Collaborative Information Literacy Assessments: Strategies for Evaluating Teaching and Learning. Eds. Thomas P. Mackey and Trudi E. Jacobson. New York: Neal-Schuman Publishers, 2010. 242p. alk. paper, $85 (ISBN 9781555706937). LC2009-045950

The research and best practices in information literacy instruction indicate that instruction is more effective when embedded , integrated, and assessed within the context of the course curriculum. This pedagogical approach to library instruction requires close collaboration with teaching faculty, and it is these collab-orative methods of information literacy assessment that Thomas P. Mackey and Trudi E. Jacobson address in their new book, Collaborative Information Literacy Assessments: Strategies for Evaluating Teaching and Learning. Editors Jacobson and Mackey are established experts in information literacy best practices, with two other books addressing related topics. Providing snapshots of librarian-faculty teams partnering to design and implement information literacy assessment practices, this book will appeal to instruction librarians looking for a practical and informative guide to collaborative assessment in action. The book is organized into three disciplinary areas—Business, Social Science and Education, and Humanities—and each section contains two or three chapters. Mackey and Jacobson introduce each section with chapter summaries and practical suggestions for applying the collaborative approaches outlined in each chapter. Librarian-faculty teams author each chapter, and all chapters generally follow the same format: introduction, a literature review, a description of the institutional context, a description of the collaborative approach to information literacy assessment, assessment of the model, and a conclusion. Appendices provide examples of the actual assessment tools, and tables throughout the chapters graphically depict assessment findings. While the disciplinary approach to organization provides a useful framework for navigating the book, it is worth noting that the assessment models and tools described in each chapter case study have the potential to be adapted to just about any subject or setting. The techniques and approaches to assessment in this volume range from summative to formative, from multiple-choice knowledge tests to rubrics to student self-assessment of information literacy skills. And, as the editors contend, these models are indeed portable. In chapter 1, librarian Casey M. Long and professor of finance Milind M. Shrikhande describe the citation analysis assessment tool they developed for use in business classes. However, librarians and instructors in writing classes could also employ this assessment method, for example. Similarly, the information literacy self-assessment technique developed by librarian Leslie Bussert and professor of English Norm Pouliot for use in writing courses, discussed in chapter 6, could be adapted for use in business information literacy instruction. Assessment of student learning is a topic of increasing importance in higher education, and many library instruction programs …