Professional Reading Reviews

Once readers realize that this volume could not possibly include every good children’s book with a multicultural theme, they’ll find it to be user-friendly and extremely helpful both in terms of the choices and the descriptions. East and Thomas have organized their lists of multicultural literature into six themes: “Identity, Self-Image, and Learning”; “Families, Friends, and Neighborhoods”; “Traditions–Food, Art, Poetry, Music, and Celebrations”; “Traditions–Folktales”; “Exploring the Past in Diverse Communities”; and “Knowing Today’s World.” Each of these sections is subdivided into multiple categories, giving teachers and librarians an excellent system for finding books on just the right topic. In addition, titles are listed in five different indexes, again making the task of finding a particular book as easy as possible. Two chapters address getting children and the adults in their lives to discuss books. The information on discussion groups will be familiar to most teachers, but should prove useful to librarians or parents who are interested in encouraging children to talk about what they are reading. East and Thomas have cast a wide net, including more than 400 high-quality books for preschool through sixth grade that deal with a variety of topics, all relating to multiculturalism in some way.–Wendy Smith-D’Arezzo, Loyola College, Baltimore, MD

As she did in Rhymes and Reasons: Librarians and Teachers Using Poetry to Foster Literacy, (Linworth, 2003), Heitman presents a well-organized and comprehensive look at how fairy tales can be infused into the curriculum. Focusing on collaboration between librarians and teachers, she offers a series of lessons that correlate to both the NCTE standards for the English/Language Arts as well as AASL’s Information Literacy Standards. The book includes ways in which the various lessons can be adapted for special and English-language learners, as well as numerous templates for writing, speaking, and listening activities. While some experienced librarians will recognize many tried-and-true activities, there is also a great deal of fresh material, and newer teachers/librarians will appreciate the wealth of information. This excellent resource deserves a place in most professional collections.–Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

By trying to cover every permutation of diversity, from ageism to sexual orientation, Knowles and Smith dilute their focus and deliver too little. After brief introductions to general research on diversity and literary authenticity, they devote the bulk of the book to 13 chapters that highlight different groups of people. Each section includes three to eight annotated titles related to the topic, followed by a longer bibliography with basic publication information. Aside from their criterion of “literature with an emphasis on realism,” the authors provide no explanation for their selections, including which books they chose to feature with annotations. Fiction and nonfiction titles range from picture books to some adult titles. Although reading levels are usually provided, many books are simply labeled “juvenile.” Each chapter includes a few discussion questions and minimal facts plus a list of books by a “featured author.” Many of the discussion questions will likely lead nowhere, with queries such as, “Do you believe that all Asians are very intelligent?” Most resources seem designed for teachers, although some are aimed at parents or grandparents, such as Andrew Weil’s Healthy Aging: A Lifelong Guide. The book devotes four pages to publication information reprinted from Children’s Magazine Guide. In short, the volume lacks focus and depth. These shortcomings are compounded by generalizations, contradictory and confusing definitions, undocumented statements, and incomplete and inaccurate citations and URLs.–Kathy Piehl, Minnesota State University, Mankato

This new edition is based on recent research involving the developing brains of infants and toddlers indicating that they learn early and need to be given the opportunities to experience language through rhymes, songs, stories, movement, and visual stimulation. The author incorporates the concepts of emergent literacy and the practices of dialogic reading by involving children in the process of literacy development through sharing pictures, answering open-ended questions, predicting outcomes, and retelling the story. Nichols provides information based on her model of storytimes by covering planning considerations that include audience participation, physical location, themes, handouts, record-keeping, materials storage, and tips for troubleshooting. Extensive coverage of 50 programs is provided, including sample books, rhythms, rhymes and finger plays, parents’ follow-up ideas, crafts, a sign-language activity, and additional program notes. This offering of a wide selection of ideas is a useful addition for any librarian, educator, or parent who engages in toddler storytimes.–Rebecca Sheridan, Easttown Library & Information Center, Berwyn, PA

This collection of more than 65 articles written for Library Media Connection from 2003 to 2006 is a virtual treasure trove for library media specialists. The collective wisdom and experience of some of the best and brightest practitioners in this field are gathered together and are available at the fingertips of both new and experienced professionals. The book covers the very practical everyday issues such as scheduling and overdues, and also provides invaluable information on data gathering, facilities planning, professional development, the role of the library in the world of standardized testing, the technological future of libraries, and much more. Each article is clear, concise, and information rich. The issues and ideas that are addressed demonstrate how multifaceted this profession is. This comprehensive, well-organized book is an invaluable resource for all library media specialists and should be required reading for every school administrator.–Carol Schene, formerly at Taunton Public Schools, MA

A scholarly collection of essays intended to aid in the establishment of comic books as a valid source for sociological examination, this book ostensibly looks at any character that exists in serial format or across multiple media. Interested in the essential revisionism that accompanies the commercial necessity of updating a vintage property for a current audience, the contributors look at various comic-book characters and focus on ways in which they changed in order to be more in sync with modern readers, as this, by extension, illuminates the shifting social values of the culture. Supergirl, Wonder Woman, Batman, the Thing, and Captain America are the subjects of various articles, each deeply concerned with justifying its focus by relating the topic material back to the analyses of Lacan, Butler, Eco, Nietzsche, and others. As an attempt to build a body of work demonstrating that comic characters alter within their serial publication to reflect social mores, the collection is only partially successful. The introduction and the opening essays are quite strong and effectively balance the scaffolding of scholarly reference with an explication of the stories and subsequent exploration of their more unconscious content. The final third of the book is devoted more to comics and their multimedia incarnations, and the essential thesis of transformation over time seems largely absent, as individual efforts are deconstructed without any real reference to previous iterations. An interesting academic work.–Benjamin Russell, Belmont High School, NH