Professional Reading

By Staff -- School Library Journal, 7/1/2006

BROWN, Joanne & Nancy St. Clair. The Distant Mirror: Reflections on Young Adult Historical Fiction 210p. (Scarecrow Studies in Young Adult Literature Series). bibliog. further reading. index. notes. CIP. Scarecrow 2005. Tr $42. ISBN 0-8108-5625-5. LC 2005019016.

This book presents multiple themes and approaches to the genre found throughout British and American literature, written in a formal, academic style. Undergraduate and graduate students looking for research-paper material on the evolution of historical fiction for young adults will find a wealth of information here. However, the volume will not help librarians looking for titles to purchase or booktalk as it does not include annotated subject lists with cross-references in an accessible format, nor will it be useful to teachers looking for titles on specific decades or events. An admirable effort for academia.–Kathy Lehman, Thomas Dale High School Library, Chester, VA

Combining enthusiasm and inspiration with practical tips, handouts, and resources, Hamilton and Weiss offer a comprehensive second edition that will be useful to both novice and experienced tellers. Citing studies that confirm the educational value of storytelling, the authors demonstrate how such activities correlate well with state standards that involve language-arts skills of listening, speaking, reading, and writing. Step-by-step instructions on effective story selection, learning, and telling will empower even the most timid teller. In addition, the authors give many suggestions for connecting storytelling with writing and other classroom activities. Children’s librarians, library media specialists, and teachers will appreciate the complete bibliographies, listing “Picture Books for Telling in Four Categories of Difficulty,” and anthologies whose stories are coded for levels of difficulty. Unit plans, strong bibliographies, numerous activity and exercise suggestions, ideas for differentiated instruction, and a detailed resource-rich appendix add to the value of this book. The accompanying high-quality DVD shows children and adults telling stories, gives Web links, and includes 25 stories to download and print. This resource goes a few steps further than Nancy Schimmel’s Just Enough to Make a Story (Sisters’ Choice, 1992) and Kendall Haven’s Super Simple Storytelling (Libraries Unlimited, 2000).–Lee Bock, Glenbrook Elementary School, Pulaski, WI

This collection of more than 50 English folktales contains a variety of stories arranged by common themes: “The Fool in All His Glory,” “Wily Wagers and Tall Tales,” “Dragons and Devils,” etc. The work of 22 storytellers is represented and their tellings are lively and inflected with the rhythms and speech of the regions from which their stories emanate. It is a delightful compendium for storytellers.–Miriam Lang Budin, Chappaqua Public Library, NY

Bilingual, multilingual, ESOL (English Speakers of Other Languages), LEP (Limited English Proficient), ESL (English as a Second Language), ELL (English Language Learners)–whatever you want to call these students–if you are working with them, you need this book. Roth advances the idea that using traditional literature with students who are learning English will help them acquire critical communication skills while tying unfamiliar new places to familiar elements of their own heritages. The author provides practical, ready-to-use lesson plans, story samples, and suggested activities. She includes student-written stories from Iran, Korea, Bosnia, India, Azerbaijan, Mexico, Laos, Somalia, and Colombia. Resource lists of folk and fairy tales from all over the world also are included. The activities describe how to compare the stories to one another and how to relate them to the students’ own experiences. The suggestions range from the basic (Venn diagrams, story maps, charts, graphs, story cubes, etc.) to more involved strategies such as “Sketch to Stretch” (drawing pictures that show variations in setting or clothing, then discussing similarities and differences) or role-playing activities, to name only a few. The book contains a wealth of resources for anyone interested in using traditional literature in upper elementary through high school classrooms.–Lucinda Snyder Whitehurst, St. Christopher’s School, Richmond, VA

This unique volume discusses four types of reading groups: mother/daughter, father/son, family, and the traditional children’s reading circles. Advice on how to form a discussion group, provide the books, lead the discussion, and facilitate a welcoming atmosphere is presented in the first chapter. The nature and specific challenges of each group are described; consideration is given to age, gender, reading levels, and multicultural factors that would determine the genres and subject matter. A variety of titles is summarized, and each one is described as to characterization and theme; titles with similar themes are listed. The books suggested are mostly for readers in grades three to eight and include sophisticated picture books that may be enjoyed by all ages. The titles will be familiar to most experienced children’s librarians and provide a good memory jog. Most of the books were published in recent years but some go back as far as the 1950s. Perhaps the most helpful section for adults new to book-discussion facilitation is the list of open-ended discussion questions that accompany each book selection. Helpful indexes include grade level, genre, theme/subject, author, and title. Suggested readings include a list of other books on the subject of book discussions and motivating children to read. Suggested resources also include Web sites. A useful volume for parents beginning a book group and for teachers working with literature circles.–Jackie Gropman, Chantilly Regional Library, Fairfax County, VA

This volume is “intended to be a guide for the new or future children’s librarian.” As such, it reads like a textbook and covers the gamut of topics that you would expect to find in such a text–collection development (purposes, selection and acquisition, organizing, cataloging, evaluation, deselection); services (after-school, reference, readers’ advisory, the Internet); programming (storyhours, book-discussion groups, booktalking, summer reading clubs, family programs, family literacy); and management, administration, and leadership (budget, finance, planning, policy and procedures, public relations, promotion, marketing, professional development). Sullivan also discusses the role of children’s services and the principles of children’s librarianship. Topics are not covered in great depth but the content does touch on the essential elements. Insets within the chapters discuss issues such as librarian shortages and pay equity, service to boys, children and privacy, and library programs and copyright. Other insets give suggested titles for storyhours, a sample press release, and Web resources. While the book is probably redundant for practicing children’s librarians, it is well suited for novices or as a guide for library directors who are not sure of the place of children’s services in the public library.–Janet Hilbun, Texas Woman’s University, Denton