{'fraction_non_alphanumeric': 0.02248995983935743, 'fraction_numerical': 0.0008032128514056225, 'mean_word_length': 5.12039312039312, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 2, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Developing Web-Based Instruction: Planning, Designing, Managing, and Evaluating for Results (review)

Academic libraries have eagerly embraced the use of the Web to enhance and extend instructional opportunities. However, it is apparent that Web-based instruction requires more than simply transferring existing print or classroom content to hypertext. The exciting opportunities of Web-based instruction also pose challenges for content designers. Maximizing these opportunities and meeting the challenges are the subjects of Dupuis’ edited work. Elizabeth Dupuis is currently the head of instructional services for the Doe and Moffitt Libraries at the University of California at Berkeley. Her credentials as an editor on this topic draw from her experience as project manager and instruction designer of the award-winning Texas Information Literacy Tutorial (TILT). The TILT project spanned a three-year development cycle and was based on the important, if elusive, premise that instruction should be directed to the learner, not the instructor. The overall goal of this publication is to provide a blueprint for librarians and other educators who plan to create online teaching instruments for students and faculty. Dupuis has identified 14 contributors, drawn from the ranks of librarians, administrators, and instructional designers. Each contributor provides a chapter describing his or her own experience and perspectives about a unique aspect of Web-based instruction. The contributors’ credentials are provided at the end of the book. The book is divided into three general sections: Part I is Planning and Management, Part II is Evaluation and Assessment, and Part III is Design and Development. Dupuis has woven each chapter and section into a successful whole through the use of comprehensive overviews at the beginning of each section. There is also evidence of excellent editing in the manner in which each chapter reads in a similar voice, and there is a well-constructed flow to the work as a whole. The book concludes with two appendices. Appendix A is a very detailed model of a project proposal. Appendix B is an extensive list of related readings. Each chapter includes a bibliography, as relevant; and there is an index. This is a “big picture” book, intended to offer readers a comprehensive model for online course development, rather than a series of specific tips and techniques. In today’s highly volatile digital environment, this should ensure that the book re-