Professional Reading

An essential guide for any library planning a teen-space project, this second edition presents valuable information. After an introductory chapter on teens and their needs within a library, all aspects of teen areas are explained. From the analysis and planning to design and decoration, Bolan outlines the steps to take and the pitfalls to avoid. Plentiful photographs and sidebars from librarians add to the depth of knowledge. Long-term promotion of the teen space is well covered, and a chapter on teen-friendly policies, new to this edition, gives readers a macro view of the topic. Extensive appendixes and a companion Web site mean that any library will have the tools to create an ideal space. Those that already own the first edition of Bolan's work should consider purchasing this edition as well, thanks to the new information and the updated chapters. This book truly is a guide to step-by-step library makeovers.—Melissa Rabey, Frederick County Public Libraries, Frederick, MD

In this succinct guide, Buzzeo paints a picture of how media specialists can use instructional collaboration to transform a media program and increase student achievement. She begins by discussing the "Continuum of Instructional Partnership" and how to move from cooperation to coordination to collaboration to data-driven collaboration. Those new to the field will appreciate the step-by-step approach to increasing collaboration, while experienced media specialists will likely benefit most from the chapters on data-driven collaboration and assessment. The book concludes with a substantial amount of information on how to overcome common barriers to collaboration, the role of advocacy, and the importance of integrating new technologies into collaborative projects. Buzzeo uses numerous brief quotations and anecdotes from practicing media specialists to illustrate her points throughout the book. Each chapter concludes with workbooklike forms for reflection and planning, making the book ideal for a group study, either with library students or district-level media specialists. Included in these forms are "Tools for Administrators" intended for principals and district-level administrators seeking to understand and increase collaboration within their media programs. This title will be most useful to new media specialists and those facing barriers to collaboration, but there is something here for media specialists at all stages of the instructional partnership continuum.—Marcia Kochel, Olson Middle School, Bloomington, MN

This book gives practical examples of student activities involving reports and projects using the I-Search model. It reads like a how-to guide with theory interspersed, but it is text-heavy as the authors describe their experiences in managing students as they worked on research assignments. Suggestions for further reading and links to useful Web sites, examples of project proposals, a bibliography sheet, a bibliographic citation form, and note cards plus steps to writing the I-Search paper are all included. While clearly written and quite informative, the book is not easy to read. The layouts are rather tight and the main text is densely packed on the pages. This is not meant to be a quick reference tool, but rather a book that should be read thoroughly from cover to cover. It would be excellent as a supplementary text for pre-service librarians. For the professional development of busy practicing librarians, Sandra Hughes-Hassell and Anne Wheelock's The Information-Powered School (ALA, 2001) and Carol Koechlin and Sandi Zwann's Build Your Own Information Literate School (Libraries Unlimited, 2005) provide more rubrics and a greater variety of handouts, and are easier and friendlier to read.—Angela Washington-Blair, Emmett J. Conrad High School, Dallas, TX

Blogging books are starting to abound, but one targeted for use by K-12 library media and technology specialists are few in number. Michael P. Sauers's Blogging and RSS: A Librarian's Guide (Information Today, 2006) might be useful for background information, but for those in a school setting, this slim volume provides not only the foundation (by defining blogging, providing examples, and giving the rationale for the necessity of having one in an academic setting), but also the nuts and bolts for creating and hosting school library blogs. The authors give basic information, so even novices will be able to understand not only the terminology, and be able to differentiate types of blogs, but will also gain skills in setting them up. Chapters on using Blogger, WordPress.com, WordPress.org, and Movable Type are useful in their screen-shot presentations, but users must carefully read the text to find the instructions. A chapter on related technologies, such as syndication, RSS, XML coding, mashups, photoblogging, and podcasting, is provided for those who want to delve further into Web 2.0 technologies. Most useful are the chapters "Why a Library Blog?" "What Is Possible with a Blog?" and "Blog Culture." Librarians needing more in-depth instruction may have to purchase a book that deals exclusively with a particular blogging software.—Angela Washington-Blair, Emmett J. Conrad High School, Dallas, TX

The Margaret A. Edwards award, established in 1988, was the first award for young adult literature. Now, teen literature is one of the fastest-growing genres of the publishing industry and YALSA one of the most active, exciting, and fast-growing of the ALA divisions. This book honors the initial three awards—the Edwards, the Alex, and the Printz—and helps celebrate YALSA's 50th anniversary. The first section gives "essential background and authoritative advice" on using award winners for collection development as well as suggestions for marketing these books to teens. The second section deals with the awards themselves and presents a brief history and a list of winners for each of them. Acceptance speeches for the Margaret A. Edwards and Michael Printz awards through 2007 are also included. The book concludes with reproducible lists of award winners. Authors of the various sections—Mary Arnold, Paula Brehm-Heeger, Michael Cart, Betty Carter, Pam Spencer Holley, RoseMary Honnold, and Erin Downey Howerton—are recognized as experts and active practitioners in the fields of young adult literature and teen services. This volume fulfills the need for a comprehensive, easy-to-use guide for the YALSA awards.—Janet Hilbun, Texas Woman's University, Denton

Jones uses the Search Institute's 40 Developmental Assets as the foundation for teen library programming. She firmly believes that the library can and should provide opportunities in which teens (who represent nearly 25 percent of public library users) can develop. The innovative ideas in this text include "DJ Workshop—Who Wants to Be a DJ," "Teen Top Models Fashion Course," "Brown Bag Concerts @ the Library," "Library Teen Idol Competition," "Check It Out @ the Library" (Teen Cable Show), and "Word-Up" (Radio Program). "Virtual Tours" outlines in-service training for teachers designed to increase collaboration between schools and public libraries. Each of the 25 programs includes descriptions, goals, and a how-to-do-it section, complete with book display and program-evaluation suggestions. Although some programs are designed to be hosted on a system-wide basis, all are easily adaptable for local communities. The accompanying CD includes customizable forms, promotional flyers, evaluation worksheets, permission slips, and four PowerPoint presentations. This creative and innovative text, with interesting and worthwhile program ideas and tools, is an excellent purchase for any library seeking to serve teens.—Rebecca Sheridan, Easttown Library & Information Center, Berwyn, PA

This fine collection will appeal to tellers, teachers/librarians, and students from upper elementary school to university. It is also a serious and scholarly study of folklore from this area of the Far East. MacDonald offers information about the countries, explanations of the stories, and source materials for further enrichment. Arranged by country and by type of folklore, the tales include traditional motifs: origins, animals, magic, humor, rivalry, tricksters, heroes, morals, manners, adventures, plus myths, legends, proverbs, songs, and games. Most are easy to read and moderately easy to tell. Many characters and stories transcend national borders. For example, Kancil the Mouse Deer, a trickster here, will seem as familiar as Anansi and Brer Rabbit. Yet, the geography of these lands, open to seas and trade routes from far and wide, lends a unique flavor to these stories. Unfortunately, the quality of the maps that accompany each selection is disappointing. Otherwise, this is a rich addition.—Judy Sokoll, Florida Storytelling Association, Naples

In this comprehensive guide to designing and implementing a school garden, Mackay and Stewart offer practical advice on acquiring funding sources and developing community partnerships, as well as specific instructions for developing various types of gardens: vegetable, butterfly, natural habitat, etc. A wide variety of activities is included, each one linked to the National Science Standards. Annotated book lists and webliographies of appropriate material for both students and faculty are presented throughout. Woven into the text at every opportunity is the authors' philosophy regarding the importance a school garden can hold both in terms of improving academic performance with regard to science testing, and in helping children who spend increasing amounts of time indoors reconnect with the natural world. The projects are ambitious and would require substantial commitment in terms of time, but inspired individuals will find this book invaluable.—Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

The 30 stories contained in this volume include contributions from such luminaries as Diane Wolkstein, Peninnah Schram, Laura Simms, and Joseph Bruchac, as well as others who have devoted their lives to bringing story to others through the powerful medium of oral narration. The selections themselves cover a broad range of holidays, including those that might be expected—New Year's Day, the Fourth of July, etc.—as well as lesser-known celebrations, such as the Thai New Year. Ways for the audience to participate in the tellings are included with each tale, with uneven success. A stirring refrain or even a brief brainstorming session may indeed provide the kind of "mutual ownership" Miller describes in her introduction, but random questions interjected into a story often serve only to interrupt the narrative flow or break a mood that otherwise might have been created. There are a great many selections about peace, a good thing in and of itself, but most of them are so message driven that they don't always stand as stories. There is useful background information at the end of each tale, but suggestions for Internet sites rely heavily on Wikipedia. Activities suggested are unexceptional, often relying on mundane cut and paste. Still, storytellers in need of material specifically related to holidays should find sufficient fodder here to warrant purchase.—Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

Thomas strongly advocates involvement by school librarians in the educational reform recommended and currently taking place in many schools across the country. In the first chapter, she examines the history behind educational changes in high schools and libraries during the 20th century and looks at numerous papers, reports, and research results and addresses the role of school libraries in Career Technical Education programs. Emphasis is placed on this relationship and frequently stressed throughout the book and is in response to a lack of background in this area for librarians. Further chapters zero in on some of the reform models being used and promoted, the importance of librarians collaborating with teachers in CTE programs, taking a positive look at meeting the needs of all students and programs, examining the role of the school librarian in school reform measures, and integrating literacy and research skills. The author discusses providing valuable library resources through awareness of program needs, selling the library to all students and faculty, and, finally, taking the steps to investigate and understand these changing needs. Each chapter concludes with an extensive reference list, with Web site addresses for many resources, papers, and programs mentioned. Copious statistics, charts, graphs, figures, etc., support the book's thesis. An invaluable resource and instructional guide.—Susan Shaver, Hemingford Public Schools, NE