Professional Reading

By Staff -- School Library Journal, 10/1/2006

BUTLER, Charles. Four British Fantasists: Place and Culture in the Children’s Fantasies of Penelope Lively, Alan Garner, Diana Wynne Jones, and Susan Cooper. 311p. bibliog. index. notes. CIP. Scarecrow 2006. pap. $45. ISBN 0-8108-5242-X. LC 2005057646.

A literate, illuminating look at four authors whom Butler calls, “important contributors to the formation of a corpus of modern children’s literature…capable of bearing the weight of academic scrutiny.” All four studied at Oxford while J. R. R. Tolkien and C. S. Lewis were writing and lecturing, and Butler notes the influences that these men had on each writer. The text is divided into three major sections. “Applied Archeology” deals with the interplay between past and present, especially as it is played out on the landscape. “Longing and Belonging” addresses the “complex relationship between identity and place.” “Myth and Magic” explores each author’s use of traditional literature, especially from the British Isles. Butler convincingly demolishes reductive, issues-oriented critics by explicating and celebrating the artistic choices made by these four masters of their craft. Since many of today’s undergraduates grew up with these writers, this important title should not be limited to academic libraries supporting graduate and undergraduate children’s literature courses. It belongs in any library that serves a liberal-arts curriculum. It is highly readable, commandingly intelligent, and refreshingly jargon-free. A seminal work of criticism.–Margaret A. Chang, Massachusetts College of Liberal Arts, North Adams

This excellent resource will be a favorite with teachers who need assistance finding quality children’s literature, and it will also aid librarians and media specialists. The updated compilation includes over 1700 new titles indexed by author/illustrator, title, and subject. Subjects range from the specific (baseball) to more general (picture books for all ages) to literary elements (point of view). Freeman discusses the underlying reasons behind careful book selection and includes strategies to teach readers and a subject listing to assist teachers with book selection for reluctant readers. She encourages educators to create lifelong learners, library users, and book lovers.–Kathleen Pavin, Purdy Elementary School Library, Fort Atkinson, WI

Despite its bland and somewhat misleading cover (which only shows young children), this title is packed with innovative ways to integrate poetry into the K-12 curriculum. Title, subject, grade, and author indexes coupled with chapters organized by subject area provide multiple points of entry into more than 900 annotations of poetry books. Appendixes include a listing of electronic resources and “Building a Core Poetry Collection in Your School Library.” Whether organizing a poetry slam, searching for a novel in verse, or looking for a fresh way to bolster a math lesson, this volume will guide the way.–Jill Heritage Maza, Greenwich High School, CT

This visually striking book represents the art curriculum at the Gilbert, AZ, Elementary School System. The 17 projects are presented in a clear and organized manner. Each activity suggests the appropriate age range; the art concepts that it encompasses; style and/or the artist being introduced; a materials list; a definition of terms; and photographic, step-by-step instructions. Abstract cityscapes, fantasy space art, Paul Klee landscapes, texture in nature, and African masks are just a few of the concepts explored. All projects include samples completed by students in the representative age group. This is a wonderful example of an art curriculum that not only teaches young people the concepts of art, but also allows them to use their own creativity. A great addition for all libraries and art curriculums.–G. Alyssa Parkinson, Highland Township Library, MI

This second edition shows few changes from the 1999 publication, except for a brief mention of No Child Left Behind. Research cited in the introduction is from the 1990s and earlier. “Getting Ready” provides helpful tips and reassurance for those new to storytelling. The second section contains 11 stories, all of which include detailed source notes. Citations for other versions are also included for most tales, but again the references are 20 to 50 years old. Suggestions for sharing and discussing the stories feature variations such as rapping a tale or holding a mock trial for the characters. One tale is printed both in story form and as a readers’ theater script. The concluding sections about implementing an experiential approach to character education are succinct and practical. A list of developmental needs for infants through teens makes a fine finishing touch. Although the stories and methodology herein may be stimulating and effective, the original volume will suffice for most libraries.–Julie R. Ranelli, Kent Island Branch Library, Stevensville, MD

Reid has put together 15 30-minute storytime themes. Each clearly organized plan contains a multitude of picture books with annotations and related activities such as fingerplays, poems, or songs that use audience participation, movement activities, or puppets. Books include recently published titles and old standards. Librarians new to planning storytimes will find good ideas with which to start, yet veterans can also use these suggestions to bolster their repertoires and add variety to their presentations.–Blair Christolon, Prince William Public Library System, Manassas, VA

A well-organized guide for librarians, educators, and storytellers who wish to combine science and story. Strauss makes the case for the integration of the two fields, explaining that students need not only to know about the natural world, but also to care about it. He maintains that stories that incorporate environmental elements help make this connection. The book is divided into two parts. Part one defines an environmental story and provides basic information on environmental education and the art of storytelling. Part two consists of more than 60 tales, some original, others from a wide variety of cultures, with source notes provided at the end of the volume. Strauss also includes structured activities to accompany the tales and the ecological concepts they convey, although some of the suggestions might confuse children about the tale’s meaning; a fairy-tale activity that has students rewriting “Little Red Riding Hood” to include more realistic biological information on wolves would seem to diminish the concept of wolf as symbol. A wide variety of activities is suggested, however, and those using the book will pick and choose among them. An extensive bibliography is appended.–Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ