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began working with other practitioners on development of a bank of assessment measures for a U.K. student population. The anthology is clearly intended for a U.K. audience, as evidenced in context-specific terminology and in the institutional constraints and opportunities described. However, in the spirit of its own transnational discourse, international readers may find both inspiration and practical resources in its pages. The case-study format for many of these reports ensures that readers are able to get a clear sense of the specific initiatives studied and conceptualize how certain elements might be adapted to new contexts. Librarians interested in 21st-century teaching practices and their application within library instruction will glean a great deal from Chris Wakeman's discussion of active learning pedagogies, a topic that arises elsewhere in the collection as well. Several of the authors discuss IL assessment efforts, providing detailed information for anyone considering such issues in their own institutions. Two great examples are Keith Puttick's article about embedding IL requirements within a law school curriculum, and Katharine Reddy's and Kirsty Baker's framework for IL integration from first year through graduation , which features detailed rubrics. With a growing emphasis on assessment and accountability in many academic libraries, the glimpse of assessment-inaction provided by these authors can be quite valuable. The use of figures, tables, and appendices in many of the articles helps concretize the studies further, and a general index assists with way finding. Stylistically, the articles run the gamut from Gareth Johnson's very practical, nuts-and-bolts treatment of video and film production for IL instruction to An-drew Whitworth's fairly esoteric discussion of IL and " noöpolitics, " a perspective produced, according to Whitworth, when " a resource-based analysis of politics, or 'geopolitics,' [extends] into the sphere of information. " A U.K. audience will find relevance here that eludes the rest of us, but there is value for everyone. Outlining specific challenges faced by teaching librarians during a time of radical change in U.K. higher education policy, Pope and Walton call for a shift toward new modes of teaching and learning as a means to reinvigo-rate the role of library instruction in the 21st century and enhance its valuation. It is an evolution that aligns IL with some of the new priorities emerging from the broader realm of higher education worldwide and a call to action that deserves attention. The connection between Pope's and Walton's impassioned plea and the twelve …

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<b>Philip F. Gura.</b> <i>The American Antiquarian Society, 1812–2012: A Bicentennial History.</i> Worcester, Mass.: American Antiquarian Society, 2012. 454p. alk. paper, $60 (ISBN 9781929545650). LC 2011-27183.

Philip F. Gura. The American Antiquarian Society, 1812–2012: A Bicentennial History. Worcester, Mass.: American Antiquarian Society, 2012. 454p. alk. paper, $60 (ISBN 9781929545650). LC 2011-27183.