Professional Reading

In this extensive resource, teachers will find a wealth of suggestions, ideas, unit plans, and answers to questions pertaining to how to integrate and use Web 2.0 tools throughout the curriculum. The book will also prove useful to school media specialists for library implementation and to collaborate with teachers on the development and utilization of these exciting tools. The eight detailed chapters cover everything from how technology trends effect how we teach, to blogging, podcasts, wikis, digital storytelling, Google apps, ESL learning, and social bookmarking. Within each chapter, information is broken down into sequential steps or parts. Part 1 provides objectives, a glossary of terms, an introduction and explanation of the tool, examples, and exercises. Part 2 takes readers through the steps of preparation and provides guidelines and rules for blogging. Part 3 includes practical applications with examples to prepare a unit plan, application of standards, goals and objectives, sample activities, assessment, etc. Copious figures support the material throughout, and evaluation and assessment forms and Web sites are included. This resource concludes with an appendix that includes URLs listed by chapter.—Susan Shaver, Hemingford Public Schools, NE

Gillespie begins with chapters that suggest the criteria by which fiction, and historical fiction specifically, should be evaluated. He gives a detailed and enlightening look at the development of the genre that serves as a useful guide for building a collection of must-haves or classics. He also includes a generic chapter on how to bring books and children together, which feels a bit like "Children's Literature 101" with advice about attractive displays, book fairs, and knowing your readers. The strength of the volume is the in-depth coverage of the 81 featured novels, organized geographically, and then chronologically. Historical background, information about the author, a lengthy synopsis, passages for booktalking, and discussions of themes are all provided, giving librarians an arsenal of information to help get the right book into the right hands. The weakest section of featured novels is that of Africa, which includes only four titles. The strongest is on United States selections, bringing together a wide range of books with strong kid appeal. Overall, this is a solid resource for librarians new to the field, or for those looking to update their collections.—Jody Kopple, Shady Hill School, Cambridge, MA

Practical and concise, this well-organized and readable guide is for inexperienced staff members who are not necessarily children's librarians. Peck matches program sessions to the ages of the children (babies, toddlers, preschoolers) and to their educational and social development. The 75 themed storytimes include different types of books and Web sites and sources for songs, musical instruments, fingerplays, games, puppets, and crafts. The author discusses best times and settings for programs; special issues, such as children's and parents' behavior; selection and training of volunteers; the "registration" question, and more. The book is a natural partner to Kendall Haven and MaryGay Ducey's Crash Course in Storytelling (Libraries Unlimited, 2006). Peck's programs place much emphasis on prekindergarten readiness and preliteracy readiness for preschoolers. Carolyn N. Cullum's The Storytime Sourcebook II (2007); Gail Benton and Trisha Waichulaitis's Ready-to-Go Storytimes (2003); Kay Lincycomb's Storytimes…Plus! (2007, all Neal Schuman); and Marie Castellano's Simply Super Storytimes (Upstart, 2003) supply storytime programs too, but Peck gives much more step-by-step guidance.—Judy Sokoll, Florida Storytelling Association, Naples

Sullivan makes a clear case for his belief that what boys like to read and what we think of as "good literature" are not the same thing. His premise is that if we are to close the reading gap between boys and girls, the female-dominated professions of teaching and librarianship need to embrace boy's literature, boy-friendly formats, and programming. This second volume builds upon the work Sullivan has done since the first volume was published in 2003. He states that while a lot has changed in five years—"people are not only willing to talk about boys and reading, they are eager to do so"—ultimately all this recognition must translate into action. He describes a successful "Literary Lunch" program he implemented. Other programs are included, along with ideas on how to expose boys to story, promote reading to them, and create a culture of literacy in order for them to succeed. The author gives a clear definition throughout the book of the differences between boys and girls and how to apply this knowledge to closing the reading gap. A must-read for all librarians and media specialists.—Renee McGrath, Nassau Library System, Uniondale, NY

Presenting 55 tales from Chinese ethnic groups that do not belong to the Han majority, this volume serves as a companion to The Magic Lotus Lantern and Other Tales from the Han Chinese (Libraries Unlimited, 2006). Yuan begins with a cultural overview of representative ethnic minorities, touching on languages, customs, clothing, religions, and festivals. Recipes for selected traditional dishes are included, along with rules for a few games and directions for crafts. The tales, organized by subject matter and retold for a child audience, consist of bare-bones plot summaries that teachers could use as a springboard for creative arts. A brief introduction to each tale provides cultural context. Appendixes carefully describe the motifs of each tale type, give detailed source notes, and list national minorities in Chinese and Roman characters. While He Ligi's The Spring of Butterflies and Other Chinese Folktales (HarperCollins, 1985) is more child-friendly, teachers and librarians developing curricula for the study of China will find this new volume a valuable asset, as will storytellers looking for source material.—Margaret A. Chang, Massachusetts College of Liberal Arts, North Adams