Professional Reading

In this collection of 25 scripts, students are introduced to famous people who have faced and overcome challenges, such as Tom Cruise's dyslexia, Zina Garrison's bulimia, and Franklin Roosevelt's paralysis. While the title indicates that the selections are for grades 3–8, they are written for remedial or developmental readers with a readability level of grades 2–3 and probably would not hold the attention of average readers above the fourth grade. In addition to the requisite character list, story summary, and presentation suggestions, there is also a puzzle and a short list of related books and media for each script. This material, with its emphasis on movie stars and athletes, will find a place in classrooms as a welcome alternative to the regular curriculum.—Betty S. Evans, Missouri State University, Springfield

This helpful guide encourages librarians to establish and promote service to teens in densely populated areas where the public library is often their only place to hang out. The book focuses on training staff to provide excellent service, the physical space and collection, and offering programming and volunteer opportunities. Suggestions for planning, budgeting, and promoting programs are given, along with step-by-step guides to eight different programs, including an author visit, anime club, and college- and career-planning seminars. Brehm-Heeger also emphasizes working with a teen advisory group and community partners to serve a diverse clientele. The bibliographies and lists for further reading at the end of each chapter are great references. Equally helpful are the book lists in the chapter on collection development, including recommended manga series, fiction featuring African-American and Latino or Hispanic characters, and urban/street lit. Combining conventional wisdom and current hot topics in the field, this volume will appeal to librarians new to serving teens and/or those unfamiliar with working in an urban area.—Corinda J. Humphrey, Los Angeles Public Library

Fraser's expertise is evident in this guide to suggested titles for teens. Books are arranged by genre, including adventure, crime, memoirs, autobiographies, biographies, history, science, math, the environment, sports, how-tos, the arts, and understanding and changing the world. Books are indicated as middle school, junior high school, and high school. Additional information includes which awards the titles have won, books that both adults and teens will enjoy, books aimed at male readers, those suitable for book groups, core titles that have stood the test of time, and those for reluctant readers. Most of the titles annotated have been published since 2000, although older classic and popular titles are included. Each chapter contains a brief selection of titles under "Consider Starting with," followed by "Fiction Read-Alikes." The outstanding suggestions are often supported by excellent references at the end of each chapter. This book is a must-read for any teacher or librarian working with teens.—Rebecca Sheridan, Easttown Library & Information Center, Berwyn, PA

Miller's relevant and practical ideas give how-to steps for integrating drama, music, and movement into the school library curriculum. The author discusses methods for cooperating and collaborative planning between media specialists and elementary teachers. The chapter on pairing nonfiction and fiction is a hot topic for thematic units like the Westward Expansion. The book includes reproducible masters for activities, with the necessary patterns. The last chapter gives suggestions for improving boys' literacy habits. A useful resource for busy educators who want to create an interest in collaboration between media specialists and classroom teachers.—Kathleen Pavin, Purdy Elementary School Library, Fort Atkinson, WI

The selections here cover African-American history from before the slave trade to modern-day events. The format encourages shy youngsters as well as class clowns to participate. It improves reading skills and increases vocabulary while using cooperative learning. A preface offers suggestions for preparing, performing, and evaluating the scripts. For each script, the authors include a number of possible extension activities, background on the story, ideas for projects, and references to books for additional information. Some of the scripts have only a few characters and others could involve an entire classroom. Most of them are very short, just a few pages. There are a few long speeches, but most of the character parts are weighted equally. While the dialogue is usually clear, some characters seem to just spew facts and dates, which may be boring to some children. A useful purchase for any middle school library, speech or drama classroom, or classroom that studies history or storytelling.—Terrilyn Fleming, Colby Public Schools, KS

The role of the school librarian in the learning process of students is a standard of success. Collaboration is challenging, and successful collaboration even more difficult, especially without the support of school administrators. Zmuda and Harada lay out a design for success. They state that school librarians, as learning specialists, "are uniquely qualified to participate in curriculum planning and to collaborate on instructional improvement; they can facilitate the growth of school teams that truly support one another to make the sharing of expertise part of the culture of teaching." The book examines the necessity of a mission-centered mindset and changing the role of a library media specialist to a learning specialist. Curriculum design based on current research findings, adapting instruction for diverse student populations, the importance of assessment and feedback, and using this feedback for effective teaching are also addressed. Written for both school administrators and librarians, the well-documented book gives a workable framework for collaboration. The authors make a good case for opening the doors between classroom and library and provide tools for doing so. With so many school administrators focused only on test scores, this book may provide an impetus and rationale for more authentic learning.—Janet Hilbun, Texas Woman's University, Denton