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Teach Them ALL to Read: Catching the Kids Who Fall Through
the Cracks.
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Concept-based curriculum and instruction: Teaching beyond
the facts.
H. Lynn Erickson
Reviewed by Violet H. Harada
vharada@hawaii.edu
This thoughtful work promotes a curriculum focused on a conceptual rather than fact-based framework. Erickson, who is a consultant on curriculum design, contends that the information explosion has produced “frenetic” and “fractured” classroom teaching. Educators are concerned about “teaching more content” rather than realizing that the key is identifying the unifying concepts that overarch the various disciplines.
The well-organized text takes readers from a critical analysis of current national standards to a systems design approach to curriculum that includes (1) selecting appropriate themes and major concepts, (2) brainstorming relevant subtopics and essential questions, and (3) creating tasks, activities and culminating performances related to essential outcomes desired. Careful crafting of scoring guides is emphasized.
Especially helpful are the numerous and specific examples of actual practice that Erickson has culled from her extensive work with various school districts. The last chapter captures compelling testimonies from teachers, who have moved toward concept-based practices.
Teacher-librarians are not specifically mentioned in this text; however, the potential of collaborating with classroom teachers is unmistakable. The type of integrated, interdisciplinary study promoted here provides tremendous opportunities for enterprising teacher-librarians to build information literacy skills and behaviors into more coherent curriculums across a school. (Corwin Press, Inc., 2002. 174 pp. $24.95. 0-7619-4640-3)
Bottom line: Reflection and action translates mechanics to real meaning.
Problem-based learning in K-8 classrooms: A teacher’s
guide to implementation.
Ann Lambros
Reviewed by Violet H. Harada
vharada@hawaii.edu
This book is intended as a quick and practical guide on designing problem-based learning (PBL). Lambros defines PBL as a method based on using problems and situations in the real world for the acquisition of new knowledge. The bulk of the text focuses on examples of “problem scenarios” that busy teachers might modify and adapt at different grades.
The various scenarios reflect the developmental levels of the targeted student participants. They range from a scenario where kindergartners design a wolf-proof house after exposure to The Three Little Pigs to one where 8th graders create mechanical drawings and scale models for an amusement park ride. Lambros also describes how the scenarios are extended into actual teaching and learning activities. In the final chapters, the author explains how PBL might be aligned with content standards and how PBL might be assessed using rubrics and checklists.
For schools intent on redesigning their curriculum to embrace more authentic learning experiences, this text provides creative and concrete starting points. Teacher-librarians will see exciting possibilities for supporting classroom teachers, who wish to tackle PBL projects.
The author is Director of the Center of Excellence for Research, Teaching and Learning at the Wake Forest University School of Medicine. (Corwin Press, Inc., 2002. 100 pp. $21.95. 0-7619-4534-2)
Bottom line: The quick reference format will appeal to busy professionals.
The School Buddy System: The Practice of Collaboration.
Gail Bush
Reviewed by Jean Donham
jdonham@cornellcollege.edu
If this title suggests a “how-to-do-it” approach to collaboration, it misleads for sure. The first five chapters provide a scholarly review of the education literature on the topic of collaboration within the teaching world – and by extrapolation the teacher-librarian world. The survey offers insight into the American teaching culture and the reasons why collaboration is not a natural part of that culture. The text in these chapters is dense as the conclusions of theorists and researchers follow in rapid succession of one another.
Chapter 6, “A Collaborative Mind Set,” characterizes essential ingredients for creating a collaborative teaching environment, again drawing heavily from professional literature. Following next is a “framework” for educator collaboration. This “framework” is essentially a series of questions about what needs to be in place for collaboration to be understood and practiced. The book ends with forty “conversation prompts” intended to provide openers for engaging colleagues in conversation about collaboration. Some are directly related to collaboration, for example, “What is the relationship between collaboration and community? Which fosters which?” Others are tangential but relevant, such as, “What role does independent research play in engaged learning activities?” These conversation prompts are gleaned from the author’s experiences in her own high school. An extensive bibliography from educational research and theory is provided. (American Library Association, 2003. 114 pp. $33.00. 0-8389-0839-X)
Bottom Line: Theoretical underpinnings for appreciating the challenges of collaboration.
Make a PACT for Success.
Ruth V. Small & Marilyn P. Arnone.
Reviewed by Michele Farquharson
mlf@shaw.ca
Acknowledging the importance of conveying concise, relevant facts in our information-rich world, this book focuses on the information aspects of presentations, "...the process of defining, selecting, organizing, managing and evaluating information to communicate a message to a given audience." (p.6) The acronym PACT stands for Purpose, Audience, Content and Technique, with each of these components given in-depth coverage. Chapter Six is particularly relevant for teacher-librarians as it summarizes information problem-solving models (Eisenberg/Berkowitz, Stripling/Pitts, Kulthau...) as part of Content (research) and later synthesizes them into eight major categories across three time periods. A wide scope is given to types of presentations—oral, written and multimedia—various audience size, and specific format (i.e., written–newsletter, memos, resumes, business cards, brochures...).
Initially, the writing style with its redundant questions and the authors ‘aim to serve a diverse audience, are disconcerting. Each chapter includes objectives, quotes, Let’s hear it (a real life example), Learning check, Do and discuss, a case study and Coming up. However, the plethora of information and clever key visuals, along with useful mnemonic devices make this an invaluable text for those just beginning to acquire public presentation skills or a fine-tuning device for seasoned presenters. (The Scarecrow Press, Inc., 2002. 241pp. 0-8108-4347-1)
Bottom line: Theory and practicality for effective presentations.
Reaching Reluctant Young Adult Readers.
Edward T. Sullivan
Reviewed by Rosemary Chance
Rosemary.Chance@usm.edu
Providing resources and strategies “to get [middle school] kids into the habit of reading” is the purpose of this book, “before they reach the point of no return.” Eight chapters include Aliteracy and the Reluctant Reader, Strategies for Reaching Reluctant Readers, and Resources for Reluctant Readers with individual chapters on comics and graphic novels, nonfiction, picture books, magazines, and audiobooks. Sullivan’s discussion of each topic is based solidly on findings of researchers, such as Kylene Beers and Betty Carter. Recommended titles support each genre discussion. Suggested strategies for reaching reluctant readers are not surprising but are worth reviewing. Sullivan offers two annotated bibliographies, Twenty-Five Nonfiction Titles for Reluctant Readers and Twenty-Five Picture Books with Young Adult Appeal. Justification for the use of each genre with reluctant readers will help teachers and librarians select appropriate materials. An appendix includes a lengthy bibliography of professional resources, some of which are cited in the text of the chapters. An index completes this functional and informative guide. (Scarecrow Press, Inc., 2002. 120 pp. 0-8108-4343-9)
Bottom Line: Useful for TLs and anyone writing about aliteracy.
Creating Cyber Libraries.
Kathleen W. Craver
Reviewed by Barbara Weathers
Barbara.Weathers@Duchesne.org
Craver has crafted a rich guide for the exciting, rapidly developing work of starting cyber libraries in schools. She begins incrementally with the definition of cyber libraries, guidelines for their creation, and how to craft a mission statement and collection development policy. As each topic is presented, Craver explains all aspects of the issue in such a way that the readers are not overwhelmed and can feel confident about the work ahead of them. Frequently the advantages and disadvantages of a topic are specifically laid out, as with portals and hosting a cyber library. This is a tremendously helpful to those who do not have the luxury of time to research these areas.
Craver has a special gift for weaving the traditional elements of library work with students—such as creating pathfinders and encouraging reading—with the technical pieces of a cyber library so readers learn to think about how to migrate them to an electronic format for potentially greater efficiency. Further topics include consortia (to join or not to join), vendors, fee-based libraries, and evaluating and promoting cyber libraries. Every chapter contains a rich list of web sites related to the topics discussed. (Libraries Unlimited, 2002. 222 pp. $39.95. 0-313-32080-2)
Bottom Line: Even if you are already a cyber librarian, this is a “must have.”
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Feature articles support the TL's role in collaboration, leadership, advocacy and technology integration as well as thought-provoking pieces on management and programming issues. |
