Many of the readers of this publication will already be familiar with the content of Education for Library Cataloging: International Perspectives, as it was co-published simultaneously as 3 volumes of Cataloging & Classification Quarterly (Volume 41, Numbers 2-4, covering the final issue of 2005 and the first issue of 2006). For those who missed it the first time around, the editors explain their motivation thusly: "Although studies or reports on cataloging practices outside of the United States have been seen in the library literature from time to time, very little is published about how education for cataloging develops in other parts of the world. Now that there is growing interest and effort to foster international cataloging standard and cooperation, an understanding of how education contributes to the cataloging profession globally would be significant and beneficial". Sun and Carter explain that American library schools' efforts were not included since they were already "well covered" by Janet Swan Hill's "Education for Cataloging and the Organization of Information" (The Haworth Press, Inc., 2002).

Education for Library Cataloging "...contains 22 papers by 28 authors from over twenty countries spanning six continents and covers both formal education and continuing education of cataloging librarians in these countries". There are three countries from Africa (Botswana, Nigeria and South Africa), four from Asia (China, India, Japan and Korea), six countries from Europe (Austria, The British Isles, Germany, Poland, Slovenia and Spain), three countries from Latin America (Argentina, Mexico and Peru), four countries from the Middle East (Egypt, Iran, Israel and Saudi Arabia) and Australia. There are two papers apiece on Australia and China, though both adopt different approaches to their subject matter. Length, style, and quality varies significantly from article to article. Since they are independent works, they can also be read in any order. There is a fantastic index, consisting mostly of personal names, corporate names, documentation, and consortia.

It goes without saying that this book is not beach reading, and may strike even cataloging educators as being fairly dry. One does not come to hard research for fluid prose, but its style makes reading more than a few articles at a time (and expecting to retain anything) almost impossible. This may also be due to the fact that virtually all of the authors are practicing educators in the countries about which they speak, meaning English is often not their first language. One exception to the dry prose is Jerry D. Saye and Alenka Sauperl's article on Slovenia ("Cataloging Education on the Sunny Side of the Alps"), which was written by an American with teaching experience at The University of Ljubljana in tandem with a current assistant professor there. It provides excellent content and perspective, but is breezy almost to the point of annoyance.

One very real concern about Education for Library Cataloging is that most of the articles provide reams of data, but very little analysis. Many authors assemble charts to show what classes each library school offers, and at what year, and for how many hours. Virtually none interview any of the professors, though, much less the students involved. Painstaking efforts are also made to show where catalogers fall in the pay and status hierarchy, but few authors elucidate how these situations came to be, or if they are likely to change in the future. Even worse, most of the authors entirely ignore the influence of their countries' political regimes on the higher education climate. A pleasant exception are the four articles on cataloging in the Middle East, especially Zahiruddin Khurshid's article on Saudi Arabia, which includes some of the most provocative statements in the book. Perhaps this is unfair caviling, however, as the authors were undoubtedly limited by the strictures of the CCQ. Each of these countries should have its own book about cataloging education someday, and these articles are a fine start.

Overall, Education for Library Cataloging: International Perspectives is a difficult but rewarding read. By changing the format of publication for these articles, Sun and Carter have challenged us to read them in a new way. Rather than cherry-picking our favorites and skimming the rest, this presentation asks that we read every article in its entirety. For those who take that challenge, there are many unexpected epiphanies, such as: "Cataloging education receives less respect and emphasis in America than virtually anywhere else"; "Catalogers in America need to engage with the international community to share their cataloging technology and documentation (and not just in English!)"; "Cataloging education worldwide downplays practical experience, which is often lacking entirely"; and, "The demand for qualified catalogers far outstrips the supply, and most catalogers are forced to learn their trade at their first entry-level position".

We all participate in cataloging education, albeit usually in an informal setting. Anyone who leads a workshop, mentors a junior faculty member, trains a graduate assistant, or supervises a technical services department could benefit from Education for Library Cataloging: International Perspectives. But since virtually every library school may already have access to the individual articles herein via bound volumes of the CCQ and online full-text databases, this might not be a "must purchase" item. However, it is still recommended.

Published in 2006 by: The Haworth Information Press, Binghamton, N.Y. (492 p.) ISBN: 0-7890-3112-4 (hbk.; $69.95); ISBN: 0-7890-3113-2 (pbk.; $49.95).