Professional Reading Reviews Volume 29,
Number 4, April 2002
With Ken Haycock
Reviews:
The
emerging school library media center: Historical issues
and perspectives. / Kathy Howard Latrobe, editor.
Getting
lead-bottomed administrators excited about school library
media centers. / Timothy Snyder
Increasing
academic achievement through the library media center:
A guide for teachers. /
David Loertscher and Douglas Achterman. and Reinventing
your school’s library in the age of technology:
A guide for principals and superintendents. 2002 edition.
/ David Loertscher
NetTrekker
Internet database
Plus: New titles
worth a look
The
emerging school library media center: Historical issues
and perspectives. / Kathy Howard Latrobe, editor.
Reviewed by Ken Haycock
The purpose here is to provide understanding of the history
and development of school library media programming. The
contributors were given considerable freedom to develop chapters
within a specific area. Designed as a reference, the text
is not meant to be read cover to cover. The stated purpose
and framework thus explain the many inconsistencies in an
otherwise excellent work.
The contributors—each outstanding in his or her own
right—review developments over the past century: June
Lester and Kathy Latrobe on education for school librarianship.
Judy Drury and Anne Masters on school librarians and the
progressive education movement, Dianne Hopkins on intellectual
freedom, Carolyn Brodie on collection development, Virginia
Matthews on “the way we were and how it was”, Daniel
Callison on research in our field, Joy McGregor on determining
value and evaluation, Linda Gann on standards and guidelines,
Patsy Perritt on certification, Patricia Pond on AASL, Ruth
Small on instructional design, Dian Walster on technology
and Linda Veltze on internationalization. Some of the chapters
are technical and detailed research papers while others are
anecdotal and informal personal narratives. Each is interesting
and informative, and some are outstanding.
There are many minor errors and irritants, however, that
should have been caught in the editing process; for example, “in
the second half of the twentieth century, many states did
not require degrees for secondary school teachers” (surely,
the nineteenth century); the term “library media specialist” was
not established in 1969 but in the later standards, some
of the bibliographies are missing major relevant documents
(the Knapp project publications on education for school librarians),
in many cases an earlier edition is referenced with no indication
that it has been continued, revised and updated (Ruth Davies
1969 classic, the Treasure Mountain research retreats since
1990), some chapters’ references are simply citations
while others are annotated; minor inconsistencies can be
found from chapter to chapter; internationalization is heavily
focused in North Carolina with several errors about the International
Association of School Librarianship. You get the picture.
The work also suffers somewhat peculiarly from a lack of
conclusion, pulling the trends and issues together as we
face the new century.
Only by understanding our past and knowing the giants of
our field can we build on our foundations. There is much
useful information in this important work: it just could
have been that much better. (Libraries Unlimited, 1998. 288
pp. $42. 1-56308-389-2.)
Bottom Line: Important work with minor irritants.
 Buy
online at Amazon.com
Getting
lead-bottomed administrators excited about school library
media centers. / Timothy Snyder
Reviewed by Ken Haycock
Imagine this scenario: your vice-principal is working on
a master’s degree in order to compete for the next principalship
in your school district. One day he tracks you down in the
faculty lounge waving a new book that he’s been told
to read for his leadership course: Getting lead-bottomed
librarians excited about schools. How could this scenario
be any less offensive than this title? How would you feel?
The promotional piece for this work promises “humor
and insight” around the “pearls of wisdom, planning
strategies, and anecdotal inspiration” offered by a
superintendent awarded a communications citation by a public
relations association. The bottom-line is simple enough:
learn to sell the program to critical decision-makers. And
the advice is solid if superficially presented: develop a
plan, be sure to plan for success, be accountable, gather
intelligence, understand your market, evaluate your progress,
build relationships, and gain credibility— all through
leadership, entrepreneurship, enthusiasm and a positive can-do
attitude.
Regrettably, the writer confuses librarians and teacher-librarians
in his efforts to help “professional librarians” understand
how important they are in spite of feeling overloaded and
unappreciated. He also appears somewhat arrogant and condescending
at times as in “Read this section carefully…enjoy
the language and absorb the content.”
A superintendent writing a book on working effectively with
school administrators is a great idea but this one needed
a knowledgeable editor to help shape a more substantive and
appropriate work. (Libraries Unlimited, 2000. 184 pp. $27.
1-56308-794-4.)
Bottom Line: Advocacy is about respect, not insults in
the guise of humor.
Buy
online at Amazon.com
Increasing
academic achievement through the library media center:
A guide for teachers. / David Loertscher and Douglas
Achterman.
Reinventing your school’s library in the age of
technology: A guide for principals and superintendents.
2002 edition. / David Loertscher
Reviewed by Ken Haycock
Loertscher’s Reinventing provides a “short
course for administrators who want to maximize the impact
of information technologies and the library media program
on teaching and learning;” thus, it concentrates on
the program, not the hardware. Content is delivered through
five sections: collaboration with teachers in the design
of learning; building avid and capable readers; enhancing
learning through technology; creating an information literate
learner: and building an information infrastructure. Two
threads run throughout the sections: budget implications
and assessment. Each page is a separate short seminar.
Since the 1999 edition, the content has been revised and
expanded. New pages include more recent research on information
literacy and reading, comment on how to build a better “bird
unit” and workable solutions to the issues of classroom
collections and scheduling.
As a companion piece, Increasing Academic Achievement is
written for teachers “who want to increase scores.” Again,
using the “one idea per page” format, suggestions
are made for collaboration, promoting reading, enhancing
the use of technology and promoting information literacy.
Much of the information is common to the two books but the
teacher volume has more emphasis on reading (sustained silent
reading, reading aloud), classroom issues (accelerated reader,
scheduling, cut and paste, collaboration) and developing
information literate students (organized investigations,
critical thinking).
In each book, the information is easy to understand and
use. Each could be read by the intended audience and readily
applied. Indeed, they should be required reading in teacher
and administrator preparation programs as simple and straightforward
suggestions for exploiting existing school resources in the
best ways possible, for improved student learning. At the
very least, TLs will find them useful to share with colleagues
and to use selected pages as reproducible handouts for a
workshop, interview, discussion or planning session.
(Increasing academic achievement through the library media
center. Hi Willow Research and Publishing, 2002. 84 pp. $15.
0-931510-81-3; Reinventing your school’s library in
the age of technology. Hi Willow Research and Publishing,
2002. 78 pp. $18. 0-931510-79-1. Distributed by LMC Source
www.lmcsource.com.)
Bottom Line: Dip in and select nuggets for colleagues.
Learning and libraries in an information age: Principles
and practice. / Barbara Stripling, editor.
Reviewed by Ken Haycock
Stripling has pulled together some of the best writers in
the field to contribute thoughtful pieces on professional
practice and future directions. Organized around six sections—Overview;
Context for Learning; Context of Collaborative Planning and
Teaching; Context of Library Media Programs; Connecting to
the Community; Connecting to Research—the authors explain
and explore different models and approaches to inquiry, information
literacy skills, using technology, integrating standards,
creating meaningful assignments, assessment, improving access
for learning, building a learning community and linking research
and practice. A model for program development for student
learning, with a detailed twenty-page rubric for guidance,
is included. In each case suggestions for further reading
are included.
The contributors constitute a “who’s who” of
research-based practitioners and practice-based researchers,
including Brodie, Byerly, Donham, Gardner, Goldfarb, Gordon,
Hughes, Jones, Kuhlthau, Mancall, McGregor, Oberg, Peterson,
Rehmke, Salmon, Stein and Stripling herself. This is a work
that causes one to pause and think about what we’re
doing and whether there are better alternatives to improve
the quality of experiences of teachers and students in schools.
The principles are grounded in research and best practice
but the examples and implications speak to the day-to-day
world of the teacher-librarian.
As the first in a biennial Principles and Practices series,
this beginning sets a high standard for titles to follow.
(Libraries Unlimited, 1999. 374 pp. $35. 1-56308-666-2.)
Bottom line: Thoughtful, challenging, reflective…an
important work.
Buy
online at Amazon.com
Reviewed by Michelle Mallette
NetTrekker markets itself as a web research engine for students,
designed specifically for the secondary school curriculum.
The subscription service, a product of the application service
provider Thinkronize, boasts a growing index of 160,000 web
sites, reviewed and approved by subject teachers.
Subject searches involve “drilling down” through
a directory structure, starting at the top level with one
of 11 subjects, each of which is further subdivided. There
are literally thousands of sites associated with each top-level
subject. For instance, there are nearly 6,500 sites classified
under The Arts, and more than 1,850 sites under Computers.
Alternatively, students can perform a keyword search, do
a “famous person” search, or use a combination
of the above. Refined Search allows for searching with specific
needs in mind – e.g., multimedia requirements; limited
to primary documents; a specific grade level; or sites from
a particular type of organization, such as government sites.
Within the brief display, the search results for each site
include the hyperlinked site title, a reliability rating,
an age rating, a bread-crumb trail following the subject
classification, a brief web site description, icons indicating
features such as images, maps and downloads, an overall rating
and a link to the evaluator’s work history and educational
credentials. The detailed web page evaluation also provides
information about the site’s affiliation, language information
and a rating of its authority and subject depth. Going to
the web page opens a new and smaller window, a user-friendly
feature.
Search results can be saved (and given a specific name)
for classroom activities or presentation, or for later browsing.
A user history of past searches is maintained, and this can
be organized into folders.
A timeline feature, still in the beta stage at the time
of review, offers an historical perspective across subject
classifications, allowing students to see what was going
on in the American arts movement at the same time as in the
sciences, for instance. NetTrekker also provides access at
any stage to handy reference resources such as a dictionary,
a thesaurus, maps, almanacs and more. Resources for teachers
are also available with restricted access. One promised feature,
that of retrieving web sites aligned with state standards,
was not yet available at the time of review.
Navigation is clear and simple, though it would be helpful
to see the timeline feature opened in a new and smaller window
so as not to interfere with web site searching. Finally,
schools considering this service should evaluate their hardware
and system capabilities, in light of netTrekker’s graphics-heavy
interface. (Thinkronize, Inc., 2002. $995 annually per school
building. http://www.nettrekker.com)
Bottom Line: Excellent resource ensuring quality information
reviewed and approved for student research.
Worth
a Look
1001 best web sites for kids
Edited by Lynn Gustafson
Organized alphabetically by topics such as Art History,
the Environment and Oceans and Sea Life. Includes section
Web resources, including recommended plug-ins, web page design
tips and sites discussing netiquette. Each topic features
a list of recommended web sites with brief annotations. Includes
CD-ROM with links to all the sites listed. Awarded the National
Parenting Center's Seal of Approval. Grades K-12.
(Teacher Created Materials, 2001. 288 pp. $24.95. 0-7439-3461-x)
1001 best web sites for parents
Edited by Lynn VanGorp
Organized into topics of interest to parents, including
Parenting, Health, Technology and a section for School-Aged
Kids, including college information. A list of web sites,
with brief annotations, is provided for each topic. Includes
CD-ROM with links to all the sites listed.
(Teacher Created Materials, 2001. 288 pp. $24.95. 0-7439-3462-8)
Battle of the books and more: Reading activities for
middle school students
Sybilla Cook, Frances Corcoran and Beverley Fonnesbeck
Comprehensive guide to planning and implementing successful
reading competitions and other activities, with strategies
for individuals, small groups, classroom and school-wide
programs. Includes forms, promotional materials and questions
for 250 popular and classic titles, from Anne of Green Gables
to Skellig. Titles listed alphabetically, with separate author,
subject and award indexes.
(Alleyside Press, 2001. 143 pp. $19.95. 1-57950-047-1)
Censorship and selection: Issues and answers for schools,
3d edition
Henry Reichman
Updates 1993 edition with discussion of new media, recent
court cases (including Harry Potter) and the issues involved,
from violence to religion. Includes information on how to
incorporate the relevant laws into selection policies, and
a chapter on how to prepare for and handle a challenge. Appendices
include a sample policy, guidelines and summaries of court
cases. Includes footnotes, bibliography and index.
(ALA Editions, 2001. 223 pp. $35.00. 0-8389-0798-9)
Chills and thrills: Tales of terror and enchantment
Edited by Priscilla Hawthorne
This collection of more than 20 stories from around the
world offers a shivery introduction to the genre, featuring
classic works by the Brothers Grimm, H.G. Wells and Italo
Calvino. The tales have been edited and simplified to make
them accessible to children in Grades 4 and up. Illustrated.
(Key Porter, 2001. 270 pp. $29.95. 1-55263-380-2)
Many peoples, one land: A guide to new multicultural
literature for children and young adults
Alethea Helbig and Agnes Perkins
Organized by ethnic group, this resource provides access
to books of fiction, oral tradition and poetry written by
African Americans, Asian Americans, Hispanic Americans and
Native-American Indians. Each entry is annotated, and includes
pricing and pagination information and both age and grade
recommendations. All 541 titles featured were published between
1994 and 1999. Indexed separately by title, authors, illustrators,
grade level and subject. Grades Pre-K to 12.
(Greenwood Press, 2001. 433 pp. $59.95. 0-313-30967-1)
Math links: Teaching the NCTM 2000 Standards through
children’s literature
Caroline Evans, Anne Leija and Trina Falkner
Provides access to picture book literature that supports
the National Council of Teachers of Mathematics 2000 Standards
through 36 lessons, arranged in order of the 10 standards
for Grades K-3. Steps in the lesson connect the book to specific
math skills or concepts. Each lesson includes a bibliography
of alternative titles in case the recommended book is not
available and adaptations for special needs. Indexed.
(Teacher Ideas Press, 2001. 309 pp. $32.50. 1-56308-787-1)
The mystery readers’ advisory: The librarian’s
clues to murder and mayhem
John Charles, Joanna Morrison and Candace Clark
Reference section offers hints on interview questions
for mystery readers (“noir or cozy?”), marketing
strategies, programming ideas and collection development
tips on weeding, paperbacks and finding out-of-print titles.
Second half presents two booklists, one organized by theme
(e.g. Classic, Ecclesiastical) and another by subgenre (e.g.
Legal thrillers, True crime). Includes genre resources, bibliography
and index.
(ALA Editions, 2001. 229 pp. $27.00. 0-8389-0811-X)
Neal-Schuman complete Internet companion for librarians,
2nd edition
Allen Benson
Provides helpful and clear discussion of all Internet-related
topics for librarians – from intranets and computer
security to copyright issues, telnet and domain name registration.
One chapter is devoted to Librarians’ Roles in a Global
Network Environment, while a new section, The Multimedia
Experience, focuses on scanners, digital cameras, video and
sound. The book comes with a CD-ROM for multimedia use, an
index and seven appendices, including a glossary and a list
of helpful e-mail discussion lists.
(Neal-Schuman, 2001. 566 pp. $79.95. 1-55570-414-X)
Standard cataloging for school and public libraries,
3rd edition
Sheila Intner and Jean Weihs
New edition provides greater coverage of books, non-book
materials, Internet resources and serials. Explores descriptive
cataloging rules, subject headings, popular classifications
and computerized entry. Includes discussion of latest versions
of basic tools (U.S. and Canadian) such as Anglo-American
cataloging rules, Sears list of subject headings and Dewey
decimal classification. Includes bibliography and glossary.
Indexed by topic, personal and corporate name, and examples
given.
(Libraries Unlimited, 2001. 346 pp. $45.00. 1-56308-781-2)
Through the grapevine: World tales kids can read & tell
Martha Hamilton and Mitch Weiss
Features 31 tales, from 29 countries and traditions,
that are fun to read aloud and fun to tell as a story, with
tips on storytelling, follow-up activities and a list of
story sources.
(August House, 2001. 128 pp. $14.95. 0-87483-624-7)
U.S. government on the Web: Getting the information you
need, 2nd edition
Peter Hernon, Robert Dugan and John Schuler
Lists nearly 1,400 federal government web sites, with
descriptions and searching tips. Includes a discussion of
the role of government information, the structure of the
U.S. government and how to search for government information.
The book organizes sites by the executive, legislative and
judiciary branches of government, quasi-governmental sites
such as NASA, statistics and more. One chapter is devoted
to sites aimed at youths, educators and parents. Indexed
by government body and by title.
(Libraries Unlimited, 2001. 405 pp. $45.00. 1-56308-886-X)
Using Internet primary sources to teach critical thinking
skills in government, economics, and contemporary world
issues
James Shiveley and Phillip VanFossen
Features 150 web sites to help develop critical thinking
by students in Grades 7-12. Includes sections on developing
critical thinking skills and using primary sources. Organized
under major headings of Political Science, Economics and
Contemporary World Issues, with subdivisions. Each entry
includes a site summary, discussion questions and activities
and a list of related web sites. Political science sites
have U.S. focus, with subsection of international politics.
Indexed.
(Greenwood, 2001. 245 pp. $39.95. 0-313-31283-4)
Where do I start? A school library handbook
Santa Clara County (CA) Office of Education, Library Services
Created to assist new school library staff members, this handbook provides
a broad overview of topics, from developing various policies to programming
and automation.
Includes forms, sample policies, glossary of library terms and index.
(Linworth, 2001. 151pp. $39.95. 1-58683-043-0) |
