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Web evaluation has been a standard information literacy offering for years and has always been a challenging topic for instruction librarians. Over time, the authors had tried a myriad of strategies to teach freshmen how to assess the credibility of Web sites but felt the efforts were insufficient. By familiarizing themselves with the cognitive development research, they were able to effectively revamp Web evaluation instruction to improve student learning. This article discusses the problems of traditional methods, such as checklists; summarizes the cognitive development research, particularly in regards to its relationship to the ACRL Information Literacy Standards; and details the instructional lesson plan developed by the authors that incorporates cognitive development theories.

outside copyright, referred to as paracopyright. Paracopyright includes efforts related to licensing and technological protection measures (chapter 6) undertaken by rights holders and vendors who fear that copyright law protections are insufficient. Such efforts have emerged in the vacuum created by the slow pace of legal revision, yet it is essential to learn and understand how to work with these measures and leverage them accordingly. By deepening this understanding, the reader can consider more clearly the ramifications of the borderless digital domain, technological neutrality, and harmonization of international copyright laws (chapter 7). Thus the reader is better positioned to contemplate the future and leverage him-or herself to contribute positively to the advancement of the scholarly record and the public good.Academia and beyond are currently (and likely will be continuously) in a landscape of constant change driven by the ever accelerating pace of technology, the Internet, and digital communications. The explosion of digital content, combined with the growth in sophisticated content and learning management platforms, social media, and MOOCs have taken our online lives and experiences to a new level-and along with it underscored the challenge of operating under 20th-century laws in a rapid, agile 21st-century reality. The sheer speed of the digital 21st century can be daunting in its ability to catch us wrong-footed-more reactive, less proactive. This rapid and agile 21st-century reality is driven by creativity and creative expression. For librarians, this book is an essential tool to increase awareness, engagement, agility and proactive support of creativity and academic expression on campus and at large.While researchers and teachers undertake the highest and most respected levels of creative expression for the purpose of scholarly discovery and the advancement of knowledge, it is important for all contributors to the 21st-century digital domain to understand the intellectual property landscape, including where they are positioned and how to navigate to better, and further, contribute. Given the growing student population across all teaching and learning modalities, the quality of their academic work, projects, and innovations that they want and should contribute to society's body of knowledge, it is critical for librarians to be informed participants. While it is hard to know when or where that question related to intellectual property will come, it will come. And there is a good chance that more of these questions will come from students who are not planning to pursue higher academic degrees to formally enter into the discourse. Students of today, from all educational levels, are engaged with contributing to scholarly and practice-based knowledge.Kevin Smith is a librarian and attorney specializing in copyright and technology law. As the Director of the Office of Scholarly Communications at Duke University, he works to ensure that the Duke community is informed about, and engaged with, the evolving...

Compilers Alice Daugherty and Michael Russo have fully succeeded in meeting their set goal, which is to "…showcase the array of online information literacy programs that have cropped up across the country." They assembled twenty-four chapters written by librarians at North American institutions with information literacy programs. The chapters are broken into three sections: "Information Literacy Credit Courses and Programs," composed of eight chapters; "Information Literacy Instruction Embedded into Discipline Courses and Programs," by far the smallest section with only three chapters; and "Information Literacy Instruction Tutorials (General and Subject-Specific)," which is made up of thirteen chapters. Chapters are an average of ten pages in length. There is a template that most chapters follow, with some variations: Introduction, Rationale, Development, Content, Instruction, Program Assessment, Lessons Learned, and Conclusion. In addition, many of the essays include at least one of the following: notes, appendices, or screenshots of or URLs to relevant instructional materials. Daugherty and Russo take into account that academic institutions vary widely in terms of information literacy requirements whether they be content level (graduate, undergraduate), subject matter, technology, and user type (on-campus, online only, or a hybrid). Programs run from the very specific audience such as a graduate seminary information literacy course (chapter two, "Graduate Online Information Literacy: The ACTS Experience") or a tutorial for third-year medical

Book Reviews 611 of its collection was, perhaps, the special contribution of the AAS to scholarship in the mid-20th century. But it was not until the last quarter of the 20th century that the society was able to develop and fund an ambitious fellows program that helped make it a truly national center for research and learning on American history. I hasten to note that, while the AAS has remade itself as a "national center," it has not done so at the expense of its core identity. While it could have changed its name to "Center for …", as so many other places have, it has chosen not to. We have too many "centers," frankly. So, the AAS is still the American Antiquarian Society, going strong after 200 years. We should all rejoice.