Professional Reading

This collection of scripts begins with an introduction that defines readers theatre as "a storytelling device that stimulates the imagination and promotes all of the language arts." The four pages of presentation suggestions that follow include script preparation, starting out, staging, props, delivery and post-presentation. Brief notes on the 20 African countries from which the 22 folktales are taken, as well as a map of Africa, serve as a good backdrop for the scripts. The plays themselves are grouped by region. Many of them, based on traditional folklore, are pourquoi stories, trickster tales, and stories that have a moral. Each one includes a drawing of the stage indicating where the characters and narrators are positioned, as well as any movements on stage. The selections range from 3 to 6 pages in length, with 4 to 10 performers. For the most part, the stories, some simpler than others, are short, lively, and often humorous. The volume ends with source notes for each legend; a listing of readers theatre books; contact information for the Institute for Readers Theatre, and a list of additional resources for teachers and librarians. A valuable volume for teachers working with students in grades 4–8.—Mary N. Oluonye, Shaker Heights Public Library, OH

Harker and Putonti, both experienced librarians, have produced a practical guide to providing students in the primary grades with a research experience. The first chapter gives the justification for attempting this feat, with emphasis on the opportunity such activities provide for teacher/librarian collaboration. Specific references as to how such research projects dovetail with AASL's "Standards for the 21st Century Learner" are given, as are examples from "Information Standards for Student Learning." The second chapter provides the step-by-step process that will insure success, with nine specific steps outlined in considerable detail. The remaining seven chapters include a variety of research projects that the authors have tested in their own library situations, each of which includes an overview, integrated content standards, and print and electronic resources. Appendixes provide assessment rubrics, collaborative checklists, and additional resources. An excellent tool for both novice and experienced librarians.—Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

In her introduction, Humphrey explains that the numbers of "high risk" children are ever increasing. She documents her statements with statistics from reliable reporting agencies. The resultant need to foster in all children the ability to overcome adversity is obvious. Her lessons, centering on quality children's literature (reviews from major journals are included for each book) are organized around five resiliency strategies: "Work on a Talent," "Find a Champion," "Look Within," "Rescue Yourself," and "Help Others." Her choices of literature can be intense—Neil Gaiman's Coraline, Susan Patron's The Higher Power of Lucky, etc., but they are appropriate given the intensity of the lives of those children in need of coping strategies. One section, "The Olympic Reading Challenge: A Reading Incentive Program for the Whole School" seems rather disconnected from the main theme, and entails a substantial amount of paperwork to be carefully and regularly monitored if the program is to make any sense. An annotated list of other materials that support the concept completes the book. Overall, this is a useful addition to most professional collections, but will be particularly important for those libraries serving a significant percentage of high-risk students.—Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

This companion to Reid's excellent Family Storytime (ALA, 1999) provides an additional 24 full-session activities just right for mixed-age programming. Themes are identical to those from the earlier volume, but almost all books and songs are new. For each session, the author provides descriptions of each activity as well as additional "Mix and Match" suggestions for substitutions or additions. Highly appealing and easy-to-learn songs, poems, and movement activities work well for group participation, both by kids and adults. Many are clever adaptations of traditional rhymes: "The Grand Old Duke of York" becomes "My Grand Old Uncle York" to match a theme, for example, and "Jack and Jill" becomes a sure winner with added motions for each line, repeated three times at increasing speeds. The many Reid originals, such as "Five Little Kiddos" and "Baby Bear Roars," typically feature participation, moving around, and uncomplicated silliness. Book choices have the broad appeal necessary for the widely mixed ages of the intended audience, as do the ideas for poetry, crafts, and riddles. The author's experience with family programming and his sense of playfulness come through in the descriptions, so the book is inspiring as well as instructive. This is a valuable resource for family storytime presenters, whether using the themed structure or creating new sessions from the wealth of creative ideas.—Steven Engelfried, Multnomah County Library, OR

This updated volume is a good choice for introductory library school courses and can be consulted as a reference, especially by library media specialist students for information about how to choose a position. The 15 chapters and appendixes cover advocacy, collection development, curriculum support, facilities, instruction, leadership, and technology. Several pages also address AASL's Standards for the 21st Century Learner. Each chapter ends with references and exercises highlighted in gray-shaded boxes. The activities are carefully crafted, but the book lacks a sufficient number of exercises that focus on instructional technologies such as online pathfinders, and professional communication tools such as LM_Net and blogs, of which students may not yet be aware. Despite the limitations, this is a valuable resource.—Caroline Geck, Newark Public Schools, NJ