Revised to include more material useful to students facing early undergraduate-level research assignments, this edition also contains plenty of help for high school students and general readers trying to avoid six million hits at a time on the Net. Dr. Ercegovac structures this guide to searching for and using information to be used by classroom teachers or in-service enrichment, keeping readers working on practical exercises while learning standards and theory. Ercegovac draws on a wide experience of students' searching skills as well as the approach of the American Association of School Librarians on information literacy to include lesson plans, skills tests, scoring rubrics and checklists, focusing on developing problem-solving skills, logic in using key words and search strategies, finding sources, evaluating facts, and citing or summarizing appropriately. ANNOTATION 2008 Book NEWS INC. Portland, OR ( )

The author has taught hundreds of college students in her career and has been concerned for a number of years that information literacy instruction needs to be taught intensively in the senior year of high school and at the freshmen level in college. In this, her second edition, she has taken into account some of the items in the new AASL learning standards and provides lessons with handouts that can be given to the students themselves but also as professional development lessons to faculty. A list of the chapter topics give an overview of the emphasis here: basic research skills, finding search words, search strategies, fact finding, searching and evaluating Internet resources, finding magazine and newspaper articles, citing sources. The emphasis here is obviously tradition in the finding and locating of information and while influenced by the new standards, do not seem to embrace their full concept. We find that the lessons here would be good to consult for ideas as we teach just in time research techniques. However, other helpful guides to the new standards are hopefully on the horizon. We are looking for guides that worry about how information literacy enhances the learning of content knowledge; the dispositions of the new standards, and better ways for leaner’s to take more responsibilities for their own learning. These topics are briefly mentioned but don’t seem to be the focus of an entire push beyond information location. Although this guide is recommended as a textbook, major negotiations would need to be made to get this guide as one of several sources that learners would need. Not recommended.