As a librarian and professor of religious studies, Badke recognizes the value of information literacy from both points of view. In Teaching Research Process, he takes advantage of this dual perspective to argue that faculty, and not just librarians, are responsible for developing students’ research skills. As a way of provoking their attention, he asserts: “Students who do not know how to research are not educated students” (xii).

In the following chapters, Badke explains to faculty that students are sloppy researchers not because they are lazy or unmotivated but because they have not been taught how to think about the process. The problem, he argues, is that students are “given all the rules without the explanations” (7). In other words, they are taught how to imitate scholarly discourse, but not how to actually participate in it. The solution,then, is for faculty to teach and model this process for them.

Badke argues this point convincingly. Faculty do have a role in the development of student researchers, and those that actually read Teaching Research Process will probably see that. The issue, however, is how to get this book into their hands in the first place. In writing these chapters, Badke assumes an ideal audience: faculty who already believe that it is their responsibility to teach research skills and who have actually taken the initiative—by finding this book—to learn how to do it. But the audience that would most benefit from this advice isn’t necessarily seeking it.

Despite this issue, Teaching Research Process fills a real need in the information literacy literature. Few librarians have attempted to expand the discussion of information literacy instruction beyond the library profession—although clearly this is where the discussion needs to go.

Surely, some faculty are interested in teaching research skills and will be grateful to learn that a text like this one exists. Also, academic librarians may mine it for jargon-free explanations of information literacy with which to broach the topic with their faculty. Chapter Seven, “Tentative Case Studies in Disciplinary Research Process Instruction,” describes practical ways that professors in the humanities, science, and professional schools can develop students’ disciplinary research skills. Librarians can draw upon these suggestions to stimulate discussion with their faculty and develop a collaborative and embedded approach to information literacy in the curriculum.