Professional Reading Reviews

Volume 31, Number 3, February 2004

Ken Haycock

Thoughtful, in-depth reviews of the newest in professional resources for the school library. Includes brief reviews of new titles publisher Ken Haycock deems Worth a Look!

It’s not the media: The truth about pop culture’s influence on children.
Karen Sternheimer

AAchieving information literacy: Standards for school library programs in Canada.
Marlene Asselin, Jennifer Branch and Dianne Oberg, eds.
A joint endeavour of the Association for Teacher-Librarianship in Canada (ATLC) and the Canadian School LibraryAssociation (CSLA).

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

Power research tools: Leaning activities & posters. Joyce Kasman Valenza

Strategic planning for school library media centers. Mary Frances Zilonis, Carolyn Markuson and Mary Beth Fincke

Plus: New titles worth a look

It’s not the media: The truth about pop culture’s influence on children.
Karen Sternheimer

Reviewed by Mike Males
mmales@earthlink.net

Sociologist and media scholar Karen Sternheimer doesn’t argue mass media has no influence on youth, but rather that the influence is far more complex, individual and varied than the simplistic “monkey-see-monkey-do” effect postulated by those who blame rap music, movies, video games and advertising for youthful sex, violence and materialism. She dissects the psychological tests applied to media influences and finds their reliance on artificial settings and weak substitutes for violence (such as administering loud noises) renders such studies woefully inadequate to support the conclusion that the “media” causes bad behavior in the young. For example, the same laboratory research techniques showing that exposure to violent television programs, video games and films causes increased aggressive behaviors by youthful viewers found identical effects for mild programs such as Sesame Street and Mr. Rogers’ Neighborhood. Citing history, studies and case after case of flawed media blaming, Sternheimer’s valuable and persuasive treatise concludes that overblown fear of pop culture’s effects masks real fears of social change and the future that youth represent. (Westview Press, 2003. 258pp. $26.00. 0-8133-4138-8.)

Bottom Line: Pop culture can be youth positive.

Achieving information literacy: Standards for school library programs in Canada.
Marlene Asselin, Jennifer Branch and Dianne Oberg, eds.
A joint endeavour of the Association for Teacher-Librarianship in Canada (ATLC) and the Canadian School LibraryAssociation (CSLA).

Reviewed by Jo Ellen Misakian
jmisakian@prodigy.net

A vision statement sets the stage for making a declaration for building and maintaining an effective school library program. Included are the components inherent in a school library program designed to produce information literate students.

The framework for an information literacy program defines eight information literacy learning outcomes, with specific indicators, based on national curricular content and information literacy documents. Standards for a school library program, a bibliography of resources and appendices filled with additional information are integral to the purpose this document. Within the appendices are supporting documentation, a sample evaluation checklist and teacher-librarian competencies.

Standards for managing a school library program are delineated within 10 tables. Information covering various staffing situations; collection of resources, including size, type, currency, funding and facilities; and information and communications technologies standards are contained within the tables.

Levels of service in the tables are defined as “Below Standard,” “Acceptable,” and “Exemplary.” The guidelines furnish those interested in providing a quality education for students with methods to evaluate their particular library program. The levels of service are tools with which to assess and build a program of excellence. This document clearly demonstrates the procedures for constructing an exemplary school library resource program. Go Canada! (Canadian School Library Association, 2003. 90pp. $29.95. 0-88802-301-4.)

Bottom Line: Qualitative guidelines with quantitative standards for excellence.

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.