Professional Reading

This scholarly work addresses the issue of how “settler society” authors represent the past and the present to children. Bradford, an Australian, examines books published in Australia, New Zealand, Canada, and the U.S. that deal with the relationship and portrayal of indigenous and non-indigenous peoples. The critical analysis of the numerous texts published since 1980 provides an in-depth view of what children’s and young adult books tell readers about native populations, immigration, race relationships, and the development of nations, and what they have to say about the place of these Native peoples in today’s societies. Books by both indigenous populations and “colonial” authors are analyzed using postcolonial literary theories for both historical accuracy and contemporary political overtones. The book, while providing a wealth of information and analysis, reads like a doctoral dissertation and deals with the subject in much more depth than the average school or public librarian would likely find useful. Still, the textual analyses and commentary are valid and would definitely be useful for collection development and, more importantly, for assuring the accurate portrayal of indigenous cultures in the library and the classroom by recognizing the political implications of these portrayals.–Janet Hilbun, Texas Woman’s University, Denton

The authors of this comprehensive examination of the impact on traditional and rethought library resources begin by defining “family-centered services” as those that “embrace the entire family unit, to see the link between assisting young children and families and community and economic development, and the importance of collaborative efforts on behalf of children…” to meet diverse needs. A rationale for libraries to adapt services as families change is followed by more concrete activities that begin with an assessment of staff skills, competencies, and attitudes. In the second section, specific services for young children and parents are clearly presented, along with practical advice and support. Programs for targeted audiences, each with articulated goals, are fully described. Part III deals with outreach to special audiences, those who might not often or comfortably consider library services, such as teen parents and limited-literacy and low-income families. Again, numerous concrete activities and examples are provided. The final section is devoted to checklists and other lists for self-study, resources for professional development, program outlines, and surveys. All together, this is a well-organized and in-depth approach to library services in a changing climate. It thoughtfully combines the theoretical with the practical, making it possible to embrace what is most relevant to a specific locale. Public libraries would do well to add this to their collections.–Maria B. Salvadore, formerly at Washington DC Public Library

Gilton writes with authority, clarity, and conviction, presenting a strong rationale for the necessity for teachers to use multicultural literature whether or not their schools and/or classrooms have diverse populations. This is not a bibliography of multicultural books for children. Instead, the author offers a wealth of information, starting with discussions of how people pass on their cultures and the importance of recognizing worldview and ethnic and racial identities. She gives a history of multicultural literature in the U.S., noting that there has been an increase in the availability of titles for children in the last 20 years, but that there is much room for more improvement in this area. In addition to the historical review, Gilton addresses current issues including cultural authenticity of authors and melting pot versus culturally conscious literature. There is ample information on how to find the best books that appropriately represent a variety of cultures. Finally, Gilton looks closely at groups that are growing in the U.S., including bicultural families and Arab and Muslim Americans. Throughout the book, the author references bibliographies and important critiques of children’s literature available in books, journals, and online sources. By emphasizing where books of certain types can be found, she expands the knowledge base of teachers and librarians one hundred fold. With the help of this extensive reference, the task of putting quality books into the hands of teachers and children is greatly simplified.–Wendy Smith-D’Arezzo, Loyola College, Baltimore, MD

Huber and Weiser have put together the best advice from columns published in Library Media Connection magazine. This useful guide to ideas, shortcuts, and solutions to all types of hardware- and software-related issues addresses common questions regarding many applications including Microsoft Word, FrontPage, Windows, PowerPoint, Excel, Adobe Acrobat, Accelerated Reader, A+ Learning Systems, and Student Information Systems. The text is packed with handy tips. For example, while giving a PowerPoint presentation and pausing for discussion, pressing the W key allows one to toggle between a white screen and the presentation. Free and legal sound effects for presentations are available at sites like Sound America at www.soundamerica.com. Read-aloud software can be found in Windows XP. Excellent image search engines can be accessed at sites like Pics4Learning at www.picsearch.com. Dark Net, Deep Web, and Opaque Web describe Internet content not directly indexed by conventional search engines. Questions about safe browsers, spyware, malware, and spam are addressed. The book suggests that passphrases, like ilovelittlekittens, are preferable to passwords because they are harder to crack. Answers to queries about operating outdated equipment, school networks, printers, drivers, podcasting, iPods, audio devices, and video tools are included. Definitions of technology terms complete the guide. This compact and informative text, filled with practical advice, is a must-have for all schools and a useful purchase for public libraries.–Rebecca Sheridan, Easttown Library & Information Center, Berwyn, PA

This volume covers critical issues impacting school libraries today and offers practical solutions to meet these challenges. Written by leaders in the field such as Pam Berger, Carol Gordon, Barbara Stripling, and Ross Todd, the articles expound on implications of No Child Left Behind legislation, 21st-century literacy requirements, population diversity, and professional growth. The need for school librarians to be teaching partners and change agents has never been greater. “What assets do library media specialists bring to the change process?” “How do we design inquiry based instruction that leads to understanding?” “What does it mean to be literate in a digital age?” Addressing these questions and others, this volume will empower current and future school librarians as they embrace its guidelines.–Kathy Lehman, Thomas Dale High School Library, Chester, VA