Letters

As a high school librarian and a parent, I am troubled by Mr. Boyer's letter (June 2006) of complacency and ignorance over teen use of public and school libraries. I see young adults reading more for pleasure than my friends and I did when we were the same age, and for good reason. Libraries—good libraries—have realized that they need to target this age group with interesting materials, an understanding and active library staff, and good programming. As an involved parent, I demand this for my own children, and as a professional, I make sure my students get it as well.

It is my job to make the library a popular place. I need to know my patrons by their first names and I need to care about them as individuals. I need to not only know about the latest technology or library materials, but also know that Greg can sing R & B like the best of them, that Brittany would love to see that new book by Davidson, and that Paul wants to talk about new manga. I need to play a role in the grading of student research papers so I can help classroom teachers address plagiarism issues and help students write a works cited page. I need to know when a health teacher needs YA literature for her class so that I can work with her to create a list that meets her students' needs. My library is part of the curriculum.

We need to be willing to take risks in order to be noticed and to be effective teachers and leaders in our schools and communities. For me, losing kids around middle school is not acceptable. I feel badly for the young adults in Springfield, PA, as they may not be getting the services they require.

Melissa Gergen, Library media specialist, Guilderland High School, Guilderland Center, NY

Thank you for the article on critical literacy (“Question Authority,” April 2006). The concept was clearly explained, and the examples covering many age groups were detailed and highlighted excellent resources.

I would be interested in learning more about how to apply this concept to the pervasive commercial advertising that targets children. As a child, I was fortunate to be educated about advertising techniques such as “getting on the bandwagon.” Knowledge of advertising techniques and their intent, as well as the ability to apply critical thinking in analyzing advertisements could be a great help in nurturing children who are aware of the pervasive cultural influences.

Elizabeth Gray, Youth services and outreach manager, Mid-Columbia Library System Kennewick, WA

I felt since I have subscribed to SLJ for the past 19 years I should provide an explanation for canceling my school's subscription. Your edition highlighting books for students with alternative sexual preferences (January 2006) was indicative of the disregard you display for elementary school libraries and your blatant political agenda. Because my position as an elementary school librarian requires that I spend public funds with care, respecting the beliefs and tastes of the community I serve (in other words, it is not my job to impose my beliefs or politics on the people who pay my salary), I can no longer justify the very considerable cost of your magazine.

Sandra Kernaghan, Librarian, Jerling Junior High School, Orland Park, IL

I recently read Chatterjee's column “Camp Library” (May 2006). I, too, have been holding sleepovers at my school's library, but with upper-school girls and boys aged 14–18. Some sleepovers have been in conjunction with my Living Poets Society club where the students and I have attended poetry readings or slams and then returned to our school to play poetry-related games, have scavenger hunts, and read and write poems.

I've also held sleepovers for my Literary Lunch Chat group. Lit Chat is a group of students who meet with me to discuss anything and everything, but mostly literature. Topics range from chick-lit to classics like War and Peace.

Two sleepovers we held this year revolved around movie tie-ins. Twenty-two of us attended Harry Potter and the Goblet of Fire and then returned to school to play quiz games, our own version of Quidditch, and “Bookionary,” a game I created. Twenty-four students took part in “Pride & Prejudice & Pizza,” where we used the newest movie version of the novel as our jumping-off spot for games and challenges, including “Pride and Prejudice: The Board Game,” where each team had to get its famous couple to the church to be wed while answering questions about the book along the way. Both times we ate breakfast together in the morning and got ready for a day of school. That next day can be long and tiring, but the night before made it well worth it!

When students who have taken part in the sleepovers return for a visit, they ask if I am still doing them and comment that those nights were some of the best they had during their years in the upper school. I encourage all librarians to take a chance on running a sleepover. The experience will be rewarding for them and unforgettable for their students or young patrons.

Caroline Bartels, Head librarian, Horace Mann School, Bronx, NY

We read with great interest Robert Eiffert's review of Wikipedia (March 2006). We appreciate this thoughtful and thorough review, and would like to respond and bring you up to date related to a few points in the article.

The review criteria raised are each important. We have high and rigorous standards for the accuracy, readability, and scope of World Book Encyclopedia. With the advice and guidance of World Book's advisory board and its consultants, the editors draw upon the expertise of more than 3,800 scholars and specialists. An editorial research staff, with experience in reference librarianship and classroom teaching as well as in various subject areas, cross-checks World Book's content using multiple reliable sources. The researchers collaborate with the subject editors to ensure accuracy, clarity, and objectivity. These qualities are essential for any reference resource, but particularly for World Book, which focuses on making its content comprehensible to young readers.

Regarding specific points in the article's side-by-side comparison, I did want to bring you up to date. As of April 12, 2006, World Book added an article on intelligent design in its online version. Although timeliness is important to us, so, too, is taking exceptional care on topics that invite controversy, such as intelligent design, because students rely on our information for both accuracy and balance.

Regarding the World Book coverage of Black Death, I also wanted to clarify that we provide links to numerous references, including a thorough article specifically on the history of black plague written by a noted professor.

Paul A. Kobasa, Editor in chief, The World Book Encyclopedia

I am writing regarding Kathy H. Barclay's review of Read-TV: Do What You Love (May 2006). I am concerned about some of the author's comments and assumptions.

Ms. Barclay took issue with the slow pace of Read-TV. However, studies have shown that rapid cutting and unnecessary stimuli limit learning in television productions for preschool and primary school children. Ms. Barclay also took issue with the true-to-life video “making the production appear similar to a home movie.” Our audience research with Read-TV found its subject matter captivating. Other research findings also conclude that children respond positively to seeing their experiences reflected on screen. Situated cognition provides many learning opportunities for young children.

Ms. Barclay says of Read-TV that “a cursor points to each word on the screen.” This comment is not accurate —no device such as a cursor is ever used in this series.

It is sometimes hard as an adult to watch a DVD that develops at a child's pace. However, as educators we should take the time to see from a child's perspective. Overstimulation is a problem for many North American children. Let's not have our adult biases cloud our vision of what children really do appreciate while they learn.

Leah Tremain, Executive producer, Read-TV Productions, Tremain Media Inc., Campbell River, BC

In your article “State of the Nation” (June 2006), you have stated that New York does not require a teacher certificate. Please check your sources because that information is wrong. I am a library media specialist for New York state and I had to receive teacher certification.

Linda Puskar, Library media specialist, Pelham, NY

The June 2006 short take on the movie version of Hoot incorrectly labeled the book as a Caldecott Honor winner. It is a Newbery Honor winner.

The June 2006 article “State of the Nation” incorrectly labeled the Utah department of education in the state-by-state chart as “Department of Educator Certification and Standards Texas Education Agency.” It should have read “Utah State Office of Education.” The Web site given was incorrect. The correct site address is www.schools.utah.gov/cert/Endorsements/endlibrary.htm.