Professional Reading

By Staff -- School Library Journal, 9/1/2006

CAVANAUGH, Terence W. Literature Circles through Technology 123p. charts. illus. photos. bibliog. index. Web sites. CIP. Linworth 2006. pap. $39.95. ISBN 1-58683-203-4. LC 2006003200.

Early chapters discuss the uses and relevance of technology in students’ lives, define and provide a basic model of the literature circle (allowing for inclusion and differentiation in instruction), and describe the roles teachers and library media specialists play in the process. A thorough presentation on the utilization of e-books within circles covers the many advantages, various formats, and selection of material. Other chapters cover integrating and managing technology in the classroom, using digital meeting spaces to journal, creating a Socratic literature circle, distance learning settings, and video conferencing. Lists of Web resources and a bibliography end each chapter. Examples of student assignments and worksheets are abundant. Throughout the text, AASL and ISTE standards are addressed, and many graphs, tables, and figures support the research. Useful evaluation and assessment forms and rubrics are appended.–Susan Shaver, Hemingford Public Schools, NE

In the award-winning “Mother Goose on the Loose” (MGOL) library program, inspired by Barbara Cass-Beggs’s work, Diamant-Cohen uses books, songs, instruments, rhymes, and props to promote early literacy, school-readiness, and other skills in children up to age two. This binder-and-CD kit provides overviews of early development and MGOL’s benefits, program instructions and scripts in print and audio formats, evaluation tools, songs, rhymes, tips to share with parents, flannel-board patterns, templates, and promotional resources. Clear instructions for the structured program are given, making this an essential resource for MGOL implementation. The well-produced CD, with clear recitations of rhymes and songs by Diamant-Cohen and musician Rahel, will be particularly appreciated by children’s specialists new to programming for young children, whether they use this model or not. While others looking for content to incorporate into their established lapsits will not find this kit as flexible as Jane Marino’s Babies in the Library! (Scarecrow, 2003), or as comprehensive as Linda Ernst’s lapsit guides (Neal-Schuman), Diamant-Cohen’s developmentally appropriate ideas for incorporating musical instruments and music concepts, and promoting social and motor skills, can be useful additions to any program for the preschool-and-under set.–Rachel G. Payne, Brooklyn Public Library, NY

Two veterans of library storytime provide clear, easy-to-follow directions for 42 “road-tested programs.” Music is central to this collection, with the seven sections arranged by “Bells,” “Rhythm Sticks,” “Sand Blocks,” and other easy-to-play instruments. The five to seven programs under each heading are based on everyday themes, such as cleaning up, rain, or woodland animals. They feature summaries of recent, well-known books, most for three- to seven-year-olds; curriculum connections; an original song that can be sung to a traditional tune; and Ellison die-cut templates for storyboards and easy make-and-take projects. A CD-ROM of the original songs is included. Similar titles include Beth Maddigan’s The Big Book of Stories, Songs, and Sing-Alongs (Libraries Unlimited, 2003) and Kathryn Totten’s Let’s Read! Storytime Crafts (Upstart, 2006).–Mary Jean Smith, Southside Elementary School, Lebanon, TN

A published poet offers hundreds of practical ideas and approaches for teaching poetry, applicable to multiple grades. The book is divided into two main sections. “Rationales & Practical Ideas for Teaching Poetry” consists of 11 short chapters covering such topics as how poetry differs from other writing forms, understanding rhyme and line breaks, publishing and presenting student work. “Unpacking the Poetry Forms” discusses 16 forms, including ballad, sestina, limericks, and multivoiced verse. Franco uses her own work as teaching examples; chapters conclude with bibliographies of additional titles, divided by level (elementary, middle, and high school). There are suggestions for units and single lessons, explaining concepts, and open-ended questions to ask. Franco is enthusiastic about her art and her book offers encouragement to teachers in a range of grades and circumstances.–Cris Riedel, Ellis B. Hyde Elementary School, Dansville, NY

In her introduction, Matthew stresses the value of using picture books to stimulate children’s language and build visual literacy skills. Much of the information she offers is research-based and available in other sources. Rebecca Olness’s Using Literature to Enhance Writing Instruction: A Guide for K-5 Teachers (IRA, 2004) will serve as a better guide for educators and media specialists. However, Matthew’s book could work as a supplemental resource for teachers who are interested in Caldecott winners. The book contains some explicit lessons plans that teachers may find useful. However, the author’s after-writing conference suggestions are oversimplified and constrictive to young writers; the teaching of writing is a craft that needs to be nurtured. The book includes skills-based activities with few opportunities for individual perspectives. The useful components include graphic organizers (although the publisher neglects to grant reproducing rights without permission) and a listing of Caldecott titles by genres. Each lesson includes a reference to Information Literacy Standards.–Kathleen Pavin, Purdy Elementary School Library, Fort Atkinson, WI

Gr 9 Up–The 3200 signed articles in this set include brief discussions of the work of major writers, important trends, genres, characters, organizations, and noteworthy publications and people in the field. All of the alphabetical articles are clearly written and most include cross-references. Many of them, particularly those on genres, trends, countries, or regions, also include a bibliography. Interspersed throughout are appropriately placed black-and-white illustrations (more than 400, according to the introduction). The first volume begins with a list of all of the entries. Volume four ends with a selected bibliography, lists of many (but not all) of the major children’s literature awards and the books and authors who have won them, a topical outline of the entries, a comprehensive index, and more. While thorough, the encyclopedia is by no means exhaustive. There are omissions both in the entries and within the discussions. However, there is no comparable single work that brings together all aspects of the topic, making this a valuable resource.–Linda Greengrass, Bank Street College Library, New York City