For teacher librarians, one expects to be certified by a school that is either ALA accredited or NCATE accredited. Standards for this certification have been developed by an AASL committee for NCATE. Likewise, if you want to be a technology facilitator, I term this person a teacher technologist, a person who is an instructional leader rather than the stereotypical tech director interested in constructing networks and fixing computers, then IStE has worked with NCATE to develop standards of what this person should know and be able to do. Some state have certification for such a position in the schools, others do not. Teacher librarians should have the ability to be leaders in the use of technology in teaching and learning. This publication sees another professional without library education being able to take a leadership role. So, does a school hire two professionals – perhaps four? Two professionals who worry about networks, wires, cataloging, collection development, and two other professionals that are concerned with teaching and learning using technology and information resources? It is easy to envision here a war between two professionals vying for a position in a school that can only afford to hire one person. The major question is what kind of person is likely to maximize the impact of both information and technology on student achievement and how teachers teach in an information-rich and technology-rich environment? Certainly every educator of both roles on both sides of the fence need to understand the emphasis of preparation for both types of credentials out there. This lengthy book covers the ISTE version. The ISTE standards for the technology facilitator are as follows: technology operation and concepts; planning and designing learning environments and experiences; teaching, learning, and the curriculum; assessment and evaluation; productivity and professional practice; social, legal, ethical, and human issues; procedures, policies, planning, and budget for technology environments; leadership and vision. Given all that, when the reader really gets to the central ideas pursued here, I find the concept of technology’s promise to teaching and learning somewhat clouded. We all understand that a central function of technology is to introduce efficiency into teaching and learning. That is, we all appreciate the difference between the typewriter and the word processor and its impact. We are beginning to understand that the collaborative nature of web 2.0 technologies spurs collaborative learning introducing the idea that as a learner I know things and we know things and that both individual and group intelligence is a central element of global competitiveness. This concept is danced around but not defined clearly. Another problem is the lack of clarity about the role of technology to boost deep understanding of the topic I am studying. If I live in the desert and read a book about the rain forest vs. if I see a film or interact in real time with someone who lives there, my knowledge of the rain forest can and should expand exponentially because of the technology. I can learn more in the same amount of time and that deep understanding has many implications for what I can do and what I should do next. A third important lack of clarity is the central idea of what collaboration means between the classroom teacher and the technology facilitator is. As I read it, the role carved out is one of a coach but not an actual participant in a learning experience as a co-teacher. In other words, it would seem that the authors paint the technologist outside the learning circle rather than central to it as does the AASL Empowering Learners document does. Perhaps I missed the idea that two heads are better than one when planning, creating, teaching, and assessing a learning experience. Since there is no index to the publication, one cannot be absolutely certain. An electronic version of the book will facilitate the search of key terms and tags. However, with each of the three cloudy or missing elements pointed out, I think the publication has a flaw that I see in the approach that has been taken with technology over the past couple of decades. That would make a great debate in a symposium of experts from a wide variety of perspectives. Now to the issue ow whether you should own a copy of this publication. Certainly, every library media educator needs a copy to read and study and compare with the current curriculum of certification of teacher librarians. District teacher librarian coordinators should own a copy and understand it in depth in order to stimulate discussions about the roles of the various professionals in the district. In a number of schools there are instances of a major split between library and technology. Such a stance is unfortunate because the two more traditional roles have more in common than differences if both parties take the time to talk, plan, and co-teach together with classroom teachers. AASL will need to develop a book like this one as new standards are adopted by NCATE concerning the preparation of teacher librarians that are expected in the next year or two.