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Library materials and services for teen girls.
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Pathways to Knowledge® and inquiry learning.
Marjorie L. Pappas and Ann E. Tepe
Reviewed by Jo Ellen Misakian
jmisakian@prodigy.net
As the production of information continues to increase with such ferocity, the skills needed to harness it become more and more critical. An information-processing model is often the tool used to develop students into creative and responsible users of information. This model is one of several designed for this purpose. Each process model offers a little different approach, but all provide a structure for teaching information literacy skills. This “holistic” model is more complex than some, but is supported with a good amount of explanation and instruction.
The Pathways model presents teaching strategies in six
nonlinear stages: Appreciation, Research, Search, Interpretation,
Communication and Evaluation.
An extensive
array of practical ideas and activities foster a deeper understanding
of the model and its connection to the constructivist learning
theory. Excellent
guides
for planning thematic units designed to integrate the strategies into
the curriculum, along with an extensive list of electronic,
Web and print resources,
are included.
Actual scenarios demonstrate the model in action.
Created by two highly respected and published members of the profession,
Pathways offers general and specific tools to meet the challenges of
leading the charge
to produce an information literate society. (Libraries Unlimited, 2002.
155 pp. $35.00. 1-56308-843-6)
Bottom line: Useful pathway to information literacy.
Collection development for a new century in the school library
media center.
W. Bernard Lukenbill
Reviewed by Barbara Troisi
btroisi@lightspeed.net
The art of collection development is about making choices – a complex and creative process influenced by changes in the educational, social, cultural, economic and technological world. Lukenbill profiles school librarians as major players in the transformation and provides timely tools and innovative strategies. The easy-to-read book is philosophical, yet based on theory and issues. Five themes affecting collection management are integrated into each chapter discussion. They include social and cultural action, decision-making, creativity and the production of information and literature, aesthetics and technology. Historical practices have evolved into a scientific paradigm that is taught, practiced widely, and accommodates new ideas and approaches. The chapter Technology, Education and Information illustrates the evolution of technology from hornbooks to electronic media, requiring new visions and a balanced approach to collection development. The author offers excellent guidance to ensure that formats are conducive to the development of information literacy and critical thinking skills. Extensive chapter notes and a bibliography support the text’s content. This title is certain to refresh and redefine a complex but rewarding task. (Greenwood Press, 2002. 224 pp. $39.95. 0-313-31295-8)
Bottom line: New designs for newer media.
Reading for academic success: Powerful strategies for struggling,
average, and advanced readers grades 7-12
Richard W. Strong,
Harvey F. Silver, Matthew J. Perini, and Gregory M. Tuculescu
Reviewed
by Gail Bush
gbush@dom.edu
Effective professional development workshop leaders generally have a rhythm that emerges. After considerable time reviewing the organization of this book, checking ‘About the Authors’ was very illustrative. The book seems like the compilation of very successful inservices; indeed, the authors are trainer-consultant/educators who have brought together ‘powerful strategies’ for secondary school readers.
The areas covered are the hot reading topics of concern in high schools today: the textbook, note-making, vocabulary, inferential reading, questions and journaling. The last chapter covers reading styles and differentiating for individual students’ reading needs. Reproducibles accompany each topic and readers are encouraged to use the forms to improve classroom instruction.
Secondary content-area teachers will find this book most helpful if they focus on a particular strategy. Each strategy is explained through steps in implementation, classroom strategies, and research findings that connect practice with theory. In many instances, student dialogues are included to explicate the strategy in the classroom. Student readers who are at grade level and advanced will benefit from educators who incorporate these strategies; sections directly relating to struggling readers are lacking in comparison.
Literature connections are generously sprinkled throughout the text. I am puzzled, however, by the choice of a few lines of Langston Hughes poetry that are taken out of context. The discussion about vocabulary that follows would be more effective with almost any other lines of poetry. (Corwin Press, 2002. 200pp. $65.95. 0-7619-7834-8)
Bottom line: Current classroom strategies beyond the basics.
Power research tools: Learning activities & posters.
Joyce Kasman Valenza
Reviewed by Jo Ellen Misakian
jmisakian@prodigy.net
To put a spin on the old adage, this is a case of “preaching what you practice” and Joyce Valenza is extremely qualified to “preach” on this subject. Her talents and skills are evident in the many publications and presentations to her credit, this being no exception.
Power research tools corresponds with and reinforces recognized national AASL, ISTE, and NET information literacy standards. Learning activities and ready-to-use handouts are not located in an appendix, but rather are contained within each chapter, providing an array of tools and rationale for using them, making for an invaluable resource.
Each chapter is replete with ideas, activities,
organizers, rubrics, and/or games to foster and assess
learning. Excellent descriptions and
justification
of the information process pieces are concise and complete. The reader
is privy to helpful hints on how to develop a thesis statement, promote
the
ethical
use of information, determine the value of information, and use and
share it with others. Included are 18 colorful full-size
posters to reinforce
the skills
being taught.
This will sit nicely alongside her Power tools, offering a wealth of
assistance to the teacher-librarian dealing with the intricacies of
administrating a successful library program. (ALA Editions, 2002. 144
pp. $55.00. 0-8389-0838-1)
Bottom line: Valenza delivers value.
Strategic planning for school library media centers.
Mary Frances Zilonis, Carolyn Markuson and Mary Beth Fincke
Reviewed by Jo Ellen
Misakian
jmisakian@prodigy.net
This may be considered the busy teacher-librarian’s manual for preparing a library plan. The book is essentially a workbook for developing a long-term plan for district and school library services. It also offers tips and guides for regional or district personnel to prepare training sessions on planning procedures.
Each chapter contains information and explanations on the components of the library program and provides planning templates and samples to facilitate the planning process. Entering information into the templates helps one focus on each area and aids in the crystallization of purpose and the articulation of a vision for the program. Following the procedures in this book will take one from understanding the importance of developing a “strategic and operational” plan for service to the presentation of the final product. Regular updating and revision of the plan is emphasized. A sample district plan is included in the appendix.
Using this planning framework will “force” library personnel to focus on the key components of school library service, which can only enhance the program. Even if one has a library plan in place, this may prove of value as its strength lies in its succinct guidelines for school library service. (Rowman & Littlefield Publishing Group, 2002. 136pp. $26.00. 0-8108-4104-5)
Bottom line: Focus, focus, focus – for superior service.
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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. |
