Professional Reading

This useful resource provides background, logistics, and a wealth of practical ideas for programs. Ernst describes brain development and language acquisition clearly, with quotes and references for support. She does a good job of tying the science to infant/toddler growth and explaining the librarian’s important role in sharing the information with caregivers. She discusses broader factors to consider when planning baby-time programs, including community, facilities, staffing, and potential partnerships. A chapter of FAQs addresses typical concerns and potential barriers to successful events. The second half moves into actual program components. A dozen “Ready-to-Go” programs offer complete scripts for events for newborn to 12-month-olds and 12- to 24-month-olds. Further chapters provide resources for readers to put together their own programs, including an annotated book list with many teller tips, more than 50 rhymes (also in audio versions on the attached CD), and a theme-based grouping of more than 300 books, many published within the last few years. The author’s experience, commitment, and enthusiasm come through as she examines every aspect of the topic, down to the level of recommended sizes for handouts (5.5 x 8.5 inches fits best in a diaper bag). She bolsters her suggestions with research and real-life examples, but never gets too rigid; she emphasizes the importance of adapting programs to match library goals and community characteristics. This could be an invaluable tool for library staff just getting started with baby programs, and even experienced presenters will find many new ideas and thoughtful perspectives.–Steven Engelfried, Multnomah County Library, OR

While most school library media specialists recognize that collaboration with administrators and service personnel is essential for a successful library program, many are not sure how to accomplish it. Farmer begins by exploring how schools work, the role of the library media specialist, and the background on collaboration. She then discusses, in some depth, how to work with different levels of administrators and key service personnel, such as technology directors, reading specialists, special-education educators, pupil services personnel, and physical health and co-curricular personnel. Farmer concludes with ways of measuring the impact of collaboration and improving literacy, and provides suggestions for becoming a collaborative leader. This book is a must for school districts and a school library media specialists’ personal collections, and would also work well as a textbook for library science instructors.–Janet Hilbun, Texas Woman’s University, Denton

The first part of this book details the role that technology plays in girls’ social and academic lives. Farmer also makes the case that those who don’t become involved with technology are “disadvantaged in life, and society does not benefit from their full potential.” The second section of the book focuses on the research and the realities of technology and gender-related issues. The author makes her case that schools, communities, and families need to pay particular attention to why so many females are shying away from technology-heavy fields of study and careers. She states that it is “societal attitudes and pressures that send mixed messages to young women.” Finally, she provides technology-enhanced learning activities broken into in-school activities, community-based initiatives, and family-based activities. This section is the book’s real value. It contains many suggestions on how to get girls interested in using and possibly exploring a career in technology. While the research is thorough, it is presented without any illustrative material to highlight points of interest, making the text somewhat dense and dry. Strong emphasis on curriculum and school-related issues makes this most useful for schools, but larger libraries and systems will also want to consider it.–Renee McGrath, Nassau Library System, Uniondale, NY

This guide presents clear examples of how to plan and implement thematic, monthly programs to help engage families with elementary-age children in literacy activities that they can do together. Geared toward assisting school personnel interested in starting this type of program, this step-by-step manual provides informational templates to organize and publicize the series of events. Each activity encourages a specific literacy skill, and all are tailored to fit the comprehension level and interest of either K-grade 2 or grades 3-5. Also included are instructions for the facilitators, reproducible worksheets for families and presenters to use during the programs, and tips for parents to help extend literacy activities in the home. The text offers a variety of suggestions for adapting the program to suit the needs of a particular community. Helpful ideas for collaboration and funding are also discussed at length. This title would be an excellent tool for any school librarian, educator, or administrator working to devise a successful and strategically planned school-wide family reading program.–Jessica Kerlin, Cuyahoga County Public Library, Parma, OH

Serchay’s manual seeks to guide librarians in what can be seen as a daunting task. Chapters cover definitions, descriptions, and background information on comic books, graphic novels, and manga and other foreign comics. Subsequent sections offer practical suggestions for purchasing, selecting, cataloging, and shelving age-appropriate material in this format. A rationale for classroom inclusion of these books provides support for librarians working with teachers. The concluding chapter discusses potential problems that can arise when adding them to the library’s holdings. The strength of this book lies in the historical and background information that accompanies most sections. Topics such as superheroes, manga, diversity, and censorship are placed within the context of time and place. The author uses anecdotes and research-based documentation to support his findings. Individual chapters include endnotes and references. Helpful appendixes include a 75-page book list organized by title, series, and character(s). It is surprising that such a guide to graphic format is bereft of sequential panel art examples. This omission is particularly evident in the “How to Read Graphic Novels” segment. Lengthy paragraphs describe comic panels and theorize on how readers might interpret them. Illustrations might have helped convey this volume’s key concepts in a much clearer and more concise fashion. Youth-services librarians looking for historical background in addition to practical advice will find this volume helpful.–Barbara M. Moon, Suffolk Cooperative Library System, Bellport, NY