Professional Reading

A handy guide for novices or more experienced tech users. A brief introductory chapter lists some user statistics and discusses the development of the medium and how schools and libraries can utilize it. In six conversational chapters, Braun explains podcasting’s technical terms, ongoing development, necessary components such as an RSS feed and a feed reader, creating subscriptions, and methods of distribution. A list of 10 viable reasons for school and library involvement in this medium gives even inexperienced librarians encouragement. Advice includes planning; marketing; developing content; whether to be formal or informal in presentation; how to create or use music effectively; and recommendations on purchasing microphones, video cameras, selecting the right software program, etc. Examples of sites and interviews with people responsible for various types of school and library podcasts give insight as to what makes a successful presentation. Additional information in sidebars; a few figures; and an appendix that includes a planning worksheet, a handy list of tools, and a sample podcast feed conclude this useful resource.–Susan Shaver, Hemingford Public Schools, NE

Building upon the foundation of Getting Graphic! Using Graphic Novels to Promote Literacy with Preteens and Teens (Linworth, 2003), Gorman has developed a companion guide to children’s titles. Approximately 110 individual citations are organized into three sections. “Comic Fiction” includes 69 annotations: 41 are stand-alone or first titles in a series and 28 are multiple-volume graphic novels. Ten series annotations also include a brief description of each title in the series. “Manga” begins with an introduction to the format and cites 14 Japanese and 13 Original English Language titles. Since graphic nonfiction represents a small segment of graphic works, “Comic Nonfiction” is limited to series listings and 11 stand-alone titles, two of which are usually classified as fiction. Annotations include general publication information and recommended grade-level designations based on the author’s determination of “developmentally appropriate” content and reading level. One outstanding feature is the inclusion of 22 black-and-white reproductions of pages from a variety of graphic novels, giving readers a firsthand glimpse into format, comic style, and readability. Librarians and teachers starting a children’s graphic-novel collection will find this volume useful.–Barbara M. Moon, Suffolk Cooperative Library System, Bellport, NY

This slim volume gives library professionals the information they need to convince the unconvinced of the value of the media center in improving student achievement. Section one provides research results and statistics that identify at-risk students. Section two is devoted to identifying the social and educational approaches that have been proven to help these students. For example, several studies have made the correlation between improved academic achievement and flexible scheduling, certified media specialists, and quality collections. In addition, Jones and Zambone make the argument that an at-risk student’s resiliency can be increased through caring and support, setting boundaries, communicating high expectations, increasing pro-social bonding, and teaching life skills. Section three argues that a media specialist can do all of these things, and an example of a middle school librarian organizing her “school library media program so that it addresses academic failure, reading, and life skills by strengthening the individual” proves this point. Although this example will give media specialists a solid starting point, additional concrete examples from different levels would have been helpful. This resource is valuable for media specialists ready to make a change to a student-centered library, thus giving all of their students a chance at higher academic and personal achievement.–Stephanie Farnlacher, Trace Crossings Elementary School, Hoover, AL

Beginning with a history of the connection among the simultaneous rise of the American public library, public education, and government involvement in public health during the Progressive Movement of the 19th and 20th centuries, the authors then move on to talk about the role of youth librarians in providing access to health resources. The information is geared toward serving all library patrons, but the emphasis is on underprivileged communities. Using collaboration as a model, they describe how the youth-oriented library is a key element in the effort to provide access to consumer information, serve youth clinics, and disseminate material about available community services. The chapter on collection development is particularly useful. Also important is the one that focuses on censorship, the law, and the role of the librarian in protecting the right of youth to the information they need.–Ragan O’Malley, Saint Ann’s School, Brooklyn, NY

This volume follows a familiar textbook structure–a brief history, followed by a solid and comprehensive compilation of folktales. What makes it unique is the editors’ thorough research and their commitment to the culture’s oral tradition. Most of the tales were recorded from regional storytellers and all have a Spanish translation. Many of the tales make excellent additions to a storyteller’s repertoire, and the introduction and the full-color pictures give sufficient material for reports for older students. Noteworthy among the tales of gods, animals, and the supernatural is the Hansel and Gretel-like story of “The Two Orphans,” but it is the Mayan version of “The Weeping Woman/La Llorona” that will garner the most reader (or listener) interest.–Joanna K. Fabicon, Los Angeles Public Library

Not until late in chapter five does Zwerling actually begin discussing the central theme of his book, programs for at-risk teens. Up to that point, readers must wade through distilled chapters from the author’s dissertation rife with dated youth-violence statistics and the history and theory of community theatre both in the U.S. and in Latin America. Finally, in chapters six through nine, the author presents three after-school programs that he has observed and surveys of the teen participants. He also discusses the results of his research and the programs’ efficacy in general. In that substantive, although plodding final chapter, Zwerling makes a good case for providing theatre programs for at-risk youth, even though it is clear that some are more successful than others. An annotated appendix of selected programs in the U.S. is appended.–Betty S. Evans, Southwest Missouri State University, Springfield