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mation; and Yahoo Pipes, a new kind of website-embeddable feed for searching a variety of online sources. Each of these, and Flickr (already noted for its strong work with the Library of Congress, the Getty, and fifty other information science nonprofit sources in the Flickr Commons), all have good potential that Tomaiuolo notes for applications in the provision of information to patrons. Overall, the volume could be a bit more comprehensive than any single librarian might need; the catalog of tools available can be daunting. At the same time, we all should be following each of the trends Tomaiuolo charts and thinking outside the box of traditional reference provision. Each chapter of the book is not only full of basic information, but most chapters also contain interview transcripts with leaders in the field on the topic of a particular tool (such as Karen Schneider, Walt Crawford, and Meredith Farkas), or comparative tables of different web services that serve one of the user content needs above, or specific examples of libraries who are benefiting from a user-generated content service. Whichever tool(s) seem best for your particular institution, UContent can serve as a reference librarian’s reference in the brave new world that we inhabit.— Timothy J. Dickey, Kent State University.

college and research libraries/college and research libraries

&lt;b&gt;Joan R. Kaplowitz.&lt;/b&gt;&lt;i&gt;Transforming Information Literacy Instruction Using Learner-Centered Teaching.&lt;/i&gt; New York: Neal-Schuman, 2012. 326p., $75 (ISBN 9781555707651). LC2011-041991.