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By Staff -- School Library Journal, 06/01/2007

BEHEN, Linda D. Using Pop Culture to Teach Information Literacy: Methods to Engage a New Generation. 109p. illus. photos. index. Web sites. CIP. Libraries Unlimited. 2006. pap. $35. ISBN 1-59158-301-2. LC 2006003710.

Behen represents a new age of librarians who believe in the strength of student-centered libraries and library-media programs and who embrace pop culture as a teaching tool for information-literacy development. She encourages media specialists to help teens evolve past basic hunting and gathering to think critically about their learning and information assimilation. The author suggests enlisting reality TV, movies, music, sports, games, literature, and teen hangouts as a framework for building library lessons. She offers ideas for turning the library into a cool destination, for seeking support and approval from administration and staff, and for getting started in a new forum. This manual is more of a brainstorming book than a resource full of applicable lesson plans; its strength is the research and advocacy it offers library media specialists who wish to embrace those topics that excite teens.—Jodi Kearns, University of Akron, OH

Braun shows teachers, administrators, and librarians how to incorporate today's technologies into the development of literacy skills. The author backs up the grammar used in IMs and text messaging by explaining how these technologies promote better literacy in the classroom. She takes readers through literacy as it has been defined in the past and how it is being redefined for 21st-century learners. She also provides ideas for hands-on experience for using the new technologies in libraries or classrooms by giving links and examples of technology in action and its relationship to literacy. While the screen captures are blurry, Braun provides the link below the screen to view the actual site. Additional resources and uses for all the new technologies discussed are appended. This book is a must for most collections.—Lori E. Donovan, Thomas Dale High School, Chester, VA

Updated from the 1997 edition, this attractive and user-friendly volume is a must-buy. Each of the 146 themed programs, designed for children ages two to eight, appears on two facing pages that include appropriate calendar tie-ins, videos, books, music, movements, crafts, activities, and songs. The book offers the resources to plan appealing programs and the indexes needed to locate the suggested materials. Cullum offers many more ideas for clever and entertaining programs than other sources for children's story sessions. She presents clear and simple directions for crafts and activities, quick and uncomplicated for librarians to prepare, and easy for children to follow. The crafts in most other guides require too much time and skill for most librarians who have no volunteer assistance. This sourcebook is an essential purchase for libraries serving this audience.—Judy Sokoll, Florida Storytelling Association, Naples

De Las Casas was attracted to this form of street storytelling, popular from the late 1920s until the early 1950s, because of her love for Japan. Itinerant storytellers, like the one in Allen Say's Kamishibai Man (Houghton, 2005), would perform with large illustrated cards that they displayed on wooden stages on the backs of their bicycles. A storyteller herself, the author has reintroduced this art form in her school residencies and recommends it for children in second through sixth grade. After giving practical information on beginning a Kamishibai program, she provides 25 Asian folktales, with source notes, that can be performed in this style. Since each scene needs to be illustrated, a variety of staff members can be involved in the project, including art, social-studies, and language-arts teachers. Chow's small line drawings capture the spirit of each story, giving children a place to start their own illustrations. Some black-and-white photographs show the artwork used in various stories but not the faces of the children involved. Just the thing for librarians looking for ways to collaborate with teachers, this book makes Kamishibai story theater look like fun.—Mary Jean Smith, Southside Elementary School, Lebanon, TN

This useful guide should be in every YA collection. It encompasses 13 genres and subgenres included in the term "speculative fiction" and focuses on in-print titles published in the last 15 years. Each subgenre is clearly defined, and most of the 1400 titles are accompanied by a brief synopsis. Awards for each title are noted. At the end of each section, the author lists exemplary titles. The volume is well indexed, providing access by author, title, subject, and award. A bibliography and webliography point to additional resources. Other features include programming ideas, best titles for book clubs, and those available in A/V formats. Two useful reproducible lists are included: "Girl Power" and "Fine Fantasy for Harry Potter Fans." The author interview in each subgenre is a welcome addition. Writers such as Nancy Farmer, Lloyd Alexander, and Scott Westerfeld give readers insight into their reading and writing habits, their thoughts on the various genres and, occasionally, a great quote ("Kids' librarians are the coolest people in the world. I don't know why this is; it just is." Scott Westerfeld).—Anthony C. Doyle, Livingston High School Library, CA

A collection of 35 themed programs for ages three to six, in schools, libraries, or homes. Each program contains appropriate songs and rhymes, crafts, games, skits, and activities-more than enough for several sessions, and plenty for leaders to mix and/or match to appeal to children and parents. Animals, families, foods, and teeth are some of the topics. Lincycomb's original lyrics to familiar melodies are catchy and fun, so youngsters will be able to join in quickly. Note: The projects require time, funds for supplies, and experienced crafters to prepare the pieces used in the activities. A nice addition to Marie Castellano's Simply Super Storytimes (Upstart) and Gail Benton and Trisha Waichulaitis's Ready-to-Go Storytimes (Neal-Schuman, both 2003).—Judy Sokoll, Florida Storytelling Association, Naples

This book is similar to the McElmeels' Authors in the Kitchen (Libraries Unlimited, 2005) as both include biographical information on 50 children's authors and illustrators using their favorite recipes as a way of introducing them. Although the recipes are not for children (most are geared toward adult tastes), they do give insight into the writers' and artists' personalities. The entries also include a brief biography, a small black-and-white photo, a quote from one of the author's or illustrator's books, a selected list of their books, and a list of books related to concepts found in their works. Indexes include both a general and a recipe index. This volume can be used for themed units and will give teachers and librarians ideas for connecting children with the individuals featured.—Bobbee Pennington, Bryan Public Library, TX

This volume offers abundant useful guidance not only for reaching the target audience, but also for planning and promoting library services to teens in general. Martin and Murdock also discuss exemplary and appropriate interactions between library staff and teens, all with the intent of providing a library that functions well for LGBTQ youth. While the authors' sources include historical as well as recent professional discussions and literature, the tone is friendly and largely free of jargon. Chapters on collection building and promotion include both generous title lists and booktalk scripts; those on program planning and production include suggestions of each program's likely reception in varying communities, from the cautious to the most liberal, as well as complete lists of equipment needed to bring each idea to fruition. The audience addressed is assumed to include school as well as public librarians, and the authors spell out when distinctive differences in the roles and responsibilities of these two groups might require differences in collection or programming. All librarians should turn to this book for pertinent insight on the needs of 5 to 10 percent of the teen population and sound suggestions for providing excellent service to all local teens.—Francisca Goldsmith, Berkeley Public Library, CA

Nel proves that it is fun to take Seuss's work seriously. In 1957, the baby boom peaked at 3.9 million births, coinciding with a boom in children's literature. That same year, The Cat in the Hat was first published, creating an innovative type of children's literature that brought humor and originality to young readers. From the number of digits in the Cat's fingers (varies from three, four, or five) to the changes in colors of the bow tie of the Cat (white to red), Nel chronicles the development of the stories of The Cat in the Hat and The Cat in the Hat Comes Back. The well-documented text includes original manuscripts, early sketches, and illustrations with detailed analysis and descriptions. This text is an excellent addition to any school or public library and is essential reading for all who work with youth, literacy, and literature.—Rebecca Sheridan, Easttown Library & Information Center, Berwyn, PA

This accessible tome serves as both a readers' advisory tool and a collection-development aid for graphic novels and collected comic books in English. Symbols help readers gauge age-appropriateness, awards earned, and core-collection status. Within each genre, the works are organized by title. This helps because most readers know titles more than authors. Appendixes offer vital information on further reading, publishers, and useful Web sites. Each entry has good documentation and summaries, though some series titles are more up-to-date than others. Classics are included, but the vast majority of the titles are from the last decade. Books are well chosen and the genre-based organization makes this volume an especially good resource for school librarians seeking to provide graphic-novel options for classroom subjects and units. The broad age range covered (grade six to adult) and the lack of similar titles on the market make this volume a smart buy.—Cara von Wrangel Kinsey, New York Public Library

The well-known adult readers' advisory expert attempts to extend her range into the world of youth. Immediately, quibbles arise. Why list only a few "Dragon Tales" for the middle readers, leaving out the dynamite series by Susan Fletcher, Jane Yolen, and Laurence Yep? Why isn't Ji-li Jiang's Red Scarf Girl listed in the section on memoirs for teens? Since Pearl mostly lists sequels when she mentions a title, did she really think that the sequel to Daniel Pinkwater's The Hoboken Chicken Emergency didn't deserve to be included? Why not point out the offensive qualities of Lynne Reid Banks's "The Indian in the Cupboard" series when you issue a caveat in your introduction about books published before 1960 having some offensive aspects for Native Americans? Why not include Jessica Haas and K. M. Peyton novels in the section on horses for middle readers along with old classics? Why are the teen "Queens of Fantasy" Mercedes Lackey and Tamora Pierce here, but not Anne McCaffrey? Why include M. T. Anderson's Feed in the section for middle readers? Many of the titles are old and out of print, which will ensure interlibrary loan in many locations. Among youth services professionals this volume will start lots of arguments and should be soon filled with sticky notes. Knowledgeable readers won't need it, but for those new to the field or who have a hard time thinking in readers' advisory categories, it could prove useful to get the juices flowing.—Carol A. Edwards, Douglas County Libraries, Castle Rock, CO

Capitalizing on a familiar party icebreaker game, Polette shows a new way to present well-known picture books to preschoolers and primary-grade students. A one-paragraph booktalk introduces the story and is followed by 10 questions based upon the characters or situations. Children are instructed to find someone in their group who can relate to a portion of the story. Using Don Freeman's Corduroy, for example, youngsters are asked to "find someone who" has lost a button or someone who has a teddy bear at home. Even though the questions are all on reproducible pages, nonreaders can participate by listening to the questions as they are read aloud. The titles are arranged alphabetically. The author, known for her expertise in picture-book activities, has selected popular titles, ranging from folktales to award winners, many of which should be readily available in libraries. The book will be useful for quick, spur-of-the-moment planning as well as for quality lesson plans in working with ESL groups.—Blair Christolon, Prince William Public Library System, Manassas, VA