Professional Reading Reviews

Volume 32, Number 2, December 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!

Information Literacy: Essential Skills for the Information Age, 2nd. ed.
Michael Eisenberg, Carrie Lowe and Kathleen Spitzer

Curriculum Connections through the Library.
Barbara Stripling and Sandra Hughes-Hassell

Collaborating for Real Literacy: Librarian, Teacher, and Principal.
Sharon Pitcher and Bonnie Mackey

How to conduct action research: A guide for library media specialists.
Lesley Farmer

Redefining Literacy for the 21st Century.
David Warlick

Plus: New titles worth a look

Information Literacy: Essential Skills for the Information Age, 2nd. ed.

Michael Eisenberg, Carrie Lowe and Kathleen Spitzer

Reviewed by Jo Ellen Priest Misakian

This revised and updated edition joins a plethora of books on "information literacy." The authors, which include Michael Eisenberg, one of the creators of the Big6 Process model, offer a historical perspective on the term, chronicling its growth from its origin in 1974 to today, when it has become ubiquitous in the educational world.

Examining a concept from its inception, following its progression over time and discovering its implications for the future helps one build a theoretical base. This book should aid in this process. The relationship to national and state education goals and standards for improving education, content and curriculum standards, and the economic implications is explored. Links are made to national reform efforts, technology and higher education. Actual examples of some of the important work being done at the local and state levels in the field are provided.

Included are multiple appendices, containing a chronology of the development of information literacy, its correlation with national subject matter standards, and expansive rubrics defining an information literate student. Extensive reference and annotated ERIC bibliography sections complete this exploration into information literacy, its past, present, and future.

Information literacy skills are central to an informed citizenry and the definitive maxim for explaining the role of the teacher-librarian. (Libraries Unlimited, 2004. $47.50. 400 pp. 1-59158-143-5).

Bottom Line: Build your theoretical base – start here.

Curriculum Connections through the Library.

Barbara Stripling and Sandra Hughes-Hassell

Reviewed by Jo Ellen Priest Misakian

Imagine having your own private coach to furnish you with a game plan and the plays for producing a winning school library program. Those contributing to this important work include some of the library world’s brightest luminaries who have pooled their collective wisdom to provide sage advice and support for incorporating inquiry-based learning into all disciplines.

Experts in the field have written chapters within four distinct areas: “Building Independent Learners,” “Mapping the Collection,” and “Teaching and Assessing,” guide one toward “Creating Collaborative Learning Communities.” Topics are explored in-depth within each section and include activities designed to enable the reader to put into practice what has been discussed.

Ideas are included for incorporating inquiry-based activities into the science, math, social science, language art and literature disciplines; the rationale for and instructions on how to map the library collection to the curriculum; the importance of assessment in the process; and on building learning communities.

The relationship between inquiry and reading comprehension is explored, demonstrating the value of the library program in promoting reading and developing readers, moving beyond providing a rich collection of resources.

Illustrations, references, and an index are included. (Libraries Unlimited, 2003. 256 pp. $38.00. 1-56308-973-4).

Bottom Line: Important counsel from a cadre of experts.

Collaborating for Real Literacy: Librarian, Teacher, and Principal.

Sharon Pitcher and Bonnie Mackey

Reviewed by Barbara Troisi

Elementary teachers, librarians and principals are featured as prominent stakeholders in a collaborative effort to transform schools in this literacy-focused model aimed to boost student achievement. The authors share ideas and examples to enable children’s comprehension, writing and speaking opportunities to excel.

The ground rules of literacy are examined along with scaffolding, literacy centers, family relationships, multicultural literacy, comprehension instruction, conversation literacy, writing integration and natural assessment. The unique chapter design features a quote from an educator followed by anticipatory questions to stimulate reader’s knowledge of the topic. Next,the literacy instruction theory is explored along with resources for putting each into practice. Developmental ideas and practices for the mutual leaders, collaboration summation, and rich reference section titled “Reading the Minds of Others” sums up each section.

The plan presented is a commendable contribution to collaborative expansion, but offers some challenges. The issue of budget is never addressed and in order to implement the design would involve finding other financial support. In these times of budget and time constraints, schools would struggle to fund 500 books per classroom, provide parent transportation, or hire a literacy leader.

There are misconceptions in the content regarding the role of teacher-librarians and literature in the literacy plan. TLs promote the value of literature in a multitude of ways, but they do not teach reading. Only one page was devoted to the primary task of school librarians’ instruction of information literacy in the curriculum.

TLs do work closely with teachers in curriculum planning, however, it is not their responsibility to select classroom library collections. Teachers interact with their students and classroom purchases should reflect the individuals’reading abilities. Strategies for teaching comprehension suggest the use of children’s literature as text. Such activities may take away the enchantment of books for children. (Linworth, 2004. $45.95. 182 pp, 1-58683-144-5).

Bottom Line: Marketing the collaborative triangle—teacher, librarian, and principal—for literacy excellence …

How to conduct action research: A guide for library media specialists.

Lesley Farmer

Reviewed by Violet H. Harada

In this guide to conducting action research, Farmer begins with a simple model and follows this with extended descriptions of how to identify a significant research issue, investigate the theory behind the issue, and determine appropriate means of data collection. Among the methodologies that she describes are observations, surveys, interviews, content analyses and case studies. She also discusses the importance of considering ways to summarize and report the findings.

Along with a brief example of an action research plan, Farmer also discusses issues relating to sampling size and the various requirements of qualitative and quantitative methodologies.

Action research is a timely topic in schools working toward grassroots reform and improvements. This brief publication provides practical first steps to consider. While much as been written on this topic for the classroom teacher, this is one of the few works that directly addresses teacher-librarians. As Farmer states, engaging in this type of assessment can contribute significantly to an “increasingly research-based professional domain” (p.39). (American Association of School Librarians, 2003. $10. 44 pp. 0-8389-8260-3).

Bottom line: Readable and practical guide to action research.

Redefining Literacy for the 21st Century.

David Warlick

Reviewed by Barbara Troisi

The process of redefining basic literacy, exploring its impact on education, and integrating new skills and knowledge in the world of information is the focus of this new guide by David Warlick, a leader in the technology arena and owner/consultant of The Landmark Project. The stage is set with a futuristic tale in which learners and teachers play roles in an educational setting ten years hence, leaving one to visualize the expected or unexpected changes in technology.

His challenge is to reverse the priorities of student learning to the what, how and how well context of an information environment and reflect the changes from the 3R basic skills to 3Es where information is exposed, employed and expressed. The design offers help, ideas and resources for educators to equip students to access, process and communicate information and ideas. One of the literacy strategies suggested is the organization of personal digital/virtual information library offering opportunities for comparing, evaluating and understanding information. A chapter devoted to ethics and context addresses ownership issues and presents a model information code for students and teachers. Action Items offer practical tips demonstrating the valued collaborative efforts of principals, district technology leaders, school-based technology leaders, teacher-librarians, teachers, parents and students. Photographs, charts, graphs, websites, print/online resources and quote boxes (Large Idea!) are beneficial features. There is no index. Readers will appreciate and value access to the author’s web site designed to view resources, handouts, and discussion forum. A site map would be a valuable addition to the home page.

Teacher-librarians as teacher, instructional partner, information specialist and program administrator will link beyond online resources to multiple sources including literature, poetry, magazine, newspapers, CDs and videos. (Linworth, 2004. $44.95. 128 pp. 1-58683-130-5).

Bottom Line: The information literacy showdown – expose, employ and express…