's content is a solid introduction to and reinforcement of the editor's commitment to a "reunion" of writing and information literacy. Rewired is a book defining and advocating "research-writing" as a critical partnership.Contributors were asked to frame individual chapter content using two relevant documents: the Framework for Success in Postsecondary Writing (2011) and ACRL's Framework for Information Literacy for Higher Education (adopted 2016). The contributors have successfully merged two discipline-based documents to offer a broader understanding of and perspective on the relationship between researching and writing.The book's authors ask for feedback and engage in analysis and reflection to explore the topic of research-writing. It is a book with which a librarian/instructor can explore how information literacy/writing/research is being presented and taught and, most important, how its academic positioning impacts students as developing researchers. The chapters give the reader an opportunity to look at root causes and interdependencies that must be addressed to face the strategic challenge of instructional separateness of research and writing.Section I gives the reader four chapters that present research and writing perspectives as engaging conversation. An analysis of the fields of librarianship and writing instruction by Refaei and Wahman reveal and confirm the shared common ground of theory and practice. This thread of educational commonality is highlighted throughout the edited book. Acknowledging commonalities and differences, Refaei

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